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Kim Montague, I Have, You Need: The Utility Player of Instructional Routines ROUNDING UP: SEASON 4 | EPISODE 3 In sports, a utility player is someone who can play multiple positions competently, providing flexibility and adaptability. From my perspective, the routine I have, you need may just be the utility player of classroom routines. Today we're talking with Kim Montague about I have, you need and the ways it can be used to support everything from fact fluency to an understanding of algebraic properties.  BIOGRAPHY Kim Montague is a podcast cohost and content lead at Math is Figure-out-able™. She has also been a teacher for grades 3–5, an instructional coach, a workshop presenter, and a curriculum developer. Kim loves visiting classrooms and believes that when you know your content and know your kids, real learning occurs. RESOURCES Math is Figure-out-able!™ Podcast Math is FigureOutAble!™ Guide (Download) Journey Coaching TRANSCRIPT Mike Wallus: Welcome to the podcast, Kim. I am really excited to talk with you today.  So let me do a little bit of grounding. For listeners without prior knowledge, I'm wondering if you could briefly describe the I have, you need routine. How does it work, and how would you describe the roles that the teacher and the student play? Kim Montague: Thanks for having me, Mike. I'm excited to be here. I think it's an important routine.  So for those people who have never heard of I have, you need, it is a super simple routine that came from a desire that I had for students to become more fluent with partners of ten, hundred, thousand. And so it simply works as a call-and-response. Often I start with a context, and I might say, “Hey, we're going to pretend that we have 10 of something, and if I have 7 of them, how many would you need so that together we have those 10?” And so it's often prosed as a missing addend. With older students, obviously, I'm going to have some higher numbers, but it's very call-and-response. It's playful. It's game-like. I'll lob out a question, wait for students to respond. I'm choosing the numbers, so it's a teacher-driven purposeful number sequence, and then students figure out the missing number. I often will introduce a private signal so that kids have enough wait time to think about their answer and then I'll signal everyone to give their response. Mike: OK, so there's a lot to unpack there. I cannot wait to do it.  One of the questions I've been asking folks about routines this season is just, at the broadest level, regardless of the numbers that the educator selects, how would you describe what you think I have, you need is good for? What's the routine good for? How can an educator think about its purpose or its value? You mentioned fluency. Maybe say a little bit more about that and if there's anything else that you think it's particularly good for. Kim: So I think one of the things that is really fantastic about I have, you need is that it's really simple. It's a simple-to-introduce, simple-to-facilitate routine, and it's great for so many different grade levels and so many different areas of content. And I think that's true for lots of routines. Teachers don't have time to reintroduce something brand new every single day. So when you find a routine that you can exchange pieces of content, that's really helpful. It's short, and it can be done anywhere. And like I said, it builds fluency, which is a hot topic and something that's important. So I can build fluency with partners of ten, partners of a hundred, partners of thousand, partners of one. I can build complementary numbers for angle measure and fractions. Lots of different areas depending on the grade that you're teaching and what you're trying to focus on. Mike: So one of the things that jumped out for me is the extent to which this can reveal structure. When we're talking about fluency, in some ways that's code for the idea that a lot of our combinations we're having kids think about—the structure of ten or a hundred or a thousand or, in the case of fractions, one whole and its equivalence. Does that make sense? Kim: Yeah, absolutely. So we have a really cool place value system. And I think that we give a lot of opportunities, maybe to place label, but we don't give a lot of opportunities to experience the structure of number. And so there are some very nice structures within partners of ten that then repeat themselves, in a way, within partners of a hundred and partners of a thousand and partners of one, like I mentioned. And if kids really deeply understand the way numbers form and the way they are fitting together, we can make use of those ideas and those experiences within other things like addition, subtraction. So this routine is not simply about, “Can you name a partner number?,” but it's laying foundation in a fun experience that kids then are gaining fluency that is going to be applied to other work that they're doing. Mike: I love that, and I think it's a great segue. My next question was going to be, “Could we talk a little bit about different sequences that you might use at different grade levels?” Kim: Sure. So younger students, especially in first grade, we're making a lot of use out of partners of 10 and working on owning those relationships. But then once students understand partners of 10, or when they're messing with partners of 10, the teacher can help make connections moving from partners of 10 to partners of 100 or partners of 20. So if you know that 9 plus 1 is 10, then there's some work to be done to help students understand that 9 tens and 1 ten makes 10 tens or 100. You can also use—capitalize on the idea of “9 and 1 makes 10” to understand that within 20, there are 2 tens. And so if you say “9” and I say “1,” and then you say “19,” and I say “1,” that work can help sharpen the idea that there's a ten within 20 and there's some tens within 30. So when we do partners of ten, it's a foundation, but we've got to be looking for opportunities to connect it to other relationships. I think that one of the things that's so great I have, you need is that we keep it game-like, but there's so many extensions, so many different directions that you can go, and we want teachers to purposefully record and draw out these relationships with their students. There's a bit to it where it's a call-and-response oral, but I think as we'll talk about further, there's a lot of nuance to number choice and there's a lot of nuance and when to record to help capitalize on those relationships. Mike: So I think the next best thing we could do is listen to a clip. I've got a clip of you working with a student, and I'm wondering if you could set the stage for what we're about to hear. Kim: Yeah, one of my very favorite things to do is to sit down with students and interview and kind of poke around in their head a little bit to find out where they currently are with the things that they're working on and where they can sharpen some content and where to take them next. So this is me sitting down with a student, Lanaya, who I didn't know very well, but I thought, let me start off by playing I have, you need with you, because that gives me a lot of insight into your number development. So this is me sitting down with her and saying, let's just play this game that I'd like to introduce to you. Kim (teacher): Oh, can I do one more thing with you? Can I play a game that I love?  Lanaya (student): Sure. Kim (teacher): OK, one more game. It's called I have, you need. And so it's a pretty simple game, actually. It just helps me think about or hear what kids are thinking. So it just is simply, if I say a number, you tell me how much more to get to 100. So if I have 50, you would say you need… Lanaya (student): 50. Kim (teacher): …so that together we would have 100. What if I said 92? Lanaya (student): 8. Kim (teacher): What if I said 75?  Lanaya (student): Um…25.  Kim (teacher): How do you know that one?  Lanaya (student): Because it's 30 to 70, so I just like minus 5 more. Kim (teacher): Oh, cool. What if I said 64?  Lanaya (student): Um…36. Kim (teacher): What if I said 27? Lanaya (student): Um…27…8—no, 72? No, 73. Kim (teacher): I don't remember what I said. [laughs] Did I say…? Lanaya (student): 27, I think. Kim (teacher): 27. So then you said 73, is that what you said? And you were about to say 80-something. Why were you going to say 80-something? Lanaya (student): Because 20 is like 80, like it's the other half, but I just had to take away more. Kim (teacher): Perfect. I see. Three more. What if I said 32? Lanaya (student): Um…68.  Kim (teacher): What if I said 68?  Lanaya (student): 32.  Kim (teacher): [laughs] What if I said 79? Lanaya (student): Um…21. Kim (teacher): How do you know that one? Lanaya (student): Because…wait, wait, what was that one?  Kim (teacher): What if I said 79?  Lanaya (student): 79. Because 70 plus 30 is 100, but then I have to take away 9 more because the other half is 1, so yeah. Kim (teacher): Oh, you want to do it a little harder? Are you willing? Maybe I'll ask you that. Are you willing? Lanaya (student): Sure. Kim (teacher): OK. What if I said now our total is 1,000? What if I said 850? Lanaya (student): Um…250?  Kim (teacher): How do you know?  Lanaya (student): Or, actually, that'd be 150.  Kim (teacher): How do you know? Lanaya (student): Because, um…uh…800 plus 200 is 1,000. And so I would just have to take—what was the number again?  Kim (teacher): 850. Lanaya (student): I would have to add 50—er, have to minus 50 to that number. Kim (teacher): Um, 640. Lanaya (student): Uh, thir—360.  Kim (teacher): What about 545? Lanaya (student): 400…uh, you said 549? Kim (teacher): 545, I think is what I said. Lanaya (student): Um…that'd be 465. Kim (teacher): How do you know? Lanaya (student): Because the—I just took away the number of each one. So this is 5 to make 10, and then this is 6 to make 10, and then it's 5 again, I think, or no, it would be 465, right? Kim (teacher): 465. Lanaya (student): I don't… Kim (teacher): Not sure about that one. There's a lot of 5s in there. What if I give you another one? What if I said seven hundred and thirty…721? Lanaya (student): Uh, that'd be… Kim (teacher): If it helps to write it down, so you can see it, go ahead. Lanaya (student): 389, I think? Kim (teacher): Ah, OK. Because you wanna—you're making a 10 in the… Lanaya (student): Yeah. Kim (teacher): …hundreds and a 10 in the middle and a 10 at the end.  Lanaya (student): Yeah.  Kim (teacher): Interesting. Mike: Wow. So there is a lot to unpack in that clip. Kim: There is, yeah. Mike: I want to ask you to pull the curtain back on this a little bit. Let's start with this question: As you were thinking about the sequence of numbers, what was going through your mind as the person who's facilitating? Kim: Yeah, so as I said, I don't really know Lanaya much at this point, so I'm kind of guessing in the beginning, and I just want her comfortable with the routine, and I'm going to give her maybe what I think might be a simple entry. So I asked [her about] 50 and then I asked [about] 92. Just gives a chance to see kind of where she is. Is she comfortable with those size of numbers? You'll notice that I did 50 and 92 and then I did 75. 75, often, if—I might hear a student talk about quarters with 75, and she didn't, but I did ask her her strategy, and throughout she uses the same strategy, which is interesting.  But I changed the number choices up and you'll see—if you were to write down the numbers that I did— [I] kind of backed away from the higher numbers. I went to 64 and then 27 and then 32. So getting further and further away from the target number. If I have students who are counting a lot, then it becomes cumbersome for them to count and they might be nudged away from accounting strategy into something a little bit more sophisticated. At one point I asked her [about] 32, and then I asked her [about] the turnaround of that, 68. Just checking to see what she knows about the commutative property.  Eventually I moved into 1,000. And I mentioned earlier that [with] young students, you start with 10 and maybe combinations of 100, multiples of 10. But I didn't mention that with older grades, we might do hundreds by 1 or thousands by multiples of 100 and then by 5s. So I did that with Lanaya. She seemed to feel very comfortable with the two-digit numbers, and I thought, “Well, let's take it to the thousands.” But if you notice, I did 850, 640, some multiples of 10 still. She seemed comfortable with those, but [she] is still using the strategy of, “Let me go a little bit over. Let me add all the hundreds I need and then make adjustments.”  Mike: Mm-hmm. Kim: And so then I decided to do 545 and see what happened in that moment because at that point she's having to readjust more than one digit. Mike: Yep. Kim: And when I said the number 545, I thought, “Oh man, this is a poor choice because there's a lot of 5s and 4s.” And so when she kind of maybe fumbled a little bit, I thought, “Is this because I did a poor number choice and there are lots of 4s and 5s, or is it because she's using a particular strategy that is a little more cumbersome?” So I gave her a final problem of 721, and again, that was a little bit more to adjust. So in that moment, I thought, “OK, I know where we need to work. And I need to work with her on some different strategies that aren't always about making tens.” Because as she gets larger numbers or she's getting numbers that are by 1s, that becomes less sophisticated. It becomes more cumbersome. It becomes more adjustment than you maybe are even able to hold.  It's not about holding it in your head. We could have been writing some things down and we did towards the end. But it's just a lot of adjustment to make, and the strategies that she's using really aren't going to be ones that help later in addition or in subtraction. So it's just kind of playing with number, and she's pretty strong with what she's working on, but there is some work to do there that I would want to do with her. Mike: It was fascinating because as I was attending to the choices you were making and what she was doing and the back and forth, I found myself thinking a bit about this notion of fluency, that part of it is the ability to be efficient, but also to be flexible at the same time. And I really connect that with what you said because she had a strategy that was working for her, but you also made a move to kind of say, “Let's see what happens if we give a set of numbers where that becomes more cumbersome.” And it kind of exposed— there's this space where, again, as you said, “Now I know where we need to work.” So it's a bit like a formative assessment too. Kim: Yeah, yeah. Interviewing students, like I said, is my very favorite thing to do. And it's tough because we want kids to be successful, which is a great goal, but I think it's often unfortunate that we leave students with a strategy that we think, “Oh, that's great. They have a strategy and it works for them,” but we aren't really thinking about the long game. We're not thinking about, “Will this thing that they're doing support their needs as the size of the numbers increase, as the type of the numbers change?” And we want them to have choice. And again, I have, you need is fantastic because within this game, this simple routine, you can share strategies. There's a handful of strategies that kids generally use, and in the routine in the game, we get to talk about those strategies. So we have a student who's using the kind of same strategy over and over and it stops working because it's less sophisticated, it's less efficient, it's more cumbersome. Then in the routine, we get to expose other strategies that they can try on and see what works for them based on the numbers that they're being given. Mike: You made me think about something that, I'm not sure how you could even put my finger on why, but sometimes people are wonky about this notion that students should have a choice of their strategies. In some ways, it makes me think that what you're really suggesting is part of this work around flexibility is building options, right? You're not trapped in a strategy if suddenly the numbers don't make it something that's efficient. You have options, and I think that really jumps out when you think about what happened with Lanaya, but just generally what you're trying to build when you're using this routine. Kim: Yeah, I mean we are big fans of building relationships, so that strategies are natural outcomes. And I think if you are new to numeracy or you didn't grow up playing with number, it can feel like, “I'm just going to offer multiple and kids have to own them all, and now there's too many things and they don't know how to pick.” But when we really focus on relationship in number, then we strengthen those relationships like in a routine with I have you, need. I grew up messing with number, and the strategies don't feel like a bunch of new things I have to memorize. I've strengthened partners of ten and hundred and thousand, and I understand doubles, and I understand the fact that you can add a little too much and back up. And so those relationships just get used in the way that I solve problems, and that's what we want for kids. Mike: I love that.  We've spent a fair amount of time talking about this connection between building fluency and helping kids see and make use of structure. I'm also really taken by some of the properties that jump out of this routine. They're not formal, meaning they come up organically, and I found myself thinking a lot about algebraic reasoning or setting kids up for algebra. Could you just talk a little bit about some of that part of the work? Kim: I think that when we want kids to own and use properties, one way to go about it is to say, “Today we're going to talk about the commutative property.” And you define it and you verbalize it and you write it down. You might make a poster. But more organically is the opportunity to use it and then name it as it's occurring. So in the routine, if I say “68” and she says “32” and then I say “32” and she says “68,” then we are absolutely using the idea of “68 plus something is 100” and then “32 plus something is 100.” There is something natural about you just [knowing] it's the other addend. In some of the other strategies that we develop through I have, you need, it's about breaking apart numbers in such a way that they are reassociating. And so when that happens for students, then we can name it afterward and say, “Oh, that's just this thing.” And whether we name the property to students or not, it's more important that they're using them. And so we put it in a game, we put it in a form that we just say, “Oh, that's just where you're breaking apart numbers and finding friendly addends to go together.” And I think it's really more important that teachers really understand the strategies that work so that they invite students to participate in experiences where they're using them. Mike: Yeah, I mean, what hits me about that is there's something about making use of a relationship, fleshing it out through this process of I have, you need, and then at the end coming back and saying, “Oh, we have a formal name for that.” That's different than saying, “Here's the thing, here's the definition. Remember the definition, remember the name.” It just works so much more smoothly and sensibly because I've been able to apply that relationship and it feels like it's inside of me now. I have an understanding and now I've just attached a name to that thing. That just feels really, really different. Kim: Yeah, I mean, if we give students the right experiences, then they have those experiences to draw on. And I'm a big fan of saying that some kids just have more experiences than others. And all kids can, but it's our job to provide the right experiences for students that they can use and that they can think back on and that they can connect to other experiences that they have. Using the relationships of number is so powerful, and I think we just need to do more and more so that kids are just stronger in the properties and stronger in connections and relationships so that then when they go solve problems, they're using what they know. Mike: Nice. So something that I want to call out for listeners who, again, this might be new for them, is there's really two parts to this routine. There's the call-and-response, whether it's with an individual student or whether it's with a whole class of students. And then there's what happens after that call-and-response. So how do you think about the choices a teacher has after they've called a number and kids have responded? What are some of the choices available to a teacher in that moment? Kim: Well, I think if you're playing, then you are kind of on a mission to learn more about students. For me, I'm always trying to figure out where students are and what they know and what they're tinkering with right now so that then I can make informed choices about what to do next. So I might make choices that are about my entire class. I might make choices based on, I'm watching particular students as we play to see where are they kind of dropping off. Where—you know, if I'm watching a video of myself playing this routine with a class, I'm scanning to, say, those students wait a little bit longer and I want to strengthen some work when we do multiples of 5 because they're chiming in just a little bit late. So I'm looking for who's fluent, who's not, who's counting on by 1s, who needs another nudge. I'm ready to bump them a little bit further along. It's not about speed. This isn't a speed routine. I absolutely think we give kids some time to wait, but just enough. So like I said, we introduce a private signal, then they let me know when the majority of class is ready. Then I call for everyone to reply. But there is some bit of this where if you're counting by 1s to get up from 68 to 100, then there's some intervention [needed]. There's some work that we can do to strengthen you.  So it's important to give some think time, it's important to use the private signal, and it's about the teacher being responsive to what they notice. “Am I pulling a small group to give some students more experience, making connections?” “Am I moving some students to another set of numbers?” “Am I purposefully pairing students to give them what they need while I'm working with somebody else?” So it's an information-finding routine if I'm noticing and I'm aware of what's going on. Mike: I noticed with Lanaya, there were points where you called, she responded, and you went right in and you called after and she responded—and there were other points where you decided to say something equivalent to, “Tell me how you know.” How do you think about the points where you just keep on rolling or you pause and you ask that probing question? Kim: That's a great question. So when I make a shift is often a time that I will ask, “How do you know?” First of all, it's super important to ask, “How do you know?” when students have both right and wrong answers. We have a lot of kids who are only asked, “How do you know?” when it's wrong. And then they backpedal, right? And then they just pick a new answer. And I think giving kids confidence to commit to their answer and say, “Yeah, I know it's that, and here's how I know.” We continue to build that in students, that we are not the ones who hold all the answers when we question. And so, in a shift is often when I think about making a change. So if I'm asking about combinations of 10 and then I shift to a 5, multiples of 5, maybe the first or second time I ask them how they know. I think about, “Have kids had a chance to verbalize their thinking?” There are moments where you completely understand what Lanaya is saying. And then there's a few where maybe if you're not a careful listener of students, you might think, “I'm not sure she knows what she's saying.” But over time, when you're a practiced listener of students, even though their words may not be fantastic, they're kind of sharing their thinking. And so it will bog it down to ask, “How do you know?” every single time. But in those shifts where I want to know, “Are you changing your strategy up?,” “Are you continuing to do the same thing every time?,” I think it's important to ask. Mike: So I have one last practitioner question before we move on from this. I'm wondering about annotation and the extent to which it's important and whether there are different points in time where it is, where it's not. How do you think about that? Kim: Yeah, I think that's a really important question. You can very easily hear something like this interview with Lanaya and think, “Oh, I'm just [doing] call-and-response.” Which—there can be moments of that, but an important piece is annotation to draw out strategies that kids are using. So I might introduce this routine to a class and I might [do] call-and-response a day or two or a couple of times, depending on how many times that week or how often we get to play.  But at some moment there's a chance to say, “Hang on a second. How did you think about that?” If I say “65” and some kids call it back, I'll say, “How did you come up with that?” And then I ask students to share their strategies, and this is the sharing part. This is the part where students get to learn from each other. And so a kid might say, “I added 5 to get to 70 and then I added 30 more to get to 100.” And some kid will listen and I'm going to record that on a number line, making the jumps that they say out loud. And another student might say, “Wait a second, that's not what I did.” And so there's this opportunity to share strategy, and then we can say, “Well, try that on.” But if I'm not representing what students are saying on a number line, it could be really hard for others to hold onto it. It's not about [holding] everything in your head. So I often record on a number line as we're starting to share strategies or if I want to uncover a mistake that somebody makes, or if I see the kids all using one strategy, I want to draw attention back. Another really important thing is that I might want to lighten the mental load by recording the number that I said. If I'm saying, “721” and I'm not writing anything down, you might be trying to hold “7-2-1” or “720 and 1” at the same time that you're trying to do some figuring, and it's not about who can hold more. So depending on the age, the size of the numbers, I might just [quickly] sketch the number that I said because they can stare at the number while they're also doing some figuring. Or they might write the number down on their notebooks so that they can do some figuring. Mike: One of the things that jumped out is the fact that you talked about when you stop to annotate, one of the ways that you do it is to annotate on a number line as opposed to—I think what I had in my mind initially is a set of equations. Which is not to say that you couldn't do that, but I thought it was interesting that you said, “Actually, I will go to a number line for my annotations.” Kim: So I think making thinking visible is hugely helpful. And if a student says—let's say I give the number 89. If somebody says, “Well, I thought about adding 1 to get to 90 and then I added 10 more to get to 100,” then their strategy of adding 1 more to get to that next friendly number is one of the major strategies that we would want to develop in students when they're adding. But another student might say, “Oh, that's interesting. I started at 89 and I added 10 first to get to 99, and then I added the 1.” And that's a different major strategy that we want to develop. And when you put them both up on a number line, you can see that that missing addend, that missing part is 11, but they're handling it in two different ways. And so it's a beautiful representation of thinking of things in different ways, but that they're equivalent and that you can talk about it when you see it on the board. Equations are fantastic ways to represent, but I have an affinity for number lines to represent student thinking. Mike: Love it.  As a fellow podcaster, you know that the challenge of hosting one of these is we have a short amount of time to talk about something that I suspect we could talk about for hours. Talk to folks who want to keep learning about I have, you need and any other resources you would recommend for people thinking about their practice. Where could someone go if they wanted to continue this journey? Kim: They could listen to the Math is Figure-Out-Able podcast, first of all. We have had several episodes where we talk about this routine and revisit it over and over again because it's super powerful. We also have a free download that I think you're going to share. It's mathisfigureoutable.com/youneed, so you can see something that would be helpful. And we have, at Math is Figure-Out-Able, an online coaching support called Journey, where we just get to work with teachers on a regular basis to unpack the practices and the routines that you're using and spend a lot of time working with teachers and students in the classroom to develop these kinds of things that are more bang for your buck, to make the most that you can in the time that you have with your students. Mike: That's awesome. And yes, for listeners, we will include links to everything that Kim just mentioned.  I wish that we could keep going. I think this is probably a good place to stop, Kim. Thank you so much for joining us. It's been a pleasure. Kim: Oh, Mike, thank you. Appreciate you having me. Mike: Absolutely.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

GB2RS News Sunday the 24th of August 2025   The news headlines: Apply to be the RSGB Youth Activities and Engagement Champion The Tonight@8 webinar series is back with a brilliant autumn line-up Hans Summers, G0UPL confirmed as the RSGB Convention after-dinner speaker The RSGB Youth Team is looking for a proactive, enthusiastic and innovative person to join its team as the Society's volunteer Youth Activities and Engagement Champion. The role will take the lead on youth-focused activities and create resources for young Foundation licence holders. If you would like to help inspire young people to explore new aspects of amateur radio, then read the full role description via rsgb.org/volunteers  and then get in touch with the Youth Board Liaison Ben Lloyd, GW4BML via gw4bml@rsgb.org.uk  This exciting role will be working collaboratively with Ben, as well as the existing Youth Champions and RSGB Outreach Team. You can see some of the amazing projects the team has been working on by visiting the RSGB Youth web pages via rsgb.org/youth The Tonight@8 autumn programme kicks off on Monday the 1st of September with a fascinating presentation from Kristen McIntyre, K6WX. During the 45-minute session Kristen will explain Maxwell's Equations in a visual and relatable way that aims to leave viewers with an understanding of a topic that can often feel impenetrable. Maxwell's Equations are essential for radio amateurs and explain how RF signals propagate, antennas radiate, and common-mode currents form. By the end of this informative webinar, you'll be able to see how Maxwell's four simultaneous differential equations combine to bring the world of radio to life. Kristen discovered amateur radio when she was a student at the Massachusetts Institute of Technology in 1979 and has been active ever since. Among other roles, she is the ARRL First Vice President and has also recently been inducted into the CQ Amateur Radio Hall of Fame. Learn more about Kristen and this not to be missed webinar by going to rsgb.org/webinars  Hans Summers, G0UPL from QRP Labs has been confirmed by the RSGB as the after-dinner speaker at its Convention in October. Following the gala dinner, Hans will be sharing the emotions he experienced during the nine months he spent adding SSB to the QMX transceiver. Tickets for the gala dinner, along with those for the full Convention programme and the three exciting workshops, can be purchased via rsgb.org/convention  This year's RSGB Convention takes place at Kents Hill Conference Centre in Milton Keynes between Friday the 10th and Sunday the 12th of October. Book now and join like-minded radio amateurs for an action-packed programme. The RSGB Examination Standards Committee is pleased to announce the publication of an updated version of the Direct to Full syllabus. The significant changes from the previous version are the moving of some points between Section One on Licensing and Section Two on Operating. These changes bring the Direct to Full syllabus into line with the latest version of the three-part syllabus. You can find the updated syllabus and change documentation on the RSGB website at rsgb.org/syllabus  These changes will come into effect from January 2026, so please choose the correct version of the syllabus for the date you plan to take your exam. Four young RSGB members have spent the last week near Paris for this year's Youngsters on the Air summer camp. The event was a huge success with activities that included group member Sophie, M7IJG asking a question to Astronaut Mike Fincke, KE5AIT during the camp's ARISS contact with the International Space Station. Hear more from the young radio amateurs by reading their blog via rsgb.org/yota-camp RSGB members, and the wider amateur radio community, are invited to a ‘Meet the President Day' at the RSGB's National Radio Centre on Thursday the 28th of August. The Society's President, Bob Beebe, GU4YOX, will be present throughout the day to welcome members, hear their views, and discuss the work of the Society in supporting and promoting amateur radio. RSGB members, don't forget to download your free entry voucher to Bletchley Park via rsgb.org/bpvoucher The Maritime Radio Historical Society in the United States, in cooperation with the Cipher History Museum, has arranged to transmit an Enigma message via the maritime radio coast station KPH, near San Francisco. The transmission will take place on Saturday the 30th of August at 2000UTC. KPH listeners, intercept operators and codebreakers everywhere are invited to try their hand at receiving the transmission and decrypting the message. For more information, including details of certificates that are available for decrypting the message, visit tinyurl.com/mrhs2025 And now for details of rallies and events Today, the 24th, the Milton Keynes Amateur Radio Society Rally is taking place at Heron's Lodge Guide Activity Centre, Bradwell Road, Loughton Lodge, Milton Keynes. Free on-site parking, catering and disabled facilities are available. The entrance fee is £3. The doors open to the public from 9am. For more information visit mkars.org.uk/mkrally The Torbay Amateur Radio Society Rally is also taking place at Newton Abbot Racecourse today, the 24th. The doors open at 10am and entry costs £3. You can find out more via torbayars.org Tomorrow, the 25th, the Huntingdonshire Amateur Radio Society Radio Rally will take place at the Ramsey Rural Museum, Wood Lane, Ramsey, PE26 2XD. For more information visit tinyurl.com/hunts25 Telford Hamfest is taking place on Sunday the 31st of August at Harper Adams University Sports Hall. The doors open at 10.15am. Admission is £5 but children up to the age of 16 will be admitted free of charge. The G-QRP Club will be present again with a Saturday Buildathon. More details are available at tinyurl.com/tdars25 Now the Special Event news In memory of Maximilian Kolbe, special callsign 4A2MAX is active until the 31st of August. Kolbe is venerated by the Catholic Church as the patron saint of amateur radio operators. Activity will be on the 80 to 6m bands using CW, SSB and digital modes. QSL via Logbook of the World, eQSL, QRZ.com or via EA5GL. To celebrate the International Amateur Radio Union's 100th anniversary, members of the Atlantic Coast DX and Contest Group are active as CG9IARU throughout August. The station was spotted recently on the 20m band using SSB. QSL via VE9CF. See QRZ.com for more information.  Now the DX news Aldir, PY1SAD is active as 8R1TM from Guyana until the 23rd of September. He is operating CW, SSB and digital modes on all bands and via satellite. QSL via Logbook of the World, eQSL, QRZ.com, or directly to PY1SAD. Don, KW7R is active as V73KW from the Marshall Islands until September. He operates CW and FT8 on various bands. QSL via Logbook of the World. Now the contest news Today, the 24th, the UK Microwave Group 5.7 and 10GHz Contest runs from 0600 to 1800UTC. Using all modes on 5.7 and 10GHz frequencies, the exchange is signal report, serial number and locator. On Tuesday the 26th, the RSGB SHF UK Activity Contest runs from 1830 to 2130UTC. Using all modes on 2.3 to 10GHz frequencies, the exchange is signal report, serial number and locator. The World Wide Digi DX Contest starts at 1200UTC on Saturday the 30th and ends at 1200UTC on Sunday the 31st of August. Using FT4 and FT8 on the 160 to 10m bands, where contests are permitted, the exchange is your four-character locator. Now the radio propagation report, compiled by G0KYA, G3YLA and G4BAO on Thursday the 21st of August Last week was relatively good from an HF propagation standpoint, with only a few periods with an elevated Kp index thanks to a high-speed solar wind stream from a coronal hole. The Kp index hit 4.67 on the 19th of August and 4 again on the 20th due to the solar wind hitting earth at more than 600 kilometres per second. Luckily, the interplanetary magnetic field remained mostly neutral, or north-facing, and the density was low, saving us from more disruption. Meanwhile, the solar flux index declined to 120 by Thursday the 21st. This is still high enough to affect the ionosphere, but well down on recent highs in the 140s and 150s. The daytime critical frequency has mostly remained above 7.5MHz, meaning the 40m band has managed to remain good for inter-UK contacts. This has also meant that maximum usable frequencies, or MUFs, over a 3,000km path hit 21MHz and even 24.9MHz at times. Nighttime critical frequencies have been around 5MHz, giving an MUF over 3,000km of below 14MHz and sometimes even as low as 10MHz. It may be another month or so before we see daytime F2-layer openings starting again on 28MHz. In the meantime, focus your efforts during daylight on 21MHz and below. T30TTT in Western Kiribati remains one of the DX stations to chase, mostly on 18 and 21MHz. The operators are alternating between using CW, SSB and FT8. Other choice DX worked included Jim, E51JD on South Cook Islands who has been active on the 17m band using SSB. TY5AD in Benin, Africa has been worked on the 10m band using FT8. And 3G1P, an IOTA DXpedition in Chile, was logged on the 15m band using SSB. Closer to home, today, the 24th, is the last chance to work OG0C on the Aland Islands. Next week, NOAA predicts that the solar flux index will remain in the 120s, until the end of the month when it could rise to 130 and even 150. Unsettled geomagnetic conditions are forecast for the 28th of August when the Kp index could hit 4. Otherwise, make the most of the relatively settled conditions over the first half of next week to work some choice DX! And now the VHF and up propagation news from G3YLA and G4BAO After this weekend, the weather changes from a Tropo high pressure pattern to an unsettled story with areas of low pressure and fronts together with wind and rain. This will remove any Tropo options and replace them with a possibility of rain scatter on the GHz bands. The auroral conditions have recently produced minor enhancements, although nothing too exciting so far radio-wise. It's worth noting that the autumn, along with spring, are times of the year when auroras are more likely. So, it's a good time of the year to keep abreast of the Kp index, especially if the Kp index goes above 5. We are at the tail end of the broader period of the Perseid meteor shower, ending today, the 24th. This leaves random meteor activity as the only option for a while. As those of you who are active in the mode already know, it tends to favour the early pre-dawn period for better chances of catching meteor scatter. Sporadic-E is hanging on for the last week or two of the 2025 season, but opportunities become much rarer. You'll need to keep a close watch on band reports to capture these increasingly fleeting events. In the main Sporadic-E season, there are usually two well-defined peaks of activity in the morning and late afternoon. However, in the tail of the Sporadic-E season you are just as likely to find it around the middle of the day as at any other time. The daily Sporadic-E blogs at propquest.co.uk  finish at the end of August, but in some years the last events have extended into the first week of September.  Moon declination is still positive, but falling, going negative on Monday. So, Moon window lengths and peak elevation will follow suit. Path losses are rising again as we approach apogee on Friday the 29th. 144MHz sky noise was low until lunchtime on Friday the 22nd, when the Sun and the Moon were very close in the sky. This continued throughout the Moon window on yesterday, the 23rd, and will revert to moderate-to-low next week.  And that's all from the propagation team this week.

With just one game left in the home-and-away season, Matthew and Nicholas run the rule over the Bulldogs' finals hopes, including where they can finish on the ladder, and who they might play in Week One of September.

Research shows that math anxiety affects most students, but parents can help their teenagers master quadratic equations at home using visual learning techniques, step-by-step practice, and positive reinforcement strategies that work better than expensive tutoring sessions. Visit https://www.ninthgradealgebramadeeasy.com/ for more info. LP Consulting LLC City: Monroe Address: 3648 Gruber Rd Website: https://wavecom.clientcabin.com/

Math education specialist reveals how ancient Babylonian problem-solving techniques inspire modern quadratic teaching methods. From projectile motion to garden design, discover why students who once feared algebra now create videos explaining their solutions.For more information, visit https://www.ninthgradealgebramadeeasy.com/ LP Consulting LLC City: Monroe Address: 3648 Gruber Rd Website: https://wavecom.clientcabin.com/

Today on this Friday Black Tech Building Show. I'm going to be discussing the Systems of Equations w/ Graphing the Addition Method. Finish up with the Truth Tables with tech products. Later, Forza Horizon Summer Ride Out Week next week. Finally, the latest tech news.Recorded 7/18/2025

Watch the NEJM In Studio video of this interview at NEJM.org. Rohan Khazanchi is a research affiliate at the FXB Center for Health and Human Rights at Harvard University and a resident in the Harvard Medicine-Pediatrics Residency Program. Harleen Marwah, the interviewer, is a recent Editorial Fellow at the Journal. R. Khazanchi and Others. Reform and Remedy for Imprecision and Inequity — Ending the Race-Based Evaluation of Occupational Pulmonary Impairment. N Engl J Med 2025;393:508-514.

How long is the coastline of Britain? What is a rhombicuboctahedron? Which US president proved Pythagoras's theorem? These and many other intriguing questions will be addressed in this lecture on renowned mathematical equations and their history. The selected equations span various areas of mathematics and cover a timeline of 4000 years, from early geometry to fractal art.This lecture was recorded by Robin Wilson on the 4th of June 2025 at Barnard's Inn Hall, London.Professor Robin Wilson is Emeritus Gresham Professor of Geometry, Emeritus Professor of Pure Mathematics at the Open University, and a former Fellow of Keble College, Oxford University. He has also regularly taught as a guest Professor at The Colorado College, USA, which awarded him an honorary doctorate in mathematics in 2023. The transcript of the lecture is available from the Gresham College website: https://www.gresham.ac.uk/watch-now/sum-storiesGresham College has offered free public lectures for over 400 years, thanks to the generosity of our supporters. There are currently over 2,500 lectures free to access. We believe that everyone should have the opportunity to learn from some of the greatest minds. To support Gresham College's mission, please consider making a donation: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-today Website:  https://gresham.ac.ukX: https://x.com/GreshamCollegeFacebook: https://facebook.com/greshamcollegeInstagram: https://instagram.com/greshamcollegeBluesky: https://bsky.app/profile/greshamcollege.bsky.social TikTok: https://www.tiktok.com/@greshamcollegeSupport Us: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-todaySupport the show

In this special prevention-focused issue of JACC This Week, Editor-in-Chief Dr. Harlan Krumholz spotlights new research that underscores the urgent global need to prevent cardiovascular disease. From the projected impact of single-pill combination therapies (polypills) and validation of new risk equations across major U.S. health systems, to the sobering rise of modifiable risk factors in both high- and low-income countries, this episode dives deep into the data and the implications.

Equations for Goal Setting Abstract Chris and Fred discuss what equations (if any) exist for setting and optimizing reliability goals … sometimes trading off against other goals. Wo … Key Points Join Chris and Fred as they discuss equations that exist to help you come up with and optimize reliability goals and targets. This comes […] The post SOR 1082 Equations for Goal Setting appeared first on Accendo Reliability.

Darshan H. Brahmbhatt, Podcast Editor of JACC: Advances, discusses a recently published original research paper on PREVENT Risk Score vs the Pooled Cohort Equations in MESA.

Today on this edition of the Math Lab Shorts. This is going to be talking about the Polar Equations using for software development.Recorded on 6/14/2025

SPONSORS: 1) GhostBed: Use Code "JULIAN" to get 10% off your new GhostBed Mattress https://ghostbed.com/julian PATREON: https://www.patreon.com/JulianDorey (***TIMESTAMPS in Description Below) ~ Claudia de Rham is a Swiss theoretical physicist working at the interface of gravity, cosmology, and particle physics. CLAUDIA's LINKS: IG: https://www.instagram.com/claudia.derham/ BUY HER BOOK: https://www.amazon.com/stores/author/B0CJRZY58B?ccs_id=a0ca1502-30a1-46da-b05d-d7bb911d44f9 FOLLOW JULIAN DOREY INSTAGRAM (Podcast): https://www.instagram.com/juliandoreypodcast/ INSTAGRAM (Personal): https://www.instagram.com/julianddorey/ X: https://twitter.com/julianddorey LISTEN to Julian Dorey Podcast Spotify ▶ https://open.spotify.com/show/5skaSpDzq94Kh16so3c0uz Apple ▶ https://podcasts.apple.com/us/podcast/trendifier-with-julian-dorey/id1531416289 ****TIMESTAMPS**** 00:00 - Claudia Dreams of Equations & Making Sense of World, Gravity 12:23 - String Theory 18:21 - String Theory Revelation (Holographic Projection) 30:04 - Exploring Emmy Noether's impact on physics 45:15 - What is Space & Time 52:52 - Black Holes 01:06:33 - Age of the Universe (Last Scattering) 01:19:08 - Meaning of Life (God Question) 01:26:03 - Growing Up Lack of Religion (Different Way of Thinking) 01:36:03 - Best Theory of Relativity & Universe, Dark Energy & Anti-Gravity 01:44:31 - DARPA Creating Anti-Gravity Science Theory 02:07:31 - Cosmic Dust 02:17:21 - Numerical Simulation 02:24:03 - Using AI in Science Today, Concept of Time (Time Travel) 02:35:19 - Astronaut Story 02:42:04 - Extraterrestrial Life 02:51:15 - Claudia's Projects CREDITS: - Host, Editor & Producer: Julian Dorey - COO, Producer & Editor: Alessi Allaman - https://www.youtube.com/@UCyLKzv5fKxGmVQg3cMJJzyQ Julian Dorey Podcast Episode 310 - Claudia de Rham Music by Artlist.io Learn more about your ad choices. Visit podcastchoices.com/adchoices

Episode: 3314 The Navier Stokes Equations in Movies, Video Games and Hurricane Forecasts.  Today, the Navier Stokes equations.

Guest: Isabel Bazan, MD, BA As race-neutral reference equations have become the standard in pulmonary function tests (PFTs), a recent study explored the potential impact of this change on diagnosis and treatment of severe asthma. Join Dr. Isabel Bazan as she dives into the data and explains its implications for patient categorization and access to care. Dr. Bazan is an Assistant Professor of Medicine at Yale School of Medicine, and she spoke about this topic at the 2025 American Thoracic Society International Conference.

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In this podcast, I take 2 equations that commonly show up on all the USMLE exams, make them intuitive, and then proceed to discuss numerous (> 20) different ways they can be tested. These equations should feel a lot more logical after you listen to this. Very HY stuff here. I hope to make more … Continue reading DIP Ep 600: Intuition and Integrations With Select Equations (Step 1-3)

Join us for a compelling conversation with physicist, professor, and sci-fi author Christopher Kulp. As the John P. Graham Teaching Professor of Physics at Lycoming College, Christopher is passionate about bridging the gap between science and storytelling — especially when it comes to machine learning, nonlinear systems, and AI's evolving role in society. With research spanning from time series analysis to network dynamics, Christopher explores what large language models and generative tech mean for the human workforce, the environment, and the ethical landscape of innovation. Curious how a physicist views the future of AI and the algorithms shaping it? This is your chance to find out. In this episode: What's accelerating the pace of AI innovation The science behind smarter, more efficient machine learning models How generative tech and LLMs are reshaping human creativity Why tech ethics matter more than ever in today's AI-driven world To follow Christopher's work, visit his website — and don't forget to pre-order his sci-fi novel Lost Origins: Book One of the Majestic Chronicles (The Majestic Chronicles, 1), now available on Amazon. Episode also available on Apple Podcasts: https://apple.co/38oMlMr

Fluent Fiction - Hungarian: From Equations to Inspiration: Endre's Budapest Breakthrough Find the full episode transcript, vocabulary words, and more:fluentfiction.com/hu/episode/2025-04-14-22-34-02-hu Story Transcript:Hu: A víz enyhén gomolygott a Széchenyi Fürdő nagy medencéjében.En: The water gently swirled in the Széchenyi Fürdő's large pool.Hu: A tavaszi nap fénye lágyan megvilágította az épületet.En: The light of the spring sun softly illuminated the building.Hu: Endre, a matematikus, óvatosan lépett be a meleg vízbe.En: Endre, the mathematician, cautiously stepped into the warm water.Hu: Zoltán barátjának tanácsát követve jött el ide.En: He followed his friend Zoltán's advice in coming here.Hu: A fővárosban zajló konferencia után úgy érezte, ideje kicsit lazítani.En: After the conference held in the capital, he felt it was time to relax a bit.Hu: Endre elmerült a vízben, érzékelve a fürdők különleges atmoszféráját.En: Endre immersed himself in the water, sensing the unique atmosphere of the baths.Hu: Csöndesen nézte a körülötte lévő embereket.En: He quietly watched the people around him.Hu: Próbálta felidézni Zoltán szavait.En: He tried to recall Zoltán's words.Hu: "Lépj ki a komfortzónádból, ismerkedj meg valakivel!En: "Step out of your comfort zone, meet someone new!"Hu: " - mondta Zoltán.En: Zoltán had said.Hu: Endre most érezte csak, mennyire nehéz teljesíteni ezt a tanácsot.En: Endre only now realized how difficult it was to fulfill this advice.Hu: Az egyik sarokban egy fiatal nő ült, aki valahogy különösen magával ragadó volt.En: In one corner sat a young woman who was somehow particularly captivating.Hu: Katalin, a helyi művész, élvezte a termálvíz inspiráló erejét.En: Katalin, the local artist, was enjoying the inspirational power of the thermal waters.Hu: Szemei időnként egy vázlatfüzet lapjaira tévedtek.En: Her eyes occasionally wandered to the pages of a sketchbook.Hu: Endre bátorságot gyűjtött, közelebb ment hozzá.En: Endre gathered his courage and went closer to her.Hu: - Szia, tudod, hogy a fürdők forrásvize mennyire gazdag ásványi anyagokban?En: "Hi, do you know how rich in minerals the spring water of the baths is?"Hu: - kérdezte, miközben odaült hozzá.En: he asked as he sat down next to her.Hu: Katalin mosolygott, érezte Endre zavarát, de nem bántotta.En: Katalin smiled, sensing Endre's nervousness, but she wasn't bothered by it.Hu: - Igen, tudom.En: "Yes, I know.Hu: Gyakran járok ide, ihletért.En: I come here often for inspiration.Hu: Művész vagyok - válaszolt kedvesen.En: I'm an artist," she replied kindly.Hu: Endre meglepődött, de örömmel folytatta a beszélgetést.En: Endre was surprised but happy to continue the conversation.Hu: - Érdekes.En: "Interesting.Hu: Én matematikus vagyok.En: I'm a mathematician.Hu: Soha nem gondoltam volna, hogy a művészet és a matematika találkozhat.En: I never would have thought that art and mathematics could intersect."Hu: Katalin szemei csillogtak.En: Katalin's eyes sparkled.Hu: - Ó, de igen!En: "Oh, but they do!Hu: Nagyon sok közös vonás van.En: There's a lot in common.Hu: Érdekelne esetleg egy kiállítás?En: Would you be interested in an exhibition?Hu: Mutathatok pár művemet, amihez számításokat is használtam.En: I can show you some of my works, where I've used calculations as well."Hu: Endre lelkes lett az ötlettől.En: Endre became enthusiastic about the idea.Hu: Mosolyt csalt arcára a lehetőség, hogy valaki megértse az ő nézőpontját.En: The possibility of someone understanding his perspective brought a smile to his face.Hu: Ahogy a nap lassan lement, a két új ismerős mély beszélgetésbe merült.En: As the sun slowly set, the two new acquaintances delved into a deep conversation.Hu: Kiderült, hogy mindketten szeretik a várost, és különleges módon tekintenek a világra.En: It turned out that they both loved the city and had a unique way of viewing the world.Hu: A gőzölgő víz és a környező neobarokk épületfalak különleges hangulatot adtak beszélgetésüknek.En: The steaming water and the surrounding neo-baroque building walls provided a special ambiance to their conversation.Hu: Végül Katalin felajánlotta, hogy megmutatja Budapest rejtett szépségeit Endrének.En: Finally, Katalin offered to show Endre the hidden beauties of Budapest.Hu: Endre boldogan elfogadta a meghívást.En: Endre happily accepted the invitation.Hu: Érezte, hogy valami új kezdődik.En: He felt that something new was beginning.Hu: Így, a fürdő melegében, egy új barátság született.En: Thus, in the warmth of the bath, a new friendship was born.Hu: Endre immár bátrabban tekintett a világra.En: Endre now looked at the world more boldly.Hu: Andalgott Katalinnal a víz felszínén, mint aki megújult, készen állva megtapasztalni mindazt, amit Budapest kínál.En: He strolled with Katalin on the surface of the water, feeling renewed and ready to experience all that Budapest had to offer.Hu: A nap végére Endre rádöbbent, hogy bizony megérte kilépni komfortzónájából.En: By the end of the day, Endre realized that it was indeed worth stepping out of his comfort zone.Hu: Zoltán tanácsa végül is jó útra vezette.En: Zoltán's advice ultimately led him on a good path.Hu: Élete új színt kapott a váratlan találkozások révén a Széchenyi Fürdőben.En: His life gained new color through unexpected encounters at the Széchenyi Fürdő. Vocabulary Words:swirled: gomolygottilluminated: megvilágítottacautiously: óvatosanimmersed: elmerültatmosphere: atmoszférájátcomfort zone: komfortzónádbólfulfilled: teljesítenicaptivating: magával ragadóinspirational: inspirálówandered: tévedteknervousness: zavarátintersection: találkozhatsparkled: csillogtakexhibition: kiállításenthusiastic: lelkesacquaintances: ismerősdelved: merültambiance: hangulathidden: rejtettbeauties: szépségeitinvitation: meghíváststrolled: andalgottrenewed: megújultperspective: nézőpontjátbaths: fürdőbenfulfilled: teljesíteniunique: különlegesadvice: tanácsátunexpected: váratlanconference: konferencia

Dream 10X Episode 85: Five Equations That Changed The World

This week there's controversy in L.A., college degrees for former hockey players, and two members of the crew talk about their experience seeing eight hockey games. 0:00 Benjamin welcomes SJ to the Neutral Zone Hotel2:50 The crew discusses the controversy over Turkish-manufactured scarves for the Los Angeles Kings' Armenian Night.12:45 Boston College and the NHLPA have introduced a program for former hockey players to get a degree after their career is over. The crew outlines the plan and discusses the progress of the PA on these kinds of programs.25:23 It's Hockey Week in Canada Part Two. SJ and Benjamin spent last week seeing eight hockey games in nine days. They recap all of them. 26:02 Montreal Canadiens at Ottawa Senators32:44 Brantford Bulldogs at Ottawa 67's 37:47 Toronto Sceptres at Montreal Victoire (warning: museum talk)44:21 New York Sirens at Ottawa Charge49:02 San Jose Sharks at Montreal Canadiens56:20 Val-d'Or Foreurs at Gatineau Olympiques1:02:34 Boston Fleet at Montreal Victoire1:05:08 Belleville Senators at Laval Rocket1:09:00 Quebec Remparts at Gatineau OlympiquesNeutral Zone Hotel is a production of the Neutral Zone Hotel Team.More information is available at https://neutralzonehotel.comLogo design by Emily Mowbray.We're available on YouTube and all the major podcast platforms.You can follow us on social media:Instagram: @neutralzonehotel Bluesky: @neutralzonehotel.bsky.socialYou can join our Discord server at https://neutralzonehotel.com/discord

The Filmlosophers are thrilled to announce a major upgrade! After tireless dedication, Sarah, formerly their Jr. Filmlosopher, has officially joined the team as our newest Intern! To celebrate, they're plunging into the eerie world of Ozgood Perkins' "The Monkey." But that's not all... In this delightfully bizarre episode, the hosts will: Welcome Sarah!: Celebrate Sarah's arrival as a full-fledged Intern, hearing her first official takes and insights. Crispin Glover's Auditory Oddity: Take a detour into the strange and weird world of Crispin Glover's 1989 album, including a brief dive into his unsettling "Clowny Clown Clown" song. Decode "The Monkey": Dive into the unsettling atmosphere and psychological chills of Ozgood Perkins' latest horror offering, analyzing its themes and unique style. The Stephen "King-Dom": Uncover the history of Stephen King's works, and how this film's adaptation falls into the overarching universe the author has interwoven throughout his stories.  Connecting the Unconnected?: Attempt to find thematic links (or hilarious contrasts) between Perkins' horror and Glover's avant-garde audio experience. Join The Filmlosophers for an episode that's equal parts insightful film analysis and delightfully off-the-rails exploration of artistic eccentricity. Get ready for wild antics, new perspectives, and a slight dose of Crispin Glover strangeness! So pull up a chair, grab your popcorn, and tune in to this week's episode of The Filmlosophers!

Monthly Math discussion: This month discussion is on Graphs and Equations.

In this week's episode, Patrick and Greg discuss the benefits and limitations of generalized estimating equations as an approach to dealing with data that violate the assumption of independence. Along the way they also mention: goat rodeos, haunted houses, jump scares, liberos, Haikyu!!, Whoa Ace!, dadenfreude, Otto, cutting the baguette, this just in, American Idiot, bing bong bing bong, my dad drinks Pepsi, and fine print.Stay in contact with Quantitude! Web page: quantitudepod.org TwitterX: @quantitudepod YouTube: @quantitudepod Merch: redbubble.com

Should high school mathematicians be given choice of which strategy to use? In this episode Pam and Kim wrap up their exploration of systems of equations.Talking Points:What is needed to understand 3x?Where students mess up using substitution How do different systems lend themselves to different strategies?Ketchup problemsNext step Problem Strings and comparing strategiesGiving students choiceCheck out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

Don't you think math needs more cookies in it? In this episode Pam and Kim use Desmos graphing calculator to go through a routine to make sense of systems of equations before doing any elimination or substitution.Talking Points:Kim going to a Cafe for sandwiches and cookiesGraphing on Desmos graphing calculatorUnderstanding x and y interceptsUnderstanding where the lines intersect Relating systems of equations to each otherLink to Desmos Graphing Calculator: https://www.desmos.com/calculator/qq59ey0bub Check out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

Solving equations is figureoutable! In this episode Pam and Kim do a follow up string to last week's episode to further develop algebraic reasoning.Talking PointsUsing a double open number line to build proportional reasoningUsing what you know to find x and explore multiple relationshipsUnderstanding equations vs mimicking stepsSimultaneity can be trickyAdditive vs Multiplicative thinking showing upOperator meaning of fractions comes into playCheck out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

Join our poetry Salon and Open Mic: https://parallax-media-network.mn.co/share/5hSLvQW7bNszFGEo?utm_source=manual About Joe Ross Author of over fifteen books of poetry, Joe Ross was born in Pennsylvania and graduated magna cum laude from the Honors Program at Temple University in Philadelphia. He soon moved thereafter to Washington, D.C. where he wrote his first book, Guards of the Heart, consisting of four plays written in poetic form. In Washington D.C., he worked at The John F. Kennedy Center for the Performing Arts and was extraordinarily active in the cultural scene of that city. He served as the President of the Board of the Poetry Committee at The Folger Shakespeare Library from 1994-1997 and as the Literary Editor of the arts bi-monthly The Washington Review from 1991-1997. He also Co-founded and directed the In Your Ear poetry reading series at the District of Columbia Arts Center. During these years Ross continued to publish poetry, including How to Write; or, I used to be in love with my jailer (Texture Press, 1992); An American Voyage (Sun & Moon Press, 1993); Push (Leave Books, 1994); De-flections (Potes and Poets, 1994); Full Silence (Upper Limit Music, 1995); and The Fuzzy Logic Series (Texture Press, 1996). His poetry reveals close links with the "Language" poets but seeks in its often disjunctive structure, puns, and linguistic riddles, to be accessible to a large audience. Many of Ross's poems are subliminally political while concerned with love and interrelations between individuals. The American Voyage, in particular, concerns the idealism of American culture and its failures as a culture to live up to those ideals. Douglas Messerli, Publisher of Sun & Moon Press In 1997 he received a National Endowment for the Arts Fellowship Award for his poetry and moved to San Diego, where he worked for The City of San Diego Commission's for Arts and Culture. In 1999, he left that position to put his poetics into practice, and to work directly in politics. He served as the Senior Chief of Policy for several elected officials. He also continued to be very active in the San Diego cultural scene, serving as a board member of the San Diego Art Institute and Co-founding and curating the Beyond the Page reading series in that city. Two more books appeared: The Wood Series (Seeing Eye Books, 1997); and EQUATIONS=equals (Green Integer, 2004). In 2003 he received his first of three Gertrude Stein Poetry Awards. In 2004, he moved to Paris, where he continues to publish while working in communication and social change. His most recent titles are: Strati (Bi-lingual Italian/English, La Camera Verde, 2007); Strata (Dusie Press, 2008); Wordlick (Green Integer, 2011); 1000 Folds (Chax Press, 2014); Last Days on Earth (Dusie Press, 2017); and History and its Making – The Making of History (Bi-lingual French/English, Presses Universitaires de Rouen et du Havre, 2017). Forthcoming, Where Was The Flag Before, (Chax Press, 2025). BOOKS : Guards of the Heart: Four Plays (Sun & Moon Press, 1990) How to Write; or, I used to be in love with my jailer (Texture Press, 1992) An American Voyage (Sun & Moon Press, 1993) Push (Leave Books, 1994) De-flections (Potes & Poets Press, 1994) Full Silence (Upper Limit Music Press, 1995) The Fuzzy Logic Series (Texture Press, 1996) The Wood Series (Seeing Eye Books, 1997) EQUATIONS =equals (Green Integer Press, 2004) Strati (Bi-lingual Italian/English, La Camera Verde, 2007) FRACTURED // Conections … (Bi-lingual Italian/English, La Camera Verde, 2008) Strata (Dusie Press, 2008) Wordlick (Green Integer, 2011) 1000 Folds (Chax Press, 2014) Threads in Time (Atelier de Villemorge, 2016 Livre d'artiste, gravures by Jacky Essirard) History and its Making – The Making of History, (Bi-lingual French/English, Presses Universitaires de Rouen et du Havre, 2017) Last Days on Earth, (Dusie Press, 2017) Where Was The Flag Before, (forthcoming, Chax Press, 2025) Anthologies: Debut Edition of - The Best American Poetry 1988, Scribner/MacMillan Publishing Company, John Ashbery Editor Writing From the New Coast, Oblek Press, Peter Gizzi Editor Hungry As We Are, An Anthology of Washington DC Poet, Washington Writers Publishing House, Ann Darr, editor PIP Anthology of World Poetry of the 20th Century Vol 5. “Intersection – Innovative Poetry in Southern California, Green Integer Press; Douglas Messerli, Editor Honors: Gertrude Stein Poetry Awards, 2003, 2005, and 2006 National Endowment for the Arts Fellowship in Literature, 1997 District of Columbia Commission for Arts and Humanities Grant Recipient, 1992 & 1997 International Who's Who in Poetry, Cambridge, ENGLAND

Do we need to memorize a bunch of rules to solve linear equations or can we reason about them? In this episode Pam and Kim use a model to make thinking visible and keep students reasoning! Talking Points: Modeling on a double open number lineFinding where x lies on a double open number line.Grappling with the opposite of x Building integer sense as well as building equation solving senseReasoning about an equation versus balancing an equationCheck out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

PM Modi tweets about RSS foundation day after a gap of 7 years and about Mohan Bhagwat's speech after 10 years. What does it say about RSS-BJP' relationship? ThePrint Political Editor DK Singh explains in this episode of #PoliticallyCorrect ----more----Read this week's Politically Correct here: https://theprint.in/opinion/haryana-celebrations-over-modi-shah-must-worry-about-side-effects-now/2310517/

It's time for another trip around the solar system on the BIGGER and BETTER Science Weekly!  This episode of the Fun Kids Science Weekly we continue our bigger and better podcast where we answer YOUR questions, have scientists battle it out for which science is the best & learn all about the first baby beavers born in Hampshire for 400 years. Dan starts with the latest science news where we learn all about how radio waves caused by Elon Musk is stopping our ability to peer into the universe, why a national butterfly emergency has been announced by the Butterfly Conservation and Ewhurst Park's Mandy Lieu tells us all about the first beavers born in Hampshire for 400 years Then we delve into your questions where Dan explains how why we close our eyes when we sneeze & Peter Martin from University College London answers why so many babies are born in the evening....or are they? Dangerous Dan continues and we learn all about the Polistes Carnifex or it's better known name The Executioner Wasp.The Battle of the Sciences continues where Dan chats to Katy Clough from Queen Mary's University of London about why the Mathematical Sciences is the best kind of science? What do we learn about? How Elon Musk is stopping us from peering into the Universe Why there's been a National Butterfly Emergency declared? The first baby beavers born in Hampshire for 400 years Why are most babies born in the evening? Is Mathematical Sciences the best type of science? All on this week's episode of Science Weekly!Join Fun Kids Podcasts+: https://funkidslive.com/plusSee omnystudio.com/listener for privacy information.

From numerical digits, to mysterious graphs and equations, to abstractions like imaginary numbers, math can feel inaccessible, confounding and even like a foreign language to many. Math teacher Ben Orlin, self-proclaimed “math apologist” and bestselling author ofMath with Bad Drawings, shares insights from his new book, Math for English Majors: A Human Take on the Universal Language, and takes calls from listeners looking to demystify math for themselves or the kids in their lives.

Alexander Repenning created AgentSheets, an environment to help kids develop computational thinking skills. It wrapped an unusual computational model with an even more unusual user interface. The result was divisive. It inspired so many other projects, whilst being rejected at every turn and failing to catch on the way Scratch later did. So in 2017, Repenning published this obit of a paper, Moving Beyond Syntax: Lessons from 20 Years of Blocks Programming in AgentSheets, which covers his findings over the years as AgentSheets evolved and transformed, and gives perspective on block-based programming, programming-by-example, agents / rule / rewrite systems, automata, and more. This is probably the most "normal" episode we've done in a while — we stay close to the text and un-clam many a thought-tickling pearl. I'm saying that sincerely now to throw you off our scent the next time we get totally lost in the weeds. I hear a clock ticking. Links $ Do you want to move beyond syntax? Frustrated by a lack of syntactic, semantic, or pragmatic support? Join our Patreon! Choose the tier that best reflects your personal vision of the future of coding. Get (frequently unhinged) monthly bonus content. Most of all: let us know that you enjoy this thing we do, and help us keep doing it for years to come. Argos, for our non-UK listeners. They were acquired by future TodePond sponsor, Sainsbury's. Once again, I am asking for your Marcel Goethals makes a lot of cool weird stuff and is a choice follow. Scratch isn't baby programming. Also, you should try this bizarre game Ivan programmed in 3 blocks of Scratch. Sandspiel Studio is a delightful block-based sand programming simulator automata environment. Here's a video of Lu and Max introducing it. Simple Made Easy, a seminal talk by Rich Hickey. Still hits, all these years later. Someday we'll do an episode on speech acts. Rewrite rules are one example of rewriting in computing. Lu's talk —and I quote— "at Cellpond", was actually at SPLASH, about Cellpond, and it's a good talk, about —and I quote— "actually, what if they didn't give up on rewrite rules at this point in history and what if they went further?" Oh yeah — Cellpond is cool. Here's a video showing you how it works. And here's a video studying how that video works. And here's a secret third thingthat bends into a half-dimension. Here's Repenning's "rule-bending" paper: Bending the Rules: Steps Toward Semantically Enriched Graphical Rewrite Rules I don't need to link to SimCity, right? You all know SimCity? Will Wright is, arguably, the #1 name in simulation games. Well, you might not have caught the fantastic article Model Metropolis that unpacks the (inadvertently?) libertarian ideology embodied within the design of its systems. I'd also be remiss not to link to Polygon's video (and the corresponding write-up), which lend a little more colour to the history. Couldn't find a good link to Blox Pascal, which appears in the paper Towards "Second Generation" Interactive, Graphical Programming Environments by Ephraim P. Glinert, which I also couldn't find a good link to. Projectional / Structural Editor. Here's a good one. Baba is You Vernacular Programmers Filling Typed Holes with Live GUIs is, AFAIK, the most current canonical reference for livelits. I'm not linking to Minecraft. But I will link to the Repeater 32 Checkboxes Wiremod is a… you know what, just watch this. Chomsky Hierarchy The Witness Ivan wrote a colorful Mastodon thread surveying the history of the Connection Machine. Harder Drive is a must-watch video by the inimitable Tom7. Also couldn't find a good link for TORTIS. :/ Programming by Example (PbE) Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo Alex Warth, one of the most lovely humans Ivan knows, is a real champion of "this, because that". Ivan's magnetic field simulations — Magnets! How do they work? Amit Patel's Red Blob Games, fantastic (fantastic!) explorable explanations that help you study various algorithms and techniques used in game development. Collaborative diffusion — "This article has multiple issues." Shaun Lebron, who you might know as the creator of Parinfer, made a game that interactively teaches you how the ghost AI works in Pac-Man. It's fun! Maxwell's Equations — specifically Gauss's law, which states that magnetic fields are solenoidal, meaning they have zero divergence at all points. University of Colorado Boulder has a collection of simulations called PhET. They're… mid, at least when compared to building your own simulation. For instance. Music featured in this episode: snot bubbles ! Send us email, share your ideas in the Slack, and catch us at these normal places: Ivan: Mastodon • Website Jimmy: Mastodon • Website Lu: Login • Website See you in the future! https://futureofcoding.org/episodes/073Support us on Patreon: https://www.patreon.com/futureofcodingSee omnystudio.com/listener for privacy information.

Clinically DEAD Man Shown Mathematical Equations & MORE; Near Death Experience (NDE) #NearDeathExperience #SurvivalStory #CloseCall #BrushWithDeath #LifeAfterDeath #MiracleMoments #BeyondTheBrink #SecondChance #NDEjourney #CheatedDeath #GuardianAngels #NearMissChronicles #UnbelievableEscape #HeartStoppingMoments #NearDeathEncounter #FateIntervention #LuckyToBeAlive #OutoftheAbyss #NearFatalExperience #ResilienceStories --- Support this podcast: https://podcasters.spotify.com/pod/show/ndeworld/support

Summer at One Hope

Is Deca for joins overrated? Arnold Schwarzenegger Overrated? TIME STAMPS BELOW Skip Hill & Scott McNally Blood Sweat & Gear Coaching QA Podcast

Harry and Rafe continue the discussion around coming to understand the nature of light.  In this episode they discuss the properties of waves (interferences and such) and how the nature of light is like the nature of sound except for the fact that light waves seem to be able to travel without any medium to support them.  In the end, our friend Albert Michelson will again show up to finally put the ether to rest setting the stage another Albert to come to the front with Special Relativity.In true Buf fashion, the conversation drifts to things like the teaching of mathematics in high schools and to donuts; the more things change, the more they stay the same.

This week, Sushma Niwalkar, Senior Director of Customer Centric AI at Northwestern Mutual, joins your co-host Joe Bradley to share insights gleaned from decades of experience as an AI strategy leader in B2B and B2B2C — as well as her role implementing AI solutions within the financial industry. Sushma's passion for advanced data science has helped her enhance customer experience and drive alignment among critical stakeholders, and she's sharing lessons learned that apply across industries.Discussed in today's episode:How AI enhances advisor-client relationshipsThe role generative AI can play in financial planningStriking a balance between proven techniques and more experimental approachesThe ethical implications and challenges of using first-party data in AI applications

Are you tracking your marketing ROI properly?Are you making marketing decisions based on feelings more than data?If you don't know, our guest is here to break it all down so you know for sure.On this episode, we have Avi Kumar, founder and CEO of KUWARE Inc., a marketing and advertising agency headquartered in Austin, TX, USA, and a subsidiary in NCR, India. Kuware focuses on growing Local Service Businesses through organic and paid media. In this episode, you'll learn:What the Science of Marketing isHow to figure out how much you should be spending on marketingHow to properly calculate your marketing ROiThe 2 biggest factors of effective marketingYou can find Avi at Kuware and Invisible PPC and on socials:LinkedInIf you liked this episode, please leave us a review on Apple Podcasts!

While Charles Darwin's theory of evolution is still the most widely accepted, it may be missing a key component: cooperation. And how can mathematical equations help us understand this fundamental piece of evolutionary biology? Martin Nowak is a professor of mathematics and biology at Harvard University. His books like, Evolutionary Dynamics: Exploring the Equations of Life and SuperCooperators: Altruism, Evolution, and Why We Need Each Other to Succeed use the intersection of mathematics and biology to delve deeper into our understanding of evolution theory. His latest book, Beyond, is an exploration of how mathematics and religion are intertwined.  Martin and Greg discuss the five mechanisms of cooperation including direct and indirect reciprocity, how game theory evolved from economics as a way to explain strategic decisions of humans, and the role of religion and spirituality in promoting cooperative norms.*unSILOed Podcast is produced by University FM.*Episode Quotes:To what extent is punishment necessary to keep cooperation going?27:38: ​​Punishment, if you really think about it, is a terrible idea. Because, in most cases, punishment is not done for any noble reason. In most cases, punishment is just an act of violence. And every well-ordered society absolutely wants to make sure that people don't take the law into their own hands — that they just don't punish others. This is, for me, the principle of a functioning society: that we do not punish each other. So, for me, cooperation often means to refrain from punishment. And punishment is a very dangerous weapon. And I think many people have actually understood that critique — that punishment between individuals is a bad idea. And then they are still out there to say that it could be more useful if punishment is done by institutions. But also here, I'm very cautious. Because institutions are also not necessarily the best players all the time. They are the powerful players, and they could also use it inappropriately. So, I think that punishment is extremely problematic.Does mathematics lead us to God?43:47: It is not true that science explains everything. And now you should pause and ask yourself, so there is something which is independent of science, which is deep truth, which is absolute truth, which is unchanging truth. Where does that live? You know, where is that actually, if it's not in the atoms, if it's not in this, in the material world? So, this leads us to mathematical platonism. So, for me, mathematics is a step toward spirituality. It's a step toward the divine, as you say. And so, does mathematics lead us to God? Yes. The answer is yes, in my opinion, because it leads to a platonic heaven. And that is already the step of God. Does biology lead to God? Yes. Also because, in biology, the best understanding of evolution is mathematical. And so again, you need mathematics in order to understand evolution.What is the mechanism of direct reciprocity?15:12: The idea here is that, yes, interactions are repeated, but not necessarily between the same two people. So, I might help somebody who is a complete stranger. Or, in my class, I often talk about the New York subway hero, this brave man who saved another person who fell in front of the train. And, sort of, this isn't really the beginning of a long, repeated game. So, the question is, why do we have this instinct that we want to help? Even if it is with somebody we don't know, presumably a direct interaction is unlikely. And here, the proposal is that this works because of reputation. So, you help somebody, and that gets you the reputation of a valuable member, which is a person who receives help. Or, you refuse help to somebody, and that then will earn you other refusals in the future.Transcending the ego to unveil the nameless self50:05: Once you start to love the divine, you treat people differently; it becomes embracing. And so, if you also start to learn the difference between the ego and the self, there's this shell, and we are enslaved by the shell. And this shell has a name. And that name—we want to make that name famous. Then, we are sad if other people are against us. But inside us, there is the self. And the self is nameless, and the self is untouchable. The self can only be touched by us, not by othersShow Links:Recommended Resources:Theory of Games and Economic Behavior by John von Neumann and Oskar MorgensternJohn Maynard SmithEvolutionary Games and Population Dynamics by Josef Hofbauer and Karl SigmundW. D. HamiltonNoam ChomskyWesley Autrey“Winners Don't Punish” by Anna Dreber, David Rand, Drew Fudenberg, and Martin NowakError catastropheGuest Profile:Faculty Profile at Harvard UniversityProfessional WebsiteHis Work:Evolutionary Dynamics: Exploring the Equations of LifeSuperCooperators: Altruism, Evolution, and Why We Need Each Other to SucceedBeyondVirus dynamics: Mathematical principles of immunology and virologyEvolution, Games, and God: The Principle of Cooperation

What would aliens think of our inventions? Neil deGrasse Tyson and comedian Chuck Nice answer fan questions on Maxwell's Equations, the symmetry of the universe, and the physics around us all the time. NOTE: StarTalk+ Patrons can listen to this entire episode commercial-free here:https://startalkmedia.com/show/cosmic-queries-physics-all-around-us/(Originally released April 12, 2019)

Summary**Tensor Poster - If you are interested in the Breaking Math Tensor Poster on the mathematics of General Relativity, email us at BreakingMathPodcast@gmail.comIn this episode, Gabriel Hesch and Autumn Fanoff interview Steve Nadis, the author of the book 'The Gravity of Math.' They discuss the mathematics of gravity, including the work of Isaac Newton and Albert Einstein, gravitational waves, black holes, and recent developments in the field. Nadis shares his collaboration with Shing-Tung Yau and their journey in writing the book. They also talk about their shared experience at Hampshire College and the importance of independent thinking in education. In this conversation, Steve Nadis discusses the mathematical foundations of general relativity and the contributions of mathematicians to the theory. He explains how Einstein was introduced to the concept of gravity by Bernhard Riemann and learned about tensor calculus from Gregorio Ricci and Tullio Levi-Civita. Nadis also explores Einstein's discovery of the equivalence principle and his realization that a theory of gravity would require accelerated motion. He describes the development of the equations of general relativity and their significance in understanding the curvature of spacetime. Nadis highlights the ongoing research in general relativity, including the detection of gravitational waves and the exploration of higher dimensions and black holes. He also discusses the contributions of mathematician Emmy Noether to the conservation laws in physics. Finally, Nadis explains Einstein's cosmological constant and its connection to dark energy.Chapters00:00 Introduction and Book Overview08:09 Collaboration and Writing Process25:48 Interest in Black Holes and Recent Developments35:30 The Mathematical Foundations of General Relativity44:55 The Curvature of Spacetime and the Equations of General Relativity56:06 Recent Discoveries in General Relativity01:06:46 Emmy Noether's Contributions to Conservation Laws01:13:48 Einstein's Cosmological Constant and Dark Energy

Jim talks with Mike Whang about how his shift away from the traditional church model opened up avenues of ministry that can be limited for those in Christian leadership. Mike explains how working out the equations of ministry, the balancing of values, the realities of day to day life, and the needs of the Church, has been a challenge and a blessing as he grows in his walk with God and leadership position.   Mike Whang is an ordained elder of the United Methodist Church. He serves Oikon and Wesley as an extension minister of the Texas Annual Conference. He received his M. Div from Duke Divinity School. His favorite foods are rice, kimchi, and eggs. Raised in Los Angeles, he and his wife, Lisa are raising native Texan daughters of Korean descent. Conversation Overview A Shift in Approach Pivoting From a Local Church to a Ministry Organization Gaining Margin by Stepping away from Sunday Centric Model Integrating Faith with Life The Upsides and Downsides of Change Personal Responsibility as a Follower of Christ Limitations of Traditional Structures Different Paths for Spiritual Journeys Resources https://www.oikonandwesley.org/ Nomads in the Church: The Leader's Journey Podcast with Terry Walling

On this week's episode of Contractor Radio, Jim sits down with the founder of Kuware, Avi Kumar to discuss his science based approach to marketing. Jim and Avi get into a few of Avi's 6 equations for marketing success, how to know when to spend money on a marketer and advertising based on your profit margins, and Avi reveals some gold nuggets on How to rank better in Google LSA to immediately gain more leads. If you want to learn more about Kuware or connect with Avi directly visit his website: Kuware.com. Check out MOMNT: https://pages.momnt.com/contractorcoachproGet a Free Assessment of your business here: https://bit.ly/CTR-podcastFollow us on social media!Facebook: https://www.facebook.com/contractorcoachproYoutube: https://www.youtube.com/c/ContractorCoachPROInstagram: https://www.instagram.com/contractorcoachproLinkedIn: https://www.linkedin.com/company/contractorcoachproPodcast Facebook: https://www.facebook.com/contractorradioTOP REP Facebook: https://www.facebook.com/topreptrainingThe host of Contractor Radio, Jim Johnson, is also a best selling author! Get his book here so you can get control, grow and achieve freedom: Click Here for Contractor's Blueprint

While some individuals effortlessly navigate the intricate world of mathematics, I find myself grappling with its complexities. The abstract nature of mathematical concepts often eludes my grasp, leaving me feeling like a fish out of water in the numerical realm. Equations and theorems become a labyrinth of confusion, and the elusive understanding of mathematical principles remains just out of reach. Despite earnest efforts to decipher the language of numbers, my brain seems to resist the logical structures that define the mathematical landscape. However, acknowledging my struggle with math does not diminish my strengths in other areas. Each individual possesses a unique set of skills, and while mathematical prowess may not be my forte, I thrive in other intellectual and creative domains where my talents shine brightly. My guest today is Cam F Awesome. Yes, that is his legal name. Tune in to hear the full story. Join me as we "Take Flight" into Cam's story. 

946. It's Talk Like a Pirate Day, which brings to mind "Pirates of the Caribbean," but you can actually pronounce "Caribbean" at least two different ways. Did Disney get it right or wrong? We turn to history for the answer and discover a second fascinating linguistics story along the way! Plus, we answer a listener's question about how to write equations.| Transcript.| American Mathematical Society style guide (PDF).| Subscribe to the newsletter for regular updates.| Watch my LinkedIn Learning writing courses.| Peeve Wars card game. | Grammar Girl books. | HOST: Mignon Fogarty| VOICEMAIL: 833-214-GIRL (833-214-4475) or https://sayhi.chat/grammargirl| Grammar Girl is part of the Quick and Dirty Tips podcast network.Audio engineer: Nathan SemesEditor: Adam CecilAdvertising Operations Specialist: Morgan ChristiansonMarketing and Publicity Assistant: Davina TomlinDigital Operations Specialist: Holly Hutchings| Theme music by Catherine Rannus.| Grammar Girl Social Media Links: YouTube. TikTok. Facebook. Instagram. LinkedIn. Mastodon.