Podcasts about encoding

Episode 406 explains how movement prepares the brain but does not guarantee learning. It traces the full sequence—movement, RAS-driven readiness, salience and relevance, focused attention, encoding, retrieval and repetition, and recovery and sleep—that turns activation into lasting memory and performance. The episode offers practical steps in a Move–Focus–Learn protocol: use brief movement to create readiness, clearly identify and remove distractions for one learning target, interact with material in meaningful ways, practice retrieval and spaced repetition, and protect recovery to support consolidation. Listeners are encouraged to test these simple experiments for school, work, or personal learning to make experience more usable and improve attention, memory, and performance. ON THIS EPISODE, YOU'LL LEARN: ✔ Why movement prepares the brain but does not guarantee learning ✔ How attention directs the capacity movement creates ✔ Why meaning and emotional relevance capture attention ✔ The difference between paying attention and actually learning ✔ How retrieval and repetition help new information stick ✔ How seeing, hearing, explaining, and applying an idea can help us remember it ✔ How restorative sleep supports memory and learning ✔ A practical Move–Focus–Learn Protocol for school, work, or your own personal learning The central idea is simple: Movement opens the window. Attention determines what enters. Repetition strengthens what remains. And recovery helps the brain integrate what it has experienced. Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast, where we bridge neuroscience, social and emotional learning, and human performance so we can create measurable improvements in our well-being, achievement, leadership, productivity, and results. I'm Andrea Samadi, and if you've been following along through Season 16, you'll know that we have been building what I call The Brain's Operating System for Human Performance—a neuroscience-based framework designed to help us understand how the different systems of the brain and body work together to influence how we learn, adapt, connect, lead, and ultimately, how we perform. We are currently in Phase 3, focused on Movement, Learning, and Cognition. As I prepared for this phase, I went back through more than 400 episodes of the podcast and organized them according to the five phases of this framework. I wanted to see whether any patterns would emerge. And some did. Phase 1, Regulation and Safety, includes 57 episodes. Phase 2, Neurochemistry and Motivation, includes 41 episodes—the smallest category, possibly because this is the area I have explored the least with my learning. Phase 3, Movement, Learning, and Cognition, includes 174 episodes—the largest category by far. Phase 4, Perception and Social Intelligence, includes 68 episodes. And Phase 5, Integration and Meaning, includes 71 episodes. When I saw that 174 episodes—more than 40 percent of the entire podcast—fit into Movement, Learning, and Cognition, it immediately showed me where much of my curiosity has been directed over the years. I have always been fascinated by learning: How do we prepare the brain to learn? What captures our attention? Why do some ideas (or people) remain with us while others disappear? How does knowledge become something we can retrieve, apply, and actually use to improve our lives? And while I am spending most of my spare time hiking, or at the gym over the years, I wonder, how does this movement that I'm doing help to improve my attention, or memory, and finally, where does recovery fit into this process? The past few weeks, I'm finally connecting the dots with how important recovery is with this equation. I'm also learning how to determine what's important to me. John Medina's Brain Rules book explains what holds our attention. He reminds us that “we don't pay attention to boring things (or people).[i] As we continue through these five phases of The Brain's Operating System for Human Performance, I'm especially curious about how we will move beyond understanding these lessons, to begin implementing what we are learning, and connecting more ways to improve how we learn, adapt, connect, lead, and ultimately perform in our day to day lives. That will become an important part of the upcoming workbook—which is a practical way for each of us to identify what we have already strengthened, where gaps may remain, and which specific actions can help us to improve our own learning, well-being, and performance. Because the purpose of this 5 Phase Framework is not simply to collect more information about the brain. It is to understand how the systems connect—and then use that understanding to create meaningful change.  “Attention Is the Gate—How Movement Becomes Learning.” For today's Episode 406, we'll connect Dr. John Medina's Brain Rules to the Movement Loop we have been building throughout Phase 3—and answer the next important question: Once movement activates and prepares the brain, what determines whether that readiness becomes lasting learning? You can review our full interview with John Medina from EP 42[ii] from February 2020. (find the link in the reference section of the show notes). INTRODUCTION: THE MISSING STEP We have spent this phase so far, examining how movement changes the brain. Dr. Chuck Hillman and Paul Zientarski[iii] showed us that movement prepares the brain for learning. Dr. John Ratey[iv] helped us understand how exercise influences neurochemistry, BDNF, and neuroplasticity. Dr. Kristen Holmes[v] showed us that recovery helps determine whether strain becomes adaptation. And our restorative-sleep episode explored where some of that recovery, adaptation, and integration may occur. But one important question remains: A brain can be activated, chemically prepared, and physiologically ready—but what determines what it actually learns? The answer begins with attention. Movement may create the readiness to learn, but readiness alone is not learning. The brain must still select what matters, focus on it, interact with it, encode it, revisit it, and eventually integrate it. That gives us the pathway we will explore today: Movement creates readiness. But what is the filter in our brain that helps us to focus on the things that are most important to us. What gives us the ability to pay attention to something? The RAS- or The Reticular Activating System. Before we continue, let's remind ourselves what the RAS is. The RAS—or reticular activating system—is a network of neurons extending through the brainstem that helps regulate wakefulness, alertness, and our readiness to respond to incoming information. We explored this system previously in Episode 272, “Priming the Reticular Activating System to Achieve Our Goals.” In that episode, we described the RAS as a type of filter that helps us notice information connected to what we have identified as important. For example, once you decide that you are interested in a particular type of car, you may suddenly begin seeing that car everywhere. That's the RAS filtering system in our brain. The cars were already there, but your attention now has a reason to prioritize them. In Episode 272[vi], we applied this idea to goal-setting. When we clearly identify an intention, we may become more likely to notice relevant information, opportunities, and connections that were previously present but did not receive our attention. That explanation gave us a useful starting point. But here in Episode 406, we can add more precision. The RAS is not a tiny gatekeeper sitting in the brain and personally deciding what we will learn. It is part of a broader network that helps maintain the level of arousal and alertness required for our attention. It helps the brain become available to notice whatever it is that is important to us. Then salience, relevance, emotion, intention, and our current goals help determine what receives priority. Focused attention directs our limited cognitive resources toward the selected information. Next, encoding and repetition help strengthen what we want to focus on. And recovery and sleep help to further support its consolidation and integration. So our expanded Movement Loop now looks like this: you can see an image in the show notes to expand this understanding. Movement supports brain activation.   RAS helps the brain become awake, alert, and ready to pay attention. Salience and relevance (or what matters the most to us) helps to determine what receives priority. Our focused attention selects what gets our priority. Encoding and repetition further strengthens this pathway. Recovery and sleep (that we've dove deep into) support consolidation and integration. And together, these processes increase the likelihood that experience becomes learning—and that learning becomes available for future performance. Whatever it is that we have put our attention on, is now made usable.  This shows us how our understanding has evolved since Episode 272, three years ago. Then, we were asking: How can our intention help us notice what matters with the attainment of our goals? Now, years later, with more understanding, we are asking: Once the brain is alert and something important has captured our attention, what sequence of events must occur for that information to become lasting learning? We are no longer asking only what must remain top of mind so we can notice opportunities connected to our goals. We are asking what happens next: How does something we notice become something we understand? How does something we understand become something we remember? And how does something we remember become knowledge or a skill we can retrieve, apply, and use to improve our performance? This is where Dr. John Medina's Brain Rules help us to connect the pieces. Let's begin with Lesson One: Lesson 1: Movement Creates Readiness—Not Guaranteed Learning Movement can increase alertness, circulation, and readiness for cognitive work. But why might movement have such a powerful relationship with the brain? Dr. John Medina explains this through an evolutionary lens. His point is that the human brain did not develop while we were sitting motionless at desks or staring at screens. It developed while human beings were moving through changing outdoor environments, solving immediate problems, and continually responding to the world around them. Let's listen to how he explains it. CLIP 1 John Medina “The human brain was designed to solve problems related to surviving in an outdoor setting, in unstable meteorological conditions—and to do so in constant motion. The constant motion is where the exercise comes in. But the rest of that—the more a school, or any of us, can recreate the world of the Serengeti, the place where this brain actually grew up, the better things are. And exercise, particularly outdoor exercise, is a terrific example of this idea.” When Medina refers to the Serengeti, I don't think he is suggesting that schools should literally recreate the dangers or conditions of an ancient environment. He is giving us an evolutionary picture of the conditions under which the human brain developed: We moved. We navigated changing environments. We encountered new sensory information. We solved problems. We adapted to uncertainty. And we did these things together rather than remaining physically still for most of the day. Outdoor movement may bring several of these conditions together. We are moving our bodies while also responding to changes in light, temperature, terrain, sound, distance, and direction. This helps explain why movement belongs at the beginning of our Movement Loop. But it also brings us to an important distinction: Movement creates readiness. It does not guarantee learning. A student can move before class and still become distracted. A leader can exercise before work and still spend the morning reacting to notifications. An athlete can warm up physically without becoming mentally focused on the strategy or skill required next. Movement can help activate the system. The RAS in the brain helps us become awake and alert. But the brain must still determine what stands out, what is relevant, and what deserves focused attention. Movement opens the window. Attention determines what enters through it. Our Key lesson: Movement prepares the brain. Attention directs the preparation. PUT THIS INTO ACTION Before your next period of demanding cognitive work, use movement to create a window of readiness. Take a five-to-ten-minute walk, complete a brief movement break, stretch, or choose another form of movement appropriate for your ability and environment. But do not move without deciding what comes next. Before you begin, identify the specific task you will return to: “When this movement break ends, what will receive my attention?” For a student, it might be the first problem on a math assignment. For a leader, it might be the one decision that requires uninterrupted thinking. For an athlete, it might be the cue, strategy, or skill that needs to remain at the center of practice. Movement creates the opportunity. A clear intention helps direct what happens next. Your experiment is: Move briefly, choose one target that you want to complete with this intention, and begin that task immediately after the movement ends. Lesson 2: Attention Is the Gate In EP 395[vii], we examined what captures attention: Meaning Emotion Relevance Intention Reward Human connection Now today's episode shows how we move beyond why the brain notices something and explains what attention does after movement has prepared the system to learn. Attention acts as a filter. The brain encounters more information than it can consciously process, so it must select what receives priority. This creates the bridge: Brain activation creates capacity. Attention distributes that capacity. Our Key lesson: What the brain does not attend to has little opportunity to become lasting learning. Andrea's Application This distinction between brain capacity and cognitive efficiency became personal for me when I reviewed the results of my 2020 brain scan. We covered this topic on EP 84[viii] and we will do a thorough review of what was learned with our brain scans at Dr. Daniel Amen's CA Clinic. The evaluation that I received after my scan was completed with Dr. Shane Creado, suggested that I had areas of strong capacity, but that my brain appeared to be working harder than necessary to complete certain tasks in the cognitive testing. A possible contributor we discussed was sleep deprivation. I want to be careful here: a SPECT scan is not a direct measurement of attention or learning, and my results cannot tell us that insufficient sleep caused a specific attention pattern. But the experience gave me a useful way to think about what we are learning today. Having cognitive capacity does not necessarily mean that we are using that capacity efficiently. I may be motivated, active, and ready to work—but if I am under-recovered, under-slept, distracted, or trying to process too many competing inputs, my brain may have to expend more energy to sustain focus. This helped me understand the Movement Loop at a more personal level: Movement can help activate my brain. Attention gives that activation a target. But recovery may influence how efficiently I can sustain that attention and use it for learning. My scan did not define what my brain could do. It gave me another reason to examine the conditions under which my brain performs at its best. PUT THIS INTO ACTION Before asking yourself—or someone else—to focus, make the target of attention clear. Start by completing this sentence: “The most important thing to notice right now is…” Then reduce the competition around it. We all know to do this. Silence unnecessary notifications. Close unrelated tabs. Remove extra materials from view. Avoid asking the brain to switch repeatedly between tasks. If you are teaching, make the relevance visible: “Why does this matter?” “What should students be listening or looking for?” “How does this connect to something they already know?” If you are working independently, write your one priority clearly where you can see it. Remember, the goal is not to force the brain to attend to everything. The goal is to help it identify (with your RAS-that filter in your brain) what deserves your priority. Your experiment is: Choose one target, (something you want to accomplish) remove as many unnecessary sources of interference as possible, and create one meaningful reason to pay attention. This also helps explain why keeping your desk clear, your closet organized, or your car tidy may make you feel calmer and more focused. How we do anything is how we do everything. Every object, notification, unfinished task, or piece of visual clutter can become another potential signal competing for your attention. That does not mean everything must be perfectly organized before you can begin (while some of us would prefer to work this way), perfection can become its own form of interference. Just get started. It simply means that when you reduce unnecessary visual and mental competition, you make it easier for the brain to recognize the priority in front of you. Clear the space. Name the target. Create the relevance. Then give the task your full attention. Lesson 3: Attention Is Necessary—but It Is Not Enough Paying attention to information once does not guarantee that it will be remembered. This is where Dr. Medina's memory rules enter: Repeat to remember. Remember to repeat. The first refers to giving new information more than one opportunity to be encoded. The second points toward revisiting information over time. This allows you to extend the Movement Loop: Movement prepares the brain and body. Attention selects what to focus on. Retrieval and Repetition strengthens our focus. Recovery helps us to integrate what we are learning. PUT THIS INTO ACTION After learning something new, do not immediately reread it. First, look away from the material and try to retrieve it. Ask yourself: “What were the three most important ideas?” “How would I explain this without looking at my notes?” “What can I remember on my own?” Retrieval reveals the difference between recognizing information and actually being able to access it. Then return to the material, check what you missed, and retrieve it again later—after an hour, the next day, or several days afterward. For students, this could mean closing the textbook and explaining the lesson to a partner. For professionals, it could mean summarizing a meeting before reviewing the notes. For personal learning, it could mean recording a short voice memo explaining the idea from memory. Your experiment is: Learn it once, retrieve it without looking, and schedule a brief return to it later. See if you can remember it. Attention begins the pathway. Retrieval and repetition help strengthen it. Andrea's Application This lesson reminded me of one part of the cognitive testing that accompanied my brain scan at Amen Clinics: a Continuous Performance Test, or CPT. In the version I completed, letters appeared on a computer screen. The instruction was to press a button whenever a letter appeared—except when the letter was X. This type of task may sound simple, but it requires you to remain attentive over time, respond consistently, and inhibit your automatic response when the target letter appears. My results indicated that this was an area in which I did not perform as strongly. Looking back, I remember hearing the basic instruction: press the button for every letter except X. But I do not remember fully appreciating that the speed and consistency of my responses also mattered. This gave me an important real-life lesson: Hearing an instruction is not the same as accurately encoding everything the task requires. Before beginning something important, pause and ask: “What exactly am I being asked to do?” “What details determine successful performance?” “Can I explain the instructions back in my own words?” And, when appropriate, write down the key steps before beginning. This applies in a classroom, during a meeting, while completing an assessment, or whenever accuracy matters. First, attend to the full instruction. Then restate or retrieve it. Clarify anything that is missing. And only then begin the task. My experience showed me that attention is not just about working harder or concentrating more intensely. It is also about identifying the correct target—and making sure we understand the complete task before directing our effort toward it. Lesson 4: Learning Becomes Stronger When It Has More Than One Path Dr. Medina's Brain Rule #9 about sensory integration and vision(meaning our brains learn and remember best when multiple senses—like sight, sound, and touch—are engaged at the same time) give you the practical learning background to involve ALL of your senses. While teaching and learning you can ask: Can I see it? Can I hear it? Can I explain it? Can I demonstrate it? Can I connect it to something I already know? Can I apply it physically or practically? The goal is not sensory stimulation for its own sake. It is to provide clear, relevant pathways through which the learner can interact with the information. Our Key lesson: The more meaningfully we interact with information that we are learning, the more opportunities the brain has to encode and retrieve it. PUT THIS INTO ACTION Choose one idea you want to remember and interact with it in at least two meaningful ways. You might: See it in a diagram. Hear it explained. Say it in your own words. Write or draw it. Teach it to someone else. Demonstrate it physically. Connect it to a previous experience. Or apply it to a real problem. The goal is not to add noise or stimulation. More input is not automatically better. Each interaction should make the idea clearer, more relevant, or easier to retrieve. For example, instead of only reading about the Movement Loop, you could draw the sequence, explain it aloud, and identify where it appears in your own daily routine. Your experiment is: Take one important idea and represent it in two different, meaningful ways. The more deeply we work with information, the more opportunities the brain has to encode and retrieve it. Andrea's Application If you have been listening to this podcast for a while, I'm sure you have noticed that when I organize an idea into a framework—or represent it in a visual graphic—it begins to come to life. I can see how the pieces from past episodes connect, can explain the concept more clearly, and retrieve and apply it to my life more easily. It's also difficult to forget something when there's a visual image connected to it if you are the type of learner who needs to see something to make it stick in your memory. LESSON 5: RECOVERY HELPS LEARNING CONTINUE AFTER ATTENTION ENDS So far, we have followed learning through four important steps: Movement prepares the brain and body. RAS helps “turn on the lights,” allowing us to become awake, alert, and ready to respond. Next, the brain begins identifying what might be important to us. Salience refers to something that stands out—perhaps because it is new, unexpected, emotional, or connected to a possible reward or threat. Relevance refers to how closely that information connects to our goals, needs, experiences, or interests. In simple terms: Salience asks, “What stands out?” Relevance asks, “What matters to me?” Attention through the RAS next directs the brain's spotlight toward the information selected for deeper processing. Imagine a flashlight shining on whatever it is that you have picked to be important to learn. Encoding creates the initial memory. Retrieval and repetition strengthen it. But learning does not necessarily end when we close the book, leave the classroom, finish the meeting, or stop practicing. The brain still needs time to stabilize, organize, and connect what we learned. This is where recovery and sleep enter the Movement Loop. SLEEP IS AN IMPORTANT PART OF LEARNING Sleep is not a period when the brain simply switches off. While we sleep, the brain continues processing information from the day. Newly encoded memories may be reactivated, strengthened, reorganized, and connected with knowledge we already have. This is called memory consolidation. In simple terms, consolidation helps make a new memory more stable and easier to access later. Deep non-REM sleep and REM sleep may support different but overlapping parts of this process. Deep sleep is associated with physical restoration and the consolidation of certain facts and experiences. REM sleep has been associated with emotional learning, procedural skills, creative connections, and integrating new experiences with older memories. But we should not think of these as completely separate jobs. Deep sleep and REM are parts of a repeating sleep cycle, and both may contribute to learning. This is why I use the phrases: Deep sleep helps me recover from the hard work I did that day. REM may help me integrate what I experienced and what it meant to me. The word “may” matters because sleep is more complex than saying that deep sleep only restores the body and REM alone integrates learning. The most important lesson is this: What we focus on while we are awake gives the brain something to work with while we sleep. Retrieval and repetition strengthen the information before sleep. Then sleep provides conditions that can help stabilize, organize, and connect what we learned. THE MOVEMENT LOOP IN SIMPLE TERMS Let's put the complete cognitive side of the Movement Loop into simple language. MOVE—to prepare the brain and body. BECOME READY—RAS- in the brain helps us become awake, alert, and available to respond. NOTICE—salience helps something stand out because it is new, emotional, unexpected, rewarding, or potentially threatening. RELEVANCE—relevance helps the brain recognize how that information relates to our goals, needs, interests, or previous experiences. ATTENTION—directs our mental resources or a spotlight toward the selected information. ENCODE—begins forming a memory of what we are focused on. RETRIEVE AND REPEAT—strengthens the memory and makes it easier to access again. RECOVERY and CONSOLIDATION—so the brain and body can restore, and sleep can support memory consolidation. Leading us to-- INTEGRATION—to connect the new learning with what we already know. APPLY—Making the learning available and ready to use when we need it. So, in its expanded form, the Movement Loop looks like this: Movement → RAS-Supports Readiness → Salience and Relevance (what's important to us)→ Focused Attention → Encoding (forms the memory of what we are focused on)→ Retrieval and Repetition (to strengthen the neural pathway) → Recovery and Consolidation (important for the brain and body to be rested and recovered)→ Integration (connect new learning with what we already know)→ NEW Learning and Performance (ready and available for us whenever we need it). Here is an even easier way to remember how we LEARN: Move. Wake or Get Ready. Notice. Focus. Form a Memory. Strengthen it. Recover it. Connect it. Use it. Movement prepares the system. The RAS helps us become alert. Salience and relevance identify possible priorities. Attention selects the target. Encoding begins the memory. Retrieval and repetition strengthen it. Recovery and sleep help stabilize it. Integration connects it. And application makes it useful. These stages do not always occur in a perfectly straight line. We may notice something before we are fully focused on it. We may need several rounds of encoding and retrieval. We may sleep on an idea and understand it differently the following day. Or we may try to apply what we learned and discover that part of the pathway still needs strengthening. That is why this is a loop rather than a one-way process. Application produces feedback. That feedback shows us what we understand, what we can retrieve and use, and what still requires attention, repetition, or recovery. Then that feedback guides the next cycle of learning. We move again. We become ready. We direct our attention toward what matters. And with each cycle, we build learning that becomes more accessible, adaptable, and useful in our performance. PUT THIS INTO ACTION Before ending your next learning or work session, take one minute to ask: “What is the most important thing I want to remember?” Without looking at your notes, write down the central idea in your own words. Then decide when you will retrieve it again—perhaps later that day or the following morning. After that, give yourself permission to recover. When your attention is fading, another exhausted hour may not be as valuable as a break or a full night of sleep. The following day, try to retrieve the idea again before looking at your notes. Notice what remained accessible and what needs another repetition. Your experiment is simple: Summarize it. Sleep on it. Retrieve it again. Because learning begins while we are awake—but recovery and sleep help the brain continue the work. The Move–Focus–Learn Protocol BRINGING THE FIVE ACTIONS TOGETHER Here is the full Move–Focus–Learn experiment: Test this in school, work or personal learning: Use a brief walk or appropriate movement break before demanding cognitive work. This is what I told Dr. Medina 6 years ago is the only way I'm able to stay focused on writing difficult topics, like this one. Identify the one thing that deserves your attention next. Pick one priority you will focus on. Remove interference. Reduce unnecessary notifications, competing tasks and distractions. This can take a few minutes ahead of time, but keeps the learning slate clean so to speak. Create relevance. Ask, “Why does this matter to me—or to this learner?” Interact with the information you want to learn. Explain it, visualize it, discuss it, demonstrate it or apply it. Retrieve it. Close the book or screen and recall the important ideas without looking. Repeat it later. Return to the information after time has passed. Protect recovery. Allow sleep and recovery to support the next stage of learning. REVIEW AND CONCLUSION As we close out Episode 406, I want to return to the question we began with: Once movement activates and prepares the brain, what determines whether that readiness becomes lasting learning? The answer is not one single process. Learning emerges through a sequence of connected conditions: The brain and body must become ready. Something must stand out and feel relevant. Attention must select it. The information must be encoded. It must be retrieved and revisited. And recovery and sleep must provide opportunities for consolidation and integration. Dr. John Medina's Brain Rules helped us follow this sequence through five key lessons. LESSON 1: EXERCISE PREPARES THE BRAIN Movement helps create biological conditions that support alertness, attention, and cognition. The RAS contributes to this process by helping us become awake, alert, and ready to respond. But movement creates an opportunity—not a guarantee. A prepared brain still needs direction. LESSON 2: ATTENTION SELECTS WHAT MATTERS The brain encounters far more information than it can consciously process. Salience helps us notice what stands out. Relevance connects that information to our goals, needs, interests, or previous experiences. Attention then directs the brain's spotlight toward the selected target. Movement may create greater readiness, but attention determines where that readiness goes. LESSON 3: RETRIEVAL AND REPETITION STRENGTHEN WHAT ATTENTION BEGINS Paying attention once may create familiarity, but familiarity is not the same as learning. Encoding begins the memory. Retrieval asks the brain to locate that information again. Repetition gives us additional opportunities to strengthen our access to it. This is why explaining an idea without looking at our notes can be more useful than simply rereading it. Attention begins the pathway. Retrieval and repetition help make it last. LESSON 4: MEANINGFUL INTERACTION HELPS LEARNING STICK We can strengthen encoding by interacting with an idea in more than one meaningful way. We might see it, hear it, explain it, draw it, demonstrate it, or apply it. The goal is not to add as much stimulation as possible. The goal is to give the brain clear and relevant ways to understand, represent, and later retrieve the information. This is something I have experienced while creating this podcast. When I organize an idea into a framework or bring it to life in a visual graphic, I can see how the pieces connect. That helps me explain the idea more clearly, remember it more easily, and apply it more effectively. LESSON 5: RECOVERY ALLOWS LEARNING TO CONTINUE Learning does not necessarily end when we close the book, leave the classroom, finish the meeting, or stop practicing. During sleep, newly encoded information may be reactivated, stabilized, reorganized, and connected with existing knowledge. Deep non-REM sleep and REM sleep may contribute to this process in different but complementary ways. This is why recovery is not separate from learning. Recovery is part of the learning process. PUTTING THE MOVEMENT LOOP TOGETHER The complete cognitive side of the Movement Loop now looks like this: Movement prepares the brain and body. RAS-supported arousal helps us become awake and alert. Salience and relevance help identify possible priorities. Attention selects the target. Encoding begins the memory. Retrieval and repetition strengthen it. Recovery and sleep support consolidation. Integration connects the new learning with what we already know. And application makes that learning available when we need it. Or, in its simplest form: Move. Wake. Notice. Focus. Form. Strengthen. Recover. Connect. Use. Movement creates readiness. Attention provides direction. Encoding begins the memory. Retrieval and repetition strengthen the pathway. Recovery supports consolidation and integration. And application turns what we have learned into improved performance. Together, these processes help turn activity into lasting learning. FINAL THOUGHT This is not the first time we have explored Dr. John Medina's work, but each return has allowed us to ask a different question. In Episode 42[ix], we asked: How should schools and workplaces change when we understand the brain? In Episode 370[x], we asked: How can neuroscience and emotional regulation improve learning environments? In Episode 395[xi], we asked: What captures attention and motivates behavior? And here in Episode 406, we asked: How does an activated and attentive brain convert an experience into learning? That question has helped us add important detail to the Movement Loop. Movement alone does not create learning. Attention alone does not create lasting memory. Repetition without meaning may not produce understanding. And effort without recovery may not give the brain the conditions it needs to consolidate and integrate what happened. Each part of the process matters. Before we close, consider these questions: What are you preparing your brain to notice? Where is your attention going after you move? Are you interacting with important information deeply enough to encode it? Are you retrieving what you are learning—or merely rereading it? And are you protecting the recovery that allows learning to continue? Because what we repeatedly attend to, retrieve, and apply begins to shape what we know, what we can do, and how we perform. PREPARING FOR EPISODE 407 Movement can prepare the brain. Attention can direct it. Encoding can begin the memory. Retrieval and repetition can strengthen it. And recovery can help consolidate and integrate it. But every part of this process requires energy. The brain needs energy to direct attention, form memories, regulate behavior, and sustain performance. The body needs energy to move, adapt, recover, and begin the cycle again. So in Episode 407, we will revisit Jason Wittrock's work through a more current and carefully defined lens. We'll examine his experience with nutrition and fasting as an applied practitioner and personal case study, while comparing those ideas with current evidence surrounding nutrition, blood-sugar stability, metabolic flexibility, recovery, and performance. Because the brain and body cannot sustain performance without the energy required to power the system. I'll see you next time as we ask: How does metabolic health influence our capacity to move, learn, recover, and perform? RESOURCES Clip 1 with Dr. John Medina https://www.youtube.com/shorts/zDItOHAc8qQ Full Interview with Dr. John Medina https://www.youtube.com/watch?v=CFzg5nQnEMs REFERENCE   [i] John Medina's Brain Rule #4 https://brainrules.net/article/attention/   [ii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 42 with Dr. John Medina on “Implementing Brain Rules in Schools and Workplaces of the Future” https://andreasamadi.podbean.com/e/dr-john-medina-on-implementing-brain-rules-in-the-schools-and-workplaces-of-the-future/   [iii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 403 https://andreasamadi.podbean.com/e/movement-first-how-a-20%e2%80%91minute-walk-lights-up-the-brain/     [iv]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 404 https://andreasamadi.podbean.com/e/movement-matters-how-every-move-rewires-the-brain/   [v] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 405 https://andreasamadi.podbean.com/e/movement-isnt-enough-how-recovery-drives-real-adaptation/   [vi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 272 https://andreasamadi.podbean.com/e/brain-fact-friday-on-priming-the-reticular-activating-system-to-achieve-our-goals-in-2023/   [vii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 395 https://andreasamadi.podbean.com/e/theory-of-mind-the-missing-link-between-attention-reward-and-motivation/   [viii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 84  https://andreasamadi.podbean.com/e/how-a-spect-scan-can-change-your-life-part-3-with-andrea-samadi/   [ix] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 42 with Dr. John Medina on “Implementing Brain Rules in Schools and Workplaces of the Future” https://andreasamadi.podbean.com/e/dr-john-medina-on-implementing-brain-rules-in-the-schools-and-workplaces-of-the-future/   [x]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 370 https://andreasamadi.podbean.com/e/brain-rules-revisited-how-neuroscience-can-transform-classrooms/   [xi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 395 https://andreasamadi.podbean.com/e/theory-of-mind-the-missing-link-between-attention-reward-and-motivation/      

In today's episode, James Flower and James White from Arrow Video join us to discuss the world of film preservation and boutique home video labels, and in particular their recent release of Sergio Leone's Dollars Trilogy.  The story of this restoration of Leone's opus is one of years of false starts, hunts for reference prints and high-quality source materials, navigation of complex technical hurdles, and maddening quality-control processes. Join us as we tell the tale! 00:00 - Introduction to Arrow Video 06:28 - Paths to the Boutique Label Industry 11:26 - Acquiring the Rights to the Dollars Trilogy 16:48 - The Technical Challenges of Restoration 25:22 - Finding and Trusting Reference Prints 32:07 - Restoring the Look: HDR and Source Fidelity 38:50 - The Nightmare of Techniscope Negatives 46:15 - Audio Restoration: Mono and 5.1 Mixes 52:41 - Rescuing Audio from LaserDiscs and VHS 01:10:08 - Extended Cuts and Versioning 01:16:05 - Encoding, Quality Control, and Fidelity in Motion 01:40:40 - Packaging, Artwork, and Tony Stella's Legacy Works Cited: Arrow Films: https://www.arrowfilms.com/ Spencer's 2025 Discs of the Year Awards: https://www.youtube.com/watch?v=kbE33341qX0 Spencer's Interview with James Flower: https://www.youtube.com/watch?v=D87IseQlKL4 Shownotes and Resources:  https://sadhillmedia.com/filmformally

The Subjective Lens: Photojournalism, Witness, and the Construction of Truth ISBN 978-976-98069-0-0, © 2026.mp3Podcast 313 The Subjective Lens: Photojournalism, Witness, and the Construction of Truth ISBN 978-976-98069-0-0, © 2026 Dr. William Anderson Gittens, Doctor of Divinity Devgro Media Arts Services Publishing®2015 In collaboration with iMovie present Podcast 313 The Subjective Lens: Photojournalism, Witness, and the Construction of Truth ISBN 978-976-98069-0-0, © 2026 Dr. William Anderson Gittens, Doctor of Divinity Presented by Dr. William Anderson Gittens, Doctor of DivinityRECOGNITIONSAs I take a moment to reflect on my journey, I am filled with profound gratitude for the Creator's guiding hand that has led me every step of the way. Life has brought me countless blessings, and at the forefront of these blessings is the immeasurable debt of thanks I owe to my late parents, Charles and Ira Gittens. They bestowed upon me their wisdom and creative spirit, which have been a consistent source of inspiration throughout my life. Their counsel and encouragement continue to resonate within me, shaping my path and purpose. To my beloved wife, Magnola Gittens, your unwavering support has been my anchor in turbulent seas. Your love and understanding provide the strength necessary to navigate life's complexities. I am eternally grateful for your presence, which comforts and uplifts me. To my brothers—Shurland, Charles, Ricardo, and my late brothers Arnott and Stephen—as well as my sisters, Emerald, Marcella, and Cheryl, thank you for being my steadfast companions along this journey. Each of you has contributed uniquely to my narrative, reminding me of the importance of family ties in shaping who I am today. I extend my heartfelt appreciation to my cousins: Joy Mayers, Kevin and Ernest Mayers, Donna Archer, Avis Dyer, and Jackie Clarke. Your love and camaraderie have enriched my life beyond measure. To my uncles, Clifford, Leonard Mayers, David Bruce, and Collin Rock, your support has been invaluable, strengthening the bonds of our family. To my children, Laron and Lisa, grandson Elijah you are my pride and joy, the motivation behind my work, fuelling my desire to create and inspire.Moreover, I am equally grateful to all who have believed in me and wanted nothing but the best for my growth. Mr. and Mrs. Andrew Platizky, Mr. Matthew Sutton, Mr. Juan Arroyo, Mr. and Mrs. David Lavine, and many others have played pivotal roles in my development, encouraging me to pursue my passions relentlessly. During my time at New Jersey City University (NJCU), I had the privilege of receiving guidance from exceptional mentors, including the late Dr. Joseph Drew, Merline Mayers, Mrs. Ellen Gordon, Dr. Nicholas Gordon, Rev. Dr. Scofield Eversley BSS, and many others. Conversations about enhancing my writing skills after graduating were integral to my growth, providing the foundation for my future endeavours. Over the past three decades, my experiences in the leisure activities industry have significantly shaped my journey. From 1995 to 2026, I have devoted myself to writing, resulting in 486E-Publications and 313 podcasts that resonate within the community. In recognition of the profound impact Dr. Joseph Drew had on my academic and personal development, I dedicated my 66th publication, "A Tribute to Culture" Vol. 1, to him—a small token of gratitude for his enormous influence on my life.As I look forward to what lies ahead, I remain thankful to all who have contributed to my story and to the Creator for the endless possibilities this journey holds. Each person's presence has left an indelible mark on my life, guiding me toward a future filled with hope and potential.Dr. William Anderson Gittens, D.D.REFERENCESAzoulay, A. (2008). The civil contract of photography. Zone Books.Barthes, R. (1981). Camera lucida: Reflections on photography (R. Howard, Trans.). Hill and Wang.Bauckham, R. (2006). Jesus and the eyewitnesses: The Gospels as eyewitness testimony. Eerdmans.Berger, J. (1972). Ways of seeing. Penguin Books.Bock, D. L. (1994). Luke: The NIV application commentary. Zondervan.Burridge, R. A. (2007). Four Gospels, one Jesus? A symbolic reading. Eerdmans.Butler, J. (2009). Frames of war: When is life grievable? Verso.Carson, D. A. (1991). The Gospel according to John. Eerdmans.Cartier-Bresson, H. (1952). The decisive moment. Simon & Schuster.Ehrman, B. D. (2005). Misquoting Jesus: The story behind who changed the Bible and why. HarperSanFrancisco.Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51–58.France, R. T. (2007). The Gospel of Matthew. Eerdmans.Gadamer, H.-G. (1975). Truth and method (G. Barden & J. Cumming, Trans.). Seabury Press.Gittens, W.A. (2026)The Subjective Lens: Photojournalism, Witness, and the Construction of Truth (ISBN 978-976-98069-0-0, © 2026). Green, J. B. (1997). The Gospel of Luke. Eerdmans.Hall, S. (1980). Encoding/decoding. In S. Hall, D. Hobson, A. Lowe, & P. Willis (Eds.), Culture, media, language (pp. 128–138). Hutchinson.Harding, S. (1991). Whose science? Whose knowledge? Thinking from women's lives. Cornell University Press.Hooker, M. D. (1991). The Gospel according to Saint Mark. Hendrickson.Keener, C. S. (2003). The Gospel of John: A commentary. Hendrickson.Kobre, K. (2008). Photojournalism: The professionals' approach (6th ed.). Focal Press.Merleau-Ponty, M. (1962). Phenomenology of perception (C. Smith, Trans.). Routledge.Mitchell, W. J. T. (1994). Picture theory: Essays on verbal and visual representation. University of Chicago Press.Newton, J. H. (2001). The burden of visual truth: The role of photojournalism in mediating reality. Lawrence Erlbaum Associates.Ritchin, F. (2009). After photography. W. W. Norton.Rosler, M. (2004). Decoys and disruptions: Selected writings, 1975–2001. MIT Press.Scott, C. (2010). Street photography: From Atget to Cartier-Bresson. I.B. Tauris.Sontag, S. (1977). On photography. Farrar, Straus and Giroux.Wright, N. T. (1992). The New Testament and the people of God. Fortress Press.Zelizer, B. (2010). About to die: How news images move the public. Oxford University Press.Support the showCultural Factors Influence Academic Achievements© 2024 ISBN978-976-97385-7-7 A_MEMOIR_OF_Dr_William_Anderson_Gittens_D_D_2024_ISBNISBN978_976_97385_0_8Academic.edu. Chief of Audio Visual Aids Officer Mr. Michael Owen Chief of Audio Visual Aids Officer Mr. Selwyn Belle Commissioner of Police Mr. Orville Durant Dr. William Anderson Gittens, D.D En.wikipedia.org/wiki/Lifelong_learning Hackett Philip Media Resource Development Officer Holder, B,Anthony Episcopal Priest,https://brainly.com/question/36353773https://en.wikipedia.org/wiki/Lifelong_learning#cite_note-19https://en.wikipedia.org/wiki/Lifelong_learning#cite_note-:2-18https://independent.academia.edu/WilliamGittens/Bookshttps://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=william+anderson+gittens+barbados&oq=william+anderson+gittenshttps://www.academia.edu/123754463/https://www.buzzsprout.com/429292/episodes. https://www.youtube.com/@williamandersongittens1714. Mr.Greene, Rupert

Enrique Ibarra, CIO and Head of Business Transformation at GNP, Mexico's largest insurance company, walks through an enterprise-scale pilot of autonomous software development involving roughly 1,000 internal and external developers. The episode examines how agentic AI changes developers' roles from creators to editors and orchestrators.In CXOTalk episode 918, Ibarra explains why AI co-pilots alone were insufficient to modernize a 20-year-old mainframe system, how GNP evaluated the Blitzy autonomous development platform across four real-world use cases, and how developer roles are shifting from creators to editors and orchestrators. The episode covers legacy modernization, enterprise AI adoption, change management, measurable results, and the two-year roadmap to retool the full engineering organization.YOU'LL DISCOVER✅ The CIO's phased human-in-the-loop playbook: target high-effort, low-risk friction points first (documentation, test suites, version upgrades)✅ Measured outcomes: 5 to 10X engineering velocity, near-100% autonomous completion on language upgrades, roughly 80% on frontend modernization✅ Why GNP's 20-year-old mainframe system forced a modernization decision tied to cost and the coming COBOL talent shortage✅ How the pilot was structured across four use cases: Java 8 to Java 21 migration, Angular frontend upgrade, new feature build, and security vulnerability remediation✅ Why autonomous platforms differ from co-pilots, and when to use each (Blitzy for heavy lifting, IDE-based co-pilots for the final 20%)✅ How to encode technical, security, and architectural guidelines as prompt inputs rather than post-hoc review✅ The change management approach that converted skeptical developers into active users within weeks✅ Strategic payoff: shipping new insurance products in weeks rather than months, and shifting IT from maintaining the business to dictating market paceTIMESTAMPS0:00 Introduction and headline results0:39 Why GNP needed to modernize a 20-year-old mainframe system1:15 From coding co-pilots to an autonomous platform2:36 Designing the four-use-case pilot4:26 Autonomous platforms versus vibe coding5:49 What autonomous development means in practice7:24 Encoding security and governance as prompt inputs8:24 Results: velocity, autonomy rates, and the final 20%10:16 How developer roles and daily work change11:19 Managing developer skepticism and change resistance12:25 Advice for CIOs: the phased human-in-the-loop playbook13:34 Strategic business benefits and first-to-market product launches14:58 Rolling out across seven teams and a two-year horizon16:34 Final advice for engineering leaders getting started

What Seeing Red Reveals About Trauma, Memory, and Healing Why does your body react as if the past is still happening—even when you know you're safe? In this episode, Jean Dorff uses the science of color perception to reveal how trauma is not just remembered—but generated—and how that changes what healing actually requires. Welcome to the Empowering Story Podcast—a space where healing is not rushed, forced, or simplified. In this episode, Jean Dorff introduces a neuroscience-based framework that rethinks how trauma is understood and, more importantly, how it can change. Drawing from his work with survivors of sexual abuse, Jean explores a powerful analogy from color perception to explain why trauma can feel permanent—and why it isn't.

Cognitive resilience depends on how the brain responds to environment, aging, and inflammation. J. Tiago Gonçalves, Ph.D., studies the hippocampus to examine how spatial memory is shaped by factors such as cognitive enrichment, exercise, social interaction, disease, and age. Gonçalves explains how adult neurogenesis and microglia help support the brain's ability to encode information, and how disruptions in these systems can affect memory. He also shows that aging and systemic inflammation can weaken spatial encoding while still revealing signs of adaptation and recovery over time. By connecting brain plasticity, immune activity, and memory formation, Gonçalves presents a broader view of how cognition changes across the lifespan and how these mechanisms may inform future strategies for addressing cognitive decline Series: "Stem Cell Channel" [Health and Medicine] [Science] [Show ID: 40848]

Cognitive resilience depends on how the brain responds to environment, aging, and inflammation. J. Tiago Gonçalves, Ph.D., studies the hippocampus to examine how spatial memory is shaped by factors such as cognitive enrichment, exercise, social interaction, disease, and age. Gonçalves explains how adult neurogenesis and microglia help support the brain's ability to encode information, and how disruptions in these systems can affect memory. He also shows that aging and systemic inflammation can weaken spatial encoding while still revealing signs of adaptation and recovery over time. By connecting brain plasticity, immune activity, and memory formation, Gonçalves presents a broader view of how cognition changes across the lifespan and how these mechanisms may inform future strategies for addressing cognitive decline Series: "Stem Cell Channel" [Health and Medicine] [Science] [Show ID: 40848]

Cognitive resilience depends on how the brain responds to environment, aging, and inflammation. J. Tiago Gonçalves, Ph.D., studies the hippocampus to examine how spatial memory is shaped by factors such as cognitive enrichment, exercise, social interaction, disease, and age. Gonçalves explains how adult neurogenesis and microglia help support the brain's ability to encode information, and how disruptions in these systems can affect memory. He also shows that aging and systemic inflammation can weaken spatial encoding while still revealing signs of adaptation and recovery over time. By connecting brain plasticity, immune activity, and memory formation, Gonçalves presents a broader view of how cognition changes across the lifespan and how these mechanisms may inform future strategies for addressing cognitive decline Series: "Stem Cell Channel" [Health and Medicine] [Science] [Show ID: 40848]

Cognitive resilience depends on how the brain responds to environment, aging, and inflammation. J. Tiago Gonçalves, Ph.D., studies the hippocampus to examine how spatial memory is shaped by factors such as cognitive enrichment, exercise, social interaction, disease, and age. Gonçalves explains how adult neurogenesis and microglia help support the brain's ability to encode information, and how disruptions in these systems can affect memory. He also shows that aging and systemic inflammation can weaken spatial encoding while still revealing signs of adaptation and recovery over time. By connecting brain plasticity, immune activity, and memory formation, Gonçalves presents a broader view of how cognition changes across the lifespan and how these mechanisms may inform future strategies for addressing cognitive decline Series: "Stem Cell Channel" [Health and Medicine] [Science] [Show ID: 40848]

Cognitive resilience depends on how the brain responds to environment, aging, and inflammation. J. Tiago Gonçalves, Ph.D., studies the hippocampus to examine how spatial memory is shaped by factors such as cognitive enrichment, exercise, social interaction, disease, and age. Gonçalves explains how adult neurogenesis and microglia help support the brain's ability to encode information, and how disruptions in these systems can affect memory. He also shows that aging and systemic inflammation can weaken spatial encoding while still revealing signs of adaptation and recovery over time. By connecting brain plasticity, immune activity, and memory formation, Gonçalves presents a broader view of how cognition changes across the lifespan and how these mechanisms may inform future strategies for addressing cognitive decline Series: "Stem Cell Channel" [Health and Medicine] [Science] [Show ID: 40848]

Cognitive resilience depends on how the brain responds to environment, aging, and inflammation. J. Tiago Gonçalves, Ph.D., studies the hippocampus to examine how spatial memory is shaped by factors such as cognitive enrichment, exercise, social interaction, disease, and age. Gonçalves explains how adult neurogenesis and microglia help support the brain's ability to encode information, and how disruptions in these systems can affect memory. He also shows that aging and systemic inflammation can weaken spatial encoding while still revealing signs of adaptation and recovery over time. By connecting brain plasticity, immune activity, and memory formation, Gonçalves presents a broader view of how cognition changes across the lifespan and how these mechanisms may inform future strategies for addressing cognitive decline Series: "Stem Cell Channel" [Health and Medicine] [Science] [Show ID: 40848]

In every workplace, communication is the cornerstone of effective leadership—and it's consistently cited as the number one challenge faced by teams and organizations. Communication breakdowns can derail progress, create misalignment, and leave employees feeling unheard, ultimately slowing down decision-making and lowering morale. This episode explores the five most common communication errors plaguing leaders today, along with practical strategies for resolving each one. Understanding and addressing these errors empowers leaders to foster stronger feedback loops, enhance clarity, align their teams, and cascade messaging efficiently throughout their organizations. For leaders seeking to unlock peak performance, mastering communication is not just a skill—it's a fundamental responsibility. Timestamped Overview 00:01 - Communication as a Fundamental Leadership Issue: Why teams and organizations struggle with communication, and a preview of the five major errors.04:27 - Error #1 – One-Way Communication and No Feedback Loops: The dangers of pushing information downward without mechanisms for upward feedback; impacts on morale and solutions like bidirectional loops and weekly pulse checks.08:44 - Error #2 – Encoding vs. Decoding: How leaders struggle to be understood; strategies for intent-message-reception and verifying real understanding using mirroring techniques.13:46 - Error #3 – Activity Over Clarity: The pitfalls of over-prioritizing and vague direction; introducing the 3x3 brief model (purpose, priorities, parameters) and delegation for clarity.18:23 - Error #4 – Replacing Meetings for Leadership: How unfocused meetings waste time and energy; adopting deep listening, vulnerability, and increasing focus to achieve decisions and direction.22:15 - Error #5 – Cascade Failure: Misalignment at the top, resulting in mixed messaging; establishing narrative alignment, cascade kits, FAQs, and visual priorities to ensure consistent communication.24:36 - Recap of the Top Five Errors: Quick overview and final thoughts on tackling common communication pitfalls in leadership.25:40 - Resources for Further Learning: Information about the leadership book, additional platforms, and where to find more content.26:57 - How to Support and Subscribe: Ways to continue learning and helping others elevate their leadership performance. Resources Mentioned Lead Don't Boss Book websitePeak Performance Leadership Podcast website For the complete resources be sure to check out our website: https://leaddontboss.com/364

On this episode I introduce Stuart Hall's theory of encoding/decoding in media, and Maddy and I talk about Breaking Bad, black tar versus "China White" heroin, geographical differences in drug use, the truth of addiction versus the spectacle, patriarchy and how Breaking Bad's Walt becomes the most toxic version of it possible, and lots more. Support the show

Get Daily Vocabulary Words - http://dailyenglishvocabulary.com/"You've spent months drilling flashcards. You've got the streaks, the points, the "mastered" badges. But when it's time to actually speak? The words won't come. This isn't about effort—it's about a fundamental mismatch between what flashcards train and what speaking requires.In this episode, we break down why flashcard apps optimize for recognition (word → meaning) when speaking demands production (meaning → word). We explore the neuroscience of storage vs. retrieval strength, the role of context in building memory pathways, and why your brain treats these as completely different skills.The uncomfortable truth: you've been measuring the wrong thing. But there's a better way—one that aligns how you learn with how you'll actually use vocabulary in real conversations.Key Topics:The directional mismatch: why recognition doesn't build productionStorage strength vs. retrieval strength (Bjork research)Encoding specificity: why context determines accessibilityThe difference between memorization and acquisitionHow to build vocabulary that's actually available when you speak3 Practical Takeaways:Recognition and production are separate neural pathways—train them separatelyContext isn't optional—it's how retrieval pathways get builtDaily exposure in context beats intensive isolated reviewIf you're ready to stop collecting words you can't use and start building vocabulary that shows up when you need it, this episode will change how you think about language learning.

This message was created for The RICHCODED Mastermind and shared here on for you to encode safety as The Industry Disruptive Leader and create Disruptive Content speaking ONLY to your soon-to-be soulmate clients. Tune in today!   Get your ticket for the RICHCODED Live Mastermind Event in Philadelphia here Enter into the Free Rewire Yourself Rich Lounge Apply to the RICHCODED Mastermind Enter into The Rewired Rich Room Connect on Instagram

In this episode of Book Overflow, Carter and Nathan begin discussing Designing Data-Intensive Application by Martin Kleppman!Join the official Book Overflow Discord! -- Want to talk with Carter or Nathan? Book a coaching session! ------------------------------------------------------------Carterhttps://www.joinleland.com/coach/carter-m-1Nathanhttps://www.joinleland.com/coach/nathan-t-2-- Books Mentioned in this Episode --Note: As an Amazon Associate, we earn from qualifying purchases.----------------------------------------------------------Designing Data-Intensive Application by Martin Kleppman!https://amzn.to/3LNwzSK00:00 Intro02:04 About the Book and Author06:31 Initial Thoughts on DDIA16:39 Reliability, Scalability, and Maintainability21:45 The Twitter Scalability Problem33:52 Maintainability and AI-Generated Code37:31 Data Models and Query Languages47:20 LLMs as CNC Machines for Engineers54:40 Storage Engines and Indexing58:35 OLTP vs OLAP1:05:08 Encoding and Evolution1:13:16 Final Thoughts----------------Spotify: https://open.spotify.com/show/5kj6DLCEWR5nHShlSYJI5LApple Podcasts: https://podcasts.apple.com/us/podcast/book-overflow/id1745257325X: https://x.com/bookoverflowpodCarter on X: https://x.com/cartermorganNathan's Functionally Imperative: www.functionallyimperative.com----------------Book Overflow is a podcast for software engineers, by software engineers dedicated to improving our craft by reading the best technical books in the world. Join Carter Morgan and Nathan Toups as they read and discuss a new technical book each week!The full book schedule and links to every major podcast player can be found at https://www.bookoverflow.io

Episode SummaryErin and Rachel hop on down to 1920's New Orleans, where Disney's first Black princess spends most of her time as a frog in the Louisiana bayou. The Princess and the Frog (2010) provided much needed representation, but leaves a lot to be desired in terms of its race, class, and gender politics. Episode BibliographyThe 82nd Academy Awards | 2010. (n.d.). Oscars. https://www.oscars.org/oscars/ceremonies/2010/P?qt-honorees=1#block-quicktabs-honoreesAyres, C. (2009, December 12). The Princess and the Frog: Disney's black fairytale. The Times. https://www.thetimes.com/culture/tv-radio/article/the-princess-and-the-frog-disneys-black-fairytale-lcpnw3pj3jcBaker, E.D. (2002). The Frog Princess. Bloomsbury.Barnes, B. (2009, May 29). Her Prince Has Come. Critics, Too. The New York Times. https://www.nytimes.com/2009/05/31/fashion/31disney.htmlBreaux, R. M. (2010). After 75 years of magic: Disney answers its critics, rewrites African American history, and cashes in on its racist past. Journal of African American Studies, 14(4), 398-416. doi: 10.1007/s12111-010-9139-9Chang, J. (2009, November 24). The Princess and the Frog. Variety. https://variety.com/2009/digital/features/the-princess-and-the-frog-1200477289/Davis, A.M. (2014). Handsome heroes and vile villains: Men in Disney's feature animation. John Libbey & Company. Debruge, P. (2016, November 22). Disney's Pixar Acquisition: Bob Iger, John Lasseter Reanimated Studio. Variety. https://variety.com/2016/film/features/disney-pixar-acquisition-bob-iger-john-lasseter-1201923719/Disney Archives, The. (2025, January 14). The Princess and the Frog - Magic in the Bayou: The Making of a Princess. YouTube. https://www.youtube.com/watch?v=t9Gfgey_Oc8Disney Enterprises, Inc. (2009). The Princess and the Frog Production Notes. Oscars.org. https://web.archive.org/web/20100408202417/http://www.oscars.org/press/presskits/nominations/pdf/princess_and_the_frog.pdfEbert, R. (2009, December 9). At Disney, they still remember how to make movies like they used to movie review (2009). RogerEbert.com. https://www.rogerebert.com/reviews/the-princess-and-the-frog-2009Firehouse Five Plus Two - Wikipedia. (n.d.). Wikipedia, the free encyclopedia. https://en.wikipedia.org/wiki/Firehouse_Five_Plus_TwoFoundas, S. (2009, December 10). The Princess and the Frog. Dallas Observer. https://www.dallasobserver.com/arts-culture/the-princess-and-the-frog-6405784/Frog Prince, The. (2025, October 17). In Wikipedia. https://en.wikipedia.org/wiki/The_Frog_PrinceGallo, P. (2006, February 28). Mouse inks music man. Variety. https://variety.com/2006/film/markets-festivals/mouse-inks-music-man-1117939042/Gehlawat, A. (2010). The strange case of "The Princess and the Frog:" Passing and the elision of race. Journal of African American Studies, 14(4), 417-431. doi: 10.1007/s12111-010-9126-1Gilchrist, T. (2009, October 23). Interview: 'Princess and the Frog' Directors Ron Clements and John Musker. Moviefone. https://web.archive.org/web/20130921054004/http://news.moviefone.com/2009/10/23/interview-princess-and-the-frog-directors-ron-clements-and-jo/Gregory, S. M. (2010). Disney's second line: New Orleans, racial masquerade, and the reproduction of whiteness in The Princess and the Frog. Journal of African American Studies, 14(4), 432-449. doi: 10.1007/s12111-010-9138-xGuerrero, E. (1993). The Black image in protective custody: Hollywood's biracial buddy films of the eighties. In M. Diawara (Ed.), Black American cinema (pp. 237–246). Routledge.Hill, J. (2006, November 12). Monday Mouse Watch: Why a change of composers on “The Frog Princess” caused lots of WDFA staffers to lose their composure. Jim Hill Media. https://limegreen-loris-912771.hostingersite.com/monday-mouse-watch-why-a-change-of-composers-on-the-frog-princess-caused-lots-of-wdfa-staffers-to-lose-their-composure/Holt, K. (2006, June 23). Rhett Wickham: It's Baaack! Laughing Place. https://www.laughingplace.com/news-id510530.aspHoneycutt, K. (2009, November 24). The Princess and the Frog — Film Review. The Hollywood Reporter. https://www.hollywoodreporter.com/movies/movie-reviews/princess-frog-film-review-93780/Kayembe, B. (2021, March 9). Why are we still depicting Black women as 'Mammies'? Shado Mag. https://shado-mag.com/articles/opinion/why-are-we-still-depicting-black-women-as-mammies/Killer Reviews Staff. (2009). The Princess and the Frog Filmmakers Interview. Killer Reviews. https://web.archive.org/web/20100829054531/http://www.killerreviews.com/dispinterview.php?intid=1859King, C.R., Bloodsworth-Lugo, M.K., & Lugo-Lugo, C.R. (2010). Animated representations of Blackness. Journal of African American Studies, 14(4), 395-397. doi: 10.1007/s12111-010-9141-2King, S. (2009, November 22). Q & A with ‘Princess and the Frog' animators. Los Angeles Times. https://www.latimes.com/archives/la-xpm-2009-nov-22-la-ca-princess22-2009nov22-story.htmlLeah Chase. (n.d.). Wikipedia, the free encyclopedia. https://en.wikipedia.org/wiki/Leah_ChaseLeap of Faith: The Princess and the Frog. (2010, January 17). The Independent. https://www.the-independent.com/arts-entertainment/films/features/leap-of-faith-the-princess-and-the-frog-1870801.htmlLester, N. A. (2010). Disney's The Princess and the Frog: The pride, the pressure, and the politics of being a first. The Journal of American Culture, 33(4), 294-307. Malkin, M. (2007, February 5). Alicia Keys into Next Movie Role. E! Online. https://web.archive.org/web/20070210054735/http://www.eonline.com/gossip/planetgossip/blog/index.jsp?uuid=d21d0e39-9f0d-4b01-b81d-3989932f34abMcGee, A.M. (2012). Haitian vodou and voodoo: Imagined religion and popular culture. Studies in Religion, 41(2). doi: 10.1177/0008429812441311Misick, B. (2020, October 29). Controversy Over 'The Princess and the Frog'. Essence Magazine. https://www.essence.com/news/critics-dispute-princess-and-the-frog/Moffitt, K. R. (2019). Scripting the way for the 21st-century Disney princess in The Princess and the Frog. Women's Studies in Communication, 42(4), 471-489. doi: 10.1080/07491409.2019.1669757Moffitt, K. R., & Harris, H. E. (2014). Of negation, princesses, beauty, and work: Black mothers reflect on Disney's The Princess and the Frog. Howard Journal of Communications, 25(1), 56–76. doi:10.1080/10646175.2014.865354Myrlados, A. (2021, January 18). The Princess and The Frog: A case in cultural revisionism. The Enlightenment. https://lifeisgoodblog.com/2021/01/18/princess-and-frog-cultural-revisionism/Ness, M. (2016, June 2). The End of an Era: Disney's The Princess and the Frog. Reactor. https://reactormag.com/the-end-of-an-era-disneys-the-princess-and-the-frog/New Orleans Voodoo. (2025). New Orleans. https://www.neworleans.com/things-to-do/multicultural/traditions/voodoo/Noyer, J. (2010, June 1). The Princess And The Frog's Directors John Musker and Ron Clements take us to “the other side” of animation! Animated Views. Retrieved September 22, 2025, from https://animatedviews.com/2010/the-princess-and-the-frog-directors-john-musker-and-ron-clements-take-us-to-the-other-side-of-animation/Panaram, S., Rogers, H., & Stoddard, T. (n.d.). The Princess and the Frog: Rewriting Jazz Age History and Culture. The Black Atlantic. https://sites.duke.edu/blackatlantic/sample-page/contemporary-film-and-black-atlantic/history/disneyfied-histories-disneys-intentional-inaccuracy-historical-films-and-the-black-atlantic/the-princess-and-the-frog-and-rewriting-jazz-age-history-and-culture/Parasecoli, F. (2010). A taste of Louisiana: Mainstreaming Blackness through food in The Princess and the Frog. Journal of African American Studies, 14(4), 450-468. doi:  10.1007/s12111-010-9137-yPérez, E. (2021). “I got voodoo, I got hoodoo”: Ethnography and its objects in Disney's The Princess and the Frog. Material Religion, 17(1), 56-80. doi: 10.1080/17432200.2021.1977954Pinsky, M. I. (2010, January 7). What Walt Wrought. Wall Street Journal. https://www.wsj.com/articles/SB10001424052748703580904574638143338424878The Princess and the Frog. (n.d.). Box Office Mojo. https://www.boxofficemojo.com/release/rl3916137985/Robertson, B. (2010, January). The Tradition Lives On. Computer Graphics World. https://www.cgw.com/Publications/CGW/2010/Volume-33-Issue-1-Jan-2010-/The-Tradition-Lives-On.aspxRoush, G. (2009, October 21). Interview: Princess And The Frog Directors John Musker And Ron Clements. Plus 7 Brand New Images! LatinoReview.com. https://web.archive.org/web/20091022114309/http://www.latinoreview.com/news/interview-princess-and-the-frog-directors-john-musker-and-ron-clements-plus-7-brand-new-images-8310Schwarzbaum, L. (2009, December 18). The Princess and the Frog. Entertainment Weekly. https://ew.com/article/2009/12/18/princess-and-frog-2/Sciretta, P. (2009, 28 February). WonderCon: The Princess And The Frog And The Future Of 2D Animation At Disney. Slash Film. https://www.slashfilm.com/502703/wondercon-the-princess-and-the-frog-and-the-future-of-2d-aniamtion-at-disney/Scott, M. (2009, November 22). New Orleans setting for 'Princess and the Frog' is a Disney dream come true for one man. NOLA.com. https://www.nola.com/entertainment_life/movies_tv/new-orleans-setting-for-princess-and-the-frog-is-a-disney-dream-come-true-for/article_c84036c3-ff1c-5fcd-94e3-9f7e916b774e.htmlScott, N. (2009, December 12). For 'Princess and the Frog,' Disney animators go back to the drawing board. NOLA.com. https://www.nola.com/entertainment_life/movies_tv/for-princess-and-the-frog-disney-animators-go-back-to-the-drawing-board/article_70787df8-b6ee-575d-9a0e-f1648f40cced.htmlSharkey, B. (2009, November 25). Review: 'The Princess and the Frog'. Los Angeles Times. https://www.latimes.com/archives/la-xpm-2009-nov-25-la-et-princess25-2009nov25-story.htmlTaylar. (2022, November 12). The Firehouse Five Plus Two - Disney's Jazz Band. The Disney Classics. https://www.thedisneyclassics.com/blog/firehouse-five-plus-twoTejada, A. (2020, July 14). Representation Without Transformation: Can Hollywood Stop Changing Cartoon Characters of Color? Reactor. https://reactormag.com/representation-without-transformation-can-hollywood-stop-changing-cartoon-characters-of-color/Terry, E.J. (2010). Rural as racialized plantation vs rural as modern reconnection: Blackness and agency in Disney's Song of the South and The Princess and the Frog. Journal of African American Studies, 14(4), 469-481. doi: 10.1007/s12111-010-9132-3Turner, S.E. (2013). Blackness, bayous and gumbo: Encoding and decoding race in a colorblind world. In Cheu, J. (Ed.), Diversity in Disney films: Critical essays on race, ethnicity, gender, sexuality, and disability (pp. 83-98). McFarland & Company.Update: Princess Anika and the Frog. (n.d.). E! News. https://www.eonline.com/news/59173/update-princess-anika-and-the-frogWhelan, B. (2012). Power to the princess: Disney and the creation of the 20th century princess narrative. Interdisciplinary Humanities, 29(1), 21–34.Wloszczyna, S. (n.d.). Enchanting return to 2-D: Disney animation conjures magical kingdom of yore. USA Today. https://usatoday30.usatoday.com/printedition/life/20070503/d_cover03.art.htm

Krypton 81 - Binary Encoding by MixCult Records & Radio

Kat covers the largest impact explosion in recorded human history that took place in Siberia in 1908. Then Hayley does a ‘choose your own adventure' through her graduate school notes which can be categorized as “encoding” for show notes purposes. Still got a thirst for knowledge and parasaocial camaraderie? You're in luck! Listen to our bonus shows on our Patreon. https://www.patreon.com/nightclassy Night Classy | Linktree Produced by Alec Ogg at Parasaur Studios © 2025

Watch every episode ad-free & uncensored on Patreon: https://patreon.com/dannyjones Dr. Charles Morgan is a Forensic Psychiatrist, former intelligence officer, and Neuroscientist. Dr. Morgan also worked on DARPA projects related to fear extinction, cognitive resilience, and neuromodulation. SPONSORS https://mnniceethno.com/dj - Use code DJ22 for 22% off your first order! https://prizepicks.com - Download the app today and use code DANNY to get $50 in lineups after you play your first $5 lineup. https://whiterabbitenergy.com/?ref=DJP - Use code DJP for 20% off FOLLOW DANNY JONES https://www.instagram.com/dannyjones https://twitter.com/jonesdanny OUTLINE 00:00 - Becoming a CIA psychologist 08:08 - CIA recruitment process 12:05 - Torture doesn't work for intelligence gathering 24:00 - CIA's detecting deception program 37:36 - New lie detection technology 41:07 - CIA memory-altering tech & implanting false memories 51:31 - Where memories are actually stored 52:52 - Best way to detect a lie 59:24 - Memory palace technique 01:04:43 - How to be a more effective learner 01:17:33 - Knowledge transfer experiments 01:20:42 - DARPA 01:28:06 - The OCEAN personality trait system 01:34:22 - Brain-to-brain interfacing 01:36:32 - The "Possession experiment" 01:45:00 - Sci-fi influencing real science 01:47:08 - Detecting heartbeats through walls 01:53:47 - DOE secret projects & UFOs 02:01:04 - Why global UFO experiences are all the same 02:09:19 - Tarot readings & pareidolia 02:23:10 - Morgan's best magic trick 02:26:48 - Precognition & serendipity 02:34:36 - Encoding information into DNA 02:43:38 - CIA's most frightening program 02:52:30 - Bio-weapons Learn more about your ad choices. Visit podcastchoices.com/adchoices

GS#1014 August 26, 2025 Dr. Izzy Justice returns to discuss the intricate relationship between brain function and golf performance from his new book, 'Your Brain Swings Every Club', which explores the cognitive aspects of golfing performance. Dr. Justice introduces the concept of 'chasing 10 hertz' to optimize mental states for better performance and emphasizes the importance of utilizing wait times effectively on the golf course. The conversation also discusses the intricate relationship between nonverbal communication and the brain, emphasizing how our sensory inputs shape our understanding of others. He draws parallels between golf and life, highlighting the mental challenges athletes face. He debunks common myths in golf, such as muscle memory and the small target theory.Please check out this article about Fred's golf and podcast journey called "A Lifetime On The Air" that was published in the NCGA Magazine (Northern California Golf Association) recently!    Get more when your visit the refreshed golfsmarter.com!Introduce an Upcoming Episode: Receive free gifts for recording a show opening by clicking on "Record Your Show Open Here!" tab on the right side of golfsmarter.com. Watch Daily Video Highlights from Our Interviews: Follow @golfsmarter on Instagram, X, Facebook, TikTok, YouTube daily to see our highlights and helpful insights from our interviews on the podcast. Post a Review: you'll receive three free gifts when you post an honest review about Golf Smarter the podcast.Fill Out a Listener Survey: It only takes a few minutes to fill out our survey, which helps us to better serve your interests in the podcast. You'll receive a free link to Tony Manzoni's video and Justin Tang's summary of Tony's Lost Fundamental on pdf!This episode is brought to you by BreakfastBalls.Golf. Visit BreakfastBalls.Golf for the best quality and pricing on premium used golf balls. Find your favorite brand at half the price of new balls!  Use GOLFSMARTER at checkout for 20% off your order!This episode is brought to you by 5Hour Energy. 5-hour ENERGY Transfusion flavor is available online or in stores. Head to 5hourENERGY.com and order yours today!Check out "Invested in the Game", a new original podcast from Charles Schwab. This podcast is their way of sharing the incredible stories behind the game. Listen now at schwab.com/TheGame or wherever you get your podcasts.This episode is sponsored by Indeed. Please visit indeed.com/GOLFSMARTER and get a $75 SPONSORED JOB CREDIT. Terms and conditions apply. This episode is sponsored by HIMS. Start your free online visit today HIMS.com/golfsmarter and received personalized ED treatment options. This episode is brought to you by RULA. Find a therapist or psychiatric provider who specializes in you at rula.com/golfsmarter.

1/4: China's Technology War: Why Beijing Took Down Its Tech Giants 1st ed. 2022 Edition by Andrew Collier (Author) https://www.amazon.com/Chinas-Technology-War-Beijing-Giants/dp/9811930414/ref=tmm_hrd_swatch_0?_encoding=UTF8&dib_tag=se&dib=eyJ2IjoiMSJ9.kzjbkuH8LImvk50xfyFi-8R5AEv1ZtYc8_-rCrU4vfuuzdXAM4IKjLNg335oZS7c3Zn67RuGRxHDvvdBqm9ZgQ6tro_1SF6KQr8DhiPCZDSmOg0RBZsguaU3sBRFEJ6j5KbVdxBTKGJ9mTbRxElg-ABrObRRoeIvnYSxOIW0T5nxofZwtwnOKe4T7g0cLOUBRxBF7bwrbmWiq_u0CpZGGGseQ7R0Yry-xBtmb_BYywg.NMoUaAcbtdJj-hs8BJRYg-NW5gmUv1xecIOdigBNOoY&qid=1754081703&sr=1-3 This book is a short history of the Chinese crackdown on the country's large technology firms that began in 2020. The book discusses the political and economic context, and outlines the limitations on the power of the state. As the policies of 'common prosperity' continue to develop, this book will be an invaluable reference for economists studying either China, the internet and big tech, or both. 1890 HK

Executive function is often defined as “having good time management skills”. While this isn't completely off-base, it's a vast oversimplification.The REASON people are good at time management is because they have the ability to estimate and sense the passage of time. Most “textbook” definitions of executive functioning don't fully call this out, and as a result many educators and clinicians have a difficult time figuring out how to design instruction and intervention that supports executive functioning. Instead of embedding support across the day, interventions get siloed in special education, or lumped into long lists of cookie cutter classroom accommodations that overwhelm general education teachers. Kids don't generalize skills from one setting to another, even though people think they're working on “time management”, and well-meaning adults find themselves giving constant “five minute warnings” as they try to help their students keep up with the pace of classroom activities or even basic functional tasks (e.g., getting things together, making transitions). Let's be honest: If “five minute warnings” were an effective method of teaching executive functioning and “time management”, we wouldn't have to be doing them constantly. What if there was a way to help kids develop these skills, so we could fade all the prompting? The good news is, there is. The first step is recognizing that the core skill we're teaching is TIME PERCEPTION. When you google a definition of executive functioning, you'll likely get a list of 8 or 9 skills. Things like attention, working memory, shifting, ideational fluency, and self-regulation. It's important for educators, clinicians, and school leaders to understand these terms and what they are, but then they need to organize these abstract cognitive skills into concrete skills that can be both taught explicitly and layered across a students' day. That's why the framework I teach organizes executive functioning into 5 areas: 1. Time perception2. Self-talk3. Future pacing4. Episodic memory5. Encoding. In this first episode of a 5-part podcast series, I discuss the first one: Time perception. In this episode, I'll reveal:✅ What “time perception” means in the context of executive functioning (beyond simply knowing how to tell time).✅ How time perception deficits interfere with task initiation, sustained attention, and task completion.✅ Why students may appear "defiant" or "unmotivated" when the real issue is inaccurate time estimation/perception.✅ How poor time perception creates barriers for following schedules, meeting deadlines, or pacing tasks appropriately.✅ Intervention principles to help build a student's internal sense of time as part of a larger EF support plan.In this episode, I mentioned my upcoming free live virtual training hosted by Parallel Learning that's coming up on August 14, 2025 from 6:30-8:00 PM EST. It's called “Executive Functioning: Beyond Checklists and Planners”. You'll earn a free CEU, get to learn about a company that offers remote work opportunities, and get to learn some of the concepts I teach in my paid programs. You can sign up for the training here. I also mentioned my free training for school leaders who want to create a research-based executive functioning implementation plan for their school teams. You can sign up for the training here.  We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 1/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. .MARCH 1, 1955 ATMOSPHERIC TEST NEVADA

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 2/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. 1953 

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 3/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. SUMMER 1940

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 4/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. 1958

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 5/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. 1954 PUERTO RICO B-36 STRATEGIC BOMBER

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 6/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. 1956 ENEWETAK ATOLL 13.7 KT

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 7/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. 1958 SAC

UKRAINE ESCALATES, RUSSIA COUNTER ESCALATES, NO KNOWN BOUNDARIES: 8/8:  Nuclear Folly: A History of the Cuban Missile Crisis, by Serhii Plokhy  https://www.amazon.com/Nuclear-Folly-History-Missile-Crisis/dp/0393540812/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= Nearly thirty years after the end of the Cold War, today's world leaders are abandoning disarmament treaties, building up their nuclear arsenals, and exchanging threats of nuclear strikes. To survive this new atomic age, we must relearn the lessons of the most dangerous moment of the Cold War: the Cuban missile crisis. 1957 PLUMBBOB.

Day Two (May 23, 2025): Willie the Whit & Anticipating the "Memory Engines"UPCOMING LIVE WORKSHOP ON 5/25/25 WITH DR. ANTHONY METIVIER ON MEMORY ENGINES!!!Today, we're building on the foundation laid by previous Magnetic Memory workshops. Willie the Whit isn't just guessing what the "Memory Engines" are; he's using his already established understanding of Magnetic Imagery and Memory Palaces to anticipate how these new encoding "engines" will fit into and enhance his existing framework. The upcoming workshop isn't a completely new language, but a deeper dive into the grammar of effective memory input.Willie the Whit's Pre-Anticipated "Memory Engines" (Informed by Past MMM Workshops:Given Anthony's focus on "poor encoding" and "Magnetic Imagery," these "Engines" are likely mechanisms for making those images more effective at the crucial point of input. Willie knows:HE IS A FICTIONAL DETECTIVE IN MY DEVELOPING BOOK THE GREATER PORTLAND CRAB CAPER!*******He's a student of The MMM Courses in MY BOOK!!Willie's Mnemonic Acrostic Phrase:Witty Images Touch Numerous Essences: Sensory, Motion, Emotional, Absurdity, Conceptual, Location, Generation, Vividness!Sensory Multiplier,Motion (Kinesthetic) Engine,Emotional Amplifier,Absurdity (Exaggeration) Creator,Conceptual Hook,Location Linker,Generation Gear (Rapid Generation),Vividness Validation,Revised Mnemonic for the 8 Anticipated "Memory Engines":Willie knows the E.N.C.O.D.I.N.G. is key! Exaggeration,Newness (Absurdity/Uniqueness),Conceptual Clarity,Outlandish (Exaggeration),Dynamic (Kinesthetic),Immersion (Sensory),Nexus (Association/Location),Generate (Rapid Generation),This mnemonic uses "ENCODING" itself, perfectly tying into Anthony's core message.???Person: Edgar Nimbus (EN) - A brilliant, eccentric inventor, perhaps with a cloud of ideas floating around his head.Action: Creating Operations - Designing complex processes and systems.Object: Digital Input Network Grid - A futuristic, glowing grid where information seamlessly flows and takes form.The P.A.O. Scene for Willie's ENCODING Engines:Imagine Edgar Nimbus (P), with his cloud of ideas, feverishly creating operations (A) on a massive, humming Digital Input Network Grid (O). As he works, each "engine" lights up a section of the grid, showing how information is precisely and powerfully woven in.Today's focus is on how previous MMM knowledge prepares us for the deep dive into encoding.Daily Mnemonic (May 23, 2025): "P.R.E.P. - A.R.E."Past: Previous workshops provide the foundation.Ready: I am prepared for new insights.Encoding: The core focus of this workshop.Practical: Skills I will immediately apply.Anthony: The master guides my learning.Real-Time: Applying techniques live.Engines: Building powerful memory mechanisms.Visualize Probing Robots Exploring Portals, then Anthony Radiating Energy, ready to activate the "Engines."(Day 2 - Refined Focus):Willie The Whit-contemplating?#MemoryEngineAnticipation,#MagneticMemoryEvolution,#Anthony Metivier raining,#EncodingExcellence,#BrainBuildingBlocks#CognitiveProgress,#WillieTheWhit,#GrandpaBillPodcast,#BHSalesKennelKelpHolisticHealthHour#MemoryMastery,#AdvancedMemory,#MemoryInput,#LifelongLearning,#HolisticBrain,#MagneticImagery,#PreWorkshopDeepDive,#MemoryMethods,

CLOSE OF THE COLD WAR:     1/4: The Picnic:A Dream of Freedom and the Collapse of the Iron Curtain by  Matthew Longo  (Author) https://www.amazon.com/Picnic-Dream-Freedom-Collapse-Curtain/dp/0393540774/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= In August 1989, a group of Hungarian activists organized a picnic on the border of Hungary and Austria. But this was not an ordinary picnic―it was located on the dangerous militarized frontier known as the Iron Curtain. Tacit permission from the highest state authorities could be revoked at any moment. On wisps of rumor, thousands of East German “vacationers” packed Hungarian campgrounds, awaiting an opportunity, fearing prison, surveilled by lurking Stasi agents. The Pan-European Picnic set the stage for the greatest border breach in Cold War history: hundreds crossed from the Communist East to the longed-for freedom of the West. Drawing on dozens of original interviews―including Hungarian activists and border guards, East German refugees, Stasi secret police, and the last Communist prime minister of Hungary―Matthew Longo tells a gripping and revelatory tale of the unraveling of the Iron Curtain and the birth of a new world order. Just a few months after the Picnic, the Berlin Wall fell, and the freedom for which the activists and refugees had abandoned their homes, risked imprisonment, sacrificed jobs, family, and friends, was suddenly available to everyone. But were they really free? And why, three decades since the Iron Curtain was torn down, have so many sought once again to build walls? Cinematically told, The Picnic recovers a time when it seemed possible for the world to change. With insight and panache, Longo explores the opportunities taken―and the opportunities we failed to take―in that pivotal moment. 1956 BUDAPEST

CLOSE OF THE COLD WAR:     2/4: The Picnic:A Dream of Freedom and the Collapse of the Iron Curtain by  Matthew Longo  (Author) https://www.amazon.com/Picnic-Dream-Freedom-Collapse-Curtain/dp/0393540774/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= In August 1989, a group of Hungarian activists organized a picnic on the border of Hungary and Austria. But this was not an ordinary picnic―it was located on the dangerous militarized frontier known as the Iron Curtain. Tacit permission from the highest state authorities could be revoked at any moment. On wisps of rumor, thousands of East German “vacationers” packed Hungarian campgrounds, awaiting an opportunity, fearing prison, surveilled by lurking Stasi agents. The Pan-European Picnic set the stage for the greatest border breach in Cold War history: hundreds crossed from the Communist East to the longed-for freedom of the West. Drawing on dozens of original interviews―including Hungarian activists and border guards, East German refugees, Stasi secret police, and the last Communist prime minister of Hungary―Matthew Longo tells a gripping and revelatory tale of the unraveling of the Iron Curtain and the birth of a new world order. Just a few months after the Picnic, the Berlin Wall fell, and the freedom for which the activists and refugees had abandoned their homes, risked imprisonment, sacrificed jobs, family, and friends, was suddenly available to everyone. But were they really free? And why, three decades since the Iron Curtain was torn down, have so many sought once again to build walls? Cinematically told, The Picnic recovers a time when it seemed possible for the world to change. With insight and panache, Longo explores the opportunities taken―and the opportunities we failed to take―in that pivotal moment. 1837 BUCHAREST

CLOSE OF THE COLD WAR:     3/4: The Picnic:A Dream of Freedom and the Collapse of the Iron Curtain by  Matthew Longo  (Author) https://www.amazon.com/Picnic-Dream-Freedom-Collapse-Curtain/dp/0393540774/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= In August 1989, a group of Hungarian activists organized a picnic on the border of Hungary and Austria. But this was not an ordinary picnic―it was located on the dangerous militarized frontier known as the Iron Curtain. Tacit permission from the highest state authorities could be revoked at any moment. On wisps of rumor, thousands of East German “vacationers” packed Hungarian campgrounds, awaiting an opportunity, fearing prison, surveilled by lurking Stasi agents. The Pan-European Picnic set the stage for the greatest border breach in Cold War history: hundreds crossed from the Communist East to the longed-for freedom of the West. Drawing on dozens of original interviews―including Hungarian activists and border guards, East German refugees, Stasi secret police, and the last Communist prime minister of Hungary―Matthew Longo tells a gripping and revelatory tale of the unraveling of the Iron Curtain and the birth of a new world order. Just a few months after the Picnic, the Berlin Wall fell, and the freedom for which the activists and refugees had abandoned their homes, risked imprisonment, sacrificed jobs, family, and friends, was suddenly available to everyone. But were they really free? And why, three decades since the Iron Curtain was torn down, have so many sought once again to build walls? Cinematically told, The Picnic recovers a time when it seemed possible for the world to change. With insight and panache, Longo explores the opportunities taken―and the opportunities we failed to take―in that pivotal moment. 1994 ROMANIA

WEEK FOR MARS DREAMING AT STARBASE:   4/4: Liftoff: Elon Musk and the Desperate Early Days That Launched SpaceX  by  Eric Berger  (Author) https://www.amazon.com/Liftoff-Desperate-Early-Launched-SpaceX/dp/0062979973/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= In Liftoff, Eric Berger, senior space editor at Ars Technica, takes readers inside the wild early days that made SpaceX. Focusing on the company's first four launches of the Falcon 1 rocket, he charts the bumpy journey from scrappy underdog to aerospace pioneer. We travel from company headquarters in El Segundo, to the isolated Texas ranchland where they performed engine tests, to Kwajalein, the tiny atoll in the Pacific where SpaceX launched the Falcon 1. Berger has reported on SpaceX for more than a decade, enjoying unparalleled journalistic access to the company's inner workings. Liftoff is the culmination of these efforts, drawing upon exclusive interviews with dozens of former and current engineers, designers, mechanics, and executives, including Elon Musk. The enigmatic Musk, who founded the company with the dream of one day settling Mars, is the fuel that propels the book, with his daring vision for the future of spacE. 1940

WEEK FOR MARS DREAMING AT STARBASE:   1/4: Liftoff: Elon Musk and the Desperate Early Days That Launched SpaceX  by  Eric Berger  (Author) https://www.amazon.com/Liftoff-Desperate-Early-Launched-SpaceX/dp/0062979973/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= In Liftoff, Eric Berger, senior space editor at Ars Technica, takes readers inside the wild early days that made SpaceX. Focusing on the company's first four launches of the Falcon 1 rocket, he charts the bumpy journey from scrappy underdog to aerospace pioneer. We travel from company headquarters in El Segundo, to the isolated Texas ranchland where they performed engine tests, to Kwajalein, the tiny atoll in the Pacific where SpaceX launched the Falcon 1. Berger has reported on SpaceX for more than a decade, enjoying unparalleled journalistic access to the company's inner workings. Liftoff is the culmination of these efforts, drawing upon exclusive interviews with dozens of former and current engineers, designers, mechanics, and executives, including Elon Musk. The enigmatic Musk, who founded the company with the dream of one day settling Mars, is the fuel that propels the book, with his daring vision for the future of spacE.

WEEK FOR MARS DREAMING AT STARBASE:   2/4: Liftoff: Elon Musk and the Desperate Early Days That Launched SpaceX  by  Eric Berger  (Author) https://www.amazon.com/Liftoff-Desperate-Early-Launched-SpaceX/dp/0062979973/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= In Liftoff, Eric Berger, senior space editor at Ars Technica, takes readers inside the wild early days that made SpaceX. Focusing on the company's first four launches of the Falcon 1 rocket, he charts the bumpy journey from scrappy underdog to aerospace pioneer. We travel from company headquarters in El Segundo, to the isolated Texas ranchland where they performed engine tests, to Kwajalein, the tiny atoll in the Pacific where SpaceX launched the Falcon 1. Berger has reported on SpaceX for more than a decade, enjoying unparalleled journalistic access to the company's inner workings. Liftoff is the culmination of these efforts, drawing upon exclusive interviews with dozens of former and current engineers, designers, mechanics, and executives, including Elon Musk. The enigmatic Musk, who founded the company with the dream of one day settling Mars, is the fuel that propels the book, with his daring vision for the future of spacE. 1868 JULES VERNE 

WEEK FOR MARS DREAMING AT STARBASE:   3/4: Liftoff: Elon Musk and the Desperate Early Days That Launched SpaceX  by  Eric Berger  (Author) https://www.amazon.com/Liftoff-Desperate-Early-Launched-SpaceX/dp/0062979973/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr= In Liftoff, Eric Berger, senior space editor at Ars Technica, takes readers inside the wild early days that made SpaceX. Focusing on the company's first four launches of the Falcon 1 rocket, he charts the bumpy journey from scrappy underdog to aerospace pioneer. We travel from company headquarters in El Segundo, to the isolated Texas ranchland where they performed engine tests, to Kwajalein, the tiny atoll in the Pacific where SpaceX launched the Falcon 1. Berger has reported on SpaceX for more than a decade, enjoying unparalleled journalistic access to the company's inner workings. Liftoff is the culmination of these efforts, drawing upon exclusive interviews with dozens of former and current engineers, designers, mechanics, and executives, including Elon Musk. The enigmatic Musk, who founded the company with the dream of one day settling Mars, is the fuel that propels the book, with his daring vision for the future of spacE. 1872 JULES VERNE FROM THE EARTH TO THE MOON

Encoding brand voice into AI tools requires strategic planning. Nataly Kelly, CMO of Zappi, shares her expertise on maintaining authentic brand identity across AI-generated content. She demonstrates how to document brand values, create comprehensive style guides with specific examples, and train AI tools to recognize your unique writing patterns while maintaining quality through human editing. Show NotesConnect With: Nataly Kelly: Website // LinkedInThe MarTech Podcast: Email // LinkedIn // TwitterBenjamin Shapiro: Website // LinkedIn // TwitterSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Encoding brand voice into AI tools requires strategic planning. Nataly Kelly, CMO of Zappi, shares her expertise on maintaining authentic brand identity across AI-generated content. She demonstrates how to document brand values, create comprehensive style guides with specific examples, and train AI tools to recognize your unique writing patterns while maintaining quality through human editing. Show NotesConnect With: Nataly Kelly: Website // LinkedInThe MarTech Podcast: Email // LinkedIn // TwitterBenjamin Shapiro: Website // LinkedIn // TwitterSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Science in Action this week comes from the European Geophysical Union general assembly, an annual get-together of scientists to discuss current projects, working hypotheses and potential findings. Nearly 18,000 in attendance this year, there is much to learn.AMOC – the Atlantic Meridional Overturning Circulation - brings warmth to the north and cooler waters to the south in huge volumes. Climate modellers have expressed concern for its collapse (and subsequent weather chaos) as temperatures rise more generally, but others have said it is more resilient, a will-it-won't-it discussion Science in Action has covered before. But just this week, Stefan Rhamstorf has announced that extending the models past 2100 can show a different picture. The odds, he tells science in action, have shifted from 10% to more like 50/50 if the Paris climate target is missed. Has such climate change ever occurred before? And if so, what drove it? Hana Jurikova and colleagues have been using novel techniques to detect a link between atmospheric CO2 levels and rapid climate change in the geological past, and talks about how boron records in ancient brachiopods might give us a clue.What of the 6.2 magnitude earthquake near Istanbul last week? Could it have been worse? Will the next one be the big one? Expert Patricia Martínez-Garzón of GFZ in Germany doesn't quite allay the fears.Could more lives be saved from landslides and flash floods if we could set up a warning system? Stefania Ursica hopes so, and has looked to animal behaviour to design a programme to scan networks of seismic monitoring stations' output for the faint signals. Encoding different hunting and communication strategies – from nomadic whales to humming birds and bats, her new algorithm might be just the thing, though prediction will always be a different problem.Presenter: Roland Pease Producer: Alex Mansfield with Sophie Ormiston Production Coordinator: Josie Hardy(Image: 3D Render of a Topographic Map of Western Europe with the clouds from January 27, 2025. Credit: FrankRamspott via Getty Images)

Series: Lent 2025 The Cross and the Gospel of God Originally aired 03/16/2025

(2:22) - Encoding many properties in one material via 3D printingThis episode was brought to you by Mouser, our favorite place to get electronics parts for any project, whether it be a hobby at home or a prototype for work. Click HERE to learn more about the history of soft robotics and its current/future applications! Become a founding reader of our newsletter: http://read.thenextbyte.com/ As always, you can find these and other interesting & impactful engineering articles on Wevolver.com.

Telling students with learning differences to just “try harder” can cause a lot of confusion and harm. Learners want to succeed and children want to learn to read, but not all approaches work for all kids. In this episode, a past Noble Academy parent shares how frustration moved her to look for a school with a reading program ( the Wilson Reading SystemⓇ) that could help her son. Today his favorite college class is English. (Noble Academy is one of only three WilsonⓇ Accredited Partners, and the only WilsonⓇ Accredited Partner - Best Practice Site in the Southeast region.)Produced in 2024 by Gayle Kolodny Cole and Efren Renteria for Noble Academy, a school for students with learning differences in Greensboro, NC.  https://www.nobleknights.org/

Encoding troubles. Sorry for the late upload. There's something strange about the way my laptop interfaces with my audio rig.

Support the show to get full episodes and join the Discord community. The Transmitter is an online publication that aims to deliver useful information, insights and tools to build bridges across neuroscience and advance research. Visit thetransmitter.org to explore the latest neuroscience news and perspectives, written by journalists and scientists. Read more about our partnership. Sign up for the “Brain Inspired” email alerts to be notified every time a new “Brain Inspired” episode is released: https://www.thetransmitter.org/newsletters/ To explore more neuroscience news and perspectives, visit thetransmitter.org. Tony Zador runs the Zador lab at Cold Spring Harbor Laboratory. You've heard him on Brain Inspired a few times in the past, most recently in a panel discussion I moderated at this past COSYNE conference - a conference Tony co-founded 20 years ago. As you'll hear, Tony's current and past interests and research endeavors are of a wide variety, but today we focus mostly on his thoughts on NeuroAI. We're in a huge AI hype cycle right now, for good reason, and there's a lot of talk in the neuroscience world about whether neuroscience has anything of value to provide AI engineers - and how much value, if any, neuroscience has provided in the past. Tony is team neuroscience. You'll hear him discuss why in this episode, especially when it comes to ways in which development and evolution might inspire better data efficiency, looking to animals in general to understand how they coordinate numerous objective functions to achieve their intelligent behaviors - something Tony calls alignment - and using spikes in AI models to increase energy efficiency. Zador Lab Twitter: @TonyZador Previous episodes: BI 187: COSYNE 2024 Neuro-AI Panel. BI 125 Doris Tsao, Tony Zador, Blake Richards: NAISys BI 034 Tony Zador: How DNA and Evolution Can Inform AI Related papers Catalyzing next-generation Artificial Intelligence through NeuroAI. Encoding innate ability through a genomic bottleneck. Essays NeuroAI: A field born from the symbiosis between neuroscience, AI. What the brain can teach artificial neural networks. Read the transcript. 0:00 - Intro 3:28 - "Neuro-AI" 12:48 - Visual cognition history 18:24 - Information theory in neuroscience 20:47 - Necessary steps for progress 24:34 - Neuro-AI models and cognition 35:47 - Animals for inspiring AI 41:48 - What we want AI to do 46:01 - Development and AI 59:03 - Robots 1:25:10 - Catalyzing the next generation of AI

Any donation is greatly appreciated! 47e6GvjL4in5Zy5vVHMb9PQtGXQAcFvWSCQn2fuwDYZoZRk3oFjefr51WBNDGG9EjF1YDavg7pwGDFSAVWC5K42CBcLLv5U OR DONATE HERE: https://www.monerotalk.live/donate TODAY'S SHOW: Douglas Tuman chats with crypto-anarchist and founder of the Dollar Vigilante Jeff Berwick. In this discussion Berwick explores the "matrix" of societal control, his belief in the importance of self-transformation, and the power of privacy-focused currencies like Monero as tools for autonomy. They also delve into alternative technology, including Berwick's use of Tesla-inspired healing devices, and discuss strategies for maintaining Monero's independence amidst rising governmental control. Get ready for a thought-provoking conversation about freedom, personal empowerment, and the potential for decentralized finance. TIMESTAMPS: (00:01:48) - The Current State of Society (00:05:04) - Political Views and Voting (00:06:44) - Personal Transformation (00:07:32) - Monero's Role in Freedom (00:09:26) - Theories on Power and Control (00:11:52) - Meditation and Reality (00:13:23) - Monero vs. Bitcoin (00:16:25) - Privacy in Cryptocurrency (00:20:02) - Technology and the Matrix (00:23:03) - Tesla Machine and Health (00:26:29) - MoneroTopia Conference (00:28:10) - Peer-to-Peer Donation Platforms (00:30:17) - Monero Community and Culture (00:32:17) - Future of Bitcoin and Monero (00:34:44) - Conference Strategy (00:37:49) - Alternative Health Practices (00:39:39) - DMT and Reality (00:45:03) - Monero Marketplace (00:50:42) - Advice to the Monero Community (00:57:57) - Upcoming Monero Privacy Improvements (00:59:54) - Copa Monero Tournament (01:04:17) - Event Inspiration and Closing Remarks (01:06:34) - Future Predictions (01:08:20) - Vision for a Free Society LINKS: https://x.com/BerwickJeff/ Purchase Cafe & tip the farmers w/ XMR! https://gratuitas.org/ Purchase a plug & play Monero node at https://moneronodo.com SPONSORS: Cakewallet.com, the first open-source Monero wallet for iOS. You can even exchange between XMR, BTC, LTC & more in the app! Monero.com by Cake Wallet - ONLY Monero wallet (https://monero.com/) StealthEX, an instant exchange. Go to (https://stealthex.io) to instantly exchange between Monero and 450 plus assets, w/o having to create an account or register & with no limits. WEBSITE: https://www.monerotopia.com CONTACT: monerotalk@protonmail.com ODYSEE: https://odysee.com/@MoneroTalk:8 TWITTER: https://twitter.com/monerotalk FACEBOOK: https://www.facebook.com/MoneroTalk HOST: https://twitter.com/douglastuman INSTAGRAM: https://www.instagram.com/monerotalk TELEGRAM: https://t.me/monerotopia MATRIX: https://matrix.to/#/%23monerotopia%3Amonero.social MASTODON: @Monerotalk@mastodon.social MONERO.TOWN: https://monero.town/u/monerotalk

This exclusive masterclass is on the pod for ONLY 7 days! Kelly shares how to reconfigure your Electromagnetic Field to manifest everything you desire! Once it's gone, it's gone. Tune in today! FREE COURSE APPLY to Manifest That Sh!t University Schedule your FREE Abundance Manifestation Audit Here Connect on Instagram

Are we thinking about the fundamentals of the universe wrong? Neil deGrasse Tyson and co-hosts Chuck Nice and Gary O'Reilly answer grab bag questions about aliens, gravitons, and the big unknowns with astrophysicist Charles Liu.NOTE: StarTalk+ Patrons can listen to this entire episode commercial-free here: https://startalkmedia.com/show/cosmic-queries-quantum-aliens-with-charles-liu/Thanks to our Patrons Karim Beydoun, Sture Seljelund, Ken Hays, Kasi Kanniah, Dillon, Mandi McKay, and Phillida Hutcheson for supporting us this week.Photo Credit: NASA Hubble, CC BY 2.0, via Wikimedia Commons