Podcasts about Faculty

“The Mysteries of Antarctica - Anomalies of a Forbidden Land” is an intriguing journey to the most remote continent on Earth. The authors methodically guide the reader through the annals of exploration, the lore of antiquity, and the enigma of history obscured by ice sheets. The text delves into the legends of lost civilisations, official and clandestine Nazi missions, and the hypothesis of hidden UFO bases, drawing upon conventional history and demonstrating how it itself provides substantial foundations for an alternative perspective on Antarctica, ranging from Atlantis to the controversies of the present day as reported by specific informants. The book combines elements of history, mystery and speculation, encouraging readers to contemplate the potential secrets that might lie hidden within one of the least explored regions on Earth.Umberto Visani was born in Turin, Italy, in 1983. He graduated with honors from the Faculty of Law at the University of Turin. He is an independent researcher specializing in ufology, mysterious archaeology, and counter-information.He contributes to several national and international magazines, including Mistero Magazine, XTimes, UFO International Magazine, Revista UFO Brasil, and Fate Magazine. He has been a frequent guest on the Italian TV program Mistero, aired on Italia 1.He is the author of numerous books:Mondo Alieno: Ufo ed extraterrestri nella storia dell'umanità (Arethusa Edizioni, 2012)Mai stati sulla Luna? (Uno Editori, 2016)I Misteri dell'Umbria (Morlacchi Editore, 2017)Ufo: le prove (Edizioni Segno, 2018)Ufo: i casi perduti (Edizioni Segno, 2019)Scomparsi (Uno Editori, 2020)Missioni Apollo e misteri dello spazio (Edizioni Segno, 2021)Ufo. I documenti ufficiali (Età dell'Acquario Edizioni, 2023)Esseri anomali dall'ignoto co-authored with Matteo Martini (Nexus Edizioni, 2023)Sotto l'Antartide co-authored with Gianluca Lamberti (FacciamoFintaChe Edizioni, 2024)https://www.facebook.com/visanium/Become a supporter of this podcast: https://www.spreaker.com/podcast/earth-ancients--2790919/support.

Many people may flush and forget but excrament can be mined for a lot of information about your health and habits, and the question is - who should get access to what you discarded? Doctoral candidate in the Faculty of Science at the University of Auckland, Mackey Price has been looking at the issue and spoke to Lisa Owen.

On this episode of Below the Radar, our host Am Johal is joined by Dorothy Christian, the Associate Director of Indigenous Policy & Pedagogy in the Faculty of Graduate Studies at Simon Fraser University. Dorothy talks about her work as a storyteller and academic, as well as her activism with the Oka crisis and the Gustafsen Lake standoff. Resources: Dorothy Christian: https://www.sfu.ca/gradstudies/about/contact/dorothy-christian.html Gathering knowledge : Indigenous methodologies of land/place-based visual storytelling/filmmaking and visual sovereignty: https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0343529 Bio: Dorothy Cucw-la7 Christian is Secwepemc and Syilx from the interior plateau regions of what is known as British Columbia. She is happy to be a good relative to her Coast Salish cousins while she lives, works, and plays on their lands. Her research centralizes land, story, cultural protocols and how Indigenous Knowledge informs film production practices. She is the the Associate Director of Indigenous Policy & Pedagogy in the Faculty of Graduate Studies at Simon Fraser University. Cite this episode: Chicago Style Johal, Am. “Story Sovereignty — with Dorothy Christian” Below the Radar, SFU's Vancity Office of Community Engagement. Podcast audio, August 12, 2025. https://www.sfu.ca/vancity-office-community-engagement/below-the-radar-podcast/episodes/btr-bsides-dorothy-christian.html.

The Malay world boasts a wealth of diverse cultures. The arrival of Islam in the Malay world during the 12th to 13th centuries permanently transformed the aesthetic landscape, and even European colonisation could not stem this change. In this episode of the Nordic Asia Podcast, Prof. Julie Yu-Wen Chen from the University of Helsinki talks to Dr. Dzul Afiq bin Zakaria and Dr. Wahyuni Masyidah Binti Md Isa from the Faculty of Creative Arts, University of Malaya about the localisation of Islamic arts in Malaysia. They illuminate the core of Islamic arts, which view art as a reflection of their faith. In Islam, there is no fundamental distinction between spiritual and secular art, enabling the qualities of Islamic architecture and arts to rise above mere aesthetics and utility. Dr. Dzul Afiq bin Zakaria, a distinguished scholar and artist, possesses artwork that can be shared with our audience to elucidate the relationship between culture, philosophy, and the arts within the Malay world. Dr. Wahyuni Masyidah Binti Md Isa's research employs Motion Capture technology to chart and conserve Islamic art. For example, Senaman Melayu Tua is a therapeutic exercise rooted in Malay culture. This exercise harmoniously integrates with both Malay culture and Islam, yielding comprehensive positive effects on the spiritual aspect by fostering inner peace, patience, and self-awareness. Her research utilises technology to visualize the micro-lines embedded within Senaman Melayu Tua. Julie Yu-Wen Chen is Professor of Chinese Studies and Asian studies coordinator at the Department of Cultures at the University of Helsinki (Finland). Chen is one of the Editors of the highly-ranked Journal of Chinese Political Science. Formerly, she was Editor-in-Chief of Asian Ethnicity. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Thank you to everyone who tuned into my live video! Join me for my next live video in the app. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit karlyn.substack.com/subscribe

The Malay world boasts a wealth of diverse cultures. The arrival of Islam in the Malay world during the 12th to 13th centuries permanently transformed the aesthetic landscape, and even European colonisation could not stem this change. In this episode of the Nordic Asia Podcast, Prof. Julie Yu-Wen Chen from the University of Helsinki talks to Dr. Dzul Afiq bin Zakaria and Dr. Wahyuni Masyidah Binti Md Isa from the Faculty of Creative Arts, University of Malaya about the localisation of Islamic arts in Malaysia. They illuminate the core of Islamic arts, which view art as a reflection of their faith. In Islam, there is no fundamental distinction between spiritual and secular art, enabling the qualities of Islamic architecture and arts to rise above mere aesthetics and utility. Dr. Dzul Afiq bin Zakaria, a distinguished scholar and artist, possesses artwork that can be shared with our audience to elucidate the relationship between culture, philosophy, and the arts within the Malay world. Dr. Wahyuni Masyidah Binti Md Isa's research employs Motion Capture technology to chart and conserve Islamic art. For example, Senaman Melayu Tua is a therapeutic exercise rooted in Malay culture. This exercise harmoniously integrates with both Malay culture and Islam, yielding comprehensive positive effects on the spiritual aspect by fostering inner peace, patience, and self-awareness. Her research utilises technology to visualize the micro-lines embedded within Senaman Melayu Tua. Julie Yu-Wen Chen is Professor of Chinese Studies and Asian studies coordinator at the Department of Cultures at the University of Helsinki (Finland). Chen is one of the Editors of the highly-ranked Journal of Chinese Political Science. Formerly, she was Editor-in-Chief of Asian Ethnicity. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/islamic-studies

The Malay world boasts a wealth of diverse cultures. The arrival of Islam in the Malay world during the 12th to 13th centuries permanently transformed the aesthetic landscape, and even European colonisation could not stem this change. In this episode of the Nordic Asia Podcast, Prof. Julie Yu-Wen Chen from the University of Helsinki talks to Dr. Dzul Afiq bin Zakaria and Dr. Wahyuni Masyidah Binti Md Isa from the Faculty of Creative Arts, University of Malaya about the localisation of Islamic arts in Malaysia. They illuminate the core of Islamic arts, which view art as a reflection of their faith. In Islam, there is no fundamental distinction between spiritual and secular art, enabling the qualities of Islamic architecture and arts to rise above mere aesthetics and utility. Dr. Dzul Afiq bin Zakaria, a distinguished scholar and artist, possesses artwork that can be shared with our audience to elucidate the relationship between culture, philosophy, and the arts within the Malay world. Dr. Wahyuni Masyidah Binti Md Isa's research employs Motion Capture technology to chart and conserve Islamic art. For example, Senaman Melayu Tua is a therapeutic exercise rooted in Malay culture. This exercise harmoniously integrates with both Malay culture and Islam, yielding comprehensive positive effects on the spiritual aspect by fostering inner peace, patience, and self-awareness. Her research utilises technology to visualize the micro-lines embedded within Senaman Melayu Tua. Julie Yu-Wen Chen is Professor of Chinese Studies and Asian studies coordinator at the Department of Cultures at the University of Helsinki (Finland). Chen is one of the Editors of the highly-ranked Journal of Chinese Political Science. Formerly, she was Editor-in-Chief of Asian Ethnicity. Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/southeast-asian-studies

In this special episode, the creators of SAMR, TPACK, Triple E, SETI, and GenAI-U reflect on how their views of AI in education have evolved since the launch of ChatGPT in November 2022. They share hard lessons learned and insights gleaned, offering a candid look at the ups and downs in their journey through periods of awe, skepticism, and embracing AI's potential. As they prepare to head back to school, they discuss their personal AI use, how their own kids are using AI, and their updated thinking on cheating prevention strategies. The group expands the lens to examine tech companies' AI promises, why Grammarly's new feature is shaking up grading, and how AI is impacting our relationships on many levels. They conclude by sharing how they plan to approach AI differently as they head back to school this term. Follow on X: @CFKurban @hcrompton @lkolb @punyamishra @jonHarper70bd @bamradionetwork Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship and Innovation at the Mary Lou Fulton Teachers College at Arizona State University. He has an undergraduate degree in Electrical Engineering, two Master's degrees in Visual Communication and Mass Communications, and a Ph.D. in Educational psychology. He co-developed the TPACK framework, described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. She was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University and teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the creator of the GenAI-U technology integration framework. Dr. Liz Kolb is a clinical professor at the University of Michigan and the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She created the Triple E Framework for effective teaching with digital technologies and blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at various K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education and has guided multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in educational technology.

The Malay world boasts a wealth of diverse cultures. The arrival of Islam in the Malay world during the 12th to 13th centuries permanently transformed the aesthetic landscape, and even European colonisation could not stem this change. In this episode of the Nordic Asia Podcast, Prof. Julie Yu-Wen Chen from the University of Helsinki talks to Dr. Dzul Afiq bin Zakaria and Dr. Wahyuni Masyidah Binti Md Isa from the Faculty of Creative Arts, University of Malaya about the localisation of Islamic arts in Malaysia. They illuminate the core of Islamic arts, which view art as a reflection of their faith. In Islam, there is no fundamental distinction between spiritual and secular art, enabling the qualities of Islamic architecture and arts to rise above mere aesthetics and utility. Dr. Dzul Afiq bin Zakaria, a distinguished scholar and artist, possesses artwork that can be shared with our audience to elucidate the relationship between culture, philosophy, and the arts within the Malay world. Dr. Wahyuni Masyidah Binti Md Isa's research employs Motion Capture technology to chart and conserve Islamic art. For example, Senaman Melayu Tua is a therapeutic exercise rooted in Malay culture. This exercise harmoniously integrates with both Malay culture and Islam, yielding comprehensive positive effects on the spiritual aspect by fostering inner peace, patience, and self-awareness. Her research utilises technology to visualize the micro-lines embedded within Senaman Melayu Tua. Julie Yu-Wen Chen is Professor of Chinese Studies and Asian studies coordinator at the Department of Cultures at the University of Helsinki (Finland). Chen is one of the Editors of the highly-ranked Journal of Chinese Political Science. Formerly, she was Editor-in-Chief of Asian Ethnicity. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/art

Eating Disorders: A Contemporary Introduction (Routledge, 2022) presents an accessible introduction to the conceptualization and treatment of eating disorders from a psychoanalytic perspective. Each of the chapters offers a different perspective on these difficult-to-treat conditions and taken together, illustrate the breadth and depth that psychoanalytic thinking can offer both seasoned clinicians as well as those just beginning to explore the field. Different aspects of how psychoanalytic theory and practice can engage with eating disorders are addressed, including mobilizing its nuanced developmental theories to illustrate the difficulties these patients have with putting feelings into words, the loathing that they feel towards their bodies, the disharmonies they experience in the link between body and mind, and even the ways that they engage with online Internet forums. This is an accessible read for clinicians at the start of their career and will also be a useful, novel take on the subject for experienced practitioners. Tom Wooldridge, PsyD, ABPP, CEDS-S is Chair in the Department of Psychology at Golden Gate University as well as a psychoanalyst and board-certified, licensed psychologist. He has published numerous journal articles and book chapters on topics such as eating disorders, masculinity, technology, and psychoanalytic treatment. His first book, Understanding Anorexia Nervosa in Males, was published by Routledge in 2016 and has been praised as “groundbreaking” and a “milestone publication in our field.” His second book, Psychoanalytic Treatment of Eating Disorders: When Words Fail and Bodies Speak, an edited volume in the Relational Perspectives Book Series, was published by Routledge in 2018, and has also been well reviewed. In addition, Dr. Wooldridge has been interviewed by numerous media publications including Newsweek, Slate, WebMD, and others for his work. He is on the Scientific Advisory Council of the National Eating Disorders Association, Faculty at the Psychoanalytic Institute of Northern California (PINC) and the Northern California Society for Psychoanalytic Psychology (NCSPP), an Assistant Clinical Professor at UCSF's Medical School, and has a private practice in Berkeley, CA. Helena Vissing, PsyD, SEP, PMH-C is a Licensed Psychologist practicing in California. She is associate professor at California Institute of Integral Studies. She can be reached at contact@helenavissing.com. She is the author of Somatic Maternal Healing: Psychodynamic and Somatic Treatment of Trauma in the Perinatal Period. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychoanalysis

This week we discuss The Faculty. We deep dive into the movie, discuss listener feedback, review previous ladder connections and decide on our next connected cinematic rung (00:55:48). So (re)watch the film (currently streaming on Paramount+ and Hoopla) and listen along with us. Then stay tuned to hear what connected film we pick for next week (00:55:48). Submit your questions, comments, rating and suggested connections for next week's movie to themovieladder@gmail.com.Connect with us on Letterboxd (@TheMovieLadder), Twitter (@LadderMovie) and Instagram (@laddermovie). Check out our Letterboxd watchlist to see all the movies suggested on this podcast. You can find us individually on Twitter (@FitzyBrendan and @brooksza) and Letterboxd (@FitzyBrendan and @brooksza). And join us for the Ladder Library Movie Challenge in 2025!

Eating Disorders: A Contemporary Introduction (Routledge, 2022) presents an accessible introduction to the conceptualization and treatment of eating disorders from a psychoanalytic perspective. Each of the chapters offers a different perspective on these difficult-to-treat conditions and taken together, illustrate the breadth and depth that psychoanalytic thinking can offer both seasoned clinicians as well as those just beginning to explore the field. Different aspects of how psychoanalytic theory and practice can engage with eating disorders are addressed, including mobilizing its nuanced developmental theories to illustrate the difficulties these patients have with putting feelings into words, the loathing that they feel towards their bodies, the disharmonies they experience in the link between body and mind, and even the ways that they engage with online Internet forums. This is an accessible read for clinicians at the start of their career and will also be a useful, novel take on the subject for experienced practitioners. Tom Wooldridge, PsyD, ABPP, CEDS-S is Chair in the Department of Psychology at Golden Gate University as well as a psychoanalyst and board-certified, licensed psychologist. He has published numerous journal articles and book chapters on topics such as eating disorders, masculinity, technology, and psychoanalytic treatment. His first book, Understanding Anorexia Nervosa in Males, was published by Routledge in 2016 and has been praised as “groundbreaking” and a “milestone publication in our field.” His second book, Psychoanalytic Treatment of Eating Disorders: When Words Fail and Bodies Speak, an edited volume in the Relational Perspectives Book Series, was published by Routledge in 2018, and has also been well reviewed. In addition, Dr. Wooldridge has been interviewed by numerous media publications including Newsweek, Slate, WebMD, and others for his work. He is on the Scientific Advisory Council of the National Eating Disorders Association, Faculty at the Psychoanalytic Institute of Northern California (PINC) and the Northern California Society for Psychoanalytic Psychology (NCSPP), an Assistant Clinical Professor at UCSF's Medical School, and has a private practice in Berkeley, CA. Helena Vissing, PsyD, SEP, PMH-C is a Licensed Psychologist practicing in California. She is associate professor at California Institute of Integral Studies. She can be reached at contact@helenavissing.com. She is the author of Somatic Maternal Healing: Psychodynamic and Somatic Treatment of Trauma in the Perinatal Period. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In 1973, three young lawyers founded Heenan Blaikie in Montreal, which grew to be a prominent Canadian law firm with notable members, including former political leaders. Despite its close-knit atmosphere, the firm faced significant internal issues, leading to its collapse in 2014. Adam Dodek, an impartial observer, examines the firm's rise and fall, highlighting its unique culture alongside underlying problems like workplace bullying, challenges for women and minorities, and sexual harassment. The narrative is contextualized within broader societal changes, including economic shifts and crises. Dodek's thorough investigation serves as an essential read for legal professionals and those interested in the dynamics of corporate failure. Adam Dodek is a professor in the Faculty of Law at the University of Ottawa. Among his numerous publications are In Search of the Ethical Lawyer; The Canadian Constitution, Third Edition, named by the Hill Times as one of the top 100 books on Canadian public policy; and Solicitor-Client Privilege, which won the Walter Owen Book Prize. He is a recipient of the Canadian Association of Law Teachers Prize for Academic Excellence, the Mundell Medal for excellence in legal writing, and the Law Society of Ontario's Law Society Medal. He is also a director of the Canadian Association for Legal Ethics and the Canadian Legal Information Institute, and a past governor of the Law Commission of Ontario. Image Credit: UBC Press If you like our work, please consider supporting it: bit.ly/support_WTY. Your support contributes to the Champlain Society's mission of opening new windows to directly explore and experience Canada's past.

Eating Disorders: A Contemporary Introduction (Routledge, 2022) presents an accessible introduction to the conceptualization and treatment of eating disorders from a psychoanalytic perspective. Each of the chapters offers a different perspective on these difficult-to-treat conditions and taken together, illustrate the breadth and depth that psychoanalytic thinking can offer both seasoned clinicians as well as those just beginning to explore the field. Different aspects of how psychoanalytic theory and practice can engage with eating disorders are addressed, including mobilizing its nuanced developmental theories to illustrate the difficulties these patients have with putting feelings into words, the loathing that they feel towards their bodies, the disharmonies they experience in the link between body and mind, and even the ways that they engage with online Internet forums. This is an accessible read for clinicians at the start of their career and will also be a useful, novel take on the subject for experienced practitioners. Tom Wooldridge, PsyD, ABPP, CEDS-S is Chair in the Department of Psychology at Golden Gate University as well as a psychoanalyst and board-certified, licensed psychologist. He has published numerous journal articles and book chapters on topics such as eating disorders, masculinity, technology, and psychoanalytic treatment. His first book, Understanding Anorexia Nervosa in Males, was published by Routledge in 2016 and has been praised as “groundbreaking” and a “milestone publication in our field.” His second book, Psychoanalytic Treatment of Eating Disorders: When Words Fail and Bodies Speak, an edited volume in the Relational Perspectives Book Series, was published by Routledge in 2018, and has also been well reviewed. In addition, Dr. Wooldridge has been interviewed by numerous media publications including Newsweek, Slate, WebMD, and others for his work. He is on the Scientific Advisory Council of the National Eating Disorders Association, Faculty at the Psychoanalytic Institute of Northern California (PINC) and the Northern California Society for Psychoanalytic Psychology (NCSPP), an Assistant Clinical Professor at UCSF's Medical School, and has a private practice in Berkeley, CA. Helena Vissing, PsyD, SEP, PMH-C is a Licensed Psychologist practicing in California. She is associate professor at California Institute of Integral Studies. She can be reached at contact@helenavissing.com. She is the author of Somatic Maternal Healing: Psychodynamic and Somatic Treatment of Trauma in the Perinatal Period. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/food

Something weird is going on with the Faculty of Herrington HighEmma and Ally are going back to school to dissect the 1998 horror/ sci-fi film, "The Faculty"The hosts break down why this Robert Rodriguez cult gem still slaps, like an alien parasite to the face. From everything to conformity, high-school dynamics and the random all-star lineup that'll make you ask " Wait..THEY were in this??"Just make sure to always stay hydrated.Support the showWebsite - spookychickspod.comInstagram - instagram.com/spookychickshorrorflicksTiktok - tiktok.com/@spookychickshorrorflicksLetterboxd - letterboxd.com/spookychickspod/Patreon - patreon.com/SpookyChicksandHorrorFlicks

In his first weeks in office as the Ohio Education Association's new president, Jeff Wensing has faced everything from the Ohio House attempting to override the governor's vetoes on the most damaging property tax provisions in the new state budget to questions about what the legislature's moves to silence the voices of educators by removing elected positions from the State Board of Education and the State Teachers Retirement System Board will mean for the future or our public schools. He's also had the chance to meet with many educators as they begin the new school year. As we begin Season 6 of this podcast, Jeff shares his thoughts on how Ohio's educators can stand up for our public school students by shining a spotlight on their success. SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms. Click here for some of those links so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.SHARE YOUR FEEDBACK | If you'd like to share your thoughts on the Public Education Matters podcast, including your ideas for what you'd like to hear on future episodes, please email educationmatters@ohea.org.Featured Public Education Matters guest: Jeff Wensing, Ohio Education Association PresidentA high school math teacher in Parma City Schools, Jeff Wensing was elected OEA President in 2025 after serving as the Association's vice president for six years. A public education advocate and leader for more than 33 years, Jeff served as President of the Parma Education Association from 2012-2018, and as President of the North Eastern Ohio Education Association (NEOEA) from 2016-2018. He served on OEA's Constitution and Bylaws Committee and President's Cabinet, as Vice Chair of OEA's District Leaders Council, and as a member of the Fiscal Fitness Review Committee and Systemic Practices Committee. As Vice President, Jeff continued to emphasize the importance of organizing members throughout the state.Jeff believes OEA's commitment must be unwavering in protecting, promoting, and strengthening Ohio's public schools. As President, he maintains open and effective communication with the OEA Board and district and local leaders to continue building OEA's collective strength and lead the Association's advocacy for all students and educators and efforts to ensure equity and inclusion.As President, Jeff prioritizes empowering local affiliates, equipping leaders for successful negotiations, expanding and diversifying OEA membership, enhancing political advocacy, safeguarding equitable funding for public schools, opposing unchecked voucher expansion, defending collective bargaining rights, and promoting safe and supportive schools.Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award-winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on August 12, 2025.

Asians and Asian Americans are numerous within the classical music industry, but their identities are often politicized and racialized in this Eurocentric musical genre. For the third episode of Obbligato on APEX Express, Isabel Li discusses this intersection with Mari Yoshihara, Professor of American Studies at the University of Hawaiʻi at Mānoa and Professor at the Center for Global Education at the University of Tokyo, Japan; author of many books, including Musicians from a Different Shore: Asians and Asian Americans in Classical Music (2007) and Dearest Lenny: Letters from Japan and the Making of the World Maestro (2019). Tonight's episode features music by Chinese American composer Zhou Tian. To learn more about Mari and her work, please visit her website: https://www.mariyoshihara.com/index.html  Musicians from a Different Shore: https://tupress.temple.edu/books/musicians-from-a-different-shore-2 Dearest Lenny: https://global.oup.com/academic/product/dearest-lenny-9780190465780?cc=jp&lang=en&  Transcript  Opening: [00:00:00] Apex Express Asian Pacific expression. Community and cultural coverage, music and calendar, new visions and voices, coming to you with an Asian Pacific Islander point of view. It's time to get on board the Apex Express.    00:00:53 Isabel Li  Good evening. You're listening to KPFA 94.1 FM. My name is Isabel Li and I'm delighted to be hosting a new edition of Obbligato on Apex Express, which is a semimonthly segment specifically about AAPI identities in classical music. Tonight's guest is someone I have been incredibly excited to speak to because her writings have actually very much informed my studies and research. In fact, her books are exactly about the subject matter of Obbligato. I am honored to be speaking to Mario Yoshihara, Professor of American Studies at the University of Hawaiʻi at Mānoa and Professor at the Center for Global Education at the University of Tokyo, Japan; author of many books, including Musicians from a Different Shore: Asians and Asian Americans in Classical Music, published in 2007, and Dearest Lenny: Letters from Japan and the Making of the World Maestro, which was published in 2019. Welcome to Obbligato on Apex Express. Mari, how are you doing?  00:01:55 Mari Yoshihara  I'm doing fine. Thank you for having me.  00:01:58 Isabel Li  Of course, my first question for you is how do you identify and what communities are you a part of?  00:02:06 Mari Yoshihara  Oh well, that's actually a little bit complicated I am. I am a Japanese woman who have spent a little bit over well, maybe not more than a little more than half of my life in the United States. Born in New York but raised in Tokyo, educated mostly in Japan, but also earned my graduate degrees in the United States and most of my academic career has been in Hawaii, so I've been in American academia for almost 30 years now, but I also have a dual appointment with the University of Tokyo in Japan. So I split my time between Japan and Hawaii now.  00:02:54 Isabel Li  Can you tell us a little bit about your work and your books? I had a chance to read Musicians from a Different Shore, but how would you summarize your research to someone who might not have read your book?  00:03:04 Mari Yoshihara  So I am a scholar of American studies, which is an interdisciplinary field that has anything to do with America broadly defined. And within that, my area of expertise is about, well, I would say I'm a scholar of US cultural history. US Asian relations, mostly US, East Asian relations, especially in the cultural dimension, cultural studies, gender studies, Asian American studies, etc. And so I have written a number of books, both in English and Japanese, but the one that you're referring to, Musicians from a Different Shore, is a book that I did research for more than 20 years ago and was published in 2007. It's a study of Asians and Asian Americans and classical music. So it was partly historical in that I examined the ways. which Western music, so-called western classical music, was introduced to East Asia and how also East Asians became have become so successful and prominent in this field that is generally considered a white European elite art form, so it was partly historical, but then the rest of the book was based on my ethnographic field work and interviews among Asians and Asian Americans in classical music looking at how well who these people are in the first place and then also how musicians, Asian and Asian musicians themselves, understand the relationship between their racial and cultural identity on the one hand, and their practice of Western classical music on the other, so that was my study.   And then I also wrote another book called Dearest Lenny. It's about—the subtitle is Letters from Japan and the Making of the World Maestro. It's about Leonard Bernstein's relationship with two very special individuals in Japan. And through that story, I interweave an account of various things. For one thing, how Leonard Bernstein became a world maestro and also the relationship between politics and arts, gender, sexuality, art and commerce, etcetera, etcetera. So that was my most recent book published in English and then, I'm sure we'll talk more about this, but I'm currently doing a follow up research on the on Musicians from a Different Shore, taking into account all the changes that have been taking place in the classical music industry in the United States in the past, I would say five years or so especially so that's my that's the abbreviated version of my research.  00:05:55 Isabel Li  That's really cool, and I also want to ask you about these changes, if you can talk a little bit about the classical music world. I feel like classical music is one of those genres that seems to be unchanging on the outside. But as a scholar of classical music, what types of changes have you observed that has influenced how AAPI identities play into this world?  00:06:18 Mari Yoshihara  Yeah, I think especially in the last, I would say, yeah, 5 to 10 years, especially in the last five years, classical music industry in the United, I mean I say specifically in the United States because I don't see the similar kind of changes taking place in Japan where I'm currently located. And I also don't really know the situation in Europe. But the field of classical music in the US is changing. I think most significantly because of movements like the Black Lives Matter movement and also with the onset of COVID and the rise of anti Asian hate, there's been a lot more heightened awareness about how issues of race and also class shapes classical music. So there's a lot more vibrant conversations and debates about these topics in the industry and also in terms of AAPI community, are the biggest changes, the biggest change I'm seeing is that Asian and Asian American musicians themselves are being a lot more vocal and active in issues of race and racism in the field and there I've encountered many Asian and Asian American musicians who have, for instance, you know organized events or organizations, or taken up various forms of advocacy and activism on these issues. So compared to, say, 20 years ago, 20, 25 years ago, when I was doing the original research, I see a lot more kind of, you know, explicit awareness and awareness and articulation of these issues by Asian and Asian American musicians themselves.  00:08:12 Isabel Li  That's really interesting. Just because classical music is also one of those genres, that doesn't seem like a genre that most people explicitly associate with politics or activism. What are some examples of these, like activist movements that you've observed within the Asian American community in classical music?  00:08:32 Mari Yoshihara  So for instance, some Asian and Asian American musicians are are becoming a lot more vocal about the actual like racism or sexism that they have themselves experienced, or that they witness in the industry, like in in schools, conservatories, orchestras, opera companies, etc. Either through the media or you know their own writing, and also like speaking up within the organizations that they work in. So that's one. There are other kinds of advocacy and activism in that they demand more diverse repertoire, and I think the repertoire is in terms of the industry industry changes. That's the area that's changing the most, the the kind of repertoire that many orchestras for instance perform have become a lot more– I mean overall it's still very white, European centered– but in terms of the actual numbers of pieces that are performed, works by living, composers and composers of color, women composers, etcetera. That is significantly increased in the last 10 years and that is, you know significantly to do with the advocacy and activism on the part of, you know, artists of color.  So yeah, so things like that and then, you know, many Asian, Asian American artists are doing their own programming, for instance, like event organizing programming. So yeah, those are the areas that I see changes. I see things happening that I didn't see 25 years ago.  00:10:20 Isabel Li  Definitely. I remember reading your book, and your book has been published since 2007, so a lot of changes have happened since then. But in general, when you did your research at first, what how would you summarize the dynamic of Asian identities, Asian American identities in this very Eurocentric field, it's a juxtaposition of two different cultures and identities that a lot of people also observe in orchestras. There's a large population of Asian and Asian American musicians, conductors just in general. It's a very large population, but yet this identity is still not quite represented in media. It's not quite seen, so talk to us a bit about this juxtaposition and how you observe these dynamics in your research.  00:11:10 Mari Yoshihara  Yeah. So. The thing is, Asians and Asian Americans are indeed numerically overrepresented in classical music, in the sense that compared to the general public, the the the proportion of Asians and Asian Americans in the overall US population, the number of Asian and Asian Americans in classical music indexed by things like the student body at major conservatories or membership roster of US orchestras, etcetera, Asians and Asian Americans percentage is higher than the general population, right. So in terms of the numbers, Asians and Asian Americans are, quote unquote overrepresented. But those numbers are not reflected in the actual like voice, power and influence that they have in the industry.   So that was my finding back 2025 years ago and I think that's still true today. Also, the thing about Asian, Asian American musicians is that it's a racialized category. They are seeing and treated as Asian. It's this racial category. But their identities and experiences as Asians is not at all uniform, right?   Some of these Asian musicians are Asian Americans, like multi generational Asian Americans whose parents or grandparents or great grandparents etcetera have come to the United States and they themselves are U.S. citizens. So that's one group.   Many Asian musicians working in the United States are people who were born and raised in Asia, places like China or South Korea, Japan, etcetera, and came to the United States as international students to study music, often at the college level, college conservatory level, so obviously these people have very different sense of identity and experience as Asians compared to say, you know 3rd, 4th generation Chinese Americans or 1.5 Korean Americans.   There are other people who live in the United States because they were very talented, very young musicians, and the whole whole family immigrated to the United States specifically for their music education. So Midori, the famous violinist, Midori is a case, example of this, but there are also a number of other, especially among Koreans and Chinese. There are families, the whole family immigrated to the United States when the child was a very promising musician at age 7 or something. So that's one group. They too have a different sense of identity and experience of Asians than the two former groups that I that I talked about.   There are other people who also came to the United States because not because of the music education, but because of their parents' profession, for instance. And they have transnational kind of family ties and you know, they move, they go back and forth between US and Asia, for instance. And then there are also mixed roots families where one parent is Asian and the other is non Asian.   And then there are also Asians who were born and raised in Europe for other parts of the globe and then came to the United States, for either personal or professional reasons.   So in other words, they're all Asians in terms of their racial identity. But what that means is really quite diverse and their experience as Asian and Asian American musicians is also quite diverse. So it's not as if you know, just because they're Asian, they share some kind of experience and identities around which they coalesce. So that's, you know, that was true 20, 25 years ago. And I think that's still true today.  More and more Asian musicians are coming to the United States to study, study or work in classical music, but especially because of this, like new influence, this Asian category is becoming even more diverse. However, because of the COVID, you know the rise of Anti Asian hate during the COVID pandemic, I think that heightened the awareness of, you know, these different kinds of Asians, the heightened awareness that they are Asians. First and foremost, you know, in, in that in the sense of being racialized in the United States. So I have talked with a number of musicians, Asians and Asian American musicians, who did not really, hadn't thought about their Asianness before. It wasn't at the forefront of their identity before, but during this rise of anti Asian hate it they became they basically became more politicized. You know, they had quite a politicized language and awareness to think about race and racism especially against Asians and Asian Americans.  00:16:31 Isabel Li  Yeah, that's a great point. It is a such a diverse group and there are so many different identities, even within just the Asian American framework AAPI, as a label is very, very diverse. And that applies to classical music as well. But I think there's also this social perception of Asian and Asian Americans as a group that also relates to the model minority stereotype that's historically been present and, for example, a lot of people might think of, like a young Asian or Asian American musician as being like a prodigy because they are technically skilled at their instrument, where like these social perceptions that exist both in media and in the culture around us, why do you think that is?  00:17:15 Mari Yoshihara  Well, that as you said, there is a model minority myth and there is a stereotype of Asians and Asian Americans as being very studious and diligent, but also quiet, right? I mean, they just quietly follow, like, obedient, obediently follow the instructions and that translates in the field of music as the stereotype that Asian musicians are technically very proficient but artistically non expressive. I mean, that's a very common stereotype that yeah, you know, practically any Asian, Asian Americans in classical music have been subjected to, you know, quite regularly and frequently. And I think that, yeah, that just comes with the overall kind of racial stereotype of Asians and Asians and Asian Americans in American society at large. And also the fact that, you know, classical music, especially in terms of instrumental performance, it is an area that is, it's something that is, indeed, technically very demanding, right? You need many, many years of disciplined training and a lot of practice. And there is a myth of merit– well, no, not entirely a myth– but there is this this very, you know, dearly held faith in meritocracy in classical music. The idea that if you have the chops you will be rewarded, you will be recognized and you know, no matter what kind of great artistic idea you might have, if you can't play the notes, you can't play the notes. That kind of ethos of meritocracy is particularly strong in classical music because of the technical demands of the genre, and that and that kind of, you know, goes hand in hand with the model minority methods for Asian Americans.  00:19:20 Isabel Li  Definitely. That's really interesting and another part of your book that was quite fascinating to me when I first read it was chapter 3. You talked about the intersection of gender as well as, you know, racial identity in classical music. The chapter is called Playing Gender and you talk about, I think at large don't necessarily associate classical music with a discipline that provides a stable job. It is an art form and there is kind of an uphill battle for artists in a sense like a starving artist myth there. We're not even a myth. Like if there's a starving artist image, whereas the image of a very successful classical musician there's this duality that you also mentioned in one of your other chapters about class. So what really interested me in for this chapter was that there was this intersection of power in classical music of who would go down the path that might not be traditionally as successful. How do you think gender dynamics play into this and how do you think they might have shifted within the last two decades or so?  00:20:20 Mari Yoshihara  Huh. I'm not sure if it has shifted all that much in the last two decades, but as you said, because music I mean, not just classical music, but music. Like, you know, arts in general is a field that is very like economically insecure in terms of career, right?   But at the same time. Classical music is associated with kind of, you know, bourgeois identity and just kind of overall cultivation and so, many Asian, Asian American parents are very eager to send their kids to, say, piano lessons, violin lessons, cello lessons, etcetera. To, you know, give them a well-rounded education and also because it is considered useful tool, you know, when you're going to college and stuff like, you know being, you know, being able to show that you're very talented violinist, for instance, is believed to help your college application.  So there's this, you know, both stereotype and reality that like, you know, places like Julliard Pre-College, very competitive, you know, school, like music education program for kids is filled with Asian, Asian American, you know, students and their parents who are waiting, waiting for them to come out of school.   So there's that. But how gender plays into this is that while both men and women are do study music at a young age. When it comes to, you know, choosing say, college, like what they would, what they would pursue at the college level, far fewer male students tend to choose music as their college major or go to conservatory and pursue it as a as a career. But I think it's both their own choice. And also especially for Asian and Asian Americans, like parental pressure to not pursue music professionally because of, you know, financial insecurity.   So there's that, and also how that plays into the actual experiences of Asian, Asian Americans musicians who do study music is that I have heard from a number of female Asian musicians that either their peers or especially their teachers are doubtful that they are actually serious about music. There is a stereotype that, you know, say for instance, Japanese or Korean female students at Juilliard School, Manhattan School or whatever, they are there because they, you know, they want to study music and then find a good husband and marry, you know, a lawyer or doctor or engineer or something. [laughs] And and not that that doesn't happen. But that's a stereotype of, you know, that's a racialized and gender stereotype that comes from these, you know, gender and class and racialized dynamics.  00:23:35 Isabel Li  And just for clarification, is the classical music world at large still a male dominated field?  00:23:41 Mari Yoshihara  Yes. Oh yes. Definitely. I mean, it depends on the segment of you know, I mean classical music is itself quite diverse. So if you look at, for instance, the string section, especially the violin section of the New York Philharmonic for instance, you will find that like, I think the majority of those violin players are Asian women, perhaps. But if you look at say for instance, the Faculty of Conservatories or music directors and major orchestras and said, I mean still very male dominated.  00:24:23 Isabel Li  Yeah. Yeah, definitely. I like how your book also has so many different layers for each chapter. So Chapter 3 was about the gender intersection with this, with this identity, and Chapter 4, was it Chapter 4, I believe it was about class, Class Notes, and you've already mentioned a little bit about how class plays into the perception of music, how class influences gender even. But there's a statement in there that you said that, “it's misleading to characterize Asian musicians as just coming from the upper middle class.” And it makes sense that people would think of musicians coming from this economic bracket, because classical music is an in and of itself a very kind of expensive undertaking. You need so many lessons, so many instruments. But tell us why this statement would be misleading.  00:25:15 Mari Yoshihara  Because I mean, first of all, most of the overwhelmed, I would say overwhelming majority of the Asian, Asian American musicians that I interviewed come from middle class backgrounds, many of them from so-called like professional executive class backgrounds in, meaning that their parents hold these professional executive positions, right. And that's why they were able to afford advanced musical studies from a fairly young age. They need, you know, sustained and disciplined and often costly, you know, lessons, you know, competitions, etcetera, auditions, travel, etcetera. So that's for sure, yeah.   At the same time, there are also Asian musicians who come from less privileged backgrounds, you know, immigrant families who have, because quite a few. I mean overall Asian American population, many immigrants experience downward social mobility upon immigrating to the United States because of, you know, oftentimes linguistic barriers or you know, or plain old racism. And so you're not Asian families that immigrate to the United States, like, for instance, if the parents have professional positions back in South Korea, oftentimes they become, you know, for instance, you know, small business owners and they experience downward social mobility. I mean, that's a very common scenario. Yeah, so now all Asian, Asian American musicians grow up in a privileged environment.  00:27:06 Isabel Li  Definitely a great point. Now before we move on to some discussions about Mari's research. First of all, thank you for tuning in to Obbligato on APEX Express, we'll be taking a short music break and as mentioned earlier, a great way to increase diversity within classical music is to uplift works by living composers. If you're listening to my first.  00:27:26 Isabel Li  Episode 2 months ago, you'll know that I featured music by Chinese American composer Zhou Tian. I'm happy to say that coming up next is one of Zhou's compositions inspired by a trip to Italy. This is a piece called Hidden Grace performed by the Formosa Trio.  27:45 – COMP MUSIC – Hidden Grace  00:35:34 Isabel Li  That was a piece called Hidden Grace, composed by Zhou Tian for a fascinating instrumentation of flute, Viola and heart coming up for our second piece. In this interview, break another movement by Zhou Tian, the third movement of his double concerto for violin and Viola, called Rendezvous.  35:58 – COMP MUSIC – Double Concerto for Violin and Viola, III. Rendezvous  00:41:09 Isabel Li  Noah Bendix-Balgley on violin, Shanshan Yao on viola, and the Hangzhou Philharmonic, playing the third and final movement of Zhou Tian's Double Concerto for violin and viola. So back to the conversation with Professor Mari Yoshihara.  00:41:25 Isabel Li  As you also mentioned before, you're working on an updated version of Musicians from a Different Shore. Can you talk–I don't know how much you can talk about your, like upcoming projects, but are you using similar research methods to what you've done before using ethnographic field work? You've mentioned the new changing dynamics of classical music in the United States with new waves of activism and awareness. What are some new topics of your chapters that you might focus on? So for your 2007 publication, you talked about your gender and class and how these intersect with identity. Are there any new things that you're drawing upon here?  00:42:02 Mari Yoshihara  Yeah. So I'm using basically the same research method. I'm interviewing actually some of the same people that appeared in Musicians from a Different Shore. Some people kept in touch with over the years, I've gone back to them and interviewed them to see the trajectories of their careers since the first time I interviewed them. But then I've also interviewed a bunch of other, you know, new musicians that I'm speaking with for the first time. So it's essentially an interview and ethnographic fieldwork-based research.  I told you earlier about I think one of the biggest changes is, as I said before, the activism and advocacy on the part of Asian, Asian American musicians themselves. So I have one chapter about that. Like, what? How? What kinds of advocacy and activism they're engaged in.   Another big change that I'm seeing is that compared to 20 years ago, there are a lot more Asian musicians in the field of opera.  00:43:01 Isabel Li  Ohh yeah.  00:43:02 Mari Yoshihara  Uh. Both as singers. Yeah, many of them singers, but also in other, you know, like for instance opera, you know, pianist for opera or be opera directors, et cetera. There are many more Asians in this particular field than what I saw 20 years ago. And I talked about this a little bit in my first book, but opera is a very particular kind of field within classical music.   How race plays into opera is very different from other areas of classical music because it's a theatrical art form. It's visually oriented, you know art form. And because singers have to be cast in order to, you know, sing on stage. So the racial politics in opera, you know, unfolds very differently from, say, for pianists or cellists or conductors or or composers.   So I now have a whole chapter about opera, especially Madame Butterfly, that this very fraught work, you know, opera that many Asian and Asian Americans have love hate relationships. A lot of pigeon-holing that happens in that through that opera. But also, production of new opera by Asian and Asian American artists, composers, directors, singers, etcetera. So I have a whole chapter about that.   And then I also will have another chapter about, you know, what it means to, you know, sit at the table, basically. Like stand on the podium and sit at the table, stand on the podium. Not only, I mean I will, I will have a whole discussion about Asian and Asian Americans conductors, but not only in that literal sense of, you know, standing at the podium, but like being at the table like in other words, not only, Asian and Asian American musicians playing music that are given to them and they are assigned to them that they're hired to play, but also having a real voice in the organizational and institutional dimensions of classical music industry. So the kinds of people, Asians, who are in these positions more executive positions with decision making power what their experiences are like. I'm going to have a chapter about that.   So those are some of my ideas. I'm still in the middle of the project, so I can't. I can't see the whole picture, but those are some of my current ideas.  00:45:48 Isabel Li  I see. And do you have an idea of when this book will be published or an updated version?  00:45:54 Mari Yoshihara  Well [laughs], my goal rather ambitious goal is to have it published in 2027, because that would be 20 years since Musicians from a Different Shore, so that would be ideal if I can make that.  00:46:08 Isabel Li  Well, yeah. Nice. That's really exciting, definitely. I will also kind of bridge, I guess my part of the research into this part of the interview, since I'd love to talk to you a little bit more about how classical music in general is portrayed in media.   So as I've introduced myself before, I had a back, I have a background in media studies as well as music history and theory. And what was really interesting to me in my senior thesis while I was doing research for that was I coined this term and it could just be loosely associated with the genre of film. But it's the “classical music film.” So think of any narrative fictional film you can think of with a classical musician in there. So it could be like Amadeus, where I think of like Tár. If you watch Tár like a lot of these depictions are quite understandably white and European, but they my senior thesis I've never really seen any depictions of Asian American or Asian classical musicians? I was wondering if you have ever watched a film like that, or could maybe talk a bit about maybe the lack of representation in media, how media plays into how people perceive classical music as a genre as a whole.  00:47:23 Mari Yoshihara  That is a very interesting question. I think you know, because of the stereotype of Asian and Asian American model minority and model minority stereotype often is associated with, you know, violin or piano-playing Asian American kids, I think. Asian, Asian American characters who are, you know, these kind of musical classical music geniuses appear here and there. But the ones that center on such a character as the main, you know, like the protagonist, come to think of it, I'm not sure if I've seen. I mean, I've seen several Korean dramas, you know, character, but those are Korean dramas, not Asian American, so more American works with Asian classical musicians…  00:48:21 Isabel Li  And I think also classical music as a genre is. It's interesting because classical music is also kind of underrepresented. It's not quite in the mainstream. And then one of my final questions for you is I do also want to take a second to acknowledge that your book was actually one of the only books that I could find about this topic. I think there are not that many other books about Asian and Asian Americans in classical music. I think there are a few other books and a few and definitely some papers that talk about this, but what got you interested in this field? And I don't know if you think there's a scarcity of information, but do you think there's relative scarcity of information about this topic?  00:49:01 Mari Yoshihara  Yeah. So how I got into it is. So I was a pretty serious student of piano when I was a child. That's like, yeah, that really kind of preoccupied my childhood and adolescence. But then I, for various reasons I ended up not going to a music Conservatory and became an academic.   And then once I entered academia and became a scholar of American studies, all I was studying was like race, gender, class. I mean, that's what  we do in American studies. And my first book, which was originally my doctoral dissertation, was a cultural history of orientalism and white women. So that was a study of the intersections of race and gender and to some extent class in American history.   So once I finished that book, I was thinking about what projects to work on next. And I happened to turn on the TV, and it just so happens that the Vienna Phil New Year's concert, conducted by Seiji Ozawa was playing on the TV and that was sort of my “aha” moment because I had always known or, you know, kind of generally aware that Asians and Asian Americans are, if not necessarily overrepresented, but, you know, they're quite numerous, you know. They're present. Their numerical presence is quite notable in classical music that is often associated with white, you know, European culture, elite culture.  So I was kind of curious about that phenomenon, but I hadn't really thought too much about it until I watched Seiji Ozawa were conducting the Vienna Phil. And that's when I thought, well, maybe I can kind of combine my classical music background and my academic training in studies of race, gender, class into this project. So that's when I decided to work on. You know, this topic of Asians and Asian Americans, classical music.  I think the reason that there hadn't been at least a book-length study on the topic until my book is that for one thing, classical music is considered to be kind of a very abstract absolute form of music. This ethos that it is kind of transcends– that it is a universal, transcendental kind of genre, that is sort of above things like politics or race or gender. Like it shouldn't matter that these, you know, individual identity, racialized gender identity shouldn't matter vis-à-vis the universalism of classical music. I mean that kind of ethos is very strong in this particular genre of music. I think that has a lot to do with it.   And also the study of classical music until rather recently, like musicological study of classical music, really tended to be focused on the study of composers and their works, right? It was the textual that, like it, was an analysis of Beethoven Symphony or, you know, Bach Fugues, etcetera. Yeah. It was really focused on the study of the score, the study of the composer's ideas, as reflected in the score, I mean that was the centerpiece of musicological approach to classical music.  And so sort of more sociological anthropological study of the musical practice is a relatively new approach in in the field of musicology. I'm not a musicologist. So that's not how I'm trained. But I think the academic approach to classical music was not very, kind of, open to the kinds of topics that I raised in Musicians from a Different Shore.  00:53:12 Isabel Li  Definitely. I see. And my very final fun question for you is can you name three of your favorite classical music pieces for any recommendations you have for the audience who might be listening, who might be wondering what they will listen to next?  00:53:27 Mari Yoshihara  Well, OK well. Pieces well, because I wrote a book about Leonard Bernstein. I mean, I ended up– I wrote a book about Leonard Bernstein. Not necessarily because I was an avid fan of Bernstein. It just kind of happened this this project. But nonetheless of while I was doing research and writing the book I did listen to a lot of Bernstein. I and I have come to really love Bernstein music and so. And you know, of course, everybody knows West Side Story, but he actually wrote many other pieces that may not be as well known.   Well among the pieces that I like, I like…which one should I choose? I will choose. Ohh well, I'll choose a piece that I learned myself as a pianist.  I learned the piece called “Touches” that he wrote. It was a commission piece for the Van Cliburn International Piano Competition, and it's kind of yeah, it's a chorale and variation. So that's very interesting and very interesting and very Bernstein-esque so well.   I'll OK, as an American study scholar. I'll, I'll stick with American pieces. I like someone Barber a lot. I like Barber “Excursions,” which I also learned to play.  00:55:04 Isabel Li  Yeah.  00:55:09 Isabel Li  Tough question.  00:55:11 Mari Yoshihara  Umm, Mason Bates piece that I also learned, “White Lies For Lomax.” This one was also, I believe…was it commissioned by the Cliburn? But no, maybe it wasn't. Yeah, I think it was commissioned. But anyway, I played it at the Van Cliburn International– the amateur competition of the Cliburn competition.  I did all these. So like Bernstein, Bates, Amy Beach piece I also played. Yeah, I'll stop there. I I wish you had prepped me for that then [laughs]–  00:55:42 Isabel Li  Oh my gosh. Great responses.  00:55:46 Mari Yoshihara  Hard to think on the spot.  00:55:47 Isabel Li  Yeah, I totally get that. Whenever people ask me for my favorite composer, I never have an answer. No, so I totally get it.   Well, thank you so much for your time, Mari. And thank you for your wonderful insights. I'll put the link to your books so that people can learn about your works on APEX Express on kpfa.org. So thank you so much for your time, Mari.  00:56:07 Mari Yoshihara  Thank you.  00:56:09 Isabel Li  As mentioned, please check our website kpfa.org to find out more about Mari Yoshihara, her scholarship, and links to two of her books. We thank all of you listeners out there. Keep resisting, keep organizing, keep creating and sharing your visions with the world. Your voices are important.  00:56:31 Isabel Li  APEX Express is produced by Miko Lee, Jalena Keane-Lee, Preeti Mangala Shekar, Anuj Vaidya, Swati Rayasam, and Cheryl Truong. Tonight's show was produced by Isabel Li. Thanks to the team at KPFA  for their support. Have a great night.  [OUTRO MUSIC]  The post APEX Express – 09.04.2025 – Obbligato with Mari Yoshihara appeared first on KPFA.

This episode of In All Fairness looks at Canada's new anti-greenwashing provisions under the Competition Act, which came into effect in June 2024. Host Ariane Savard is joined by Chris Russill (Carleton University, Re.Climate) and Julien O. Beaulieu (Imperial College London, University of Sherbrooke), to discuss the evolving definition of greenwashing, the role of the Competition Bureau, and the burden of proof now placed on companies. Together, they explore recent cases, potential sanctions, and the broader implications for public trust, corporate accountability, and climate justice in Canada.   Guests Julien O. Beaulieu, Doctoral Researcher in environmental policy research, Centre for Environmental Policy, Imperial College London Chris Russill, Associate Professor (School of Journalism and Communication) and Academic Director (Re.Climate), Carleton University Host Ariane Savard, Law Student, Faculty of Law, Université de Montréal   Environment and the Law:Protect or Develop—Is There a Choice? Join CIAJ's 2025 Annual Conference Environment and the Law: Protect or Develop—Is There a Choice? (October 28-30, 2025 in Vancouver, BC & Online). Our annual conference will highlight the dilemmas between the need to protect the environment and the necessity to support economic development. How can we reconcile the demands of resource protection with those of development?Between the perspectives of Indigenous communities and those of Canadians, questions of justice and sustainability are pressing.   VIEW FULL PROGRAM   Join in the discussions and have your say in a dynamic program of interactive workshops, inspiring panels and stimulating debates. REGISTER

09/03/25: Joel Heitkamp is joined by the President of UND, Dr. Andrew Armacost, to talk about enrollment, the campus, athletics, and more as their new school years starts. Dr. Armacost took over as the University of North Dakota’s 13th president on June 1, 2020. Prior to UND, he served as the Dean of the Faculty at the U.S. Air Force Academy. (Joel Heitkamp is a talk show host on the Mighty 790 KFGO in Fargo-Moorhead. His award-winning program, “News & Views,” can be heard weekdays from 8 – 11 a.m. Follow Joel on X/Twitter @JoelKFGO.)See omnystudio.com/listener for privacy information.

Did you have your heart set on something cherry flavored? The Faculty from 1998 guaranteed to jack us up! Do the special effects and famous cast make this horror movie out of this world?? The Summer of Madness 2025 has come to an end and school is back in session. Madness U is hiring their own faculty members for the new survival classes. Will the Mouths of Madness hire the right candidates?! Let the interviews begin..Your Hosts- Kevin, Dan, Bearclaw, and Logan. Produced by Nathan. What are your thoughts on our episode? Email Us- ThePaddedRoom@outlook.comJoin The Madness!InstagramYouTubeFacebookTikTokLetterboxdMerch“We All Go Mad” Theme Music by Nathan

Fall semesters are off to a rocky start for some B.C. post-secondary institutions. Faculty associations at Vancouver Community College and Langara College say more of their members were issued layoff notices amid plummeting international school enrolment. CBC's Johna Baylon breaks down its impacts on students and faculty.

fWotD Episode 3043: William Arthur Ganfield Welcome to featured Wiki of the Day, your daily dose of knowledge from Wikipedia's finest articles.The featured article for Wednesday, 3 September 2025, is William Arthur Ganfield.William Arthur Ganfield (September 3, 1873 – October 18, 1940) was an American pastor, educator, and academic administrator who was president of Centre College in Danville, Kentucky, from 1915 to 1921 and then of Carroll College (now called Carroll University) in Waukesha, Wisconsin, from 1921 until his retirement in 1939.A preacher in Green Bay, Wisconsin, Ganfield was hired to join the history faculty at Carroll in 1904 and stayed in Waukesha until 1915, when he was elected president of what is now Centre College. There, he reversed decisions made by his predecessor, Frederick W. Hinitt, to restore the school's close connection with the Presbyterian Church, leading to an increase in enrollment and a successful fundraiser. Centre experienced significant athletic success during Ganfield's tenure, particularly in football; the 1919 team was retroactively recognized as national champions, and the 1921 team won a major upset victory over Harvard. By the time of the Harvard game, Ganfield had already agreed to return to Carroll as their president, though his contract stipulated that he would not begin the position until after the game.Ganfield, who took office at Carroll directly after the school's first lay president, kept its ties to the church intact and maintained daily chapel attendance as a requirement for all students. Enrollment and the endowment both grew during his nineteen-year term, the latter to $800,000 by his retirement. Sports enjoyed increased attention and success; Norris Armstrong, a former member of Centre's football team, came to Carroll in 1923 to coach the football and basketball teams, both of which won numerous league titles. Faculty pensions were introduced during the Great Depression, and fixed salaries were implemented as the faculty numbers grew. Ganfield retired in 1939 due to poor health and died the following year.This recording reflects the Wikipedia text as of 00:53 UTC on Wednesday, 3 September 2025.For the full current version of the article, see William Arthur Ganfield on Wikipedia.This podcast uses content from Wikipedia under the Creative Commons Attribution-ShareAlike License.Visit our archives at wikioftheday.com and subscribe to stay updated on new episodes.Follow us on Mastodon at @wikioftheday@masto.ai.Also check out Curmudgeon's Corner, a current events podcast.Until next time, I'm neural Ruth.

Dr Stephen Young is an Associate Professor at the University of Otago's Faculty of Law and joins Emile Donovan.

GUEST: Mark Maclachlan, Dean of UBC's Faculty of Science Learn more about your ad choices. Visit megaphone.fm/adchoices

You can appear lean but have insufficient muscle mass and too much body fat. Synopsis: Every first Wednesday of the month, The Straits Times helps you make sense of health matters that affect you. A local paper has found that 1 in 4 young women, despite having a normal weight, had low muscle mass, weak bones and high body fat. This increases their future risks for not only osteoporosis and muscle loss but metabolic diseases like diabetes and obesity. ST senior health correspondent Joyce Teo speaks to the paper’s authors to find out more. Lead author Dr Mya Thway Tint is a principal scientist at the A*STAR Institute for Human Development and Potential (IHDP) and an Adjunct Assistant Professor at the Dean's Office, NUS Yong Loo Lin School of Medicine. Professor Johan Eriksson is the Executive Director of A*STAR IHDP and highly knowledgeable about the S-PRESTO study, or the Singapore Preconception Study of Long-Term Maternal and Child Outcomes cohort study, which the paper is part of. He was previously a professor at the Faculty of Medicine, University of Helsinki, and the chief physician at Helsinki University Central Hospital in Finland. Highlights (click/tap above): 2:50 Having a normal BMI and low bone density 5:03 You have to exercise to grow bone 10:29 Using bioimpedance or bioelectrical impedance analysis to measure body composition 13:53 What is considered an unhealthy body fat percentage level? 19:56 What can we do to improve our bone health? Check out ST's new series, No health without mental health: https://str.sg/mentalhealthmatters Read Joyce Teo's stories: https://str.sg/JbxN Host: Joyce Teo (joyceteo@sph.com.sg) Produced and edited by: Amirul Karim Executive producers: Ernest Luis and Lynda Hong Follow Health Check Podcast here and get notified for new episode drops: Channel: https://str.sg/JWaN Apple Podcasts: https://str.sg/JWRX Spotify: https://str.sg/JWaQ Feedback to: podcast@sph.com.sg SPH Awedio app: https://www.awedio.sg --- Follow more ST podcast channels: All-in-one ST Podcasts channel: https://str.sg/wvz7 Get more updates: http://str.sg/stpodcasts The Usual Place Podcast YouTube: https://str.sg/4Vwsa --- Get The Straits Times app, which has a dedicated podcast player section: The App Store: https://str.sg/icyB Google Play: https://str.sg/icyX --- #healthcheckSee omnystudio.com/listener for privacy information.

With Stefan Simovic, Faculty of Medical Sciences, University of Kragujevac, Kragujevac - Serbia, Vera Maslova, University Medical Center of Schleswig-Holstein, Kiel - Germany, Daniel Scherr Medical University of Graz, Austria, and Michal Farkowski, Ministry of Interior and Administration National Medical Institute, Warsaw, Poland. During this podcast Daniel Scherr, Michal Farkowski, Stefan Simovic and Vera Maslova will explore the newly published 2025 ESC-EHRA Atlas on Heart Rhythm Disorders, featured in EP Europace journal offering key insights into global arrhythmia care. 

Guests:Dr Sherif Elsharkawy, Senior Clinical Lecturer in Prosthodontics, at the Faculty of Dentistry, Oral & Craniofacial Sciences at King's College LondonDr Shelley Brady of DCUProfessor Oran Kennedy of the RCSI

How do we measure what truly matters in education? Laureate Professor Emeritus John Hattie joins host Dr Sophie Specjal to reflect on five decades of research, leadership and global influence. From his pioneering work on Visible Learning to mentoring over 200 PhD students, Hattie explores the mentors, milestones and moments that defined his career, celebrates teacher expertise, and considers how schools can nurture curiosity and belonging. He also looks ahead to how AI may transform classrooms and learning. More information and useful links are available via this ⁠link⁠. Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We'd love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

I sat down with Medha Bhaskar to unpack the real value behind 200- and 300-hour yoga teacher trainings. We explored why so many programs fall short of preparing teachers, what's often missing in modern yoga education, and how personal practice and mentorship can make all the difference. If you've ever wondered whether certifications alone create great teachers, this episode is a must-listen.Episode Highlights:Why Medha became interested in yoga teacher training and what inspired her journey.Steps a participant should take before enrolling in a yoga teacher training program.Key elements to look for in a core 200-hour yoga teacher training syllabus.The original intent behind 200-hour and 300-hour trainings and how they are perceived today.The fundamental differences between 200-hour and 300-hour trainings, whether everyone needs to advance, and what topics should be included at the 300-hour level were explored.Faculty structure: whether to have lead teachers with guest faculty or a fully equal model, and which approach works best.Staying accountable after teacher training: how to keep the momentum alive once the graduation glow fades.Alternatives to Yoga Alliance: exploring India's initiatives and whether certification really matters for teacher trainings.How students can evaluate the credibility and quality of yoga schools and trainers.Join our mailing listFind all the resources mentioned in this episodeConnect with us on Instagram

In this episode of Two Bees in a Podcast, Amy Vu and Jamie Ellis interview Dr. Irfan Kandemir from the Department of Biology and the Faculty of Science at Ankara University about beekeeping in Turkey. This episode ends with a Q&A segment. Check out our website: www.ufhoneybee.com for additional resources from today's episode. 

In Episode 88, we're diving into 5 Fun Things from our annual Staff Kick-Off—a tradition that helps us reconnect, realign on our mission, and set the tone for a great season. With our big move coming up, we kept this year's meeting intentionally lighter, knowing a more intensive training is on deck soon.1) Staff Lunch Away from the Studio A cozy, cute space that keeps setup and cleanup simple—perfect for keeping the vibe relaxed and focused on connection.2) Big Build Bash Theme Carryover We love a theme for clarity and cohesion. With our new studio underway, the construction vibe we used at Open House made decor, slides, and materials easy and on-brand.3) Fun, Organized Info Delivery + New Staff Resources We used Canva slides and Rhythm visuals to make “important things” engaging. Faculty leads covered key areas: HR processes (payroll, time-off, sub logs), taking roll/Dancer of the month, assistant best practices, and more.We paired this with Rhythmpedia—our new branded Enrollio landing page linking everything (policies, forms, calendars, schedules)—and a staff "BAND" in the BAND app for ongoing team communication.4) Personalized Notebook with Staff Guidelines Digital is great, but a printed, stickered, Rhythm-branded notebook helps everyone follow along. We added our Top 10 must-knows from our Staff Guidelines for quick reference and asked every team member to send their top 5 takeaways from the handbook.5) Rhythm-Branded Bag with Fun Items A last-minute win that felt personal: a cute tote with a Rhythm patch (heat-pressed!), plus fun goodies like a mini brush, hair ties, electronic wipes—and a colorful pouch with cash to purchase role-ready items (dance shoes, a class bag, hair supplies, leggings/dancewear). It's practical, appreciated, and fun to see what everyone picks!This was Part 1 of our season kick-off. -- a lighter version but still very necessary to bring everyone together and put us all on the same page at the start of a new season. A larger training will follow as we prep for our big move later this year. Thanks for listening—we'll be back soon with a brand-new episode!Let's Get Social! Join our FREE Confetti Circle Request to join our private Facebook Group Follow us on Insta, Facebook and Pinterest

On this Salcedo Sstorm Podcast:Editor's note: Since this podcast was recorded, "Republicans," In the TX House destroyed all GOP unity by refusing to punish leftist Democrats for their quorum break. Robert Montoya is the investigative reporter at Texas Scorecard. 

In this episode of Campus Technology Insider Podcast Shorts, hosted by Rhea Kelly, we explore the latest in higher education technology. Highlights include Tripti Sinha taking over as president and CEO of Internet2, a report from Anthropic on how faculty utilize generative AI, and an MIT Media Lab report revealing the shortcomings of enterprise AI investments. For more in-depth stories and analysis on higher ed tech, visit campustechnology.com. 00:00 Introduction to Campus Technology Insider 00:15 New Leadership at Internet2 00:55 Generative AI in Academia 01:34 Enterprise AI Reality Check 02:05 Conclusion and Further Resources Source links: Internet2 Announces a New President and CEO to Step Up in October Top 3 Faculty Uses of Gen AI MIT Report: Most Organizations See No Business Return on Gen AI Investments   Campus Technology Insider Podcast Shorts are curated by humans and narrated by AI.

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We're wrapping up our back-to-school month with something a little spooky - Robert Rodriguez's 1998 teen sci fi horror "The Faculty!" PLUS - we preview our September lineup, and it is AWFUL! We blame you!

Dr Kavi (Mufti) Haji arrived in Australia with her toddler son and husband in 1995 due to the difficult situation in Iraq during the Gulf War. She and her husband had both studied medicine and worked in rural areas in Iraq. When they arrived in Melbourne they had to study and pass exams in order to continue in their fields. Dr Haji has achieved a lot since arriving here despite the obstacles she faced. Dr Haji is now a staff consultant intensivist, and supervisor of training at Peninsula Health, Mornington Peninsula Victoria, Australia. She is an academic physician and an adjunct senior lecturer at Monash University, Faculty of Medicine, Nursing and Health Sciences. She has special interest in echocardiography and ultrasound. She has a PhD on the role of examination-assisted ultrasound in the Intensive Care Unit. Her other interest is teaching. She is a faculty in various courses in critical care, including mechanical ventilation and critical care ultrasound and echocardiography locally and internationally. - Dr Kavî Muftî û malbata xwe di sala 1995 de ji ber rewşa aloz ya li Êraqê hatin Australya. Dr Kavî jineke gelekî zîreke û gelek serkeftin bi dest xistine. Ew li nexweşxaneyeke li Melbourne li beêê lênerîna giran/intensive care kar dike. Ew herweha doktoreke akademîke û mamosteyeke şûn-bilinde li Zanîngeha Monash.Wê PhD di sonerê de bi dest xistiye. Em derbarê jiyan wê ya li Australya pêre diaxafin.

About the Guests After studying at the Faculty of Agrifood, Forestry, and Engineering at the University of Lleida, Oscar Toledano worked as a production manager on large pig farms. Twenty-four years ago, he joined Rotecna, where he has had the opportunity to collaborate with pig production and farm construction companies in more than 80 countries. […]

The Famine of 1932–1933 in Ukraine: An Anatomy of the Holodomor (CIUS Press, 2018) is a distillation of thirty years of study of the topic by one of Ukraine's leading historians. In this account, Stanislav Kulchytsky ably incorporates a vast array of sources and literature that have become available in the past three decades into a highly readable narrative, explaining the motives, circumstances and course of this terrible crime against humanity. As the author shows, the Holodomor was triggered by the Bolshevik effort to build a communist socioeconomic order in the Soviet Union. For the peasant majority of the population, this meant the forcible collectivization of individual farms, the seizure of livestock and farm implements, and the conversion of independent farmers into agricultural laborers. Excessive requisitioning of grain and other foodstuffs in the collectivization drive led to famine and deaths in grain-producing regions of the USSR by early 1932. In Ukraine, punitive measures authorized by the Kremlin's top leadership greatly worsened the famine in late 1932 and turned it into the Holodomor, which claimed more than three million lives in the first half of 1933. Identifying key events and decisions that produced the Holodomor, Kulchytsky analyzes economic and political factors, including the national dimension in Ukraine. The book begins with the author's address to the reader, presenting his view of the Holodomor as genocide. In addition to the main text, the volume includes a preface, afterword, glossary, list of abbreviations and acronyms, bibliography, and a short essay on the author and his writings. The Famine of 1932-1933 in Ukraine: An Anatomy of the Holodomor was prepared for publication by the Holodomor Research and Education Consortium (HREC) of the Canadian Institute of Ukrainian Studies, Faculty of Arts, University of Alberta. HREC undertook the translation of Stanislav Kulchytsky's monograph Ukraïns'kyi holodomor v konteksti polityky Kremlia pochatku 1930 rr. as part of its efforts to make available in English seminal works by Ukrainian scholars of the Holodomor. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

This episode looks at rural alien movies through an ecological lens. Aliens can function as both extractive forces and as symbols of nature's raw power. How do aliens both embody nature and battle with it? And how can alien invasions in films warn us of our own environmental degradation? Films discussed include: Avatar (2009), Invasion of the Body Snatchers (1956), Invasion of the Body Snatchers (1978), Nope (2022), The Faculty (1998), Signs (2002)

The Famine of 1932–1933 in Ukraine: An Anatomy of the Holodomor (CIUS Press, 2018) is a distillation of thirty years of study of the topic by one of Ukraine's leading historians. In this account, Stanislav Kulchytsky ably incorporates a vast array of sources and literature that have become available in the past three decades into a highly readable narrative, explaining the motives, circumstances and course of this terrible crime against humanity. As the author shows, the Holodomor was triggered by the Bolshevik effort to build a communist socioeconomic order in the Soviet Union. For the peasant majority of the population, this meant the forcible collectivization of individual farms, the seizure of livestock and farm implements, and the conversion of independent farmers into agricultural laborers. Excessive requisitioning of grain and other foodstuffs in the collectivization drive led to famine and deaths in grain-producing regions of the USSR by early 1932. In Ukraine, punitive measures authorized by the Kremlin's top leadership greatly worsened the famine in late 1932 and turned it into the Holodomor, which claimed more than three million lives in the first half of 1933. Identifying key events and decisions that produced the Holodomor, Kulchytsky analyzes economic and political factors, including the national dimension in Ukraine. The book begins with the author's address to the reader, presenting his view of the Holodomor as genocide. In addition to the main text, the volume includes a preface, afterword, glossary, list of abbreviations and acronyms, bibliography, and a short essay on the author and his writings. The Famine of 1932-1933 in Ukraine: An Anatomy of the Holodomor was prepared for publication by the Holodomor Research and Education Consortium (HREC) of the Canadian Institute of Ukrainian Studies, Faculty of Arts, University of Alberta. HREC undertook the translation of Stanislav Kulchytsky's monograph Ukraïns'kyi holodomor v konteksti polityky Kremlia pochatku 1930 rr. as part of its efforts to make available in English seminal works by Ukrainian scholars of the Holodomor. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/genocide-studies

The Famine of 1932–1933 in Ukraine: An Anatomy of the Holodomor (CIUS Press, 2018) is a distillation of thirty years of study of the topic by one of Ukraine's leading historians. In this account, Stanislav Kulchytsky ably incorporates a vast array of sources and literature that have become available in the past three decades into a highly readable narrative, explaining the motives, circumstances and course of this terrible crime against humanity. As the author shows, the Holodomor was triggered by the Bolshevik effort to build a communist socioeconomic order in the Soviet Union. For the peasant majority of the population, this meant the forcible collectivization of individual farms, the seizure of livestock and farm implements, and the conversion of independent farmers into agricultural laborers. Excessive requisitioning of grain and other foodstuffs in the collectivization drive led to famine and deaths in grain-producing regions of the USSR by early 1932. In Ukraine, punitive measures authorized by the Kremlin's top leadership greatly worsened the famine in late 1932 and turned it into the Holodomor, which claimed more than three million lives in the first half of 1933. Identifying key events and decisions that produced the Holodomor, Kulchytsky analyzes economic and political factors, including the national dimension in Ukraine. The book begins with the author's address to the reader, presenting his view of the Holodomor as genocide. In addition to the main text, the volume includes a preface, afterword, glossary, list of abbreviations and acronyms, bibliography, and a short essay on the author and his writings. The Famine of 1932-1933 in Ukraine: An Anatomy of the Holodomor was prepared for publication by the Holodomor Research and Education Consortium (HREC) of the Canadian Institute of Ukrainian Studies, Faculty of Arts, University of Alberta. HREC undertook the translation of Stanislav Kulchytsky's monograph Ukraïns'kyi holodomor v konteksti polityky Kremlia pochatku 1930 rr. as part of its efforts to make available in English seminal works by Ukrainian scholars of the Holodomor. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/eastern-european-studies

At the conclusion of Season 6 - we're at a crossroads and it's…a lot. Jeremy and Kyla pull back the curtain on the raw, real struggles of life as faculty—juggling the impossible trifecta of research, teaching, and endless service. In another installation of the Black-ademic series, they don't sugarcoat the burnout, boundary battles, or the constant hustle to keep academia from swallowing you whole. This episode dives deep into their personal wins and failures, revealing the hidden costs of “success” in higher education. Along the way, they celebrate the game-changing voices they've featured this season and reflect on powerful moments from the Podcast Summit and upcoming conferences. If you think academia is just about books and lectures, think again. This is about community, mentorship, and fighting to find real meaning in a system built to wear you down.

Featuring a slide presentation and related discussion from Dr Sarah Sammons. CME information and select publications

In this special presentation, Lt. Gen. Tony Bauernfeind '91, USAFA's 22nd superintendent, shares an inside look into cadet development and answers graduate questions. Hosted by Lt. Col. (Ret.) Naviere Walkewicz '99, this episode dives into the Academy's mission and how it is preparing our nation's future warfighters.   FULL TRANSCRIPT SPEAKERS Guest:  Lt. Gen. Tony Bauernfeind '91  |  Host:  Lt. Col. (Ret.)Navire Walkewicz '99   Naviere Walkewicz This special edition of the Air Force Gradcast is a production of the Long Blue Line Podcast Network, presented by the U.S. Air Force Academy Association & Foundation. I'm your host, Lt. Col. (Ret.) Naviere Walkewicz, Class of '99. We're honored to feature the superintendent of the United States Air Force Academy, Lt. Gen. Tony Bauernfeind, Class of '91. In this presentation, Gen. Bauernfeind will share important updates on current initiatives and developments at our Air Force Academy. Following his remarks, he and I will sit down for a conversation, during which he'll respond to questions submitted by graduates in our alumni community. So now, without further ado, Gen. Bauernfeind. Thank you for being here, sir.   Gen. Bauernfeind Well, Naviere, thank you so much for allowing us to come and share our story of our wonderful Air Force Academy. And thank you as well to the Association of Graduates and the Foundation for all of the incredible support that we receive to develop our future leaders into the warrior leaders that we need on Day 1 in our Air Force and Space Force.   Naviere Walkewicz Yes, sir, we are grateful you're here, and we can't wait to hear what you're able to share with us today, sir, so we can jump ahead if you're ready.   Gen. Bauernfeind Wonderful. So I would like to share with you an updated mission brief of where we are going at the United States Air Force Academy. And during this time, I'd like to share not only our leadership team that's taking on the transformation that has been mandated, but also to update our alumni on our mission, our vision, our priorities and our mission sets, as well as talk about how we are creating warfighters, leaders of character and quality, and critical thinkers, and provide an update of how we are transforming this amazing institution to develop those warrior leaders that we need to keep our adversaries at bay. So as always, I'd like to start all briefings with a little video that highlights what our cadets are doing and our incredible public affairs team and video team put together the following video that shows what our cadets have been doing over the last six months... ...So you can see that our cadets have been absolutely busy over the last few months, and I can attest that this summer is they brought the problems up even more and are bringing even more energy to their training, their education, their development. But let me first talk about the amazing team at the senior leadership levels at the United States Air Force Academy, because we cannot do what we're doing without this incredible team. So first, we're welcoming reader Gen. Nicholas Evans as our new vice superintendent, coming out as the 18th Wing commander at Kadena Air Base, bringing a wonderful operational experience to bear, as well as academic bona fides to be our vice superintendent. Our command chief remains Command Chief John Alsvig and our commandant remains to be Brig. Gen. Marks and Col. Steve Hasstedt is our acting dean as we work to bring a new dean into bear. Ms. Gail Colvin is our stalwart chief of staff, with her wisdom from the Class of '80 that keeps us moving forward. Ms. Jen Block is our executive athletic director. Mr. Nate Pine is our director of athletics, and our brand new wing commander, the 10th Air Base Wing, Col. Ahave Brown. And we all know that nothing happens at USAFA without the 10th Air Base wing providing the foundational support. But also Col. Taylor from the 306 Flying Training Wing, and Col. Silva is our space detachment commander, and it's important that we have all those leaders that are helping us transform USAFA. And to that transformation, we talk about our updated mission statement that was approved last fall. And that updated mission statement is that “USAFA's mission is to forge leaders of character motivated to a lifetime of service and developed to lead our Air Force and Space Force as we fight and win our nation's wars.” And for the alumni, as we went through this mission statement development, we realized that there are many activities we take on at the United States Air Force Academy. There's education, there's training, there's motivation, inspiration, development. And we realized that we are taking the most amazing women and men from all four corners of this United States, and we're bringing them here as raw materials, and we are taking them through high-stress military, academic and athletic programs to forge them into something stronger than what they were when they showed up. And those are the leaders of character. We also wanted to make sure that we highlighted that it's about delivering a lifetime of service to our nation. It doesn't mean that every graduate needs to do 34-plus years in active duty like I'm currently doing, but continue to give back, whether that's in active duty, the Guard the Reserve, to your community in the defense industry, as an elected official or as a key supporter in our alumni networks — keep serving our nation. And then finally, an acknowledgement that we, alongside our teammates at West Point and Annapolis, have a very special mandate that we are developing those warrior leaders that will fight and win our nation's wars. While we hope that we will achieve peace through strength and deter our adversaries, we must always be ready when the nation calls and we will go forward and deliver victory for our nation. So it's important in our mission, but a mission will only take us so far. And the next step is acknowledging that we must have a vision. What is our North Star? And our North Star is we will remain and continue to be the nation's premier service academy. That we're bringing in rigorous, adversary-focused military training, military training that achieves a standard, that achieves a requirement, and not just training for training sake. But also maintain our level as a nationally recognized academic program with highly competitive athletics, and acknowledging that for us to deliver on those four, we must continue to sustain a world-class installation. But more importantly, continue to bring in professional and dedicated permanent party into our faculty. Our coaches, our headquarters, our installation support requires our outstanding permanent party. And so our vision moves us forward. And from our mission and our vision, we have established three key priorities, and those priorities will guide our decision making. But let me take your attention to the bottom first. The bottom is our foundational aspect, that we build all of our aspects upon our service core values of our Air Force and our Space Force of integrity first, service before self, excellence in all we do, courage, character, connection and commitment. And those we build upon further foundationally to acknowledge that we are in the military and all aspects of military operations activities require a strict adherence to standard. What is the task that we are executing? What are the conditions on which we will execute those tasks? And what standards do we expect, especially in high end warfare, where our standards are so tight. We also acknowledge that what is special about us is our Honor Code. It is foundational to our character, and we'll talk more about that as we build upon this. But realizing that the Class of '59 that established our Honor Code. It has been foundational to the development of our leaders of character and quality as a board, and then adding into the fact that leaders who built lethal warfighting teams — they do it from a position of respect and teamwork, that they take their team and they support them, they hold them accountable, but they push them to rise above what they could think they could personally achieve. And how do we build those future leaders that are going to take teammates from all four corners of this United States and make sure every single teammate is seen, heard and valued and can give everything possible to the mission at hand? And that leads us to our priorities. That our priorities are we are here to forge warfighters to win, to inspire leaders of character and quality, and finally, to motivate critical thinkers to adapt, because all three are important. And that takes us to our mission sets, because those three priorities span across everything we do in a cadet's journey at the United States Air Force Academy. And the first is acknowledging the military training aspect. That military training goes beyond just learning how to put a uniform on, just how to march correctly, but also understanding how to operate inside of Air Force and Space Force norms and take on those military training activities that our Air Force and Space Force are taking on right now with Ready Airmen Training and the ability to execute agile combat deployment. And that's activities like being able to shoot, move, communicate, medicate and automate, but also acknowledging that we also must have that world-class academic program that challenges our future leaders not what to think, but how to think, and to do that from a warfighting-focused curriculum that is very STEM focused, but also leans in hard to how we can leverage the incredible intellect that these cadets are bringing in today and unleash them on some of the hardest Air Force and Space Force problems through our research programs as we lean into it. And then finally, as we talk about our competitive athletics, that athletics is a key aspect of the cadet's journey, whether it be through our 30 incredible intercollegiate sports teams, our intramural programs, our physical education programs, or finally our physical fitness tests that demonstrate the warrior ethos that is being expected of a military service academy, and it's important that we look across those. But let me talk about a little further of our priorities from those three lenses. The first is the aspect of warfighters win, of how we're bringing in training such as shoot, move, communicate, medicate and automate. And I've heard some teammates are going, “Why are we doing this ground focused training?” And at the end of the day, it's not ground focused training, it's joint force training. This is where our Air Force is going. That we still need to be able to succeed in the air, space, cyber domains, but we must also deliver excellence in these domains. With shoot, I requested that all of our cadets now become qualified in their long gun, the M4, and their sidearm, the M18, every single year. So now they'll have the confidence of their weapons when they have to go forward into harm's way. The same with move and communicate. Can they understand the aspects of mission command, especially in future fights where we may not have the best connectivity with our highest headquarters? Will they understand commander's intent and still be able to generate the combat power we need to keep our adversaries on their heels? Finally, to medicate. Over the last few decades, we have benefited from the golden hour, where we had such dominance that when we had a teammate isolated or injured, we would have medical care a rescue capability to them inside the hour. Future battlefields will likely not give us that luxury. So we must teach our future leaders those advanced medical capabilities to take care of their injured teammates while they're continuing to generate combat power. And finally, as we have seen from the Iranian wars and the Ukrainian wars, automation is here and part of modern warfare. And so how are we going to bring automation capabilities to our future leaders so they can develop the new TTPs that we are working through. And again, thank you to the Association of Graduates and Foundation, because you all provided the seed funding for our first automation efforts this summer. So thank you so much. And let me dig in a little further on why warfighters win. And from our president and our secretary of defense, it has been very clear that they want us to establish peace through strength, that we must develop our ways in three areas: to restore the warrior ethos, to rebuild our military and to reestablish deterrence. And we have gotten that guidance very clear from our leadership, and we will prepare our future leaders in that mind. And we have added that over the last year by bringing in year round warfighting training. So not only during the summer periods, but also through the academic year, are we asking our future warrior leaders to take on the military mission, the academic mission and the athletic mission as we move forward. And as discussed, it is directly aligned to our Air Force with Ready Airman Training and our agile combat employment. And over the last year, we took our baby steps. We're not where we need to be, but I can tell you I'm proud of how far we've come, because we moved forward with energy and violence through the fall and spring culminating exercises. I'm proud of how far we've come, but now for this year, we're gonna enter into the walk phase, because we have more to go. And with that in mind, there's been conversations of recognition and promotion, and that is tied not only to our leadership development, but also to our warfighting training. And it's an acknowledgement that for every year you at the Air Force Academy, we are purposely developing you and increasing your capabilities. And so we are going to provide the expectations for your year, whether you're four-degree, three-degree, two-degree or first-degree — a firstie — and you must meet those training standards, and if you do not meet the training standards, then we are not going to recognize you for your past work, but if you meet our standards, then we are going to recognize you for the good work and promote you to the next grade. But the ultimate promotion being a Second Lieutenant in our Air Force and Space Force as it goes forward. Over the last year, there are teeth of this. We did have 153 cadets that were not recognized due to not meeting the standards, but we are now providing them the options over the summer and this fall to now meet the standards as we move forward. Also this year, focusing on warfighting, is acknowledging that we must arm the cadets to be the instructors. Last year, we did it very quickly. Now we're going to take advantage of our incredible cadets, just like our cadets do exceptional things — teaching each other how to fly, teaching other each other how to jump during our freefall program — but now we are working through the cadet warfighter instructor course, a beta course, where we will teach cadets to be those instructors inside of our squadrons in the academic year, to take on how to teach, how to shoot, to move, to communicate, automate and medicate. And we are one more week left in our inaugural cadet warfighter instructor course. I know we will learn much from this beta iteration, but I'm excited to see what we learned from this as we go into the academic year and unleash these cadets and train ourselves. We're also very appreciative from the Foundation for the establishment of the Institute for Future Conflict. And the Institute for Future Conflict has been around for a couple of years and has already forced us to focus and think differently. And I would offer to you the reason behind that is because they are focused on our adversaries. So I like to call them our adversary focused disruptors. They are going to bring ideas to bear that force us to change the way we develop our cadets for the future, because they're looking at what our adversaries are doing. And as such, we made the decision to elevate them into Headquarters USAFA, so they can have a wider impact, not only within the dean of faculty, but also within the Cadet Wing and the Athletic Department, so we can ensure that we are bringing those disruptive thoughts and putting them into in place so we prepare our leaders for a very uncertain world, to include bringing realism into the training that our cadets are taking on. We're also acknowledging academically, there's more that we have to do with our intellect. And over the last year, we have added three additional warfighting minors, one on quantum, one on aerospace materials, and we're in the final stages of establishing a warfighting minor on future conflict. Hopefully that we will be able to start providing that to our cadets over the next year, as we went into that so very excited to the growth in our academic options. And then finally, athletically, we're updating our PT standards, and we're adding additional PE courses for our future leaders. Our future leaders — we will increase water survival, especially when we look to the future and the regions where we expect to potentially have conflict, increased water survival is important — as well as increased combatives, and we're still in the final stages of planning of how we can bring a team focused final warfighting capstone physical education course that brings all of that physical education together for a team-focused event for our firsties, but still in the planning stages of that. And as discussed, updating our PT standards to align with our Air Force and our Space Force, with an acknowledgement that simply what we were doing is adding minimums to each of the caveats to ensure that you must pass each individual event while also meeting a score-based event as we move forward. Again, aligning with our Air Force and Space Force. Now, as we transform, it's not just about warfighters to win. It's also about leaders of character and quality. As I like to say, it's developing leaders who do the right thing the right way, even if it's unpopular, because we must have leaders that are willing to stand up and do the right thing for the formation. And we focused on that. We have focused on reinforcing standards and accountability. While initially it was permanent party coming in fairly strong to establish the standards and accountability, what we quickly saw from our amazing future generation was cadets going, “We've got this. We will establish it. We will uphold our standards. We will uphold our accountability.” And to me, that's very important to see that our next generation is taking ownership of that key leadership aspect, to even include honor. As many know, we had a pretty significant honor violation last year. The bad news is that occurred. The good news is it was the cadets themselves who came forward and said, “This happened, and this is our way forward.” As in all situations, though, anytime you point a finger at somebody, three fingers pointing back at yourself, we realized that institutionally, we had probably lowered the standards too far. We didn't expect enough, and we had parsed the Honor Code. And we made the decision to return to our roots and say, “No, the Honor Code is holistic. It will not be parsed.” But we do acknowledge that these amazing men and women that come from all four corners are coming to us in different stages of their character development, and so the sanctions that come from an honor violation for somebody with us for a few weeks or a couple months may be far different than the sanctions of somebody that are weeks or months out from commissioning and graduation. So ensuring that we have a tiered sanction system to deal with our honor violations. I'm very proud of the ownership that our cadets took with our honor system, and we are reinforcing their efforts as we move forward. We've also pivoted strongly to a four-class system. My observation was is through time at the Air Force Academy, we've ebbed and flowed from a four-class leadership development system to a fourth-class leadership development system. I would offer that we had gone to the point where the majority of training and focus was on the four-degrees, when we are blessed to have these our future leaders for 47 months, and we should be developing them the entire 47 months. And so we have developed the fourth-class leadership system, where for their four-degree year, we will focus them on being good teammates and followers. For the three-degree year, we will focus on them being good frontline engaged supervisors, two-degrees as team leaders and firsties as unit leaders, representing those roles in our Air Force from cadet squadron commander to DO, to executive officer, to A1 through A6 staff positions and flight commander and taking on those responsibilities. And again, just like we talked about work by training, there's assessment mechanisms for each of these that they must meet leadership assessments that will go into whether or not they are recognized and promoted to the next grade, as it moves forward. We executed the first year. Last year, I would offer that it was successful, but we've learned much from the process, and as we go into the second year, I think we're going to be able to go even further with our four-class leadership and development. We've also doubled down on discipline, that standards and accountability are important, and if you fail to meet our standards, then you must be held accountable, not only with punitive aspects, but also with rehabilitative aspects. It's a two-edged pincer movement as we went forward, and from my time at the Academy, I will offer to you, while I may not have enjoyed it at the time, I benefited greatly from both, because it forced me to reflect upon what got me in that situation and how I can take ownership of my own development as we move forward. So that is one of the aspects we return to. And then finally, for our National Character and Leadership Symposium: Let's focus on those character elements that we find through warfighting. And so last fall's was focused on, how are we going to develop warfighters to win? And then for next year, we're going to focus on the courage required to overcome adversity in a warfighting environment. And so I'm very excited as we get the speakers identified for both the fall, a shorter fall iteration, and the normal spring iteration, sharing those speakers with the wider alumni environment. And then finally, talking about those critical thinkers to adapt. I jokingly tell our cadets that, since I was in the '90s, we got to solve all the easy problems, and all that is left are all the wicked hard problems, but we need those critical thinkers to adapt, because they are going to bring the ingenuity, they're going to bring the innovation, and what I've challenged them is they also have to bring the courage to challenge the status quo. Too many times in our military, when we ask why we do something, if the answer is, “We've always done it that way,” then maybe we need to rethink and understand, are there better ways to do it? And I can tell you, our cadets bring that to bear. And so for this year, we're really focused on cadet empowerment and responsibility. Last year with the mandate, we moved very quickly, and we were more directive in nature. And what we heard loud and clear is that cadets hurdled over our expectations. What we heard loud and clear from them was, “We want to control the way forward.” And so how do we empower them more? And how do we make it clear that they are responsible not only for their mission, but their people? And adding to that of spending more time with them with these changes of why are we doing this change, and making sure that they understand the rest of the story. You may not always like the why, but if you have an appreciation of the why, its foundation will be able to execute mission command, because you now understand commander's intent, and you now can go, “I know the why. We can keep moving forward, because we can move forward with that.” We're also focusing on operationalizing all of the United States Air Force Academy, bringing that operational mindset to bear, from whether it would be establishing an A2 directorate in the headquarters and the cadet wing and in all cadet squadrons, and the DA2 director being our intelligence directorate, so that we can start to bring in classified intelligence briefings and give them not only to a permanent party, but to our future leaders. And we started that last January to great success, so that our future leaders can start to understand not only our and our allies capabilities, but our adversary capabilities and how we will conduct our joint warfighting aspects as we move forward. And it's important that we continue to bring in those operational matters so we prepare the cadets of today for the second lieutenants of tomorrow that can seamlessly nest in to how our Air Force and our Space Force operates. And that's a nicer way of saying is some of the USAFA unique things we've done— we probably need to think about how we're doing that in our Air Force and Space Force. We're also doubling down that cadet squadrons are the unit of action, just like it is in our Air Force, that the squadron is the unit of action. And it's tough at USAFA where you may prioritize your IC team, or your major, or your club, but at the end of the day, it's going to be the squadron that succeeds together as a team. And so we are focusing on making sure that we are reinforcing what the cadet squadrons are doing. They are going to go through their military training together. They're going to go through their culminating exercises together, same as recognition and promotion. And that's important as we focus on the four-class system of those teammates, followers, frontline engaged supervisors, team leaders, unit leaders, but also acknowledging that we must empower cadet leaders to own the responsibility of their units. And I recently sat down with cadet squadron commanders and their special staffs and said, “Congratulations, you're the cadet commanders. You are responsible for two things: your mission and your people. It's not just about marching at the front of a formation. It's about executing the mission you've been given, whether that mission be military, academics or athletics, and taking care of your people.” And as such, we have established special staffs inside of each cadet squadron, every wing in the Air Force, most groups and many squadrons have special staff to both support the unit, but more importantly, advise the commander, because the commander is the one who's ultimately responsible for their people. And so we are bringing cadet special staff — which they may not be the subject matter experts in equal opportunity, integrated prevention response, spiritual matters or medical matters. They are there to support the squadron, advise the commander and have that connectivity to our subject matter experts, whether it be our chaplaincy, whether that be our amazing medical group and cadet clinic, our amazing SAPR team and all the helping agencies across USAFA to make sure that we can support all of our cadets going through a high-demand developmental program at the United States Air Force Academy. And the twist on that is again, saying, “Commanders, you are the ones who are responsible.” And now let's give you the tools to be successful as the permanent party are there to advise and oversight, empower our cadets even more. And then the final one is a return to decorum training. We conducted a beta test last year to success, and now we're looking to see how we can bring forward that decorum training for the entirety of the Cadet Wing. I am not this is not a return to the days of wine pairings, you know, but it is an acknowledgement that as an officer in our Air Force and Space Force, when you go to events, you're not only representing yourself, you're representing your team, you're representing your unit. And what are those decorum skills you need to have at events so that you can develop networks with teammates that might be outside your normal operational circle, or how do you ensure how you engage with other teammates so you can learn more about the world you're in? And so it's important that we establish that decorum focus and looking forward to how we can squeeze that in into the complicated lives of all of our cadets as we move forward. And then, just to reinforce on the critical thinking, I've already talked about the three minors we added, but I'm proud to say that we're in close coordination right now with Gen. Tullos at Air University and about to sign the memorandum of understanding where we will start a beta test for offering master's degree classes at the United States Air Force Academy, with the long-term intent of offering master's degrees at United States Air Force Academy under the Air Force Institute of Technology certification. So we have much to learn, but the doorway is open, and I can tell you from looking at so many of our cadets that come in with 20, 30, 40 college credit hours already, I think we have cadets that are ready to take on that journey, and I look forward to giving an update on that after we get through some of our initial how does this work process. So just to summarize: Our mission, our vision, our priorities are delivering what we need. And it's those warrior leaders that are ready on Day 1 in our Air Force and Space Force. And thanks to our amazing team, whether it be in the senior leader team, but more importantly, those incredible permanent party that are working long hours, whether it's in Fairchild Hall, Sijan Hall, Vandenberg Hall, in the tunnels, in the heat plant, in the Child Development Center, down at Clune Arena, out in Jacks Valley — our permanent party are crushing it, and it's important because our nation deserves the best leaders that we can give the 330,000 airmen and guardians that are standing watch for our nation. Thank you.   Naviere Walkewicz Thank you for sharing the mission brief. I think many of us as graduates think we know what happens at the Academy, but you actually sharing what you accomplished in just a year is a bit mind blowing, sir.   Gen. Bauernfeind Thank you. And I, at times, am concerned at how fast we are moving, but I also know that we must move this fast. The adversaries are watching us, and they are choosing when is the right time to test our nation. And so in order to achieve peace through strength, we must display that deterrence, that warfighting ethos, that warfighting capability. So we keep our adversaries waking up every single morning going, “Today is not today to test the United States.”   Naviere Walkewicz Yes, sir, that is right on point. Yes, sir. Well, I would like to thank you in advance for taking on additional questions from our alumni and our graduate community. So if we might start, general, with some of the information across various channels that cuts about to our academics and the Department of Faculty, what would you be willing to share about the civilian workforce reductions and any next to the Academy's academic faculty?   Gen. Bauernfeind First and foremost, the reduction of civilians is not just civilian faculty. It's through all civilians at the United States Air Force Academy, and as we're tracking, throughout the entire Department of Defense. What makes it a little more challenging at the United States Air Force Academy is we have so many different civilian teammates, from firefighters to childcare workers to coaches to headquarters staff, personnel and faculty. And as we lean into the aspect, the conversations about all of our civilian teammates. The first challenge that we faced is historically, the United States Air Force Academy has been over our civilian paid budget, and we've received great support from the Department of Air Force to address our over execution. This year is a little different, and so that has to be a baseline consideration as we understand that— that we have to hire and maintain civilian teammates within the budget that the American public has given us as a lean forward. And to that point, thank you to the Association of Graduates and the Foundation, as well as other Academy-focused foundations that have provided volunteer and funded volunteer support to give us that additional margin of excellence that helps us mitigate this matter. With respect to fiscal year '25, our Air Force is going through a reduction of civilian personnel to the tune of 5,000 billets. Of those 5,000 billets, the portion of the United States Air Force Academy was a part of was a 140 billets. And as we have moved through that reduction of 140 billets, we identified 104 billets as we went through our prioritization that were unencumbered or empty, but lower priority. Unfortunately, there are 36 billets that were encumbered, so someone inside of that billet as we move forward. And the goal with that is to continually work over the coming months of how we can move teammates laterally into open billets, either at the United States Air Force Academy or other locations. So we keep their expertise inside of the greater Air Force, Space Force enterprise, and our A1 team continues to work that aspect. But it's also making sure that we're being very clear with our teammates that when those billets become unfunded, at some point without funding, we're having to pay for that billet via other means. And so it's important for us to have frank conversations with our teammates, to say, “Update your resume. Start looking. At some point this will move forward.” With respect to our faculty members, 16 took advantage of the government's deferred resignation program, which was a well-funded early retirement program which allowed them to leave in the spring under and basically on admin leave and retain their pay to later in the fall/winter timeframe as that moves forward. We also had three that already had planned retirements, so they were moving forward. Unfortunately, we see a hiring freeze so no backfill. But also three whose terms are many of our senior faculty, our term employees, at the end of their term came. And so we have backfilled them with active-duty and Reserve military faculty to keep our academic progress going forward. And thanks to our dean and their team, they are, you know, quickly adjusting, but they are making the changes they need to ensure that we continue to offer the majors that we promised through the Class of '26 and continue to offer the courses as we move forward. For the fall semester, in addition to the three minors we've added, we've also added four additional classes, and there are 10 classes of the 753 in our course of instruction, there are 10 that we will not offer in the fall semester, but we will continue to still move forward.   Naviere Walkewicz Yes, sir, thank you for that. You talked about backfills. Can you talk about some of the most important competencies for those instructors, as they were backfilling these positions right?   Gen. Bauernfeind As I testified to the Senate earlier this spring, the two most important things to me inside of our classroom is: One is subject matter expertise, and we value the subject matter expertise brought to us by our professors, associate professors, our assistant professors, our permanent professors, our senior military faculty, and the depth they provide, initially with a master's degree, but more importantly, those Ph.D.s that were an extreme depth of that subject matter expertise. But also as a military service academy— that operationally relevant experience, how do they apply what they're learning in the classroom into their futures in the Air Force and Space Force, whether that be in labs on operational units and future battlefields, and how they can connect that to the future. And we have many of our civilian faculty are also veterans, who are able to bring that strong connection to bear as it moves forward.   Naviere Walkewicz Yes, sir. Well, you mentioned you were adding a couple a few minors. Have there been any majors that have been removed from the program, and has this affected our accreditation in any way?   Gen. Bauernfeind No, ma'am, no majors have been impacted during this time. Every single year, we go through a curriculum review, and we have a curriculum review committee where we will adjust as we move forward based upon guidance we receive from the Air Force and Space Force, but also what demand signals we're seeing from our cadets. You know what they're signing up for. But that is just an annual aspect to make sure that we have the right instructor core to support the curriculum we need to develop and educate our future leaders what the Air Force and Space Force is expecting. But zero majors have been eliminated from the United States Air Force Academy.   Naviere Walkewicz Thank you, sir for clearing that up.   Gen. Bauernfeind Oh, and accreditation. We're in a good spot with accreditation. We maintain continual conversation with our accrediting bodies, whether it be the Higher Learning Commission or several of the engineering- or STEM-focused accrediting bodies such as ABET, we're still in a good spot. In fact, this year, we just approved our quality initiative, which is a key aspect to sustaining not only our accreditation, but showing that we're continuing to improve ourselves, and that quality initiative will focus strongly on data science, throughout all of our curriculum.   Naviere Walkewicz Yes, sir. I think that's wonderful. I know a lot of graduates were, you know, maybe didn't have all the information, so I think that's wonderful that you just shared that. Something interesting you talked about your brief was some master's, a beta testing for a master's program, working with AFIT. Can you expand a bit more about that? And then do you see the Academy becoming a five-year institution, or we will stay four years, 47 months?   Gen. Bauernfeind Right now, I believe that we will still stay a 47-month program because our academic program is 47 months; our athletic program is 47 months, and most importantly, our leadership development and military program is 47 months. For the AFIT program, the vision is — these amazing young Americans come in with so much academic credit. Many of them now are part of the Martinson Scholar Program. And thanks to Mr. Martinson's great support, we have a program that can focus on them going even further. What we can offer them now, the majority are taking multiple majors and multiple minors. What if, in the future, you didn't want to do multiple majors or minors, but you want to go and start on your master's degree, which many other institutes of higher learning are offering in a parallel aspect? And so in conversation with Gen. Tullos, how can we start allowing cadets as early as their junior year start taking master's programs and achieve what would be required? Initial assessment is we will have some that can probably achieve it in 47 months, but probably the greater group will need to stay the Academy for maybe six or 12 more months as a second lieutenant to finish up their AFIT courseware. So they would stop their 47-month USAFA program, but continue with their master's program in the classroom in Fairchild and finish out their master's here. Is the vision— and we're working through this. I want to be very clear that this is beta. We have a lot to learn in this. And from my perspective, as I work with the Air Force to get greater support for this, this is going to be a strong cost saver for the Air Force. When our Air Force officers go to get master's degree, as a general rule, they are out of their operational career field for two years as they go to execute their 18-month AFIT program, plus two associated PCSs. Now we show not only a time saving, but a cost savings. And now these second lieutenants are entering, a portion of them, are entering their air force or Space Force with a master's degree. And it is not uncommon for many of our second lieutenants right now to even start their initial training, depending on what training is available until the spring of the next year after they graduate. So I see a strong promise, but we've got a lot of work to do to make it a reality.   Naviere Walkewicz Yes, sir. Well, that's creative and innovative thinking right there. I think that we're very excited to hear more about that, especially as the beta testing moves forward. Sir, maybe we can move into the warfighting realm. Graduates have been very interested in the renewed focus on warfighting that you've taken over the past year. What recent programs or military training taking place at USAFA right now are really supporting this development of the warfighter. Ready to lead on Day 1?   Gen. Bauernfeind So I believe we've always had a strong foundation of warfighting training, whether it be our airmanship programs, our powered flight programs, our jump programs, our special warfare programs and basic cadet training and cadet survival. But we're building upon that, and we're adding to those as great examples. As discussed earlier, if we can fight for the ammunition, we will have every single cadet qualify on both weapons every single year. The Class of '29 for the M18, the pistol, they qualified at a rate at about 65%. For the M4, the long gun, at a rate of 93%. I'm very proud of those numbers, because many of those young men and women— that was the first time they touched a weapon in their lives. And now, if they do it three more times before they graduate, those qualification rates are going to skyrocket, and they're going to have the confidence, when they deploy into harm's way, of their weapons. Additionally, thanks to the great work by the Cadet Wing, we have received 4,000 sets of chemical gear. And so not only in basic training, are they learning how to establish a forward operating base, defend it, but we're going past the days of where we walked into a tent, took our mask off and then dealt with the wonderful fluids that came out of our bodies. But now, going forward, to how are you going to conduct ATSO operations, or the ability to survive and operate in deployed locations with chemical gear on? And we're very proud to partake in some of that training with the basic cadets, and they are really taking to understanding what is required. And then the final aspect is, as discussed, the cadet warfighter instructor course, is acknowledging that to be really good at those items, we need some subject matter expertise. But the subject matter expertise required to lead, train and certify 4,000 cadets every year, we have to rely on cadet leaders, and as discussed, they're in the field as we speak in the inaugural cadet warfighter instructor course. And I look forward to seeing the feedback of how they will come back and do the squadrons. And tying that back to the cadets wanting more ownership of their training — the intent is 12 cadets inside of each cadet squadron that will now take on the responsibility through the academic year of that warfighter training that we will assess in the fall CULEX, and the ultimate assessment in the spring CULEX.   Naviere Walkewicz Sir, it really shows how you're building that expertise within the squadron to support the squadron commander so they really are taking care of their people. I think that's outstanding.   Gen. Bauernfeind And very excited about it.  And I just want to say thank you again, because it was due to the generosity of the Foundation that got us the seed to start the automation, with 29 Group 2, the smaller UAVs, as we see automation and all monitor warfighting, unleashing the cadets on how they're going to use those UAVs to defend their forward operating bases, to understand what's across the ridgeline as they move forward. And very excited to see where the cadets will take us in this, because I'm sure they're gonna be far more innovative than my generation.   Naviere Walkewicz Our generation, sir, yes, sir. Well, you talked about the four-class system and I think that was really relevant for our graduates to hear. How are cadets feeling motivated through this process? And have you seen them evolve over the past year since you started implementing that?   Gen. Bauernfeind I think the first aspect was— it took them time to truly understand what we were laying out as it went forward. And every year we do this, we will get a little more advanced at the end of the day. I think our four-degrees understood it. That was good. It was that they understood what it meant to be a teammate. What it meant to be a teammate, follower, and that was an easier aspect to develop them through. The team leaders at the senior NCO level for the two-degrees and the firsties as unit leaders, they started understanding that. The biggest challenge we saw was with the three-degrees. What does it mean to be a frontline, engaged supervisor? And we have to troop lead them through, “This is what it means to be a frontline, engaged supervisor.” That they are your subordinate. But to take best care of your people, you should know where they're from. You should know about their parents. You should know their dog's name. You should know where their birthday is. You should know when their next chemistry test is, when their next PT test is. And while you may not be able to tutor them on chemistry, you can gather and motivate them for, “Hey, if the PT test is three weeks out, let's go run together. Let's go get on the pull up bar together. Let's, you know, be engaged.” And the more you know your teammates, what I offer to you, whether it be in morning formation, noon meal formation, at the tables at Mitchell Hall, in the halls of your squadron, inside of 30 seconds you're gonna see your teammates, your subordinate, and you're gonna know if they're gonna have a good day or bad day, because you're close enough to know, just quickly, OK, they're gonna have a great day or something's going on. “Let's go take a walk. Let's figure out what's driving you down. And how can I, as a frontline engaged supervisor, start taking barriers out of your way?”   Naviere Walkewicz I mean, I can only imagine that giving them more pride, even now that they understand, “This is how I can be a frontline supervisor,” when you give us very specific examples. Well, if we might shift gears a little bit to admissions and graduation. Since we just had a class join us, and we had a class recently graduate, maybe you can tell us how the Class of '29 how they're faring so far.   Gen. Bauernfeind The Class of '29 are doing great. I am impressed by their professionalism. I'm impressed by their energy. And as you saw, as we just did the recent march back, they were loud and proud. That was really good as it went forward. And for the Class of '29, I'm proud to report that they are faring very well. Just so everybody knows, we had over 9,000 completed applications. We offered 1,411 offers of admission, and 1,112 took the oath on I-Day as it moved forward. We had cadets from every single state and territories of Guam and Puerto Rico, as well as 12 international cadets that joined us. Of those, 117 from Prep School came up the Hill. And then 76 are, you know, part of a prior Long Blue Line as it's coming forward as it goes. Of the Class of '29, 55% were in the top 10% of their class, and 96 were all invited on varsity sports. Right now we are, as coming out of basic training, of 1,095 and during that time, they're still going strong. We did have some teammates that didn't have a full appreciation of what military life was, or may not have been as impassioned about the Academy as their parents, and so we've parted ways with a few small numbers. But during basic training, I can proudly say— we talked about the qualifications on the weapons, but also say they took their very first PFT test, and looking back over the last five years, they, on average, scored 15 points higher than the last five years. And that's a testament to two teams, I would offer to you, well, not only the cadets themselves, who had to do it, but all of our admissions team that's out there saying, “Hey, congratulations, you've been admitted. Start preparing now.” But also our athletic director, athletic department team that was out there giving them good, focused training to prepare them for those physical fitness tests. And they just took PFT No. 2 a couple days ago, and we're accessing the data but all indications are it's trending up.   Naviere Walkewicz No, yes, sir. Those are outstanding numbers. As a country, we're seeing admission rates and the challenge of getting the best of the best into the door, the fact that we had such wonderful numbers coming in, and we're attriting very low, I think it's something we should be proud of.   Gen. Bauernfeind I'm very proud of it, but acknowledge it's a tough— it's a knife fight to get the best of the brightest, and so thanks to Air Education and Training Command and Accessions Command, we are going to try a new marketing contract this year to further make sure that the amazing young Americans throughout all four corners truly understand the opportunity in front of them with the Air Force Academy, and make sure they're aware of it. So I'm excited to see how that marketing campaign goes to even up our numbers, even a little bit more.   Naviere Walkewicz Awesome. Yes, sir. Well, sir, in the realm of athletics, last year, you shared an emphasis for cadet support and participation at more of our athletic events. What have you seen come from that? And what can you share about athletics, intramurals most currently?   Gen. Bauernfeind It's one of our three mission sets: athletics. And it's not just for our IC athletes. I jokingly tell some of the teammates to say, “Tell me about a cadets life.” It's like, well, they have three full time jobs, a military job, an academic job and an athletic job, and they really get a bachelor of science in time management. And that's as we go forward. But I've asked the athletic department, you know, during COVID, our intramural program atrophied, and now we have to see, how can we really enhance our intramurals as it goes forward. But I'm especially also proud of our intercollegiate athletes, 30 intercollegiate programs. When we talk about the blood, sweat, tears, the hard work that our IC athletes representing 25% of the Cadet Wing — they are really jumping in hard. And my expectations as the superintendent is all 30 of those programs earn home field advantage. And so we've recently published an operation order to the team as we look into the fall sports. And the basic synthesis of it is, protect this house. We will come strong to all home events, and we're working through that aspect. And so as a whole, not only will we figure out how to be strong at all of our home events, whether it be, you know, this fall with women's soccer, men's soccer, cross country, water polo, volleyball and, importantly, football. And proud to report here at our AOG that the entire Cadet Wing will be marching onto the football field and protecting this house and our amazing stadium at home games.   Naviere Walkewicz Yes, sir, thank you for that. That's fantastic. Sir, you know, you can't come out of this Air Force Academy, this 18,000 acres of amazing Academy, without seeing some of the changes, whether it's facilities or capabilities. You know, of course, there are two questions we hear often about the chapel in the box. When will the chapel be done? And then also, you know, what about the visitor center? When can we actually get into it?   Gen. Bauernfeind No, those are two great questions, Naviere. First of all, I think that the box has become so routine there that we received a formal request from cadet. So how can we have a — no kidding — drive in movie theater screen? And the request came in at $300,000 so we thought the prudent action was, let's get the chapel done so we can take the box down instead of putting up a new theater. But right now, for our chapel, again, it is an amazing piece of architecture, and to maintain the historical relevance and the hard work that went behind it, it's going to take time. Right now, we're on schedule for 2028 and we are focused on making sure all the involved teams take every single day out and we can find out as soon as possible when we have any sort of deviation, so we can swarm it. And so as such, we hold monthly meetings with IMSC — the Installation Management Sustainment Command — Air Force Civil Engineering Command, the Corps of Engineers, to go through all of our military construction projects so that if something comes up, we are aware of it within days of the issue, and we swarm it together instead of letting issues boil for a long period of time. And so excited to get the chapel back open as such a spiritual icon of the United States Air Force Academy. And spirituality is so important to the holistic leader's readiness— not just physical, mental, social, family, but also spiritual. And I think it will be important for that development. And then to the visitor center. We're on track to open up in May of '26 before the graduation, and excited to finally open that visitor center and share with a much wider audience what all of our alumni and we know of the amazing story behind the Air Force Academy, all the amazing exemplars who have come from our Academy. And I will share with you, I'm excited to get a whole ton of young Americans inside the visitor center so they can start getting excited about being part of the Class of 2032, 2038 and beyond.   Naviere Walkewicz Yes, sir. Well, they say things are worth the wait, good things are worth the wait, and I think the interactive displays that are gonna come with this are really gonna help people understand truly what our cadets go through.     Gen. Bauernfeind Absolutely. And thank you again to the AOG and Foundation. As money got tight, the Foundation came forward and we now have that beautiful glider, you know, in position that shows what all of our cadets are working through.   Naviere Walkewicz Yes, sir. Well, our sole existence is to support the Academy, serve our grads and prserve the heritage. Well, sir, I'm cognizant of your time. We're so grateful you're here today. Mind if I ask you one final question?   Gen. Bauernfeind Please do.   Naviere Walkewicz What's on your mind that you want to leave with our graduates to be thinking about when you think about our Academy and your vision and mission. What can you leave us with?   Gen. Bauernfeind I just want to thank the Long Blue Line. We are 55,000-plus strong. There have been so many of our alumni, every single one of us that have gone through this journey. And we're proud of this institution. And I just say, continue to support this amazing institution. Spread the good word of what our Air Force Academy is, because we want amazing young women, amazing young men that are in your communities, in your churches, at your work centers, to say, “Hey, have you heard about the Air Force Academy? That's the place for you, because our nation deserves the best.” And just a final thanks to the alumni, and as a superintendent, I'm proud to be in this position with my amazing teammates. And any alumni that wants to ask me, “What's the rest of the story?” I am always available. Please hit me up in the hallways, on the Terrazzo, on the field, and I look forward to your conversations.   Naviere Walkewicz This has been a special edition of the Air Force Gradcast. On behalf of the Long Blue Line Podcast Network and the U.S. Air Force Academy Association & Foundation, thank you for joining us. It's been a privilege to hear directly from Lt. Gen. Bauernfeind and to share updates and perspectives relevant to graduates across our Academy community. Thank you for your continued connection, commitment and support of our United States Air Force Academy. I'm Lt. Col. (Ret.) Naviere Walkewicz, Class of '99. Until next time.       The Long Blue Line Podcast Network is presented by the U.S. Air Force Academy Association & Foundation  

Newly unsealed investigative records from the Idaho State Police shed chilling light on Bryan Kohberger's conduct during his time at Washington State University prior to the murders of four University of Idaho students. A female coffee shop employee, who also attended WSU, reported frequent unsettling encounters with Kohberger—he often visited near closing time, somehow knew her name without being told, and appeared to monitor her work schedule. She described feeling targeted and uncomfortable and even experienced unsettling incidents near her home, including someone knocking on her window and noises on her porch late at night. These details paint a disturbing portrait of behavior that, in retrospect, foreshadows a deeper predatory pattern.Further records reveal a broader pattern of concern: at least thirteen complaints were filed by classmates regarding Kohberger's inappropriate behavior—particularly toward women. Faculty members described him as displaying predator-like traits, with one teaching assistant leaving her office door ajar out of unease, and a professor warning that, if Kohberger were to become a professor himself, he could pose a serious threat to students. This disturbing consensus of behavior raises powerful questions about the early warning signs that were missed or ignored before the murders occurred.to contact me:bobbycapucci@protonmail.comsource:Bryan Kohberger files reveal café worker's eerie encounters with Idaho killer before student murders | Daily Mail Online

In this episode of Stories from the Ridge, Sumner McCallie, Dean of Faculty and Curriculum, Chris Carpenter, Dean of Student Academics, and Tammy Barber, Middle School Assistant Principal for Academics, talk about McCallieSchool's renewed emphasis on understanding how individual boys learn – and how teachers can apply new teaching strategies by understanding more deeply the intricacies of these learning styles. And they discuss a new self-assessmenttool called Mindprint that in its initial rollout has proven highly successful in helping students and teachers explore and understand their learning styles more deeply.

In this episode of Theologically Driven, we welcome Jeremy Pittsley, the newest faculty member at Detroit Baptist Theological Seminary. Jeremy shares his journey from seminary student to missionary in Kenya, and now back to DBTS as a professor of Biblical Languages and Literature. He reflects on formative experiences, influential professors, and the calling that led him to serve in pastoral training and church leadership overseas. Jeremy also discusses the transition back to the U.S., stepping into the role previously held by Dr. Compton, and his excitement for teaching Greek and Hebrew. Learn more about DBTS at https://dbts.eduRegister for the E3 Pastors Conference at https://e3pc.orgIf you enjoyed this episode, you can access tons of content just like this at ⁠⁠⁠⁠⁠⁠dbts.edu⁠⁠⁠⁠⁠⁠. Thanks for listening!

13 Complaints Against Bryan Kohberger EXPOSED: Unsealed Files REVEAL Disturbing Actions! Newly unsealed interviews and documents reveal a disturbing picture of Bryan Kohberger during his time as a doctoral student at Washington State University. Between August and November 2022, students and faculty filed at least 13 formal complaints against Kohberger, citing repeated patterns of intimidation, offensive remarks, and troubling behavior that left many women in the program feeling unsafe. Classmates reported him making misogynistic, homophobic, and ableist comments—including asking a deaf student if she should even “procreate,” telling a divorced woman she was “broken,” and speaking down to female professors. Others described him blocking office doorways so women couldn't leave, hovering uncomfortably close, and targeting a 19-year-old undergraduate who had to be escorted home after his unwanted attention escalated. Faculty even warned that if he ever became a professor, he would likely stalk or S-A students. Some reported a possible stalking incident and a break-in where personal items were stolen. On November 8, 2022, WSU required his entire doctoral cohort to attend mandatory discrimination training in response to these issues. Just days later, four students were murdered in nearby Moscow, Idaho. When Kohberger returned to class after Thanksgiving break, peers noticed bruised and bloody knuckles, scratches described as “cat-like” cuts, and a bandage on his ring finger. He wore a puffy jacket, as though hiding more injuries. Classmates recalled his disheveled appearance, avoidance of murder discussions, and chilling comments that the killer “must have been pretty good” and it may have been “one and done.” These accounts, paired with what investigators say happened inside the King Road house, leave a haunting question: how many red flags were raised before tragedy struck? In this video, we break down every complaint, every disturbing detail, and what those who knew Kohberger noticed in the days after the killings. #BryanKohberger #Idaho4 #TrueCrime #HiddenKillers #MoscowMurders #IdahoStudentMurders #TrueCrimeCommunity #CrimeNews #IdahoCase #TrueCrimePodcast Want to comment and watch this podcast as a video? Check out our YouTube Channel. https://www.youtube.com/@hiddenkillerspod Instagram https://www.instagram.com/hiddenkillerspod/ Facebook https://www.facebook.com/hiddenkillerspod/ Tik-Tok https://www.tiktok.com/@hiddenkillerspod X Twitter https://x.com/tonybpod Listen Ad-Free On Apple Podcasts Here: https://podcasts.apple.com/us/podcast/true-crime-today-premium-plus-ad-free-advance-episode/id1705422872

13 Complaints Against Bryan Kohberger EXPOSED: Unsealed Files REVEAL Disturbing Actions! Newly unsealed interviews and documents reveal a disturbing picture of Bryan Kohberger during his time as a doctoral student at Washington State University. Between August and November 2022, students and faculty filed at least 13 formal complaints against Kohberger, citing repeated patterns of intimidation, offensive remarks, and troubling behavior that left many women in the program feeling unsafe. Classmates reported him making misogynistic, homophobic, and ableist comments—including asking a deaf student if she should even “procreate,” telling a divorced woman she was “broken,” and speaking down to female professors. Others described him blocking office doorways so women couldn't leave, hovering uncomfortably close, and targeting a 19-year-old undergraduate who had to be escorted home after his unwanted attention escalated. Faculty even warned that if he ever became a professor, he would likely stalk or S-A students. Some reported a possible stalking incident and a break-in where personal items were stolen. On November 8, 2022, WSU required his entire doctoral cohort to attend mandatory discrimination training in response to these issues. Just days later, four students were murdered in nearby Moscow, Idaho. When Kohberger returned to class after Thanksgiving break, peers noticed bruised and bloody knuckles, scratches described as “cat-like” cuts, and a bandage on his ring finger. He wore a puffy jacket, as though hiding more injuries. Classmates recalled his disheveled appearance, avoidance of murder discussions, and chilling comments that the killer “must have been pretty good” and it may have been “one and done.” These accounts, paired with what investigators say happened inside the King Road house, leave a haunting question: how many red flags were raised before tragedy struck? In this video, we break down every complaint, every disturbing detail, and what those who knew Kohberger noticed in the days after the killings. #BryanKohberger #Idaho4 #TrueCrime #HiddenKillers #MoscowMurders #IdahoStudentMurders #TrueCrimeCommunity #CrimeNews #IdahoCase #TrueCrimePodcast Want to comment and watch this podcast as a video? Check out our YouTube Channel. https://www.youtube.com/@hiddenkillerspod Instagram https://www.instagram.com/hiddenkillerspod/ Facebook https://www.facebook.com/hiddenkillerspod/ Tik-Tok https://www.tiktok.com/@hiddenkillerspod X Twitter https://x.com/tonybpod Listen Ad-Free On Apple Podcasts Here: https://podcasts.apple.com/us/podcast/true-crime-today-premium-plus-ad-free-advance-episode/id1705422872

Preview: AI at School. Colleague Professor Tim Kane of the University of Austin reports the adaptation needed in light of AI ability to compose like a student and fool the faculty. More later.