Podcasts about Geometry

A neuroscientist calls in to debate the geometry of pizza, and food science guru Kenji Lopez-Alt explains how woodworking can help us make a better bagel and cream cheese.This episode originally aired on September 16, 2017 , and was produced by Dan Pashman, Anne Saini, and Shoshana Gold, with editing by Dan Charles. The Sporkful team now includes Dan Pashman, Emma Morgenstern, Andres O'Hara, Giulia Leo, Kameel Stanley, and Jared O'Connell. This update was produced by Gianna Palmer. Publishing by Shantel Holder.Every other Friday, we reach into our deep freezer and reheat an episode to serve up to you. We're calling these our Reheats. If you have a show you want reheated, send us an email or voice memo at hello@sporkful.com, and include your name, your location, which episode, and why.Transcript available at www.sporkful.com.Right now, Sporkful listeners can get three months free of the SiriusXM app by going to siriusxm.com/sporkful. Get all your favorite podcasts, more than 200 ad-free music channels curated by genre and era, and live sports coverage with the SiriusXM app.

We begin this week's episode with a little Built Puff bar drama. Kelly is obsessed and now Lizz is jumping on the bandwagon and taking one too many bars from the Stumpe stash. Could this cause a major riff between the sisters?  Kelly spent some time this week doing a little Facebook snooping and realizing that parenting is the great equalizer. The cool kids in high school are also changing diapers and going to Disney on Ice and it feels so satisfying to see. Meanwhile, Lizz is getting ready to finally feel settled by the end of 2025. But first there is a whole host of home projects that need to be done that will require them to move out for a little while. In the end, Lizz says it will be all worth it.    It's time to check in with Last Three Transactions. Lizz is all about buying stuff to make her life easier this week, like a belt hole puncher and glue traps for the bugs that get in her house. Plus, popsicle molds to made some easy sweet treats this summer. Kelly is on a health journey and bought some weights for her garage workouts. She also got more of those Geometry dish towels she's obsessed with and a headband and bow combo to tame some unruly child hair.   Finally, in Ditch the Drive-Thru Kelly is giving you some easy dinner ideas based on what she is eating this week. Who wants flank steak, nachos or barbeque chicken sweet potatoes?  

Money and meaning are often treated as separate conversations, but what if they were deeply connected? How can we redefine wealth beyond financial success? What role does mindset play in achieving fulfillment? In this episode of Mitlin Money Mindset®, Larry Sprung speaks with Brian Portnoy, founder of Shaping Wealth, about the psychology of money and how financial well-being can lead to a more fulfilling life. Brian shares his concept of "funded contentment," the distinction between being rich and being wealthy, and how financial advisors can support clients beyond just numbers. Brian shares: His multifaceted career journey and how it led to founding Shaping Wealth The profound difference between being rich and being wealthy The concept of funded contentment and its transformative impact Insights on guiding the next generation toward meaningful financial planning The paradigm shift in financial planning from a product-focused approach to a relationship-centered one  And more! Resources: Mitlin Financial   The JOY and Productivity Journal by Lawrence Sprung  Download Your Free Copy of the Couple's JOYful Money Guide The Geometry of Wealth: How to shape a life of money and meaning Paperback by Brian Portnoy Connect with Larry Sprung:  LinkedIn: Larry Sprung Instagram: Larry Sprung Facebook: Larry Sprung X (Twitter): Larry Sprung Connect with Brian Portnoy:  LinkedIn: Brian Portnoy X: Brian Portnoy Instagram: Brian Portnoy Website: Shaping Wealth About our Guest: Brian Portnoy, Ph.D., CFA, is an expert in the psychology of money. He is the founder of Shaping Wealth, the global wealth industry's premier learning & training platform for human-first financial guidance. Brian's three behavioral finance books have been published in 15 languages, and one of them, The Geometry of Wealth, inspired his current venture. He previously worked for nearly 20 years in the hedge fund and mutual fund industries as an investor, researcher, and educator. He serves on the ambassador's council of the Alliance for Decision Education, is a CFA Charterholder, and is a member of the Economic Club of Chicago. Brian earned his doctorate at the University of Chicago and his undergraduate degree at the University of Michigan. Disclosure: Guests on the Mitlin Money Mindset are not affiliated with CWM, LLC, and opinions expressed herein may not be representative of CWM, LLC. CWM, LLC is not responsible for the guest's content linked on this site.  

This week, we're discussing everyday things that make us feel unsettled or uncomfortable. One topic that stands out is Math Anxiety. This issue can create significant challenges during retirement. If memories of Geometry and Algebra are causing you to avoid your financial and retirement planning, remember that you don’t have to tackle it all by yourself! Greg and Kristin talk about “doing the math” to NOT run out of money in retirement. Feeling stuck with your retirement planning? Download a FREE copy of Legacy’s My Retirement Kit to help become better organized: See omnystudio.com/listener for privacy information.

Charlie Ziese and Lisa Richards are the principals at the Pyramid Science Foundation, an organization conducting pioneering scientific research on pyramids of all geometries and delving into profound questions that could revolutionize our understanding of energy and consciousness. In this conversation with Charlie and Lisa we discuss:The creation of the FoundationDefining pyramid energyMeasuring and researching pyramid energyWhat the Russians have known and want to keep secretTouching the Tartaria third railConducting pyramid energy experiments...and what the results tell usHow pyramid energy can impact our healthHow you can start incorporating pyramid energy into your life...and more!Learn more about the Pyramid Science Foundation at https://pyramidsciencefoundation.org/.Use code TERRAIN10 to take 10% OFF pyramid energy products and more at https://stargatepyramids.com/ and https://www.alterether.com/Support Terrain Theory on Patreon! Our recently-launched member platform gives you access to a ton of free & exclusive content. Check it out: https://www.patreon.com/TerrainTheoryTerrain Theory episodes are not to be taken as medical advice. You are your own primary healthcare provider.If you have a Terrain Transformation story you would like to share, email us at ben@terraintheory.net.Learn more at www.terraintheory.netMusic by Chris Merenda

Despite its quiet appearance, the brain is the seat of complicated wave dynamics. Indeed, cognitive processes are carried out through communications between neurons, leading to synchronisation and oscillations at different frequencies that can be recorded. Together, these oscillations also create waves that propagate through different regions. Apart from this electrical activity, the brain is also the siege of slow chemical waves that can cause migraine and mechanical waves arising from trauma. In this lecture, we will study the influence of all these waves on brain function.This lecture was recorded by Alain Goriely on 18th March 2025 at Barnard's Inn Hall, London.Alain is Gresham Professor of Geometry.He is currently the Director of the Oxford Centre for Industrial and Applied Mathematics and was elected as a Fellow of the Royal Society in 2022.The transcript of the lecture is available from the Gresham College website: https://www.gresham.ac.uk/watch-now/turbulent-brain-rhythms-and-wavesGresham College has offered free public lectures for over 400 years, thanks to the generosity of our supporters. There are currently over 2,500 lectures free to access. We believe that everyone should have the opportunity to learn from some of the greatest minds. To support Gresham College's mission, please consider making a donation: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-today Website:  https://gresham.ac.ukX: https://x.com/GreshamCollegeFacebook: https://facebook.com/greshamcollegeInstagram: https://instagram.com/greshamcollegeBluesky: https://bsky.app/profile/greshamcollege.bsky.social TikTok: https://www.tiktok.com/@greshamcollegeSupport Us: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-todaySupport the show

  EPISODE 25 - ORNAMENT Ornament has always had an important meta function within the human psyche. It has been "outlawed" for the past 100 years.   RESOURCE LINKS https://www.gadarchitecture.com/en/ornament-in-architecture https://www.artforum.com/features/louis-sullivans-ornament-209337/ https://journals.sagepub.com/doi/abs/10.1177/1354067x13515937?journalCode=capa https://medium.com/the-thinking-of-design/ornament-as-an-abstraction-of-society-853bb29cdf08 https://www.youtube.com/watch?v=5PmydPmwrKA https://dreamswork.co.uk/portfolio/how-ornament-is-functional/ https://designmanifestos.org/adolf-loos-ornament-and-crime/   AK links: Four D Design - Organic Architecture, Geometry of Nature www.fourddesign.com Star Tile - Multidimensional Ceramics www.star-tile.com Star Tile Studio - Joshua Tree, CA https://g.co/kgs/DUMmCLh   Contact: ak@fourddesign.com     WHY DO WE USE ORNAMENT? - SIGNIFIER Social signaling - and this changes over time!  Example tattoos - British nobility 1900-1920 Historically it was the demarcation of class and status - governments had rules about what colors and types of clothing could be worn, so that people could never be socially mobile- Ornament on clothing has always been important for the military and in battle, people wore family crests / telling others who they were The same went for houses - all ornament had meaning that could be learned (this is western) Heraldry   WHY DO WE USE ORNAMENT? - SOCIAL & PSYCHOLOGICAL Belonging is so important that people will go into debt to buy clothing that lets them fit into a social group, or a car, or jewelry etc - people are wildly craving belonging, and ornament is a way to show your tribe.   OTHER REASONS: Repetition causes peace - relaxation of the nervous system By creating the ornament, the maker can embody the energy of the thing that might be feared  Establish historic continuity - memory, legacy. Spiritual Side of Ornament - Adornment, Defense, Totems, Enhancing Consciousness. META FUNCTION, embodied practice Adorning parts of us that are vulnerable - defensive and actively stating who we are / calling in our guides.   HISTORY OF ORNAMENT Industrial Revolution - 1851 - now possible to make cheap ornament / mass production Attempt at standardizing the language - Owen Jones “Grammar of Ornament” - huge interest in revival of styles / what we would now call Cultural Appropriation.. started with Archaeology around 1750, people discovering ruins, Marie Antoinette wearing toile / chinoiserie In victorian era, people started ascribing a moral judgment to the ornament - Augustis Pugin:  ornament should be flat if the floor is flat, not 3d etc.. can't be inappropriate.  He was a CATHOLIC in England - super religious, championed gothic revival because it was faith-based John Ruskin  - wrote on architecture but also on geology, botany, ornithology etc - polymath Said that the moral condition of a society could be determined by the ornament - ornament was being incorrectly applied- Shows what is leading up to the birth of modernism, nothing happens in a vacuum.   What Happened - Loos, Modernism and the 1920s As both Sullivan and Lévi-Strauss indicate, ornament (as well as other factors) becomes a language of social structures, social experience and even social contradictions. It signifies the status and position of the building, which is itself a representation of the importance of its “owners” and users. Here the manipulation of the image, or in architecture the adding of ornamental beauty to a structure, may increase its relative desirability and value. For buildings are models of ourselves and our society, communicating through form and organizational system the character of that society.   BUILDINGS REFLECT THE VALUES AND VALUE OF THE OWNER.   MODERNISM - WHAT HAPPENED? Adolf Loos Ornament and Crime The evolution of culture marches with the elimination of ornament from useful objects", Loos proclaimed, thus linking the optimistic sense of the linear and upward progress of cultures with the contemporary vogue for applying evolution to cultural contexts.[2]  "The child is amoral. To us the Papuan is also amoral. The Papuan slaughters his enemies and devours them. He is no criminal. If, however, the modern man slaughters and devours somebody, he is a criminal or a degenerate. The Papuan tattoos his skin, his boat, his oar, in short, everything that is within his reach. He is no criminal. The modern man who tattoos himself is a criminal or a degenerate. There are prisons where eighty percent of the inmates bear tattoos. Those who are tattooed but are not imprisoned are latent criminals or degenerate aristocrats. if a tattooed person dies at liberty, it is only that he died a few years before he committed a murder."   Where do we go from here - how do we start?   (HUMANS ALWAYS START OVER WITH FORMS FROM NATURE) Architectural adornment or ornament, like cooking—that most basic transformation of nature—is a way of being in and representing the world simultaneously, a world that in Sullivan's words “procreates man's own personality, that fits him, that he might feel at home with himself,” a world of natural objects transformed by the hand of man. This is why Sullivan defined the architect's task in a manner that reveals his belief in man's transforming power: the architect as the agent who brings nature into community.   James Trilling - The Language of Ornament Harvard-trained art historian, former Textile Museum associate curator, and independent scholar James Trilling expands here on many of the highly original themes that appeared in his The Language of Ornament (2001). He offers intriguing new views of the modernist movement in art and architecture, its puritanical hostility to ornament, and its manifold relationships to the history of technology, science, and industry in the phenomenon known as modernization. Trilling is a passionate advocate of ornament, and he makes a fervent plea for its revival, largely on the grounds that it gives pleasure and "makes people happy" (p. 227). Ranging widely across cultures, time periods, disciplines, and topics, Ornament: A Modern Perspective is a densely layered book of formidable learning, imagination, and complexity. The argument is deceptively simple and difficult to summarize; as Trilling writes of Comte (p. 177), "it is rarely possible to give the bare bones of a utopian vision without making it sound naive." Ornament for Trilling is a specific, intricate concept. He spends part 1 of his two-part book explicating this concept, by which he means the use of motifs and patterns by skilled artists/craftsmen, "the art we add to art" (p. xiii), in the creation of one-of-a-kind objects laden with cultural meaning and symbol, esteemed as art by collectors, connoisseurs, and knowledgeable art historians. In part 2 Trilling traces the links between modernism and the rejection of ornament. Though the focus is on the period since the pivotal Crystal Palace exhibition of 1851, his book includes an impressive intellectual history [End Page 418] of the many ways in which ornament was repudiated as idolatry and artifice in numerous societies long before modernism. But after the triumph of mechanization and the ascendancy of efficiency, materialism, and positivism, the leading theorists of modernism thoroughly devalued and assaulted ornament. The most famous instance was Viennese architect and critic Adolf Loos's 1908 essay that seemingly equated ornament with crime. Modernism's visionaries instead exalted functionalism and simplicity in architecture and design. They saw ornament as wasteful, inefficient, and, after the Industrial Revolution, as the product of dehumanized, debased workers far removed from the ideal of the skilled artisan/craftsman of the prefactory era. Modernism's subsequent long reign among intellectual and cultural elites (despite the thin, pale revolt of the postmodern movement), Trilling argues, has now all but blinded us to ornament, erased it from our collective memory and from art. Early modernist theorists sought to jettison the wealth of inherited patterns and motifs rather than welcoming their incorporation and reworking, as traditional crafts had done. (Ironically, one of Trilling's most original arguments is that modernism in fact had its own ornamental style, employing materials that had pattern and texture and creating art rooted in indeterminacy, "labile, ambiguous, unpredictable" [p. 217].) Trilling's mission is to restore understanding and appreciation of the rich, lost world of artisanal ornament. His book addresses artists, architects, designers, their clients and collectors, art historians—tastemakers and all who care about taste.                

Drew is joined by his Bravo group chat girls Ilina Mitra and Clare B to discuss Season 9, Episode 7 of Summer House. The girls crack open an ice cold Loverboy and dish about Jesse's day-long sexual meltdown, swashbuckler fetishes, searching for Alix Earle in Miami, the devious and puffy Craig Conover, and Kyle handling conflict responsibly and maturely (which will obviously never happen again). XOXO, Girls Room.Julia's back next week!Follow Girls Room on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠TikTok⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.Follow Drew on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.Follow Julia on ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.

In the final installment of our Women's History Month series, we're honored to host Andrea Keller on this episode of I Hear Design. Andrea is a visionary architect and partner/designer of Star Tile who's redefining how we perceive design and its impact on human well-being. In this episode, we explore how incorporating these natural geometries into our built environments can trigger a calming neurological response, reducing stress and enhancing overall wellness. Andrea shares her insights on the difference between biophilia and biomimicry, and how architects and designers can move beyond simply adding plants to creating spaces that truly resonate with our innate connection to nature. Join us as we dive into the science behind fractal design, its practical applications, and the transformative power of aligning our spaces with nature's inherent wisdom. This conversation is not just about design; it's about creating a future where our environments actively contribute to our health and happiness.

Episode: 2441 Temple Geometry: Sacred Mathematics in Japan's Edo Period.  Today, temple geometry.

In this episode of the Spectrum of Health podcast, Dr. Christine Schaffner previews a talk with Eileen McKusick to explore the fascinating world of quantum coherence medicine. They discuss the profound connection between sound, the biofield, and healing—unpacking how our energy field holds memories and influences our well-being. Drawing insights from the Quantum Coherence Medicine Masterclass, they also examine the role of geometry in shaping the patterns of life and health. Tune in for an eye-opening conversation on the science behind vibrational healing and its impact on the body. For the full show notes please visit my website: www.drchristineschaffner.com/Episode281

Mahalene Louis is a true artist and an innate linguist. She emigrated from France to the US in her mid-twenties, not speaking a word of English. Being a communicator at heart, she started painting. Soon, her works were in public and private collections. Her surprising gifts collided with an intense prayer for healing to remind her of her words as a 5-year-old: “one day, I'll write a book. There'll be Hebrew in it, and it will create world peace.” It took writing hundreds of books (forty years of a relentless wax-on, wax-off process) to reveal The Code of Opposites – an introduction to a path by which to restore health in ALL levels of communication.Become a supporter of this podcast: https://www.spreaker.com/podcast/the-x-zone-radio-tv-show--1078348/support.

See more here: https://karenswain.com/sean-clayton Sean Clayton is a life and business strategist, visionary spiritual coach, and an abundance alchemist with a blend of business acumen and holistic wisdom. Sean's career was in advertising, encompassing executive leadership roles at the world's largest advertising agency. In tandem with his professional background, Sean's personal journey, fuelled by an insatiable thirst for a purpose-filled life and the pursuit of ancient wisdom, is marked by challenges that could have broken many. Ranging from childhood sexual abuse to suicide attempts and federal incarceration, Seans life has become a story of transformation through spirituality. Dates & Times Sunday 23 March 2025 @ 6:30 - 8 pm EDT @ 5:30 - 7 pm CST : 4:30 - 6 pm MST : 3:30 - 5pm PST Monday 24 March 2025 @ 9:30 - 11 pm AEST - Sydney Sunday 10:30pm GMT UK - 11:30 pm - 1 am EU Episode: 58 on UPRN - ATP Media Awakening Consciousness with KAren Swain Welcomes Sean Clayton Host: KAren Swain https://karenswain.com See our links https://linktr.ee/KArenSwain More shows here: https://karenswain.com/listen/ Appreciate KAren's work Awakening Consciousness? THANK YOU for your Support for the content. Share your appreciation on this link https://www.paypal.me/KArenASwain Join our Awakening Empowerment Network Facebook Group https://www.facebook.com/groups/AwakeningEmpowermentNetwork THANK YOU for your support

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Tim Maudlin is Professor of Philosophy at NYU and Founder and Director of the John Bell Institute for the Foundations of Physics. This is Tim's seventh appearance on the show. He last appeared on episode 237 for a masterclass on Albert Einstein's theory of special relativity, explaining it from the ground up and elucidating some common misconceptions. In this episode Tim returns for a discussion of another of Einstein's major impacts on physics: his theory of general relativity. More particularly, Tim and Robinson discuss black holes, time, paradoxes of distance, Penrose diagrams, figures like Leonard Susskind and Richard Feynman, the curvature of space, and more. If you're interested in the foundations of physics, then please check out the JBI, which is devoted to providing a home for research and education in this important area. Any donations are immensely helpful at this early stage in the institute's life.Tim's Website: www.tim-maudlin.siteThe John Bell Institute: https://www.johnbellinstitute.org00:00:42 An Extended Prelude00:05:08 Naming Names00:10:02 The Difference Between Quantum Mechanics and General Relativity00:13:46 Einstein on General Relativity and Metric00:27:21 More on Coordinates00:40:26 A Novel Coordinate System00:46:25 What Is Special Relativity?00:50:30 The Conflict Between Quantum Theory and Relativity01:02:00 Doing Physics with Geometry01:12:38 Geometry and Special Relativity01:30:20 More on Geometry and Relativity01:36:19 Lorentz Frames01:46:56 Simultaneity02:02:03 John Bell and Special Relativity02:11:00 Paradoxes of Distance02:22:12 A Penrose Diagram02:27:47 Introducing General Relativity02:32:23 The Most Important Experiment About Gravity 02:45:52 Changing the Geometry of Spacetime02:55:28 Curvature of Space03:02:03 Be Careful with Diagrams in Science 03:05:45 The Basic Idea of General Relativity03:10:23 The Equivalence Principle03:19:40 Clocks and Gravity03:28:09 Richard Feynman on General Relativity03:37:00 The Cosmological Constant03:41:56 What Are Black Holes?03:50:45 What Steven Weinberg Got Wrong About General Relativity 04:01:01 Black Holes and the Centrifugal Force Paradox04:06:32 Curved Black Holes and Gödel Spacetime04:19:34 The John Bell InstituteRobinson's Website: http://robinsonerhardt.comRobinson Erhardt researches symbolic logic and the foundations of mathematics at Stanford University.

Support the show to get full episodes, full archive, and join the Discord community. The Transmitter is an online publication that aims to deliver useful information, insights and tools to build bridges across neuroscience and advance research. Visit thetransmitter.org to explore the latest neuroscience news and perspectives, written by journalists and scientists. Read more about our partnership. Sign up for the “Brain Inspired” email alerts to be notified every time a new “Brain Inspired” episode is released. To explore more neuroscience news and perspectives, visit thetransmitter.org. The concept of a schema goes back at least to the philosopher Immanuel Kant in the 1700s, who use the term to refer to a kind of built-in mental framework to organize sensory experience. But it was the psychologist Frederic Bartlett in the 1930s who used the term schema in a psychological sense, to explain how our memories are organized and how new information gets integrated into our memory. Fast forward another 100 years to today, and we have a podcast episode with my guest today, Alison Preston, who runs the Preston Lab at the University of Texas at Austin. On this episode, we discuss her neuroscience research explaining how our brains might carry out the processing that fits with our modern conception of schemas, and how our brains do that in different ways as we develop from childhood to adulthood. I just said, "our modern conception of schemas," but like everything else, there isn't complete consensus among scientists exactly how to define schema. Ali has her own definition. She shares that, and how it differs from other conceptions commonly used. I like Ali's version and think it should be adopted, in part because it helps distinguish schemas from a related term, cognitive maps, which we've discussed aplenty on brain inspired, and can sometimes be used interchangeably with schemas. So we discuss how to think about schemas versus cognitive maps, versus concepts, versus semantic information, and so on. Last episode Ciara Greene discussed schemas and how they underlie our memories, and learning, and predictions, and how they can lead to inaccurate memories and predictions. Today Ali explains how circuits in the brain might adaptively underlie this process as we develop, and how to go about measuring it in the first place. Preston Lab Twitter: @preston_lab Related papers: Concept formation as a computational cognitive process. Schema, Inference, and Memory. Developmental differences in memory reactivation relate to encoding and inference in the human brain. Read the transcript. 0:00 - Intro 6:51 - Schemas 20:37 - Schemas and the developing brain 35:03 - Information theory, dimensionality, and detail 41:17 - Geometry of schemas 47:26 - Schemas and creativity 50:29 - Brain connection pruning with development 1:02:46 - Information in brains 1:09:20 - Schemas and development in AI

Bex Simon is a British Artsmith who has overcome difficult mental health issues to become highly sought after for her creative work in metal. Bex is unconstrained in her approach to design by combining geometric shapes and textures. Her sculptures and public art tell stories relative to the surrounding environment and can be found around the UK. Bex was born in Chertsey, Surrey in 1973, the third of four children—she has an older sister and brother and a younger brother. She reflects on a very strict upbringing from parents Tim, a computer programmer and Gel a retired teacher who later volunteered at a school for handicapped children; a relationship which has mellowed with time and understanding of Bex's mental health. Bex was attracted to the art of blacksmithing as a teenager and despite struggling at school with dyslexia, she studied at the Surrey Institute of Art and Design – Foundation graduating in 1992.  In 1995 she graduated with a BA in Three-Dimensional Design in Metal Surrey from the Institute of Art and Design; followed in 1998 by a Diploma and National Certificate from Hereford College of Technology and in 2017 a Level 3 Diploma in Advanced Forge Work DFS from Herefordshire and Ludlow College. In 2019 she began studying Geometry at the Prince's Foundation School of Traditional Arts. In 1999 Bex moved to London and established her creative blacksmithing business with the help of the Prince's Trust. Initially, she worked on private commissions acquired from exhibiting regularly at RHS Chelsea and Hampton Court Flower Shows. Later, she moved on to larger scale public artwork projects via collaborations with a selected group of artist blacksmiths. Her biggest commission to date being a forty meter public artwork for Westminster Magistrates' Courts in London. It was for that installation that she became the first woman to receive the Tonypandy Cup; the most prestigious award given by the Worshipful Company of Blacksmiths.  Bex lives in North Devon with her husband Dave and their daughters Molly and Lyonie. The book that Bex recommended on the YouTube video - https://www.youtube.com/@theaartpodcast -The Creative Art, A Way of Being by Rick Rubin Bex's links:https://bexsimon.com/https://www.instagram.com/bexsimonartsmith/ Bex's favorite female artists:Zaha HadidEmma KunzLousie Bourgeois Bex's playlist:Beastie Boys / SabotageSinead O'Connor / TroyDoja Cat / Paint the Town RedRadiohead / Street SpiritSleaford Mods / Nudge ItThe Sundays / Can't Be SureChase & Status / BackboneGoldfrapp / Ooh La LaSystem of A Down / Chop SueyRoyksopp Robyn / MonumentNia Archives / Off Wiv Ya HeadzHost: Chris StaffordProduced by Hollowell StudiosFollow @theaartpodcast on InstagramThe AART Podcast on YouTube -  https://www.youtube.com/@theaartpodcastEmail: theaartpodcast@gmail.comBecome a supporter of this podcast: https://www.spreaker.com/podcast/wisp--4769409/support.

Bex Simon is a British Artsmith who has overcome difficult mental health issues to become highly sought after for her creative work in metal. Bex is unconstrained in her approach to design by combining geometric shapes and textures. Her sculptures and public art tell stories relative to the surrounding environment and can be found around the UK. Bex was born in Chertsey, Surrey in 1973, the third of four children—she has an older sister and brother and a younger brother. She reflects on a very strict upbringing from parents Tim, a computer programmer and Gel a retired teacher who later volunteered at a school for handicapped children; a relationship which has mellowed with time and understanding of Bex's mental health. Bex was attracted to the art of blacksmithing as a teenager and despite struggling at school with dyslexia, she studied at the Surrey Institute of Art and Design – Foundation graduating in 1992.  In 1995 she graduated with a BA in Three-Dimensional Design in Metal Surrey from the Institute of Art and Design; followed in 1998 by a Diploma and National Certificate from Hereford College of Technology and in 2017 a Level 3 Diploma in Advanced Forge Work DFS from Herefordshire and Ludlow College. In 2019 she began studying Geometry at the Prince's Foundation School of Traditional Arts. In 1999 Bex moved to London and established her creative blacksmithing business with the help of the Prince's Trust. Initially, she worked on private commissions acquired from exhibiting regularly at RHS Chelsea and Hampton Court Flower Shows. Later, she moved on to larger scale public artwork projects via collaborations with a selected group of artist blacksmiths. Her biggest commission to date being a forty meter public artwork for Westminster Magistrates' Courts in London. It was for that installation that she became the first woman to receive the Tonypandy Cup; the most prestigious award given by the Worshipful Company of Blacksmiths.  Bex lives in North Devon with her husband Dave and their daughters Molly and Lyonie. The book that Bex recommended on the YouTube video - https://www.youtube.com/@theaartpodcast -The Creative Art, A Way of Being by Rick Rubin Bex's links:https://bexsimon.com/https://www.instagram.com/bexsimonartsmith/ Bex's favorite female artists:Zaha HadidEmma KunzLousie Bourgeois Bex's playlist:Beastie Boys / SabotageSinead O'Connor / TroyDoja Cat / Paint the Town RedRadiohead / Street SpiritSleaford Mods / Nudge ItThe Sundays / Can't Be SureChase & Status / BackboneGoldfrapp / Ooh La LaSystem of A Down / Chop SueyRoyksopp Robyn / MonumentNia Archives / Off Wiv Ya HeadzHost: Chris StaffordProduced by Hollowell StudiosFollow @theaartpodcast on InstagramThe AART Podcast on YouTube -  https://www.youtube.com/@theaartpodcastEmail: theaartpodcast@gmail.comBecome a supporter of this podcast: https://www.spreaker.com/podcast/aart--5814675/support.

What if the knowledge of our ancestors wasn't lost—but hidden in plain sight, waiting to be decoded?

Let's talk. Send me a message with your email and I'll get back to you!

In this video, teachers Joe Wolak and Winston Brady walk through a fun lesson plan to do with students to calculate pi using some plates, mugs, some string, and a ruler.Free download available at https://bit.ly/4gV7Cyd

The Lakers held off the Mavs for a hard-fought win in Luka Dončić's first game vs. his former team on Tuesday night. Pete and Darius discuss the win, highlighting Luka's triple double, LeBron's great 4th quarter, and the team finding ways to make enough plays on both sides of the ball. And then later, the guys discuss Rui Hachimura's strong recent play and versatility on defense, LeBron's defensive commitment, and much more.  Support Pete here: Patreon: https://www.patreon.com/lakerfilmroom Buy Me a Coffee: https://buymeacoffee.com/lakerfilmroom Pete's YouTube: https://www.youtube.com/@LakerFilmRoom Pete's Playback: https://www.playback.tv/lakerfilmroom For Feedback or Questions: lakerfilmroom@gmail.com Learn more about your ad choices. Visit podcastchoices.com/adchoices

Pythagoras of Samos (c. 570–495 BCE) was an ancient Greek philosopher and mathematician, best known for founding Pythagoreanism and the Pythagorean theorem.   His teachings combined mathematics, mysticism, and philosophy, influencing Plato, Western thought, and early science.

Khalid Oluewu, principal of Webster Elementary School in Chicago, has done what many principals would love to do: He has created structures and practices at his school to ACCELERATE learning for all, and in particular for Black males.  Wow. The idea started when he was a teacher and taught middle school math and had students come to him years behind. He looped with the students and in three short years he not only got them on grade level, but when they went to high school they were able to skip Algebra and start with Geometry.  Now as a principal he put four things in place to accelerate learning - to have students learn one and a half years' worth in just a year): Have teachers focus on PRIORITY standards Have teachers provide JUST-IN-TIME supports not live in remediation Provide more individualized learning by having teachers use small groups and by partnering with organizations who could provide high-impact tutoring Using tech platforms for more individualized learning The results? In one year the overall proficiency level leaped from just 6% to 50% and for Black boys, it went from just 2% to 30%! Truly impressive. And those numbers keep climbing up, far from the single-digit proficiency levels they were before.  To learn more, check out these resources: Read Khalid's research paper: Year of Acceleration for All (Yes, that includes Black Males) Visit Webster Elementary School if you're in Chicago Reach out via email: koluewu@cps.edu  As always, send your comments, questions, and show ideas to mike@schoolleadershipshow.com. Consider rating the podcast in iTunes and leaving a comment.  And please pass the show along to your colleagues. Additionally, if you have other non-education books with implications for school leaders, send those suggestions our way, too. And finally, If you or someone you know would like to sponsor the show, send Mike an email at mike@schoolleadershipshow.com.  

Another failed attempt to record a podcast in 10 minutes or less. Is frustrated the same as mad? Who do you frustrate the most in your life? Geometry chat bores Dylan. How long can washed laundry sit before you put it in the dryer? When dinner time isn't dinner time. Pepper's been stealing Robbie's friends. An update on the soccer coach who allegedly stole from charity.

Watch the full episode with Barbara Hand Clow here: https://youtu.be/l_O1gTU2jCcSupport this show http://supporter.acast.com/inspiredevolution. Hosted on Acast. See acast.com/privacy for more information.

Watch the Q&A session here: https://youtu.be/bKMV8i9Mq40The brain is mostly organised in small modular regions connected to each other. Typically, each region performs different cognitive tasks, from image processing to language. This organisation leads us to model the brain as a network, the ‘brain connectome'. This fundamental view of the brain has become a central paradigm for neurosciences linking topological properties of networks to brain functions. This lecture presents ideas from graph theory to study this network and understand the way that the brain learns and operates.This lecture was recorded by Alain Goriely on 4th February 2025 at Barnard's Inn Hall, London.Alain is Gresham Professor of Geometry.He is currently the Director of the Oxford Centre for Industrial and Applied Mathematics and was elected as a Fellow of the Royal Society in 2022.The transcript of the lecture is available from the Gresham College website: https://www.gresham.ac.uk/watch-now/connected-brainGresham College has offered free public lectures for over 400 years, thanks to the generosity of our supporters. There are currently over 2,500 lectures free to access. We believe that everyone should have the opportunity to learn from some of the greatest minds. To support Gresham's mission, please consider making a donation: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-todayWebsite:  https://gresham.ac.ukTwitter:  https://twitter.com/greshamcollegeFacebook: https://facebook.com/greshamcollegeInstagram: https://instagram.com/greshamcollegeSupport Us: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-todaySupport the show

SYNOPSIS: Ali is in the hot seat today! The tables have turned as longtime friend, student and Television Producer, Lauren Gleason, interviews Ali about her body-based method, Personal Geometry® - a practice she developed to give the body a language that our cognitive minds can immediately access and understand.  Together, they explore how Personal Geometry® and body mapping techniques are used in therapeutic and clinical healing, particularly in addressing challenges related to the body, sexuality, and addiction. Ali shares how she refined her method while working in renowned rehab centres in Los Angeles, offering real-life examples of its impact and honoring the influence and her experience of Family Constellation Work.They discuss the power of mapping relational dynamics - how visualizing the roles we hold in family systems can illuminate unconscious patterns, especially in the context of addiction and trauma. Other topics explored include the common phenomenon of emotional incest, the challenges and call to work with perpetrators, sexual biases as a facilitator, and our universal need to belong.At its core, Personal Geometry® is a somatic practice that taps into the body's innate, felt-sense understanding of spatial relationships. By bypassing psychological defense mechanisms, it directly reveals how we unconsciously position ourselves in relation to others, environments, and internal conflicts. This non-verbal, embodied approach provides a clear and immediate visual representation of a client's inner world, making it an invaluable tool for therapists, facilitators, and anyone seeking profound transformation.  PERSONAL GEOMETRY TRAININGSJoin the Next Personal Geometry® Foundations Class  (online over Zoom)Now enrolling - click here for more details. Next cohort starts February 8th, 2025.Our audience gets $250 off - just mention the show when contacting Ali. A seven-week online class - perfect for therapists, sexologists, coaches, and healing practitioners. Foundations is the prerequisite for advanced classes on Sexuality and Addiction, and individuals seeking personal healing are welcome too!  MORE ALI MEZEY:Website:  https://www.alimezey.comPersonal Geometry® and the Magic of Mat Work Course information:https://www.alimezey.com/personal-geometry-foundationsTransgenerational Healing Films: https://constellationarts.com/Body work: https://www.alimezey.com/massage-body-therapyMORE LAUREN GLEASON:Instagram for Personal Geometry®: @the.unfolding.youInstagram For Entertainment & Media @gynisis.productions  BIO: Lauren Gleason is Creative and Entertainment Professional with over a decade of experience across film and television. Parallel to her career in entertainment, Lauren's other lifelong passion has been personal development. Beginning when she was first certified in Reiki I at fourteen, she was fortunate enough to be exposed to a wide-range of mind-body wellness techniques from Family Constellation Therapy to Continuum, to Joseph Culp's Walking In Your Shoes—finally becoming certified as a Personal Geometry Practitioner in 2025 under Ali Mezey. At their core, stories embody the human path of transformation. Lauren's mission is to create engaging, multi-genre stories that illuminate and entertain, while helping individuals uncover and rewrite their stories along the way. Follow Lauren's conscious media endeavors with Gynisis Productions and her Personal Geometry practice with The Unfolding You. OTHER RESOURCES, LINKS AND INSPIRATIONS:FREE Guided Body Mapping Taster: Heart/Sexuality SplitJane PetersonBodies In Space by Jane PetersonBert HellingerCenter for Healthy SexThe Body Has a Mind of its Own by The BlakesleesProprioMassage® - Ali's massage method Jane Peterson: The Systemic Body: Navigating Relational Dynamics and Systemic Consciousness with Jane Peterson, PhDGil Hedley: "pars intima" instead of "genitals"The Body is a Gift with Gil Hedley: A Reverential Journey into the Human BodyFUNCTIONS OF ADDICTIONS: Addictions serve as adaptive strategies the body develops to regulate overwhelming emotions, trauma, and unmet needs. Addiction functions as a way to manage distress, create boundaries, or seek connection when healthier strategies are unavailable, often reinforcing cycles of disembodiment and dissociation.PROPRIOCEPTION: One's internal sense of where one's body parts are located in space and how they are moving. Proprioceptors are located in muscles, tendons, cartilage and jointsCARTESIAN DIVIDE: The conceptual separation between mind and body, coined after René Descartes, emphasizing a dualistic view of human existence, isolating mental and physical aspects.FAMILY CONSTELLATION WORK is a global therapeutic approach that explores an individual's emotional and behavioral challenges in the context of their family system. It seeks to uncover hidden dynamics, unresolved traumas, or entanglements in the family lineage that may influence current issues. The process often involv...

In this minisode, Ali guides you on a mini mapping experience to explore your heart/sexuality split - or un-split!Using her method, Personal Geometry® (explored in Episode 31 with Lauren Gleason) in mere minutes you will gain insights into what your present stance is in relation to your romantic heart and your sexuality - in relation to anyone or anything that is currently an issue for you.Find out what your body knows about it!In minutes, you'll see-feel what could help you understand, and live, a more harmonious relationship between these essential aspects of being - whether in relationship to someone else and/or yourself.MORE ALI MEZEY:Website:  https://www.alimezey.comPersonal Geometry® and the Magic of Mat Work Course information:https://www.alimezey.com/personal-geometry-foundationsTo book a session, email Ali at ali@alimezey.com

NEXT COHORT STARTS TOMORROW February 8th - Jump In!Personal Geometry® is a somatic and spatial practice that taps into the body's innate, felt-sense understanding of spatial relationships. This work can do so much so quickly. It's an amazing way to get you, your clients, your partner, other participants, to see and feel the body-truth of things in minutes. We are excited to share Personal Geometry Foundations with you as a practitioner discover how you can best tailor it to the disciplines you are already, or will be, practicing. This non-verbal, embodied approach provides a clear and immediate visual and visceral representation of a person's inner world, making it an invaluable tool for therapists, facilitators, and anyone seeking profound transformation.  A seven-week online class - perfect for therapists, sexologists, coaches, and healing practitioners. Foundations is the prerequisite for advanced classes on Sexuality and Addiction, and individuals seeking personal healing are welcome too!  PERSONAL GEOMETRY TRAININGSJoin the Next Personal Geometry® Foundations Class  (online over Zoom)Now enrolling - click here for more details. Next cohort starts February 8th, 2025.Our audience gets $250 off - just mention the show when contacting Ali. MORE ALI MEZEY:Website:  https://www.alimezey.comPersonal Geometry® and the Magic of Mat Work Course information:https://www.alimezey.com/personal-geometry-foundationsTransgenerational Healing Films: https://constellationarts.com/If you have any questions, email Ali at: ali@alimezey.com

In this episode of PA Talks, we step inside Heatherwick Studio to meet Pablo Zamorano, Head of Geometry & Computational Design. From crafting complex geometries to developing custom digital tools, Pablo and his team are pushing the limits of architecture with cutting-edge technology. We dive into his journey to Heatherwick, the studio's unique team environment, and the innovative tools shaping their most ambitious projects. Plus, we explore the role of AI in design, the future of computational workflows, and what young architects need to know to thrive in the field. Tune in for an exclusive look at the tech-driven creativity behind Heatherwick's boldest designs! Check out our weekly courses at the PAACADEMY about AI, computational and parametric design, 3D-Printing, and Metaverse: ⁠https://paacademy.com/courses/ View more news and like this video at: https://parametric-architecture.com Follow us on Instagram: ⁠https://www.instagram.com/parametric.architecture/ Follow us on LinkedIn: ⁠https://www.linkedin.com/company/parametric.architecture/ Follow us on Facebook: ⁠https://www.facebook.com/parametric.archi/ Follow us on Pinterest: https://pinterest.com/parametricarchitecture/ Follow us on X: ⁠https://x.com/parametricarch/ Listen to the world's best architecture podcast by PA: Youtube: https://www.youtube.com/playlist?list=PL7upRiEaKOZNB9m3npkqLd15rt63qENsY Apple: https://podcasts.apple.com/tr/podcast/pa-talks/id1503812708 Spotify: https://open.spotify.com/show/4P442GMuRk0VtBtNifgKhU?si=7c9b4b0196234dcc © 2024 Parametric Architecture, LLC ⁠⁠⁠#architecture⁠⁠⁠ ⁠⁠⁠#London ⁠⁠⁠#heatherwickstudio⁠ ⁠⁠⁠#ai⁠⁠⁠ ⁠⁠⁠#parametricdesign⁠⁠⁠ ⁠⁠⁠#parametricarchitecture #computationaldesign⁠⁠

Donald B. Carroll spent his career working in Fire & Rescue, as a district chief, academy instructor, and paramedic. During those 30 years, he raised a family and pursued the meaning of life through extended study into the Cayce readings and other spiritual, scientific, and philosophical materials. Today, Carroll is a regular speaker and writer of metaphysical topics from Cayce to the Kundalini. He spent 10 years researching and writing his latest work, Sacred Geometry and Spiritual Symbolism. Carroll is also an international tour leader for the nonprofit Association for Research and Enlightenment, visiting sites of a spiritual nature across the globe. – www.donaldbcarroll.comBecome a supporter of this podcast: https://www.spreaker.com/podcast/the-x-zone-radio-tv-show--1078348/support.

Colin and Karyn are joined by special guest Brian Portnoy, founder of Shaping Wealth and author of The Geometry of Wealth. Together, they explore how investors can avoid repeating the same financial mistakes. Listen in to learn how to build a more intentional financial future!

Ep.188 is here! Come listen as we tell you about the great Lacuna from CMYK and why it's a fantastic game. We also tell you about Geometry in games as well as Hayley's hate for measuring things. We end the show by asking Riley and Layken what their favorite games to play with us are! Be sure to like, share, and subscribe! Game: 5:53 Topic: 16:52 Question: 34:43 Game Mentions: Go, Chess, Warhammer, Malifaux, Infiniti, Crash Octopus, Junk Art Support: If you would like to help us improve our product, here's where you can do that! www.patreon.com/MalthausGames podpledge.com?p=3D8L1M1V4S7F8... ko-fi.com/malthausgames Sound Attributions: Something Elated by Broke For Free, Downloaded from freemusicarchive.org/music/Bro... Edits: Cut to length and Faded in. Heavy Happy With Drums by Ryan Cullinane, Downloaded from freemusicarchive.org/music/Ryan Cullinane/Heavy Happy With Drums – Beat Driven Productions – Heavy Happy With Drums Edits: Cut to length and faded out. Crowd in a bar (LCR recording) by Leandros.Ntounis, downloaded from freesound.org/people/Leandros... Edits: Cut to length, added vocals and own recorded drink making sounds. Vinyl_record_needle_static_01.wav by joedeshon, downloaded from freesound.org/people/joedesho... Edits: Cut to length, added to music and raised volume level. Hidden Wall Opening by ertfelda, downloaded from freesound.org/people/ertfelda... Edits: Adjust volume and cut to length added jungle sound and voice. Yucatan jungle.mp3 by folkart films, downloaded from freesound.org/people/folkart%... Edits: Adjust volume, cut to length, added door sound and voice. Footsteps, Concretem A.wav by InspectorJ, downloaded from freesound.org/people/Inspecto... Edits: Cut to length, adjusted volume, added jungle sounds and voice. Fantasy Sounds Effects Library, Ambience_Cave_00.wav by LittleRobotSoundFactory, downloaded from freesound.org/people/LittleRo... Edits: Cut to length, faded in, adjusted volume and added footsteps, jungle sounds, stone door, and voice. Game Show Theme Tune by FoolBoyMedia, downloaded from freesound.org/people/FoolBoyM... Edits: Cut to length, added vocals, adjusted volume. Audience, Theatre Applause.wav by makosan, downloaded from freesound.org/people/makosan/... Edits: Added music, added voice, cut to length and adjusted volume

Conventional wisdom claims that mixing emotions with financial decisions can lead to poor, even impulsive decisions. But what if we instead viewed emotions as super powers that we can harness to not only make wiser, but more meaningful choices for ourselves and our financial goals? In this episode, we sit down with Brian Portnoy, author and founder of the financial advisor coaching and e-learning platform Shaping Wealth. The lessons on Shaping Wealth apply wisdom from psychology, behavioral science, as well as emotional intelligence to coach financial advisors to be better partners for their clients' financial journeys. In addition to Shaping Wealth, Brian is the author of three books—The Investor's Paradox, The Geometry of Wealth, and How I Invest My Money. Brian also worked as the Director of Investment Education at Virtus Investment Partners, and was Head of Education at Magnetar Capital. Brian holds a PhD from the University of Chicago, as well as a bachelor's from the University of Michigan. For more, read Liz's column every Thursday at On The Money by SoFi, sign up for the On The Money newsletter, and follow Liz @LizThomasStrat. Notable mentions in the episode: 00:00 Introduction 01:31 Money and Emotions 04:44 Using Emotions to Make Better Financial Decisions 07:16 Emotions vs. Emotional Intelligence 09:19 Setting Expectations with Your Finances 13:58 Managing Emotions Through Market Volatility 17:22 Rich vs. Wealthy 21:15 Money and Happiness 25:13 Budgeting and Setting Goals 35:25 Getting Healthier About Our Financial Well-Being 38:55 AI and Financial Advising 47:51 Closing Thoughts Additional resources: On The Money: Sign up for SoFi's newsletter for intel, insights, and inspo to help you get your money right. Investing 101 Center: At SoFi, we believe investing is for everyone — which is why we've created a hub with info for beginners and experts alike. Start exploring to get investment education, advice, resources, and more. Wealth Investing Guide: Information you need to know to make your money work harder for you. This podcast should be used for informational purposes only and not deemed as a recommendation. Our Automated investing is via SoFi Wealth LLC, and is a registered investment advisor. Our Active investing is via SoFi securities LLC, member FINRA/SIPC. For additional disclosures related to the SoFi Invest® platforms, please visit www. SoFi.com/Legal. ©2024 Social Finance, Inc. All Rights Reserved.

Today on the podcast, the guys discuss some epic recent trips and rides before recapping the latest Worldwide Cyclery videos and reviews that we've put out lately. Next we jump into some classic listener questions ranging from what kind of extra bike should you get to geometry adjustments, adapting to newer bikes, riding trail bikes in the bike park and everything in between.Tune in! Tasmania Trip: allmountainrides.com/products/the-tassy-triangle Whistler Trip: https://chasingepicmtb.com/worldwide-cyclery-whistler-2025/ Our YouTube channel: www.youtube.com/channel/UCczlFdoHUMcFJuHUeZf9b_Q Worldwide Cyclery YouTube Channel: www.youtube.com/channel/UCxZoC1sIG-vVtLsJDSbeYyw Worldwide Cyclery Instagram: www.instagram.com/worldwidecyclery/ MTB Podcast Instagram: www.instagram.com/mtbpodcast/ Submit any and all questions to podcast@worldwidecyclery.com

Anaximander of Miletus (c. 610 – c. 546 BCE), a pre-Socratic philosopher and student of Thales, was a pioneer of cosmology, astronomy, and natural philosophy. He introduced the concept of the apeiron (infinite) as the origin of all things, developed early theories on evolution, and created one of the first world maps. His revolutionary ideas laid the groundwork for scientific thinking and inspired generations of philosophers and scientists.

Welcome to Episode 265 of Lucretius Today. This is a podcast dedicated to the poet Lucretius, who wrote "On The Nature of Things," the most complete presentation of Epicurean philosophy left to us from the ancient world. Each week we walk you through the Epicurean texts, and we discuss how Epicurean philosophy can apply to you today. If you find the Epicurean worldview attractive, we invite you to join us in the study of Epicurus at EpicureanFriends.com, where we discuss this and all of our podcast episodes. This week we have a special episode in which our podcaster co-host Joshua will give a talk entitled "The Deep-Set Boundary Stone - Epicurus and The Perils of Applying the Principles of Geometry to Ethical Philosophy."This talk was given on January 19, 2025, as part of our first EpicureanFriends Livestream. We'll link the slideshow presentation in the show notes to this episode, but you can view it anytime at EpicureanFriends.com by clicking on the "Featured Videos" link at the top of our website. Next week we'll be back with a regular Lucretius Today episode. Until then, enjoy Joshua on the topic "The Deep-Set Boundary Stone - Epicurus and The Perils of Applying the Principles of Geometry to Ethical Philosophy."https://www.epicureanfriends.com/thread/4268-episode-265-the-deep-set-boundary-stone-epicurus-and-the-perils-of-applying-the/#post33824

We used to fight over a degree, and now some bikes can offer a degree in either direction with a headset, 10mm on the chainstay, progression adjustment, and smaller geometry tweaks—all from the stock platform. But does this help or hinder the consumer's riding experience? Dario, Daz, and Denry show us their current favorite parts of biking and discuss whether a bike can ever be too adjustable.

In this episode, BT delves into the mysteries of Karahan Tepe with author Andrew Collins. They will discuss this ancient site in Turkey that challenges our understanding of human history. He discusses the significance of the Anunnaki, the concept of the cosmic serpent, and how these ancient beliefs have influenced civilizations. The conversation explores the geometry of ancient structures, the connection between time and cosmic cycles, and the cultural legacy of serpent worship across various societies. Andrew Collins, a researcher and author, shares his insights on these topics, emphasizing the importance of communication with the divine and the enduring impact of these ancient narratives on modern culture.Websites to check out: https://www.megalithomania.co.uk/index.phphttps://www.andrewcollins.com/Get the Book: https://www.innertraditions.com/karahan-tepeChapters 00:00 Exploring the Mysteries of Karahan Tepe07:03 The Anunnaki and Their Influence on Civilization13:57 The Cosmic Serpent and Ancient Beliefs22:00 Cultural Connections and the Legacy of the Serpent29:52 Geometry, Time, and Cosmic Cycles40:12 The Serpent Head and Communication with the Divine51:01 The Journey of Knowledge and Cultural Memory

Jaime Gonzalez, Bilingual Director at Eagle Pass ISD, joins Highest Aspirations to share how his district fosters success for emergent bilingual students and educators. Located on the Texas-Mexico border, Eagle Pass ISD leverages its unique bicultural and bilingual community to empower students and teachers alike. Jaime discusses grassroots initiatives like the district's bilingual certification academy, leadership development programs, and empathy-driven training strategies that help educators connect with and support their students. In this episode, Jaime explores the importance of breaking down language barriers, building strong community ties, and focusing on progress over perfection. Through practical strategies and powerful insights, this conversation highlights how collaboration and connection can transform outcomes for multilingual learners and their educators. Key questions we address: What steps can school districts take to build a strong bilingual teacher pipeline and support staff in meeting state requirements to teach multilingual learners? What role does community and cultural connection play in fostering academic and personal growth for bilingual learners? How can empathy and relationship-building enhance professional development and leadership in education? For additional episode and community resources: Download the transcript here. Visit Eagle Pass ISD's website. Check out If You Don't Feed the Teachers They Eat the Students!: Guide to Success for Administrators and Teachers mentioned in the podcast. For additional free resources geared toward supporting English learners, ⁠visit our blog. To expand your connection within the Ellevation community by join our ⁠Ellevation Educator Facebook Group. Jaime Gonzalez, a native of Zaragoza, Coahuila, Mexico, moved to Eagle Pass in ninth grade and graduated from Eagle Pass High School. With a degree in Applied Mathematics, Jaime has dedicated 16 years to education with Eagle Pass ISD. He began his career as a high school math teacher, teaching Geometry across ESL, Pre-AP, and regular sections for seven years. Jaime then transitioned into leadership, serving as an Elementary Instructional Officer, High School Dean of Instruction, and currently as Bilingual Director—a role he has held for six years. In his position, Jaime is committed to transforming language barriers into opportunities, empowering students with the tools and support they need to thrive. His work reflects his passion for fostering understanding and building pathways for success within his community.

“Discover the legacy of Thales of Miletus, the first Greek philosopher and one of the Seven Sages. Known for proposing ‘all is water,' pioneering geometry, and predicting a solar eclipse, he laid the foundation for science and rational inquiry. #Philosophy #Thales”

When you're considered the world's oldest fraternal order and one of the oldest continuous organizations in history, you're probably gonna develop some secrets or at the very least the suspicion that you're hiding something. Enter the Freemasons. The Freemason origin is kind of like a choose your own adventure book where there's an option for all, depending on what you're into. You can go the biblical route, the conspiratorial route, or the one that just makes common sense. Regardless, Masonic Lodges exist in nearly every country on the planet. Their use of symbols alone is enough to drive any conspiracy theorist mad, not to mention the use of code words, secret handshakes, and the rituals. Some of the most influential men (it's a fraternal order so it's all dudes...mostly) have been known Freemasons. 8 signers of the Declaration of Independence, 13 of the 39 to sign the Constitution, 14 U.S. Presidents, Churchill, Mozart, Mark Twain, Charles Lindbergh and Henry Ford just to name a few. I mean with a roster like that there's gotta be something going on with these guys right? Why does the Catholic Church have a papal ban against them? Tune in as we attempt to unravel the mystery that is the Freemasons. Support the show

THIS IS AN EPISODE FROM ONE OF OUR FAVORITE CREATORS, BRAD LAIL. WE REACHED OUT AND ASKED HIM TO AIR ONE OF HIS EPISODES TO INTRODUCE HIMSELF TO YOU GUYS. WELL, THE ONE HE SENT US IS A BANGER AND WE ARE EXCITED FOR YOU TO LISTEN.IF YOU LIKE WHAT YOU HEAR WE ENCOURAGE YOU TO SHOOT OVER TO HIS CHANNEL AND GIVE HIM A FOLLOW! In this episode, I'm joined by photographer, researcher, artist, and former psychotherapist Karen Alexander to talk about crop circles. For the past three decades, Karen and her partner Steve have studied plant samples, geometry, earth energies, and the consciousness aspect of crop circles. We discussed what crop circles are, where they appear, the types of crops they appear in, how big they are, the ancient geometry connection, what season they occur in, how long they've been around and some historical background, the increase in crop circles from 1990 to 2012, the Led Zeppelin 1990 album connection, government interference with public knowledge, strange animal behavior around them, resonance and dissonance interactions with people and animals, orbs of light aka earth lights and the fairy connection (Willow the Wisp), piezoelectricity and electromagnetic earth energies, the underground water and chalk hills connection, the connection to ancient human megalithic structures such as Stonehenge and Avebury stone circles and the Hillforts in Southern England, astronomy and ancient geometry, non-human intelligence, the mowing devil, Uriel's Machine, geometric swallows, their healing properties, cymatics and frozen music, portals, the consciousness connection, geometric and symbolic curriculum, universal language, remembering who we are, societal cohesion, the thinning of the veil, the 2012 connection, the great astronomical year and the end of an age, and geometric art.Karen's LinksTemporary Temples Website: https://temporarytemples.co.uk/Crop Circle Photos: https://temporarytemples.co.uk/crop-circles/2023-crop-circlesCrop Circle Paintings by Karen Alexander: https://temporarytemples.co.uk/shop/karen-alexander-originalsAdditional LinksTanya Harris: https://www.youtube.com/watch?v=lfJj74OXhEUAgainst the Grain Podcast with Gary King: https://againstthegrain.site/The Awakened Podcast LinksWebsite: https://www.theawakenedpodcast.comAbout: https://www.theawakenedpodcast.com/aboutEpisodes: https://www.theawakenedpodcast.com/episodesAwakened Merch: https://www.theawakenedpodcast.com/awakened-merchRecommended Books: https://www.theawakenedpodcast.com/books-to-readAffiliates: https://www.theawakenedpodcast.com/affilliatesContact: https://www.theawakenedpodcast.com/contactMake a Donation: https://ko-fi.com/theawakenedpodcastSocial MediaInstagram: https://www.instagram.com/theawakenedpodcast33Rumble: https://rumble.com/c/theawakenedpodcastYouTube: https://www.youtube.com/@TheAwakenedPodPatreon: https://www.patreon.com/c/theawakenedpodPodcast PlatformsSpotify: https://open.spotify.com/show/7sgD8qiEJORdwA7DZ0RxC4Apple Podcast: https://podcasts.apple.com/us/podcast/the-awakened-podcast/id1737676305iHeart: https://www.iheart.com/podcast/269-the-awakened-podcast-187630087/Amazon Music: https://music.amazon.com/podcasts/c41c3471-ef1a-4cdb-a3b8-268af150c4b8/the-awakened-podcastPodcast Music Outro Music: Standing at the Crossroads by Jebb Mac Band.Veteran LinksWatch the film Tribal: https://www.amazon.com/tribal-movieVeteran Crisis Line: https://www.veteranscrisisline.net/True Victory: https://www.truevictory.com/JOIN THE PATREON FOR AD FREE EPISODES BEFORE THEY DROP AND BECOME PART OF THE GROWING COMMUNITY OF DANGEROUS RTRDs ON TELEGRAM:https://www.patreon.com/NephilimDeathSquadFIND US ON SOCIAL MEDIA:NEPHILIM DEATH SQUAD:Nephilim Death Squad / SpreakerNephilim Death Squad / YouTubeNephilimDeathSquad / Rumble(@NephilimDSquad) / X(@nephilimdeathsquad) / Instagram(@nephilimdeathsquad) | TikToknephilidsquad@gmail.comTOPLOBSTA:(@TopLobsta) / X(@TopLobsta) / InstagramTopLobsta.com / MerchRAVEN: (@DavidLCorbo) / X(@ravenofnds) / InstagramWEBSITES:Nephilim Death Squad | Merchnephilimdeathsquad.com OUR SPONSORS:VanMan's Shop: Natural Health & Wellness Products No ExceptionsPROMO CODE: NEPHILIM10 FOR 10% OFFNadeau Shave Co. - The Affordable, Sustainable, Heathly ShavePROMO CODE : NEPHILIM FOR 15% OFFRife Technology – Real Rife TechnologyPROMO CODE : NEPHILIM FOR 10% OFFParasiteMovie.com - Parasite Cleanse and Detox – Parasite MoviePROMO CODE: NEPHILIM 10% OFFEmergency Survival Food, Seed, & Supplies | Heaven's Harvest – Heaven's Harvest StorePROMO CODE: NEPHILIM 5% OFFBecome a supporter of this podcast: https://www.spreaker.com/podcast/nephilim-death-squad--6389018/support.

Are modern road bike geometries due for an overhaul? As riders adopt more forward positions and longer stems, handling and weight distribution are facing new challenges.In this episode, Ronan McLaughlin talks to renowned frame builder Rob English about the intricacies of frame design and geometry. They explore topics such as progressive geometries, seat tube angles, bottom bracket drop, and how subtle tweaks can transform bike performance. Rob discusses how he designs bikes to match a rider's contact points first and foremost, and why sometimes tradition and aesthetics still play a role in bike design.Tune in for a fascinating conversation on how the future of road bike geometry might look, and whether your next bike should have a custom fit that challenges conventional design.

ROUNDING UP: SEASON 3 | EPISODE 8 As a field, mathematics education has come a long way over the past few years in describing the ways students come to understand number, quantity, place value, and even fractions. But when it comes to geometry, particularly concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry. BIOGRAPHIES Rebecca Ambrose researches how children solve mathematics problems and works with teachers to apply what she has learned about the informal strategies children employ to differentiate and improve instruction in math. She is currently a professor at the University of California, Davis in the School of Education. RESOURCES Geometry Resources Curated by Dr. Ambrose Seeing What Others Cannot See Opening the Mind's Eye  TRANSCRIPT Mike Wallus: As a field, mathematics education has come a long way over the past few years in describing the ways that students come to understand number, place value, and even fractions. But when it comes to geometry, especially concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry.  Well, welcome to the podcast, Rebecca. Thank you so much for joining us today. Rebecca Ambrose: It's nice to be here. I appreciate the invitation. Mike: So, I'd like to start by asking: What led you to focus your work on the ways that students build a meaningful understanding of geometry, particularly shape? Rebecca: So, I taught middle school math for 10 years. And the first seven years were in coed classrooms. And I was always struck by especially the girls who were actually very successful in math, but they would tell me, “I like you, Ms. Ambrose, but I don't like math. I'm not going to continue to pursue it.” And I found that troubling, and I also found it troubling that they were not as involved in class discussion. And I went for three years and taught at an all-girls school so I could see what difference it made. And we did have more student voice in those classrooms, but I still had some very successful students who told me the same thing. So, I was really concerned that we were doing something wrong and that led me to graduate school with a focus on gender issues in math education. And I had the blessing of studying with Elizabeth Fennema, who was really the pioneer in studying gender issues in math education. And as I started studying with her, I learned that the one area that females tended to underperform males on aptitude tests—not achievement tests, but aptitude tests—was in the area of spatial reasoning. And you'll remember those are the tests, or items that you may have had where you have one view of a shape and then you have a choice of four other views, and you have to choose the one that is the same shape from a different view. And those particular tasks we see consistent gender differences on. I became convinced it was because we didn't give kids enough opportunity to engage in that kind of activity at school. You either had some strengths there or not, and because of the play activity of boys, that may be why some of them are more successful at that than others.  And then the other thing that informed that was when I was teaching middle school, and I did do a few spatial activities, kids would emerge with talents that I was unaware of. So, I remember in particular this [student,] Stacy, who was an eighth-grader who was kind of a good worker and was able to learn along with the rest of the class, but she didn't stand out as particularly interested or gifted in mathematics. And yet, when we started doing these spatial tasks, and I pulled out my spatial puzzles, she was all over it. And she was doing things much more quickly than I could. And I said, “Stacy, wow.” She said, “Oh, I love this stuff, and I do it at home.” And she wasn't the kind of kid to ever draw attention to herself, but when I saw, “Oh, this is a side of Stacy that I didn't know about, and it is very pertinent to mathematics. And she needs to know what doorways could be open to her that would employ these skills that she has and also to help her shine in front of her classmates.” So, that made me really curious about what we could do to provide kids with more opportunities like that little piece that I gave her and her classmates back in the day. So, that's what led me to look at geometry thinking. And the more that I have had my opportunities to dabble with teachers and kids, people have a real appetite for it. There are always a couple of people who go, “Ooh.” But many more who are just so eager to do something in addition to number that we can call mathematics. Mike: You know, I'm thinking about our conversation before we set up and started to record the formal podcast today. And during that conversation you asked me a question that involved kites, and I'm wondering if you might ask that question again for our listeners. Rebecca: I'm going to invite you to do a mental challenge. And the way you think about it might be quite revealing to how you engage in both geometric and spatial reasoning. So, I invite you to picture in your mind's eye a kite and then to describe to me what you're seeing. Mike: So, I see two equilateral triangles that are joined at their bases—although as I say the word “bases,” I realize that could also lead to some follow-up questions. And then I see one wooden line that bisects those two triangles from top to bottom and another wooden line that bisects them along what I would call their bases. Rebecca: OK, I'm trying to imagine with you. So, you have two equilateral triangles that—a different way of saying it might be they share a side? Mike: They do share a side. Yes. Rebecca: OK. And then tell me again about these wooden parts. Mike: So, when I think about the kite, I imagine that there is a point at the top of the kite and a point at the bottom of the kite. And there's a wooden piece that runs from the point at the top down to the point at the bottom. And it cuts right through the middle. So, essentially, if you were thinking about the two triangles forming something that looked like a diamond, there would be a line that cut right from the top to the bottom point. Rebecca: OK. Mike: And then, likewise, there would be another wooden piece running from the point on one side to the point on the other side. So essentially, the triangles would be cut in half, but then there would also be a piece of wood that would essentially separate each triangle from the other along the two sides that they shared. Rebecca: OK. One thing that I noticed was you used a lot of mathematical ideas, and we don't always see that in children. And I hope that the listeners engaged in that activity themselves and maybe even stopped for a moment to sort of picture it before they started trying to process what you said so that they would just kind of play with this challenge of taking what you're seeing in your mind's eye and trying to articulate in words what that looks like. And that's a whole mathematical task in and of itself. And the way that you engaged in it was from a fairly high level of mathematics.  And so, one of the things that I hope that task sort of illustrates is how a.) geometry involves these images that we have. And that we are often having to develop that concept image, this way of imagining it in our visual domain, in our brain. And almost everybody has it. And some people call it “the mind's eye.” Three percent of the population apparently don't have it—but the fact that 97 percent do suggests for teachers that they can depend on almost every child being able to at least close their eyes and picture that kite. I was strategic in choosing the kite rather than asking you to picture a rectangle or a hexagon or something like that because the kite is a mathematical idea that some mathematicians talk about, but it's also this real-world thing that we have some experiences with.  And so, one of the things that that particular exercise does is highlight how we have these prototypes, these single images that we associate with particular words. And that's our starting point for instruction with children, for helping them to build up their mathematical ideas about these shapes. Having a mental image and then describing the mental image is where we put language to these math ideas. And the prototypes can be very helpful, but sometimes, especially for young children, when they believe that a triangle is an equilateral triangle that's sitting on, you know, the horizontal—one side is basically its base, the word that you used—they've got that mental picture. But that is not associated with any other triangles. So, if something looks more or less like that prototype, they'll say, “Yeah, that's a triangle.” But when we start showing them some things that are very different from that, but that mathematicians would call triangles, they're not always successful at recognizing those as triangles. And then if we also show them something that has curved sides or a jagged side but has that nice 60-degree angle on the top, they'll say, “Oh yeah, that's close enough to my prototype that we'll call that a triangle.”  So, part of what we are doing when we are engaging kids in these conversations is helping them to attend to the precision that mathematicians always use. And that's one of our standards. And as I've done more work with talking to kids about these geometric shapes, I realize it's about helping them to be very clear about when they are referring to something, what it is they're referring to. So, I listen very carefully to, “Are they saying ‘this' and ‘that' and pointing to something?” That communicates their idea, but it would be more precise as like, I have to ask you to repeat what you were telling me so that I knew exactly what you were talking about. And in this domain, where we don't have access to a picture to point to, we have to be more precise. And that's part of this geometric learning that we're trying to advance. Mike: So, this is bringing a lot of questions for me. The first one that I want to unpack is, you talked about the idea that when we're accessing the mind's eye, there's potentially a prototype of a shape that we see in our mind's eye. Tell me more about what you mean when you say “a prototype.” Rebecca: The way that that word is used more generally, as often when people are designing something, they build a prototype. So, it's sort of the iconic image that goes with a particular idea. Mike: You're making me think about when I was teaching kindergarten and first grade, we had colored pattern blocks that we use quite often. And often when we talked about triangles, what the students would describe or what I believed was the prototype in their mind's eye really matched up with that. So, they saw the green equilateral triangle. And when we said trapezoid, it looked like the red trapezoid, right? And so, what you're making me think about is the extent to which having a prototype is useful, but if you only have one prototype, it might also be limiting. Rebecca: Exactly. And when we're talking to a 3- or a 4-year-old, and we're pointing to something and saying, “That's a triangle,” they don't know what aspect of it makes it a triangle. So, does it have to be green? Does it have to be that particular size? So, we'll both understand each other when we're talking about that pattern block. But when we're looking at something that's much different, they may not know what aspect of it is making me call it a triangle” And they may experience a lot of dissonance if I'm telling them that—I'm trying to think of a non-equilateral triangle that we might all, “Oh, well, let's”—and I'm thinking of 3-D shapes, like an ice cream cone. Well, that's got a triangular-ish shape, but it's not a triangle. But if we can imagine that sort of is isosceles triangle with two long sides and a shorter side, if I start calling that a triangle or if I show a child that kind of isosceles triangle and I say, “Oh, what's that?” And they say, “I don't know.” So, we have to help them come to terms with that dissonance that's going to come from me calling something a triangle that they're not familiar with calling a triangle. And sadly, that moment of dissonance from which Piaget tells us learning occurs, doesn't happen enough in the elementary school classroom. Kids are often given equilateral triangles or maybe a right triangle. But they're not often seeing that unusual triangle that I described. So, they're not bumping into that dissonance that'll help them to work through, “Well, what makes something a triangle? What counts and what doesn't count?” And that's where the geometry part comes in that goes beyond just spatial visualization and using your mind's eye, but actually applying these properties and figuring out when do they apply and when do they not apply. Mike: I think this is probably a good place to shift and ask you: What do we know as a field about how students' ideas about shape initially emerge and how they mature over time? Rebecca: Well, that's an interesting question because we have our theory about how they would develop under the excellent teaching conditions, and we haven't had very many opportunities to confirm that theory because geometry is so overlooked in the elementary school classroom. So, I'm going to theorize about how they develop based on my own experience and my reading of the literature on very specific examples of trying to teach kids about squares and rectangles. Or, in my case, trying to see how they describe three-dimensional shapes that they may have built from polydrons. So, their thinking tends to start at a very visual level. And like in the kite example, they might say, “It looks like a diamond”—and you actually said that at one point—but not go farther from there.  So, you decomposed your kite, and you decomposed it a lot. You said it has two equilateral triangles and then it has those—mathematicians would call [them] diagonals. So, you were skipping several levels in doing that. So, I'll give you the intermediate levels using that kite example. So, one thing a child might say is that “I'm seeing two short sides and two long sides.” So, in that case, they're starting to decompose the kite into component parts. And as we help them to learn about those component parts, they might say, “Oh, it's got a couple of different angles.” And again, that's a different thing to pay attention to. That's a component part that would be the beginning of them doing what Battista called spatial structuring. Michael Battista built on the van Hiele levels to try to capture this theory about how kids' thinking might develop. So, attention to component parts is the first place that we see them making some advances.  And then the next is if they're able to talk about relationships between those component parts. So, in the case of the kite, they might say, “Oh, the two short sides are equal to each other”—so, there's a relationship there—“and they're connected to each other at the top.” And I think you said something about that. “And then the long sides are also connected to each other.” And that's looking at how the sides are related to the other sides is where the component parts start getting to become a new part. So, it's like decomposing and recomposing, which is part of all of mathematics.  And then the last stage is when they're able to put the shapes themselves into the hierarchy that we have. So, for example, in the kite case, they might say, “It's got four sides, so it's a quadrilateral. But it's not a parallelogram because none of the four sides are parallel to each other.” So now I'm not just looking at component parts and their relations, but I'm using those relations to think about the definition of that shape. So, I would never expect a kid to be able to tell me, “Oh yeah, a kite is a quadrilateral that is not a parallelogram,” and then tell me about the angles and tell me about the sides without a lot of experience describing shapes. Mike: There are a few things that are popping out for me when I'm listening to you talk about this. One of them is the real importance of language and attempting to use language to build a meaningful description or to make sense of shape. The other piece that it really makes me think about is the prototypes, as you described them, are a useful starting place. They're something to build on.  But there's real importance in showing a wide variety of shapes or even “almost-shapes.” I can imagine a triangle that is a triangle in every respect except for the fact that it's not a closed shape. Maybe there's an opening or a triangle that has wavy sides that are connected at three points. Or an obtuse triangle. Being able to see multiple examples and nonexamples feels like a really important part of helping kids actually find the language but also get to the essence of, “What is a triangle?” Tell me if I'm on point or off base when I'm thinking about that, Rebecca. Rebecca: You are right on target. And in fact, Clements and Sarama wrote a piece in the NCTM Teaching Children Mathematics in about 2000 where they describe their study that found exactly what you said. And they make a recommendation that kids do have opportunities to see all kinds of examples. And one way that that can happen is if they're using dynamic geometry software. So, for example, Polypad, I was just playing with it, and you can create a three-sided figure and then drag around one of the points and see all these different triangles. And the class could have a discussion about, “Are all of these triangles? Well, that looks like a weird triangle. I've never seen that before.” And today I was just playing around with the idea of having kids create a favorite triangle in Polypad and then make copies of it and compose new shapes out of their favorite triangle. What I like about that task, and I think can be a design principle for a teacher who wants to play around with these ideas and get creative with them, is to give kids opportunities to use their creativity in making new kinds of shapes and having a sense of ownership over those creations. And then using those creations as a topic of conversation for other kids. So, they have to treat their classmates as contributors to their mathematics learning, and they're all getting an opportunity to have kind of an aesthetic experience. I think that's the beauty of geometry. It's using a different part of our brain. Thomas West talks about Seeing What Others Cannot See, and he describes people like Einstein and others who really solved problems visually. They didn't use numbers. They used pictures. And Ian Robertson talks about Opening the Mind's Eye. So, his work is more focused on how we all could benefit from being able to visualize things. And actually, our fallback might be to engage our mind's eye instead of always wanting to talk [chuckles] about things.  That brings us back to this language idea. And I think language is very important. But maybe we need to stretch it to communication. I want to engage kids in sharing with me what they notice and what they see, but it may be embodied as much as it is verbal. So, we might use our arms and our elbow to discuss angle. And well, we'll put words to it. We're also then experiencing it in our body and showing it to each other in a different way than [...] just the words and the pictures on the paper. So, people are just beginning to explore this idea of gesture. But I have seen, I worked with a teacher who was working with first graders and they were—you say, “Show us a right angle,” and they would show it to us on their body. Mike: Wow. I mean, this is so far from the way that I initially understood my job when I was teaching geometry, which was: I was going to teach the definition, and kids were going to remember that definition and look at the prototypical shape and say, “That's a triangle” or “That's a square.” Even this last bit that you were talking about really flips that whole idea on its head, right? It makes me think that teaching the definitions before kids engage with shapes is actually having it backwards. How would you think about the way that kids come to make meaning about what defines any given shape? If you were to imagine a process for a teacher helping to build a sense of triangle-ness, talk about that if you wouldn't mind. Rebecca: Well, so I'm going to draw on a 3-D example for this, and it's actually something that I worked with a teacher in a third grade classroom, and we had a lot of English language learners in this classroom. And we had been building polyhedra, which are just three-dimensional shapes using a tool called the polydrons. And our first activities, the kids had just made their own polyhedra and described them. So, we didn't tell them what a prism was. We didn't tell them what a pyramid was or a cube. Another shape they tend to build with those tools is something called an anti-prism, but we didn't introduce any of those terms to them. They were familiar with the terms triangle and square, and those are within the collection of tools they have to work with. But it was interesting to me that their experience with those words was so limited that they often confused those two. And I attributed it to all they'd had was maybe a few lessons every year where they were asked to identify, “Which of these are triangles?” They had never even spoken that word themselves. So, that's to have this classroom where you are hearing from the kids and getting them to communicate with each other and the teacher as much as possible. I think that's part of our mantra for everything. But we took what they built. So, they had all built something, and it was a polyhedra. That was the thing we described. We said it has to be closed. So, we did provide them with that definition. You have to build a closed figure with these shapes, and it needs to be three-dimensional. It can't be flat. So, then we had this collection of shapes, and in this case, I was the arbiter. And I started with, “Oh wow, this is really cool. It's a pyramid.” And I just picked an example of a pyramid, and it was the triangular pyramid, made out of four equilateral triangles. And then I pulled another shape that they had built that was obviously not any—I think it was a cube. And I said, “Well, what do you think? Is this a pyramid?” And they'd said, “No, that's not a pyramid.” “OK, why isn't it?” And by the way, they did know something about pyramids. They'd heard the word before. And every time I do this with a class where I say, “OK, tell me, ‘What's a pyramid?'” They'll tell me that it's from Egypt. It's really big. So, they're drawing on the Egyptian pyramids that they're familiar with. Some of them might say a little something mathematical, but usually it's more about the pyramids they've seen maybe in movies or in school.  So, they're drawing on that concept image, right? But they don't have any kind of mathematical definition. They don't know the component parts of a pyramid. So, after we say that the cube is not a pyramid, and I say, “Well, why isn't it?,” they'll say, “because it doesn't have a pointy top.” So, we can see there that they're still drawing on the concept image that they have, which is valid and helpful in this case, but it's not real defined. So, we have attention to a component part. That's the first step we hope that they'll make. And we're still going to talk about which of these shapes are pyramids. So, we continued to bring in shapes, and they ended up with, it needed to have triangular sides. Because we had some things that had pointy tops, but it wasn't where triangles met. It would be an edge where there were two sloped sides that were meeting there. Let's see. If you can imagine, while I engage your mind's eye again, a prism, basically a triangular prism with two equilateral triangles on each end, and then rectangles that attach those two triangles. Mike: I can see that. Rebecca: OK. So, usually you see that sitting on a triangle, and we call the triangles the base. But if you tilt it so it's sitting on a rectangle, now you've got something that looks like a tent. And the kids will say that. “That looks like a tent.” “OK, yeah, that looks like a tent.” And so, that's giving us that Level 1 thinking: “What does it look like?” “What's the word that comes to mind?” And—but we've got those sloped sides, and so when they see that, some of them will call that the pointy top because we haven't defined pointy top. Mike: Yes. Rebecca: But when I give them the feedback, “Oh, you know what, that's not a pyramid.” Then the class started talking about, “Hmm, OK. What's different about that top versus this other top?” And so, then they came to, “Well, it has to be where triangles meet.” I could have introduced the word vertex at that time. I could have said, “Well, we call any place where sides meet a vertex.” That might be [a] helpful word for us today. But that's where the word comes from what they're doing, rather than me just arbitrarily saying, “Today I'm going to teach you about vertices. You need to know about vertices.” But we need a word for this place where the sides meet. So, I can introduce that word, and we can be more precise now in what we're talking about. So, the tent thing didn't have a vertex on top. It had an edge on top. So now we could be precise about that. Mike: I want to go back, and I'm going to restate the thing that you said for people who are listening, because to me, it was huge. This whole idea of “the word comes from the things that they are doing or that they are saying.” Did I get that right? Rebecca: Yeah, that the precise terminology grows out of the conversation you're having and helps people to be clear about what they're referring to. Because even if they're just pointing at it, that's helpful. And especially for students whose first language might not be English, then they at least have a reference. That's why it's so hard for me to be doing geometry with you just verbally. I don't even have a picture or a thing to refer to. But then when I say “vertex” and we're pointing to this thing, I have to try as much as I can to help them distinguish between, “This one is a vertex. This one is not a vertex.” Mike: You brought up earlier supporting multilingual learners, particularly given the way that you just modeled what was a really rich back-and-forth conversation where children were making comparisons. They were using language that was very informal, and then the things that they were saying and doing led to introducing some of those more precise pieces of language. How does that look when you have a group of students who might have a diverse set of languages that they're speaking in the same classroom? Rebecca: Well, when we do this in that environment, which is most of the time when I'm doing this, we do a lot of pair-share. And I like to let kids talk to the people that they communicate best with so that if you have two Spanish speakers, for example, they could speak in Spanish to each other. And ideally the classroom norms have been established so that that's OK. But that opportunity to hear it again from a peer helps them to process. And it slows things down. Like, often we're just going so fast that people get lost. And it may be a language thing; it may be a concept thing. So, whatever we can do to slow things down and let kids hear it repeatedly—because we know that that repeated input is very helpful—and from various different people. So, what I'll often do, if I want everybody to have an opportunity to hear about the vertex, I'm going to invite the kids to retell what they understood from what I said. And then that gives me an opportunity to assess those individuals who are doing the retell and also gives the other students a chance to hear it again. It's OK for them to see or hear the kind of textbook explanation for vertex in their preferred language. But again, only when the class has been kind of grappling with the idea, it's not the starting point. It emerges as needed in that heat of instruction. And you don't expect them to necessarily get it the first time around. That's why these building tasks or construction tasks can be done at different levels. So, we were talking about the different levels the learner might be at. Everybody can imagine a kite, and everybody could draw a kite. So, I'm sort of differentiating my instruction by giving this very open-ended task, and then I'm trying to tune into what am I seeing and hearing from the different individuals that can give me some insight into their geometrical reasoning at this point in time. But we're going to keep drawing things, and we're going to keep building things, and everybody's going to have their opportunity to advance. But it's not in unison. Mike: A few things jumped out. One, as you were describing the experiences that you can give to students, particularly students who might have a diversity of languages in the same classroom, it strikes me that this is where nonverbal communication like gesturing or using a visual or using a physical model really comes in handy.  I think the other piece that I was reminded of as I was listening to you is, we have made some progress in suggesting that it's really important to listen to kids' mathematical thinking. And I often think that that's taken root, particularly as kids are doing things like adding or subtracting. And I think what you're reminding [me] is, that holds true when it comes to thinking about geometry or shape; that it's in listening to what kids are saying, that they're helping us understand, “What's next?” “Where do we introduce language?” “How can we have kids speaking to one another in a way that builds a set of ideas?”  I think the big takeaway for me is that sometimes geometry has kind of been treated like this separate entity in the world of elementary mathematics. And yet some of the principles that we find really important in things like number or operation, they still hold true. Rebecca: Definitely, definitely. And again, as I said, when you are interested in getting to know your children, seeing who's got some gifts in this domain will allow you to uplift kids who might otherwise not have those opportunities to shine. Mike: I think that's a great place to stop. Rebecca, thank you so much for joining us. It's been a pleasure talking to you. Rebecca: This has really been fun. And I do want to mention one thing: that I have developed a list of various articles and resources. Most of them come from NCTM, and I can make that available to you so that people who are interested in learning more can get some more resources. Mike: That's fantastic. We'll link those to our show notes. Thank you again very much for helping us make sense of this really important set of concepts. Rebecca: You're welcome. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

Today on the podcast, the guys chop it up over some recent rides and interesting bike setup changes before discussing Jeff and Liam's trip to North Carolina for the 24 hour race as well as some absolutely epic trips coming up in 2025. Then we jump into some legendary listener questions ranging from the best snacks for rides to brake recommendations for aggressive riding and everything in between. Tune in! Tasmania trip (only a couple spots left!): https://allmountainrides.com/products/the-tassy-triangle Whistler trip: https://chasingepicmtb.com/worldwide-cyclery-whistler-2025/

Back By Popular DEMAND, Elvis & Barbara are excited to re-release two shirts (along with long sleeves and hoodies) to hopefully fulfill your holiday shopping. “Just say no to brushing”- idea and the denture is from Brittany Mitchell: https://www.bonfire.com/shirt-for-removable-techs/ “Don't pull out” features art work from Charlie Barbour at CIMBdesign: (https://www.redbubble.com/people/cimbdesign/shop?asc=u). https://www.bonfire.com/shirt-for-fixed-techs/ You should be able to both shirts in your cart if you want both…. And this time the podcast logo is on the back! Just a reminder that 100% of the profits get donated to the Foundation For Dental Laboratory Technology (https://dentallabfoundation.org/). With Barb off doing what ever ceramist do, Elvis has a nerdy implant conversation with Alan Banks from GuidedSMILE (https://guidedsmile.com/). Alan talks all about his history with Roe Dental Lab (https://www.roedentallab.com/) and how there have do THOUSANDS of guides using pretty much all the different planning software. Opening GuidedSMILE across the street allowed them to expand the guide services to other labs. Realizing the power of the RealGuide (https://www.realguide.com/en/home/) software, Alan worked closely with them to enable doing full stackable surgical guides and smiles all in one software with less clicks. Come get nerdy with us. Listen to John Wilson from Sunrise Dental Lab (https://www.sunrisedentallaboratory.com/index.php) and take your own lab to the next level by getting in on some of Ivoclar's End of the Year deals (https://www.ivoclar.com/en_us/campaigns/ivoclar-equipment-promotions-2024?utm_source=website&utm_medium=content_tile&utm_campaign=equipment_promo) on equipment. If you are looking for your first or looking to expand your capabilities, Ivoclar (https://www.ivoclar.com/en_us) has just what you need at a time where it's best to invest. Head over to Ivolcar.com or contact your local rep for all the deals today. Don't let the new year come thinking you should have bettered your lab. Special Guest: Alan Banks.

Is traditional behavioral finance missing the mark?Brian Portnoy, CFA, founder of Shaping Wealth, joins Ana Trujillo Limón, Director, Editorial, to introduce “Behavioral Finance 2.0,” a fresh take that goes beyond client-centric advice to a human-centric model. Rather than “fixing” biases, Brian emphasizes tapping into clients' real motivations and strengths. He shares how advisors can go deeper, guiding clients toward true well-being by focusing on the physical, emotional, spiritual, and financial dimensions of their lives.Listeners will gain actionable insights into building trust and empathy with clients, moving them from “okay” to “great,” and creating more meaningful financial relationships that help clients thrive.Brian discusses:Why traditional behavioral finance often misses the point by pathologizing normal human behaviorsHow a human-centric approach helps advisors support clients' full well-being—physical, emotional, spiritual, and financialShaping Wealth's four-part model of flourishing, and how it lets advisors step into dual roles as “mechanics” for technical planning and “guides” for life's big transitionsThe power of emotional intelligence (EQ) in building trust, empathy, and more impactful client relationshipsWhy understanding “money stories” helps advisors connect with clients on a deeper level by exploring what money really means to themThe future of behavioral finance—using insights from positive psychology to help clients live richer, more fulfilling livesAnd much more!Resources:"The Geometry of Wealth" by Brian Portnoy"How I Invest My Money"  by Brian Portnoy and Joshua Brown"The Investor's Paradox"  by Brian PortnoyConnect with Ana Trujillo Limón: Carson Group LLCLinkedIn: Ana Trujillo LimónConnect with Brian Portnoy:LinkedIn: Brian Portnoy, CFAShaping WealthAbout Our Guest: Brian Portnoy is the founder of Shaping Wealth, a consultancy focused on helping advisors integrate human-centric, holistic approaches into wealth management. His insights on behavioral finance and emotional intelligence are transforming how advisors support clients through all aspects of life, emphasizing human flourishing over technical solutions alone.Send us your questions, we'd love to hear from you! Email us at framework@carsongroup.com.