Podcasts about enacting

 JOIN SHERI HORN HASAN @ https://www.karmicevolution.com/astrologically-speaking as she delves into how we got into this mess in Iran--astrologically speaking--via the ongoing Mars/Uranus cycle! And what's in store as we head toward the third quarter monthly lunar square March 11!This week's podcast outlines all that's taken place--& its astrological correspondences—as we approach Venus's entrance into Mars-ruled Aries (the warrior) March 6, & the Sun/Mercury Rx & Venus/Neptune conjunctions in Pisces March 7, & look for chaos to morph into greater clarity about the U.S./Israeli attacks on Iran.First, we've gotten already big clues already about how the Sun/Mercury Rx conjunction will manifest by March 7. And that's first via the announcement on March 5 of the firing of Department of Homeland Security (DHS) Secretary Kristi Noem by President Trump. Secondly, it includes the announcement on March 4 by the Republican-led House Oversight Committee that they've subpoenaed Attorney General Pam Bondi, which compels her to testify regarding the Department of Justice's handling of records in the Jeffrey Epstein investigation. The voted 24-19 included bipartisan support, with five Republicans joining Democrats.Hey, it's Mercury retrograde—time to revisit & review old issues, doncha know? And the same goes for the repeat during Mercury's current retrograde cycle of the attack by the U.S. & Israel on Iran which occurred first on July 15, 2025, when Mars @28'54 Leo formed its first waxing square to tUR at 28'54” Taurus. And how, when Jupiter stations direct in Cancer March 10, we'll be sorting out whether our personal set of values, morals, & ethics match those of society at large. Or, whether during its retrograde period, we've gotten in greater touch with whether we've simply blithely accepted those of our society & culture at large without question.Further, as we approach next week's third quarter waning monthly lunar “crisis in consciousness” square of the Sagittarius Moon to the Pisces Sun March 11 we'll again find ourselves questioning whether our personal values match the nebulously chimerical ones of those of people in power. WAR--WHAT'S IT GOOD FOR? ABSOLUTELY NOTHING!First, this podcast explores how the warmongering taking place as the U.S. self-dubbed “peace president” illustrates how Mercury retrograde works by repeating now—since Mercury stationed retrograde in Pisces on February 25/26—with this repeat an attack on Iran. And how, while the Sun's been in Pisces since February 18, we've merged with Israel, the same partner as last July, to do so. And also, when the Sun, Mercury, Venus, & Mars were all in Neptune-ruled Pisces—both archetypally related to confusion, illusion, & delusion--the question arose: Are we're doing the same thing over & over again but expecting different results?This podcast reviews the synodic cycle of Mars to Uranus since the two first conjoined at 26'32” Taurus on July 15, 2024, two days after the attempted assassination of President Trump during his campaign rally in Butler, Pennsylvania. We might note now that this degree conjoined fixed star Algol an “off with his head” energy, as the gunman reportedly grazed Trump's ear. We take a deep dive into where this Mars/Uranus cycle's waxing & waning aspects occurred in Trump's chart & whether (or not)—especially given the symbology of his grazed ear—he's at all listening to its messages. You really can't make this stuff up, right?

Dr. Todd Hinnenkamp, Enacting Talk Moves with Intention ROUNDING UP: SEASON 4 | EPISODE 9 All students deserve a classroom rich in meaningful mathematical discourse. But what are the talk moves educators can use to bring this goal to life in their classrooms?  Today, we're talking about this question with Todd Hinnenkamp from the North Kansas City Schools. Whether talk moves are new to you or already a part of your practice, this episode will deepen your understanding of the ways they impact your classroom community.  BIOGRAPHY Dr. Todd Hinnenkamp is the instructional coordinator for mathematics for the North Kansas City Schools.  RESOURCES Talk Moves with Intention for Math Learning Center Standards for Mathematical Practice by William McCallum  5 Practices for Orchestrating Productive Mathematics Discussions by Margaret (Peg) Smith and Mary Kay Stein  TRANSCRIPT Mike Wallus: Before we begin, I'd like to offer a quick note to listeners. During this episode, we'll be referencing a series of talk moves throughout the conversation. You can find a link to these talk moves included in the show notes for this episode. Welcome to the podcast, Todd. I'm really excited to be chatting with you today. Todd Hinnenkamp: I'm excited to be here with you, Mike. Talk through some things. Mike: Great. So I've heard you present on using talk moves with intention, and one of the things that you shared at the start was the idea that talk moves advance three aspects of teaching and learning: a productive classroom community, student agency, and students' mathematical practice. So as a starting point, can you unpack that statement for listeners? Todd: Sure. I think all talk moves with intention contribute to advancing all three of those, maybe some more than others. But all can be impactful in this endeavor, and I really think that identifying them or understanding them well upfront is super important.  So if you unpack "productive community" first, I think about the word "productive" as an individual word. In different situations, it means a quality or a power of producing, bringing about results, benefits, those types of things. And then if you pair that word "community" alongside, I think about the word "community" as a unified body of individuals, an interacting population. I even like to think about it as joint ownership or participation. When that's present, that's a pretty big deal. So I like to think about those two concepts individually and then also together. So when you think about the "productivity" word and the "community" word and then pairing them well together, is super important. And I think about student agency. Specifically the word "agency" means something pretty powerful that I think we need to have in mind. When you think about it in a way of, like, having the capacity or the condition or state of acting or even exerting some power in your life. I think about students being active in the learning process. I think about engagement and motivation and them owning the learning. I think oftentimes we see that because they feel like they have the capacity to do that and have that agency. So I think about that, that being a thing that we would want in every single classroom so they can be productive contributors later in life as well. So I feel like sometimes there's too many students in classrooms today with underdeveloped agencies. So I think if we can go after agency, that's pretty powerful as well. And when you think about students' math practice, super important habits of what we want to develop in students. I mean, we're fortunate to have some clarity around those things, those practices, thanks to the work of Dr. [William] McCallum and his team more than a decade ago when they provided us the standards for mathematical practice. But if you think about the word "practice" alone, it's interesting. I've done some research on this. I think the transitive verb meaning is to do or perform often, customarily or maybe habitually. The transitive verb meaning is to pursue something actively. Or if you think about it with a noun, it's just a usual way of doing something or condition of being proficient through a systematic exercise. So I think all those things are, if we can get kids to develop their math practice in a way it becomes habitual and is really strong within them, it's pretty powerful. So I do think it's important that we start with that. We can't glaze over these three concepts because I think that right now, if you can tie some intentional talk moves to them, I think that it can be a pretty powerful lever to student understanding. Mike: Yeah. You have me thinking about a couple things. One of the first things that jumped out as I was listening to you talk is there's the "what," which are the talk moves, but you're really exciting the stage with the "why." Why do we want to do these things? And what I'd like to do is take each one of them in turn. So can we first talk about some of the moves that set up productive community for learners? Todd: Yeah. I think all the moves that are on my mind contribute, but there's probably a couple that I think go after productive community even more so than others. And I would say the "student restates" move, that first move where you're expecting students to repeat or restate in their own words what another student shared, promotes some really special things. I think first it communicates to everyone in the room that "We're going to talk about math in here. We're going to listen to and respectfully consider what others say and think." It really upholds my expectation as an educator that we're going to interact with and understand the mathematical thinking that's present so that student restates is a great one to get going.  And I would also offer the "think, turn, and learn" move is a highly impactful one as well. The general premise here is that you're offering time upfront. Always starting with "think," you're offering time upfront. And what that should be communicating to students is that "You have something to offer. I'm providing you time to think about it, to organize it, so then you're more apt to share it with either your partner or the community." It really increases the likelihood that kids have something to contribute. And as you literally turn your body and learn from each other—and those words are intentional, "turn" and "learn"—it opens the door to share, to expand your thinking, to then refine what you're thinking and build to develop both speaking and listening skills that help the community bond become stronger. So in the end it says, "I have something to offer here. I'm valued through my interactions." And I feel like that there's something that comes out of that process for kids. Mike: You talked about the practice of "think, turn, learn." And one of the things that jumps out is "think." Because we've often used language like "turn and talk," and that's in there with "turn and learn," but "think" feels really important. I wonder if you could say more about why "think"? Let's just make it explicit. Why "think"? Todd: Sure. No, and I'm not trying to throw shade at "turn and talks" or anything like that, but I do think when we have intention with our moves, they're super impactful relative to other opportunities where maybe we're just not getting the most out of it. So that idea of offering time or providing or ensuring time for kids to think upfront—and depending on the situation, that can be 10 seconds, that can be 30 seconds—where you feel like students have had a chance to internalize what's going on [and] think about what they would say, it puts them in an entirely different mode to build a share with somebody else. I'm often in classrooms, and if we don't provide that think time, you see kids turn and talk to each other, and the first part is them still trying to figure out what should be said. And it just doesn't seem like it's as impactful or as productive during that time as it could be without that "think" first. Mike: Yeah, absolutely.  I want to go back to something you said earlier too, when you were describing the value that comes out of restating or rephrasing, having a student do that with another student's thinking. One of the things that struck me is there were points in time when you were talking about that and you were talking about the value for an individual student who's in that spot.  Todd: Mm. Mike: But I also heard you come back to it and say, "There's something in this for the group, for the community as well." And I wonder if you could unpack a little bit: What's in it for the kid when they go through that restating another student's [idea], or having their [own] idea restated, and then what's in it for the community? Todd: Sure. Well, let's start with the individual, Mike. And I think that with what we know about learning and how much more deeply we learn when we internalize something and reflect on it and actually link it to our past learning and think about what it means to us, is probably the most important thing that comes out of that. So the student that's restating what another student says, they really have to think about what that student said and then internalize it and make sense of it in a way where they can actually say it out to the community again. That's a big deal! So to talk about the impact on the community in that mode, Mike, when you get one or two [ideas], and maybe you ask for a couple more, you now have student thinking in four different forms out in the community rather than, say, one student sharing something and a teacher restating it and moving on. And I just love how those moves together can cause the thinking to linger in the classroom longer for kids. Often when I'm in classrooms, the kids actually learn it more when somebody else says it rather than me. And it kind of ties to that where, like, they just need to hear other kids thinking and start to process that a little bit more on their level. And we get to shore that up too as teachers. We can shore up whatever's missing if we need to later. But I think the depth that comes from thinking about it, putting it out in the community, having more kids think about [it] is pretty powerful. Mike: I think what's cool about that is the idea that there's four or five ideas floating around and how different that is than [when] a kid says something, the teacher restates it and moves on. I might not have made sense of it on the first kid's description or the teacher's description, but when those things linger around, there's a much better chance that I'm going to make sense of it. Todd: Yeah. And I agree, Mike.  And what's really important in that process as well is the first move I always talk about is "wait." You literally have to wait. When the student restates something, we've got to let that sit for a little bit for it to really be something that other kids can grasp onto and then give them time to process what they heard and then ask if someone could restate. At that point, it's causing all this cognition in the brain, and it's making me think about what I understand and what I don't understand about what was said. And it just starts to build and make a huge difference over time. Mike: Yeah. I'm glad you said that because I'm a person who talks to think, but that is not true of a lot of folks.  Todd: (laughs) Mike: A lot of people need time to think… Todd: Sure. Mike: …before they talk. And so I think it's really important to recognize that that wait time is really an opportunity for mental space. And if we don't do that, it actually might fall flat. Todd: Totally agree. I'd see it day in and day out in classrooms I'm in, where if we can offer that time to let that concept or thinking permeate across the room for a little bit longer, it's a whole different outcome. Mike: Nice.  I'm wondering if we can pivot and talk a little bit about moves that support student agency and their mathematical practice. They really do feel like they're kind of interconnected. Todd: Yeah, I think they are somewhat interconnected as I think about them. And I see agency as like a broader concept, like really that development of capacity to act or have power in a situation. But when you think about math practices—thinking about the standards for mathematical practices—it's a little more specific. So when you think about the math practice of perseverance, I think we have to think about the move [called] wait time that I just talked about. When used with intention, I think it can communicate to kids, "I've got confidence in you. You have something to offer. I believe in you and that you're capable of contributing here." I just think that we have to think about our use of wait time and the messages that kids get from that and be careful not to squelch their opportunity to grow in those situations. Mike: OK. I have a follow-up. You're making me think about ways to do wait time well and ways to do wait time that might have an unintended consequence. So walk me through a really productive use of wait time—what the language is that the teacher uses or how they manage what can feel uncomfortable for most of us. Todd: Sure. And I will be very upfront that anytime you start to use wait time, if you haven't before, there's going to be some discomfort. (laughs) You think about, if you're a person that always wants to fill that space or feel like you need to because students aren't quite contributing, then you start to shift your practice to cause there to be a little more extended wait time, there's going to be some discomfort that plays out in that situation.  So I think honestly, Mike, part of it is having the right question or the right prompt, and setting up the expectation and upholding it over time. I talk a lot with teachers about establishing and maintaining productive community. I think that we have to establish it over time and then maintain it. And what I mean by that is if you start to use wait time, you're establishing that norm in your classroom, is that I'm always going to give you time to think, and that's super important in here because we want to make sure that we get the most out of the experience. The maintaining part of it, I believe, is where we uphold that over time. We don't start to back off if kids don't then share their thinking. We can't always fill that space. And I think sometimes an inappropriate use of wait time is if we do it pretty well, but then we rescue when there's a time that kids aren't sharing something. So I do believe that no matter what classroom you're in, there is always one kid that can give you at least a nugget that you can go with. So I think as much as you can wait and try to draw that out before interjecting is super important. Mike: Yeah. You make me think about a scenario that I encountered a fair amount when I was teaching elementary, which was: I'd ask a question and there were two or three kids who immediately put their hand up. There were quite a few that were still thinking, and it was really uncomfortable for me, but I think also for some of the kids who had their hands up, that I didn't immediately call on them, that I actually waited and let the question marinate… Todd: Yes. Mike: …and the end product was great. I had more kids who had something to say because they had that space. But it was a little uncomfortable, especially for those kids who were like, "Wait, I know it immediately. Why aren't you calling on me? Todd: (laughs) Yes. And I think it's super important what you just shared, Mike, because in our practice, we have to be aware that the day-to-day practices or actions that we enact in our lessons, they're impacting everything from community, agency, practice. All the things that we're talking about today are sometimes just suddenly being impacted either positively or negatively. And I think the scenario you described about your practice is, like, you were intentional about it. You became aware, you realized that there's a handful of kids that I'm probably letting drive the discourse maybe more than I need to. And you're right: You've got other kids in classrooms that I'm in that are really waiting to talk and never have the chance. And I do feel like those are the kids that are going to have a hard time staying caught up with everybody because they're not getting that opportunity to develop some of those habits. Mike: Yeah. It makes me think about when I was a kid as well. I was not the fast kid, right? I was thinking about it, but I was not the first kid with my hand up.  You've really got me thinking about how wait time is a real subtle way of saying, "You're not necessarily the most competent person just because you have your hand up first." There's no added bonus that says, like, "You're the best just because your hand's up first. Everybody can contribute. You might need a little bit of time to process. That's super normal in a math class." Todd: Yes, it is. And you go back to what we discussed earlier about being a valued contributor in the community, and you think about what those kids feel once they experience that wait time and then their ideas being the ones that drive the discourse or that are highlighted or presented. That's where you draw that in, and if you can have 50% of your kids be the ones that are feeling that, then you got to shoot for 60, and then 70, and so on. But you gotta start to expand the number of kids that talk and share and restate and do all the things around discourse, but wait time is a super powerful tool to do that. Mike: Another thing that you shared when I saw your presentation was the idea that you can pair talk moves in a sequence and that those sequence talk moves can have a powerful impact on kids. And I'm wondering if you can talk a bit about some of the ways that educators can sequence talk moves to have maximum impact. Todd: Sure. Yeah. And I'm not necessarily suggesting that there is an always or a 100% correct way to line them up and sequence them, but I do think there's some [that], if you can go after them in particular instances in your professional practice, I think it's going to change your practice, I think more quickly and more deeply. And the same goes with a lesson. I think right off the bat, we first must wait. We have to start to build that into our practice where we wait. So if we offer a prompt [or] pose a question, let it sit for a second. I always talk about 4 to 6 seconds would be about how long you'd want to just let it sit for a little bit. Then, if you've got the right question and the right prompt, I think you could just say, "OK, now I'm going to give you some time to think and then I'm going to have you turn and actually learn with a partner. So I want you to think about the prompt that's on the board. What would you share with your partner?" And literally you give them time to think and then you can turn and learn.  So at that point, I think it's important that you're walking about the community, listening in, getting a feel for what's being discussed, because I think at that point you can have a feel for maybe what you might want to go to next, what insight you want to make sure is surfaced that is aligned to the learning goal of the day. That's how you get all that headed in the right direction. So you gotta lean in and figure that out. And I think at that point you could ask someone to share. "OK, who can share what you and your partner talked about?" See what happens; see what you get. You can be strategic if nobody offers. You can just say, "Hey, would you end up sharing? I listened to what you had. Would you mind sharing?"  And then I think at that point you could use a "Do you agree or disagree and why?" So here's their thinking on this situation. So I want you to really think about it. Do you agree with what they're sharing or not? And then I'm going to ask you why. Let that sit. Give them some time to think. Let that play out. I think at that point you could offer the floor to whoever wants to argue about that and try to convince the community that they agree or disagree and why.  And then I think, even, (laughs) I guess to keep going, Mike, I think you could at that point use the "tell us more," when that student's offering the reasoning on why they agree or disagree, and you don't feel like it's enough or maybe there's other kids in the room not quite understanding where they're going. "OK. So tell us a little bit more. Keep going." And offer that space and time for them to do that.  So yeah, there's several ways that you can sequence them, but I really think you have to figure out the learning goal, be intentional about the discourse and how you can get it headed in the right direction and also slow it down enough that there's some depth to it as well. Mike: We had a guest on [Rounding Up] earlier this season, and he was talking about the importance of "agree or disagree." He called it "pick a side," but I think the idea is the same. Todd: Oh yeah. Yeah, same concept. Mike: And I wonder if you could talk about, what is it about agree [or] disagree that you think is particularly powerful for kids? Todd: Sure, Mike. Do you agree [or] disagree? It does make you take a stand. Like you have to understand the situation well enough to be able to say, "Hey, I agree with this thinking because..." fill in the blank. I think it puts you in a position where you've got to weigh everything that's playing out in the discourse and then actually understand it well enough to be able to then communicate about it. Your approach may be different than the thinking that was shared, but if you can understand it well enough and then state whether you agree or disagree and why, that's some pretty deep understanding. I mean, there's some high value in that if you can get to that point. Mike: Absolutely. I get the sense that a fair number of these talk moves might start to feel pretty organic. They might happen almost like muscle memory when an educator starts to use them, but you really have me thinking about planning for talk moves. Do you have any guidance for an educator who might be trying to think about, "Hey, I want to purposefully integrate some of these moves into my practice." What would it look like to plan for that? Todd: Sure. I think first of all, when you talk about muscle memory, that's a great way to put it. Some of these moves may not be strong in a professional practice for a person right now, but the more you get to using them and trying them out and implementing them and seeing what they'll do for productive community agency math practice, you're going to start to develop a level of growth in your practice that I think is going to be tremendous. But as you think about being intentional with them as you plan a lesson and go after a particular learning goal for a lesson, the one thing that comes to mind for me is really Dr. Peg Smith's work around the five practices and orchestrating discussions, right? You think about anticipating and then selecting and sequencing and connecting for sure all come to mind in that. So I guess I would go as far as saying, as we prepare for what students may say or do, we can intentionally think about the moves that might be most impactful in different scenarios. For instance, let's just say [there's a] a third grade student; you're working on a model to represent multiplication. The student draws a model to represent a multiplication scenario. You can plan to project or show the model and then simply use the think, turn, and learn move. You can show the student thinking, ask students to not talk upfront. We need to give people individual time to think. And then I want you to think about what you see and then I want you to turn and learn with your partner about that. So I think at that point, with that move being used, you're going to get a lot of discourse around whether the model is an appropriate representation or not. I think there's going to be depth in what kids take away from the experience. And you can go back to that as like, OK, so if I know that a kid says this and just says, "Well, it looks like there's this many rows and this many arrays," [then] the tell us more move is a great one there. "Tell us more. What do you mean by that?" Then they have to extend to give more depth to their thinking and then refine it a little bit more.  So I think as you think about the learning goal, there's certainly ways that you can think about any of these talk moves, and in a way where you want to make sure that the right move is being used to get you closer to the goal of sense being made and such. So yeah. Mike: I want to come back to something that you touched on in the beginning, but it feels like a through line, which is: These talk moves are about building engagement and math, but really they're about so much more. What do you see as the long-term payoff for kids who experience this type of a learning experience? Todd: Well, (laughs) it often feels counterintuitive when I'm in schools and talking about these things because I think we've shifted into a mode where professional learning communities are so honed in on that exact math content standard, what do we want kids to know, be able to do? How will we know? What are we going to do when they don't? And I really believe that the more I'm in these situations, Mike, I'm understanding that we can't shift that learning like we want to until we deal with some of these that—I call them more general pedagogy practices, like discourse and talk moves with intention. Those are more general practices, not a content-specific practice teaching kids how to find a common denominator so they can add fractions and such. But I really think if we can get at some of these general pedagogy things to build up community, agency, math practice—all those things that I think will transcend time—I often talk about it, we're going after something bigger than just the priority standards or the most important standards within our state. We're going after things that are deeper, bigger, pay off more later in life than we may even realize that we're experiencing in the moment. Mike: Yeah. I mean, things like flexibility, problem solving, citizenship are all pieces that really jump out when I listen to you talk about that, Todd. Todd: Sure. No, you think about—and I mean, as we were talking about productive community earlier, I always offer them: Is there anything different you would want in your classroom or your school? You think about the words "productive" and "community," can we all come together and think about things in a way where we're contributing, we're all valued, we're producing together. And that's not something that I think we spend a lot of time talking about in schools now that it's so specific to content and how kids do on state assessments and such, but these things transcend all that. Mike: Absolutely.  We're at that point in time where I could probably keep chatting with you about this for hours, but you are a busy school educator and you gotta get out of here. I'm wondering though, if you could leave listeners with a thought or a question or maybe a nudge related to their practice, what would you share? Todd: I first would say I just think it's important to always be reflecting on whose talk is driving the experience. As you think about everything we've talked about today, Mike, is the student talk driving it? Is their reasoning driving it or is it ours? And I think understanding that these talk moves with intention and what they go after and using them consistently with intention, it just starts to shift the balance to favor more student-to-student discourse. And I think it presents as, in turn, more developed community, agency and math practice. And I just think that you get more out of that than [a] high quantity of teacher-to-student discourse or student-to-teacher discourse. So I always offer [to] just pick out a move, try it for a week, find a wing person, collaborate around that, share ideas. How'd it go? What were your barriers? What did you see happening? Just these small shifts I think can create some big opportunities for people down the road. Mike: I think that's a great place to stop. Thank you so much for joining us, Todd. It's really been a pleasure chatting. Todd: Mine as well. Thank you, Mike. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2026 The Math Learning Center | www.mathlearningcenter.org

What good is aesthetics in a time of ecological crisis? Toward a Premodern Posthumanism: Anarchic Ontologies of Earthly Life in Early Modern France (Northwestern UP, 2025) shows that philosophical aesthetics contains unheeded potentialities for challenging the ontological subjection of nature to the human subject. Drawing on deconstructive, ecological, and biopolitical thought, Chad Córdova uncovers in aesthetics something irreducible to humanist metaphysics: an account of how beings emerge and are interrelated, responsive, and even response-able without reason or why.This anarchic and atelic ontology, recovered from Kant, becomes the guiding thread for a new, premodern trajectory of posthumanism. Charting a path from Aristotle to Heidegger to today's plant-thinking, with new readings of Montaigne, Pascal, Diderot, Rousseau, and others along the way, this capacious study reveals the untimely relevance of pre-1800 practices of writing, science, and art. Enacting a multitemporal mode of reading, Córdova offers a defense and illustration of the importance of returning to early modern texts as a way to rethink nature, art, ethics, and politics in a time when these concepts are in flux and more contentious than ever. Author Chad Córdova is Assistant Professor in the Department of Romance Studies at Cornell University where he is also affiliated faculty in the Department of Environment and Sustainability. In addition to this new book, he is the author of many articles on figures and concepts that appear in this book, such as Montaigne, Kant, and Heidegger—most recently in Essais: Revue interdisciplinaire d'humanités and The Comparitist. Host Gina Stamm is Associate Professor of French at The University of Alabama. Their research is concentrated on the environmental humanities and speculative literatures of the 20th and 21st centuries, from surrealism to contemporary science fiction and feminist utopias, in Metropolitan France and the francophone Caribbean. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

What good is aesthetics in a time of ecological crisis? Toward a Premodern Posthumanism: Anarchic Ontologies of Earthly Life in Early Modern France (Northwestern UP, 2025) shows that philosophical aesthetics contains unheeded potentialities for challenging the ontological subjection of nature to the human subject. Drawing on deconstructive, ecological, and biopolitical thought, Chad Córdova uncovers in aesthetics something irreducible to humanist metaphysics: an account of how beings emerge and are interrelated, responsive, and even response-able without reason or why.This anarchic and atelic ontology, recovered from Kant, becomes the guiding thread for a new, premodern trajectory of posthumanism. Charting a path from Aristotle to Heidegger to today's plant-thinking, with new readings of Montaigne, Pascal, Diderot, Rousseau, and others along the way, this capacious study reveals the untimely relevance of pre-1800 practices of writing, science, and art. Enacting a multitemporal mode of reading, Córdova offers a defense and illustration of the importance of returning to early modern texts as a way to rethink nature, art, ethics, and politics in a time when these concepts are in flux and more contentious than ever. Author Chad Córdova is Assistant Professor in the Department of Romance Studies at Cornell University where he is also affiliated faculty in the Department of Environment and Sustainability. In addition to this new book, he is the author of many articles on figures and concepts that appear in this book, such as Montaigne, Kant, and Heidegger—most recently in Essais: Revue interdisciplinaire d'humanités and The Comparitist. Host Gina Stamm is Associate Professor of French at The University of Alabama. Their research is concentrated on the environmental humanities and speculative literatures of the 20th and 21st centuries, from surrealism to contemporary science fiction and feminist utopias, in Metropolitan France and the francophone Caribbean. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

What good is aesthetics in a time of ecological crisis? Toward a Premodern Posthumanism: Anarchic Ontologies of Earthly Life in Early Modern France (Northwestern UP, 2025) shows that philosophical aesthetics contains unheeded potentialities for challenging the ontological subjection of nature to the human subject. Drawing on deconstructive, ecological, and biopolitical thought, Chad Córdova uncovers in aesthetics something irreducible to humanist metaphysics: an account of how beings emerge and are interrelated, responsive, and even response-able without reason or why.This anarchic and atelic ontology, recovered from Kant, becomes the guiding thread for a new, premodern trajectory of posthumanism. Charting a path from Aristotle to Heidegger to today's plant-thinking, with new readings of Montaigne, Pascal, Diderot, Rousseau, and others along the way, this capacious study reveals the untimely relevance of pre-1800 practices of writing, science, and art. Enacting a multitemporal mode of reading, Córdova offers a defense and illustration of the importance of returning to early modern texts as a way to rethink nature, art, ethics, and politics in a time when these concepts are in flux and more contentious than ever. Author Chad Córdova is Assistant Professor in the Department of Romance Studies at Cornell University where he is also affiliated faculty in the Department of Environment and Sustainability. In addition to this new book, he is the author of many articles on figures and concepts that appear in this book, such as Montaigne, Kant, and Heidegger—most recently in Essais: Revue interdisciplinaire d'humanités and The Comparitist. Host Gina Stamm is Associate Professor of French at The University of Alabama. Their research is concentrated on the environmental humanities and speculative literatures of the 20th and 21st centuries, from surrealism to contemporary science fiction and feminist utopias, in Metropolitan France and the francophone Caribbean. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/environmental-studies

What good is aesthetics in a time of ecological crisis? Toward a Premodern Posthumanism: Anarchic Ontologies of Earthly Life in Early Modern France (Northwestern UP, 2025) shows that philosophical aesthetics contains unheeded potentialities for challenging the ontological subjection of nature to the human subject. Drawing on deconstructive, ecological, and biopolitical thought, Chad Córdova uncovers in aesthetics something irreducible to humanist metaphysics: an account of how beings emerge and are interrelated, responsive, and even response-able without reason or why.This anarchic and atelic ontology, recovered from Kant, becomes the guiding thread for a new, premodern trajectory of posthumanism. Charting a path from Aristotle to Heidegger to today's plant-thinking, with new readings of Montaigne, Pascal, Diderot, Rousseau, and others along the way, this capacious study reveals the untimely relevance of pre-1800 practices of writing, science, and art. Enacting a multitemporal mode of reading, Córdova offers a defense and illustration of the importance of returning to early modern texts as a way to rethink nature, art, ethics, and politics in a time when these concepts are in flux and more contentious than ever. Author Chad Córdova is Assistant Professor in the Department of Romance Studies at Cornell University where he is also affiliated faculty in the Department of Environment and Sustainability. In addition to this new book, he is the author of many articles on figures and concepts that appear in this book, such as Montaigne, Kant, and Heidegger—most recently in Essais: Revue interdisciplinaire d'humanités and The Comparitist. Host Gina Stamm is Associate Professor of French at The University of Alabama. Their research is concentrated on the environmental humanities and speculative literatures of the 20th and 21st centuries, from surrealism to contemporary science fiction and feminist utopias, in Metropolitan France and the francophone Caribbean. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/french-studies

Jonathan Larsen, Founder of The Fucking News, joins Rushkoff to discuss the 2025 U.S. Election and the path forward for Team Human.Team Human is proudly sponsored by Everyone's Earth.Learn more about Everyone's Earth: https://everyonesearth.com/Change Diapers: https://changediapers.com/Cobi Dryer Sheets: https://cobidryersheets.com/Use the code “rush10” to receive 10% off of Cobi Dryer sheets: https://cobidryersheets.com/Support Team Human on Patreon: https://www.patreon.com/teamhumanFollow Team Human with Douglas Rushkoff:Instagram: https:/www.instagram.com/douglasrushkoffBluesky: https://bsky.app/profile/rushkoff.com Hosted on Acast. See acast.com/privacy for more information.

In this week's episode of the AI and Education Podcast, Ray and Dan dive into one of the most chaotic – and entertaining – weeks in AI news so far. From councils losing millions to AI-powered scams to the idea of having a “family safe word,” this one swings between hilarious and hair-raising. They unpack what's new in AI assessment research - including TEQSA's AI guidance for universities, the “wicked problem” of AI and assessment, and why Turnitin's detection tools are under fire (again). You'll hear how South Australia's EdChat report shows teachers and students deepening their learning with AI, and which countries are quietly leading the world in classroom AI use (spoiler: it's not who you think). Plus, a few surprise stats on politeness and prompt-writing - turns out being rude to AI might actually get better results. We've just arrived on YouTube and TikTok! YT Channel - the podcast in video form, and Shorts https://www.youtube.com/@aiineducationpodcast  TikTok https://tiktok.com/@aipodcast.educati Links to news items discussed AI Safety https://www.abc.net.au/news/2025-10-14/noosa-council-scam-mayor-blames-ai-imitation/105887962  Mike Tholfsen's Microsoft 365 Copilot Tutorial https://www.youtube.com/watch?v=JbOJliF-Cn4  South Australia's Edchat Insights Report https://www.education.sa.gov.au/docs/ict/edchat-insights-report.pdf  Enacting assessment reform in a time of artificial intelligence  https://www.teqsa.gov.au/guides-resources/resources/corporate-publications/enacting-assessment-reform-time-artificial-intelligence     And the link to 'Assessment reform for the age of artificial intelligence' - https://www.teqsa.gov.au/guides-resources/resources/corporate-publications/assessment-reform-age-artificial-intelligence   Syracuse University gives Claude Education to all students and staff https://news.syr.edu/2025/09/22/syracuse-university-among-first-universities-to-provide-campuswide-ai-access-to-anthropics-claude-for-education/ Jordan - the whole country, one man chat app for education https://x.com/cryptoprio/status/1974040334737846279?s=46&t=p57lLRpTCXGNBiwhIjsl7Q  California Community Colleges also rolling out Nectir to staff and students https://www.axios.com/local/san-francisco/2025/10/06/california-community-colleges-ai-nectir-tutors  2025 "State of AI" report https://www.stateof.ai/  Oxford University Press report on AI use by UK school students https://fdslive.oup.com/www.oup.com/oxed/secondary/Teaching_the_AI_Native_Generation.pdf?internal=true  OECD's latest Teaching and Learning International Survey https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html  University wrongly accuses students of using artificial intelligence to cheat https://www.abc.net.au/news/2025-10-09/artificial-intelligence-cheating-australian-catholic-university/105863524 ACU's checklist for spotting AI written text: https://staff.acu.edu.au/our_university/news/2025/march/turnitin-ai-indicator-tool  And in researching this, I also stumbled across the Wikipedia page "Signs of AI Writing" https://en.wikipedia.org/wiki/Wikipedia:Signs_of_AI_writing  And that includes things like "LLMs overuse the rule of three - 'the good, the bad and the ugly'"; the use of Title Case; and our old friends em dashes and emojis. And if you really want to go down the rabbit hole, read the 'Talk' tab on that page, were people are discussing their own opinions/beliefs on this. Research The wicked problem of AI and assessment https://www.tandfonline.com/doi/full/10.1080/02602938.2025.2553340  Reimagining the Artificial Intelligence Assessment Scale: A refined framework for educational assessment https://open-publishing.org/journals/index.php/jutlp/article/view/1707  Assessment Twins: A Protocol for AI-Vulnerable Summative Assessment https://arxiv.org/abs/2510.02929  Heads we win, tails you lose: AI detectors in education. https://osf.io/preprints/edarxiv/93w6j_v1  What Does YouTube Advise Students About Bypassing AIText Detection Tools? A Pragmatic Analysis https://link.springer.com/epdf/10.1007/s10805-025-09675-3? sharing_token=kzKMqOrKt2K7wqe8A4GjkPe4RwlQNchNByi7wbcMAY4_QVVFXJUooOb6QsKcPKSMAsHQtQeY4Cum-OXBICfYzSVfT9TAv2Z95XVx8D3vm13plNOq1vh5iCbse0XidDrUCW182PR7BzDUTrlz7Gv1UGB5U-ao_gJKy9vc-WRHd_U%3D  Mind Your Tone: Investigating How Prompt Politeness Affects LLM Accuracy https://arxiv.org/abs/2510.04950 

Kerry George is a distinguished business leader and influential networker, currently serving as the CEO of CIBN Connect With over a 15 years of experience, she has dedicated her career to enhancing the lives of entrepreneurs through strategic networking and mastermind sessions, having facilitated more than 8,000 networking meetings and 2,000 brainstorming strategy sessions. Kerry is excited by opportunities to foster genuine connections that enhance business outcomes, innovative training methods that drive financial success for entrepreneurs, and witnessing transformational growth in her clients as they achieve their financial goals.Kerry FREE Gift: https://cibnconnect.com/smart-networkingWebsite - https://cibnconnect.com/ Facebook business page https://www.facebook.com/CIBNconnect/Facebook Group https://www.facebook.com/groups/thecalgarybusinessnetwork Linkedin https://www.linkedin.com/company/cibn-connectTwitter https://x.com/CIBNtweetshttps://kerrygeorge.com/ https://www.youtube.com/@cibntv-helpforentrepreneur9475

The Trump administration is turning up the heat now that the government has shut down, cancelling billions for green projects, targeting funding for infrastructure in New York and threatening mass firings of federal workers. Democrats, meanwhile, are trying to hold the line in the Senate with their demands about health care. Elsewhere, the White House is asking a group of top universities to join a compact supporting the president's political agenda so that they can get federal funds. MSNBC's Symone Sanders-Townsend joins Tim Miller to talk about the shut down fight and whether the president has overplayed his hand, how Democrats can eventually win seats back in the Senate and what the administration's pressure on academia is really all about. Show Notes: Bulwark Live in DC (10/8) with Sarah, Tim and JVL. Tickets on sale now at TheBulwark.com/events.

ATTENDEESKosey!, Keith Rollins, Daniel OlneyAGENDANew BusinessDiscuss Excerpts of Blk Joy Vol.1 in detail. Discuss BLACK STAR and New Moon in detail and in terms of how they deal with joyful sounds and themes. intro and outro by andrew

Send us a textHow do we move from teaching about a language to using it to communicate—authentically, meaningfully, and joyfully?In this special live episode of Growing With Proficiency: The Podcast, I sit down with two powerhouses in the world of language acquisition—Dr. Karen Lichtman and Jason Fritze—to answer a BIG question:

On Wednesday July 23rd, Ms. Alina Habba, the acting US Attorney for the state of New Jersey, released a statement regarding a former Atlantic City official who was being sentenced to 2 years behind bars for the crime of submitting fake Mail-In Ballots.Here's what the statement read in part: “An Atlantic County, New Jersey, man was sentenced today to 24 months in prison for his role in the procurement, casting, and tabulation of fraudulent mail-in ballots submitted in connection with the general election held on November 8, 2022.”The man in question here is a Political Organizer slash former President of the Atlantic City, city council — Mr. Craig Callaway. His story is quite interesting—because not only does it highlight a fascinating, concrete example of major ballot fraud, but also, it shows us how this type of fraud cuts across party lines—being used by both Republicans and Democrats. Now we covered Mr. Callaway's story briefly when the charges against him first came to light last year, but now that he's pled guilty and has been sentenced to prison, let's go through the details of his election operations over in Atlantic City, New Jersey.

Too often, the traits we're taught to tone down are the very ones that can drive our boldest breakthroughs. In this powerful episode, we explore what it truly means to lead and live with wild courage. Dismantling conventional career advice, Jenny Wood champions a more audacious path to success, one built on traits long considered too disruptive or inappropriate to embrace. Jenny Wood is a New York Times bestselling author, speaker, and former Google executive who built one of the company's largest career development programs. Her new book, Wild Courage: Go After What You Want and Get It, dives into nine controversial traits, from reckless to bossy, that ambitious professionals can reclaim and reframe to be better leaders and reach their full potential. With a background in research at Harvard Business School and features in Forbes, HBR, and Bloomberg, Jenny brings both insight and irreverence to the table, along with a serious talent for cutting through the noise. Through stories both personal and professional, Jenny illustrates how fear of failure, uncertainty, and judgment often keeps us playing small. Whether it's chasing down a stranger on a subway (now her husband), asking a C-suite executive for mentorship, or launching a career-defining program at Google, she shows how reclaiming so-called negative traits like "shameless" or "reckless" can become a source of power and clarity. This episode is a candid, empowering reminder that growth begins on the edge of discomfort. Jenny shares tools to rewrite the internal stories that hold us back, and reframes boldness as a skill that can be practiced, not just a trait you're born with. If you're ready to stop waiting for permission and start leading with more courage in your career and life, this conversation is a must-listen!   Key Highlights From This Episode: What inspired Wild Courage and the bold subway moment that changed Jenny's life. [04:35] How fear showed up again and again in Jenny's coaching with professionals. [07:41] Enacting wild courage and why it might be more challenging for certain groups. [11:50] The nine controversial traits of wild courage and how to reframe and reclaim them. [12:41] How the seeds were planted for wild courage in Jenny's childhood. [15:21] Ways that shame holds us back and tips for de-shaming your language. [19:45] A candid look at how overthinking fuels self-judgment and fear. [24:29] Tools and internal resources to reframe fear, shame, and self-doubt. [27:15] The reckless trait, why Jenny struggles with it, and how she's learned to embrace it. [32:01] Why we need to give ourselves permission to be selfish, reckless, and bossy. [36:53]   For More Information: Jenny Wood Jenny Wood on LinkedIn Jenny Wood on InstagramJenny Wood on FacebookJenny Wood on Threads Jenny Wood on XWild Courage: Go After What You Want and Get It   Links Mentioned in Today's Episode:  Listen to Episode 271: How to Recognize and Release the Damaging Shame You Hold with David JurasekCheck out Kathy's conversation with Jordan Friedman in Episode 308: Powerful Stress Management Approaches Designed for Times Like These   —————— FINDING BRAVE PODCAST AD FOR KATHY AND JORDAN'S CENTRAL PARK RETREAT DATE - JUNE 13, 2025 Join us June 13th, 2025 for a LIVE, calming in-person retreat in NYC's iconic Central Park - hosted by Kathy Caprino and Jordan Friedman Connect with Your Inner Calm on June 13th with Kathy and Jordan, in NYC's iconic Central Park I'm thrilled to announce an event that's truly special coming up on June 13th, designed for folks who would like a stress-reducing, calm and enlivening retreat experience in NYC's Central Park! For the first time, I'm teaming up with my dear friend and top stress management expert, Jordan Friedman (who I've had the honor of interviewing on my podcast twice now) to offer a live retreat and tour experience on June 13th in the heart of New York City's iconic Central Park. We'll start with an 2 and ½ -hour walking tour guided by Jordan (who is also a fabulous licensed New York City tour guide) of some of the most beautiful and relaxing spots in the park, followed by an energizing and supportive Q&A session, where Jordan and I will help you directly address and navigate some of the biggest stressors you're facing today — in your life, career, and family. We cannot wait to spend this special and meaningful time with you, surrounded by the nature, beauty, and deep calm of the urban oasis of Central Park. Spots are limited, so check out the details and register today at thestresscoach.com/central-park-retreat.   Jordan and I would love to offer you this special experience on June 13th!   ——————— READY FOR A HUGE PERSONAL SHIFT TO ACHIEVE MORE SUCCESS, IMPACT, AND FULFILLMENT IN YOUR CAREER THIS YEAR? Work with Kathy and get hands-on, transformative CAREER & LEADERSHIP GROWTH COACHING SUPPORT today! Are you ready for a big positive shift in how you're working and what you're achieving today in your career? Let's make that happen for you! In my 6-session Career & Leadership Breakthrough 1:1 coaching program, I help professionals create and achieve what they want most,  which includes more confidence, impact, advancement, financial reward, and fulfillment. I've worked with over 20,000 professionals across 6 continents, and before that, I served as a therapist, and before that, I was a corporate VP, managing multi-million dollar budgets and global initiatives. I bring all of that experience to our work together, helping you build a new chapter that aligns with who you really are and what you're ready to create. Check out kathycaprino.com/careerbreakthru and I hope you'll register now. I'd love to support you this month and beyond!! And don't forget to leverage Kathy Caprino AI - my new digital career coaching tool - for instant access to answers and guidance about your most pressing career and leadership growth challenges.   ——————— Order Kathy's book The Most Powerful You today! If you enjoy the book, we'd so appreciate your giving the book a positive rating and review on Amazon! And check out Kathy's digital companion course The Most Powerful You, to help you close the 7 most damaging power gaps in the most effective way possible.   Kathy's Power Gaps Survey, Support To Build Your LinkedIn Profile To Great Success & Other Free Resources Kathy's TEDx Talk, Time To Brave Up & Free Career Path Self-Assessment Kathy's Amazing Career Project video training course & 6 Dominant Action Styles Quiz   ——————— Key Quotes from today's episode: “The same theme kept coming up when people felt stuck [and] that theme was fear: fear of failure, fear of uncertainty, and fear of judgment [from] others.” — @itsjennywood [0:08:28] “You don't need permission from somebody else to do these things, to take these bold actions.” — @itsjennywood [0:28:23] “That same bravery, that same wild courage that pushed me to make that ask, is the same wild courage that pushes me to make other asks or requests or bold moves, and then sometimes they work out!” — @itsjennywood [0:31:33] “It's better to learn from your mistakes than to waste time predicting the consequences of every possible decision or outcome. So, think fast and fearless, and if you're on the fence, do it.” — @itsjennywood [0:32:29] “I have found that when I have been the most successful, it's [been] because I was willing to be on the edge of discomfort.” — @itsjennywood [0:32:53] “There's this disconnect between what's real and what we feel, and that's why I say ‘we have to give permission to ourselves to be selfish, to be reckless, to be bossy.'” — @itsjennywood [0:39:02]   Watch our Finding Brave episodes on YouTube! Don't forget – you can experience each Finding Brave episode in both audio and video formats! Check out new and recent episodes on my YouTube channel at YouTube.com/kathycaprino. And please leave us a comment and a thumbs up if you like the show!

Did US Treasury Just Intervene In Gold Market To Start Enacting Stephen Miran's Gold-to-FX Playbook We've seen a lot of unusual activity in the gold market over the past few months. And a fund manager named Michael McNair is looking at some of the footprints, and believes the US treasury may have already begun implementing chairman of the Council of Economic Advisors Stephen Miran's 'gold-to-FX' playbook. To find our why, click to watch the video now! To read Michael McNair's tweet go to: https://x.com/michaeljmcnair/status/1917657699405246900 To read Stephen Miran's 'User's Guide To Restructuring The Global Trading System' paper go to: https://www.hudsonbaycapital.com/documents/FG/hudsonbay/research/638199_A_Users_Guide_to_Restructuring_the_Global_Trading_System.pdf To find out more about First Majestic Silver go to: https://firstmajestic.com - Get access to Arcadia's Daily Gold and Silver updates here: https://goldandsilverdaily.substack.com/ - To get your very own 'Silver Chopper Ben' statue go to: https://arcadiaeconomics.com/chopper-ben-landing-page/ - Join our free email list to be notified when a new video comes out: click here: https://arcadiaeconomics.com/email-signup/ - Follow Arcadia Economics on twitter at: https://x.com/ArcadiaEconomic - To get your copy of 'The Big Silver Short' (paperback or audio) go to: https://arcadiaeconomics.com/thebigsilvershort/ - Listen to Arcadia Economics on your favorite Podcast platforms: Spotify - https://open.spotify.com/show/75OH2PpgUpriBA5mYf5kyY Apple - https://podcasts.apple.com/us/podcast/arcadia-economics/id1505398976 - #silver #silverprice #gold And remember to get outside and have some fun every once in a while!:) (URL0VD) This video was sponsored by First Majestic Silver, and Arcadia Economics does receive compensation. For our full disclaimer go to: https://arcadiaeconomics.com/disclaimer-first-majestic-silver/Subscribe to Arcadia Economics on Soundwise

3pm: Trump, Unbowed, Is Enacting Change on Scale Rarely Seen Before // Elon Musk Knocks Trump’s Trade Philosophy // I Stand Corrected - Ask, Tell, Correct or Yell at John about anything // John’s MIL joins millions in Sat protest // Former UK Prime Minister Boris Johnson attacked by Ostrich

Benjamin Netanyahu has said his intention is to implement Donald Trump's plan for Gaza, while Israel comes under intense criticism after the bodies of 15 emergency workers were discovered dead in southern Gaza and the UN says they were killed “one be one” by Israeli forces.   Sharon Haskell is from the New Hope party in the Israeli parliament and she is the deputy foreign minister in Benjamin Netanyahu's coalition government.    She spoke to Krishnan Guru-Murthy in the latest episode of the Fourcast.    Produced by Ka Yee Mak, Calum Fraser, Girish Juneja, Rob Thomson  

Well Sh*t. It really is that simple - Episode 145 - "When your help is actually a hinderance" is now LIVE!Full Show notes: https://bit.ly/WellShitEpisodeGuideIt can be challenging for us to know what we need to meet our needs at any given moment and yet we often forget this, especially when it comes to suggestions. We can be so eager to jump in and "help" that we don't realize we could not only be negatively impacting the person we're trying to support but also our relationship with them and our own needs as well. Tune into this week's episode where we will discuss how to better support those around you while supporting yourself in the process.In this episode we cover:- Compromising our needs to meet our needs- Mr. Razzle Dazzle's first on screen cameo- When wanting to help and support can have the opposite effect- Getting buried in noodles - The fundamental components to offering help- The impact suggestions can have on your relationships- What it means to throw noodles- Claire learns about the "Oooodea" for the first time- Enacting our Personal Power - Timing is everything- How options, and how their managed, can affect your relationship orbits- The importance of asking questions- The ideal number of options- Embracing the weird- Avoiding rescuer modeEpisode References:- The episode where we talk about the relationship orbits - Episode 17 - What to do when you're waiting for an apology that will never come- The episode where we talk about impact over intention - Episode 41 - Why your intention REALLY doesn't matter…- The feedback episode - 134 - What if feedback could be the ultimate gift?

2/3/25 Hour 2 Pete Hegseth and Tom Homan address the media from the Southern Border. Tom Homan announces that illegal border crossings are down 93%. Vince speaks with Kristina Wong, Pentagon Correspondent at Breitbart News about major changes Pete Hegseth is enacting like kicking NBC, NPR, NYT and Politico from the pentagon office space, and Pete Hegseth’s trip to the border today. For more coverage on the issues that matter to you visit www.WMAL.com, download the WMAL app or tune in live on WMAL-FM 105.9 from 3-6pm. To join the conversation, check us out on social media: @WMAL @VinceCoglianese. Executive Producer: Corey Inganamort @TheBirdWords See omnystudio.com/listener for privacy information.

Bodhisattva Activity is enacting vows to free all beings as well as yourself. This is an acknowledgment that you are interdependent with all beings and things, and such an aspiration can give a sense of purpose and direction to your whole life. Of course, it's impossible to fulfill this vow literally, and when you try to put it into action it is no easy matter! It requires tangible engagement with the world, including other people. If you hide out in comfort, you're unlikely to transcend self-centeredness. If you rely only on your own resources, you're likely to exhaust yourself and limit your impact. How do you even decide what Bodhisattva Activity to undertake? There is much to be learned by practicing in this Field of Zen, which inoculates you against the delusion that you can attain true peace of mind by ignoring the suffering of others.

President Donald Trump wasted no time in enacting his conservative “America First” agenda upon returning to the White House on Monday. He signed dozens of executive orders that will impact many aspects of life in America, from transgender rights to immigration and from energy policy to federal employment. Trump withdrew the U.S. from the Paris Climate Accords and the World Health Organization, though many believe the U.S.' absence in these organizations will be advantageous to America's rivals, like China. Plus, a look at what we know about the president's immigration policy following the declaration of a National Emergency at the Southern Border of the U.S.

On this episode of “Sara Gonzales Unfiltered,” Donald Trump has begun overturning the entire Biden legacy one executive order at a time. After four long years, America is back on track! Trump calls out California Governor Gavin Newsom directly by stepping in and helping California without him. A female bishop takes the opportunity during service to preach directly to Donald Trump in an attempt to grandstand. The Left is now attacking Elon Musk by taking his actions completely out of context. Let's show the Democrats how easy it is to take images out of context. Donald Trump has already begun cleaning up D.C. by firing over a thousand White House employees left behind by the Biden administration. Donald Trump praises his son Barron for helping him secure the youth vote in the 2024 election. Sara is joined today by BlazeTV contributor Matthew Marsden and founder of Rippaverse Comics Eric July. Learn more about your ad choices. Visit megaphone.fm/adchoices

On this episode: When the Congressional Review Act was signed into law in 1996 by Bill Clinton, it gave Congress a way to hit pause on federal agency rules they believe have gone too far or otherwise aren't achieving the desired effect. Here's how it works: Congress gets a window of time to review any new rule, where both chambers have a chance to pass what's called a ‘joint resolution of disapproval.' Then—if the president signs off—that rule is overturned. And maybe the most interesting part of the process is that the agency whose rule has been overturned can't issue a similar rule again in the future. The tool's only been used to repeal 20 rules in its nearly 30 year history, most of which in the last few years — and most heavily by Donald Trump during his first term. The incoming administration sees it as a key to advancing their agenda and rolling back regulations, so we figured now would be a great time to talk a little more about its history, original intention, and the big role it might play over the next few months.  Check out our CRA page for an overview: https://ballotpedia.org/Congressional_Review_Act  Explore Biden's use of the CRA: https://ballotpedia.org/Uses_of_the_Congressional_Review_Act_during_the_Biden_administration  How Trump used it his 1st term: https://ballotpedia.org/Uses_of_the_Congressional_Review_Act_during_the_Trump_administration  Federal changes following the CRA in ‘96: https://ballotpedia.org/Federal_agency_rules_repealed_under_the_Congressional_Review_Act Sign up for our Newsletters: https://ballotpedia.org/Ballotpedia_Email_Updates Stream "On the Ballot" on Spotify or wherever you listen to podcasts. If you have questions, comments, or love for BP, feel free to reach out at ontheballot@ballotpedia.org or on X (formerly Twitter) @Ballotpedia. *On The Ballot is a conversational podcast featuring interviews with guests across the political spectrum. The views and opinions expressed by them are solely their own and are not representative of the views of the host or Ballotpedia as a whole.

An analysis of the game engine Unreal through feminist, race, and queer theories of technology and media, as well as a critique of the platform studies framework itself. In this first scholarly book on the Unreal game engine, James Malazita explores one of the major contemporary game development platforms through feminist, race, and queer theories of technology and media, revealing how Unreal produces, and is produced by, broader intersections of power. Enacting Platforms: Feminist Technoscience and the Unreal Engine (MIT Press, 2024) takes a novel critical platform studies approach, raising deeper questions: what are the material and cultural limits of platforms themselves? What is the relationship between the analyst and the platform of study, and how does that relationship in part determine what “counts” as the platform itself? Malazita also offers a forward-looking critique of the platform studies framework itself. The Unreal platform serves as a kind of technical and political archive of the games industry, highlighting how the techniques and concerns of games have shifted and accreted over the past 30 years. Today, Unreal is also used in contexts far beyond games, including in public communication, biomedical research, civil engineering, and military simulation and training. The author's depth of technical analysis, combined with new archival findings, contributes to discussions of topics rarely covered in games studies (such as the politics of graphical rendering algorithms), as well as new readings of previously “closed” case studies (such as the engine's entanglement with the US military and American masculinity in America's Army). Culture, Malazita writes, is not “built into” software but emerges through human practices with code. Rudolf Inderst is a professor of Game Design with a focus on Digital Game Studies at the IU International University of Applied Science, department lead for Games at Swiss culture magazine Titel kulturmagazin, editor of “DiGRA D-A-CH Game Studies Watchlist”, a weekly messenger newsletter about Game Culture and curator of @gamestudies at tiktok. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

An analysis of the game engine Unreal through feminist, race, and queer theories of technology and media, as well as a critique of the platform studies framework itself. In this first scholarly book on the Unreal game engine, James Malazita explores one of the major contemporary game development platforms through feminist, race, and queer theories of technology and media, revealing how Unreal produces, and is produced by, broader intersections of power. Enacting Platforms: Feminist Technoscience and the Unreal Engine (MIT Press, 2024) takes a novel critical platform studies approach, raising deeper questions: what are the material and cultural limits of platforms themselves? What is the relationship between the analyst and the platform of study, and how does that relationship in part determine what “counts” as the platform itself? Malazita also offers a forward-looking critique of the platform studies framework itself. The Unreal platform serves as a kind of technical and political archive of the games industry, highlighting how the techniques and concerns of games have shifted and accreted over the past 30 years. Today, Unreal is also used in contexts far beyond games, including in public communication, biomedical research, civil engineering, and military simulation and training. The author's depth of technical analysis, combined with new archival findings, contributes to discussions of topics rarely covered in games studies (such as the politics of graphical rendering algorithms), as well as new readings of previously “closed” case studies (such as the engine's entanglement with the US military and American masculinity in America's Army). Culture, Malazita writes, is not “built into” software but emerges through human practices with code. Rudolf Inderst is a professor of Game Design with a focus on Digital Game Studies at the IU International University of Applied Science, department lead for Games at Swiss culture magazine Titel kulturmagazin, editor of “DiGRA D-A-CH Game Studies Watchlist”, a weekly messenger newsletter about Game Culture and curator of @gamestudies at tiktok. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/gender-studies

An analysis of the game engine Unreal through feminist, race, and queer theories of technology and media, as well as a critique of the platform studies framework itself. In this first scholarly book on the Unreal game engine, James Malazita explores one of the major contemporary game development platforms through feminist, race, and queer theories of technology and media, revealing how Unreal produces, and is produced by, broader intersections of power. Enacting Platforms: Feminist Technoscience and the Unreal Engine (MIT Press, 2024) takes a novel critical platform studies approach, raising deeper questions: what are the material and cultural limits of platforms themselves? What is the relationship between the analyst and the platform of study, and how does that relationship in part determine what “counts” as the platform itself? Malazita also offers a forward-looking critique of the platform studies framework itself. The Unreal platform serves as a kind of technical and political archive of the games industry, highlighting how the techniques and concerns of games have shifted and accreted over the past 30 years. Today, Unreal is also used in contexts far beyond games, including in public communication, biomedical research, civil engineering, and military simulation and training. The author's depth of technical analysis, combined with new archival findings, contributes to discussions of topics rarely covered in games studies (such as the politics of graphical rendering algorithms), as well as new readings of previously “closed” case studies (such as the engine's entanglement with the US military and American masculinity in America's Army). Culture, Malazita writes, is not “built into” software but emerges through human practices with code. Rudolf Inderst is a professor of Game Design with a focus on Digital Game Studies at the IU International University of Applied Science, department lead for Games at Swiss culture magazine Titel kulturmagazin, editor of “DiGRA D-A-CH Game Studies Watchlist”, a weekly messenger newsletter about Game Culture and curator of @gamestudies at tiktok. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

An analysis of the game engine Unreal through feminist, race, and queer theories of technology and media, as well as a critique of the platform studies framework itself. In this first scholarly book on the Unreal game engine, James Malazita explores one of the major contemporary game development platforms through feminist, race, and queer theories of technology and media, revealing how Unreal produces, and is produced by, broader intersections of power. Enacting Platforms: Feminist Technoscience and the Unreal Engine (MIT Press, 2024) takes a novel critical platform studies approach, raising deeper questions: what are the material and cultural limits of platforms themselves? What is the relationship between the analyst and the platform of study, and how does that relationship in part determine what “counts” as the platform itself? Malazita also offers a forward-looking critique of the platform studies framework itself. The Unreal platform serves as a kind of technical and political archive of the games industry, highlighting how the techniques and concerns of games have shifted and accreted over the past 30 years. Today, Unreal is also used in contexts far beyond games, including in public communication, biomedical research, civil engineering, and military simulation and training. The author's depth of technical analysis, combined with new archival findings, contributes to discussions of topics rarely covered in games studies (such as the politics of graphical rendering algorithms), as well as new readings of previously “closed” case studies (such as the engine's entanglement with the US military and American masculinity in America's Army). Culture, Malazita writes, is not “built into” software but emerges through human practices with code. Rudolf Inderst is a professor of Game Design with a focus on Digital Game Studies at the IU International University of Applied Science, department lead for Games at Swiss culture magazine Titel kulturmagazin, editor of “DiGRA D-A-CH Game Studies Watchlist”, a weekly messenger newsletter about Game Culture and curator of @gamestudies at tiktok. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

An analysis of the game engine Unreal through feminist, race, and queer theories of technology and media, as well as a critique of the platform studies framework itself. In this first scholarly book on the Unreal game engine, James Malazita explores one of the major contemporary game development platforms through feminist, race, and queer theories of technology and media, revealing how Unreal produces, and is produced by, broader intersections of power. Enacting Platforms: Feminist Technoscience and the Unreal Engine (MIT Press, 2024) takes a novel critical platform studies approach, raising deeper questions: what are the material and cultural limits of platforms themselves? What is the relationship between the analyst and the platform of study, and how does that relationship in part determine what “counts” as the platform itself? Malazita also offers a forward-looking critique of the platform studies framework itself. The Unreal platform serves as a kind of technical and political archive of the games industry, highlighting how the techniques and concerns of games have shifted and accreted over the past 30 years. Today, Unreal is also used in contexts far beyond games, including in public communication, biomedical research, civil engineering, and military simulation and training. The author's depth of technical analysis, combined with new archival findings, contributes to discussions of topics rarely covered in games studies (such as the politics of graphical rendering algorithms), as well as new readings of previously “closed” case studies (such as the engine's entanglement with the US military and American masculinity in America's Army). Culture, Malazita writes, is not “built into” software but emerges through human practices with code. Rudolf Inderst is a professor of Game Design with a focus on Digital Game Studies at the IU International University of Applied Science, department lead for Games at Swiss culture magazine Titel kulturmagazin, editor of “DiGRA D-A-CH Game Studies Watchlist”, a weekly messenger newsletter about Game Culture and curator of @gamestudies at tiktok. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/technology

Today: We continue the conversation started yesterday with Gov. Healey about eliminating broker fees, with listeners.And, we discuss all things MBTA and transit with former transportation secretary Jim Aloisi & Reggie Ramos from Transportation for Mass.

Time to tuck the holidays away and get back to regular life, right? We've got some ideas and a lot of youtube recommendations!Join us in Awesome Today on Facebook!Ashton Forbes on PodtwinsSkip Atwater on Shawn RyanTrying 33 werid food combinations on thatdudecancook Hosted on Acast. See acast.com/privacy for more information.

#176How do you address your students' mistakes or errors when speaking in the classroom? Should you address them? Is it useful, and if so, how do you do it? In this episode we are taking on the last of the High Leverage Teaching Practices, Providing Oral Corrective Feedback to Improve Learner Performance. My personal graduate thesis was on feedback in the language classroom and what has been shown to be most effective.  I'll share a little about my personal findings along with concrete strategies for providing oral corrective feedback to improve learner performance. Topics in this Episode:High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoEpisode 160: Create a Classroom Where Students Use the Target Language ConfidentlyEpisode 162: Facilitating Target Language ComprehensibilityEpisode 164: Teach Grammar in a Communicative ContextEpisode 167: Guiding Learners to Interpret and Discuss Authentic TextsEpisode 171: Focusing on Cultural Products, Practices, and PerspectivesOral corrective feedback is the immediate response provided by teachers to learners' spoken errors during language practice. It helps students notice and correct their mistakes, leading to improved language accuracy and proficiency.Effective oral corrective feedback supports language development by guiding students towards correct language use, helping them internalize language rules, and improving their confidence in speaking."From my thesis Feedback in the Second Language Classroom: The Impact of Explicit and Implicit Negative Feedback on the Interlanguage System: “The unaided learner may eventually learn on his own, but feedback will help him to do this more quickly and efficiently. The research helps to further narrow down the most productive forms of feedback, mainly feedback in the form of negotiation. When the learner is provided with scaffolding that leads him into producing the correct form on his own, he is much more likely to restructure his interlanguage system. This type of communicative feedback will not only provide the most naturalistic communication in the classroom, but will also be the most efficient means of moving the learner toward language that more closely resembles the L2.”Strategies:Differentiate Types of FeedbackConsider Timing and Frequency of FeedbackCreate a Supportive EnvironmentFocus on Error PatternsProvide Constructive and Specific Feedback**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. Connect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroSend me a text and let me know your thoughts on this episode or the podcast.

"The Master Plan" is a play about the failure to build a city of the future along Toronto's historic waterfront. This satire of the messy drama between Google's Sidewalk Labs and Waterfront Toronto is currently running at Soulpepper Theatre in Toronto's Distillery District.See omnystudio.com/listener for privacy information.

#171How do your students engage with culture in your classroom? One way to approach cultural topics is to look specifically at Cultural Products, Practices and Perspectives. Focusing on these cultural aspects helps students develop intercultural competence, which will then make language learning more meaningful and relevant to them. It also allows students to see beyond language and understand the people who speak it. In this episode I share practical strategies to engage students in understanding Cultural Products Practices and Perspectives.Topics in this Episode:High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoEpisode 160: Create a Classroom Where Students Use the Target Language ConfidentlyEpisode 162: Facilitating Target Language ComprehensibilityEpisode 164: Teach Grammar in a Communicative ContextEpisode 167: Guiding Learners to Interpret and Discuss Authentic TextsCultural Products: Tangible and intangible items created by a culture, such as art, literature, music, food and traditions.Cultural Practices: The patterns of behavior accepted by a society, including customs, rituals, and routines.Cultural Perspectives: The underlying values, beliefs, and attitudes that shape how a culture views the world.Cultural Value Dimensions5 Strategies for engaging students in Cultural Products, Practices and PerspectivesSelecting Authentic Cultural MaterialsContextualizing Cultural PracticesFacilitating Communicative Interactions around Cultural Products, Practices and PerspectivesReflecting on Cultural Perspectives Integrating Cultural Learning with Language Skills**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. Connect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up CSend me a text and let me know your thoughts on this episode or the podcast.

Most Christians and non-Christians alike have heard and may even be able to recite what is commonly known as 'The Lord's Prayer.' But what may be less commonly known is its power for spiritual depth, revolutionizing our faith, leading us into an effective and meaningful prayer life, and providing practical and spiritual guidance for daily living. *****Support This Channel*****Paypal: https://paypal.me/jimivision?locale.x=en_USMonthly Support on Patreon: https://www.patreon.com/JimivisionCash App: https://cash.app/$JimivisionVenmo: https://venmo.com/Jimmy-Cooper-17 Contact KenEmail: askbible4family@gmail.com Phone: 401-47-BIBLE https://www.bible4.family Mail To:Jimmy CooperJimivision MediaP.O. Box 654Hixson, TN 37343

Send me a text and let me know your thoughts on this episode or the podcast. #167Do you use authentic texts in your language classroom? To make sure that we are all on the same page with the concept, the simple definition is materials created by and for native speakers not for the purpose of language learning. These materials reflect real-life language use and cultural contexts. They expose students to natural language and cultural nuances. In this episode I share practical strategies to help students interpret and engage in meaningful ways with these materials. Are the benefits linguistic, cultural, maybe both?Topics in this Episode:High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoEpisode 160: Create a Classroom Where Students Use the Target Language ConfidentlyEpisode 162: Facilitating Target Language ComprehensibilityEpisode 164: Teach Grammar in a Communicative ContextAuthentic texts are materials created by native speakers for native speakers, such as newspapers, blogs, songs, advertisements, and videos. These texts reflect real-life language use and cultural contexts.Using authentic texts exposes students to natural language and cultural nuances, helping them develop better comprehension skills and cultural awareness. It also makes learning more engaging and relevant."5 key strategies to help you effectively incorporate authentic texts into your teaching:Selecting Appropriate TextsPre-Reading ActivitiesGuided Reading and AnnotationPost-Reading DiscussionsExtension Activities**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. Connect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

On Episode 520 of Impact Boom, Charlotte Wright of the Fujitsu Office of Purpose discusses the digital technology programs led and owned by First Nations communities, and how your 'why' will help you visualise the innovative idea you want to contribute to the world. If you are a changemaker wanting to learn actionable steps to grow your organisations or level up your impact, don't miss out on this episode! If you enjoyed this episode, then check out Episode 495 with Rubbi Bhogal-Wood and Reddy Lenge on helping the next generation of leaders develop purpose-led tech skills -> https://bit.ly/3XU54KV The team who made this episode happen were: Host: Tom Allen Guest(s): Charlotte Wright Producer: Indio Myles We invite you to join our community on Facebook, Twitter, LinkedIn or Instagram to stay up to date on the latest social innovation news and resources to help you turn ideas into impact. You'll also find us on all the major podcast streaming platforms, where you can also leave a review and provide feedback.

Send me a text and let me know your thoughts on this episode or the podcast. #164The topic of grammar is always up for discussion. Does the question of teaching grammar have a simple yes or no answer? Is it an either or?  Is there a place for a both/and?  I will suggest that there is this episode by focusing on form. Focusing on form involves drawing students' attention to linguistic elements within a communicative context. Teaching grammar in context helps students see how grammatical structures are used in real communication. I'll break down this topic with strategies, each with concrete tips and examples to help you integrate grammar instruction communicatively into your classroom. So, Let's jump in!Topics in this Episode:High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoFocusing on form involves drawing students' attention to linguistic elements as they arise incidentally in lessons, without interrupting the flow of communication. The PACE model stands for Presentation, Attention, Co-construct, and Extension, a structured approach to teaching grammar in context.Teaching grammar in context helps students see how grammatical structures are used in real communication, making the learning process more meaningful and effective. The PACE model supports this by integrating grammar instruction into engaging and relevant activitiesPACE: Presentation, Attention, Co-Construction, ExtensionThe PACE model provides a structured yet flexible framework for teaching grammar in context, making it more engaging and effective for students.PACE is an example, others include Discovery Technique and Teaching InductivelyEpisode 160: Create a Classroom Where Students Use the Target Language ConfidentlyEpisode 162: Facilitating Target Language Comprehensibility**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. Connect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

After selling his company that he started in his late 20s to another agency, Kenny Lange served as its second-in-command and helped grow their revenue by almost double in 2 years from high six figures to low seven figures. You foster children that have gone through a lot of trauma. How has this experienced influenced your coaching? How do you help clients shift from creating a traumatic experience to having new behaviors? What are the coaching and tools you use to drive clients to have more empathy and engage others? What tools do you use? Kenny Lange After selling his company that he started in his late 20s to another agency, Kenny Lange served as its second-in-command and helped grow their revenue by almost double in 2 years from high six figures to low seven figures. Now, as a coach, he helps nonprofits and purpose-driven businesses scale by helping them focus the organization, foster high-performance teams, and create leaders worth following. He and his wife, Rebekah, have fostered 18 kids and counting and adopted 2 in addition to their 3 biological children. They are on a mission to positively impact 10,000 kids by December 31, 2033, because kids from hard places deserve to be seen, heard, and know someone is coming to help them. Excellent Executive Coaching Podcast If you have enjoyed this episode, subscribe to our podcast on iTunes. We would love for you to leave a review. The EEC podcasts are sponsored by MKB Excellent Executive Coaching that helps you get from where you are to where you want to be with customized leadership and coaching development programs. MKB Excellent Executive Coaching offers leadership development programs to generate action, learning, and change that is aligned with your authentic self and values. Transform your dreams into reality and invest in yourself by scheduling a discovery session with Dr. Katrina Burrus, MCC to reach your goals. Your host is Dr. Katrina Burrus, MCC, founder and general manager of Excellent Executive Coaching a company specialized in leadership development.

Send me a text and let me know your thoughts on this episode or the podcast. #162We talk a lot about making language comprehensible in our language classroom. This is essential now that we understand how critical this is to language acquisition. When students understand what they hear and read, they begin the acquisition process. It also boosts their confidence, making them more willing to participate and take risks in using the language. In this episode, we'll explore practical strategies to help make the target language comprehensible for your students.Topics in this Episode:High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoComprehensibility is critical because it supports language acquisition. When students understand what they hear and read, they can engage more deeply and retain more information. It also boosts their confidence, making them more willing to participate and take risks in using the language.5 strategies to build a  discourse community in your classroom, each with tips and examplesUse of Visuals and Realia Scaffolding LanguageContextualize VocabularyEngage Students with Interactive and Communicative ActivitiesProvide Comprehensible Input (i+1).  Krashen's hypothesis that language acquisition occurs when learners are exposed to language just above their current level.Episode 160: Create a Classroom Where Students Use the Target Language Confidently**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. Connect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast. #160What is a discourse community? Essentially, it's a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It's a space where every student's voice is valued and encouraged. Is that what you would like to see in your classroom? I'm guessing you're thinking, Yes!  But, how do we create this space for our students? In this episode I'll give you five key strategies for building a discourse community in your classroom.Topics in this Episode:High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoA classroom discourse community is a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It's a space where every student's voice is valued and encouraged5 strategies to build a  discourse community in your classroom, each with tips and examplesEstablish Norms and Expectations Promote Student InteractionUse Authentic and Meaningful TasksEncourage Reflective PracticeModel Effective Communication **Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. Connect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

We have released several episodes in recent months in which we have discussed federal and state legislative efforts on 340B. But what does it take to get 340B protections through a state legislature and to the governor's desk? In this episode, we speak with Ryan Cross, vice president of governmental affairs with Franciscan Missionaries of Our Lady Health System, based in Baton Rouge, La. This system operates 10 hospitals in Louisiana and Mississippi. Both states recently enacted contract pharmacy protection laws. Ryan says there were three factors involved with getting these state protections over the legislative finish line:Relationships — Ryan says the relationships 340B advocates formed with other hospitals, lawmakers, and public policy staff contributed to their successes at the state level. The first time to discuss 340B with these individuals cannot be when a bill is going up for consideration, much less when stakeholders are on defense and trying to explain the importance of 340B in the wake of legislation that would harm covered entities.Messaging — Ryan explains how the messaging that resonated in the states during the 340B contract pharmacy debate focused on how big pharma is trying to take money away from not-for-profit hospitals and drive it to out-of-state shareholders. By emphasizing the variety of patient programs and support that are possible because of 340B without making it a referendum on the federal program at large, that case mostly sells itself.Grassroots — Ryan notes that there are roughly 18,000 members of his health system across Louisiana and Mississippi. These are physicians, nurses, pharmacy techs, and other health care professionals with representatives that they can contact. Knowing when to deploy these grassroots supporters to make phone calls and send emails is important, because that can get attention and results when timed well.Resources:Missouri Becomes Eighth State To Enact Contract Pharmacy Protections

Garfield Heights basketball coach Sonny Johnson joined Baskin and Phelps and shared his perspective on NIL, whether or not it should be allowed at the high school level, and why he thinks the state of Ohio needs to be more proactive with rules and laws pertaining to high school sports. 

Episode 185 In this podcast, New York Times bestselling author and astrologer Chani Nicholas discusses the astrology of the week and what it might mean for us all. The astrology of the week of July 1st, 2024, encourages us to dream big and dive deep. On Tuesday, Neptune (the planet of dreams) stations retrograde in Pisces, pulling focus toward our visions for the future. Later, Mercury (the planet of communication) trines Neptune, urging us to discuss our fantasies regardless of how “out there” they may seem, and then enters Leo, upping the drama of our anecdotes and appreciations. Also on Tuesday, the Sun squares the lunar nodes, marking the halfway point between eclipse seasons and compelling us to take stock of what is and isn't working as we strive toward our goals. Then Venus (the planet of beauty) trines Saturn, helping us to solidify the details of our upcoming pleasure pursuits. On Wednesday, Mercury opposes Pluto (the planet of underworld journeys), submerging us in conversations and investigations regarding the realities of everyday life. On Friday, Mars (the planet of action) sextiles Saturn, infusing our protective instincts with determination and stamina. Lastly the New Moon in Cancer occurs and ushers in a potent opportunity to nurture new hobbies, relationships, or personal projects and nourish both ourselves and the world at large. Overall, this week calls us to reflect on all the beauty we've created and all the joy we have yet to experience. This episode was recorded on 05/27/2024. For more, check out your free daily horoscope on the homepage of the CHANI app — now on iOS and Android. The music featured in the podcast was created by Latashá.

From May 21, 2023: In this episode, Kenny and Virgil break down the vigilante culture behind Citizen, Nextdoor, and Ring. We get into why and how these companies capitalize on your fear and paranoia, while successfully pitting communities against one another. We also give you social-anxiety babes a lil advice on how to build up the courage to just ask your neighbor for a cup of sugar.PatreonTwitterVirgil's TwitterKendall's TwitterLain's TwitterWorks Cited and Further Reading:Vigilante app removed from apple storeCitizen lays off employeesCitizen usage in PhillyFalse Arrest Due to Racial profiling - CitizenNextdoor CEO admits fault for racist biasesCitizen app does not promote public safetyLAPD + CitizenCitizen crime alertsHow crime tracking apps create a culture of fear and incite panicCitizen app employees mental healthInside the Citizen App

Celebrating Jewish redemption on Passover this year feels nearly impossible, while the Israel-Hamas war rages on and so many hostages remain in captivity. Can the Exodus story and the raw pain of the current moment exist together at the seder table? In this episode, Yehuda Kurtzer turns to president of Hebrew College, Rabbi Sharon Cohen Anisfeld, to share her thinking on intergenerational disagreements, communal boundaries, prayer, and freedom as we approach the holiday. In Every Generation Haggadah Supplements You can now sponsor an episode of Identity/Crisis. Click HERE to learn more.  JOIN OUR EMAIL LIST FOR MORE HARTMAN IDEAS 

"The Pros and Cons of Enacting the Conscription Law" Myanmar Nway Oo Chronicle 2nd Apr 2024 (Moemaka Article) Aeri.This item has files of the following types: Archive BitTorrent, Item Tile, Metadata, PNG, Spectrogram, VBR MP3

On today's MJ Morning Show: Preparing for the Fabio re-enactment Morons in the news Roxanne and her Easter eggs for the morning show Duck guy is late Nude events in the news? Sam Bankman-Fried of FTX sentenced The Uber driver that just missed being on the Key Bridge in Baltimore Hal Herman Headlines Fabio re-enactment Married conjoined twins MJ on a HCSO ride-along Madonna Time Contest Pop music today sucks MacDill Airfest includes FHP trooper who will fly with the Air Force Thunderbirds Diddy news MJ flew with the Blue Angels