Podcasts about education center

This episode of History As It Happens was recorded on location at the U.S. Army War College and the Army Heritage and Education Center in Carlisle, Pa. The Army's 250th birthday was on June 14th. What were the first soldiers of the Continental Army talking about 250 years ago? Where did they gather to share their ideas about war and revolution? To mark the Army's 250th birthday, the curators and craftsmen at the Heritage and Education Center constructed an 18th-century tavern where visitors can imagine the American colonists deciding to break from the crown. It is part of a new exhibit covering two and a half centuries of Army history. In this episode, historian Kate Lemay and curator Molly Bompane tell us about their time-traveling work. Episode artwork by Kaitlin Garman, Education Technician (Outreach), U.S. Army Heritage and Education Center

This episode of History As It Happens was recorded on location at the U.S. Army War College and the Army Heritage and Education Center in Carlisle, Pa. The Army's 250th birthday was on June 14th. What happens inside a classroom full of colonels and lieutenant colonels? At this institution in rural Pennsylvania, America's future military leaders are learning grand strategy steeped in history, from Thucydides to today's conflicts. In this episode, historians Kate Lemay and Michael Neiberg discuss the way their students are challenged to think about preserving the peace, and how the center's archive brings the past to life. Episode artwork by Kaitlin Garman, Education Technician (Outreach), U.S. Army Heritage and Education Center

PREVIEW: Colleague Henry Sokolski of Non-Proliferation Education Center comments on the possibility that Iran will withdraw from the NPT as did North Korea—and build a bomb quickly. More. 1955 NEVADA TEST RANGE

Gilbert Miller of Clemson's Edisto Research and Education Center is not only a Doctor of Plant and Environmental Sciences, but also president of the South Carolina Watermelon Association.

Fruits of the Backyard — a fun field day for anyone wanting to grow berries, whether it's on your front porch or in a raised garden bed. Middle Tennessee AgResearch and Education Center hosts the event each year to promote agriculture in urban areas and teach people how to grow fruits with limited land and resources.

Shared micromobility programs offering scooters and bikes have exploded across the US in recent years, but the benefits haven't been shared evenly. Anne Brown joins to discuss the equity goals and mandates cities are requiring of operators, and which seem to be most effective.Show Notes:Brown, A., & Howell, A. (2024). Mobility for the people: Equity requirements in US shared micromobility programs. Journal of Cycling and Micromobility Research, Volume 2, 2024, 100020,ISSN 2950-1059, https://doi.org/10.1016/j.jcmr.2024.100020. Brown, A., & Howell, A. (2025.) From Paper to Practice: Shared Micromobility Requirements and Outcomes (preprint; forthcoming Transportation Research Interdisplinary Perspectives).Brown, A., & Howell, A. (2024.) Small fares for small modes: Discount Ride Programs and Equity in US Shared Micromobility Programs (preprint). Operationalizing Equity: US Micromobility Equity Requirements Database.MacArthur, J., Fang, K., & Thigpen, C. (2024). Taxing Shared Micromobility: Assessing the Global Landscape of Fees and Taxes and Their Implications for Cities, Riders, and Operators. Portland State University Transportation Research and Education Center.LADOT Year 1 Snapshot: A review of the 2019-2020 dockless vehicle program.

The U.S. Army Heritage and Education Center is excited to present a special American Revolution lecture by Pulitzer Prize-winning author Rick Atkinson. The lecture focuses on his book, “The Fate of the Day,” the second volume in his Revolution trilogy.

Combining the power of the Magnetic Memory Method with this crucial topic is a meaningful endeavor. Grandpa Bill is crafting some mnemonics and memory palace locations to help myself, and you all- internalize and deliver this information effectively for my podcast and YouTube episodes.Grandpa Bill Continues Today Talking:Giving the heavy nature of this topic, a location that evokes a sense of history, perhaps with both dark and hopeful elements?Consider:A Historical Museum: Each room or section could represent a different aspect of the descent into violence, human cost, resistance, and aftermath.A Journey Through a Symbolic Landscape: Start in a place representing early signs of intolerance, move through a dark forest symbolizing violence, emerge into a field of resilience, and finally reach a place of remembrance.A Grand Old Library: Different sections could house the "books" of each stage, with specific shelves or reading nooks holding key details.For these examples, let's use the Historical Museum as our primary Memory Palace.1. The Descent into Violence:Location 1: The "Seeds of Hatred" Exhibit (Museum Entrance Hall)Location 2: The "Authority's Grip" Exhibit (Darkened Room with a Stage)Location 3: The "Mechanics of Perpetration" Exhibit (Glass Cases Displaying Horrific Objects)2. The Human Cost:Location 4: The "Hall of Loss and Trauma" (Room with Empty Frames and Eerie Sounds)Location 5: The "Displacement and Dispossession Gallery" (Room with Scattered Belongings and Maps)Location 6: The "Shattered Communities Exhibit" (Room with Broken Pottery and Divided Walls)3. Resistance and Resilience:Location 7: The "Acts of Courage" Gallery (Room with Heroic Statues)Location 8: The "Moments of Defiance" Exhibit (Room with Powerful Imagery of Protest)Location 9: The "Survival and Memory Archive" (Room with Books and Testimonial Videos)4. The Aftermath and Legacy:Location 10: The "Hall of Justice" (Formal Room with Scales of Justice)Location 11: The "Truth and Reconciliation Forum" (Open Space with People Talking)Location 12: The "Remembrance and Education Center" (Room with Monuments and Interactive Displays)Journaling and Index Cards:After creating these vivid images and PAO stories, GB immediately journals about them. Describing each location in my memory palace and mnemonic images I have placed there. Creating index cards for each key concept, with the mnemonic trigger on one side and the detailed information on the other. Regularly reviewing these cards to solidify the information in my long-term memory.#MagneticMemory,#MemoryPalace,#PAOsystem,#MnemonicsForGood,#RememberThePast,#LearningThroughMemory,#AnthonyMetivierMethod,#BHSalesKennelKelpHolisticHealingHour,#BillHoltMemory,#[The Halocaust]Memory (e.g., #HolocaustMemory),Unlocking History: A Memory Palace Journey Through AtrocityRemembering the Unimaginable: Mnemonics for a Vital ConversationBuilding a Memory of Darkness: Understanding the Descent into ViolenceBeyond Forgetting: Using Memory Techniques to Honor the VictimsThe Architecture of Atrocity: A Memory Palace of Human CostSeeds of Hope in Memory: Recalling Resistance and ResilienceThe Long Road to Remembrance: A Memory Palace of Aftermath and LegacyMagnetic Memory for a Meaningful Message: Remembering AtrocitiesYour Memory Palace for Humanity: Understanding History's Darkest ChaptersFrom PAO to Prevention: Memorizing the Lessons of Atrocity

This Farm Talk Segment is brought to you by North Dakota Corn. The Red River Valley Fair’s Ag Education Center, presented by the Cass County Farm Bureau, allows students to learn about the region’s agriculture.See omnystudio.com/listener for privacy information.

* Time for Change: Dr. Change Tan received her Ph.D. in Biochemistry from the University of Pennsylvania and an M.S. in Organic Chemistry from Nankai University in Tianjin, China, and she also studied as a postdoctoral fellow for the Department of Genetics at Harvard Medical School. Tan served as associate professor in the Division of Biological Studies at the University of Missouri before working as a founder and investigator at the Forest of Life Research and Education Center. Dr. Tan's interests include origin of life and biodiversity, the relationship of organisms, molecular biotechnology method development, reproduction and signal transduction. Tan has written nearly 30 refereed journal articles, including several for the “Answers Research Journal,” and is the co-author, along with Rob Stadler of an eye opening book “The Stairway to Life: An Origin-of-Life Reality Check”, in which the authors specify requirements for the spontaneous formation of life and evaluate the prospects for natural processes to satisfy these requirements. * Prokaryotes Can't Change: at least not into Eukaryotes! No matter how the evolutionists try to spin it!

* Time for Change: Dr. Change Tan received her Ph.D. in Biochemistry from the University of Pennsylvania and an M.S. in Organic Chemistry from Nankai University in Tianjin, China, and she also studied as a postdoctoral fellow for the Department of Genetics at Harvard Medical School. Tan served as associate professor in the Division of Biological Studies at the University of Missouri before working as a founder and investigator at the Forest of Life Research and Education Center. Dr. Tan's interests include origin of life and biodiversity, the relationship of organisms, molecular biotechnology method development, reproduction and signal transduction. Tan has written nearly 30 refereed journal articles, including several for the “Answers Research Journal,” and is the co-author, along with Rob Stadler of an eye opening book “The Stairway to Life: An Origin-of-Life Reality Check”, in which the authors specify requirements for the spontaneous formation of life and evaluate the prospects for natural processes to satisfy these requirements. * Prokaryotes Can't Change: at least not into Eukaryotes! No matter how the evolutionists try to spin it!

This week, groups representing more than 1,600 colleges and universities pledged reforms to fight campus antisemitism—a major breakthrough in the effort to end anti-Jewish hatred and create campuses where Jewish students feel safe. In collaboration with American Jewish Committee (AJC), the groups urged the Trump administration to continue making the eradication of antisemitism a priority, but without endangering the research grants, academic freedom and institutional autonomy of America's colleges and universities. Here to discuss this collaboration are Sara Coodin, Director of Academic Affairs for AJC, and Ted Mitchell, president of the American Council on Education. ___ Resources: Listen – AJC Podcasts: The Forgotten Exodus: Untold stories of Jews who left or were driven from Arab nations and Iran People of the Pod:  Latest Episodes: Why TikTok is the Place to Talk about Antisemitism: With Holocaust Survivor Tova Friedman Related Episodes: Higher Education in Turmoil: Balancing Academic Freedom and the Fight Against Antisemitism Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. Transcript of the Interview:  Manya Brachear Pashman   This week, groups representing more than 1,600 colleges and universities pledged reforms to fight campus antisemitism -- a major breakthrough in the effort to end anti-Jewish hatred and create campuses where Jewish students feel safe. In collaboration with American Jewish Committee, the groups urged the Trump administration to continue making the eradication of antisemitism a priority, but without endangering the research grants, academic freedom and institutional autonomy of America's colleges and universities. Here to discuss this collaboration  is Sara Coodin, Director of Academic Affairs for AJC and Ted Mitchell, president of the American Council on Education. Ted, Sara, welcome to People of the Pod. Ted Mitchell   Thanks, Manya, good to be here.  Manya Brachear Pashman   So Ted, if you could please give our listeners an overview of who signed on to this. Who are the six organizations, and do they encompass all of the higher ed institutions in the country? Ted Mitchell   We represent everybody. And so it's everybody, from the Community College Association to the land grant universities, to AAU, the big research universities, the state colleges and universities, and then ACE is an umbrella organization for everybody. So we've got built in suspenders, and we've got every institution in America on the side of eliminating antisemitism. Manya Brachear Pashman   And then, I guess, the next question is, why? I mean, why was it necessary for American Council on Education and these other associations to join this effort? Ted Mitchell   Well, a couple, a couple of things. I mean, first of all, we have partnered. AJC and Ace have partnered for a number of years to identify and try to address issues of antisemitism. So feel like we've been in partnership for some time on these issues. And unfortunately, the need has continued to grow. I think that last spring was a real wake up call to a lot of our institutions, that they might have been comfortable believing that there was no antisemitism on their campus, but boy, they got up. They got a notice in the mail. So I think that we have, as a group, all six of us, we have worked with our institutions since last spring to create opportunities for institutions to do better. And so we had long conversations over the spring and summer about changes in disciplinary policy, everything from masks to how to make sure that every group that was seeking to have a voice make a protest was operating under the same rules, make sure that everybody understood those rules. And frankly, I think we've made we've made great progress over the course of the summer. There are still things that we can do better. There are always things we can do better. But I think the call for this letter was the conflation by the Trump administration of antisemitism and efforts to eradicate antisemitism with all of the other activities that go on on a university campus that are not really related to antisemitism. And case in point is the administration's willingness to hold research funds hostage to institutional changes and behaviors that have never been stipulated. So we're in this interesting spot where we want to do better. We're working on doing better, and the administration is saying, well, just do more. We can't tell you when you'll get there. Not only is that sort of fruitless, we also think it's illegal. Manya Brachear Pashman   So Sara, I know AJC published an action plan for university administrators last year, and that not only includes concrete steps to address antiSemitic incidents when they happen immediately, but also ways to cultivate a healthier culture. Does AJC expect the member schools of these six associations to draw from that action plan? Sara Coodin   so we hope so. You know, we don't, we don't have the power to mandate that any university in particular, much less a range of universities representing all of higher ed the entire spectrum adopt our specific action plan, but our action plan is really, I think, quite thoughtful, and covers a lot of territory. So we're thinking about all of the citizens of campus. We're thinking about administrators. We're thinking too about how administrators can create frameworks so that students can get the education that they're meant to receive on site, and for which they, you know, attend university in the first place, we're thinking too about the role of faculty, and specifically at this crucial moment, because so much attention has been paid to the experience of students and to what happens when you create clear expectations and convey. Them to students through codes of conduct and other kinds of regulatory initiatives. We're thinking very seriously about what it would mean for administrators to convey those expectations to their faculty as well, and we think that there are lanes through which they can do this that have been under scrutinized and underutilized, and usually that falls into the bucket of professionalization.  What do you do with faculty who are showing up fresh out of grad school on your campus? How do you as an institutional leader or a provost, convey the expectations that you have about the rights and responsibilities of being a teacher, a research supervisor, someone who might be supervising student activities and clubs like the student newspaper. How do you convey your institutional expectations and your expectations of these folks who are in positions of leadership for a generation or more? So it's it's an area that we think is really ripe for conversation and for folks to be convening in meaningful discussions about what the next steps consist of Ted Mitchell   Anya, if I can, if I can interject, I really applaud the framework. I think is a great place for us to start. And I know that one of the things that was important and beginning to get support from my members and other people's members was the convening that we that we held a while ago in Washington that drew 85 college presidents together, and that was a solutions focused meeting. And I think it really suggests to me that there is quite an opening for us to work together on creating a framework that could be adopted either formally or informally by many institutions. As you say, none of us can mandate what's going to happen. That's also true for the government, frankly. But I think the more and the sooner we can build a common common consensus around this, the better. And to your point about faculty responsibilities. We hear a lot about academic freedom. We hear a lot about faculty rights. We often forget that there is a responsibility for faculty to be the adults in the room and to expand the dialog and raise the level of discussion, and we need, we need to promote that. You Manya Brachear Pashman   know, I'm curious, are there any examples of institutions that have made a change have drawn from that action plan, and it created positive results. Sara, Sara Coodin   so I think we're seeing the effects of time, place and manner restrictions, and we first saw those being articulated through the task force at Columbia. And we know Columbia is not, not exactly an ideal institution right now for for a lot of different reasons, but that's not to disparage the efforts of the folks who sat on that antisemitism Task Force who came up with very specific and extremely thoughtful recommendations for their school. And I pride myself on having worked with a team that took those ideas and made sure that other schools were aware of them, so that they weren't trying to reinvent the wheel. And I think that's often the function that we've served, and particularly in the last year, because schools can and do operate in silos, whether they're geographical silos or silos within their own particular brand of school, big research institutions, Ivy League institutions, sometimes they're in conversation, but it can be very useful to serve, for us to serve as a convening function. We're not also not reinventing the wheel necessarily, but we're working in partnership to try to bring a solutions focused kind of perspective to this, because we think there are solutions in view? Obviously, leadership plays a key role in any institutional context. Are people emboldened enough to actually feel like they can convey those solutions to their communities and stand by them? And that's something that we have seen happen. I wish it were pervasive. I wish it were happening in every case. It's not, but there are certainly institutions that have taken the lead on this, whether quietly or very loudly, and I think it's important to bring our solutions to the attention of other institutions as well. Dan, I'm curious, can Manya Brachear Pashman   you shed light on the conversations that have unfolded since October 7, 2023 I mean, as students were setting up encampments and staging sit ins. Was there hand wringing, or was it considered, well, at least at first, typical college activism part of university life, Ted Mitchell   I think it started off as I certainly would never say ho hum. It started off with a sense that there has been a horrific event in the world. And of course, our campuses are going to be places where students need to respond to that and reflect on it. So I think in the early days, there was a sense that this was a right thing for campuses to be engaged in. I think the surprise came in the following weeks. 90s when the pro Palestinian, anti Israel and antiSemitic counter protests began to happen and and that was something that we really didn't expect, certainly not in the volume and intensity that took place. And I think I've said this from from the beginning, I think that we were taken by surprise and on our back foot, and so I can't, I don't know a college president who would say, stand up and say we did everything right after October 7. And you could see this in, you know, presidents making a statement on a Tuesday that they had to either retract or revise on a Thursday, and then by Monday, everything was up in the air. Again, I think that there was a lack of a sense of what the framework is looking for. There's a there was a lack of a sense of, here's where we stand as an institution. Here's what's permissible, here's what's not permissible, and we're going to be even handed in the way we deal with students who are protesting and expressing expressing their beliefs. We need them to be able to express their beliefs, but under no circumstances can those expressions be violent. Under no circumstances can they discriminate against other groups or prevent other groups from access to the education that they came for. Manya Brachear Pashman   Is some of what you're saying informed by 2020, hindsight, or is it informed by education? In other words, have you? Have you yourself and have have college presidents learned as as this year has progressed, Ted Mitchell   Well, this goes to Sara's really good point. I think that there have been two kinds of learning that have taken place. One is sort of informal communication back and forth between Presidents who sort of recognize themselves in other circumstances. And I think that that's been very powerful. We for a while, in the spring, had informal Friday discussion discussions where any president who wanted to come and talk would come and talk, and they were avidly taking notes and trying to learn from each other in real time. I think the second kind of learning was after students went home, and there really was a broad agreement that institutions needed to tackle their policies. We ran into presidents in the spring who had not read their student conduct policies, and from from there to people who had very elaborate Student Conduct policies but weren't actually following them very well, or had a lot of exceptions, or, you know, just crazy stuff.  So summer was an incredible time of calculated learning, where people were sharing drafts of things. Sara was deeply involved in, in making sure that institutions were learning from each other, and that Sara and her colleagues were pulling these together in the framework, in the framework that we have, you know it's still happening. I talk often with with presidents, and they're still exchanging notes and tactics about things that are going on, going on this fall, but they're doing so from a position of much more stability, Manya Brachear Pashman   Having taken that breath over the summer and prepared. Ted Mitchell   Having taken that breath, having sort of been through the fire, having taken that breath and having really regrouped. And one of the things that has been most essential in that regrouping is to make sure that all parties on campus understand what the rules and regulations are. From faculty to staff to Student Affairs personnel, to make sure that when a campus takes an action that it's understood to be the appropriate response to whatever the event might have been. Sara Coodin   And just to add to that point, about how, many institutions were caught flat footed. And I won't attest to whether I experienced this first personally, but thinking back to the history, the days of, you know when, when protests were either about apartheid in South Africa or it, it seemed like there was a very clear position and a clear kind of moral line there when it came to protests. So that's one example where it seems like there was a right side to be on.  And I think that that is much, obviously we look at the protests from last year as being far more out of line with with any sense of a moral right, they were in some cases host to horrific antisemitism and directly responsible for making Jewish students feel unsafe on campus. So the other example of protest, which is before my time, were the Vietnam protests on college campuses. Were really directed against the government. And last year and two years ago, we saw protests where one group of student was effectively protesting against another student group, another student population. And that is something that university administrators haven't seen before. If they were caught flat footed, it's because this was a novel set of circumstances and a really challenging one, because if you have students being activists about a geopolitical event, the focus is somewhere out there, not a population that has to live and learn on your campus. And so we're seeing the kind of directed impact of those protests on a particular group of students that feel like they no longer have a home on campus or on particular campuses, and that is a uniquely challenging set of circumstances.  Of course, we would have loved it if everyone had a playbook that worked, that could have really caught this stuff from the get go and had a very clear plan for how to deal with it, but that simply wasn't the case. And I think there are good reasons to understand why that was the case. Those codes of conduct hadn't been updated, in some cases, in 70 years.  Ted Mitchell   Your insight is really powerful, that this was one group of students against another group of students, and that's very different. But taking it back, not historically, but just sociologically, one of the things that we also learned is that this generation of students comes to our campuses with almost zero muscle and no muscle memory of how to deal with difference. And so this generation of students is growing up in the most segregated neighborhoods since the Civil Rights Act. They're growing up in the most segregated schools since Brown. And they are parts of these social media ecosystems that are self consciously siloing. And so they come to our campuses and they confront an issue that is as divisive as this one was last spring, and they really don't know how to deal with it. So that's the other learning that we've taken. Is that we need to get very serious about civic education, about how to have conversations between left and right, Jewish students and non-Jewish students, Muslim students and others, and white and black. And we need to get better at that, which, again, comes into the where's the faculty in this? And if they're not a part of that kind of engagement, especially if they take sides, then we've really lost a lot of our power to create a kind of contentious but productive democratic citizenship.  Sara Coodin   What we have been privy to, and in the conversations that we've had with, I think leading university presidents and chancellors who really have have done the right thing, I think in the last year, they're, they're affirming a lot of what you're saying, Ted, about this inability to engage in in civil discourse. And in some ways, it's an admissions problem. It's admitting students who are, you know, they're writing to an audience that is looking for world-changing activism. And when you do that, you're going to get a lot of really inflamed activists on your campus.  I think the faculty piece is more complicated. I think that speaks to a couple of generations' worth of lack of framing, of what academic freedom even is, and a kind of entry into the conversation through all kinds of back channels, that the most powerful thing you can be as a teacher is a world changer. And that means gravitating towards the extremes. It doesn't mean cultivating civil discourse, because that's boring. Why would you want to do that? That's, that's not the way to make a splash. It's disappointing to see that kind of ethos take hold. But I think there are ways in which it can be more actively discouraged. Whether it's through admissions, through looking to hire on the basis of different criteria when you're looking for faculty. And it's also a K-12 problem, and we affirm that, and that's something our Center for Educational Advocacy looks at very seriously in the work that we do in the K-12 space.  How do we work with instructors and heads of school in that space to better prepare students who arrive on a college campus, knowing how to engage in civil discourse, knowing how to disagree in a way that doesn't have to result in everyone holding hands at the end and singing Kumbaya. But it shouldn't produce the culture that we saw last year. It shouldn't. It's incredibly damaging. And I think we've seen how ineffective that model is and how turbulent it is.  Ted Mitchell   It's interesting that you raise the admissions question, because I think that, Manya, to your question about what have people done? A lot of this gets really granular, like, what essay questions do you ask? And a lot of them are, what have you done to advance something you believe in?  And I was talking with a president who came in right before the springtime, who changed the essay question to be a question about bridging. Tell the committee of a time when you helped, you know, bridge an issue, a group, whatever. And I think that the attention on antisemitism in particular is really that is driving us to think about those micro-elements of our processes that actually foster, in some ways, this kind of segregation and combat that we saw in such grotesque detail last spring. Sara Coodin   Yeah, it's interesting. I know you work with faith-based colleges as well, and that notion of service, which is not part of the infrastructure for most schools, seems like a productive part of, maybe, a future conversation about a different model for being in the world.  Ted Mitchell   I think that that's right, and I love all of our members, but the faith based institution, because this has always been front and center for so many of them, who will you be in the world as a question to ask every single student, who are you in the world, to ask every faculty member that those are natural questions in many of our many of our faith based institutions. And I really admire them. Admire them for it.  Manya Brachear Pashman   And of course, that's the purpose of going to a college or university, is to figure that out, right? Who you are going to be in this world.  I want to ask both of you, what is the next step? Will there be an effort to reverse some of the measures that have been taken by the federal government to get universities to comply, or is this more about proactive measures? Sara Coodin   I mean, I can say, for our part, we have no leverage over the federal government. We're not in a position to tell them to do anything. We can appeal to them to be more measured, as we have, and we've appealed to them to be part of a larger conversation about what's going on right now and we make those efforts routinely. I think the path forward is for universities to really think carefully about who their partners are in this work.  And that's, I think part of the effect of this statement is that we are, we, AJC, are there to work towards constructive solutions, and that has always been our basic mission in terms of our advocacy, but we now have it in a very public form. And we're not there to simply hold accountable. I mean, we all hold one another accountable perpetually. We are actually there to do the work and to engage in constructive solution seeking. And I think we're at a moment now where we've seen enough, we've kind of seen enough of this film, that we can come up with some better solutions going forward. It's not catching us kind of flat footed in the same way, because we've had some time to reflect.  And I think that's where the future of this leads to. It leads to constructive solutions. It leads to coming up with really effective strategies to migrate knowledge and approaches, and tailor them to the specifics of campuses that you know are very unique, are very distinctive, and are broad in this country. As you know, Ted, this is a country with so many types of educational institutions, so many. Ted Mitchell   So the statement is important from a number of different perspectives. One is that it's great that we have come together to ask the federal government to separate the important issue of antisemitism from the other interventions that the federal government is attempting. But the other really important thing that we want the letter to signal is our helping institutions develop the right way to combat antisemitism and, more importantly, prevent it, and through its work on antisemitism, really develop this kind of more inclusive civic culture on our campuses. Manya Brachear Pashman   You know, AJC does a state of antisemitism in America report every year, and the most recent report found that roughly a third of current American Jewish college students or graduates had experienced antisemitism personally at least once in the past year, and about little over 20% reported being excluded from a group because they were Jewish. And I'm curious if university administrators pay attention to these kinds of statistics, or maybe, did they pay attention before October 7, and are they paying attention? Now, Ted Mitchell   I think, with some embarrassment, I'll say that before October 7, antisemitism was a back burner issue, and in many cases, was seen as yesterday's problem or even a historical problem. History has that nasty way of never quite going away. And you know, we see it again here. You know I remember. Was it three years ago that we co hosted a symposium in New York on antisemitism on campus, and it was it was striking. It was well attended, and people really heard a lot. But the the most striking thing that we all heard was testimony from Jewish students, not only about the frequency of antiSemitic activity, but their exclusion from what we used to be able to call dei initiatives, and that somehow whatever was happening to Jewish students wasn't the same thing. And I went away heart's sake about that. And I think that we, you know, we let two years pass without doing much about it. And we were we were called, we were called to account for that. So I think that now that, now that antisemitism has the attention of colleges and universities, we can't squander it. But instead, we really need to move forward and say, what is it that institutions need? Can I take one more second so about about data and statistics? What's When? When I when I read that report? The first thing that I noted was that those numbers are almost precisely the same numbers that women on American colleges have experienced assault, sexual assault, 30% of women on college campuses have felt that they were assaulted in one way or another verbal and 20% feel like they were physically endangered. And so it's not a good thing, but it speaks to the scope of the problem. And in our little world, there really was a lot of attention placed on safety and security for female students, prevention sexual assault prevention, identification of the places where sexual assault was more prevalent, fraternities, alcohol as a as a fixture of that and I hope that we're going to have the same data driven conversations about antisemitism that we did about women's women's safety issues on our on our campuses. Manya Brachear Pashman   That is such an interesting observation.  Sara Coodin   Just to latch on to that point, about data and about how, how. I mean, we too, were surprised by some of the returns this year. We knew it had been a tough year, but we didn't exactly know what students were going to report. We asked specific questions about specific aspects of their experience. But I think you know, one of the things that stands out about the data, for me is, is the framing that we had for students when we asked about their experiences, we asked about their subjective experience, something that's occasionally used to discount our data. Hey, you're asking about people's feelings, but actually, we want to know about the experience, the subjective experience. This is a key component of what the college experience actually amounts to for students going through it.  And of course, we want a solid record of the number of incidents that students are exposed to, whether it's violence or, you know, whether it's coming through the form of words. There's a range of different options, but I think when you look at things like numbers of Jews on college campuses, you get a particular story about the presence of a fractionally tiny minority at elite institutions. Particularly, the numbers are fairly good, although they've dropped in the last number of years. But I think that that doesn't tell the full story. And I think you need that subjective aspect to find out how Jewish students are feeling in those roles in those institutions. And I kind of want to use this just as an opportunity to double down on the importance of that, the feeling that student have about their experience in college, which is an experience they've worked terribly hard to arrive at, and that they tend to take extraordinarily seriously once they've arrived it is It is unthinkable to allow that experience to continue to be shaped by antisemitism. It's flatly unacceptable. Manya Brachear Pashman   Well, Sara Ted, thank you so much to you both for elaborating and explaining what this means, and I wish you both luck in carrying out the mission. Ted Mitchell   Thank you so much. Sara Coodin Thank you. Manya Brachear Pashman  If you missed last week's special episode, be sure to tune in for my conversation with Holocaust Survivor Tova Friedman and Lisa Marlowe, director of the Holocaust Awareness Museum and Education Center outside Philadelphia – a conversation that was recorded live at the Weizmann National Museum of American Jewish History in Philadelphia. Be sure to listen.  

Jim Buchholz, director of the Schmeeckle Reserve at the University of Wisconsin-Stevens Point, joins to discuss interpretive planning, exhibit design, and his popular recurring NAI Conference session, the Wayside Olympics. He is the co-author of several publications, most notably Signs, Trails, And Wayside Exhibits: Connecting People And Places, part of the Interpreter's Handbook Series. Jim has served as a volunteer naturalist, was an outdoor educator at the Outdoor Skills and Education Center, developed the Interpretive Technology Lab at the Schmeeckle Reserve, and teaches environmental interpretation courses at Wisconsin Stevens Point. He joins NAI's Song Stott and Paul Caputo on this episode.

* Time for Change: Dr. Change Tan received her Ph.D. in Biochemistry from the University of Pennsylvania and an M.S. in Organic Chemistry from Nankai University in Tianjin, China, and she also studied as a postdoctoral fellow for the Department of Genetics at Harvard Medical School. Tan served as associate professor in the Division of Biological Studies at the University of Missouri before working as a founder and investigator at the Forest of Life Research and Education Center. Dr. Tan's interests include origin of life and biodiversity, the relationship of organisms, molecular biotechnology method development, reproduction and signal transduction. Tan has written nearly 30 refereed journal articles, including several for the “Answers Research Journal,” and is the co-author, along with Rob Stadler of an eye opening book “The Stairway to Life: An Origin-of-Life Reality Check”, in which the authors specify requirements for the spontaneous formation of life and evaluate the prospects for natural processes to satisfy these requirements.* Prokaryotes Can't Change: at least not into Eukaryotes! No matter how the evolutionists try to spin it!

* Time for Change: Dr. Change Tan received her Ph.D. in Biochemistry from the University of Pennsylvania and an M.S. in Organic Chemistry from Nankai University in Tianjin, China, and she also studied as a postdoctoral fellow for the Department of Genetics at Harvard Medical School. Tan served as associate professor in the Division of Biological Studies at the University of Missouri before working as a founder and investigator at the Forest of Life Research and Education Center. Dr. Tan's interests include origin of life and biodiversity, the relationship of organisms, molecular biotechnology method development, reproduction and signal transduction. Tan has written nearly 30 refereed journal articles, including several for the “Answers Research Journal,” and is the co-author, along with Rob Stadler of an eye opening book “The Stairway to Life: An Origin-of-Life Reality Check”, in which the authors specify requirements for the spontaneous formation of life and evaluate the prospects for natural processes to satisfy these requirements.* Prokaryotes Can't Change: at least not into Eukaryotes! No matter how the evolutionists try to spin it!

The CANDLES museum in Terre Haute celebrates its 30th anniversary this week.Founded by Holocaust survivor Eva Mozes Kor, CANDLES, or Children of Auschwitz Nazi Deadly Lab Experiments Survivors, “strives to be a premier institution seeking progress in the creation of a world free from prejudice, hatred, and genocide.” Kor and her twin sister, Miriam Zeiger, endured medical experiments by Dr. Joseph Mengele, the infamous “Angel of Death, as children at the Auschwitz concentration camp in 1944. Their parents and older sister died there."Within 30 minutes, my whole family was ripped apart and all died, except for Miriam and me, who were used as human guinea pigs by Dr. Mengele," Kor said in 2017.Read more: Eva Kor's storyKor went on to champion forgiveness for those who carried out the Holocaust atrocities. And beginning in the 1970s, she began dedicating her life to educating people about the Holocaust and sharing survivor stories. And in 1995, she founded the CANDLES Holocaust Museum and Education Center.For more than two decades, she lectured about her experiences and guided tours at the museum. She returned to Auschwitz on numerous occasions, leading groups that could share what they had learned with their students and future generations. CANDLES continues these trips to Auschwitz each year in honor of Kor, who died in July 2019 during atrip to Poland for the museum.Read more: Holocaust Survivor, CANDLES Founder Eva Kor Dies At 85Kor's husband, Rachmiel “Mickey” Kor, was also a Holocaust survivor, spending four years in Nazi labor camps, including Buchenwald. He died in 2021.Their son, Dr. Alex Kor, is carrying on their legacy as a member of the board of directors at CANDLES. He recently authored the book, “A Blessing, Not a Burden,” which details the experiences of his parents.Read more: Anti-Jewish harassment and vandalism on the rise, say community leadersLearn about her powerful story of survival, resilience, and forgiveness during a live broadcast of WFIU's Noon Edition with CANDLES executive director Troy Fears and Dr. Alex Kor, son of Eva Kor.On this week's Noon Edition, we'll host a discussion from the CANDLES Holocaust Museum and Education Center in Terre Haute. This event is free and open to the public. Guests should arrive by 11:30 a.m. for the live hour-long radio broadcast beginning at noon.Join us on the air by calling 812-855-0811 or toll-free at 1-877-285-9348. You can also send questions for the show to news@indianapublicmedia.org.  You can also record your questions and send them in through email. GuestsDr. Alex Kor, son of Eva and Mickey Kor, and author of author of the book “A Blessing, Not a Burden” which documents his parents' story.Troy Fears, Executive Director, CANDLES Museum

Host: Coach Guests: Stephanie Rubinstein, Hali Nurnberg Air date; Apr 30, 2025

In this episode of “In Jewish History,” Dr. Alex Kor of Candles Holocaust Museum and Education Center in Terre Haute, Indiana, discusses his book “A Blessing, Not A Burden.”

Tova Friedman was just six years old when she walked out of Auschwitz.  Now, 80 years later, Tova is devoted to speaking about her experiences as a child survivor of the Holocaust and being vocal about the threat of antisemitism. She knows how easily a society can transition from burning books to burning people, and she is determined to ensure that never happens again. Tova speaks to audiences worldwide–in person and on the social media platform TikTok, where she has amassed over half a million followers. Listen to Tova's harrowing, miraculous testimony of survival, as part of a live recording at the Weizmann National Museum of American Jewish History in Philadelphia, in partnership with AJC Philadelphia/Southern New Jersey.  Lisa Marlowe, director of the Holocaust Awareness Museum and Education Center (HAMEC), joined us to discuss the museum's mission to bring Holocaust survivors to schools, the importance of teaching history through eyewitness accounts, and the significance of preserving stories of righteous individuals like her Danish great-grandmother, who saved thousands of Jews during WWII. *The views and opinions expressed by guests do not necessarily reflect the views or position of AJC. Photo credit: Christopher Brown Resources: -About Tova Friedman and TovaTok -Holocaust Awareness Museum and Education Center (HAMEC) -AJC Philadelphia/Southern New Jersey Listen – AJC Podcasts: -The Forgotten Exodus: Untold stories of Jews who left or were driven from Arab nations and Iran -People of the Pod Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. Transcript of Interview with Tova Friedman and Lise Marlowe: Manya Brachear Pashman:  Yom HaShoah, Israel's Holocaust Remembrance Day, begins on the evening of April 23. To mark this remembrance, our broadcast this week features our recent live event at the Weitzman National Museum of American Jewish History in Philadelphia. There I had a conversation with Lise Marlowe, of the Holocaust Awareness Museum and Education Center in suburban Philadelphia and author and Holocaust survivor Tova Friedman.  __ Thank you to all of you for being here today to participate in a live recording of People of the Pod, American Jewish Committee's weekly podcast about global affairs through a Jewish lens. I'm your host, Manya Brachear Pashman. Down here on this end is Lise Marlowe, our partner and organizer of this wonderful event. She is the program and Outreach Director of the Holocaust awareness Museum and Education Center, otherwise known as HAMC in Elkins Park, Pennsylvania, which is just outside here in Philadelphia. She is also a long time teacher who has come up with some quite innovative ways to teach Holocaust history to middle school students. But before we begin and get to all of that, I do want to turn to Lisa for a few minutes. If you could just tell us a little bit about HAMC. What is it? Because we are in a different museum venue now.  Lise Marlowe:   Thank you Manya, and thank you everyone for being here today. So HAMC is America's first Holocaust Museum, which started in 1961 by Holocaust survivor named Jacob Riz, who lost 83 family members to the Nazis. Our Museum's mission is to bring Holocaust survivors to schools and organizations. We believe it's important to give students the opportunity to learn history through an eyewitness. When we host a school program, we tell students that they are the last generation to meet a survivor, and once they hear a survivor's story, it becomes their story to tell. It also becomes their responsibility to speak up and stand up to the Holocaust deniers of the world and to say, I know you're lying because I met a survivor. It's not easy for our survivors to tell their story, but they want to honor the family they lost. And to make sure students know what happened so history hopefully doesn't repeat itself.  Hearing about the rise of antisemitism, seeing hate towards other groups, can bring trauma to our survivors, but our survivors teach students that there are things we can do to stand up to hate. We can remember that words matter, kindness matters, that we can support and help each other when bad things happen. The Holocaust did not begin with concentration camps. It began with words.  Our museum brings hundreds of programs all over the world, so please reach out to us at HAMC.org. Because we believe education is stronger than hate. We find that students are inspired by the messages our survivors tell them, which is to not hate others. Even though they lost everything. Their families, their property, their identity, their childhood, they teach students that hate can only destroy yourself. Manya Brachear Pashman:   Thank you so much, Lise. I met some of Lise's former students who are here in the audience today. You have some really remarkable ways of teaching Holocaust history so that it sticks. I would like to get into that a little bit later. And you also have your own family story to share, and we'll learn more about that later, as she is one of our two guests on today's podcast.  You see, there are three pieces to our podcast today, including the traditional format of a conversation with our guests, which will come later, and then your opportunity to ask questions. But to really comprehend what we discuss, you must first hear the powerful story that our guest of honor, the woman next to me, Tova Friedman, one of the youngest people to emerge from Auschwitz, the Nazi's concentration camp and extermination camp in occupied Poland. You must hear her story first.  Tova has worked tirelessly to share her story in every format possible, to reach the widest audience. In addition to telling her story in person, at venues such as this, she worked with a journalist to produce an accurate and comprehensive memoir, and next month, a young adult version of that memoir will be released.  She's worked with her grandson, Aaron, a student at Washington University, to share portions of her story on Tiktok on a channel called TovaTok, that has about 522,000 followers, and she is here today to reach our podcast listeners. And you. After her presentation, Tova will have a seat once again, and we'll continue the conversation. But right now, it is my honor to turn the mic over to Tova Friedman:. Tova Friedman:   Thank you. I have no notes and I can't sit because I'm a walker. You know, I think better when I walk. I think better on my feet. Let me tell you, a few months ago, I was in Poland. I was invited as a speaker to the 80th commemoration of Auschwitz liberation.  Five years ago, I was there also–75th. And there were 120 Holocaust survivors there with their families and their friends from Auschwitz. This time there were 17 [survivors], and we'll have no more commemoration. We're done. People, the lucky people, are dying from old age. You know, they're, or they're Florida, or they're gone, okay, they're not available.  So what's scary is that many young people will not meet a survivor, and they will be told in colleges and high schools, probably it never happened. It's an exaggeration. You know, the Jews. They want everybody to be sorry for them. That will happen. And that's been happening here and there to my grandchildren.  Right now, I've got eight grandchildren, but two are in colleges, and one is in Cornell. And I got the saddest phone call on Earth. To me it's sad. He got a beautiful Jewish star when we went to Israel. He called me to ask me if he should wear it inside, hidden, or if he should wear it outside. That's so symbolic.  And I said to him, do you want to be a visible Jew, or do you want to be a hidden Jew? Do what you want. I will not criticize you. I know that life is changed from when I went to college. America is different, and I'm just so upset and unhappy that you, at age 18-19, have to go through that. One of my grandkids had to leave the dormitory because of the absolute terrible antisemitism. She is in McGill in Canada, and she has to live by herself in an apartment because even her Jewish friends stopped talking to her. So what kind of a world are we living in? Extraordinarily scary, as far as I'm concerned. That's why I talk. You can hear my voice. I talk as much as I can for a number of reasons. First, I talk in order for those people who were murdered, million and a half children, some of the faces I still remember, and a total 6 million Jews, they cannot be forgotten. They cannot be forgotten.  This is such a wonderful place here that I hear you have classes and you have survivors talking to kids. You take them to schools. I think it's fabulous, but you got to do it fast, because there's just not many of us going to be here for a long time. So one thing is memory.  The other reason I speak is a warning. I really feel that this world is again turning against us. We have been scapegoats all through history. Books have been written. Why? Why this? Why that? Why this? Why that? I can't figure out why. They're jealous, we feel with the chosen people. Oh, my God, it goes on and on. But why us? It started 2000 years ago.  So I'm here to remember, so that all those people didn't just die and became ashes. But we're living in a world where we have to be aware. We have to be aware. You heard statistics that were scary. You know, I didn't even know some of the statistics. That Jews are stopping to use their Jewish last name when they make reservations somewhere? In America.? You know, I remember when I walked out from Auschwitz with my mother. My mother survived, and I'll take you back and just give me a certain amount of time. What happened? She said to me, remember I was exactly six and a half years old. And I do, I remember. And one of the reasons I remember is because my mother was a big talker. Talker just like I am. I inherited it from her. She would tell me everything. We were in all kinds of conditions. And I'd say, Mom, what is that? She says, Yeah, that's the smoke, people are being burned. She didn't say, you know, Oh, it's nothing. Don't worry about it. No, no, no, no. She talked and she talked as long as I was with her, until we were separated. That's why my memory is so sharp, and I always tell the younger generation: stop texting and start talking. Texting, you won't remember anything. It doesn't go into your brain. When somebody talks to you, you will never forget. When your mom or dad says things to you, you will remember them. If they text it to you, it lasts a few minutes and it's gone. So that's why I remember so much.  My mother lost 150 people. She was the only survivor of Auschwitz. The only survivor, brothers, sisters, nieces, nephews, all gone, and she died very young. She died at 45. Her war never ended. Her Auschwitz, she brought with her to America because she just couldn't get over it. My father lost about all his brothers and sisters except two, and he was able to handle life a little bit better, but she wasn't.  In my town, there were hundreds of Jewish children at the end of the war. There were five left. Five. I'm the youngest. That's why I'm still here talking. Two have died, and one is in her 90s, and she doesn't talk much anymore. So I feel like I'm representing an entire town that's gone, just gone. A town that had synagogues and they had football and they had a very vibrant town. Where my mother was a young woman. She was studying. My father was an actor, a singer, and a tailor, so he should have some money, but they were all functioning. It's all gone.  When I went to visit, because I took my grandchildren so they can see, there was no sign the Jews even were there. It's like we disappeared. My memory of the war starts when I was four, not so much before. My parents lived in a very modern town. And because they left the shtetl, my mother wasn't interested in all the religious and the sheitles, and you know, the wigs people used to wear, which, by the way, my daughter now is wearing a wig, which is sort of strange, right?  And they went to live a modern life. As soon as Kristallnacht came, he knew right away that this is not a place for him. And what do you do when you're scared? You go home, you go to your parents. So my mother and father, I was one year old, went back to their parents' home. What did they find there? That they were already in a ghetto.  Now, I remember the ghetto at the age of four, there were lots and lots of people in a tiny apartment, no running water, no bathrooms, no food, no room. So I was under the table. All my memories were under the table. And I knew things that were going on. How did I know? Because I heard it.  You know, a kid at four, four and a half, people make mistakes. The children don't know. Children know everything. They may not be able to verbalize it, but they know. And I knew what was the issue. I knew that they killed children and that I have to be under the table. I knew that. I knew that my grandparents are going to die soon. I heard it. I heard my father talking. I heard my mother talking. I heard the other people talking in the apartment in Yiddish. I still remember the words, oh, they name it. They're taking the elderly. They're taking this.  Well, one day they came in, they took my grandmother, and they shot her, right outside our window, you know, took her outside. You know what's amazing when I think about this? Because I've tried to get some perspective. I've always tried to figure out, how did that happen? Why?  How is it possible? Hitler was brilliant, and if he wasn't brilliant, he had brilliant people helping him. Idiots could not have done what he did. They were educated people. He had therapists. He had a nutritionist. And you know what they said, break up the family, and you will break up people. People die when their family is killed, they die sometimes physically, sometimes emotionally. Listen, I'm a grandmother. I have eight grandchildren. I know what it means to be a grandmother in my role, and I'm sure many of you feel the same way. So they took away the elderly.  One day, my father comes in, and he says to my mother, I just put them on the truck. I know what he meant. I was exactly four and a half because I was standing by a table. I could tell my size. The table went up to my chin, and I knew that there were because the day before these people in their 20s and 30s, they were the strong guys. They dug graves for their own parents. We, the Jews, dug graves for our children and our parents.  You know when the Nuremberg Trials came, some of the guys said, we didn't do anything. We never killed any…you know why? Because they used us to kill our own people. So that time, my father told my mother what was going on. He was sitting, his tears were coming down. And I could picture it, because, by the way, whatever I tell you, multiply by hundreds. This was a template, you know, like you have a template on a computer, you just fill in the name and everything is the same. You can fill in all kinds. You apply for a job. There is a special way. That's what happened. The Germans when they came to a town, they didn't have to think what happened. They had the piece of paper, kill the elderly, kill the children, as soon as possible. So I knew. I knew exactly what was going on. I knew that my grandparents were gone, my father's parents, my mother's mother was killed. Her my grandpa died before the war from some disease. He was very lucky. So here we are. One day. I had this uncle, James. He was a German Jew. He spoke a perfect German.  So he thought, look at our minds. He thought, he speaks German. He's going to volunteer. He didn't have working papers, and he was scared to die. His wife, my aunt, she had working papers. So he went to the Gestapo, and he said, I'll be your translator. I speak a perfect German. I was born in German. And they shot him on the spot.  So I remember he used to come and visit us. I sat on his lap one day. My father said, you won't go to see Uncle James anymore. He's not coming back. I didn't say anything. I know he was dead. I didn't know how he was dead. So the reason I'm telling you all the different things is because this happened in every other ghetto.  We were living 16,000 Jews in 250 apartments, and we couldn't go in, and we couldn't get out, except certain people who had privileges. They had working papers, they had special papers. They could go out. That's how the smuggling started. Also, certain people could go out, bring some food, because we were starving. We were starving to such a point. You know why? Because the nutritionist, the PhD, the best nutritionist in Germany, told Hitler how much to feed us in order to die. You want them to die in two months? Give them that much bread. You want them to die in two weeks? Give them that. My town, which was called Tomaszow Mazowiecki, has no Jews anymore. I just wanted to mention the name because my family was there for 200 years, because the Poles in the beginning were very good to the Jews.  They wanted the Jews because we were good business people. Every time the Jews were there, the place thrived. There were close to 100 tailor shops in town, all Jewish. So how could you go wrong? They brought business from everywhere. But now, of course, there isn't anybody. And slowly,  all those people were sent to Treblinka. There were left about 50-60, people, my parents, I among them. There were very few kids left. And we were the cleanup squad. Not only did my father had to dig the graves, I don't think my mother did. My father, dig the graves, but afterwards you have to clean up. You can't leave a town so dirty because they wanted to leave no witnesses. Hitler had an order all the way from Berlin, no witnesses. That's another reason he killed the children. Kids can grow up and be a witness like me, and that was very dangerous for him. Because, you know, it's interesting from the psychological point of view, no matter what atrocities he and his people did, in the back of their mind, they were afraid of the consequences. They were afraid of consequences. That's why you leave no witnesses.  But at that time, my father buried people and he said Kaddish. I didn't know what Kaddish was. I didn't know what being Jewish was. I don't remember any Jewish holidays. I knew that being Jewish means death, but I wasn't sure what that meant, Juden. What is this Juden business? But look at four and a half. I wasn't going to think about it. Anyhow, they moved the camp. We cleaned it up. We came to the next camp, and the next camp was the labor camp. Only work. We worked for more, not me, my parents did, and I want to tell you something about that.  Slowly they did the same exact thing they did in every other camp. People were taken away. The moment you were sick, the moment you were tired, straight into some camp. One day, I heard, I heard– my mother told me, I didn't hear anything. She said they're taking the children, whoever, whatever, there were very few children left, maybe 20-30–we've got to hide you. And she hid me in like a crawl space, like they had these tiles or something. I don't know it was tile, something. And she put me in there, and she followed me, just the two of us, my father didn't get in there. And she put me on her lap, I remember. And she put her hands on my mouth. I shouldn't scream.  I remember it was so tight that for weeks I had blue marks right here. And from the little window, I see where all my friends that I was playing with outside, because my parents were gone a whole day, I was outside with the other kids, put on trucks, but I knew where they were going. They were going to the place where the big graves were dug for them.  So anyhow, when my mother said, we have to hide, we were there for maybe an hour or two. After it was all done, the kids were gone. We went up downstairs in a little room. She said, from now on, you can no longer be on the street. Okay, so I couldn't go out. I stayed in the dark room for a few weeks. It's another story, but one day I remember, and she came every day from work, she gave me food, and I slept with my parents. Because they were in the room with me.  One day, she said, Oh, you don't have to go to the room anymore. I was delighted. I said, I don't have to? No, you can go outside. I haven't been outside for weeks, and I saw she was sort of packing, moving things. We had so few things. I said, What are you doing? She says, We're packing. We're going to Auschwitz. Again, they had, you know, cleaned up the ghetto.  The place was called Starachowice. It was a Polish place. Had a town next to it even, and people who lived around, the non Jews, knew what was going on. They all knew, because there was always a town nearby. There was also a town near Auschwitz. Auschwitz, people lived a normal life there. So anyhow, I knew. I said, Auschwitz. We're going to Auschwitz, okay? I didn't care. I was so happy that I was outside.  Within a very short time, we started walking. The train was waiting. My parents were separated. That's the first time. We were always together. My father was crying, and I remember I was little, so my mother picked me up, because I don't know if anybody of you either have been either to Auschwitz or to New York City. They have the cattle car by the museum, right outside, right. You saw the cattle car and it's that high, very hard to get on it. So she had to pick me up. She put me in and my father said, Be a good girl. I said, Yeah, I'll be a good girl. And he went to another cattle car. I was with my mother, and then a 36 hour drive began, no food, no no food and no drink, very hot, because they were all women. 150 women, and no bathrooms.  And I remember, I said, Mom, I have to go. I have to go. She didn't answer me. And then I said to myself, Oh, I know everybody's going where they're standing. I think that that was a dividing line between being human and being inhuman. We're all dressed like normal kids. I had braids, you know, when we walked out, we were all covered with feces, because everybody was going everywhere. And many people had died, and I am outside standing watching all this going on, and my mother says to me, Get undressed.  And I said, why? It was about July, August. It was summertime. Why? She said to me, they want to check if we're healthy. So I, very obedient, by the way, very, very. My mother taught me rules, and I'll tell you about the rules. So I took off my clothes, and she said, don't look at the eyes of the dogs. Don't look at anybody's eyes, because these the Germans came with their dogs. And When I was by myself, in the in the labor camp, she also taught me, because I was alone, never have eye contact. She said, eye contact will make you recognize and when you see a dog stand still, which is counterintuitive.  I was frightened, terrified of the dogs more than of the Germans, but she said, the dogs will think that you're running away, and they are trained to kill when somebody's trying to run away. So in other words, she always trained me how to be self sufficient, how to recognize danger and what to do with it. So eye contact is pure danger, and running is pure danger. So I learned very, very easily how to do that. So when I'm there, I'm standing very still, the dogs are passing by. And then I say, what's the smell, it stinks here. I said, it stinks. She pointed to the crematorium. They were taking the burning bodies from the gas chamber, and it was all black, and you could smell it. And you know what? She didn't have to say anymore. I knew it. So I remember saying, Mom, how do I look? How do I look? And she said, Oh, you look good. I said, Am I healthy? She said, Yeah, you're very healthy. I said, what about you? Oh, I'm healthy too. She said. And somehow we made it.  I tried to find out. I wrote a book together with a researcher. He tried to research. He lives in England. What happened that day? Every child under the age of 12 or 13 was taken straight to the crematorium. We're useless. Old people, pregnant people, sick people. What is old, 50 and over, because you can't work. Even in Auschwitz, you had to work. Even when you waited for your death, there was some job they gave you. So that you had to be healthy, at least. Anyhow, I don't really know. I was told that we arrived on a Sunday, and Sunday they were the Germans were Christians, so they didn't want to open another crematorium. They had four going. They didn't want the fifth. That's somehow how I and my mother survived. My whole transport, not just me. We were all, you know, a bunch of people. We went to another room. They shaved my head. I remember that very well, because they picked me up and I was, I was quite small, so they picked me up, put me on a bench, and the woman did my hair. And she herself, and I couldn't find my mother, and they gave me some clothes, because they've taken my clothes by the train. And then she found me, and then she took my hand, and we followed a whole bunch of people into Auschwitz proper. This was outside of Auschwitz before you were like, ready, and so you went inside. We got a middle bed, and then she started teaching me again.  She said, you know, there'll be a lot of people here sleeping. More women, so when you're asleep, you can't move around so much, because then everybody else has to move. Okay. And I said, What about if I have to go to the bathroom? She says, No, you can't. That was a terrible thing for me as a child. I had to hold it, because they had it twice a day to the bathroom. And then she said, Look, you're going to get a cup. I didn't get it yet. We were going to be getting a cup, a tin cup, a spoon and a bowl. If tyou lose it, and if somebody steals it, you'll go hungry and you'll die.  She said, they don't look at you. You take out the bowl. Somebody gives you something to eat. Nobody touched it, by the way. I was so aware of it. I just want to go a little fast forward, because I need your questions. I need to know what you want to know. And then one of the things I told you is bathroom for kids. It was hard for me to hold it. Well one day, we were all on line, and I really had to go. So I went in front of the line, and I was in such a hurry that I fell. The way the bathrooms were, I don't know if anybody's been to Auschwitz. The slabs of the boards. It was big, gigantic holes. The holes were like, maybe this size. My grandkids, who are, one of them is 6”2, got the privilege, because of me, to try out those bathrooms.  He sat on it and he said, Grandma, I don't know how you didn't of course, you fell in. He said, It's too big for me. I fell inside. And of course, they got me out and they hosed me down, but I must have picked up some kind of a bug. There were rats there, there were feces up to here. And I got very sick, but I knew that sickness meant death, so I was very careful not to tell anybody, but that somebody saw me, and they said, this child, this child is ill.  And they were so scared of illness, because illness meant death immediately. Because every morning they came, they picked up the dead, the sick, on one of those three wheel things. Wheelbarrow, wheelbarrow, to the crematorium. So I was afraid to be one of them. And then somebody said she's sick. She's going to infect all of us.  They picked me up. I don't remember much about that, because I was really ill, and they took me to one of those places, a hospital, without doctors. When I woke up, I must have had fever, they told me no more. You can't go back to your mother. And that's when they took me to the children's place. For the first time, I saw so many children, I never knew they even existed, and they tattooed me. I remember. They said, Oh, your name is such and such. No, it's 27,633. And the woman said, Say it. Say it. I couldn't say it. I don't know what numbers were. Never went to school, but she was so kind. She taught me. She said it again. She said, just say the words, say the words. And I did it, and I learned.  And she gave me a rag with cold water. She said, press it hard. Don't rub. It'll swell. I was there just about towards the end of the war. But one day, I got a package and it said, Happy sixth birthday. I'm six. I didn't know it. I said, Oh, my mother must be somewhere, and she's alive, because she gave me a package. It was a piece of bread, but I was going to save it until I'm dead. I imagine there's a little girl I'm going to be dying, dying, dying, like everybody is dying, but I won't, because I'll take that piece of bread and I'll eat it. I didn't know anything about bread getting stale. I know nothing about bread, so I remember keeping it here, just like that, because it was on a piece of string. In the middle of the night, rats came, ate up everything, tore my clothing, but they didn't touch me. Miracle. There were a number of miracles that, I should have been dead.  All I can tell you is, within a few weeks, something weird was going on at Auschwitz. I did not know. Terrible noise, terrible shooting. Dogs were barking, and the person who was in charge of us, it was always a kapo, an adult woman, was gone. The door was open, but we didn't dare open the door. We heard the dogs outside, and shooting. We were frightened and we were hungry. There wasn't even the little bit that we got every day, even that wasn't there.  And all of a sudden, the door opens, and my mother–I didn't know it was my mother–a woman comes in full of rags. She looks terrible. She looks around. Nobody's saying a word. She looks around, she looks around, she comes over to me, and she looks at me, and she bends down like on her knees a little bit. She says my name, and she says, You don't know me. I'm your mother. I thought to myself, my mother, she doesn't look like my mother. I only saw my mother six, seven months earlier, but she didn't look anything like it.  She just looked just, I can't even describe it. But she convinced me and listen to what she said. She looked at me. She said, You look like you can survive. Look at me. Her feet were swollen, and she said, listen, we're going to try to hide. We will either survive together or die together. What do you think? I said, I want to be with you. I don't care what. She takes my hand and we snuck, we didn't even have to sneak out because the door was open, but the other kids refused to leave. We were all so frightened, but somehow we got out.  She's walking. She's walking. Outside the dogs are barking. It's terrible. We're walking very close to the barracks, and she comes to a house, door. She walks. She must have had a plan. I didn't know that. And it's a hospital without doctors. All these people are screaming and crying and she goes from bed to bed. She touches everybody. I don't ask a question. And I'm wondering, why is she doing that?  She found a corpse that she liked. It was a corpse of a young woman, maybe twenty, now I look back at it to me, she was an adult, in the 20s, nice, nice looking woman who must have just died because she was warm. So she could manipulate her body. I remember my mother took off my shoes, picked me up, and she said, Listen, don't breathe. I'm going to cover you up. No matter what you hear–because she knew I couldn't see anything–what you hear don't get uncovered. Try to breathe into the ground.  She takes my face, she puts it towards the floor, and she manipulates my body, and she puts me very close to the corpse, and then she covers it up, and outside, you only see the head of the woman who died, and her hands, and her hands are holding like the blanket, so you can't see. All of a sudden, I can hear screaming and yelling. I don't move. I obey orders. And I can hear steps. I remember the steps, and somebody stopped, and I say to myself, Oh, I'm going to stop breathing. I stopped breathing. I was afraid that the blanket would move. Well, I just couldn't anymore.  The person walked away, and then screaming and yelling went on, I didn't move. And all of a sudden I smelled smoke, and I said, How can I not get uncovered? In the beginning, I still breathed very shallow, but I couldn't. And I said, I'll have to get uncovered to get air. And then all of a sudden, my mother pulls the blanket off me and says in Yiddish, they're gone. The Germans are gone. And she must have hidden with another corpse. And when I sit up in the bed, all these people have been hiding with other corpses. And in order to get out, they were pushing the corpses off the beds, so the corpses were flying everywhere, you know, while the people who were hidden under the corpses. So she says to me, come. I couldn't find my shoes, so I walked without and she takes my hand, and we were all walking. It was January 25, 1945. Germans have all gone. Taken with them, 50,000 people. Other people were just dying everywhere, and the Russians had not come yet. The Russians came two days later.  So we had two days inside the camp, without anybody, without the Germans. And we waited until they came, but there was electrified still. We couldn't get out. There was electricity everywhere. So we waited till the Russians came. And while we were standing by the barbed wires, I saw all these soldiers jump off trucks, and they were doing something with electricity. Then they could open the doors. And it was January 27 the liberation of Auschwitz, where children, whoever was left, was left. But many were in the process of dying, and you couldn't stop it.  Hundreds and hundreds of people died while the Russians were there, because you couldn't stop whatever they had, you know. And I remember, the Russians said, show us your number. Some kids were standing there. There's a picture of it, and I'm standing in front showing my number. And I'm talking for all the kids who didn't make it to that day. So thank you for listening.  Did I take too much time? I'm sorry.  Manya Brachear Pashman:   I don't think you can take too much time sharing that story. I know that there's so much more to share.  So many miracles, Tova. Tova Friedman:   Yes. Manya Brachear Pashman:  You have spent most of your adult life sharing your story to advance Holocaust education, and I'm curious what was the catalyst for that? Did someone ask you to share your story? Tova Friedman:   I tried to talk to people when I came to America. Because my teachers, I could read. I didn't go to school till I was 12. So I wanted to tell them why, but nobody heard me. Nobody cared. Nobody wanted to talk about it. But one day, when my oldest daughter was 15, she said to me, they're looking for a Holocaust survivor in school. Can you come to my class? That's how I started. Manya Brachear Pashman:   And then your grandson, many years later, introduced you to this thing called Tiktok, right? Tova Friedman:   I didn't know what Tiktok was because my daughter worked for a candy company called Tic Tac. You know the Tic Tac that you eat, the little white things that you have, like they make noise and stuff. So that's her company. Well, it's not her. She works for them. So I said to my son, what would a candy company be interested in the Holocaust? It's the same word. In fact, I still don't know the difference. Tik tok? Tic Tac? Manya Brachear Pashman:  Tic Tacs. Tova Friedman:   Tic Tac and TikTok? Manya Brachear Pashman:  Yes. Right, that's what you're on, TikTok. Tova Friedman:   A refugee is always a refugee. So he said to me, we had Shabbos dinner in his house, and he said, Can you give me two minutes? I said, Of course. He said, Just tell me something about yourself. Two minutes, because the people who are going to hear it have a two minute span. They can't listen to more than two minutes. I said, What should I say? Anything? Okay, my name and two minutes. Goes very quickly. And then all of a sudden, a half hour later, he said, people are interested. I said, what people? He said, on this. I said, on what?  You have a phone in your hand. What are they, who? And that's how it started. He first explained to me the system, what it means, and he got questions. He said, Would you like to answer the questions? I said, Who's asking? You know, I mean, I'm not in the generation of social media. I don't even have Facebook. I don't know any of that stuff. So he explained to me, he taught me, and he's very good at it. He's a wonderful guy. He's now 20. He's at WashU. And he became the person who's going to try to keep it going. Manya Brachear Pashman:   Well, your presence on Tiktok is really this wonderful, really, very innovative way of reaching people, of reaching young people, Jewish and non-Jewish. Tova Friedman: Right. Manya Brachear Pashman:   Lisa, you've come up with some unusual ways to reach young people. You were a middle school teacher until two years ago. Is that right? But you had this project where you had your students draw stick figures, and this was more than two decades ago when you started this. Can you tell us a little bit about the stick figures, which is like the polar opposite of Tiktok, but just as innovative?  Lise Marlowe:   So when I started teaching the Holocaust, and the first thing you say is 6 million Jews were murdered just for being Jewish, I realized the number did not shock students. I mean, it was sad, and they were empathetic, but the number 6 million…when we think about this generation and our sports heroes and our celebrities making millions of dollars, 6 million didn't sound like a big number. So at the time, I just had students take out a piece of paper and draw 20 stick figures across the paper. And to keep doing that for five minutes to see how many we could draw in five minutes. And my class, on the average, could draw, almost all of our elementary schools and middle schools in five minutes time, thousands of stick figures in five minutes time. And then the next day, when I went to my lesson, I'm teaching the Hitler's rise to power, one of my students stopped me and said, Wait, Mrs. Marlowe, aren't we going to draw stick figures? And I said, What do you mean?  And she said, Well, I went home and I talked to my grandmother, and the other students were jealous that we're drawing stick figures. And I think if we get together, my church and all of our friends, we pull together, I think we can draw 6 million. Tova Friedman: Wow.  Lise Marlowe:   And I said, you want to do this? And she said, Yes, I want to do that. So it warms my heart that every year I had hundreds and hundreds of students drawing stick figures, mostly not Jewish students. We are in a very diverse community in Shawnee school district, one of the most diverse in the state, mostly students of color, and I had them handing me in 1000s of stick figures every week, it covered our whole entire gym floor. And when I retired, sadly, we did not get to all the children, because we know 1.5 million children were murdered.  There was 1.6 million children to start with, and that means 94% of all the Jewish children were murdered in Europe, and we did not reach that milestone. And that shows that 6 million is a big number. And I have students like, you know, they're in their 30s and 40s now, who will always stop me on the street and say, did you get to 6 million. They always remember that's that project, and I have to, sadly tell them, we didn't even finish the children. Manya Brachear Pashman:   Tova, I would say that teaching is your side gig, right? You certainly have done so much to advance education, but professionally, you're a therapist, and I'm curious if your experience, your lived experience, has informed how you communicate with your patients? Tova Friedman:   I think it does. You know, to me, time has been always of essence. Time is the only thing we have. Money comes and goes. You look at the stock market. Tight now, it goes. Sometimes it goes up, sometimes it goes down. Time is the only thing. Once you lose it, it's done.  So when I get a therapist, that's how I always thought, because timing to me, like, how many people just died that didn't have the time, like those 6 million people that you drew. And the children, how much they could have accomplished, had they had time, right? Time was taken from them. So when I get a client, the first thing I say, listen, we're not going to be here forever. We're not going to sit and talk about your parents and your grandparents. Five years from now, you'll be able to maybe. No, it's going to be time-limited, and it's going to be quick. And you have to accept my style, or there's so many people who love having you for 10 years. I need 10 weeks or less.  That means that their goals, you accomplish them. I'm a little tough, and I say I'm not going to hold your hand, even if I could. I can't anymore because of COVID and because a lot of it is on Zoom. But even when I had them in my office, I said, I will not be a therapist who's going to sympathize, sympathize, sympathize. I'll sympathize for five minutes, then we're going to work. And a lot of people will say to me, Oh, that's exactly what I needed, somebody to really push me a little bit. I said, Yeah, but that's the way it's going to be.  And others say, Wow, you're a mean person. I don't want to want to be here. I said, there are hundreds of other therapists. So yes, Holocaust has taught me, eat it fast, or somebody else will take it. I'm sorry, but also that's one thing. But let's talk about the good things. This is good too, but. My degree was in gerontology, because Hitler was, that's the most vulnerable in our society.  You know, the elderly become alcoholics. Loneliness is among the elderly, financial issues. You know, loneliness is a killer. And I worked with the elderly to help them. I felt that's, that's the people that are sort of redundant. So that's where I worked with. I did it for years. And then I went to other age groups. I feel that my experience gives them courage.  You know, come on, come on. Let's do it. Try it. Don't worry. What can happen? What can happen if you speak to your to your father or to your mother and you say this and this, what can happen? In my mind, I said–I don't tell them that, and don't say I said that–I said there are no gas chambers here. So just you know, in my mind, I said, the consequences are minor, so let's do it. And it works. Manya Brachear Pashman:   And I wondered if it was the level, the level of trauma, pales in comparison to what you went through?  Tova Friedman:   No, no. Manya Brachear Pashman:   That's what I was wondering.  Tova Friedman:   I feel that every trauma is different than, you know. You can't say, Well, my foot hurts, and it's so, big deal. So your foot hurts, my two feet hurt. No. Every pain deserves a healing, even if it's a little toe, it deserves it. And I take it very seriously. Most clients don't know about me, hopefully. I don't talk about anything personal. But I'm a little bit, you know, we don't have time on this earth. Let's make it as good as possible.  Manya Brachear Pashman:   Thank you, thank you for sharing that. Lisa, I want to ask about your family, about your great grandmother's efforts. She was not Jewish, but she saved thousands of Jews in Denmark, and I'm curious how that story was passed down in your family. Lise Marlowe:   So I started learning the Holocaust at a very young age, because my grandfather was from Denmark, and he actually fought against the Nazis for the Danish Navy, and he would share with me how his mother rescued Jews in boats, in fishing boats, and take them to Sweden. And I never really heard that story before. And I was able to go to Denmark and go to Sweden and do more research. And I learned that she was actually the editor of Land of Folk newspaper, which was a major resistance newspaper. 23 million copies were given out secretly to make sure that people knew what was happening. But I was so proud, you know, being Jewish that my non-Jewish side of my family helped to rescue people, and I think it really helped me with the work that I do now, and standing up, and social justice, that's always been a passion of mine, and I think just her story inspired me to stand up for others. And they literally saved 99% of the population by getting them to Sweden. And it's really a truly heroic story that's not told that much. But the Danish people, if you ask them, they're very humble, and their attitude is, it's what people are supposed to do. So I'm just very proud of that Danish heritage.  Tova Friedman:   Do you think that their king or something has something to do with it? Leaders? Tell me about that? Lise Marlowe:   It's a myth, right, that King Christian wore a Jewish star. He did say, if the Nazis require our Danish Jewish people to wear the star, I will wear it with the highest dignity. Along with my family. And Danish people didn't treat the Jews as the other. They considered them their friends and their neighbors, and that's why they did what they did.  Tova Friedman: Wonderful.  Lise Marlowe:   They didn't see them as the other, which is such an incredible lesson to teach students.  Tova Friedman: Yes, yeah. Manya Brachear Pashman:   Preserving these stories is so important, your experiences. Have you witnessed as lasting an effort to preserve the stories and pass down the stories of the righteous among us, like your great grandmother. And I ask you both this question, is it as important? Tova Friedman:   I think it's, you know, Israel, there is this wonderful, in Yad Vashem, the big museum, there's a whole avenue of the righteous. You know, I ask myself, what would I do if my family would be in danger in order to save somebody else, and the answer is, I don't know. But I am so utterly amazed that people do that. And there are many–well, not enough–but this is very impressive, your story, and I would love to learn. I don't know the answer, what separates one person from the other, that one is selfless and looks at humanity and one only at their own families?  I wish some studies would be done and so forth. Because we have to do something right now. We are now considered the others. You know, we are, in this world, all over Europe, except, ironically, not in Germany. I was in Germany, and I spoke to German kids, high school kids in German. I didn't know I knew German. I just got up and I saw they were trying so hard to understand. I had an interpreter, and I didn't understand the interpreter. And I said, Let me try. Let me try. I speak Yiddish fluently and German a little bit like that. Also, I lived three years in Germany, so I didn't speak it, but it must have come into my head. And do you know what they did after my speech? 250 kids? They came over. They apologized. I mean, they're a generation separated. I went to Dachau, where my father was, and there were two women whose parents or grandparents were Nazis, and they said to me, we're dedicating our entire life to preserve this Dachau andcamp and and they they have, they give talks and Everything, because my family killed your family, but they admit it. So right now, Germany has laws against it. But what about the rest of the world? What's happening in America? So I would love to know how the Danish did that. It's a wonderful story. It makes your heart feel good, you know. Thank you for the story. Lise Marlowe:   I would just add, the survivors we have today were the children who survived, right? Most of the adults are gone. And they were the hidden children. And most of them were hidden by non-Jewish people. Actually, all of them were. The Catholic Church, a farm lady, you know, who said, she took kindness on them. So you know, the hidden children were mostly hidden by non-Jewish people in terms of the righteous of the nations. Manya Brachear Pashman:   Thank you both so much for your insights. This has been a really illuminating conversation.  If you missed last week's episode, be sure to tune in for my conversation with AJC Chief Policy and Political Affairs Advisor Jason Isaacson, about legacy of the 2015 Iran Nuclear Deal, the U.S. withdrawal from that deal in 2018, and Iran's dangerous stockpiling of uranium that's getting them closer to nuclear weapons capabilities. You can also listen to our latest episode about the impact of Pope Francis on Jewish-Catholic relations. From April 27-29, 2025, we will be at AJC Global Forum in New York City. Join American Jewish Committee (AJC) and over 2,000 committed activists at the premier global Jewish advocacy conference of the year. After the horrific attack on October 7, 2023, and in this fraught moment for the global Jewish community, escalating threats worldwide underscore the importance of our mission. All who care about the fate of the Jewish people, Israel, and the values of the civilized world must respond now with action, urgency, and resolve. If ever there was a time to stand up and be counted, that time is now. Your voice is needed now more than ever.  If you won't be with us in person, you can tune into the webcast at AJC.org/GlobalForum2025.  

April is a busy month for citrus events. The Florida Citrus Growers' Institute was held in Avon Park early in the month followed by a citrus field day at the University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) Southwest Florida Research and Education Center (SFWREC) in Immokalee. These events are the topic of the April episode of the All In For Citrus podcast. Michael Rogers, director of the UF/IFAS Citrus Research and Education Center, opens the podcast with a summary of the presentations given at the Florida Citrus Growers' Institute. Covered subjects are psyllid management, rootstock interactions with oxytetracycline (OTC), the development of a Bacillus thuringiensis citrus tree, optimizing the use of plant growth regulators (PGRs) and an update from the UF/IFAS Crop Transformation Center. Tripti Vashisth, UF/IFAS associate professor of citrus horticulture, discusses in more detail her Florida Citrus Growers' Institute presentation on the use of PGRs like gibberellic acid to improve tree health and yields. Vashisth has developed a program approach utilizing various types of PGRs during different parts of the season.   Her results show yield and quality improvements in line with the use of OTC. She added that her PGR program would be a good option to apply during the label-required off year of OTC use. The PGRs are also a good complement to use with OTC. Sarah Strauss, UF/IFAS associate professor of soil microbiology, details the SFWREC citrus field day and the tour stop she hosted on the use of cover crops and compost to boost soil and tree health. Her research is studying how compost in conjunction with cover crops can benefit soil.  The podcast is a partnership between UF/IFAS and AgNet Media.

April 14, 2025 - For more information, visit the Utah Statesman's website: usustatesman.com

The U.S. Army Heritage and Education Center (AHEC) in Carlisle, Pennsylvania, stands as the premier archive of the United States Army, offering an extensive collection of historical documents, artifacts, and research materials. Dr. Kate C. LeMay, Director of the U.S. Army Heritage Center, recently sat down with The Spark host Asia Tabb to discuss the center’s invaluable role in preserving and educating the public about military history.Support WITF: https://www.witf.org/support/give-now/See omnystudio.com/listener for privacy information.

The story of how strawberries went from small forage item to one of the world’s most popular fruits – though they're technically not a true fruit – involves lots of crossbreeding experimentation, as you might expect, but also a bit of spy craft. Research: “A Transatlantic Tango: The Story of the Strawberry. Royal Horticultural Society. https://www.rhs.org.uk/advice/grow-your-own/features/history-of-the-strawberry#:~:text=It%20is%20hard%20to%20believe,back%20on%20fortifications%20near%20Concepci%C3%B3n. Allen, Mike. “The 18th-Century Spy Who Gave Us Big Strawberries.” Atlas Obscura. Nov. 16, 2017. https://www.atlasobscura.com/articles/big-strawberries-spy-chile-france Barnes, Monica. “Frezier, Amédée François (1682-1773).” American Museum of Natural History. January 2008. https://www.researchgate.net/publication/280567727_Frezier_Amedee_Francois_1682-1773 Darrow, George M. “The Strawberry: History, Breeding and Physiology.” New York. Holt, Rinehart and Winston. 1966. Accessed online: https://archive.org/details/strawberryhistor00darr/mode/1up The Editors of Encyclopaedia Britannica. "strawberry". Encyclopedia Britannica, 29 Jun. 2023, https://www.britannica.com/plant/strawberry Folta, K.M., Barbey, C.R. “The strawberry genome: a complicated past and promising future.” Hortic Res 6, 97 (2019). https://doi.org/10.1038/s41438-019-0181-z Grubinger, Vern. “History of the Strawberry.” University of Vermont. June 2012. https://www.uvm.edu/vtvegandberry/factsheets/strawberryhistory.html Hancock, J.F. “Strawberries.” Oxford University Press. 2000. Petruzzello, Melissa. "list of plants in the family Rosaceae". Encyclopedia Britannica, 7 Mar. 2024, https://www.britannica.com/topic/list-of-plants-in-the-family-Rosaceae-2001612 Sevilla, Elisa, and Ana Sevilla. “STRAWBERRY.” New World Objects of Knowledge: A Cabinet of Curiosities, edited by Mark Thurner and Juan Pimentel, University of London Press, 2021, pp. 207–12. JSTOR, http://www.jstor.org/stable/j.ctv1vbd275.34 “Strawberry Facts.” University of Florida Gulf Coast Research and Education Center. https://gcrec.ifas.ufl.edu/fruit-crops/strawberries/strawberry-facts/ Sytsma, Kenneth J.. "Rosaceae". Encyclopedia Britannica, 28 Feb. 2025, https://www.britannica.com/plant/Rosaceae See omnystudio.com/listener for privacy information.

In this episode, host Jill Morgan explores essential steps for a safe vacation, highlighting the risks of unexpected illnesses while traveling. She's joined by Dr. Henry Wu, associate professor of infectious diseases at Emory University and director of the Emory TravelWell Center, and Dr. Laura Dickson, assistant professor in UTMB's Department of Microbiology and Immunology. Together, they discuss key health precautions—from vaccinations to mosquito repellents—to help you stay healthy and make the most of your next travel adventure.Whether you're heading to a tropical destination or just want to stay informed about travel health, this episode provides expert advice and practical tips to ensure you return home with great memories—not an unwanted illness.Tune in now for Spring Break Fever: Travel Health Tips for a Safe Trip on Transmission Interrupted.Questions or comments for NETEC? Contact us at info@netec.org.Visit Transmission Interrupted on the web at netec.org/podcast.GuestsLaura Dickson, PhD Assistant Professor, Dept. of Microbiology and ImmunologyUTMBHenry Wu, MD, DTM&H Associate Professor, Division of Infectious Diseases, Dept. of MedicineEmory School of MedicineHostJill Morgan, RNEmory Healthcare, Atlanta, GAJill Morgan is a registered nurse and a subject matter expert in personal protective equipment (PPE) for NETEC. For 35 years, Jill has been an emergency department and critical care nurse, and now splits her time between education for NETEC and clinical research, most of it centering around infection prevention and personal protective equipment. She is a member of the Association for Professionals in Infection Control and Epidemiology (APIC), ASTM International, and the Association for the Advancement of Medical Instrumentation (AAMI).ResourcesCDC About Mosquito Bites: https://www.cdc.gov/mosquitoes/about/about-mosquito-bites.htmlCDC Traveler's Health Website: https://wwwnc.cdc.gov/travelEmory TravelWell Center: https://www.emoryhealthcare.org/centers-programs/travelwell/U.S. State Department Travel Advisories: https://travel.state.gov/content/travel/en/traveladvisories/traveladvisories.html/Travel-Related Infectious Diseases: A Guide for Health Care Professionals: https://netec.org/2023/08/08/travel-related-infectious-diseases-a-guide-for-health-care-professionals/NETEC Resource Library: https://repository.netecweb.orgAbout NETECA Partnership for PreparednessThe National Emerging Special Pathogens Training and Education Center's mission is to set the gold standard for special pathogen preparedness and response across health systems in the U.S. with the goals of driving best practices, closing knowledge gaps, and developing innovative resources.Our vision is a sustainable infrastructure and culture of readiness for managing suspected and confirmed special pathogen incidents across the United States public health...

With spring comes a number of citrus events. One of those was the Florida Citrus Show held on March 13 in Fort Pierce. Michael Rogers, director of the University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) Citrus Research and Education Center, joins the March All In For Citrus podcast to discuss highlights of Florida Citrus Show. He also gives a sneak peek of the annual Florida Citrus Growers' Institute planned for April 8 at South Florida State College in Avon Park. Rogers says the seminars were well attended at the Florida Citrus Show and covered a wide range of topics. One highlight was a grower panel, which he says was a good example of growers and researchers collaborating. “It was good to hear that the growers on the panel were committed to hanging in there and continuing to fight HLB,” says Rogers. “I really appreciated that they are sharing information and working closely with the researchers.” Chris Oswalt, citrus Extension agent for Polk and Hillsborough counties, also joins the podcast this month to give more details on the Citrus Institute. There's a change in the program this year that he believes growers will appreciate. After lunch, rather than going back into a seminar setting with speakers, there will be researchers from the various UF/IFAS citrus labs available to answer specific questions from attendees. It will be a way that growers can build their own educational experience. The Citrus Institute will be providing continuing education units for growers. Also in the March podcast, UF/IFAS weed scientist Ramdas Kanissery discusses his research aimed at helping citrus growers manage weeds. He says this is a tough task given Florida's climate and large weed-seed bank in the soil. One area he is studying is the growing tolerance weeds are developing to important herbicides like glyphosate. He also talks about the role cover crops could play in weed management.  

Preview: Colleague Henry Sokolski of Non-Proliferation Education Center reports that the US is watching ally South Korea, because there is talk of arming with nukes. More. 1958 KIM

Dr. Robert J. Wolf, award-winning author of Not a Real Enemy, shares powerful stories of survival, resilience, and the fight against oppression. As a guest on I Am Refocused Radio, he has brought awareness to his father's remarkable escape from both Nazi and communist persecution in Hungary. This podcast goes deeper—featuring conversations with historians, educators, and thought leaders to explore the lasting impact of the Holocaust, the rise of modern antisemitism, and the parallels between history and today's world. Through compelling discussions, Dr. Wolf ensures that these crucial stories are remembered, understood, and used to inspire future generations.Dr. Robert J. Wolf is an award-winning author, physician, and advocate for Holocaust education. His critically acclaimed book, Not a Real Enemy: The True Story of a Hungarian Jewish Man's Fight for Freedom, chronicles the extraordinary journey of his father, Ervin Wolf, who survived both Nazi and communist persecution in Hungary before making a daring escape to freedom. The book has received multiple prestigious honors, including the Nautilus Book Award, the National Indie Excellence Award, the Living Now Book Award, and the Readers' Favorite Book Award for 2023.A graduate of Tufts University (B.S. in Biology and Psychology, 1984) and the University of Michigan Medical School (1988), Dr. Wolf has worked in the field of radiology for over three decades. His commitment to preserving Holocaust history and educating future generations is deeply personal—his mother, Judit Wolf, was featured in the Survivors of the Shoah documentary.Dr. Wolf actively promotes Not a Real Enemy as a vital educational resource, advocating for its inclusion in academic curricula, particularly in light of rising antisemitism. His book is available at major institutions, including the Holocaust Memorial Museum in Washington, D.C., and the Illinois Holocaust Museum and Education Center. He has donated copies to Yad Vashem, the Florida Holocaust Museum, the Imperial War Museum in London, and many other organizations worldwide.In addition to his writing and medical career, Dr. Wolf frequently appears in media interviews, sharing insights on history, antisemitism, and global conflicts. His work draws important parallels between past and present, highlighting the enduring relevance of his father's story in today's world. A portion of his book proceeds is donated to the Holocaust Memorial Museum in honor of his late parents, both Holocaust survivors and educators.For more information, interviews, or speaking engagements, Dr. Wolf invites readers to visit his YouTube channel, Robert J Wolf MD, or explore his book, available through Amazon, Barnes & Noble, Walmart, and Amsterdam Publishers.https://mybook.to/I3hEA5http://robertjwolfmd.com/Become a supporter of this podcast: https://www.spreaker.com/podcast/i-am-refocused-radio--2671113/support.

As part of our Black History Month Rewind at Ms. Studios, we're revisiting some of our favorite past episodes. First up, we're taking a look of voting rights and voter suppression, revisiting an episode recorded ahead of the 2020 presidential election. At the 1964 Democratic National Convention in Atlantic City, voting activist and civil rights leader Fannie Lou Hamer described the violent injustice she and others had endured while living under the South's Jim Crow rules and fighting for the right to vote: “I am sick and tired of being sick and tired!”Over 50 years later, ahead of the 2020 election, we see record early voting across the country. Even so, serious efforts aimed at voter suppression persist, including curbing access to mail-in voting and shutting down polling locations.So, what are the biggest threats to voting rights today? How is voter suppression showing up in the 2020 election? What can we do to ensure that our elections remain free and fair?Joining us to discuss these issues are some very special guests:Kristen Clarke, president and executive director of the National Lawyers' Committee for Civil Rights Under Law. Clarke leads one of the nation's most important national civil rights organizations in the pursuit of equal justice for all. She is the author of Barack Obama and African American Empowerment: The Rise of Black America's New Leadership.Judge Glenda Hatchett, who served as senior attorney at Delta Airlines before becoming the chief presiding judge of Fulton County Georgia Juvenile Court in Atlanta.  Her law firm, the Hatchett Firm, represented Philando Castille's estate in the wake of his tragic death. She presides over the two-time Emmy-nominated courtroom series, Judge Hatchett, now in its 16th season. Most recently, she has returned to TV in her new television court series, The Verdict with Judge Hatchett.Ash-Lee Woodard Henderson, executive director of the Highlander Research and Education Center—and the first Black woman to hold that title.  She is an active participant on the governance council of the Southern Movement Assembly, and an organizer with Concerned Citizens for Justice. She has served on the National Council of the Student Environmental Action Coalition.Check out this episode's landing page at MsMagazine.com for a full transcript, links to articles referenced in this episode, further reading and ways to take action.Support the show

In the February episode of the All In For Citrus podcast, Michael Rogers provides an update on activities at the University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) Citrus Research and Education Center in Lake Alfred. He said the beginning of the year is the time when current and future projects are evaluated. “The months of February and March are full of meetings with our faculty one-on-one where we go over the accomplishments of the past year,” Rogers said. “It allows us to see what's going on more in-depth about the progress being made in research with each faculty member. There are areas where great progress is being made, but they might need more resources and support to make things happen.” He added that the emphasis is on keeping research moving forward, especially when it comes to HLB. It's all hands on deck when it comes to HLB. Rogers said he has reviewed some very promising work in this year's faculty evaluations. One project is looking at how the HLB bacterium moves from cell to cell in the tree. Molecules that allow the bacteria to move throughout the plant have been identified. By using techniques like CRISPR, scientists could develop a way to prevent those molecules from having the ability to pass along the HLB bacteria. Another study he mentioned is a project looking at the HLB tolerance of the Parson Brown orange. UF/IFAS is studying why the variety has this tolerance to the disease. This is useful information in developing future HLB-tolerant varieties. Also in this episode, UF/IFAS associate professor Davie Kadyampakeni shares the latest information on the work to update citrus nutrient recommendations for Florida's best management practices program. And Ute Albrecht, UF/IFAS associate professor, discusses what has been learned to optimize trunk-injection applications of oxytetracycline.

Planting season is just around the corner and cotton growers are already preparing. Many cotton farmers gathered at the West Tennessee AgResearch and Education Center earlier this week for the annual Cotton Focus meeting. Experts gave an outlook on what the upcoming growing season might look like from a price standpoint, and gave an outline of ways to cut down on input expenses.

On this episode I chatted with Amy Young about her one room school house. Amy's dream as a teacher was to own her own school house. Located in the heart of the Paseo Arts District, SixTwelve is a Community Education center that focuses on providing educational opportunities in the areas of creativity and sustainability for people of all ages. SixTwelve seeks to bring many disciplines under one roof where community can flourish. Tickets to their 10 Year Mardi Gras Ball - http://www.sixtwelve.org/ Huge thank you to our sponsors. The Oklahoma Hall of Fame at the Gaylord-Pickens Museum telling Oklahoma's story through its people since 1927. For more information go to www.oklahomahof.com and for daily updates go to www.instagram.com/oklahomahof The Chickasaw Nation is economically strong, culturally vibrant and full of energetic people dedicated to the preservation of family, community and heritage. www.chickasaw.net Diffee Ford Lincoln Third generation Oklahoma business, the Diffee family continues to do business the right way, the family way. Go to www.diffeeford.net for all your new and used car needs and follow them on instagram www.instagram.com/diffee_ford Dog House OKC - When it comes to furry four-legged care, our 24/7 supervised cage free play and overnight boarding services make The Dog House OKC in Oklahoma City the best place to be, at least, when they're not in their own backyard. With over 6,000 square feet of combined indoor/outdoor play areas our dog daycare enriches spirit, increases social skills, builds confidence, and offers hours of exercise and stimulation for your dog http://www.thedoghouseokc.com/ 

The DuSable Black History Museum and Education Center is a pillar of Chicago's cultural institutions, showcasing art and history while fostering connection to the vital story of Black history in America and the world. In honor of Black History Month, Maggie Mendenhall-Casey and Mathew Kerbis welcome Perri Irmer to learn about the museum's continuing efforts to cultivate community and deepen understanding for all people. Perri offers insights into many notable people and events found in the museum's exhibits and extensive archives. Later, they also discuss DuSable's offerings during Black History Month, including school-age programming, films, lectures, online courses, arts and crafts, and much more!   To learn more, visit dusablemuseum.org.   Perri Irmer is President and CEO of the DuSable Black History Museum and Education Center, the iconic institution founded in 1961 by Dr. Margaret Burroughs.

The DuSable Black History Museum and Education Center is a pillar of Chicago's cultural institutions, showcasing art and history while fostering connection to the vital story of Black history in America and the world. In honor of Black History Month, Maggie Mendenhall-Casey and Mathew Kerbis welcome Perri Irmer to learn about the museum's continuing efforts to cultivate community and deepen understanding for all people. Perri offers insights into many notable people and events found in the museum's exhibits and extensive archives. Later, they also discuss DuSable's offerings during Black History Month, including school-age programming, films, lectures, online courses, arts and crafts, and much more!   To learn more, visit dusablemuseum.org.   Perri Irmer is President and CEO of the DuSable Black History Museum and Education Center, the iconic institution founded in 1961 by Dr. Margaret Burroughs. Learn more about your ad choices. Visit megaphone.fm/adchoices

AP correspondent Karen Chammas reports with the latest on Tuesday's mass shooting in Sweden.

In our news wrap Tuesday, a gunman opened fire and killed about 10 people at an education center for adults in Sweden, crews recovered the remains of all 67 victims from last week's aircraft collision in Washington, Maryland officials unveiled the redesign of Baltimore’s Francis Scott Key Bridge and the UN is warning that Russian attacks on Ukraine's power grid could lead to a nuclear accident. PBS News is supported by - https://www.pbs.org/newshour/about/funders

In our news wrap Tuesday, a gunman opened fire and killed about 10 people at an education center for adults in Sweden, crews recovered the remains of all 67 victims from last week's aircraft collision in Washington, Maryland officials unveiled the redesign of Baltimore’s Francis Scott Key Bridge and the UN is warning that Russian attacks on Ukraine's power grid could lead to a nuclear accident. PBS News is supported by - https://www.pbs.org/newshour/about/funders

AP correspondent Laurence Brooks reports on a shooting at an adult education centre in Sweden.

AP correspondent Laurence Brooks reports on a shooting at a school in Sweden.

AP correspondent Laurencen Brooks reports on a shooting at a school in Sweden.

AP correspondent Laurence Brooks reports on the latest from a shooting at a school in Sweden.

Recently, the University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) reported research on the development of a new type of citrus tree that can fight off the HLB-spreading Asian citrus psyllid (ACP). The genetically modified tree has only been tested in the lab and the greenhouse, but the research looks promising. The approach involves inserting a gene into a citrus tree that produces a protein that can kill young ACPs. That gene normally occurs in a soil-borne bacterium called Bacillus thuringiensis (Bt). The use of Bt has long been used in row crops like cotton and corn to protect against certain pests. While the citrus Bt research is promising, the story was picked up by (non-agricultural) media and was portrayed as a “cure” for HLB that was right around the corner. Michael Rogers, director of the UF/IFAS Research and Education Center in Lake Alfred, Florida, addressed this during the January 2025 All In For Citrus podcast. He wanted to set proper expectations about the Bt research and potential time frames. He noted, assuming that the research progressed well, it could be up to five to eight years before it could be available to growers. “This looks great in the greenhouse, but we really need to get it out into the field to see how it does in real-world conditions,” Rogers said. “That's what the researchers are doing right now, getting more plants into the field. And we'll probably need at least three years of field data to show how these plants perform in terms of ACP control, how much HLB is reduced in the trees and if there is any resistance developing. And how do the plants perform (agronomically)? “I say all this to be sure growers understand that this is not far enough along to be making business decisions on right now. But we want to be sure folks are aware the research is moving forward.” Also in the January episode of All In For Citrus, UF/IFAS researchers who spoke during the recent Citrus Nutrition Day provide a recap of the event. The podcast is a partnership between UF/IFAS and AgNet Media.

LBG Deb Novotny joins us for the first time to talk about Evergreen Cemetery, the private cemetery adjacent to Gettysburg National Cemetery. "Cemetery Hill" gets its name from Evergreen. It's home to many famous names from the Battle of Gettysburg, the civilian population during the battle and even a Pittsburgh Steeler and movie actor. If you ever get the chance when you visit Gettysburg, you must make time to stroll through Evergreen Cemetery. You won't be disappointed. ~JOIN US for TACOS and TRIVIA~ Together with the Seminary Ridge Museum and Education Center, it's our second annual Tacos and Trivia night, Saturday, February 15, 2025 @ 6pm. Get your tickets here https://www.seminaryridgemuseum.org/events/tacos-and-trivia-0215 JOIN the 530+ brave digital history PIONEERS at our Patreon Channel www.patreon.com/addressinggettysburg

Do you have your own water cooler and chat room theories about what is happening with mallards and why their behaviors and migration paths are changing? Dr. Doug Osborne of UA-Monticello and the graduate director at the Five Oaks Ag Research & Education Center joins the show with a very candid look at the waterfowl science community, sex and age ratios, game farm genetics, when duck season should end, and most importantly...what happened with this latest cold & snow front—a must-listen-to separate fact from fiction plus a new keyword, another TSS hat drawing. Listeners interested in entering the drawing for a The Standard Sportsman hat should hang into the episode for the keyword and instructions on qualifying. Thanks to our sponsors: Lile Real Estate, Perfect Limit Outdoors, KC Laser Co., Sitka Gear, Tom Beckbe, Purina Pro Plan, Greenhead magazine, and Ducks Unlimited. Send us a textAll Rights Reserved. Please subscribe, rate and share The Standard Sportsman podcast.

PREVIEW: NUCLEAR POWER: ROSATOM's global supremacy; Argentina seeking nuclear plant investors; Small Modular Reactors for AI dreams. With Henry Sokolski, Nonproliferation Policy Education Center. https://www.ft.com/content/4e78c20a-dad8-4ce5-b2c9-90106c5bea31?accessToken=zwAGKkLI7cIokc9OeMIK2thM5dOyyZAQbFvqMQ.MEYCIQCGZITGGX4Ejbvnc_Ea5xjkOrAuVd2TF2QBvPcLX5jnkQIhAP1m0WDRMWSDIpDvDg2FqN0r2HjqC8S-Q515pOF0m0gV&sharetype=gift&token=fd642934-4991-4fdf-971d-3acf0009a8db https://www.ft.com/content/6e0ad76b-02e8-447d-afe1-da41be52d708?accessToken=zwAGKkLJ3qoIkc9uCtdrAuhEfdOv4dpBvlLXCA.MEUCIQDKWTCrAzLPMy5Py4dODQ8LNenk3JQxbZ9Hx1BHMkUubwIgOjid3A-JHEYqfRg2R8212h3RazynUyEoiPDmu872fj4&sharetype=gift&token=5bb7003b-3178-47d3-8d2d-7ef12a340e01 https://en.wikipedia.org/wiki/Oklo_Inc. 1951

Good morning friends and neighbors! Happy Thursday to you all! This morning we have your #auroraweather and local City of Aurora events to discuss. Also, we will show you some footage of a very cool tour we had at the East Aurora District 131 Resilience Education Center! This fantastic campus gives D131 students the college feel in their own school district, and has many amenities to guide students as they grow. The full video will be share on our Facebook and YouTube channels. Let's get ready to learn! Here's the news: - Join the City of Aurora's Human Relations Commission today and let your voice and ideas be heard! The commission conducts in-person meetings at City Hall in the Council Chambers Conference Room at 5:30 pm, every second Thursday of the month. See the flyer for more details and visit the website to apply here: https://www.aurora-il.org/1078/Human-Relations-Commission - Visit Alive Aurora every Monday, Wednesday and Friday for Drop In Space for 5th through 12th graders! From 3:00 pm to 7:00 pm there will be a variety of activities to take part in, teen-led and teen-driven. See the flyer for more details and follow the Alive Center on Facebook and Instagram! Have a great rest of the day! Good Morning Aurora will return with more news, weather and the very best of Aurora. Subscribe to the show on YouTube at this link: https://www.youtube.com/c/GoodMorningAuroraPodcast The second largest city's first daily news podcast is here. Tune in 5 days a week, Monday thru Friday from 9:00 to 9:30 am. Make sure to like and subscribe to stay updated on all things Aurora. Threads: https://www.threads.net/@goodmorningaurorail Instagram: goodmorningaurorail Spotify: https://open.spotify.com/show/6dVweK5Zc4uPVQQ0Fp1vEP... Apple: https://podcasts.apple.com/.../good-morning.../id1513229463 Anchor: https://anchor.fm/goodmorningaurora ACTV (Aurora Community Television): https://www.aurora-il.org/309/Aurora-Community-TV #positivevibes #positiveenergy #kanecountyil #bataviail #genevail #stcharlesil #saintcharlesil #elginil #northaurorail #auroraillinois #cityofaurorail #auroramedia #auroranews #goodmorningaurora #morningnews #morningshow #thursday #D131 --- Support this podcast: https://podcasters.spotify.com/pod/show/goodmorningaurora/support

PREVIEW: NUKES: Colleague Henry Sokolski of Non-Proliferation Policy Education Center, comments on the hard choice for the new presidency to choose between the Air Force, Space Force and the nuclear force. More tonight. 1952

PREVIEW: DRONES: SOUTH KOREA: JAPAN Upcoming discussion with Henry Sokolski of the Nonproliferation Policy Education Center (NPEC) will examine a war game scenario exploring the implications of North Korean drone warfare targeting nuclear infrastructure. The analysis focuses on a hypothetical hybrid attack where drones strike a nuclear power plant in South Korea, potentially triggering mass evacuations across South Korea and Japan. This scenario raises critical questions about regional security vulnerabilities, drone defense capabilities, and the cascading effects of attacks on civilian nuclear facilities. The conversation will explore how such hybrid warfare tactics could destabilize the region through panic and mass displacement, even without conventional military engagement. Sokolski's insights should illuminate emerging security challenges at the intersection of drone technology, nuclear safety, and regional stability in East Asia. 1951 North Korea negotiators

LBG Paul Bailey joins us for the first time on an Ask A Guide to talk about the Army of the Potomac's Major General John Newton. A Virginian who remained loyal to his oath to the United States of America, Newton participated in the construction of the Washington defenses, led a brigade in the Peninsula Campaign and worked his way up to the rank of major general and controversially commanding the 1st Corps here at Gettysburg. There's so much more to this man and Paul tells us in an engaging way.    Support Addressing Gettysburg by: -Joining Patreon www.patreon.com/addressinggettysburg -Grabbing a bag or ten of our first coffee brand, Little Ground Top www.addressinggettysburg.com/cafe -Visiting the Gettysburg Museum of History at 219 Baltimore Street in Gettysburg www.gettysburgmuseumofhistory.com -Visiting the Seminary Ridge Museum and Education Center https://www.seminaryridgemuseum.org/ -Grabbing some great merch from our shop www.addressinggettysburg.com/shop or from our friend Dave at TR Historical www.trhistorical.com -Reading a book from For The Historian www.forthehistorian.com

#ISRAEL:  Rocketed everyday in the hundreds. Lieutenant Colonel (Res.) Sarit Zehavi.  Founder and president of Alma – a nonprofit and an independent research and education center specializing in Israel's security challenges on its northern border. 1950 Ramallah