Podcasts about Harris

Another crazy Sunday is in the books, and many more fantasy football lessons to be learned. The Jets won! The Broncos went crazy! The Patriots are 6-2 with a juggernaut offense. Jordan Love was amazing. The 49ers made the Texans look good. Man, so much stuff: we're not even having a guest on today's show. It's just Harris, and he'll talk his way through seven of the games from Sunday, going beyond the box score to tell you what things actually looked like on the field!   NOTES: Sponsor - www.StitchFix.com/harris for $20 off your order of clothes selected for you by one of StitchFix's personal stylists Sponsor - Fitbod.me/harris for 25% off your membership for a better kind of personalized fitness training app Sponsor - https://pick6.draftkings.com/ code HARRIS to make one $5 pick set and get $50 in bonus picks instantly Follow our show on Bluesky - https://bsky.app/profile/harrisfootball.com Follow on Twitter - @HarrisFootball Become a Person of the Book - https://www.amazon.com/Christopher-Harris/e/B007V3P4KK Watch the YouTube channel - www.youtube.com/harrisfootball Harris Football Yacht Club Dictionary - https://harrisfootball.github.io/dictionary.html Join the Harris Football Subreddit - www.reddit.com/r/HarrisFootball Subscribe To the Yacht Club Premium Podcast - https://harrisfootball.supportingcast.fm/   Week 8 Game Film Discussed Today: GB/PIT CHI/BAL SF/HOU DAL/DEN NYJ/CIN TB/NO CLE/NE

In this episode, Nicole and Diana discuss Nicole's research adventures in Love County, Oklahoma, focusing on tax records. Nicole shares her experience of finding valuable genealogical treasures in an old jail, detailing the challenges she faced, such as a lack of workspace and a dying phone battery, and how she adapted. She explains the organization of the tax records, including multiple volumes per year and different organizational systems for land versus personal property and poll taxes. Diana and Nicole then discuss Nicole's first discoveries, tracing the Harris family through tax records, including the mystery of Dock Harris's absence in the 1920 records and the successful tracing of J.C. Harris and D.H. Harris in 1916. Nicole also shares her earliest record findings from 1908 and how she tracked family presence and movement through later years. A significant revelation from the 1920 tax roll regarding Arza Harris's land taxes is also highlighted. Listeners will learn about the importance of flexibility and persistence in onsite research, how to navigate historical tax records, and how these records can provide crucial economic context and help establish timelines for ancestors. This summary was generated by Google Gemini. Links Love County Tax Records: Research Adventures in an Old Jail - https://familylocket.com/love-county-tax-records-research-adventures-in-an-old-jail/ Sponsor – Newspapers.com For listeners of this podcast, Newspapers.com is offering new subscribers 20% off a Publisher Extra subscription so you can start exploring today. Just use the code “FamilyLocket” at checkout.  Research Like a Pro Resources Airtable Universe - Nicole's Airtable Templates - https://www.airtable.com/universe/creator/usrsBSDhwHyLNnP4O/nicole-dyer Airtable Research Logs Quick Reference - by Nicole Dyer - https://familylocket.com/product-tag/airtable/ Research Like a Pro: A Genealogist's Guide book by Diana Elder with Nicole Dyer on Amazon.com - https://amzn.to/2x0ku3d 14-Day Research Like a Pro Challenge Workbook - digital - https://familylocket.com/product/14-day-research-like-a-pro-challenge-workbook-digital-only/ and spiral bound - https://familylocket.com/product/14-day-research-like-a-pro-challenge-workbook-spiral-bound/ Research Like a Pro Webinar Series - monthly case study webinars including documentary evidence and many with DNA evidence - https://familylocket.com/product-category/webinars/ Research Like a Pro eCourse - independent study course -  https://familylocket.com/product/research-like-a-pro-e-course/ RLP Study Group - upcoming group and email notification list - https://familylocket.com/services/research-like-a-pro-study-group/ Research Like a Pro with DNA Resources Research Like a Pro with DNA: A Genealogist's Guide to Finding and Confirming Ancestors with DNA Evidence book by Diana Elder, Nicole Dyer, and Robin Wirthlin - https://amzn.to/3gn0hKx Research Like a Pro with DNA eCourse - independent study course -  https://familylocket.com/product/research-like-a-pro-with-dna-ecourse/ RLP with DNA Study Group - upcoming group and email notification list - https://familylocket.com/services/research-like-a-pro-with-dna-study-group/ Thank you Thanks for listening! We hope that you will share your thoughts about our podcast and help us out by doing the following: Write a review on iTunes or Apple Podcasts. If you leave a review, we will read it on the podcast and answer any questions that you bring up in your review. Thank you! Leave a comment in the comment or question in the comment section below. Share the episode on Twitter, Facebook, or Pinterest. Subscribe on iTunes or your favorite podcast app. Sign up for our newsletter to receive notifications of new episodes - https://familylocket.com/sign-up/ Check out this list of genealogy podcasts from Feedspot: Best Genealogy Podcasts - https://blog.feedspot.com/genealogy_podcasts/

Michael dives into today's Smerconish.com poll: Who has a better chance of being elected president — Kamala Harris or Gavin Newsom? With both Democrats making headlines and Trump already teasing a 2028 run, Michael explores what it means to be a “moderate” in today's polarized politics. He draws on a major New York Times analysis and his own recent commentary to ask: which tone, message, and approach can actually win in America right now? Listen here, then vote on the poll question. Please rate and review this podcast on your favorite podcast app! Hosted by Simplecast, an AdsWizz company. See https://pcm.adswizz.com for information about our collection and use of personal data for advertising.

Sharing an episode featuring Dan from a podcast we love, Think Fast, Talk Smart. Whether presenting to millions on live television or talking to just one person, Dan Harris knows that the quality of every interaction depends on the presence you bring to it. Harris is a former national news anchor for ABC News and is now the host of the 10% Happier podcast and author of 10% Happier and Meditation for Fidgety Skeptics. As he knows from experience, there's power in “Waking up to something fundamental, that the mind is out of control, and you don't want to be owned by it.” How do we break the pattern of being controlled by our thoughts? Mindfulness and self-awareness, he says, put “distance” between us and our “thoughts and urges and emotions,” enabling us to connect with ourselves and others with greater consciousness and clarity. In this episode of Think Fast, Talk Smart, Harris and host Matt Abrahams discuss how mindfulness can transform our communication, sharing strategies for deeper listening, responding versus reacting, and reflecting what others say back to them. “Relationships are the most important aspect of your happiness,” Harris says. “The quality of those connections goes up when you're less stuck in your own head.” Episode References: Dan Harris: https://www.fastersmarter.io/guests/dan-harris/ Dan's Books: http://fastersmarter.io/10-percent-happier https://fastersmarter.io/meditation-for-fidgety-skeptics https://www.fastersmarter.io/179-communication-happiness-wellbeing-finding-positive-in-negative-emotions/ https://www.fastersmarter.io/180-unlocking-your-future-self-communication-happiness-wellbeing/ https://www.fastersmarter.io/181-why-happiness-is-a-direction-not-a-destination-communication-happiness-wellbeing/ https://www.fastersmarter.io/182-stop-chasing-time-and-start-owning-it-communication-happiness-wellbeing/   Tickets are now on sale for a special live taping of the 10% Happier Podcast with guest Pete Holmes! Join us on November 18th in NYC for this benefit show, with all proceeds supporting the New York Insight Meditation Center. Grab your tickets here! Tickets are now available for an intimate live event with Dan on November 23rd as part of the Troutbeck Luminary Series. Join the conversation, participate in a guided meditation, and ask your questions during the Q&A. Click here to buy your ticket! Join Dan's online community here Follow Dan on social: Instagram, TikTok Subscribe to our YouTube Channel To advertise on the show, contact sales@advertisecast.com or visit https://advertising.libsyn.com/10HappierwithDanHarris

MAJOR ANNOUNCEMENT: Red, White & Bruised now has its own podcast feed! Subscribe here: https://podcasts.apple.com/us/podcast/red-white-bruised/id1848143946 Starting next week, Red, White & Bruised will ONLY be available on the new feed. We Saw the Devil will return to true crime content. Follow the new show NOW so you don't miss an episode!This week: The government shutdown hits day 24, air traffic controllers are driving for DoorDash, and federal workers are lining up at food banks...but don't worry, a racist billionaire donated $130 million.Robin discusses Timothy Mellon, the mystery donor who thinks welfare is "slavery redux" and wrote that Black people are "belligerent." Meanwhile, Trump is building a $300 million ballroom funded by Apple, Amazon, Google, and crypto companies. Oligarchy? What oligarchy? Plus: Kamala hints at a 2028 run, Trump threatens Canada over hurt feelings, Larry Ellison is buying up every media company in America, and Kim Davis wants the Supreme Court to take away my gay marriage...which, rude, because I JUST got the legal right to be annoyed about household chores. Also: Robin compares Trump's rhetoric to Kim Jong Un (spoiler: he wants to BE Kim Jong Un, not Putin), break down Stephen Miller's Goebbels moment, and celebrate 7 million people showing up for peaceful protest. Keywords: government shutdown, Trump administration, political podcast, progressive news, Kim Davis, gay marriage, LGBTQ rights, oligarchy, billionaire donors, Timothy Mellon, Larry Ellison, media consolidation, authoritarianism, Kim Jong Un, 2028 election, Kamala Harris, left-wing podcast, political commentary, current events, news analysis, liberal podcast, resistance podcast Content Warning: Strong language, discussions of racism, fascism, and threats to democracy. Not for the faint of heart or MAGA relatives.Become a supporter of this podcast: https://www.spreaker.com/podcast/we-saw-the-devil-a-true-crime-podcast--4433638/support.Website: http://www.wesawthedevil.comPatreon: http://www.patreon.com/wesawthedevilDiscord: https://discord.gg/X2qYXdB4Twitter: http://www.twitter.com/WeSawtheDevilInstagram: http://www.instagram.com/wesawthedevilpodcast.

As promised, this is the full length interview that Laura Kuenssberg did with the former US Vice-President Kamala Harris.Harris makes her strongest suggestion to date that she will make another presidential bid in 2028 after losing to Donald Trump last year.She also said she believed predictions she made about Donald Trump behaving as a fascist and running an authoritarian government had come true. Something the White House has called ‘lies'.And she's questioned on whether her old running mate and former president, Joe Biden, dropped out of the race too late for her to have a chance at winning last year's election.You can now listen to Newscast on a smart speaker. If you want to listen, just say "Ask BBC Sounds to play Newscast”. It works on most smart speakers. You can join our Newscast online community here: https://bbc.in/newscastdiscordGet in touch with Newscast by emailing newscast@bbc.co.uk or send us a WhatsApp on +44 0330 123 9480.New episodes released every day. If you're in the UK, for more News and Current Affairs podcasts from the BBC, listen on BBC Sounds: https://bbc.in/4guXgXdNewscast brings you daily analysis of the latest political news stories from the BBC. The presenter was Laura Kuenssberg. It was made by Chris Flynn and Sophie Millward. The social producer was Darren Dutton. The technical producer was Dave O'Neill. The weekend series producer is Chris Flynn. The assistant editor is Chris Gray. The senior news editor is Sam Bonham.

Sen. Rand Paul (R-Ky.) is known for being a firebrand when it comes to his conservative, small-government principles. He's also known for being a longtime supporter of President Donald Trump, despite taking issue with some of the president's policies. But Paul takes issue with being what he says is the only Republican willing to stand up to Trump and his latest moves which, according to Senator Paul, fly in the face of GOP principles and campaign promises. Most recently, he was concerned over his Republican colleagues' hesitation to confront Trump about his now-former nominee to lead Office of the Special Counsel, Paul Ingrassia. Ingrassia withdrew from the Senate confirmation process earlier this week after POLITICO's reporting on texts that showed him making racist and antisemitic remarks. “I hear a lot of flack from Republicans and they want me to do it. They say, ‘Oh, well, you're not afraid of the president. You go tell him his nominee can't make it,' says Paul, who chairs the Senate Homeland Security Committee. “I'm just tired of always being the whipping boy.” In this week's episode of The Conversation, Paul joins POLITICO's Dasha Burns — just hours after he was snubbed from a presidential luncheon — to talk about this GOP fear of confronting Trump, support for House colleague Rep. Thomas Massie, the administration's latest foreign policy moves, the Epstein files and a “farmageddon” that may be on the horizon. “If I'm given the choice of President Trump versus Harris or versus Biden, without question, I choose President Trump over and over again,” says Paul. But that doesn't mean I'm going to sit back and just say, ‘Oh, I'm leaving all my beliefs on the doorstep. I'm no longer going to be for free trade. I'm no longer going to be for balanced budgets. I'm no longer going to be opposed to killing people without trials, without naming them, without evidence.' No, I have to remain who I am.” Later in the show, Dasha speaks to epidemiologist and public health professor Katelyn Jetelina, the founder of the Substack “Your Local Epidemiologist." They discuss what it's like being a health communicator in the time of MAHA and why she thinks public health is nearing ‘system collapse.'

Voormalige Amerikaanse visepresident Kamala Harris het aan die BBC gesê dat sy dalk weer vir die Withuis kan staan. Harris gesê dat sy "moontlik" eendag president sal wees en is vol vertroue dat daar in die toekoms 'n vrou in die Withuis sal wees. Sy het meningspeilings wat haar as 'n buitestaander beskou om die Demokrate se keuse vir die volgende verkiesing te word, verwerp.

Laura and Paddy reflect on Laura's interview with Kamala Harris, in which she gives the biggest hint yet that she might run for president again. She also calls Donald Trump a “tyrant”. They discuss the White House's response to her comments. It has said “people don't care about her absurd lies”.Laura also shares thoughts on Harris's memoir and the differences between political interviews in the US and UK.Chris Mason also joins to discuss the Labour deputy leadership result, as Lucy Powell is elected over Bridget Phillipson. They consider what the outcome means for the party.Plus, the government responds to the mistaken release of sex offender Hadush Kebatu.You can now listen to Newscast on a smart speaker. If you want to listen, just say "Ask BBC Sounds to play Newscast”. It works on most smart speakers. You can join our Newscast online community here: https://bbc.in/newscastdiscordGet in touch with Newscast by emailing newscast@bbc.co.uk or send us a WhatsApp on +44 0330 123 9480.New episodes released every day. If you're in the UK, for more News and Current Affairs podcasts from the BBC, listen on BBC Sounds: https://bbc.in/4guXgXd Newscast brings you daily analysis of the latest political news stories from the BBC. The presenters were Laura Kuenssberg and Paddy O'Connell. It was made by Chris Flynn and Sophie Millward. The social producer was Darren Dutton. The technical producer was Ben Andrews. The weekend series producer is Chris Flynn. The assistant editor is Chris Gray. The senior news editor is Sam Bonham.

GDP Script/ Top Stories for October 25th Publish Date: October 25th PRE-ROLL: From the BG AD Group Studio Welcome to the Gwinnett Daily Post Podcast. Today is Saturday, October 25th and Happy Birthday to Bobby Knight I’m Peyton Spurlock and here are your top stories presented by Gwinnett KIA Mall of Georgia. Georgia Gwinnett College to host Preview Day on Nov. 8 Midway magic: Netherworld delivers the ultimate Halloween experience New principals named at Gwin Oaks Elementary and Jordan Middle School All of this and more is coming up on the Gwinnett Daily Post podcast, and if you are looking for community news, we encourage you to listen daily and subscribe! Break 1: KIA MOG STORY 1: Georgia Gwinnett College to host Preview Day on Nov. 8 Thinking about becoming a Grizzly? Georgia Gwinnett College is rolling out the welcome mat for future students and their families on Nov. 8, from 8:30 a.m. to 1 p.m., for Preview Day. What’s on tap? A little bit of everything. You’ll meet professors, chat with current students, and explore over 45 academic programs. There’s a guided campus tour (yes, they’ll show you the dorms), plus a peek into GGC’s buzzing student life—clubs, events, and all the support you didn’t know you needed. Ready to check it out? Register at www.ggc.edu/PreviewDays. STORY 2: Midway magic: Netherworld delivers the ultimate Halloween experience Sure, it’s football season. And the leaves are doing their thing. But let’s be real—it’s spooky season, and there’s no better place to dive into the chills than Netherworld Haunted House in Stone Mountain. This year’s frights? “Monsters Attack!” and the double feature “Oblivion: Return of the Mangler, Featuring Grendel’s Feast.” Terrifying, right? But the real chaos? The Midway. Between haunts, you’ll find food, games, photo ops, and maybe even a monster or two lurking around. “The Midway is where the energy really explodes,” said co-founder Billy Messina. Think nachos, creepy drinks, escape rooms, and the House of Creeps Monster Museum. Tickets? Grab ’em early at fearworld.com. STORY 3: New principals named at Gwin Oaks Elementary and Jordan Middle School Two Gwinnett schools are getting new leaders, the district announced last week. At its Oct. 16 meeting, the Gwinnett County Board of Education approved Wendy C. McDonald as the new principal of Gwin Oaks Elementary, replacing Dr. Craig Barlow, who’s retiring. McDonald, currently an assistant principal at Trickum Middle, started her career in Louisiana before joining GCPS in 2005. She’s got degrees in political science, early childhood education, and literacy—all from UGA. Over at Jordan Middle, Alex “Hunter” McRae will take the reins from Melissa M. Miller, who’s moving to Bay Creek Middle. McRae, a GCPS veteran since 2000, has a background in music education and leadership. We have opportunities for sponsors to get great engagement on these shows. Call 770.874.3200 for more info. We’ll be right back Break 2: Ingles Markets STORY 4: Georgia Department of Education recognizes five Gwinnett schools on 2025 Distinguished and Reward Schools list Big news for Gwinnett schools! Jackson Elementary, Mountain Park Elementary, Paul Duke STEM High, and Trip Elementary have been named 2025 Distinguished Schools by the Georgia Department of Education. What does that mean? They’re in the top 5% of Title I schools statewide, based on ELA and math scores. Pretty impressive, right? And there’s more—Arcado Elementary snagged the 2025 Title I Reward School honor, recognizing the top 5% of schools making the biggest improvements over two years. Each school gets a certificate, a flag, and a shot at a national award. STORY 5: Contested mayoral races top ballots in three cities This fall’s municipal elections are heating up, especially in three cities with contested mayoral races. While most ballots focus on city council seats, Loganville, Braselton, and Sugar Hill voters have some big decisions to make. In Loganville, it’s an open race—Mayor Skip Baliles is retiring. Voters will choose between City Councilman Branden Whitfield and local business owner John Soesbe to take the reins. Braselton’s Mayor Kurt Ward is up against two challengers: Michael Cronic, a former school board chair, and Brandon Reed, founder of ReeDesign MFG. Over in Sugar Hill, Mayor Brandon Hembree faces watchdog Amber Chambers in his first re-election bid. Meanwhile, Dacula, Grayson, and Norcross mayors are cruising to re-election unopposed. STORY 6: Lawrenceville City Council races come ahead of big annexation vote Lawrenceville’s city council races are in the spotlight this year—and not just because it’s the county seat. There’s also a big annexation vote looming in May that could add 19,000 new residents to the city. The leaders elected in November? They’ll be the ones managing that growth if it happens. Incumbents Austin Thompson (Post 3) and Marlene Taylor Crawford (Post 4) are both seeking re-election, but they’ve got challengers. Thompson faces former FOX 5 reporter Randy Travis, while Crawford is up against Gwinnett Sheriff’s Office Major Bryant Harris. Thompson, an engineer and small business consultant, is focused on economic growth, affordable housing, and making Lawrenceville a “city of the future.” He’s all-in on the annexation, saying it’ll bring character and opportunity to the city. Travis, meanwhile, is leaning on his decades of local visibility and says he’ll focus on traffic, taxes, and expanding the city’s tax base without burdening current residents. He’s also committed to explaining the annexation’s benefits to those in the proposed area. In the Post 4 race, Crawford, a school counselor and longtime community advocate, is pushing for equity across all neighborhoods—no more blight in one area and prosperity in another. She supports the annexation but stresses the need to expand services thoughtfully. Harris, with a deep background in law enforcement, is prioritizing safety, youth programs, and traffic solutions. He’s for the annexation too but says the city must ensure new residents get the same quality of services current ones enjoy. With so much at stake, these races are ones to watch. STORY 7: Gwinnett Counselor named Georgia School Counselor of the Year Crews Middle School’s Shayla Thompson just got some well-deserved applause—she’s been named Georgia School Counselor of the Year by the Georgia School Counselor Association. “I’m beyond grateful,” Thompson said. “This isn’t just about me—it’s about the incredible leaders, colleagues, and students who’ve supported me every step of the way. I couldn’t do this without them.” The surprise announcement came with flowers, a banner, and a visit from GSCA President Gabrielle Brundidge. Principal Cindy Moffett called Thompson’s work “inspiring,” adding, “She makes every student feel seen and valued.” Thompson, who’s also the 2025 GCPS Middle School Counselor of the Year, said, “Everything I do is for the students.” We’ll have closing comments after this Break 4: Ingles Markets Signoff – Thanks again for hanging out with us on today’s Gwinnett Daily Post Podcast. If you enjoy these shows, we encourage you to check out our other offerings, like the Cherokee Tribune Ledger podcast, the Marietta Daily Journal, or the Community Podcast for Rockdale Newton and Morgan Counties. Read more about all our stories and get other great content at www.gwinnettdailypost.com Did you know over 50% of Americans listen to podcasts weekly? Giving you important news about our community and telling great stories are what we do. Make sure you join us for our next episode and be sure to share this podcast on social media with your friends and family. Add us to your Alexa Flash Briefing or your Google Home Briefing and be sure to like, follow, and subscribe wherever you get your podcasts. Produced by the BG Podcast Network Show Sponsors: www.ingles-markets.com www.kiamallofga.com NewsPodcast, CurrentEvents, TopHeadlines, BreakingNews, PodcastDiscussion, PodcastNews, InDepthAnalysis, NewsAnalysis, PodcastTrending, WorldNews, LocalNews, GlobalNews, PodcastInsights, NewsBrief, PodcastUpdate, NewsRoundup, WeeklyNews, DailyNews, PodcastInterviews, HotTopics, PodcastOpinions, InvestigativeJournalism, BehindTheHeadlines, PodcastMedia, NewsStories, PodcastReports, JournalismMatters, PodcastPerspectives, NewsCommentary, PodcastListeners, NewsPodcastCommunity, NewsSource, PodcastCuration, WorldAffairs, PodcastUpdates, AudioNews, PodcastJournalism, EmergingStories, NewsFlash, PodcastConversations See omnystudio.com/listener for privacy information.

In this powerful episode, we explore the incredible lessons we can learn from the life of Harriet Tubman, her journey to freedom, her courage, intuitive decision-making, and the importance of purpose-driven living. Imagine standing in complete darkness, unsure of your next step. This was the reality for Tubman as she made her first escape from slavery. Guided only by her instinct and faith, she took the leap into the unknown, demonstrating that self-determination begins not with knowing the entire path, but with deciding to take that first step. Tubman risked her own freedom time and again to help others escape, driven by a profound sense of purpose. Her actions remind us that when our 'why' is strong enough, we can turn fear into fuel, moving steadily even when the ground feels uncertain.  By starting with small, low-risk decisions, we can build our intuitive trust and learn to navigate our own paths with confidence. As we reflect on Tubman's legacy, I encourage you to ask yourself where you might be waiting for permission to act. With the right mindset and a willingness to step into the unknown, we can all embrace our inner strength and pursue lives filled with purpose and passion. If you would like some help with figuring out how to transform your life! I can help you create a vision for a life that you absolutely love living. Click here to arrange a session with me. If you're enjoying the podcast, please share the show with a friend or, even better, leave a review to ensure others can benefit from it too! WHAT YOU'LL LEARN FROM THE EPISODE Clarity comes not from having all the answers, but from taking action. The importance of trusting our intuition listening to the inner voice guided me through situations. Unwavering faith and self-determination can inspire us to trust our own instincts and take brave actions toward a fulfilling life. QUOTE Every dream begins with a dreamer- Harriet Tubman FEATURED ON THE SHOW: If you're enjoying the podcast, I'd love to hear from you! Please share the show with a friend or even better, leave a review to ensure others

In this episode of Unleash Your Ambition Podcast, Stacie Walker and Lawrence C. Harris have a conversation about what it really takes to transition from traditional employment to entrepreneurship, the challenges of being taken seriously as a young business owner, and the mindset required to turn your vision into reality. SHOW NOTES: https://www.unleashyourambition.com/blog/this-9-to-5-life-isnt-for-me-a-young-entrepreneurs-story-with-lawrence-c-harris We'd love to hear from you. Contact us here to ask a question, leave feedback about this episode, or request a topic for a future episode. CONNECT WITH LAWRENCE C. HARRIS: Website: https://www.lawrencecharris.com YouTube: https://www.youtube.com/@lawrencecempowers Instagram: https://www.instagram.com/lawrencec.empowers TikTok: https://www.tiktok.com/@lawrencecempowers CONNECT WITH STACIE WALKER: Visit Stacie's Website Connect with Stacie on Facebook Connect with Stacie on Instagram Connect with Stacie on YouTube MUSIC CREDIT: Chill Wave by Kevin MacLeod Funkorama by Kevin MacLeod Alone by Musikal License code: GWWGS39BBB2WTA6H French Morning / Music by: CreatorMix.com

Oronde Gadsden II. Tre' Harris. RJ Mickens. The rookies came to play in the Los Angeles Chargers' 37-10 win over the Minnesota Vikings on the Week 8 edition of Thursday Night Football. Gregg Rosenthal and Nick Shook provide recap and analysis of a bounce-back victory for the Bolts, on a day when Justin Herbert shined on air and land, the Jesse Minter-led LA defense showed up the Vikings and Brian Flores, and we may have seen the last of Carson Wentz under center for a while. All of that and more on the latest from NFL Daily!NFL Daily YouTube: https://www.youtube.com/nflpodcastsSee omnystudio.com/listener for privacy information.

Craig Collins remains in for Greg Corombos, and he and Jim wrap up the week by looking at the lighter side of the likely national repercussions if, as expected, Zohran Mamdani is elected as mayor of New York City, examine an unjustifiable pardon from President Trump, and close out by questioning the choices of an allegedly “woke” update to the musical Damn Yankees. First, Craig and Jim start off with the inverse of yesterday's bad Martini, looking at polling numbers that indicate Mamdani is exceptionally unpopular outside of New York City, even among independents and Democrats. “The results are grim for Mamdani. Among self-identified Democrats and Independents alike and among voters at large, his numbers are actually considerably worse than those of Newsom, Ocasio-Cortez, and Harris.” And let's face it, it's not easy to be less popular than Kamala Harris these days. Next, President Trump has made an unpardonable pardon of Changpeng Zhao, the convicted founder of the crypto exchange Binance,. There aren't a lot of large financial institutions that are willing to do work with al-Qaeda, ISIS, Hamas, ransomware hackers, and kiddie-porn enthusiasts, all simultaneously; these are the kinds of guys who usually end up portrayed as the villains in Jason Statham movies. Finally, in more discussion of musical theater than you ever expected on this podcast, Craig and Jim examine a new revival of the musical Damn Yankees that adds a new racial component to the story, making the main character, Joe Boyd, take the deal because of memories of his father, “a minor league baseball player who was kept out of the major leagues because he was black.” Jim notes this undermines the musical's original theme that our family and loved ones are more important than the temptations fame and fortune, while Craig observes that the devilish seductive harlot being played by a white actress now adds an uncomfortable implication to Boyd's temptation. Please visit our great sponsors:Get 20% off your first purchase of classic menswear. Visit https://MizzenAndMain.com with promo code 3ML20—shop online or visit a Mizzen and Main store in select states.Open a new qualified IRA or cash account with Noble Gold and get a free 10-ounce Silver Flag Bar plus a Silver American Eagle Proof Coin—visit https://NobleGoldInvestments.com/3MLSupport your health with Dose Daily.  Save 25% on your first month when you subscribe at https://DoseDaily.co/3ML or enter code 3ML at checkout.

Sen. Rand Paul (R-Ky.) is known for being a firebrand when it comes to his conservative, small-government principles. He's also known for being a longtime supporter of President Donald Trump, despite taking issue with some of the president's policies. But Paul takes issue with being what he says is the only Republican willing to stand up to Trump and his latest moves which, according to Senator Paul, fly in the face of GOP principles and campaign promises. Most recently, he was concerned over his Republican colleagues' hesitation to confront Trump about his now-former nominee to lead Office of the Special Counsel, Paul Ingrassia. Ingrassia withdrew from the Senate confirmation process earlier this week after POLITICO's reporting on texts that showed him making racist and antisemitic remarks. “I hear a lot of flack from Republicans and they want me to do it. They say, ‘Oh, well, you're not afraid of the president. You go tell him his nominee can't make it,' says Paul, who chairs the Senate Homeland Security Committee. “I'm just tired of always being the whipping boy.” In this week's episode of The Conversation, Paul joins POLITICO's Dasha Burns — just hours after he was snubbed from a presidential luncheon — to talk about this GOP fear of confronting Trump, support for House colleague Rep. Thomas Massie, the administration's latest foreign policy moves, the Epstein files and a “farmageddon” that may be on the horizon. “If I'm given the choice of President Trump versus Harris or versus Biden, without question, I choose President Trump over and over again,” says Paul. But that doesn't mean I'm going to sit back and just say, ‘Oh, I'm leaving all my beliefs on the doorstep. I'm no longer going to be for free trade. I'm no longer going to be for balanced budgets. I'm no longer going to be opposed to killing people without trials, without naming them, without evidence.' No, I have to remain who I am.” Later in the show, Dasha speaks to epidemiologist and public health professor Katelyn Jetelina, the founder of the Substack “Your Local Epidemiologist." They discuss what it's like being a health communicator in the time of MAHA and why she thinks public health is nearing ‘system collapse.' Learn more about your ad choices. Visit megaphone.fm/adchoices

Pastor James Baird talks about his new book "King of Kings" on the Christian duties of a civil magistrate. Order Against the Waves: Againstthewavesbook.comCheck out Jon's Music: jonharristunes.comTo Support the Podcast: https://www.worldviewconversation.com/support/Become a Patronhttps://www.patreon.com/jonharrispodcastFollow Jon on Twitter: https://twitter.com/jonharris1989Follow Jon on Facebook: https://www.facebook.com/jonharris1989/Our Sponsors:* Check out TruDiagnostic and use my code HARRIS for a great deal: https://www.trudiagnostic.comSupport this podcast at — https://redcircle.com/conversations-that-matter8971/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

The Context of White Supremacy hosts the weekly summit on Neutralizing Workplace Racism 10/23/25. Earlier this calendar year, Gus T. spoke about the horrifying death of Jennifer Harris - a black female mother of 6 children. Harris was a manager at a Michigan McDonald's, and was stabbed to death by her black female co-worker after Harris ended her alleged killer's shift early. Gus made a point of emphasizing that black people generally do no respond with counter-violence when people classified as White abuse and terminate us from employment. We save our homicidal rage and violence for the our black co-workers. Harris was killed back in July. Turns out in August, 32-year-old Ryan Johnson was killed by Taco Bell coworker in Ohio. This month, 21-year-old Jonathan Morris was arrested for August murder of Johnson. It's suspected that Morris responded with violence after being fired from slangin' tacos. #NoPoliticsOnTheJob INVEST in The COWS - http://paypal.me/TheCOWS Cash App: http://cash.app/$TheCOWS Call: 720.716.7300 Code: 564943#

In the second hour, Leila Rahimi and Marshall Harris were joined by CHGO host Adam Hoge to preview the Bears-Ravens game Sunday in Baltimore. After that, Rahimi and Harris discussed how the Bears are establishing a strong culture under first-year head coach Ben Johnson. Later, they held the Halftime segment.

It's Friday, October 24th, A.D. 2025. This is The Worldview in 5 Minutes heard on 140 radio stations and at www.TheWorldview.com.  I'm Adam McManus. (Adam@TheWorldview.com) By Adam McManus Spanish priest acquitted on hate crime charges for criticizing radical Islam A Spanish Catholic priest who was facing three years in prison for making critical remarks about radical Islam nearly a decade ago has been acquitted, reports The Christian Post. The advocacy organization Abogados Cristianos announced in an X post last Friday that “The Malaga Court [acquitted] Pastor Custodio [Ballester], prosecuted for criticizing Islam: there is no hate crime.” In 2016, Ballester was charged with saying, “Islam does not allow for dialogue. You either believe or you are an infidel who must be subdued one way or another.” The Rev. Franklin Graham praised Ballester's acquittal as “good news” in an X post on Monday.  A report published last month by the Spanish Observatory for Religious Freedom and Conscience found that 69% of the attacks were directed at Christians, while instances of antisemitism grew by 38% compared to 2023 and had increased by 867% since 2022. Senator Schumer's shutdown flip flop, afraid of an AOC challenge Democratic Senator Chuck Schumer of New York, the Minority Leader of the U.S. Senate, has historically opposed government shutdowns. He opposed a shutdown on October 16, 2013. SCHUMER: “What if I persuaded my caucus to say I'm going to shut the government down. I'm going to not pay our bills unless I get my way. It's a politics of idiocy, of confrontation, of paralysis.” Then, Senator Schumer opposed a government shutdown on January 25, 2019. SCHUMER: “Shutting down government over a policy difference is self-defeating. We can never hold American workers hostage again.” And, as recently as March 13th of this year, Senator Schumer opposed a government shutdown then. SCHUMER:  “While the [Continuing Resolution] bill is very bad, the potential for a shutdown has consequences for America that are much, much worse. Therefore, I will vote to keep the government open and not shut it down.” But now, Democratic Senator Schumer is leading the fight for the government shutdown, driven by the AOC/Sanders wing of his party. Listen to CNN's John Berman's introduction of his recent appearance. BERMAN: “Senate Minority Leader Chuck Schumer, who joins us now from Capitol Hill. Senator, I was saying that every Republican who's gone on TV the last, what nine hours or so, has called this the ‘Schumer Shutdown.” Later, Berman said this. BERMAN: “Everyone in Congress right now, on the Republican side, is really pointing the finger squarely at you personally. And one of the things they're saying is, this is about politics in New York, that you might face a primary from Congresswoman Alexandria Ocasio-Cortez.” In fact, Republican Senator John Kennedy of Louisiana said as much. KENNEDY: “Senator Schumer, his relationship with the truth is very casual. The truth is that this is a political shutdown. Senator Schumer is nervous as a pregnant nun about losing his re-election to the socialist wing of his party led by Congresswoman Ocasio-Cortez, which is in control. “Now, we will eventually come out of this shutdown. Here's how I think it will happen. Senator Schumer is a smart man. He's been around a long time. His first car was a chariot. Washington is all he's ever known his entire life. He knows he's on shaky ground here in terms of policy. “So, here's how I think it'll end. Schumer will go to six or eight of his colleagues, Democrats of course, and say, ‘I want you to vote to lift the shutdown.' He'll say, ‘I can't vote with you. I've got to appear to be tough. I may even have to criticize you, but' -- wink wink, nod nod – ‘I'm trying to make the loon wing of the party love me, but you bail me out here.' But he's got to be careful with that, because he doesn't want it to look like a mutiny, because then he looks even weaker.” CA teacher to ICE: “They are not the only ones with guns in this city.” The Department of Homeland Security will refer a California teacher for a possible criminal probe after he made threatening comments toward immigration officials, reports WorldNetDaily.com. Listen to Los Angeles Unified School District history teacher Ron Gochez. GOCHEZ: “Don't forget where you're standing. This is South Central Los Angeles. They are not the only ones with guns in this city. They're not the only ones that don't forget that. And I don't say that because we're calling it for violence. I'm saying that because the people have every right to defend themselves against masked, unidentified gunmen with AR-15s and other military rifles.” Gochez founded the Los Angeles chapter of Union del Barrio—a revolutionary socialist movement that demands an end to capitalism and open borders from Alaska to Chile. The group sees communist dictators like Fidel Castro, Hugo Chavez, and Che Guevara as heroes. DHS spokeswoman Tricia McLaughlin said that the teacher's comments endanger ICE agents' lives. New Bible story book injects sexual perversion, gender confusion, and woke ideology And finally, a new children's book of Bible stories claims that the Bible has "made-up" stories and events in its pages, drawing criticism from Focus on the Family, reports The Christian Post. The Just Love Story Bible, authored by Rev. Dr. Jacqui Lewis and Rev. Dr. Shannon Harris, reimagines 52 stories from the Old and New Testaments, weaving in sexual perversion, gender confusion, and woke ideology. For them, the Bible is not authoritative; they are. In the book's introduction to Genesis, the woke authors, who are part of the leftist Presbyterian Church (USA), write, "Some of the stories had made-up characters and events. Others were about real people and things that really happened." Harris, an associate dean at Auburn Theological Seminary in New York City, explained her motivation behind the project at a Q&A event for the book in September. HARRIS: “I wanted to do this project with Jackie, because when my kids were little, it was really hard to find a children's Bible that I didn't feel like I had to change some of the words. Like there might be stories that talked about God, like God was a boy (laughing) and only used kind of male language for God. Or they might tell a story, but they wouldn't tell enough about the story to understand whether it was about a made-up character or a real person.” Later, to the audience of parents and young children, she read an excerpt from her woke Just Love Story Bible in which she reinterpreted the plagues and other punishments that God had sent to get Pharoah's attention or the attention of His chosen people, the Jews. HARRIS: “Four natural disasters, one after the other. Well, the prophet and the people thought they were to blame. They thought that the disasters were God's way of punishing them. They didn't know that when bad things happen, like swarms of bugs, floods, earthquakes or tornadoes, it's not God's punishment, but it's easy to worry when bad things happen, to feel like God's angry at you, even when that's not true.” Inspired by the Joel 2:28 passage, Harris also imagined what a young person might envision. HARRIS: “So what did the young people prophesy back then? Perhaps one of them bravely announced to the prophets, priests and people: ‘I don't believe that our loving God sends terrible things to teach us a lesson.'” In an op-ed published by Focus on the Family's news arm, Daily Citizen, Paul Batura warned families about The Just Love Story Bible. He said, "[T]he motives of the authors appear broader and far more dangerous than merely trumpeting diversity. They also want to sow seeds of doubt in children's minds that the events depicted in the Bible are literally true, including the Resurrection.” He added, "Questioning the accuracy and authority of the Bible is hardly a new exercise, but so blatantly and openly selling such a heretical interpretation of God's Word to children undermines God's sacred Word in a particularly dangerous and destructive way." Indeed, 2 Timothy 4:3-4 says, “For a time is coming when people will not endure sound teaching, but having itching ears they will accumulate for themselves teachers to suit their own passions, and will turn away from listening to the truth and wander off into myths."  Close And that's The Worldview on this Friday, October 24th, in the year of our Lord 2025. Follow us on X or subscribe for free by Spotify, Amazon Music, or by iTunes or email to our unique Christian newscast at www.TheWorldview.com.  I'm Adam McManus (Adam@TheWorldview.com). Seize the day for Jesus Christ.

Piper speaks with legendary show jumping rider Margie Engle. Brought to you by Taylor, Harris Insurance Services.Host: Piper Klemm, publisher of The Plaid HorseGuest: Margie Engle is one of the most accomplished riders in U.S. history. She competed in the 2000 Sydney Olympic Games, won the team Silver Medal at the 2006 FEI World Equestrian Games (WEG) in Aachen, and is a three-time Pan American Games medalist, with team Gold and individual Bronze Medals in 2003 and team Silver in 1999. She has ridden in almost 20 World Cup Finals and on numerous Nations Cup squads and has won over 200 Grand Prix including many of the nation's and the world's most prestigious events. Margie was inducted into the Show Jumping Hall of Fame in 2020.Subscribe To: The Plaid Horse MagazineTitle Sponsor: Taylor, Harris Insurance ServicesSponsors: Purina, Great American Insurance Group, Windstar Cruises and Virginia Horse Industry Board Join us at an upcoming Plaidcast in Person live event!

Mike Mulligan and David Haugh were joined by Leila Rahimi and Marshall Harris for the daily transition segment.

Welcome to a new episode of I Am House Radio with your host, Crystal Waters. Playing the best new House Music from around the world. MOOD II SWING, John Ciafone - DO IT YOUR WAYANGIE STONE - I WASN'T KIDDING (Wozniak & Regisford remix0)THE ILLUSTRIOUS BLACKS, Tedd Patterson - LET THE MUSIC SET YOU FREE(TEDD PATTERSON EXTENDED MIX)SUNSHINE ANDERSON - LIFE BACK (QUENTIN HARRIS RE-PRODUCTION)TEDDY DOUGLAS, FAST EDDIE - HOUSE MUSICDebbie Jacobs, Dimitri From Paris - Don't You Want My Love - Dimitri From Paris Classic Re-EditDexter Troy - Sweat!SAMUELLE - O YOU LIKE WHAT YOU SEE (QUENTIN HARRIS RE-TOUCH)THE DOOBIE BROTHERS - LONG TRAIN RUNNING (QUENTIN HARRIS RE-PRODUCTION)CRYSTAL WATERS & DAVID ANTHONY - 2B LUV (David Morales Remix)HRNS, David Harness, Tedd Patterson - Teena's Cry - David Harness and Tedd Patterson RemixNIIA - A NIGHT IN LOZ FELIZ (QUENTIN HARRIS RE- PRODUCTION)MARY J. BLIGE - FADE AWAY (QUENTIN HARRIS RE- PRODUCTION)

Ep. 80, ACT 2: Tia Powell Harris- Melding the Two Dreams by Teaching Artistry with Courtney J. Boddie

Aroha Harris is a history lecturer at Auckland University, she shares the story of the Marmaduke Nixon monument in the Auckland suburb of Ōtāhuhu. 

It's a basketball preview and football recap as Camel Call Live returns to Napper Tandy's in downtown Angier. Campbell head men's basketball coach John Andrzejek and head women's basketball coach Ronny Fisher preview their upcoming seasons, plus head football coach Braxton Harris talks about the homecoming game. 

With so many good skill-position players on bye in Week 8, you'll potentially have to make some gnarly lineup choices. On today's show, we'll come up with five names *you* could consider using, if you find yourself in a tight spot! Plus we'll read a few listener emails, play a hilarious mixtape, and pick out some DraftKings lineups for Week 8. Big fun! Guests: Scott Pianowski of Yahoo! Fantasy and DFS Expert Jake Trowbridge.   NOTES: Sponsor - www.ZBiotics.com/harris and use code HARRIS for 15% off a probiotic that makes you feel better the morning after having a few drinks Sponsor - www.HungryRoot.com/harris for 40% off your first delivery (and free veggies for life) of healthy groceries and recipes that fit your family's lifestyle Sponsor - www.ThursdayBoots.com for an incredible value on boots with the durability of a work boot and the style of a fashion boot, starting at $160 Follow Scott Pianowski - https://bsky.app/profile/pianow.bsky.social Follow Jake Trowbridge - https://bsky.app/profile/jaketrowbridge.bsky.social Follow our show on Bluesky - https://bsky.app/profile/harrisfootball.com Follow on Twitter - @HarrisFootball Become a Person of the Book - https://www.amazon.com/Christopher-Harris/e/B007V3P4KK Watch the YouTube channel - www.youtube.com/harrisfootball Harris Football Yacht Club Dictionary - https://harrisfootball.github.io/dictionary.html Join the Harris Football Subreddit - www.reddit.com/r/HarrisFootball Subscribe To the Yacht Club Premium Podcast - https://harrisfootball.supportingcast.fm/ Play in our Week 8 DraftKings Contest - https://www.draftkings.com/draft/contest/183821489   Week 8 Ranks Discussed Today: Troy Franklin Kayshon Boutte Tyler Allgeier Alec Pierce Cade Otton   Jake's Week 8 DraftKings Lineup: QB - Jaxson Dart - $5,500 RB - Jonathan Taylor - $9,500 RB - Bijan Robinson - $8,800 WR - Courtland Sutton - $6,200 WR - A.J. Brown - $6,100 WR - Wan'Dale Robinson - $5,200 TE - Mason Taylor - $3,500 FLEX - Noah Fant - $3,200 DEF - Titans - $2,000   Chris's Week 8 DraftKings Lineup: QB - Bo Nix - $6,000 RB - Christian McCaffrey - $9,000 RB - Javonte Williams - $6,800 WR - Courtland Sutton - $6,200 WR - A.J. Brown - $6,100 WR - Zay Flowers - $5,400 TE - Tyler Warren - $5,500 FLEX - Dalton Schultz - $3,300 DEF - Titans - $2,000 (h.m. - Breece Hall - $6,100; D'Andre Swift - $5,900; Wan'Dale Robinson - $5,200; Tez Johnson - $4,300; Cade Otton - $3,400)

In the second hour, Leila Rahimi and Marshall Harris discussed how Bears quarterback is dealing with the struggles that he had in Chicago's win against New Orleans on Sunday. After that, fantasy football expert Paul Charchian joined the show to share advice for Week 8 in the NFL. Later, Rahimi and Harris held the Halftime segment.

A journey to the Carolinas is on tap for the September 2025 New Music Train, where Harris King hops on board with a big box of new music picks. Inside, there are two picks from Harris and two from his wife Rachel, plus a bonus pick! Get ready to hear about the latest work from Shallowater, Lawn, The Hidden Cameras, John Tejada and David Byrne With Ghost Train Orchestra. Rockin' the Suburbs on Apple Podcasts/iTunes or other podcast platforms, including audioBoom, Spotify, Google Podcasts, Amazon, iHeart, Stitcher and TuneIn. Or listen at SuburbsPod.com. Please rate/review the show on Apple Podcasts and share it with your friends. Visit our website at SuburbsPod.com Email Jim & Patrick at rock@suburbspod.com Follow us on the Threads, Facebook or Instagram @suburbspod If you're glad or sad or high, call the Suburban Party Line — 612-440-1984. Theme music: "Ascension," originally by Quartjar, next covered by Frank Muffin and now re-done in a high-voltage version by Quartjar again!  Visit quartjar.bandcamp.com and frankmuffin.bandcamp.com.

In October 1984, an NYPD officer fatally shot 66-year-old Eleanor Bumpurs during an eviction at her Bronx apartment. Bumpurs, a disabled mother and grandmother, became the face of a national outcry that helped spark one of the first anti–police brutality movements centered on a Black woman. Historian LaShawn Harris, who was 10 years old and living across the street at the time, revisits the tragedy in her new book, “Tell Her Story.” Harris joined NY1's Errol Louis to discuss her decade of research and dozens of interviews, the intersection of police violence and mental health crises, and her effort to humanize Bumpurs while illuminating the lasting toll such events take on families and communities.

Mike Mulligan and David Haugh were joined by Leila Rahimi and Marshall Harris for the daily transition segment.

0:00 Karine Jean-Pierre slammed by Democrats for bad Biden answers! Robby Soave | RISING 9:38 DNC pays another $1.6M in Harris campaign debt | RISING 19:07 Dem rep outrages Bondi after announcing ‘ICE tracker' | RISING 23:35 Jasmine Crockett eyeing revenge with potential Senate bid?! Lindsey Granger | RISING 31:30 Conservatives fume after study shows past allergy guidance wrong| RISING 40:44 Musk, Sanders: AI, robots will replace all human jobs?! | RISING Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, Dr. Lincoln Harris, founder of RipeGlobal, shares how his team is revolutionizing dental education by delivering hands-on, cloud-based training directly into dental offices. No more travel, no more downtime—just real skill-building with real results. We also dive deep into the mindset shifts dentists need to make to truly grow. From self-confidence to leadership, Dr. Harris explains why believing in your own value is the first step toward independence and profitability. Book your free marketing strategy meeting with Ekwa at your convenience. Plus, at the end of the session, get a free analysis report to find out where your practice stands online. It's our gift to you! https://www.lessinsurancedependence.com/marketing-strategy-meeting/   If you're looking to boost your case acceptance rates and enhance patient communication, you can schedule a Coaching Strategy Meeting with Gary Takacs. With his experience in helping practices thrive, Gary will work with you on personalized coaching, ensuring you and your team are prepared to present treatment plans confidently, offer financing options, and communicate the value of essential dental services. https://www.lessinsurancedependence.com/csm/  

Pam Harris, Exploring the Power & Purpose of Number Strings ROUNDING UP: SEASON 4 | EPISODE 4 I've struggled when I have a new strategy I want my students to consider and despite my best efforts, it just doesn't surface organically. While I didn't want to just tell my students what to do, I wasn't sure how to move forward. Then I discovered number strings.  Today, we're talking with Pam Harris about the ways number strings enable teachers to introduce new strategies while maintaining opportunities for students to discover important relationships.  BIOGRAPHY Pam Harris, founder and CEO of Math is Figure-out-able™, is a mom, a former high school math teacher, a university lecturer, an author, and a mathematics teacher educator. Pam believes real math is thinking mathematically, not just mimicking what a teacher does. Pam helps leaders and teachers to make the shift that supports students to learn real math. RESOURCES Young Mathematicians at Work by Catherine Fosnot and Maarten Dolk  Procedural fluency in mathematics: Reasoning and decision-making, not rote application of procedures position by the National Council of Teachers of Mathematics Bridges number string example from Grade 5, Unit 3, Module 1, Session 1 (BES login required) Developing Mathematical Reasoning: Avoiding the Trap of Algorithms by Pamela Weber Harris and Cameron Harris Math is Figure-out-able!™ Problem Strings TRANSCRIPT Mike Wallus: Welcome to the podcast, Pam. I'm really excited to talk with you today. Pam Harris: Thanks, Mike. I'm super glad to be on. Thanks for having me. Mike: Absolutely.  So before we jump in, I want to offer a quick note to listeners. The routine we're going to talk about today goes by several different names in the field. Some folks, including Pam, refer to this routine as “problem strings,” and other folks, including some folks at The Math Learning Center, refer to them as “number strings.” For the sake of consistency, we'll use the term “strings” during our conversation today.  And Pam, with that said, I'm wondering if for listeners, without prior knowledge, could you briefly describe strings? How are they designed? How are they intended to work? Pam: Yeah, if I could tell you just a little of my history. When I was a secondary math teacher and I dove into research, I got really curious: How can we do the mental actions that I was seeing my son and other people use that weren't the remote memorizing and mimicking I'd gotten used to?  I ran into the work of Cathy Fosnot and Maarten Dolk, and [their book] Young Mathematicians at Work, and they had pulled from the Netherlands strings. They called them “strings.” And they were a series of problems that were in a certain order. The order mattered, the relationship between the problems mattered, and maybe the most important part that I saw was I saw students thinking about the problems and using what they learned and saw and heard from their classmates in one problem, starting to let that impact their work on the next problem. And then they would see that thinking made visible and the conversation between it and then it would impact how they thought about the next problem. And as I saw those students literally learn before my eyes, I was like, “This is unbelievable!” And honestly, at the very beginning, I didn't really even parse out what was different between maybe one of Fosnot's rich tasks versus her strings versus just a conversation with students. I was just so enthralled with the learning because what I was seeing were the kind of mental actions that I was intrigued with. I was seeing them not only happen live but grow live, develop, like they were getting stronger and more sophisticated because of the series of the order the problems were in, because of that sequence of problems. That was unbelievable. And I was so excited about that that I began to dive in and get more clear on: What is a string of problems?  The reason I call them “problem strings” is I'm K–12. So I will have data strings and geometry strings and—pick one—trig strings, like strings with functions in algebra. But for the purposes of this podcast, there's strings of problems with numbers in them. Mike: So I have a question, but I think I just want to make an observation first. The way you described that moment where students are taking advantage of the things that they made sense of in one problem and then the next part of the string offers them the opportunity to use that and to see a set of relationships. I vividly remember the first time I watched someone facilitate a string and feeling that same way, of this routine really offers kids an opportunity to take what they've made sense of and immediately apply it. And I think that is something that I cannot say about all the routines that I've seen, but it was really so clear. I just really resonate with that experience of, what will this do for children? Pam: Yeah, and if I can offer an additional word in there, it influences their work. We're taking the major relationships, the major mathematical strategies, and we're high-dosing kids with them. So we give them a problem, maybe a problem or two, that has a major relationship involved. And then, like you said, we give them the next one, and now they can notice the pattern, what they learned in the first one or the first couple, and they can let it influence. They have the opportunity for it to nudge them to go, “Hmm. Well, I saw what just happened there. I wonder if it could be useful here. I'm going to tinker with that. I'm going to play with that relationship a little bit.” And then we do it again. So in a way, we're taking the relationships that I think, for whatever reason, some of us can wander through life and we could run into the mathematical patterns that are all around us in the low dose that they are all around us, but many of us don't pick up on that low dose and connect them and make relationships and then let it influence when we do another problem.  We need a higher dose. I needed a higher dose of those major patterns. I think most kids do. Problem strings or number strings are so brilliant because of that sequence and the way that the problems are purposely one after the other. Give students the opportunity to, like you said, apply what they've been learning instantly [snaps]. And then not just then, but on the next problem and then sometimes in a particular structure we might then say, “Mm, based on what you've been seeing, what could you do on this last problem?” And we might make that last problem even a little bit further away from the pattern, a little bit more sophisticated, a little more difficult, a little less lockstep, a little bit more where they have to think outside the box but still could apply that important relationship. Mike: So I have two thoughts, Pam, as I listen to you talk.  One is that for both of us, there's a really clear payoff for children that we've seen in the way that strings are designed and the way that teachers can use them to influence students' thinking and also help kids build a recognition or high-dose a set of relationships that are really important.  The interesting thing is, I taught kindergarten through second grade for most of my teaching career, and you've run the gamut. You've done this in middle school and high school. So I think one of the things that might be helpful is to share a few examples of what a string could look like at a couple different grade levels. Are you OK to share a few? Pam: You bet. Can I tack on one quick thing before I do? Mike: Absolutely. Pam: You mentioned that the payoff is huge for children. I'm going to also suggest that one of the things that makes strings really unique and powerful in teaching is the payoff for adults. Because let's just be clear, most of us—now, not all, but most of us, I think—had a similar experience to me that we were in classrooms where the teacher said, “Do this thing.” That's the definition of math is for you to rote memorize these disconnected facts and mimic these procedures. And for whatever reason, many of us just believed that and we did it. Some people didn't. Some of us played with relationships and everything. Regardless, we all kind of had the same learning experience where we may have taken at different places, but we still saw the teacher say, “Do these things. Rote memorize. Mimic.”  And so as we now say to ourselves, “Whoa, I've just seen how cool this can be for students, and we want to affect our practice.” We want to take what we do, do something—we now believe this could be really helpful, like you said, for children, but doing that's not trivial. But strings make it easier. Strings are, I think, a fantastic differentiated kind of task for teachers because a teacher who's very new to thinking and using relationships and teaching math a different way than they were taught can dive in and do a problem string. Learn right along with your students. A veteran teacher, an expert teacher who's really working on their teacher moves and really owns the landscape of learning and all the things still uses problem strings because they're so powerful. Like, anybody across the gamut can use strings—I just said problem strings, sorry—number strengths—[laughs] strings, all of us no matter where we are in our teaching journey can get a lot out of strings. Mike: So with all that said, let's jump in. Let's talk about some examples across the elementary span. Pam: Nice. So I'm going to take a young learner, not our youngest, but a young learner. I might ask a question like, “What is 8 plus 10?” And then if they're super young learners, I expect some students might know that 10 plus a single digit is a teen, but I might expect many of the students to actually say “8, 9, 10, 11, 12,” or “10, 11,” and they might count by ones given—maybe from the larger, maybe from the whatever. But anyway, we're going to kind of do that. I'm going to get that answer from them. I'm going to write on the board, “8 plus 10 is 18,” and then I would have done some number line work before this, but then I'm going to represent on the board: 8 plus 10, jump of 10, that's 18. And then the next problem's going to be something like 8 plus 9. And I'm going to say, “Go ahead and solve it any way you want, but I wonder—maybe you could use the first problem, maybe not.” I'm just going to lightly suggest that you consider what's on the board. Let them do whatever they do. I'm going to expect some students to still be counting. Some students are going to be like, “Oh, well I can think about 9 plus 8 counting by ones.” I think by 8—”maybe I can think about 8 plus 8. Maybe I can think about 9 plus 9.” Some students are going to be using relationships, some are counting. Kids are over the map.  When I get an answer, they're all saying, like, 17. Then I'm going to say, “Did anybody use the first problem to help? You didn't have to, but did anybody?” Then I'm going to grab that kid. And if no one did, I'm going to say, “Could you?” and pause.  Now, if no one sparks at that moment, then I'm not going to make a big deal of it. I'll just go, “Hmm, OK, alright,” and I'll do the next problem. And the next problem might be something like, “What's 5 plus 10?” Again, same thing, we're going to get 15. I'm going to draw it on the board.  Oh, I should have mentioned: When we got to the 8 plus 9, right underneath that 8, jump, 10 land on 18, I'm going to draw an 8 jump 9, shorter jump. I'm going to have these lined up, land on the 17. Then I might just step back and go, “Hmm. Like 17, that's almost where the 18 was.” Now if kids have noticed, if somebody used that first problem, then I'm going to say, “Well, tell us about that.” “Well, miss, we added 10 and that was 18, but now we're adding 1 less, so it's got to be 1 less.” And we go, “Well, is 17 one less than 18? Huh, sure enough.” Then I give the next set of problems. That might be 5 plus 10 and then 5 plus 9, and then I might do 7 plus 10. Maybe I'll do 9 next. 9 plus 10 and then 9 plus 9. Then I might end that string. The next problem, the last problem might be, “What is 7 plus 9?” Now notice I didn't give the helper. So in this case I might go, “Hey, I've kind of gave you plus 10. A lot of you use that to do plus 9. I gave you plus 10. Some of you use that to do plus 9, I gave you plus 10. Some of you used that plus 9. For this one, I'm not giving you a helper. I wonder if you could come up with your own helper.”  Now brilliantly, what we've done is say to students, “You've been using what I have up here, or not, but could you actually think, ‘What is the pattern that's happening?' and create your own helper?” Now that's meta. Right? Now we're thinking about our thinking. I'm encouraging that pattern recognition in a different way. I'm asking kids, “What would you create?” We're going to share that helper. I'm not even having them solve the problem. They're just creating that helper and then we can move from there.  So that's an example of a young string that actually can grow up. So now I can be in a second grade class and I could ask a similar [question]: “Could you use something that's adding a bit too much to back up?” But I could do that with bigger numbers. So I could start with that 8 plus 10, 8 plus 9, but then the next pair might be 34 plus 10, 34 plus 9. But then the next pair might be 48 plus 20 and 48 plus 19. And the last problem of that string might be something like 26 plus 18. Mike: So in those cases, there's this mental scaffolding that you're creating. And I just want to mark this. I have a good friend who used to tell me that part of teaching mathematics is you can lead the horse to water, you can show them the water, they can look at it, but darn it, do not push their head in the water. And I think what he meant by that is “You can't force it,” right?  But you're not doing that with a string. You're creating a set of opportunities for kids to notice. You're doing all kinds of implicit things to make structure available for kids to attend to—and yet you're still allowing them the ability to use the strategies that they have. We might really want them to notice that, and that's beautiful about a string, but you're not forcing. And I think it's worth saying that because I could imagine that's a place where folks might have questions, like, “If the kids don't do the thing that I'm hoping that they would do, what should I do?” Pam: Yeah, that's a great question. Let me give you another example. And in that example I'll talk about that.  So especially as the kids get older, I'm going to use the same kind of relationship. It's maybe easier for people to hang on to if I stay with the same sort of relationship. So I might say, “Hey everybody. 7 times 8. That's a fact I'm noticing most of us just don't have [snaps] at our fingertips. Let's just work on that. What do you know?” I might get a couple of strategies for kids to think about 7 times 8. We all agree it's 56.  Then I might say, “What's 70 times 8?” And then let kids think about that. Now, this would be the first time I do that, but if we've dealt with scaling times 10 at all, if I have 10 times the number of whatever the things is, then often kids will say, “Well, I've got 10 times 7 is 70, so then 10 times 56 is 560.” And then the next problem might be, “I wonder if you could think about 69 times 8. If we've got 70 eights, can I use that to help me think about 69 eights?” And I'm saying that in a very specific way to help ping on prior knowledge. So then I might do something similar. Well, let's pick another often missed facts, I don't know, 6 times 9. And then we could share some strategies on how kids are thinking about that. We all agree it's 54. And then I might say, “Well, could you think about 6 times 90?” I'm going to talk about scaling up again. So that would be 540. Now I'm going really fast. But then I might say, “Could we use that to help us think about 6 times 89?” I don't know if you noticed, but I sort of swapped. I'm not thinking about 90 sixes to 89 sixes. Now I'm thinking about 6 nineties to help me think about 6 eighty-nines. So that's a little bit of a—we have to decide how we're going to deal with that. I'll kind of mess around with that. And then I might have what we call that clunker problem at the end. “Notice that I've had a helper: 7 times 8, 70 times 8. A lot of you use that to help you think about 69 times 8. Then I had a helper: 6 times 9, 6 times 90. A lot of you use that to help you think about 6 times 89. What if I don't give you those helpers? What if I had something like”—now I'm making this up off the cuff here, like—“9 times 69. 9 times 69. Could you use relationships we just did?”  Now notice, Mike, I might've had kids solving all those problems using an algorithm. They might've been punching their calculator, but now I'm asking the question, “Could you come up with these helper problems?” Notice how I'm now inviting you into a different space. It's not about getting an answer. I'm inviting you into, “What are the patterns that we've been establishing here?” And so what would be those two problems that would be like the patterns we've just been using? That's almost like saying when you're out in the world and you hit a problem, could you say to yourself, “Hmm, I don't know that one, but what do I know? What do I know that could help me get there?” And that's math-ing. Mike: So, you could have had a kid say, “Well, I'm not sure about how—I don't know the answer to that, but I could do 9 times 60, right?” Or “I could do 10 times”—I'm thinking—“10 times 69.” Correct? Pam: Yes, yes. In fact, when I gave that clunker problem, 9 times 69, I said to myself, “Oh, I shouldn't have said 9 because now you could go either direction.” You could either “over” either way. To find 9 I can do 10, or to find 69 I can do 70. And then I thought, “Ah, we'll go with it because you can go either way.” So I might want to focus it, but I might not. And this is a moment where a novice could just throw it out there and then almost be surprised. “Whoa, they could go either direction.” And an expert could plan, and be like, “Is this the moment where I want lots of different ways to go? Or do I want to focus, narrow it a little bit more, be a little bit more explicit?” It's not that I'm telling kids, but I'm having an explicit goal. So I'm maybe narrowing the field a little bit. And maybe the problem could have been 7 times 69, then I wouldn't have gotten that other “over,” not the 10 to get 9. Does that make sense? Mike: It absolutely does. What you really have me thinking about is NCTM's [National Council of Teachers of Mathematics'] definition of “fluency,” which is “accuracy, efficiency, and flexibility.” And the flexibility that I hear coming out of the kinds of things that kids might do with a string, it's exciting to imagine that that's one of the outcomes you could get from engaging with strings. Pam: Absolutely. Because if you're stuck teaching memorizing algorithms, there's no flexibility, like none, like zilch. But if you're doing strings like this, kids have a brilliant flexibility. And one of the conversations I'd want to have here, Mike, is if a kid came up with 10 times 69 to help with 9 times 69, and a different kid came up with 9 times 70 to help with 9 times 69, I would want to just have a brief conversation: “Which one of those do you like better, class, and why?” Not that one is better than the other, but just to have the comparison conversation. So the kids go, “Huh, I have access to both of those. Well, I wonder when I'm walking down the street, I have to answer that one: Which one do I want my brain to gravitate towards next time?” And that's mathematical behavior. That's mathematical disposition to do one of the strands of proficiency. We want that productive disposition where kids are thinking to themselves, “I own relationships. I just got to pick a good one here to—what's the best one I could find here?” And try that one, then try that one. “Ah, I'll go with this one today.” Mike: I love that.  As we were talking, I wanted to ask you about the design of the string, and you started to use some language like “helper problems” and “the clunker.” And I think that's really the nod to the kinds of features that you would want to design into a string. Could you talk about either a teacher who's designing their own string—what are some of the features?—or a teacher who's looking at a string that they might find in a book that you've written or that they might find in, say, the Bridges curriculum? What are some of the different problems along the way that really kind of inform the structure? Pam: So you might find it interesting that over time, we've identified that there's at least five major structures to strings, and the one that I just did with you is kind of the easiest one to facilitate. It's the easiest one to understand where it's going, and it's the helper-clunker structure. So the helper-clunker structure is all about, “I'm going to give you a helper problem that we expect all kids can kind of hang on.” They have some facility with, enough that everybody has access to. Then we give you a clunker that you could use that helper to inform how you could solve that clunker problem. In the first string I did with you, I did a helper, clunker, helper, clunker, helper, clunker, clunker. And the second one we did, I did helper, helper, clunker, helper, helper, clunker, clunker. So you can mix and match kind of helpers and clunkers in that, but there are other major structures of strings. If you're new to strings, I would dive in and do a lot of helper-clunker strings first. But I would also suggest—I didn't create my own strings for a long time. I did prewritten [ones by] Cathy Fosnot from the Netherlands, from the Freudenthal Institute. I was doing their strings to get a feel for the mathematical relationships for the structure of a string. I would watch videos of teachers doing it so I could get an idea of, “Oh, that move right there made all the difference. I see how you just invited kids in, not demand what they do.” The idea of when to have paper and pencil and when not, and just lots of different things can come up that if you're having to write the string as well, create the string, that could feel insurmountable.  So I would invite anybody out listening that's like, “Whoa, this seems kind of complicated,” feel free to facilitate someone else's prewritten strings. Now I like mine. I think mine are pretty good. I think Bridges has some pretty good ones. But I think you'd really gain a lot from facilitating prewritten strings.  Can I make one quick differentiation that I'm running into more and more? So I have had some sharp people say to me, “Hey, sometimes you have extra problems in your string. Why do you have extra problems in your string?” And I'll say—well, at first I said, “What do you mean?” Because I didn't know what they were talking about. Are you telling me my string's bad? Why are you dogging my string? But what they meant was, they thought a string was the process a kid—or the steps, the relationships a kid used to solve the last problem. Does that make sense? Mike: It does. Pam: And they were like, “You did a lot of work to just get that one answer down there.” And I'm like, “No, no, no, no, no, no. A problem string or a number string, a string is an instructional routine. It is a lesson structure. It's a way of teaching. It's not a record of the relationships a kid used to solve a problem.” In fact, a teacher just asked—we run a challenge three times a year. It's free. I get on and just teach. One of the questions that was asked was, “How do we help our kids write their own strings?” And I was like, “Oh, no, kids don't write strings. Kids solve problems using relationships.” And so I think what the teachers were saying was, “Oh, I could use that relationship to help me get this one. Oh, and then I can use that to solve the problem.” As if, then, the lesson's structure, the instructional routine of a string was then what we want kids to do is use what they know to logic their way through using mathematical relationships and connections to get answers and to solve problems. That record is not a string, that record is a record of their work. Does that make sense, how there's a little difference there? Mike: It totally does, but I think that's a good distinction. And frankly, that's a misunderstanding that I had when I first started working with strings as well. It took me a while to realize that the point of a string is to unveil a set of relationships and then allow kids to take them up and use them. And really it's about making these relationships or these problem solving strategies sticky, right? You want them to stick. We could go back to what you said. We're trying to high-dose a set of relationships that are going to help kids with strategies, not only in this particular string, but across the mathematical work they're doing in their school life. Pam: Yes, very well said. So for example, we did an addition “over” relationship in the addition string that I talked through, and then we did a multiplication “over” set of relationships and multiplication. We can do the same thing with subtraction. We could have a subtraction string where the helper problem is to subtract a bit too much. So something like 42 minus 20, and then the next problem could be 42 minus 19. And we're using that: I'm going to subtract a bit too much and then how do you adjust? And hoo, after you've been thinking about addition “over,” subtraction “over” is quite tricky. You're like, “Wait, why are we adding what we're subtracting?” And it's not about teaching kids a series of steps. It's really helping them reason. “Well, if I give you—if you owe me 19 bucks and I give you a $20 bill, what are we going to do?” “Oh, you've got to give me 1 back.” Now that's a little harder today because kids don't mess around with money. So we might have to do something that feels like they can—or help them feel money. That's my personal preference. Let's do it with money and help them feel money.  So one of the things I think is unique to my work is as I dove in and started facilitating other people's strings and really building my mathematical relationships and connections, I began to realize that many teachers I worked with, myself included, thought, “Whoa, there's just this uncountable, innumerable wide universe of all the relationships that are out there, and there's so many strategies, and anything goes, and they're all of equal value.” And I began to realize, “No, no, no, there's only a small set of major relationships that lead to a small set of major strategies.” And if we can get those down, kids can solve any problem that's reasonable to solve without a calculator, but in the process, building their brains to reason mathematically. And that's really our goal, is to build kids' brains to reason mathematically. And in the process we're getting answers. Answers aren't our goal. We'll get answers, sure. But our goal is to get them to build that small set of relationships because that small set of strategies now sets them free to logic their way through problems. And bam, we've got kids math-ing using the mental actions of math-ing. Mike: Absolutely. You made me think about the fact that there's a set of relationships that I can apply when I'm working with numbers Under 20. There's a set of relationships, that same set of relationships, I can apply and make use of when I'm working with multidigit numbers, when I'm working with decimals, when I'm working with fractions. It's really the relationships that we want to expose and then generalize and recognize this notion of going over or getting strategically to a friendly number and then going after that or getting to a friendly number and then going back from that. That's a really powerful strategy, regardless of whether you're talking about 8 and 3 or whether you're talking about adding unit fractions together. Strings allow us to help kids see how that idea translates across different types of numbers. Pam: And it's not trivial when you change a type of number or the number gets bigger. It's not trivial for kids to take this “over” strategy and to be thinking about something like 2,467 plus 1,995—and I know I just threw a bunch of numbers out, on purpose. It's not trivial for them to go, “What do I know about those numbers? Can I use some of these relationships I've been thinking about?” Well, 2,467, that's not really close to a friendly number. Well, 1,995 is. Bam. Let's just add 2,000. Oh, sweet. And then you just got to back up 5. It's not trivial for them to consider, “What do I know about these two numbers, and are they close to something that I could use?” That's the necessary work of building place value and magnitude and reasonableness. We've not known how to do that, so in some curriculum we create our whole extra unit that's all about place value reasonableness. Now we have kids that are learning to rote memorize, how to estimate by round. I mean there's all this crazy stuff that we add on when instead we could actually use strings to help kids build that stuff naturally kind of ingrained as we are learning something else.  Can I just say one other thing that we did in my new book? Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. So I actually wrote it with my son, who is maybe the biggest impetus to me diving into the research and figuring out all of this math-ing and what it means. He said, as we were writing, he said, “I think we could make the point that algorithms don't help you learn a new algorithm.” If you learn the addition algorithm and you get good at it and you can do all the addition and columns and all the whatever, and then when you learn the subtraction algorithm, it's a whole new thing. All of a sudden it's a new world, and you're doing different—it looks the same at the beginning. You line those numbers still up and you're still working on that same first column, but boy, you're doing all sorts—now you're crossing stuff out. You're not just little ones, and what? Algorithms don't necessarily help you learn the next algorithm. It's a whole new experience. Strategies are synergistic. If you learn a strategy, that helps you learn the next set of relationships, which then refines to become a new strategy. I think that's really helpful to know, that we can—strategies build on each other. There's synergy involved. Algorithms, you got to learn a new one every time. Mike: And it turns out that memorizing the dictionary of mathematics is fairly challenging. Pam: Indeed [laughs], indeed. I tried hard to memorize that. Yeah. Mike: You said something to me when we were preparing for this podcast that I really have not been able to get out of my mind, and I'm going to try to approximate what you said. You said that during the string, as the teacher and the students are engaging with it, you want students' mental energy primarily to go into reasoning. And I wonder if you could just explicitly say, for you at least, what does that mean and what might that look like on a practical level? Pam: So I wonder if you're referring to when teachers will say, “Do we have students write? Do we not have them write?” And I will suggest: “It depends. It's not if they write; it's what they write that's important.”  What do I mean by that? What I mean is if we give kids paper and pencil, there is a chance that they're going to be like, “Oh, thou shalt get an answer. I'm going to write these down and mimic something that I learned last year.” And put their mental energy either into mimicking steps or writing stuff down. They might even try to copy what you've been representing strategies on the board. And their mental effort either goes into mimicking, or it might go into copying.  What I want to do is free students up [so] that their mental energy is, how are you reasoning? What relationships are you using? What's occurring to you? What's front and center and sort of occurring? Because we're high-dosing you with patterns, we're expecting those to start happening, and I'm going to be saying things, giving that helper problem. “Oh, that's occurring to you? It's almost like it's your idea—even though I just gave you the helper problem!” It's letting those ideas bubble up and percolate naturally and then we can use those to our advantage. So that's what I mean when [I say] I want mental energy into “Hmm, what do I know, and how can I use what I know to logic my way through this problem?” And that's math-ing. Those are the mental actions of mathematicians, and that's where I want kids' mental energy. Mike: So I want to pull this string a little bit further. Pun 100% intended there. Apologies to listeners.  What I find myself thinking about is there've got to be some do's and don'ts for how to facilitate a string that support the kind of reasoning and experience that you've been talking about. I wonder if you could talk about what you've learned about what you want to do as a facilitator when you're working with a string and maybe what you don't want to do. Pam: Yeah, absolutely. So a good thing to keep in mind is you want to keep a string snappy. You don't want a lot of dead space. You don't want to put—one of the things that we see novice, well, even sometimes not-novice, teachers do, that's not very helpful, is they will put the same weight on all the problems.  So I'll just use the example 8 plus 10, 8 plus 9, they'll—well, let me do a higher one. 7 times 8, 70 times 8. They'll say, “OK, you guys, 7 times 8. Let's really work on that. That's super hard.” And kids are like, “It's 56.” Maybe they have to do a little bit of reasoning to get it, because it is an often missed fact, but I don't want to land on it, especially—what was the one we did before? 34 plus 10. I don't want to be like, “OK, guys, phew.” If the last problem on my string is 26 plus 18, I don't want to spend a ton of time. “All right, everybody really put all your mental energy in 36 plus 10” or whatever I said. Or, let's do the 7 times 8 one again. So, “OK, everybody, 7 times 8, how are you guys thinking about that?” Often we're missing it. I might put some time into sharing some strategies that kids use to come up with 7 times 8 because we know it's often missed. But then when I do 70 times 8, if I'm doing this string, kids should have some facility with times 10. I'm not going to be like, “OK. Alright, you guys, let's see what your strategies are. Right? Everybody ready? You better write something down on your paper. Take your time, tell your neighbor how….” Like, it's times 10. So you don't want to put the same weight—as in emphasis and time, wait time—either one on the problems that are kind of the gimmes, we're pretty sure everybody's got this one. Let's move on and apply it now in the next one. So there's one thing. Keep it snappy. If no one has a sense of what the patterns are, it's probably not the right problem string. Just bail on it, bail on it. You're like, “Let me rethink that. Let me kind of see what's going on.” If, on the other hand, everybody's just like, “Well, duh, it's this” and “duh, it's that,” then it's also probably not the right string. You probably want to up the ante somehow.  So one of the things that we did in our problem string books is we would give you a lesson and give you what we call the main string, and we would write up that and some sample dialogs and what the board could look like when you're done and lots of help. But then we would give you two echo strings. Here are two strings that get at the same relationships with about the same kind of numbers, but they're different and it will give you two extra experiences to kind of hang there if you're like, “Mm, I think my kids need some more with exactly this.” But we also then gave you two next-step strings that sort of up the ante. These are just little steps that are just a little bit more to crunch on before you go to the next lesson that's a bit of a step up, that's now going to help everybody increase. Maybe the numbers got a little bit harder. Maybe we're shifting strategy. Maybe we're going to use a different model. I might do the first set of strings on an area model if I'm doing multiplication. I might do the next set of strings in a ratio table. And I want kids to get used to both of those.  When we switch up from the 8 string to the next string, kind of think about only switching one thing. Don't up the numbers, change the model, and change the strategy at the same time. Keep two of those constant. Stay with the same model, maybe up the numbers, stay with the same strategy. Maybe if you're going to change strategies, you might back up the numbers a little bit, stick with the model for a minute before you switch the model before you go up the numbers. So those are three things to consider. Kind of—only change up one of them at a time or kids are going to be like, “Wait, what?” Kids will get higher dosed with the pattern you want them to see better if you only switch one thing at a time. Mike: Part of what you had me thinking was it's helpful, whether you're constructing your own string or whether you're looking at a string that's in a textbook or a set of materials, it's still helpful to think about, “What are the variables at play here?” I really appreciated the notion that they're not all created equal. There are times where you want to pause and linger a little bit that you don't need to spend that exact same amount of time on every clunker and every helper. There's a critical problem that you really want to invest some time in at one point in the string. And I appreciated the way you described, you're playing with the size of the number or the complexity of the number, the shift in the model, and then being able to look at those kinds of things and say, “What all is changing?” Because like you said, we're trying to kind of walk this line of creating a space of discovery where we haven't suddenly turned the volume up to 11 and made it really go from like, “Oh, we discovered this thing, now we're at full complexity,” and yet we don't want to have it turned down to, “It's not even discovery because it's so obvious that I knew it immediately. There's not really anything even to talk about.” Pam: Nice. Yeah, and I would say we want to be right on the edge of kids' own proximal development, right on the edge. Right on the edge where they have to grapple with what's happening. And I love the word “grapple.” I've been in martial arts for quite a while, and grappling makes you stronger. I think sometimes people hear the word “struggle” and they're like, “Why would you ever want kids to struggle?” I don't know that I've met anybody that ever hears the word “grapple” as a negative thing. When you “grapple,” you get stronger. You learn. So I want kids right on that edge where they are grappling and succeeding. They're getting stronger. They're not just like, “Let me just have you guess what's in my head.” You're off in the field and, “Sure hope you figure out math, guys, today.” It's not that kind of discovery that people think it is. It really is: “Let me put you in a place where you can use what you know to notice maybe a new pattern and use it maybe in a new way. And poof! Now you own those relationships, and let's build on that.” And it continues to go from there.  When you just said—the equal weight thing, let me just, if I can—there's another, so I mentioned that there's at least five structures of problem strings. Let me just mention one other one that we like, to give you an example of how the weight could change in a string. So if I have an equivalent structure, an equivalent structure looks like: I give a problem, and an example of that might be 15 times 18. Now I'm not going to give a helper; I'm just going to give 15 times 18. If I'm going to do this string, we would have developed a few strategies before now. Kids would have some partial products going on. I would probably hope they would have an “over,” I would've done partial products over and probably, what I call “5 is half a 10.”  So for 15 times 18, they could use any one of those. They could break those up. They could think about twenty 15s to get rid of the extra two to have 18, 15. So in that case, I'm going to go find a partial product, an “over” and a “5 is half a 10,” and I'm going to model those. And I'm going to go, “Alright, everybody clear? Everybody clear on this answer?” Then the next problem I give—so notice that we just spent some time on that, unlike those helper clunker strings where the first problem was like a gimme, nobody needed to spend time on that. That was going to help us with the next one. In this case, this one's a bit of a clunker. We're starting with one that kids are having to dive in, chew on. Then I give the next problem: 30 times 9. So I had 15 times 18 now 30 times 9. Now kids get a chance to go, “Oh, that's not too bad. That's just 3 times 9 times 10. So that's 270. Wait, that was the answer to the first problem. That was probably just coincidence. Or was it?” And now especially if I have represented that 15 times 18, one of those strategies with an area model with an open array, now when I draw the 30 by 9, I will purposely say, “OK, we have the 15 by 18 up here. That's what that looked like. Mm, I'll just use that to kind of make sure the 30 by 9 looks like it should. How could I use the 15 by 18? Oh, I could double the 15? OK, well here's the 15. I'm going to double that. Alright, there's the 30. Well, how about the 9? Oh, I could half? You think I should half? OK. Well I guess half of 18. That's 9.”  So I've just helped them. I've brought out, because I'm inviting them to help me draw it on the board. They're thinking about, “Oh, I just half that side, double that side. Did we lose any area? Oh, maybe that's why the products are the same. The areas of those two rectangles are the same. Ha!” And then I give the next problem. Now I give another kind of clunker problem and then I give its equivalent. And again, we just sort of notice: “Did it happen again?” And then I might give another one and then I might end the string with something like 3.5 times—I'm thinking off the cuff here, 16. So 3.5 times 16. Kids might say, “Well, I could double 3.5 to get 7 and I could half the 16 to get 8, and now I'm landing on 7 times 8.” And that's another way to think about 3.5 times 16. Anyway, so, equivalent structure is also a brilliant structure that we use primarily when we're trying to teach kids what I call the most sophisticated of all of the strategies. So like in addition, give and take, I think, is the most sophisticated addition. In subtraction, constant difference. In multiplication, there's a few of them. There's doubling and having, I call it flexible factoring to develop those strategies. We often use the equivalent structure, like what's happening here? So there's just a little bit more about structure. Mike: There's a bit of a persona that I've noticed that you take on when you're facilitating a string. I'm wondering if you can talk about that or if you could maybe explain a little bit because I've heard it a couple different times, and it makes me want to lean in as a person who's listening to you. And I suspect that's part of its intent when it comes to facilitating a string. Can you talk about this? Pam: So I wonder if what you're referring to, sometimes people will say, “You're just pretending you don't know what we're talking about.” And I will say, “No, no, I'm actually intensely interested in what you're thinking. I know the answer, but I'm intensely interested in what you're thinking.” So I'm trying to say things like, “I wonder.” “I wonder if there's something up here you could use to help. I don't know. Maybe not. Mm. What kind of clunker could—or helper could you write for this clunker?”  So I don't know if that's what you're referring to, but I'm trying to exude curiosity and belief that what you are thinking about is worth hearing about. And I'm intensely interested in how you're thinking about the problem and there's something worth talking about here. Is that kind of what you're referring to? Mike: Absolutely.  OK. We're at the point in the podcast that always happens, which is: I would love to continue talking with you, and I suspect there are people who are listening who would love for us to keep talking. We're at the end of our time. What resources would you recommend people think about if they really want to take a deeper dive into understanding strings, how they're constructed, what it looks like to facilitate them. Perhaps they're a coach and they're thinking about, “How might I apply this set of ideas to educators who are working with kindergartners and first graders, and yet I also coach teachers who are working in middle school and high school.” What kind of resources or guidance would you offer to folks? Pam: So the easiest way to dive in immediately would be my brand-new book from Corwin. It's called Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. There's a section in there all about strings. We also do a walk-through where you get to feel a problem string in a K–2 class and a 3–5 [class]. And well, what we really did was counting strategies, additive reasoning, multiplicative reasoning, proportional reasoning, and functional reasoning. So there's a chapter in there where you go through a functional reasoning problem string. So you get to feel: What is it like to have a string with real kids? What's on the board? What are kids saying? And then we link to videos of those. So from the book, you can go and see those, live, with real kids, expert teachers, like facilitating good strings. If anybody's middle school, middle school coaches: I've got building powerful numeracy and lessons and activities for building powerful numeracy. Half of the books are all problem strings, so lots of good resources.  If you'd like to see them live, you could go to mathisfigureoutable.com/ps, and we have videos there that you can watch of problem strings happening.  If I could mention just one more, when we did the K–12, Developing Mathematical Reasoning, Avoiding the Trap of Algorithms, that we will now have grade band companion books coming out in the fall of '25. The K–2 book will come out in the spring of '26. The [grades] 3–5 book will come out in the fall of '26. The 6–8 book will come out and then six months after that, the 9–12 companion book will come out. And those are what to do to build reasoning, lots of problem strings and other tasks, rich tasks and other instructional routines to really dive in and help your students reason like math-y people reason because we are all math-y people. Mike: I think that's a great place to stop. Pam, thank you so much for joining us. It's been a pleasure talking with you. Pam: Mike, it was a pleasure to be on. Thanks so much. 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. © 2025 The Math Learning Center | www.mathlearningcenter.org

We love to hear from our listeners. Send us a message.On episode 114 of Cell & Gene: The Podcast, Host Erin Harris talks to Brian Culley, CEO of Lineage Cell Therapeutics, about advancing cell therapy beyond oncology and into transformative treatments for conditions such as spinal cord injury and blindness. Culley shares how Lineage's allogeneic, off-the-shelf approach, anchored by its OPC1 program, aims to replace lost or damaged cells to restore function, starting with patients who have plateaued after chronic spinal cord injury. He details the DOSED study's innovative delivery device and thaw-and-inject formulation, both designed to simplify administration, enhance safety, and improve patient access. Harris and Culley also explore Lineage's broader vision for commercial viability in cell transplantation and its collaborative work with the Christopher & Dana Reeve Foundation to drive awareness, research, and investment in spinal cord injury therapies.Subscribe to the podcast!Apple | Spotify | YouTube Visit my website: Cell & Gene Connect with me on LinkedIn

In this episode of Bloom Into Your Best Self I talk about the importance of embracing the moment as a mom. As usual, I tell a story to tie it all together. Take a listen it's a great episode! Check out more information mentioned in the show below, along with other things I have going on in my business: CULTURAL TIDBIT: The Black historian mentioned in this episode was: Patricia Robert's Harris (1924-1985) MOTHERHOOD NEWSLETTER INFORMATION: If you're a mom, my "Bloom Into Your Best Self" newsletter is something you need to subscribe to. You also get a little something special when you sign up for it. Click the link below to sign up for some FREE motherhood encouragement https://view.flodesk.com/pages/64644f60cbdcb8f8a1a7595bDIGITAL WORKBOOK: A MOMMY'S GUIDE TO TAKING CARE OF HERSELFI have a workbook designed especially for moms. You can access the workbook by clicking the link below. Enjoy a small discount by using the code (self care).https://www.bloomintoyourbestself.com/online-store#!/A-Mommys-Guide-To-Taking-Care-Of-Herself/p/571829695/category=0

In this episode, host Mike Shanley sits down with Steve Harris, Vice President for Defense and Intelligence at the Professional Services Council (PSC). Drawing on his decades of experience in government, including at the Defense Security Cooperation Agency, Steve shares insights on how PSC bridges industry and government to strengthen the defense industrial base. They discuss: How associations like PSC help government and industry collaborate effectively Why acquisition reform, industrial base capacity, and AI-energy alignment are top priorities for 2025 What attendees can expect at PSC's 7th Annual Defense Conference on October 30th, including featured speakers and panel highlights Practical advice for how government and industry leaders can make the most of conferences and build meaningful connections Whether you're a government professional, a large defense prime, or a small business entering the federal market, this episode offers practical perspective on how PSC drives engagement, advocacy, and insight across the defense sector. RESOURCES: PSC Defense Conference - Registration Link: https://defense.pscouncil.org/ PSC Defense Conference - Link to Sponsors: https://defense.pscouncil.org/sponsors Learn more about PSC: https://www.pscouncil.org/psc PSC Vision Conference - December 1 -3, 2025: https://vision.pscouncil.org/ Connect with Steve Harris on LinkedIn: / steve-harris-vp   Connect with Mike Shanley on LinkedIn:  / gov-market-growth   BIO: Steve Harris, Vice President of Defense and Intelligence, PSC Steve Harris became Vice President for Defense and Intelligence at the Professional Services Council (PSC) on June 9, 2025. He brings more than 28 years of federal service, including positions at the Department of Homeland Security (DHS) and the Department of Defense (DoD), along with extensive expertise in interagency collaboration, public-private partnerships, international policy, and acquisition. Before joining PSC, Harris was a member of the Senior Executive Service (SES) and served as the Deputy Executive Assistant Director for Infrastructure Security at the Cybersecurity and Infrastructure Security Agency (CISA). In this capacity, he led CISA's efforts to secure the nation's critical infrastructure in partnership with government and private-sector stakeholders. He also held several other senior roles at CISA and its predecessor organization, including Acting Executive Assistant Director for Infrastructure Security, Acting Deputy Director for CISA, Acting Assistant Secretary for the National Protection and Programs Directorate's (NPPD) Office of Infrastructure Protection, and Deputy Director of NPPD's Office of Cyber and Infrastructure Analysis. Earlier in his career, Harris held various positions within the Department of Defense. He served as Deputy for Policy at the Defense Security Cooperation Agency (DSCA) in the Office of the Secretary of Defense, where he developed and implemented international policy for Foreign Military Sales and security cooperation programs. He also held contracting and acquisition roles at the Naval Air Systems Command and the Navy International Programs Office. Harris has received numerous awards for his public service, including the Presidential Rank Award – Meritorious Executive, the DHS Secretary's Silver Medal for Meritorious Service, and the Office of the Secretary of Defense Medal for Exceptional Civilian Service. He holds a Master of Science in Management/Contract Management from the Florida Institute of Technology and a Bachelor of Arts from St. Mary's College of Maryland. LEARN MORE: Thank you for tuning into this episode of the GovDiscovery AI Podcast with Mike Shanley. You can learn more about working with the U.S. Government by visiting our homepage: Konektid International and GovDiscovery AI. To connect with our team directly, message the host Mike Shanley on LinkedIn.  https://www.govdiscoveryai.com/ https://www.konektid.com/

Jeremy Carl talks to Jon Harris about his confrontation of Vivek Ramaswamy on Hinduism in Bozeman Montana. They also talk about conservative views among Gen Z males. Order Against the Waves: Againstthewavesbook.comCheck out Jon's Music: jonharristunes.comTo Support the Podcast: https://www.worldviewconversation.com/support/Become a Patronhttps://www.patreon.com/jonharrispodcastFollow Jon on Twitter: https://twitter.com/jonharris1989Follow Jon on Facebook: https://www.facebook.com/jonharris1989/Our Sponsors:* Check out TruDiagnostic and use my code HARRIS for a great deal: https://www.trudiagnostic.comSupport this podcast at — https://redcircle.com/conversations-that-matter8971/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

In the final hour, Leila Rahimi and Marshall Harris were joined by FS1 host Danny Parkins to preview the Bears-Ravens game and to discuss the legendary Michael Jordan's debut on the NBA on NBC on Tuesday. After that, Score reporter/host Mark Grote joined the show to share a Bears report. Later, Rahimi and Harris shared their Bulls predictions for the new season.

In the third hour, Leila Rahimi and Marshall Harris discussed a variety of topics in the 5 On It segment. After that, Jenkins Elite founder Tim Jenkins joined the show to break down Bears quarterback Caleb Williams' underwhelming performance in Chicago's 26-14 win against New Orleans on Sunday. Later, Rahimi and Harris reacted to the news that Ravens quarterback Lamar Jackson participated in practice Wednesday as he looks to return from injury against the Bears on Sunday.

In the second hour, Leila Rahimi and Marshall Harris were joined by Mike Florio of Pro Football Talk to discuss the latest NFL headlines. After that, Rahimi and Harris discussed Bears receiver Rome Odunze's usage and whether he needs more targets.

https://tradingnut.com/darren-harris/ - Darren's Links

Mike Mulligan and David Haugh welcomed on Leila Rahimi and Marshall Harris for the daily transition segment.

ASTHO President Dr. Scott Harris, State Health Officer with the Alabama Department of Public Health, reflects on his time as president as he closes out his term; Dr. Susan Kansagra, Chief Medical Officer at ASTHO, served as a panelist during a press briefing for Trust for America's Health (TFAH) on chronic disease prevention and obesity, alongside TFAH President and CEO Dr. J. Nadine Gracia, TFAH Director of Strategic Communications and Policy Research Rhea Farberman, and Megan Lott with the Duke University Global Health Institute; on Wednesday, October 29th at 3:00 p.m. ET, ASTHO will host a webinar on preparedness and response tactics to use during extreme weather events; and today, October 22nd at 3:00 p.m. ET, ASTHO will host session four of the Public Health Nursing Workforce Learning Lab Series.  TFAH: State of Obesity Report 2025: Better Policies for a Healthier America ASTHO Webinar: Weathering the Storm: The Importance of Environmental Health Preparedness and Response Part I ASTHO Webinar: Public Health Nursing Workforce Learning Lab - A Series  

PRL 10-22-25 Andrew Bayes, Donnell Coley, Zach Agnos, Rahjai Harris by Pirate Radio

Baker Mayfield was disappointing. The Texans were a disaster. We got a wider split in the Lions backfield and a closer one with the Seahawks. On today's pod, we'll break down the *two* Monday night games for fantasy nuggets, plus review the rest of the Week 7 game film from Sunday. And then it's time to spin it forward and talk about the adds and drops *you* need to make in advance of the many many byes coming up in Week 8. Guest: John Daigle of EstablishTheRun.com.   NOTES: Sponsor - www.drinkAG1.com/harris for a daily nutritional supplement that promotes better nutrition and gut health Sponsor - www.pick6.draftkings.com code HARRIS for $50 in bonus picks after just a $5 entry when you sign up using code HARRIS Sponsor - www.BetterHelp.com/harris for 10% off your first month of online therapy where you're matched with a psychotherapist who can help Follow John Daigle - https://bsky.app/profile/johndaigle.bsky.social Follow our show on Bluesky - https://bsky.app/profile/harrisfootball.com Follow on Twitter - @HarrisFootball Become a Person of the Book - https://www.amazon.com/Christopher-Harris/e/B007V3P4KK Watch the YouTube channel - www.youtube.com/harrisfootball Harris Football Yacht Club Dictionary - https://harrisfootball.github.io/dictionary.html Join the Harris Football Subreddit - www.reddit.com/r/HarrisFootball Subscribe To the Yacht Club Premium Podcast - https://harrisfootball.supportingcast.fm/   Week 7 Game Film Discussed Today: TB/DET HOU/SEA GB/ARI CAR/NYJ MIA/CLE LV/KC   John's Week 8 Waiver Adds: 5. Jaylin Noel - 1% 4. Kyle Monangai - 7% 3. Tez Johnson - 17% 2. Oronde Gadsden - 5% 1. Darnell Mooney - 29%   Chris's Week 8 Waiver Adds: 5. Christian Watson - 11% 4. Brashard Smith - 6% 3. Tez Johnson - 17% 2. Kyle Monangai - 7% 1. Bam Knight - 22% (h.m. - Oronde Gadsden - 5%, Darnell Mooney - 29%, Kayshon Boutte - 33%, Tyjae Spears - 29%, Elic Ayomanor - 28%, Isaiah Davis - 4%, Jaylin Noel - 1%) QB - Joe Flacco; Marcus Mariota DEF - Falcons; Buccaneers

Cheryl Hines (dry vodka martini: 3 ounces vodka, dash dry vermouth, olives) Cheryl names which actor should play her husband Bobby in an inverted version of Curb Your Enthusiasm, describes her most embarrassing audition ever (hint: involves a famous horror movie franchise and Michael Jackson), reveals her thoughts on religion and spirituality, offers her prediction whether Ethel Kennedy would have put down the current Kennedy civil war, muses whether this memoir will make anyone come to like her and Bobby more or less, casts the actors to play Trump, Vance, Biden, Harris, Waltz in the docudrama.  Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In the final hour, Leila Rahimi, Marshall Harris and Mark Grote were joined by Bulls guard Josh Giddey to preview the new season, to reflect on his restricted free agency process over the summer and to detail his focus on improving defensively. After that, Rahimi, Harris and Grote listened and reacted to ESPN color analyst Troy Aikman's comments about the backlash he received for his recent criticism of Bears quarterback Caleb Williams.

In the second hour, Leila Rahimi, Marshall Harris and Mark Grote were joined by Score football analyst Patrick Mannelly to break down the progress he's seeing from the Bears, who are riding a four-game winning streak. After that, Rahimi, Harris and Grote discussed whether it's a smart bet to put money on Bears head coach Ben Johnson to win the NFL Coach of the Year award.

The NFL just keeps delivering: great performances, wild games, and utter insanity. On today's show, we'll do our best to unpack the fantasy football news you need to know from Week 7 by going beyond the box score, and actually watching the games. We've got the insane Broncos comeback win over the Giants, the continued Colts dominance, the Patriots potentially establishing themselves as a good long-term offensive environment, the Eagles' incredibly predictable run game, and so much more. Thanks for listening! Guest: Matt Harmon of Yahoo! Fantasy and ReceptionPerception.com.   NOTES: Sponsor - www.Blueland.com/harris for 15% off your first order of endlessly refillable cleaning essentials that are better for you and the planet Sponsor - www.leesa.com code HARRIS for 20% off and an extra $50 discount on a great mattress Sponsor - www.pick6.draftkings.com code HARRIS for $50 in bonus picks after just a $5 entry when you sign up using code HARRIS Follow Matt Harmon - @MattHarmon_BYB Follow our show on Bluesky - https://bsky.app/profile/harrisfootball.com Follow on Twitter - @HarrisFootball Become a Person of the Book - https://www.amazon.com/Christopher-Harris/e/B007V3P4KK Watch the YouTube channel - www.youtube.com/harrisfootball Harris Football Yacht Club Dictionary - https://harrisfootball.github.io/dictionary.html Join the Harris Football Subreddit - www.reddit.com/r/HarrisFootball Subscribe To the Yacht Club Premium Podcast - https://harrisfootball.supportingcast.fm/   Week 7 Game Film Discussed Today: PHI/MIN NYG/DEN IND/LAC NE/TEN LAR/JAC WAS/DAL NO/CHI ATL/SF