Podcasts about houghton mifflin

Mary Hunter Austin was a U.S. writer known for walking throughout the American Southwest. But her life of activism was far more complicated than brief bios usually mention. Research: "Mary Hunter Austin." Encyclopedia of the American West, edited by Charles Phillips and Alan Axelrod, Macmillan Reference USA, 1996. Gale In Context: U.S. History, link.gale.com/apps/doc/BT2330100082/GPS?u=mlin_n_melpub&sid=bookmark-GPS&xid=6a4f821e. Accessed 26 Feb. 2025. "Mary Hunter Austin." Encyclopedia of World Biography Online, vol. 23, Gale, 2003. Gale In Context: U.S. History, link.gale.com/apps/doc/K1631008133/GPS?u=mlin_n_melpub&sid=bookmark-GPS&xid=ceca42e0. Accessed 26 Feb. 2025. #0840: Willa Cather to Mary Hunter Austin, June 26 [1926]. https://cather.unl.edu/writings/letters/let0840 Austin, Mary Hunter. “Earth Horizon.” Houghton Mifflin. 1932. Austin, Mary Hunter. “Experiences Facing Death.” Bobbs-Merrill Company. 1931. Blend, Benay. “Mary Austin and the Western Conservation Movement: 1900-1927.” Journal of the Southwest , Spring, 1988, Vol. 30, No. 1 (Spring, 1988). https://www.jstor.org/stable/40169782 Davis, Lisa Selin. “The Loneliest Land.” National Parks Conservation Association. Spring 2015. https://www.npca.org/articles/942-the-loneliest-land Egenhoff, Elizabeth L. “Mary Austin.” Mineral Information Service. November 1965. https://npshistory.com/publications/deva/mis-v18n11-1965.pdf Fink, Augusta. “I-Mary: A Biography of Mary Austin.” University of Arizona Press. 1983. Hoffman, Abraham. “Mary Austin, Stafford Austin, and the Owens Valley.” Journal of the Southwest , Autumn-Winter 2011, Vol. 53, No. ¾. Via JSTOR. http://www.jstor.com/stable/41710078 Lanzendorfer, Joy. “Searching for Mary Austin.” Alta. https://www.altaonline.com/dispatches/a8713/searching-for-mary-austin-joy-lanzendorfer/ Online Archive of California. “Austin (Mary Hunter) Papers.” https://oac.cdlib.org/findaid/ark:/13030/c85t3ppq/ Richards, Penny L. “Bad Blood and Lost Borders: Eugenic Ambivalence in Mary Austin’s Short Fiction.” Richards, Penny L. “Disability History Image #3.” 8/30/2005. https://disstud.blogspot.com/2005/08/ Romancito, Rick. “The Image Maker and the Writer.” Taos News. 10/2/2024. https://www.taosnews.com/opinion/columns/the-image-maker-and-the-writer/article_7805f16a-8ab9-5645-9e84-4a189e18ac23.html Siber, Kate. “The 19th-Century Writer Who Braved the Desert Alone.” Outside. 1/22/2019. https://www.outsideonline.com/culture/books-media/mary-austin-mojave-nature-writer/ Stout, Janis P. “Mary Austin’s Feminism: A Reassessment.” Studies in the Novel , spring 1998, Vol. 30, No. 1. Via JSTOR. https://www.jstor.org/stable/29533250 The Ansel Adams Gallery. “Visions of Taos: The Making of “Taos Pueblo” by Ansel Adams and Mary Austin.” https://www.anseladams.com/visions-of-taos-the-making-of-taos-pueblo/ Viehmann, Martha L. “A Rain Song for America: Mary Austin, American Indians, and American Literature and Culture.” Western American Literature , Spring 2004, Vol. 39, No. 1. Via JSTOR. https://www.jstor.org/stable/43022288 Wynn, Dudley. “Mary Austin, Woman Alone.” The Virginia Quarterly Review , SPRING 1937, Vol. 13, No. 2. Via JSTOR. https://www.jstor.org/stable/26433922 See omnystudio.com/listener for privacy information.

Gertrude Chandler Warner's most well known writing is "The Boxcar Children." But that series is far from the only professional writing Chandler did – she made a career as a writer while also teaching elementary school for decades. Research: Abate, M.A. Not Hoovervilles, But Hooch: Gertrude Chandler Warner’s The Boxcar Childrenand The Roaring Twenties. Child Lit Educ 47, 257–266 (2016). https://doi.org/10.1007/s10583-016-9275-5 Braccidiferro, Gail. “The Boxcar Children: A Museum Caper.” New York Times. June 20, 2004. https://www.nytimes.com/2004/06/20/nyregion/the-boxcar-children-a-museum-caper.html Crowe, Chris. “Young Adult Literature: Rescuing Reluctant Readers.” The English Journal, vol. 88, no. 5, 1999, pp. 113–16. JSTOR, https://doi.org/10.2307/821799 Ellsworth, Mary Ellen. “Gertrude Chandler Warner and the Boxcar Children.” Albert Whitman & Company. Morton Grove, Illinois. 1997. Lindberg, Mary Anne. “Survival Literature in Children’s Fiction.” Elementary English, vol. 51, no. 3, 1974, pp. 329–35. JSTOR, http://www.jstor.org/stable/41387166 Meese, Ruth Lyn. “MODERN FAMILY: Adoption and Foster Care in Children’s Literature.” The Reading Teacher, vol. 66, no. 2, 2012, pp. 129–37. JSTOR, http://www.jstor.org/stable/23322722 Tolentino, Jia. “’The Boxcar Children and the Spirit of Capitalism.” The New Yorker. June 2, 2016. https://www.newyorker.com/books/page-turner/the-boxcar-children-and-the-spirit-of-capitalism#:~:text=The%20second%20time%20that%20Gertrude,and%20family%20and%20life's%20rewards. Warner, Gertrude Chandler. “The Box-Car Children.” Rand McNally. Chicago/New York. 1924. Accessed online: https://www.gutenberg.org/files/42796/42796-h/42796-h.htm Warner, Gertrude Chandler. “Good Americans: First Lessons for the Littlest Ones.” Educational Publishing Company. Boston. New York. London. 1926. Accessed online: https://books.google.com/books?id=gONow7KFCB0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false Warner, Gertrude Chandler. “The House of Delight.” Pilgrim Press. 1916. Accessed online: https://www.gutenberg.org/cache/epub/62714/pg62714-images.html Warner, Gertrude Chandler. “Star Stories for Little Folks.” Pilgrim Press. Boston, Chicago. 1918. Accessed online: https://archive.org/details/starstoriesforli00warn/page/8/mode/2up Warner, Frances and Gertrude. “Life’s Minor Collisions.” Houghton Mifflin. Boston and New York. 1921. Accessed online: https://archive.org/details/lifesminorcollis00warnrich/page/n9/mode/2up See omnystudio.com/listener for privacy information.

In questo secondo episodio speciale, vedremo come l'Impero nipponico, per la prima volta dopo la modernizzazione, abbia gettato uno sguardo oltre i propri confini. Per ottenere il predominio in Asia Orientale ed essere trattato alla pari dalle potenze occidentali, il Giappone dovrà confrontarsi militarmente con la Cina.Seguimi su Instagram: @laguerragrande_podcastSe vuoi contribuire con una donazione sul conto PayPal: podcastlaguerragrande@gmail.comScritto e condotto da Andrea BassoMontaggio e audio: Andrea BassoFonti dell'episodio:Michael R. Auslin, Toshihiko Kishi, Hanae Kurihara Kramer, Scott Kramer, Barak Kushner, Olivia Morello, Kaoru (Kay) Ueda, Fanning the Flames: Propaganda in Modern Japan, 2021 Rosa Caroli, Francesco Gatti, Storia del Giappone, Laterza, 2007 Chonin, Encyclopaedia Britannica L. M. Cullen, A History of Japan, 1582–1941: Internal and External Worlds, Cambridge University Press, 2003 Giuliano Da Frè, Storia delle battaglie sul mare, Odoya, 2014 John W. Dower, War Without Mercy: Race and Power in the Pacific War, Pantheon, 1986 Peter Duus, Modern Japan, Houghton Mifflin, 1998 Peter Duus, The Abacus and the Sword: The Japanese Penetration of Korea, University of California Press, 1998 Bruce Elleman, Modern Chinese Warfare, 1795–1989, Routledge, 2001 Gabriele Esposito, Japanese Armies 1868–1877: The Boshin War and Satsuma Rebellion, Osprey Publishing, 2020 David Evans, Mark Peattie, Kaigun: strategy, tactics, and technology in the Imperial Japanese Navy, 1887–1941, Naval Institute Press, 1997 Allen Fung, Testing the Self-Strengthening: The Chinese Army in the Sino-Japanese War of 1894–1895, Modern Asian Studies 30, 1996 Hane Mikiso, Modern Japan: A Historical Survey Sue Henny, Jean-Pierre Lehmann, Themes and Theories in Modern Japanese History: Essays in Memory of Richard Storry, A&C Black, 2013 James Huffman, Modern Japan: An Encyclopedia of History, Culture, and Nationalism, Garland Reference Library of the Humanities, Routledge, 1997 Marius Jansen, The Making of Modern Japan, Harvard University Press, 2002 Kim Jinwung, A History of Korea: From "Land of the Morning Calm" to States in Conflict, Indiana University Press, 2012 Philip Jowett, China's Wars: Rousing the Dragon 1894–1949, Bloomsbury Publishing, 2013 Donald Keene, Emperor of Japan: Meiji and His World, 1852-1912, Columbia University Press, 2002 Liu Kwang-Ching, The Cambridge History of China, Late Ch'ing, 1800–1911, Cambridge University Press, 1978 James McClain, Japan, a modern history, Norton, 2001 Naotaka Hirota, Steam Locomotives of Japan, Kodansha International Ltd, 1972 Piotr Olender, Sino-Japanese Naval War 1894–1895, MMPBooks, 2014 Christopher Paik, Abbey Steele, Seiki Tanaka, Constraining the Samurai: Rebellion and Taxation in Early Modern Japan, International Studies Quarterly 61, 2017 Sarah Paine, The Sino-Japanese War of 1894–1895: Perceptions, Power, and Primacy. Cambridge University Press, 2003 Pebrina, Treccani Christian Polak, Silk and Light: 100-year history of unconscious French-Japanese cultural exchange (Edo Period – 1950), Hachette, 2001 Richard Ponsonby-Fane, Kyoto: the Old Capital of Japan, 794–1869, 1956 Mark Ravina, To Stand with the Nations of the World: Japan's Meiji Restoration in World History, Oxford University Press, 2017 Edwin Reischauer, Storia del Giappone, Bompiani, 2013 Chris Rowthorn, Giappone, EDT, 2008 Michael Seth, A History of Korea: From Antiquity to the Present, Rowman & Littlefield Publishers, 2010 John Sewall, The Logbook of the Captain's Clerk: Adventures in the China Seas, Chas H. Glass & Co., 1905 Lawrence Sondhaus, Naval Warfare, 1815–1914, Routledge, 2001 Henry Van Straelen, Yoshida Shoin Forerunner Of The Meiji Restoration, Brill, 1952 Conrad D. Totman, Japan before Perry: a short history, University of California Press, 1981 Trudy Ring, Robert M. Salkin, Paul E. Schellinger, Sharon La Boda, Noelle Watson, Christopher Hudson, Adele Hast, International Dictionary of Historic Places: Asia and Oceania, Taylor & Francis, 1994 Jacopo Turco, Come ha fatto il Giappone a diventare così ricco?, Nova Lectio, 2024 Howard Van Zandt, Pioneer American Merchants in Japan, Tuttle Publishing, 1984 Arthur Walworth, Black Ships Off Japan: The Story of Commodore Perry's Expedition, Read Books, 2008In copertina: Nessun nemico resiste dove noi ci rechiamo: la resa di Pyongyang, stampa di  Migita Toshihide, 1894, Metropolitan Museum of ArtIshikari Lore di Kevin MacLeod è un brano concesso in uso tramite licenza Creative Commons Attribution 4.0. https://creativecommons.org/licenses/by/4.0/Fonte: http://incompetech.com/music/royalty-free/index.html?isrc=USUAN1100192Artista: http://incompetech.com/

Explore the surprising family ties that connected Abraham Lincoln to the Confederacy. While Lincoln fought to preserve the Union, his wife, Mary Todd Lincoln, had siblings who sided with the South—raising suspicions about her loyalty. Discover how these family divisions reflected the greater turmoil of a nation at war and uncover the personal struggles of the Todds and the political challenges they created for President Lincoln during the Civil War. Want more Southern Mysteries?  Hear the Southern Mysteries show archive of 60+ episodes along with Patron exclusive podcast, Audacious: Tales of American Crime and more when you become a patron of the show. You can immediately access exclusive content now at patreon.com/southernmysteries Connect Website: southernmysteries.com Facebook: Southern Mysteries Podcast Instagram: @southernmysteries Email: southernmysteriespodcast@gmail.com  Episode Sources Berry, Stephen. House of Abraham: Lincoln and the Todds, a Family Divided by War. Houghton Mifflin, 2007. Susannah J. Ural (2/26/2025) The War In Their Words: I Do Not Think of Peace. HistoryNet Retrieved from https://www.historynet.com/war-words-not-peace/. Gaton, K.B. (2010). Family Divided: The Todd Sisters Living in Selma During The American Civil War.University of Georgia. "Find a Grave", database, Find a Grave (http://www.findagrave.com : accessed 3 February 2025), memorial page for Nathaniel Henry Rhodes Dawson (1829-189) "Find a Grave", database, Find a Grave (http://www.findagrave.com : accessed 3 February 2025), memorial page for Elodie Breck Todd Dawson (1840-1877) "Find a Grave", database, Find a Grave (http://www.findagrave.com : accessed 3 February 2025), memorial page for Martha Todd White (1833-1868) Life in Civil War America. National Park Service, Civil War Service. Retrieved from https://npshistory.com/publications/civil_war_series/4/sec1.htm  Scots in the American Civil War. James and Alexander Campbell: Brother against Brother at Secessionville. Retrieved from https://www.acwscots.co.uk/campbell.htm Feinauer, J.J. (4/20/2015) Brother against brother: The legacy of divided families during the civil war. Daily American. Retrieved from https://www.dailyamerican.com/story/lifestyle/family/2015/04/10/brother-against-brother-the-legacy-of-divided-families-during-the-civil-wa/116323338/ Episode Music Out of the Mines, courtesy of Ross Gentry, Asheville, North Carolina.

Cassandra de Alba has published several chapbooks including habitats by Horse Less Press in 2016, Ugly/Sad by Glass Poetry Press in 2020, and Cryptids, which was co-authored with Aly Pierce and published by Ginger Bug Press in 2020. Her work has appeared in The Shallow Ends, Big Lucks, Wax Nine, The Baffler, Verse Daily, and others. Amy Lowell was born in 1874 in Brookline, Massachusetts. She was educated in private schools in Boston and at her home. Lowell's first significant poetry publication came in 1910 when her poem “Fixed Idea” was published in the Atlantic Monthly. Two years later, her book A Dome of Many-Coloured Glass was published by Houghton Mifflin. She went on to write several other books of poetry, and she was a key figure in the Imagist movement led by Ezra Pound. She wrote a major biography of the poet John Keats, which was published in 1925, the same year in which she died. Lowell's book What's O'Clock won the Pulitzer Prize for poetry in 1926. Links:Cassandra de AlbaCassandra de Alba's websiteThree poems in Dear Poetry Journal"Self-Portrait with Rabbit Ears and Seventeen" at Verse Daily"Miniatures" in Ghost City"End Times Fatigue" at SweetAmy LowellBio and poems at Poetry FoundationBio and poems at Poetry.org

Cassandra de Alba has published several chapbooks including habitats by Horse Less Press in 2016, Ugly/Sad by Glass Poetry Press in 2020, and Cryptids, which was co-authored with Aly Pierce and published by Ginger Bug Press in 2020. Her work has appeared in The Shallow Ends, Big Lucks, Wax Nine, The Baffler, Verse Daily, and others. Amy Lowell was born in 1874 in Brookline, Massachusetts. She was educated in private schools in Boston and at her home. Lowell's first significant poetry publication came in 1910 when her poem “Fixed Idea” was published in the Atlantic Monthly. Two years later, her book A Dome of Many-Coloured Glass was published by Houghton Mifflin. She went on to write several other books of poetry, and she was a key figure in the Imagist movement led by Ezra Pound. She wrote a major biography of the poet John Keats, which was published in 1925, the same year in which she died. Lowell's book What's O'Clock won the Pulitzer Prize for poetry in 1926. Links:Cassandra de AlbaCassandra de Alba's websiteThree poems in Dear Poetry Journal"Self-Portrait with Rabbit Ears and Seventeen" at Verse Daily"Miniatures" in Ghost City"End Times Fatigue" at SweetAmy LowellBio and poems at Poetry FoundationBio and poems at Poetry.org

Il Giappone rappresenta un esempio unico di come un paese possa modernizzarsi in un lasso di tempo estremamente breve e senza grandi sconvolgimenti all'interno della propria società. In questo primo episodio speciale, vediamo quali sfide il paese del Sol Levante abbia dovuto affrontare a partire dal XIX secolo, a causa della penetrazione delle potenze occidentali.Seguimi su Instagram: @laguerragrande_podcastSe vuoi contribuire con una donazione sul conto PayPal: podcastlaguerragrande@gmail.comScritto e condotto da Andrea BassoMontaggio e audio: Andrea BassoFonti dell'episodio:Michael R. Auslin, Toshihiko Kishi, Hanae Kurihara Kramer, Scott Kramer, Barak Kushner, Olivia Morello, Kaoru (Kay) Ueda, Fanning the Flames: Propaganda in Modern Japan, 2021 Rosa Caroli, Francesco Gatti, Storia del Giappone, Laterza, 2007 Chonin, Encyclopaedia Britannica L. M. Cullen, A History of Japan, 1582–1941: Internal and External Worlds, Cambridge University Press, 2003 Giuliano Da Frè, Storia delle battaglie sul mare, Odoya, 2014 John W. Dower, War Without Mercy: Race and Power in the Pacific War, Pantheon, 1986 Peter Duus, Modern Japan, Houghton Mifflin, 1998 Peter Duus, The Abacus and the Sword: The Japanese Penetration of Korea, University of California Press, 1998 Bruce Elleman, Modern Chinese Warfare, 1795–1989, Routledge, 2001 Gabriele Esposito, Japanese Armies 1868–1877: The Boshin War and Satsuma Rebellion, Osprey Publishing, 2020 David Evans, Mark Peattie, Kaigun: strategy, tactics, and technology in the Imperial Japanese Navy, 1887–1941, Naval Institute Press, 1997 Allen Fung, Testing the Self-Strengthening: The Chinese Army in the Sino-Japanese War of 1894–1895, Modern Asian Studies 30, 1996 Hane Mikiso, Modern Japan: A Historical Survey Sue Henny, Jean-Pierre Lehmann, Themes and Theories in Modern Japanese History: Essays in Memory of Richard Storry, A&C Black, 2013 James Huffman, Modern Japan: An Encyclopedia of History, Culture, and Nationalism, Garland Reference Library of the Humanities, Routledge, 1997 Marius Jansen, The Making of Modern Japan, Harvard University Press, 2002 Kim Jinwung, A History of Korea: From "Land of the Morning Calm" to States in Conflict, Indiana University Press, 2012 Philip Jowett, China's Wars: Rousing the Dragon 1894–1949, Bloomsbury Publishing, 2013 Donald Keene, Emperor of Japan: Meiji and His World, 1852-1912, Columbia University Press, 2002 Liu Kwang-Ching, The Cambridge History of China, Late Ch'ing, 1800–1911, Cambridge University Press, 1978 James McClain, Japan, a modern history, Norton, 2001 Naotaka Hirota, Steam Locomotives of Japan, Kodansha International Ltd, 1972 Piotr Olender, Sino-Japanese Naval War 1894–1895, MMPBooks, 2014 Christopher Paik, Abbey Steele, Seiki Tanaka, Constraining the Samurai: Rebellion and Taxation in Early Modern Japan, International Studies Quarterly 61, 2017 Sarah Paine, The Sino-Japanese War of 1894–1895: Perceptions, Power, and Primacy. Cambridge University Press, 2003 Pebrina, Treccani Christian Polak, Silk and Light: 100-year history of unconscious French-Japanese cultural exchange (Edo Period – 1950), Hachette, 2001 Richard Ponsonby-Fane, Kyoto: the Old Capital of Japan, 794–1869, 1956 Mark Ravina, To Stand with the Nations of the World: Japan's Meiji Restoration in World History, Oxford University Press, 2017 Edwin Reischauer, Storia del Giappone, Bompiani, 2013 Chris Rowthorn, Giappone, EDT, 2008 Michael Seth, A History of Korea: From Antiquity to the Present, Rowman & Littlefield Publishers, 2010 John Sewall, The Logbook of the Captain's Clerk: Adventures in the China Seas, Chas H. Glass & Co., 1905 Lawrence Sondhaus, Naval Warfare, 1815–1914, Routledge, 2001 Henry Van Straelen, Yoshida Shoin Forerunner Of The Meiji Restoration, Brill, 1952 Conrad D. Totman, Japan before Perry: a short history, University of California Press, 1981 Trudy Ring, Robert M. Salkin, Paul E. Schellinger, Sharon La Boda, Noelle Watson, Christopher Hudson, Adele Hast, International Dictionary of Historic Places: Asia and Oceania, Taylor & Francis, 1994 Jacopo Turco, Come ha fatto il Giappone a diventare così ricco?, Nova Lectio, 2024 Howard Van Zandt, Pioneer American Merchants in Japan, Tuttle Publishing, 1984 Arthur Walworth, Black Ships Off Japan: The Story of Commodore Perry's Expedition, Read Books, 2008In copertina: suonatrici tradizionali, fotografia di Felice Beato, anni '60 del XIX secolo, colorizzata a mano.

For questions, comments or to get involved, e-mail us at audibleanarchist(at)gmail.com You can read the Appeal at https://theanarchistlibrary.org/library/petr-kropotkin-an-appeal-to-the-young  Addressed to young men and women preparing to enter the professions, An Appeal to the Young was first published in 1880 in Kropotkin's paper, La Revolte, and was soon thereafter issued as a pamphlet. An American edition was brought out by Charles H. Kerr in 1899, in the wake of the great Anarchist's first U.S. speaking tour; his Memoirs of a Revolutionist was also published (by Houghton-Mifflin) that year. A new edition in Kerr's “Pocket Library of Socialism” appeared in 1901; just after Kropotkin's second U.S. tour. (In Chicago, he had been introduced to a large audience by Clarence Darrow, a close associate of the Kerr Company.) Yet another Kerr edition in the 1910s went through many printings, and was still on the Kerr list well into the 1930s. Long unavailable in any U.S. edition, it is reprinted here in the standard English translation by pioneer British socialist H.M. Hyndman, whose lush Victorian prose ably captures the eloquence, fervour and charm of this celebrated revolutionary classic.     Revolutionary Classics     Charles H. Kerr Publishing Company     Established 1886

Melvyn Bragg and guests discuss the Italian author of Invisible Cities, If On A Winter's Night A Traveller, Cosmicomics and other celebrated novels, fables and short stories of the 20th Century. Calvino (1923 -1985) had a passionate belief that writing and art could make life better for everyone. Despite his parents being scientists, who dearly wanted him to be a scientist too, and his time fighting with the Partisans in Liguria in WWII during which his parents were held hostage by the Nazis, Calvino turned away from realism in his writing. Ideally, he said, he would have liked to be alive in the Enlightenment. He moved towards the fantastical, drawing on his childhood reading while collecting a huge number of the fables of Italy and translating them from dialect into Italian to enrich the shared culture of his fellow citizens. His fresh perspective on the novel continues to inspire writers and delight readers in Italian and in translations around the world.With Guido Bonsaver Professor of Italian Cultural History at the University of OxfordJennifer Burns Professor of Italian Studies at the University of WarwickAndBeatrice Sica Associate Professor in Italian Studies at UCLProducer: Simon TillotsonReading list: Elio Baldi, The Author in Criticism: Italo Calvino's Authorial Image in Italy, the United States, and the United Kingdom (Fairleigh Dickinson University Press, 2020)Elio Baldi and Cecilia Schwartz, Circulation, Translation and Reception Across Borders: Italo Calvino's Invisible Cities Around the World (Routledge, 2024)Peter Bondanella and Andrea Ciccarelli (eds.), The Cambridge Companion to the Italian Novel (Cambridge University Press, 2003), especially the chapter ‘Italo Calvino and Umberto Eco: Postmodern Masters'James Butler, ‘Infinite Artichoke' (London Review of Books, vol. 45, no. 12, 15 June 2023)Italo Calvino (trans. Martin McLaughlin), The Path to the Spiders' Nests (first published 1947; Penguin Classics, 2009)Italo Calvino (trans. Mikki Taylor), The Baron in the Trees (first published 1957; Vintage Classics, 2021)Italo Calvino, Marcovaldo (first published 1963; Vintage Classics, 2023) Italo Calvino (trans. William Weaver and Ann Goldstein), Difficult Loves and Other Stories (first published 1970; Vintage Classics, 2018)Italo Calvino (trans. William Weaver), Invisible Cities (first published 1972; Vintage Classics, 1997)Italo Calvino (trans. Patrick Creagh), The Uses of Literature (first published 1980; Houghton Mifflin, 1987)Italo Calvino (trans. Geoffrey Brock), Six Memos for the Next Millennium (first published 1988; Penguin Classics, 2016) Italo Calvino (trans. Tim Parks), The Road to San Giovanni (first published 1990; HMH Books, 2014) Italo Calvino (trans. Ann Goldstein), The Written World and the Unwritten World: Essays (Mariner Books Classics, 2023)Kathryn Hume, Calvino's Fictions: Cogito and Cosmos (Clarendon Press, 1992)Martin McLaughlin, Italo Calvino (Edinburgh University Press, 1998)In Our Time is a BBC Studios Audio Production

This episode explores the historical relationship between psychology and behavior analysis, examining both the separation of the fields and current movements toward reconciliation. The discussion features experts with dual credentials in psychology and behavior analysis who share insights on how combining perspectives from both fields can enhance clinical practice. Topics include the importance of understanding child development, assessment practices, therapeutic skills, and creating person-centered treatment plans. The presenters emphasize the value of interdisciplinary collaboration and discuss ways to bridge gaps in current behavior analytic training and practice.  To earn CEUs for listening, click here, log in or sign up, pay the CEU fee, + take the attendance verification to generate your certificate! Don't forget to subscribe and follow and leave us a rating and review. Show Notes References: Chomsky, N. (1959). Review of Verbal Behavior by B.F. Skinner. Language, 35(1), 26-58.  Rogers, C. (1951). Client-centered therapy: Its current practice, implications, and theory. Houghton Mifflin.  Tobey, L., & Ranade, E. (2024). Psychology Essentials for Behavior Analysts.  Watson, J.B. (1913). Psychology as the Behaviorist Views It. Psychological Review, 20, 158-177.    Resources: Little Star ABA (Indianapolis autism center)  Vineland Adaptive Behavior Scales  Parenting Stress Index (PSI)  ABA CARES Conference  Illinois State University School Psychology Program  Website and Social https://www.instagram.com/thepsychobabblebcbas www.thepsychobabblebcbas.com Book Links  Psychology Essentials for Behavior Analysts 1st Edition - Amazon Psychology Essentials for Behavior Analysts - Routledge

Il teatro namibiano del conflitto in Africa presenta tre grandi particolarità, che lo rendono del tutto avulso rispetto a quello dell'Africa Occidentale e Orientale: innanzitutto l'ambiente desertico, poi il fatto che le forze in campo fossero quasi esclusivamente bianche, e infine il ruolo dei Boeri del Sudafrica.Seguimi su Instagram: @laguerragrande_podcastSe vuoi contribuire con una donazione sul conto PayPal: podcastlaguerragrande@gmail.comScritto e condotto da Andrea BassoMontaggio e audio: Andrea BassoFonti dell'episodio:J. E. M. Atwell, The battle of Sandfontein, Imperial Research, 2006 Boeri, Treccani Jurgens Johannes Britz, Genl S G (Manie) Maritz se aandeel aan die rebellie van 1914 – 1915, University of Pretoria, 1979 John Buchan, A History of the Great War, Houghton Mifflin, 1922 B. Bunting, The Rise of the South African Reich. London, Penguin, 1964 Camerun, Treccani Convenzione dell'Aia del 1899, Dichiarazione III M. Chappell, Seizing the German Empire. The British Army in World War I: The Eastern Fronts, Osprey, 2005 Fritz Damis, Auf Dem Moraberge – Erinnerungen an Die Kämpfe Der 3. Kompagnie Der Ehemaligen Kaiserlichen Schutztruppe Für Kamerun, 1929 Hennie de la Rey, Lappe Laubscher, Die ware generaal Koos de la Rey, Protea Boekhuis, 1998 Der Raubzug Gegen Unsere Kolonien, Der Täglichen Rundschau, 1915 Golf Dornseif, Kameruner Endkampf Um Die Festung Moraberg, 2010 Harry Fecitte, Lake Chad Area: 1914, The Soldier's Burden Michael Friedewaldurl, Funkentelegrafie und deutsche Kolonien. Technik als Mittel imperialistischer Politik, Vortrag auf der Jahrestagung der Georg-Agricola-Gesellschaft in München, 2001 Helga Bender Henry, Cameroon on a Clear Day, William Carey Library, 1999 Judicial Commission of Inquiry into the circumstances leading up to and attending upon the deaths of Senator General the Honourable J.H. de la Rey and Dr. G. Grace: report of the commissioner, the Hon. Mr. Justice Gregorowski, 1914 D. Killingray, Companion to World War I, Blackwell, 2012 Evert Kleynhans, South African invasion of German South West Africa (Union of South Africa), 1914-1918 Online, 2015 Hans Lenssen, Chronik von Deutsch-Südwestafrika 1883 – 1915, Namibia Wissenschaftliche Gesellschaft, 2002 Louis Botha, Encyclopedia Britannica Manie Maritz, My lewe en strewe, 1939 F. J. Moberly, Military Operations Togoland and the Cameroons 1914–1916, History of the Great War Based on Official Documents by Direction of the Historical Section of the Committee of Imperial Defence, Imperial War Museum and Battery Press, 1995 T. Morlang, Askari und Fitafita: "farbige" Söldner in den deutschen Kolonien, Links, 2008 V. J. Ngoh, Cameroon (Kamerun): Colonial Period: German Rule, Encyclopedia of African History, Fitzroy Dearborn, 2005 George Ndakwena Njung, Soldiers of their own. Honor, violence, resistance and conscription in colonial Cameroon during the First World War, University of Michigan, 2016 George Ndakwena Njung, West Africa, 1914-1918 Online, 2024 J. G. Orford, The verdict of history – Reflections on the possible influence of Siener van Rensburg's visions on General J. H. "Koos" de la Rey and some of the results, Military History Journal 2, Military History Society, 1971 Deneys Reitz, J.C. Smuts, Commando: A Boer Journal of the Boer War, Kessinger Publishing, 2005 Francis Reynolds, Allen Churchill, Francis Miller, The Cameroons, The Story of the Great War, 1916. P. Schreckenbach, Die deutschen Kolonien vom Anfang des Krieges bis Ende des Jahres 1917, Weber, 1920 Timothy J. Stapleton, Union of South Africa, 1914-1918 Online, 2016 Hew Strachan, The First World War in Africa, Oxford University Press, 2004 Ian Van Der Waag, Battle of Sandfontein, First World War Studies 4, 2013 André Wessels, Afrikaner (Boer) Rebellion (Union of South Africa), 1914-1918 Online, 2015 H. P. Willmott, La Prima Guerra Mondiale, DK, 2006In copertina: "kamelreiter" delle schutztruppe germaniche in Namibia, fotografati prima del conflitto, probabilmente nel corso della repressione della rivolta degli Herero e dei Nama. Nel deserto del Kalahari, era essenziale poter muovere le proprie forze a cavallo o su cammello.

In questo episodio seguiremo lo sviluppo di due campagne militari molto poco conosciute, condotte dagli Alleati contro le colonie germaniche del Togo e del Camerun. La prima si risolse in appena venti giorni, mentre la seconda ebbe una durata più lunga, a causa dell'inaspettata resistenza delle forze tedesche.Seguimi su Instagram: @laguerragrande_podcastSe vuoi contribuire con una donazione sul conto PayPal: podcastlaguerragrande@gmail.comScritto e condotto da Andrea BassoMontaggio e audio: Andrea BassoFonti dell'episodio:J. E. M. Atwell, The battle of Sandfontein, Imperial Research, 2006 Boeri, Treccani Jurgens Johannes Britz, Genl S G (Manie) Maritz se aandeel aan die rebellie van 1914 – 1915, University of Pretoria, 1979 John Buchan, A History of the Great War, Houghton Mifflin, 1922 B. Bunting, The Rise of the South African Reich. London, Penguin, 1964 Camerun, Treccani Convenzione dell'Aia del 1899, Dichiarazione III M. Chappell, Seizing the German Empire. The British Army in World War I: The Eastern Fronts, Osprey, 2005 Fritz Damis, Auf Dem Moraberge – Erinnerungen an Die Kämpfe Der 3. Kompagnie Der Ehemaligen Kaiserlichen Schutztruppe Für Kamerun, 1929 Hennie de la Rey, Lappe Laubscher, Die ware generaal Koos de la Rey, Protea Boekhuis, 1998 Der Raubzug Gegen Unsere Kolonien, Der Täglichen Rundschau, 1915 Golf Dornseif, Kameruner Endkampf Um Die Festung Moraberg, 2010 Harry Fecitte, Lake Chad Area: 1914, The Soldier's Burden Michael Friedewaldurl, Funkentelegrafie und deutsche Kolonien. Technik als Mittel imperialistischer Politik, Vortrag auf der Jahrestagung der Georg-Agricola-Gesellschaft in München, 2001 Helga Bender Henry, Cameroon on a Clear Day, William Carey Library, 1999 Judicial Commission of Inquiry into the circumstances leading up to and attending upon the deaths of Senator General the Honourable J.H. de la Rey and Dr. G. Grace: report of the commissioner, the Hon. Mr. Justice Gregorowski, 1914 D. Killingray, Companion to World War I, Blackwell, 2012 Evert Kleynhans, South African invasion of German South West Africa (Union of South Africa), 1914-1918 Online, 2015 Hans Lenssen, Chronik von Deutsch-Südwestafrika 1883 – 1915, Namibia Wissenschaftliche Gesellschaft, 2002 Louis Botha, Encyclopedia Britannica Manie Maritz, My lewe en strewe, 1939 F. J. Moberly, Military Operations Togoland and the Cameroons 1914–1916, History of the Great War Based on Official Documents by Direction of the Historical Section of the Committee of Imperial Defence, Imperial War Museum and Battery Press, 1995 T. Morlang, Askari und Fitafita: "farbige" Söldner in den deutschen Kolonien, Links, 2008 V. J. Ngoh, Cameroon (Kamerun): Colonial Period: German Rule, Encyclopedia of African History, Fitzroy Dearborn, 2005 George Ndakwena Njung, Soldiers of their own. Honor, violence, resistance and conscription in colonial Cameroon during the First World War, University of Michigan, 2016 George Ndakwena Njung, West Africa, 1914-1918 Online, 2024 J. G. Orford, The verdict of history – Reflections on the possible influence of Siener van Rensburg's visions on General J. H. "Koos" de la Rey and some of the results, Military History Journal 2, Military History Society, 1971 Deneys Reitz, J.C. Smuts, Commando: A Boer Journal of the Boer War, Kessinger Publishing, 2005 Francis Reynolds, Allen Churchill, Francis Miller, The Cameroons, The Story of the Great War, 1916. P. Schreckenbach, Die deutschen Kolonien vom Anfang des Krieges bis Ende des Jahres 1917, Weber, 1920 Timothy J. Stapleton, Union of South Africa, 1914-1918 Online, 2016 Hew Strachan, The First World War in Africa, Oxford University Press, 2004 Ian Van Der Waag, Battle of Sandfontein, First World War Studies 4, 2013 André Wessels, Afrikaner (Boer) Rebellion (Union of South Africa), 1914-1918 Online, 2015 H. P. Willmott, La Prima Guerra Mondiale, DK, 2006In copertina: soldati ghanesi del Reggimento della Costa d'Oro, fotografati nel corso della campagna del Togo, agosto 1914.

Today's poem is a particularly novel example of an ancient writerly tradition: writing about how hard it is to write. Happy reading.On February 9, 1874, Amy Lowell was born at Sevenels, a ten-acre family estate in Brookline, Massachusetts. Her family was Episcopalian, of old New England stock, and at the top of Boston society. Lowell was the youngest of five children. Her elder brother Abbott Lawrence, a freshman at Harvard at the time of her birth, went on to become president of Harvard College. As a young girl she was first tutored at home, then attended private schools in Boston, during which time she made several trips to Europe with her family. At seventeen, she secluded herself in the 7,000-book library at Sevenels to study literature. Lowell was encouraged to write from an early age.In 1887 Lowell, with her mother and sister, wrote Dream Drops or Stories From Fairy Land by a Dreamer, printed privately by the Boston firm Cupples and Hurd. Her poem “Fixed Idea” was published in 1910 by the Atlantic Monthly, after which Lowell published individual poems in various journals. In October of 1912, Houghton Mifflin published her first collection, A Dome of Many-Coloured Glass.Lowell, a vivacious and outspoken businesswoman, tended to excite controversy. She was deeply interested in and influenced by the Imagist movement, led by Ezra Pound. The primary Imagists were Pound, Richard Aldington, H.D. (Hilda Doolittle), and Ford Madox Ford. This Anglo-American movement believed, in Lowell's words, that “concentration is of the very essence of poetry” and strove to “produce poetry that is hard and clear, never blurred nor indefinite.” Lowell campaigned for the success of Imagist poetry in America and embraced its principles in her own work. She acted as a publicity agent for the movement, editing and contributing to an anthology of Imagist poets in 1915.Lowell's enthusiastic involvement and influence contributed to Pound's separation from the movement. As Lowell continued to explore the Imagist style she pioneered the use of “polyphonic prose” in English, mixing formal verse and free forms. Later she was drawn to and influenced by Chinese and Japanese poetry. This interest led her to collaborate with translator Florence Ayscough on Fir-Flower Tablets in 1921. Lowell had a lifelong love for the poet John Keats, whose letters she collected and whose influence can be seen in her poems. She believed him to be the forbearer of Imagism. Her biography of Keats was published in 1925, the same year she won the Pulitzer Prize for her collection What's O'Clock (Houghton Mifflin Company, 1925).A dedicated poet, publicity agent, collector, critic, and lecturer, Amy Lowell died on May 12, 1925, at Sevenels.-bio via Academy of American Poets Get full access to The Daily Poem Podcast at dailypoempod.substack.com/subscribe

Like the episode? Let us know!Social media was created to connect us, to make communication easier. But one quick glance at X, Instagram, or Tik Tok, and we see how easily social media divides us. What are some best practices for engaging in life-affirming ways on social media? How can you be a Gospel-motivated voice for life? How can you be a witness of God's grace and goodness as you interact with others? Join us as we talk with Rev. Trevor Sutton, an expert author on the intersection between social media and Christianity, to discover some of the best ways you can uphold life in public and on-line forums.--------------------------------------------------------------------------------------------------------------------Rev. A. Trevor Sutton is Senior Pastor at St. Luke Lutheran Church, a multi-campus congregation with locations in downtown Lansing and Meridian Township, Michigan. Sutton began his path toward ministry with a soccer scholarship to play at CUAA. At CUAA, Sutton earned an English degree (2008), served as captain of the soccer team, and was a proud resident of Hannah dorm. Sutton went on to earn an M.Div. degree from Concordia Seminary (2012), an MA degree (Digital Rhetoric and Professional Writing, 2017) from Michigan State University, and a Ph.D. (Doctrinal Theology, 2023) from Concordia Seminary.  Rev. Sutton has written several books including Redeeming Technology (co-authored with Dr. Brian Smith, MD, 2021), Clearly Christian (2018), Authentic Christianity: How Lutheran Theology Speaks to a Postmodern World (co-authored with Dr. Gene Veith, 2017), and Being Lutheran (2016). Sutton's writing has appeared in Houghton-Mifflin's Best American Essays Anthology, the Washington Post, Relief Journal, Christian Century, Concordia Journal, Religion and Liberty - The Acton Institute, Faith and Leadership - Duke Divinity, and Religion New Service.  In addition to serving as pastor and writer, Sutton also occasionally teaches courses at Concordia University – Ann Arbor, Concordia Seminary, and Lutheran Theological Seminary in Twshwane (Pretoria, South Africa) and is a frequent speaker at conferences.  Rev. Sutton is married to Elizabeth Sutton and they have two daughters, Grace and Hannah. The Sutton family enjoys fly-fishing, hiking, literature, and dance parties in their living room. You can connect with Rev. Sutton through his website, www.atrevorsutton.com.Discover your Gospel-motivated voice 4 Life at Y4Life.org.

In rabbitHOLE's fifth episode, the BIT CREW educates listeners about some critical issues, including: Googlie Wooglie Mc Dojo Grammar Police Konrad takes a deep dive into the origins of the term GOOGOL (a one with a hundred zeroes) and starts the BIT CREW off on an improv adventure of surf lingo, organized crime involving unsuspecting UK co-eds, “re-imagining” history, and mispronouncing words. Episode five has our favorite ending so far…we all just lost it – we hope you laugh so much your sides will ache, and your heart goes pitter-pat. As always, rabbitHOLE is unscripted and inspired by the CREW's real-life rabbit hole adventures. If you enjoy rabbitHOLE, follow, rate, and share rabbitHOLE with your friends!   APOLOGIES:  U.S. History (again), Felix the Cat, the Matrix franchise, McDonald's®, Keanu Reeves, Hippies, Japan, Karate, Jiu Jitsu, the FBI, Bert “The Machine” Kreishcer, cliques, Houghton & Mifflin, journalism, monks, legit dojos, and the witness protection program.   Credits: DIRECTOR/CREATOR:  Billy Merritt   CAST:  Dean Aisles Konrad Andrew Terry Armstrong Sabrina Kim Banes Luke Bovard Hill Kane Deema Lazar Yuehan Liu Laura Powell Geoff Taylor Thea Marie Thorkildsen "rabbitHOLE" Improv is part of The BIT Comedy Network. Production Assistance, Audio Production & Graphics/Art by Hill Kane of Raising Kane Media + Marketing. MUSIC: "Shark Bait" performed by Little Kahunas | Produced by Peter Miller ©  Hosting Platform: Libsyn.com Legal Notices: "The BIT" and "The BIT Comedy Network" are Trademarks owned by Billy Merritt © 2024 Billy Merritt - All Rights Reserved Inquiries + Notices + Requests: TheBitComedyNetwork@gmail.com

Paul discusses one of the most bizarre but beloved characters in all of Tolkien.Ryelund, Morten. "Tom Bombadil's Song (I)", The Fellowship of the Ring. CDklassic, 2000. Tolkien, Christopher. The Letters of J.R.R. Tolkien. London, Houghton Mifflin, 2000.Tolkien, J.R.R. The Fellowship of the Ring. London, HarperCollins, 2010.

In dieser Podcast-Episode tauchen wir tief in das Thema Deeskalation ein – ein wesentlicher Bestandteil der Selbstverteidigung. Wir erkunden, warum das Konzept der Deeskalation oft missverstanden wird und wie man es effektiver angehen kann. Dabei betrachten wir, welche typischen Fehler man vermeiden sollte und wie man durch präzise Kommunikation und taktisches Vorgehen die Kontrolle in kritischen Situationen behält. Zudem erfährst du, welche Anzeichen darauf hindeuten, dass Deeskalation nicht mehr möglich ist und wie du dann sicher reagierst. Zu den wissenschaftlichen Hintergründen im Podcast, empfehle ich dir diese Quellen: Gewaltprävention und Eskalationsdynamik: Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace Research, 6(3), 167-191. Schauer, T. H., & Ellickson, P. L. (1987). Sociodemographic characteristics, attitudes, and violence-prone behavior. Journal of Youth and Adolescence, 16(4), 295-308. Kommunikation und Konfliktbewältigung: Hall, J. A., Roter, D. L., & Katz, N. R. (1988). Meta-analysis of correlates of provider behavior in medical encounters. Medical Care, 657-675. Mehrabian, A. (1972). Nonverbal Communication. Aldine-Atherton. Rimal, R. N., & Lapinski, M. K. (2009). Why health communication is important in public health. Bulletin of the World Health Organization, 87(4), 247-247a. Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory. Houghton Mifflin. Rosenberg, M. B. (2003). Nonviolent Communication: A Language of Life. PuddleDancer Press. Psychologie der Emotionen und Reaktanz: Brehm, J. W., & Brehm, S. S. (1981). Psychological reactance: A theory of freedom and control. Academic Press. Davis, M. H. (1983). Measuring Individual Differences in Empathy: Evidence for a Multidimensional Approach. Journal of Personality and Social Psychology, 44(1), 113-126. Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press. Gross, J. J. (2002). Emotion Regulation: Affective, Cognitive, and Social Consequences. Psychophysiology, 39(3), 281–291. __________ Musik im Intro: Home Base Groove von Kevin MacLeod unterliegt der Creative-Commons-Lizenz "Namensnennung 4.0". Https://creativecommons.org/licenses/by/4.0/ Quelle: http://incompetech.com/music/royalty-free/index.html?isrc=USUAN1100563, Künstler: http://incompetech.com/⁠ Musik im Outro: Eyes Gone Wrong von Kevin MacLeod unterliegt der Creative-Commons-Lizenz "Namensnennung 4.0". Https://creativecommons.org/licenses/by/4.0/, Quelle:http://incompetech.com/music/royalty-free/index.html?isrc=USUAN1100362, Künstler: http://incompetech.com/

Join Jayme and Steve as they recount the inspiring stories of Jesse Owens and the University of Washington's rowing team at the 1936 Berlin Olympics. Despite immense adversity and political tensions, these athletes exemplified courage, resilience, and unity, triumphing on the world stage and defying Hitler's propaganda. Discover how their incredible journeys from humble beginnings to Olympic champions can inspire us to overcome our own challenges and strive for greatness. Highlights: The remarkable athletic feats of Jesse Owens and the Washington rowing team. The impact of mentors in shaping these athletes' journeys. Lessons on trust, perseverance, and unity amid political and social adversity. Reflections on the relevance of their stories to today's world. Tune in to hear how these legendary athletes' stories continue to inspire and uplift. Find your story and change the world with Storybounders! Sources: Brown, Daniel James. The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics. Viking, 2013. Campbell, Joseph. The Hero with a Thousand Faces. Princeton University Press, 1949. Schaap, Jeremy. Triumph: The Untold Story of Jesse Owens and Hitler's Olympics. Houghton Mifflin, 2007. The Boys in the Boat. Directed by George Clooney, performances by Joel Edgerton, Callum Turner, and Jack Mulhern, MGM, 2023. Whitney, Orson F. Quoted in Spencer W. Kimball, Faith Precedes the Miracle. Deseret Book, 1972, p. 98. Race. Directed by Stephen Hopkins, performances by Stephan James, Jason Sudeikis, and William Hurt, Focus Features, 2016.

Send us a Text Message.Scott Kirkpatrick is CEO of BrainPOP, a leading brand in the U.S. edtech supplemental market whose learning solutions are beloved, trusted, and grounded in research and the science of learning. During his tenure, BrainPOP was acquired by KIRKBI A/S, the family-owned holding and investment company of the LEGO® brand. Scott joined BrainPOP from General Assembly, where he served as president and chief operating officer. Under his leadership, General Assembly experienced exponential growth and was subsequently acquired by The Adecco Group, the largest human capital company in the world. Prior to GA, Scott served as president of The Princeton Review and successfully facilitated its acquisition by IAC. He also served as executive vice president of strategy and marketing and president of Houghton Mifflin Harcourt's technology division, Riverdeep. Prior to Houghton Mifflin, he was a strategy consultant at The Parthenon Group and The Callidon Group (now Oliver Wyman). Scott holds a BS in economics & management from the United States Coast Guard Academy. After graduation, he served as an officer in the Coast Guard as a ship navigator, financial analyst, and an aide to former U.S. President Bill Clinton. After his military career, he went on to earn an MBA from The MIT Sloan School of Management.Recommended Resources:

In this episode of the Just Schools Podcast, Jon Eckert interviews Allison Posey. The discussion covers the importance of Universal Design for Learning (UDL) and the role of neuroscience in education. Allison emphasizes the need for a shift from a deficit mindset to one that recognizes the variability and potential in all learners. Additionally, the conversation explores the challenges educators face, such as time constraints and the need for professional development that supports flexible and inclusive teaching practices. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: Unlearning by Allison Posey & Katie Novak Connect with us: Baylor MA in School Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcription: Jon Eckert: We're excited to have Allison Posey in today. She is an amazing educator that, I just have to say this, I met in Paris just a week or so ago, and it was a great privilege to meet her at a UNESCO conference on inclusive education, how do we educate more kids around the world, which was a fascinating conference to be at. And so really excited to meet her and for you to meet her as well. So Allison, great to have you on today. Allison Posey: Thanks for having me. It's great to be here. Jon Eckert: Can you just give us a little bit of your journey that brought you to CAST and Universal Design for Learning, which we'll get into what that is in a little bit, but what got you to the position that you're in now? Allison Posey: Well, I started to jump back one step and then I went two steps back. So I was teaching at a really cool program called, actually I don't like the title of it, the Center for Talented Youth because what youth is not talented, but there is a certain measure that was used to assess students on a kind of talent, one kind of talent. And they would come to Johns Hopkins for the summer and study one thing really intensely. So I got to teach neuroscience for six weeks in the summer to really interested students. And when I say interested, we had to take the books away from them after seven hours of being in the classroom, so they would have to go socialize and do kind of the camp thing. So a lot of neuroscience, a lot of learning, gifted and talented. Right. Allison Posey: And I had a student one year who we were having these incredible conversations about learning in the brain. He basically had read the college level textbook in a week, and this was a high school student. And yeah, at first I was like, I don't know about that. But the more we started talking, I thought, wow, he really is making sense of all. It took me six years to get through this textbook. He's really making sense of it all. And when I went to score his first assessment, it was completely blank and he didn't complete any of his assignments. Allison Posey: And I found out from his parent at the meetings at the end with the families that he was failing four out of his five high school courses and was severely depressed and at risk of dropping out. And I was so upset by this one, because I didn't know it as his teacher. I'd been working with him for these six weeks and I didn't realize it was at that level. And two, I realized I didn't know how to teach. So ironically, here I am teaching about the brain and I didn't feel like I knew how to reach the humans who had the brains with all the stuff that I was teaching. So I went to graduate school. I will get to the answer to your question. Jon Eckert: No, I love this path. I did not know where you were going with this. But again, you first, you start off with every teacher's dream, kids you have to take the books away from after seven hours. And then that realization that I don't really know what I'm doing when it's not actually working or the way that curriculum's being implemented, at least in those four of those five classes, it's not working. What do I do? So love that start. Allison Posey: Yeah. Jon Eckert: Keep going. Allison Posey: And I was 10 years into my teaching about. So I'd been doing this for a while, just this feeling of I actually don't know what I'm doing. So Harvard had this amazing program called Mind, Brain & Education, and I thought, well, I know about the brain and I've been an educator. Let me check it out. And I was so fortunate to have as an advisor, David Rose, who is the founder of CAST and Universal Design for Learning. He was my advisor. It was just such a gift. So I learned about this framework. Well, actually let me take a little tiptoe back. The first article we read in this program was that the connection between neuroscience research and classroom practice is a bridge too far, that what we're learning in neuroscience labs that are isolated, maybe one individual at a time doing one task in very controlled environments are completely different from what we would do in a classroom with dozens of students and fire alarms and all this stuff. Allison Posey: And I don't know how you felt when you heard me say that, but I was angry. I absolutely was like these two fields need to be talking to each other. And I have really literally made it my profession to try to bridge the gap. And there are a lot of times when I'm having conversations with educators that I've noticed, I'm like, well, the gap may be a little too far between neuroscience and the bridge between neuroscience and education, but we need to keep having the conversations. So Universal Design for Learning is a framework that really is trying to make connections between the neuroscience of learning and the best high leverage practices that there are in order to reach each and every individual. So I think I finally got to the answer to your question. Jon Eckert: But what a great journey to it. You got there because of a need you observed as a teacher. And to me, that's the whole benefit of why we go back to grad school. So I always tell people that are looking at a Master's or an EDD or a PhD, wait until you've taught a few years because you'll have plenty of questions that you're trying to figure out. I thought this, but when I worked with kids, I realized this or I worked with other adults, I realized this. And so what a brilliant reason to go to UDL and CAST. So I guess let's do this. Allison Posey: Yeah. Jon Eckert: Tell us a little bit about Universal Design for Learning in case people don't know what that is. I will say at the UNESCO conference, everybody there from around the world seemed to know what UDL was. So it may be very few of you don't know what it is, but talk about that as a way to connect neuroscience in the classroom because we get this all the time. If you want to sell a book, it feels like in education, throw neuroscience in there and it's like, oh, there's neuroscience in there. It must mean something. But talk about how UDL is that practical bridge to make sure each kid's needs are met and the talents that they have can flourish in a classroom. Allison Posey: It was actually very exciting to see. UDL talked about a lot at UNESCO without CAST, the originators of UDL needing to say anything about it. I mean, I wasn't the one presenting on it. So it was amazing to get to learn from folks how this framework is helping. It is a teaching and learning framework. So if your school or district doesn't have a common framework for teaching, this is a great framework because it gives a common language for learning that is grounded in the brain. So I don't have to label students as having disabilities. I don't have to take a deficit mindset. I can use UDL to proactively plan an environment that anticipates the variability of learning that we know will have in our classroom. And there are nine different dimensions that UDL explores through our UDL guidelines. And then under each of those dimensions of learning, there are a bunch of our tried and true strategies. Allison Posey: So I don't have, UDL is not, I always, I'll say to educators, I wish I had a magic wand and it was like the tool that engaged each learner in the learning. I don't have that tool, but I have a framework that can help you think about the design and how it's meeting or not meeting the needs of all the students. And it is liberating to not have to feel like I need to label each and every student with a deficit of what they can't do. Instead, I just look to make a creative, flexible learning space. And that space might include the methods that you're using, the materials that are there, the goals and the assessments. Even the assessments. As much as we love our standardized tests here in the US, really thinking deeply about how the assessments are universally designed and flexible to make sure you're able to get at the constructs that you're wanting to measure in the assessments as well. So we look at UDL across those four dimensions of curricula. Jon Eckert: Well, what I love about that as a 12-year teaching veteran of what I call real teaching, I've been in higher ed now 15 years, and I feel like that's fake teaching. You get some of those kids that you have to take the books away from, which as a middle school science teacher, it's like, yeah, that wasn't really a problem for most of the kids I was teaching, but I had a few. What I love about it is when you think about the RTI or MTSS, Multi-Tiered System of Support, UDL is a tier one support for each kid. So you do that so that you don't have to start labeling and elevating kids and you're trying to meet each kid's needs through materials that make them really interesting to teach. Teaching's infinitely interesting, but it becomes overwhelming when we don't have the tools in place to help us do it. Jon Eckert: The same thing I wanted to say about UDL. I first became aware of it when I was writing test items. I wrote test items for seven different states for Houghton Mifflin's testing company Riverside. And one of the things we always had to do is we had to use UDL principles in all the items that we wrote or they wouldn't be accepted. So you got paid per item that made it through the screeners, so you paid really close attention to those pieces. And if it didn't hit the UDL standards. Now I don't know that I always achieved exactly what CAST would say would be a UDL standard because you're still doing multiple choice tests with an open response. It's challenging sometimes to do this. They also wanted us writing the top levels of Bloom's taxonomy with multiple choice items, which I still argue is impossible, but I would do my best. Jon Eckert: But I love that about UDL because it couples the instruction with the assessment and I, however, we're assessing, I get frustrated in the US and people say, Hey, we don't want to teach to the test. Then what are you teaching to? The key is, is the test a good test? We're always teaching to an assessment. If we're not teaching to an assessment, then we're just performing. And so UDL says, here's the way we're going to deliver instruction, and here's also how we're going to assess. Because any good teacher wants to teach to an assessment. It's just we don't want to teach the bad assessments. And that's where I appreciate the critique that, hey, if it's not a good assessment, then what am I doing? But if I'm not assessing what the student's doing, then how do I know I taught anything? Jon Eckert: And so it goes back to that great quote. I don't know if you got exposed to the seven step lesson plan from Madeline Hunter. It was how I got taught to teach and it was not UDL, but there were elements of UDL in it before UDL existed. But she said this, "To say you've taught when no one has learned is to say you have sold when no one bought." And so to me, UDL can be that nice through line between instruction and assessment. Am I overstating anything? Is there anything you'd push back on there or anything you'd want to add? Allison Posey: The thing I would push back on is the goal of UDL isn't to be able to achieve an assessment, but the goal is to be able to develop expertise around learning about whatever it is you want to learn about. So we call it expert learning. Now, I think I would say a lot of the language at UNESCO was around even student agency, being able to know what you need to know to do your best learning, and whether that's to take a test so that you can now learn how to drive and that's your goal, or whether it's to become a scientist, or a musician, or whatever it is that you're wanting to do, and be, and the joy you find in life that you're pursuing, that you know how to be strategic to get what you need. You know how to build your background and importantly, you know how to sustain effort and persistence so that you can engage in a way that's meaningful. Allison Posey: And in that sentence, I just used the three UDL principles. So those three principles really do align with what we know about learning and the brain and you have be engaged in order to even pay attention and build the background you need to be able to do what you need to do. So those three principles really are broadly aligned to this model and this way of thinking. So yes to the assessments, but yes to pushing on assessments to really be meaningful and what we need to do in the communities and in the society so that they're connected a little bit tighter. And the other thing you said that I really appreciate is that you're never done. It's never like, there is one thing where I'm like, wow, we did it. Check UDL off the list. There are always more ways of thinking about those assessment questions, your resources, your materials to make sure that they're accessible and that folks can engage and take action strategically with them. Jon Eckert: Well, and I really appreciate that corrective because I came to UDL through the assessment and that was the filter. And I thought it was sometimes a little artificial, but the idea that you're building student agency, you're building cognitive endurance so that they can do meaningful things, that's what we want. And so I like to think of assessment much more broadly as saying, hey, how do we know that you have that agency? What are the markers that show that? And I think that's a much broader perspective than what I came to it with. And so I appreciate that and it gives that, feeds that you're never done. And that's why we're always learning, as educators we're always learning, and our students are always learning and they're growing, but they have to have a passion for what they're doing. So you have to be able to know them, see them, do that, to tap into that cognitive endurance so it doesn't become a compliance culture. Jon Eckert: And I think we've done that in a lot of schools, and I think UDL pushes back on that. I'll give you one example that is a compliance culture for teachers. I still walk in classrooms. I'm like, oh, there's the learning target dutifully written on the board. Well, that's fine, but that doesn't mean anything meaningful is happening for kids. And it becomes a checklist thing to the point you made. And if UDL becomes, oh, we're using UDL check, it's like, no, that's not the point. And so I feel like there's that culture sometimes in US schools where we want to make sure it's being done. So that becomes a checklist. And it's like, well, if you have a really bad teacher, it's better to have a learning target on the board. It's better to use UDL than not, but that doesn't actually mean meaningful learnings happening. And so I think there needs to be a better onboarding of educators, a real time, here's what this looks like, feedback for them as they use UDL. How does CAST, if at all, how do you engage in that kind of training and support for educators? Allison Posey: Oh, you are talking to the right person. I have been thinking about this for years. Jon Eckert: Good, good. Allison Posey: There is no easy answer, but I was actually on the team that worked to really try to develop credentials around UDL. How do you look for and measure what's largely a mindset? Because I do use all the same tools. As I was saying, it's not like all of a sudden you have UDL and there's a magic tool that's different and the classroom looks differently. What's different is my mindset in my mindset of the high expectations for all learners. And if there's a barrier, the barrier is framed in the design of the environment and reduced because I've co-constructed that with my students, with my learners. That is really hard to get a video of, to take a picture of, to gather data around. And so our credential process has tried to identify a minimum. So we have a mindset credential, we have an analysis credential, and then we have an application credential because we realize you don't just all of a sudden shift your mindset and start doing everything differently. Allison Posey: You actually, and I've written again, told you, I think about this a lot. I wrote a whole book on unlearning, how you actually have to unlearn a lot of your tried and true practices that you went through school doing, you went through teacher prep maybe even doing in order to trade up for this really different mindset. I would argue, at least in my experience in the US schools and the little bit that I've been internationally, we still are largely a deficit-based approach where we have kind of a pre-made lasagna lesson that I like to call it. And if a student doesn't do it in more or less the same way, at more or less the same time, we think there's something wrong and we have to fix the student as opposed to saying, wait a minute, it's probably this pre-made lasagna lesson that assumes incorrectly that there is going to be an average student. Allison Posey: And one thing we know from brain science, mathematicians don't like me to say this, one thing we know from brain science is there is no average learner. When you look at brain scans across hundreds of individuals and you look at their average, it matches no one. It's an amazing thing. So in education, we might say, oh, well we have the high group, as I was telling you that that's who they thought they had. They were so much variability in those learners across. And I ended up using UDL to think about nine different dimensions of that variability to really kind of get at the complexity of what educators are tasked to do. And that's to educate each and every student. I mean, it's such an underappreciated profession because it is so hard to do. Jon Eckert: Right. Well, and I just pulled up your book, Unlearning, which is a great title for the book. And what we have to do that. The thing that I worry about, two things. We will take this and turn it into a scripted curriculum, which is taking at least elementary schools by storm in the United States because we have de-professionalized education to where we don't have highly trained people in the classroom where it's like, well, let's give them a script and if a student responds this way, you respond this way. Or we're putting in front of a screen which can be adaptive and can do some of those things. I have that concern. And the second concern I have is that we make teaching seem so complex that very conscientious, hardworking, intelligent educators will say, I just can't do this. This is too much. How does UDL get you focused on the right things without making it so it's a script, but it simplifies it in a way that it feels doable because that's what I hear about UDL. How do you see that playing out, if at all, or are my concerns valid? Allison Posey: No, you say it so well. I think one, we need UDL for educators as well. They are learners and they have brains and they are interacting in these school systems and often do not have the tools and resources and flexibility they need to be able to do their jobs well and they are not paid enough. I would love, love for teachers to actually make what they deserve in wages and to find the difference that that might make. Okay. So UDL for educators as well. Jon Eckert: Get on your soapbox. Okay. Allison Posey: See, I got so into that. I forgot my second point that I was going to make. Oh, descriptiveness of UDL. Here's the secret to UDL. We can provide options. Right. A grocery store has options. It has lots of options. And if I just walk into the grocery store and I'm like, I have options. I don't know what I'm buying, I get frustrated, I'm confused, there all these things you can do. That's like education. We have all these tools, all these things. Often what we're lacking is a very clear goal. You mentioned goals earlier and goals are different from standards, but it's really breaking down, like for this moment in time, here's what I really want my learners to know, do, or care about. And when you have such a clear vision of that, like I know that I'm going to go grocery shopping for the hockey team dinner, I'm going to be so strategic in a different way than I'm shopping for the UNESCO picnic that we're going to have. Right. Jon Eckert: Right. Allison Posey: So depending on the goal, you make such different choices. And so those goals are often in my work with educators, and I've been in the UDL world for 12 years, so it's been a while now. We really end up returning to what's the goal? And very often we hear, here's the activity, or we hear, what's this chapter of the book? And it's like, no, but what's the goal? And once you identify the goal, then you can better identify how to be flexible within that. So it takes more work on the front end. It does. People don't always like to hear. It takes more work on the front end, but it saves you work on the back end. And more learners are able to get to that goal because it's clear, we've reduced some of the hidden biases that are in our like, well, don't you already know how to do that? And why don't you have that private tutor? And it just makes the process so much more transparent. Allison Posey: But it's again, largely not what we're doing in our schools and classrooms now. So you actively have to unlearn. And that takes energy and is hard. So do it small, start small, have teams and people working together with you to build that culture where the flexibility is valued because you recognize that learner variability. Jon Eckert: Yeah. Allison Posey: And the number of times, yeah, go ahead. Jon Eckert: No, I was going to say that's the life-giving part of teaching, when you see kids doing things that they didn't think they could do. And so that's where it keeps you coming back and it makes it worth the effort. And so it's way more fun to put the effort on the front end where kids can be successful and trying to give them feedback on ways that you're like, I clearly did not set this up. We did not have a clear target, we didn't have success criteria. We didn't... And so totally 100% agree. The effort on the front ends, way more rewarding than trying to clean up a bad assignment on the back end. So yeah. Allison Posey: Yeah, just like a bad dinner party. It's so much to say. Everyone didn't like my one lasagna I gave them. What? Jon Eckert: Good example. So let me wrap us up with our lightning round. So given all your experience with UDL and some of the misapplication of some of the research and the neuroscience that you know, what's the worst piece of advice you've ever heard? It doesn't have to be related to UDL, but it could be. But worst piece of advice you've gotten as an educator. Allison Posey: Oh, one of them was don't smile the first half of the year. Jon Eckert: I need to go back. We've done about 40 of these podcasts and I think in about 30 of them when I've asked it, that's the worst piece of advice that comes up every time. Allison Posey: No kidding. Yes. Right. Jon Eckert: It's horrible advice because it dehumanizes teaching. Allison Posey: It's all about the relationships and the community. So why would you not have that from the beginning? Jon Eckert: Right. I do not know. I hope that advice is not, I hope it's just because I'm old, that that feels like advice,- Allison Posey: Oh, I have a different one maybe. Maybe here's another one. Check your emotions at the door. Jon Eckert: Oh, similar, right? Ridiculous. And you've also written a book on emotions, right? Allison Posey: Yes. Jon Eckert: Yes. Yes. Allison Posey: Yes. You are never without those emotions. In fact, if you check them at the door, there's a problem. Jon Eckert: Right. And part of decision making includes emotions. I think emotions have kind of gotten a little bit, they've gotten a bad rap and now there's kind of a corrective coming. So super helpful. All right. Best piece of advice you've ever received? Allison Posey: Oh, this will be for my mentor David Rose. Oh, she just came to mind, but I'll stick to one. Anything worth doing will probably not be achieved in your lifetime. Jon Eckert: Oh, wow. That's, okay. And then give me the second one too because you said you had two. Allison Posey: Teaching's emotional work. Jon Eckert: Ah. All right. No. Hey, that's a good reminder. And I just read the Same as Ever by Morgan Housel. And he had this thing, he came out in November of 2023. He said, "We don't celebrate incremental improvement enough." So if you look at heart disease and the way it's been managed since the 1950s, we've made a one and a half percent improvement every year since the 1950s. And you're never going to get a headline, hey, we made a one and a half percent improvement in heart disease treatment. Allison Posey: Right. Jon Eckert: But over time, that compounding interest is huge. And I think as educators, we need to remember it's not, and I've quit talking about solutions and I focus on improvement because I think solutions indicate that we think that there's some place that we arrive at, which we talked about earlier. We don't. We just keep improving. And so that's where... Super helpful piece there. Okay. What's the biggest challenge you see for educators? We can go worldwide or in the US. You pick your audience. What's the biggest challenge you see? Allison Posey: I mean, the biggest challenge I hear over and over is time. We just don't have time to do the curriculum adaptation that we need to do, to have the conversations, to do the one-on-one. So we do hear repeatedly that time is a barrier. But I will say from my perspective, it's the mindset. It's really, the deficit mindset is still so pervasive and we pass that on to students. So they think they're not science students or they're just not good at math. I mean, they have these raw generalizations that, again, from a neuroscience perspective, we know is not true, so. Jon Eckert: That's good. Allison Posey: Yeah, I think that deficit mindset's our biggest challenge right now. Jon Eckert: Well, and John Hattie's work on mind frames reinforces that as well. I mean, very similar kinds of framing. And I do think, well, and Ronald Heifetz work on adaptive challenges. He's a Harvard guy. Your degrees from Harvard. The idea that technical challenges are real, but adaptive challenges require a change in mindset because the problem and solution are unclear. And so many of the issues that we deal with in education are adaptive and not technical. As we keep slapping more technical band aids on adaptive challenges, teachers get cynical as they should. Allison Posey: They should. Yes. Jon Eckert: As they should. Allison Posey: Yes. Jon Eckert: Yes. So what's your best hope for educators as you look ahead? Allison Posey: I just hope they see the impact. It's such an important profession and we need the best people in it. I thank teachers all the time for doing the work they do, because one student at a time makes a difference and it has such opportunity to promote change and to make that difference. It's our future, it's our collective future. So it's such an important profession. Jon Eckert: It's a good word Allison. Good word to end on. Well, hey, thank you for the work you do. Allison Posey: It's more than one word. Jon Eckert: Yeah. Allison Posey: I'm rarely down to one word. Jon Eckert: Hey, that's all right. That's all right. You did better than I would've done. But thanks for what you do and thanks you for the time that you gave us today. Allison Posey: I appreciate it. Thank you so much for having me.

Welcome to the third episode of Storybounders! Join hosts Jayme and Steve as they delve into the captivating adventures of "Little Britches" by Ralph Moody and "The Great Brain" by John D. Fitzgerald. These timeless tales feature young protagonists who navigate the challenges of the American frontier with wit, resilience, and integrity. In this episode, Jayme and Steve explore the themes of perseverance, family bonds, and the pioneering spirit that defined an era. They discuss the life lessons imparted by these stories and how they continue to resonate across generations. Tune in to discover how these cherished books offer humor, profound insights, and inspiration for readers of all ages. Highlights: Insights into the backgrounds and characters of "Little Britches" and "The Great Brain." Exploration of themes such as resilience, family, and the pioneering spirit. Reflections on the life lessons and values imparted by these stories. Discussions on the enduring relevance and appeal of these books. Encouragement to find inspiration and joy in timeless tales. Join us as we uncover the stories that inspire and move us, light up our imaginations, and fill us with hope. Find your story and change the world with Storybounders! Sources and Further Reading: Aldrich, Bess Streeter. A Lantern in Her Hand. D. Appleton-Century, 1928. Cather, Willa. O Pioneers!. Houghton Mifflin, 1913. Fitzgerald, John D. The Great Brain. Dial Press, 1967. Lozada, Carlos. "The Great Brain." The New York Times, 20 June 2023, www.nytimes.com/interactive/2023/06/20/opinion/carlos-lozada-the-great-brain.html. Moody, Ralph. Little Britches: Father and I Were Ranchers. University of Nebraska Press, 1950.

This episode of The Behavioral View focuses on parent training. It covers effective strategies for engaging parents in behavior-analytic interventions, improving collaboration, and tailoring techniques to meet the needs of families from diverse backgrounds. To earn CEUs for listening, click here, log in or sign up, pay the CEU fee, + take the attendance verification to generate your certificate! Don't forget to subscribe and follow and leave us a rating and review. Show Notes References and Resources:    Kazdin, A. E., & Rotella, C. (2008). The kazdin method for parenting the defiant child : with no pills, no therapy, no contest of wills. Houghton Mifflin.  Latham, G. I. (1994). The Power of Positive Parenting. P & T Ink  Brianna Weist on Self Care  CR Care Coordinator 

Education News Headline RoundupOver the past few weeks, there have been significant developments at the State Teachers Retirement System of Ohio (STRS Ohio). On May 15, Ohio Attorney General Dave Yost initiated an investigation into the allegations of a hostile takeover attempt of the $90 billion pension fund, which serves thousands of educators, by QED Systematic Solutions.Academic publishing is facing a crisis of credibility as journals close and thousands of retractions are issued in the wake of a glut of fake research papers. A study by Nature found that in 2013 there were just over 1,000 retractions compared to 2022 with 4,000 and then jumping to more than 10k in 2023. More than 8k of the retractions came from an Egyptian company called Hindawi, which is a subsidiary of Wiley; the Hindawi brand will be sunsetted and its properties absorbed into Wiley. Wiley has announced they will close 19 journals because of the rise of fake papers.A report by Spectrum News from May 14th alleges that millions of dollars in Texas taxpayer funds intended for a charter school in Odessa were diverted to support struggling Third Future charter schools network in Colorado, of which Houston Independent School District superintendent Mike Miles is founder and with whom he has recently maintained a consulting relationship.Examining the Effects of High-Stakes Standardized Tests on Learning OutcomesThis episode explores the history and impact of high-stakes standardized testing in the U.S., starting with a brief review of the No Child Left Behind Act and its legacy. Discussions include the educational goals of high-stakes tests (such as accountability and standardization), and the reasons why these tests often fall short of bettering educational outcomes for students, including curriculum narrowing and stress on students and teachers. We also delve into recent research, including a 2024 study by Maroun and Tienken, which highlights the significant influence of socioeconomic factors on test performance.Discussion QuestionsWhat are the consequences of "teaching to the test"?Why does the high-stakes testing system persist despite its criticisms?Can we design a system with standardized tests but without high-stakes consequences? What might this look like?What would it take to move school administrators and policy makers toward the idea that standardized tests should inform academic strategies instead of penalties or other punitive measures?How do we develop a system to hold educators accountable for serving students well that recognizes that a student's academic or standardized test performance is not always the best indicator of that student's learning? Would peer/student reviews play a part in this system?Sources & Resources:Ohio AG investigating alleged 'hostile takeover' inside teacher's pension fundMarch Board News | STRS OhioApril Board News | STRS OhioFebruary Board News | STRS Ohio EmployerAnswering viewer questions about Ohio's retired teachers' pension fund chaosHouston teachers union calls for Mike Miles' resignation after explosive reportHISD students plan walkout as investigation launches into state-appointed superintendent Mike MilesHISD's Mike Miles responds to 'spurious' investigation into charter school networkHISD superintendent Mike Miles accused of mishandling state education funds | CW39 HoustonHouston ISD Superintendent Mike Miles responds to allegations he diverted Texas school funds to his Colorado schoolsReport about charter schools founded by Houston ISD superintendent Mike Miles prompts calls for investigationHISD Superintendent Mike Miles responds to report he funneled TX taxpayer money to Colorado | TEA commissioner, Third Future Schools also respondDisappearing Dollars: Texas public schools missing millionsFlood of Fake Science Forces Multiple Journal Closures - WSJWiley shuts 19 scholarly journals amid AI paper mill problem • The RegisterWiley to shutter 19 journalsEvolving our portfolio in response to integrity challenges | Hindawi‘The situation has become appalling': fake scientific papers push research credibility to crisis pointSurge In Academic Retractions Should Put U.S. Scholars On NoticeScience's fake-paper problem: high-profile effort will tackle paper millsThe Pernicious Predictability of State-Mandated Tests of Academic Achievement in the United StatesStandardized Testing is Still Failing Students | NEAResearch Shows What State Standardized Tests Actually MeasureHistory of Standardized Tests - ProCon.org18 years ago, Mike Pence voted against No Child Left Behind. So did Bernie Sanders. Their reasons weren't the same. - The Washington PostEpisode 51 - Left Behind - 16:1 - An Education PodcastObama Calls for Major Change in Education Law - The New York TimesHistory of Standardized Testing in the United States | NEAPearson, ETS, Houghton Mifflin, and McGraw-Hill Lobby Big and Profit Bigger from School Tests | PR WatchHistory of Memorial Day | National Memorial Day Concert | PBS

Capitalism ruins SO many things, from key sectors like college sports all the way down to novelties like people's health and the environment. Jason, Rob, and Asher rely on their keen insight and otherworldly investigative talents to somehow unearth a few flaws of capitalism. But rather than wallow in the world of profiteering and privatization, they explore the solidarity economy and other alternatives to the "greed is good" way of running things.Warning: This podcast occasionally uses spicy language.Sources/Links/Notes:Wikipedia page “Nike and the University of Oregon”Joshua Hunt book: University of Nike: How Corporate Cash Bought American Higher Education.Erik Olin Wright, How to Be an Anticapitalist in the Twenty-First Century, Verso 2019.Thomas Piketty, Capital in the Twenty First Century, Harvard University Press 2014.Robert Heilbroner, The Worldly Philosophers: The Lives, Times and Ideas of the Great Economic Thinkers.Jeffrey Sachs, “Twentieth-Century Political Economy: A Brief History of Global Capitalism,” Oxford Review of Economic Policy, Vol. 15, No. 4.Summary of End Hedge Fund Control of American Homes ActDavid Bollier, The Commoner's Catalog for ChangemakingLobbying to defeat bills that prohibit private prisonsMore lobbying in support of private prisonsIncredible drug price increase after hedge fund manager acquires itAnnual report of Weaver Street MarketDonnie Maclurcan's explanation of not-for-profit enterprisesRanking of the world's happiest countriesBoston Ujima ProjectAlfie Kohn,  No Contest: The Case Against Competition, Houghton Mifflin, 1992.B Corps and B LabDefinition of the solidarity economy from the New Economy CoalitionSupport the Show.

This past weekend I got to participate in my second track and sign evaluation with Tracker Certification North America and one of the most interesting things I learned was some new Earthworm sign which triggered the thought… I really don't know much about Earthworms (class Oligochaeta), but I want to start digging in. I ended up crawling through all of my books to see what I had on the topic, but there wasn't much. A couple paragraphs here, a photo or two there, but there was enough to tickle my curiosity. They are a slippery group of species to distinguish but there are at least some common characteristics across them. Really this is a good reminder that we often take some of the more common species for granted, ignoring the usual, rather than deepening that already accessible and immediately present relationship. Listen to the show if you want to learn more, too. These worms have a lot of interesting things going for them. Some resources I used include:Peterson Field Guide to Eastern Forests by John C. Kricher and Gordon Morrison. Houghton Mifflin, 1988.Nature's Year by Drew Monkman. Dundurn 2012.Tracks and Sign of Insect and Other Invertebrates by Charley Eiseman and Noah Charney. Stackpole Books, 2010. A Guide to Common Freshwater Invertebrates of North America by J. Reese Vashell, Jr.

Read the longform article at:https://gettherapybirmingham.com/healing-the-modern-soul-part-2/   The Philosophy of Psychotherapy The Corporatization of Healthcare and Academia: A Threat to the Future of Psychotherapy The field of psychotherapy is at a critical juncture, facing numerous challenges that threaten its ability to effectively address the complex realities of the human experience. Chief among these challenges is the growing influence of corporate interests and the trend towards hyper-specialization in academic psychology, which have led to a disconnect between the profession and its roots, as well as a lack of understanding of the physical reality of the body, anthropology, and the history of the field. In this article, we will explore the ways in which the corporatization of healthcare and academia is impacting psychotherapy, and argue that in order for the profession to remain relevant and effective, it must embrace a more holistic and integrative approach that recognizes the interconnectedness of the mind, body, and spirit. This requires a renewed commitment to developing a coherent concept of self, a shared language and understanding of implicit memory, and a vision of psychotherapy as a means of empowering individuals to become more effective at being themselves in the world and, in turn, better at transforming the world for the better. The Corporatization of Healthcare and Academia The influence of corporate interests on healthcare and academia has had a profound impact on the field of psychotherapy. The pressure to maximize profits and minimize costs has led to a shift away from comprehensive diagnosis and towards a reliance on quick fixes like medication and brief, manualized therapies. This trend is particularly evident in the way that psychiatry has evolved over the past few decades. Psychiatrists used to spend an entire hour with their patients doing psychotherapy, but now the majority of the profession relies solely on drug therapy. In fact, a staggering 89% of psychiatrists used only drug therapy in 2010, compared to just 54% in 1988 (Mojtabai & Olfson, 2008). Patients are often left feeling frustrated and unheard, with many giving up on medication after their psychiatrist writes a script in the first and last five minutes of their first session. The same forces are at work in academia, where the cost of education has skyrocketed and the focus has shifted towards producing "products" rather than fostering critical thinking and innovation. Adjunct professors, who often lack the expertise and experience to teach psychotherapy effectively, have replaced tenure-track faculty, and students are graduating with a narrow understanding of the field that is ill-suited to the realities of private practice (Collier, 2017). The result is a profession that is increasingly disconnected from its roots and the physical reality of the body. Anthropology, humanities and the history of the profession, which offer valuable insights into the nature of the human experience and the evolution of psychotherapy, are largely ignored in favor of a narrow focus on cognitive-behavioral interventions and symptom reduction pushed largely to help psychopharm companies' bottom lines (Frances, 2013). The current academic publishing system is also broken. Academics work hard to come up with original ideas and write papers, only to give their work away for free to publishers who make trillions of dollars in profits while the authors get no compensation (Buranyi, 2017). Peers often cite papers to support their own points without actually reading them in depth. And the "best" journals frequently publish absurd psychology articles that would make you laugh if you said their main point out loud, but hide their lack of substance behind academic jargon (Sokal, 2008). Meanwhile, students spend years in graduate school being forced to research what their advisor wants, not what's truly innovative or needed to advance the field. After a decade of study and compromise, the pinnacle achievement is often creating a new 30-question screener for something like anxiety, rather than developing therapists who can actually discern and treat anxiety without needing a questionnaire. The system fails to properly vet or pay therapists, assuming they can't be trusted to practice without rigid manuals and checklists. This hyper-rationality, the madness arising from too much logic rather than too little, is very useful to moneyed interests like the Department of Defense in how they want to fund and control research. Large language models and AI are the pinnacle of this - spreadsheets sorting data points to mimic human speech, created by people so disconnected from a real sense of self that they believe you can turn people into robots because they've turned themselves into robots (Weizenbaum, 1976). But psychology and therapy can't be reduced to hard science and pure empiricism the way fields like physics can (at least until you get to quantum physics and have to rely on metaphor again). We can't remove all intuition, subjective experience and uncertainty (Rogers, 1995). The reproducibility crisis in psychology research shows the folly of this over-rationality (Open Science Collaboration, 2015). Studies that throw out any participant who dropped out of CBT treatment because it wasn't helping them are not painting an accurate picture (Westen et al., 2004). Developing a Coherent Concept of Self A History of the Self Our understanding of the self has evolved throughout history: Ancient Greek Philosophy (6th century BCE - 3rd century CE) Socrates introduces the idea of the self as a distinct entity, emphasizing self-knowledge and introspection (Plato, trans. 2002). Plato's concept of the soul as the essence of the self, distinct from the physical body (Plato, trans. 1997). Aristotle's notion of the self as the unity of body and soul, with the soul being the form or essence of the individual (Aristotle, trans. 1986). Medieval Philosophy (5th century CE - 15th century CE) St. Augustine's concept of the self as a reflection of God, with the inner self being the source of truth and self-knowledge (Augustine, trans. 2002). St. Thomas Aquinas' synthesis of Aristotelian and Christian concepts of the self, emphasizing the soul as the form of the body (Aquinas, trans.1981). Renaissance and Enlightenment (16th century CE - 18th century CE) Descartes' famous "cogito ergo sum" ("I think, therefore I am"), establishing the self as a thinking, conscious being (Descartes, trans. 1996). Locke's idea of the self as a blank slate shaped by experience and the continuity of consciousness (Locke, trans. 1975). Hume's skepticism about the self, arguing that it is merely a bundle of perceptions without a unified identity (Hume, trans. 2000). Romantic Era (late 18th century CE - mid-19th century CE) The self is seen as a creative, expressive force, with an emphasis on individuality and subjective experience (Berlin, 2013). The rise of the concept of the "self-made man" and the importance of personal growth and self-realization (Trilling, 1972). 20th Century Philosophy and Psychology Freud's psychoanalytic theory, which posits the self as composed of the id, ego, and superego, with unconscious drives and conflicts shaping behavior (Freud, trans.1989). Jung's concept of the self as the center of the psyche, integrating conscious and unconscious elements (Jung, 1959). Existentialism's emphasis on the self as a product of individual choices and actions, with the need to create meaning in a meaningless world (Sartre, trans. 1956). The rise of humanistic psychology, with its focus on self-actualization and the inherent potential of the individual (Maslow, 1968). Postmodernism's deconstruction of the self, challenging the idea of a unified, coherent identity (Jameson, 1991). Contemporary Developments (late 20th century CE - present) The influence of neuroscience and cognitive science on the understanding of the self as an emergent property of brain processes (LeDoux, 2002). The impact of social and cultural factors on the construction of the self, with the recognition of multiple, intersecting identities (Gergen, 1991). The rise of narrative theories of the self, emphasizing the role of storytelling in shaping personal identity (Bruner, 1990). The influence of Eastern philosophies and contemplative practices on Western concepts of the self, with an emphasis on mindfulness and interconnectedness (Epstein, 1995). Psychotherapy and the Concept of Self Sigmund Freud (1856-1939) - Psychoanalysis: Freud, the founder of psychoanalysis, conceived of the self as being composed of three elements: the id, the ego, and the superego. The id represents the primitive, instinctual drives; the ego mediates between the demands of the id and the constraints of reality; and the superego represents the internalized moral standards and values of society. Freud believed that the goal of psychotherapy was to bring unconscious conflicts and desires into conscious awareness, allowing the ego to better manage the competing demands of the id and superego (Freud, trans. 1989). Carl Jung (1875-1961) - Analytical Psychology: Jung, a former collaborator of Freud, developed his own theory of the self, which he saw as the central archetype of the psyche. Jung believed that the self represented the unity and wholeness of the personality, and that the goal of psychotherapy was to help individuals achieve a state of self-realization or individuation. This involved integrating the conscious and unconscious aspects of the psyche, including the persona (the public face), the shadow (the repressed or hidden aspects of the self), and the anima/animus (the inner masculine or feminine) (Jung, 1959). Alfred Adler (1870-1937) - Individual Psychology: Adler, another former collaborator of Freud, emphasized the importance of social relationships and the drive for superiority in shaping the self. He believed that individuals develop a unique lifestyle or way of being in the world based on their early experiences and relationships, and that the goal of psychotherapy was to help individuals overcome feelings of inferiority and develop a healthy, socially-oriented way of living (Adler, trans. 1964). Fritz Perls (1893-1970) - Gestalt Therapy: Perls, the founder of Gestalt therapy, saw the self as an ongoing process of self-regulation and self-actualization. He believed that the goal of psychotherapy was to help individuals become more aware of their present-moment experience and to take responsibility for their thoughts, feelings, and actions. Perls emphasized the importance of contact between the self and the environment, and the need to integrate the different aspects of the self into a cohesive whole (Perls et al., 1951). Internal Family Systems (IFS) - Richard Schwartz (1950-present): IFS is a more recent approach that sees the self as being composed of multiple sub-personalities or "parts." These parts are seen as having their own unique qualities, desires, and beliefs, and the goal of IFS therapy is to help individuals develop a greater sense of self-leadership and inner harmony. The self is seen as the core of the personality, with the capacity to lead and integrate the different parts (Schwartz, 1995). As Schwartz writes in the introduction to his book on IFS, the model was heavily influenced by Gestalt therapy and the work of Carl Jung. Schwartz aimed to create a non-pathologizing approach that honored the complexity and wisdom of the psyche. IFS shares Jung's view of the self as the central organizing principle, surrounded by various archetypes or subpersonalities. It also draws on the Gestalt emphasis on present-moment awareness and the need for integration of different aspects of the self. However, IFS offers a more user-friendly language than classical Jungian analysis, without the need for extensive explanations of concepts like anima/animus. In IFS, a patient can quickly identify different "parts" - for example, a protector part that taps its foot and bites its nails to avoid painful feelings. By directly engaging with and embracing that part, the patient can access the vulnerable feelings and memories it is protecting against, fostering self-compassion and integration over time. The IFS model is an example of how contemporary approaches are building on the insights of depth psychology while offering more transparent, experience-near practices suitable for a wider range of patients and practitioners. It reflects an ongoing effort to develop a cohesive yet flexible understanding of the self that remains open to unconscious processes. Cognitive-Behavioral Therapy (CBT) - Aaron Beck (1921-2021) and Albert Ellis (1913-2007): CBT, developed by Beck and Ellis, focuses on the role of thoughts and beliefs in shaping emotional and behavioral responses. CBT sees the self as being largely determined by the individual's cognitions, and the goal of therapy is to help individuals identify and modify maladaptive or irrational beliefs and thought patterns. CBT places less emphasis on the unconscious or intrapsychic aspects of the self, and more on the conscious, rational processes that shape behavior (Beck, 1979; Ellis & Harper, 1975). Applied Behavior Analysis (ABA) - B.F. Skinner (1904-1990): ABA, based on the work of Skinner and other behaviorists, sees the self as a product of environmental contingencies and reinforcement histories. ABA focuses on observable behaviors rather than internal states or processes, and the goal of therapy is to modify behavior through the systematic application of reinforcement and punishment. ABA has been widely used in the treatment of autism and other developmental disorders, but has been criticized for its lack of attention to the inner experience of the self (Skinner, 1953; Lovaas, 1987). What is Self? One of the key challenges facing psychotherapy today is the lack of a coherent concept of self. The self is a complex and dynamic entity that is shaped by a range of internal and external factors, including our experiences, relationships, and cultural context (Baumeister, 1987). Unfortunately, many contemporary models of therapy fail to adequately capture this complexity, instead relying on simplistic and reductionistic notions of the self as a collection of symptoms or behaviors to be modified (Wachtel, 1991). To develop a more coherent and holistic concept of self, psychotherapy must draw on insights from a range of disciplines, including psychology, philosophy, anthropology, and the humanities (Sass & Parnas, 2003). This requires a willingness to engage with the messy and often paradoxical nature of the human experience, recognizing that the self is not a fixed entity but rather a constantly evolving process of becoming (Gendlin, 1978). The psychoanalyst Carl Jung's concept of the self as the central archetype, connected to the divine and the greater unconscious, offers a useful starting point for this endeavor. Jung believed that by making the unconscious conscious and dealing with ego rigidity, individuals could embody a deeper sense of purpose and connection to the universe (Jung, 1959). While we may not need to fully embrace Jung's metaphysical language, his emphasis on the dynamic interplay between conscious and unconscious processes, as well as the importance of symbol, dream, and myth in shaping the self, remains highly relevant today (Hillman, 1975). Other approaches, such as Internal Family Systems (IFS) therapy and somatic experiencing, also offer valuable insights into the nature of the self. IFS sees the self as a core of compassion, curiosity, and confidence that is surrounded by protective parts that arise in response to trauma and other challenges. By working with these parts and fostering greater integration and self-leadership, individuals can develop a more coherent and authentic sense of self (Schwartz, 1995). Similarly, somatic experiencing emphasizes the role of the body in shaping the self, recognizing that trauma and other experiences are stored not just in the mind but also in the muscles, nerves, and other physical structures (Levine, 1997). Models like IFS, somatic experiencing, and lifespan integration are appealing because they see the self as a dynamic ecosystem that is always evolving and striving for integration and actualization (Boon et al., 2011; Ogden et al., 2006; Pace, 2012). They don't try to label and categorize everything, recognizing that sometimes we need to just sit with feelings and sensations without fully understanding them intellectually. Lifespan integration in particular views the self as a continuum of moments threaded together like pearls on a necklace. Traumatic experiences can cause certain "pearls" or ego states to become frozen in time, disconnected from the flow of the self-narrative. By imaginally revisiting these moments and "smashing them together" with resource states, lifespan integration aims to re-integrate the self across time, fostering a more coherent and flexible identity (Pace, 2012). In contrast, the more behavioral and manualized approaches like CBT and ABA have a much more limited and problematic view. They see the self as just a collection of cognitions and learned behaviors, minimizing the role of the unconscious and treating people more like programmable robots (Shedler, 2010). If taken to an extreme, this is frankly offensive and damaging. There has to be room for the parts of the self that we can feel and intuit but not fully articulate (Stern, 2004). Ultimately, developing a coherent concept of self requires a willingness to sit with the tensions and paradoxes of the human experience, recognizing that the self is always in communication with the world around us, and that our sense of who we are is constantly being shaped by implicit memory and other unconscious processes (Schore & Schore, 2008). It requires remaining open to uncertainty and realizing that the self is never static or finished, but always dynamically unfolding (Bromberg, 1996). Good therapy helps people get in touch with their authentic self, not just impose a set of techniques to modify surface-level symptoms (Fosha et al., 2009). Understanding Implicit Memory Another critical challenge facing psychotherapy today is the lack of a shared language and understanding of implicit memory. Implicit memory refers to the unconscious, automatic, and often somatic ways in which our past experiences shape our present thoughts, feelings, and behaviors (Schacter et al., 1993). While the concept of implicit memory has a long history in psychotherapy, dating back to Freud's notion of the unconscious and Jung's idea of the collective unconscious, it remains poorly understood and often overlooked in contemporary practice (Kihlstrom, 1987). This is due in part to the dominance of cognitive-behavioral approaches, which tend to focus on explicit, conscious processes rather than the deeper, more intuitive and embodied aspects of the self (Bucci, 1997). To effectively address the role of implicit memory in psychological distress and personal growth, psychotherapy must develop a shared language and framework for understanding and working with these unconscious processes (Greenberg, 2002). This requires a willingness to engage with the body and the somatic experience, recognizing that our thoughts, feelings, and behaviors are deeply rooted in our physical being (van der Kolk, 2014). One way to think about implicit memory is as a kind of "photoshop filter" that our brain is constantly running, even when we are not consciously aware of it. Just as the center of our visual field is filled in by our brain based on the surrounding context, our implicit memories are constantly shaping our perceptions and reactions to the world around us, even when we are not consciously aware of them. This is why it is so important for therapists to be attuned to the subtle cues and signals that patients give off, both verbally and nonverbally. A skilled therapist can often sense the presence of implicit memories and unconscious processes long before the patient is consciously aware of them, and can use this information to guide the therapeutic process in a more effective and meaningful direction (Schore, 2012). At the same time, it is important to recognize that implicit memories are not always negative or pathological. In fact, many of our most cherished and meaningful experiences are encoded in implicit memory, shaping our sense of self and our relationships with others in profound and often unconscious ways (Fosshage, 2005). The goal of therapy, then, is not necessarily to eliminate or "fix" implicit memories, but rather to help individuals develop a more conscious and intentional relationship with them, so that they can be integrated into a more coherent and authentic sense of self (Stern, 2004). The Future of the Unconscious Many of the most interesting thinkers in the history of psychology understood this symbolic dimension of implicit memory, even if their specific theories needed refinement. Freud recognized the dynamic interplay of conscious and unconscious processes, and the way that repressed material could manifest in dreams, symptoms, and relational patterns (Freud, trans. 1989). Jung saw the unconscious as not just a repository of repressed personal material, but a deep well of collective wisdom and creative potential, populated by universal archetypes and accessed through dream, myth, and active imagination (Jung, 1968). Jung urged individuals to engage in a lifelong process of "individuation," differentiating the self from the collective while also integrating the conscious and unconscious aspects of the psyche (Jung, 1964). Reich connected chronic muscular tensions or "character armor" to blocked emotions and neurotic conflicts, pioneering body-based interventions aimed at restoring the free flow of life energy (Reich, 1980). While some of Reich's later work veered into pseudoscience, his core insights about the somatic basis of psychological experience were hugely influential on subsequent generations of clinicians (Young, 2006). More recently, emerging models such as sensorimotor psychotherapy (Ogden & Fisher, 2015), accelerated experiential dynamic psychotherapy (AEDP; Fosha, 2000), and eye movement desensitization and reprocessing (EMDR; Shapiro, 2017) aim to access and integrate implicit memories through body-based and imagistic techniques. By working with posture, sensation, movement, and breath, these approaches help patients bring nonverbal, affective material into conscious awareness and narrative coherence. Process-oriented therapies such as Arnold Mindell's process work (Mindell, 1985) offer another compelling framework for engaging implicit memory. Mindell suggests that the unconscious communicates through "channels" such as vision, audition, proprioception, kinesthesia, and relationship. By unfolding the process in each channel and following the flow of "sentient essence," therapists can help patients access and integrate implicit memories and in turn catalyze psychological and somatic healing. These contemporary approaches build on the insights of earlier clinicians while offering new maps and methods for navigating the realm of implicit memory. They point towards an understanding of the self as an ever-evolving matrix of conscious and unconscious, cognitive and somatic, personal and transpersonal processes. Engaging implicit memory is not about pathologizing the unconscious so much as learning its unique language and honoring its hidden wisdom. At the same time, this is tricky terrain to navigate, personally and professionally. As therapist and patient venture into the uncharted waters of the unconscious, it is crucial to maintain an attitude of humility, compassion, and ethical integrity (Stein, 2006). We must be mindful of the power dynamics and transference/countertransference currents that can arise in any therapeutic relationship, and work to create a safe, boundaried space for healing and transformation (Barnett et al., 2007). There is also a risk of getting lost in the fascinating world of the unconscious and losing sight of external reality. While depth psychology and experiential therapies offer valuable tools for self-exploration and meaning-making, they are not a replacement for practical skills, behavioral changes, and real-world action. We must be careful not to fall into the trap of "spiritual bypassing," using esoteric practices to avoid the hard work of embodying our insights and values in daily life (Welwood, 2000). Ultimately, the future of psychotherapy lies in integrating the best of what has come before while remaining open to new discoveries and directions. By combining scientific rigor with clinical artistry, cognitive understanding with experiential depth, and technical skill with ethical care, we can continue to expand our understanding of the self and the transformative potential of the therapeutic relationship. As we navigate the uncharted territories of the 21st century and beyond, we will need maps and methods that honor the full complexity and mystery of the human experience. Engaging with the unconscious and implicit dimensions of memory is not a luxury but a necessity if we are to rise to the challenges of our time with creativity, resilience, and wisdom. May we have the courage to venture into the depths, and the humility to be transformed by what we find there. Empowering Individuals to Be Themselves The ultimate goal of psychotherapy, in my view, is to empower individuals to become more effective at being themselves in the world and, in turn, better at transforming the world for the better. This requires a fundamental shift in the way that we think about mental health and well-being, moving beyond a narrow focus on symptom reduction and towards a more holistic and integrative approach that recognizes the interconnectedness of mind, body, and spirit. To achieve this goal, psychotherapy must embrace a range of approaches and techniques that are tailored to the unique needs and experiences of each individual. This may include somatic therapies that work with the body to release trauma and promote healing, such as somatic experiencing, sensorimotor psychotherapy, or EMDR (Levine, 1997; Ogden & Fisher, 2015; Shapiro, 2017). It may also include depth psychologies that explore the unconscious and archetypal dimensions of the psyche, such as Jungian analysis, psychosynthesis, or archetypal psychology (Jung, 1968; Assagioli, 1965; Hillman, 1975). And it may include humanistic and experiential approaches that emphasize the inherent worth and potential of each person, such as person-centered therapy, gestalt therapy, or existential psychotherapy (Rogers, 1995; Perls et al., 1951; Yalom, 1980). At the same time, psychotherapy must also be grounded in a deep understanding of the social, cultural, and political contexts in which individuals live and work. This requires a willingness to engage with issues of power, privilege, and oppression, recognizing that mental health and well-being are intimately connected to the broader structures and systems that shape our lives (Prilleltensky, 1997). It also requires a recognition that the goal of therapy is not simply to help individuals adapt to the status quo, but rather to empower them to become agents of change in their own lives and in the world around them (Freire, 1970). Therapists as Agents of the Post-Secular Sacred One way to think about this is through the lens of what depth psychologist David Tacey calls the "post-secular sacred" (Tacey, 2004). Tacey argues that we are moving into a new era of spirituality that is grounded in a deep respect for science and reason, but also recognizes the importance of myth, symbol, and the unconscious in shaping our experience of the world. In this view, the goal of therapy is not to strip away our illusions and defenses in order to reveal some kind of objective truth, but rather to help individuals develop a more authentic and meaningful relationship with the mystery and complexity of existence. This requires a willingness to sit with the discomfort and uncertainty that often accompanies the process of growth and transformation. It also requires a recognition that the path to wholeness and healing is not always a straight line, but rather a winding and often circuitous journey that involves confronting our deepest fears and vulnerabilities (Jung, 1959). Therapists of Agents of the Post Secular Sacred Riddle in the Garden by Robert Penn Warren My mind is intact, but the shapes of the world change, the peach has released the bough and at last makes full confession, its pudeur had departed like peach-fuzz wiped off, and We now know how the hot sweet- ness of flesh and the juice-dark hug the rough peach-pit, we know its most suicidal yearnings, it wants to suffer extremely, it Loves God, and I warn you, do not touch that plum, it will burn you, a blister will be on your finger, and you will put the finger to your lips for relief—oh, do be careful not to break that soft Gray bulge of blister like fruit-skin, for exposing that inwardness will increase your pain, for you are part of this world. You think I am speaking in riddles. But I am not, for The world means only itself. In the image that Penn Warren creates in "Riddle in the Garden" is a labyrinth leading back to the birth of humans in the garden of Eden.  Life itself is a swelling of inflammation from a wound or a need in both blisters and in peaches. You cannot have one part of the process without accepting all of it. The swelling in the growth of the fruit is also the swelling in the growth of a blister of pain. The peach must swell and become a sweet tempting blister or else no one would eat it and expose the "inwardness" of the seed to grow more trees.  exists to be eaten to die. We eat the peach to grow the next one. Not to touch the “suicidal” peach is not to touch life itself. For to live is to be hurt and to grow. To touch the peach is to become part of the world like Adam and Eve found out. It hurts it blisters us turning us into fruit.  For Penn Warren it is the separation of the self from the world of divine connection with nature that creates our need for meaning. This need is the reason that patients come to therapy. God tells us that “I am the lord your God” but Penn Warren tells us “I am not”. For “The world means only itself”. This process only has the meaning that we allow ourselves to give it. This is not a riddle, Penn Warren tells us.  It is only something we have to deal with but cannot not solve. The world means only itself. There is no gimmick or solution to the problem of being human.  In other words, the process of becoming more fully ourselves is not always easy or comfortable. It requires a willingness to confront the pain and suffering that is inherent in the human condition, and to recognize that growth and healing often involve an alchemical kind of death and rebirth. But it is precisely through this process of facing our fears and vulnerabilities that we can begin to develop a more authentic and meaningful relationship with ourselves, with others, and with the world around us. Ultimately, the goal of psychotherapy is not to provide answers or solutions, but rather to create a space in which individuals can begin to ask deeper questions about the nature of their existence and their place in the world. It is to help individuals develop the tools and capacities they need to navigate the complexities of life with greater courage, compassion, and wisdom. And it is to empower individuals to become more effective at being themselves in the world, so that they can contribute to the greater whole and help to create a more just, equitable, and sustainable future for all. The Future of Psychotherapy The corporatization of healthcare and academia poses a serious threat to the future of psychotherapy, undermining its ability to effectively address the complex realities of the human experience. To remain relevant and effective in the face of these challenges, the field must embrace a more holistic and integrative approach that recognizes the interconnectedness of the mind, body, and spirit. This requires a renewed commitment to developing a coherent concept of self, a shared language and understanding of implicit memory, and a vision of psychotherapy as a means of empowering individuals to become more effective at being themselves in the world and, in turn, better at transforming the world for the better. It also requires a willingness to engage with the full complexity and paradox of the human experience, recognizing that growth and healing often involve a kind of death and rebirth, and that the path to wholeness is not always a straight line. As the psychologist Carl Jung once wrote, "The privilege of a lifetime is to become who you truly are." Psychotherapy and the Dialectic of Self and World As we have explored throughout this essay, the self does not exist in a vacuum, but is always in dynamic interaction with the world around it. Our sense of who we are, what we value, and what is possible for us is shaped by a complex interplay of internal and external factors, from our earliest experiences of attachment and attunement to the broader social, cultural, and political contexts in which we are embedded. In many ways, psychotherapy can be seen as a process of exploring and working with the dialectical tension between self and world, between our innermost longings, fears, and aspirations and the often harsh realities of the environments we find ourselves in. When we enter therapy, we bring with us not only our own unique histories, personality structures, and ways of being, but also the internalized messages, expectations, and constraints of the world around us. For many individuals, these internalized messages and constraints can feel suffocating, limiting their sense of possibility and agency in the world. They may find themselves feeling stuck, trapped, or disconnected from their authentic selves, playing roles and wearing masks that no longer fit who they really are. In the face of external pressures to conform, to achieve, to fit in, the self can become fragmented, disempowered, or lost. The task of psychotherapy, then, is to help individuals rediscover and reclaim a sense of self that feels vital, authentic, and empowered, while also developing the skills and capacities needed to navigate the complexities of the world with greater flexibility, resilience, and integrity. This requires a delicate balance of supportive and challenging interventions, of validating the individual's unique experience while also gently questioning and expanding their assumptions about what is possible. On one end of the spectrum, an overly supportive or myopic approach to therapy can run the risk of enabling individuals to remain stuck in limiting patterns and beliefs, reinforcing a sense of helplessness or dependence on the therapist. While providing a warm, empathic, and nonjudgmental space is essential for building trust and safety in the therapeutic relationship, it is not sufficient for fostering real growth and change. Individuals need to be challenged to step outside their comfort zones, to experiment with new ways of being and relating, and to take responsibility for their choices and actions in the world. On the other end of the spectrum, an overly challenging or confrontational approach to therapy can be experienced as invalidating, shaming, or even retraumatizing, particularly for individuals with histories of abuse, neglect, or marginalization. Pushing individuals to "toughen up," to adapt to oppressive or toxic environments, or to simply accept the "reality" of their situation without questioning or resisting it can lead to a kind of false or forced adaptation, a loss of self that is no less harmful than remaining stuck. The key, then, is to find a middle path between these extremes, one that honors the individual's inherent worth, agency, and potential while also recognizing the very real constraints and challenges of the world they inhabit. This requires a deep understanding of the ways in which power, privilege, and oppression shape our experiences and identities, as well as a willingness to grapple with the existential questions of meaning, purpose, and authenticity that arise when we confront the gap between who we are and who we feel we ought to be. In practice, this might involve helping individuals to: Develop a clearer and more coherent sense of self, one that integrates the various parts of their personality, history, and identity in a way that feels authentic and meaningful to them. Identify and challenge limiting beliefs, assumptions, and patterns of behavior that keep them stuck or disconnected from their true desires and values. Cultivate greater self-awareness, self-compassion, and self-acceptance, learning to embrace the full range of their thoughts, feelings, and experiences with curiosity and kindness. Develop the skills and capacities needed to communicate effectively, set healthy boundaries, and navigate relationships and social situations with greater ease and confidence. Explore and experiment with new ways of being and relating in the world, taking risks and stepping outside their comfort zones in service of their growth and healing. Engage critically and creatively with the social, cultural, and political contexts that shape their lives, developing a sense of empowerment, agency, and social responsibility. Connect with a deeper sense of meaning, purpose, and spirituality, one that transcends the ego and connects them to something greater than themselves. Ultimately, the goal of psychotherapy is not simply to help individuals adapt to the world as it is, but to empower them to become active agents of change, both in their own lives and in the larger systems and structures that shape our collective reality. By developing a stronger, more integrated, and more authentic sense of self, individuals can begin to challenge and transform the limiting beliefs, oppressive power dynamics, and dehumanizing narratives that keep us all stuck and disconnected from our shared humanity. In this sense, psychotherapy is not just a personal journey of healing and self-discovery, but a deeply political and moral enterprise, one that calls us to envision and create a world that is more just, compassionate, and sustainable for all. As therapists, we have a unique opportunity and responsibility to support individuals in this process, to bear witness to their pain and their resilience, and to help them find the courage, clarity, and creativity needed to live a life of purpose, integrity, and connection. As the existential psychiatrist Viktor Frankl once wrote, "Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom." By creating a space for individuals to explore and expand their capacity to choose, to respond to the world with authenticity and agency, psychotherapy can play a vital role in the ongoing dialectic of self and world, of personal and collective transformation. 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We had the absolute pleasure of interviewing literary agent Queen THE Eva Scalzo

Marie Curie was a revolutionary scientist discovering a previously unknown state of matter, as well as two elements on the periodic table. She was first woman to win the Nobel Prize and first person to win in twice (not to mention in different scientific fields). Join us for the incomparable Marie Curie! Sources: Curie, Eve, and Vincent Sheean. Madam Curie. Mass., Houghton Mifflin, 1963. Editors. “Marie Curie.” Encyclopædia Britannica, Encyclopædia Britannica, inc., 11 Mar. 2024, www.britannica.com/biography/Marie-Curie. Goldsmith, Barbara. Obsessive Genius: The Inner World of Marie Curie. Paw Prints, 2008.

Grand tidings! On this week's episode, we explore four of mythology's most elusive and mysterious realms only just beyond our sight and reach--though they exist more closely to our world than we think...Instagram: @beyondtheseaspodcastPodcast website: https://beyondtheseas.buzzsprout.com/More info: https://www.kierandanaan.com/beyond-the-seasSubscribe for all the mythological and folkloric episodes, posted weekly.This week's book: The Eagle and the Raven, by Pauline GedgeSources-“Everything you need to know about Tír na nÓg.” Celtic Titles, 10 February 2022. celtictitles.com/blog/tir-na-nog-Grey, Orrin. “The Lost World of Agartha and The History Behind the Myth.” The Polarist, 2 March 2023. www. theportalist.com/lost-world-agartha. -Hill, Bryan. “Hy-Brasil: The Legendary Phantom Island of Ireland.” Ancient Origins, www.ancient-origins.net/unexplained-phenomena/hy-brasil-legendary-phantom-island-ireland-003608. Accessed 15 January 2024. -McAnally, D.R. Irish Wonders. Boston, Houghton Mifflin, 1888. -Strom, Caleb. “Avalon: A Real Island Obscured by Legend, or Just a Legendary Island?” Ancient Origins. www.ancient-origins.net/myths-legends/avalon-real-island-obscured-legend-or-just-legendary-island- 007685. Accessed 15 January 2024. Music"Irish Mountains" by Ben Winwood"Aisling" by Hans Johnson"Wee Folk" by Ian Post"A Daydream About Spring" by Mark Tyner, 2018 - Creative Commons LicenseCheers,Kieran

What is spitballing? A way to open up new ideas and possibilities in response to a writer's story in a way that brightens their imagination and allows them to “steer into the curve,” making the story truly their own. Michael Lowenthal, who teaches a similar workshop method with the Story Lab at Lesley University, gives us some pointers about how to make the process work and what to avoid.There's still time to register for our live webinar, beginning tomorrow. Email me at 7amnovelist.substack.com if you want to take part. You can also watch the recordings here on our SubStack page or listen to the podcast on your favorite podcast platform. Subscribe to our Substack page for updates.Want “spitballing” help for one of your own writing obstacles? Subscribers can email a one-minute-or-less recording (Wave, MP4, or M4A format) detailing “What's Holding You Back?” to 7amnovelist@substack.com. If making a recording seems impossible, submit your responses in writing (under 200 words).Michael Lowenthal is the author of four novels: The Same Embrace (Dutton, 1998); Avoidance (Graywolf Press, 2002); Charity Girl (Houghton Mifflin, 2007), which was a New York Times Book Review “Editors' Choice” and a Washington Post “Top Fiction of 2007″ pick; and The Paternity Test (University of Wisconsin Press, 2012), an Indie Next selection and a Lambda Literary Award finalist. His short stories and essays have appeared in Tin House, Ploughshares, the Southern Review, Guernica, True Story, and the Kenyon Review, and have been widely anthologized, in such volumes as Lost Tribe: Jewish Fiction from the Edge, Bestial Noise: The Tin House Fiction Reader, and Best New American Voices 2005. He has also written for the New York Times Magazine, Boston Magazine, the Washington Post, the Boston Globe, Out, and many other publications. His first story collection, Sex With Strangers, was published in March 2021. Lowenthal lives in Boston. Since 2003, he has been a faculty member in the low-residency MFA program at Lesley University. Thank you for reading The 7am Novelist. This post is public so feel free to share it. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit 7amnovelist.substack.com

In part because there are over 10,000 known human diseases and symptoms thereof may have numerous possible explanations, frequently diagnostic tests can be in-determinative or less informative than observing (termed: watchful waiting) a suspected disease's clinical course over time.  Because of diagnostic complexities population level diagnostic errors represent a significant public health problem.  Nevertheless, despite the progress made in treating cancer - as Ropeik writes in his introduction two-thirds of nearly 200 types of cancer are either treatable as chronic diseases or entirely curable - cancer today remains the emperor of nosophobias that in turn leads to over-screening, over diagnosis and false positives, over treatment, potentially harmful side effects, death and excessive healthcare budgeting and wasteful spending.  As one reviewer of the book wrote, “Ropeik details how the gravity force of cancerphobia warps risk perception, leading to personal and societal harms and legislative misdirection.”  During this interview Mr. Ropeik begins by clarifying the book's discussion is at the population level, disputes the belief cancer always needs be diagnosed as soon as possible and describes the US Preventive Services Taskforce's (USPSFT's) work upon which his book is based. He next discusses USPSTF's (evolving) mammography screening recommendations for breast cancer, the prevalence of associated false positive diagnoses particularly related to DCIS (ductal carcinoma in situ). He discusses his chapter regarding environmental agents as cancer agents or contributing to the fear of cancer, the lack of a relationship between federal funding and the burden of disease, e.g., breast v pancreatic cancer funding. He concludes by discussing policy solutions that can simultaneously reduce cancer phobia and improve the effectiveness and cost cancer care. Mr. David P. Ropeik is a retired Harvard University Instructor, author, and international consultant on risk perception, risk communication, and risk management. He worked as a television reporter for WCVB-TV in Boston from 1978 – 2000 specializing on environment and science issues, wrote a science column for The Boston Globe, taught journalism at Boston University, Tufts University, and MIT, was a Knight Science Journalism Fellow at MIT and a member of the Board of Directors of the Society of Environmental Journalists. Mr. Ropeik previously published “How Risky Is It, Really? Why Our Fears Don't Always Match the Facts,” (2010, McGraw Hill), and co-author of “RISK, A Practical Guide for Deciding What's Really Safe and What's Really Dangerous in the World Around You,” (2002, Houghton Mifflin). Mr. Ropeik has also authored more than 50 articles, book chapters, and other essays on risk perception and risk communication published in The New York Times, The Washington Post, The Los Angeles Times, USA Today, Scientific American, The Atlantic Monthly, Health Affairs, Issues in Science and Technology and elsewhere. He writes a blog for Psychology Today and blogged at Big Think and The Huffington Post. Among numerous awards Mr. Ropeik is a two time winner of the DuPont-Columbia Award and seven regional EMMY awards. Information on “Curing Cancer-Phobia” is at: https://www.press.jhu.edu/books/title/12956/curing-cancerphobia. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit www.thehealthcarepolicypodcast.com

EPISODE 1824: In this KEEN ON show, Andrew talks to Nora Krug, author of DIARIES OF WAR, about the contrasting realities of a Ukrainian journalist and a Russian artist in the first year of the Russian invasionNora Krug is a German-American author and illustrator whose drawings and visual narratives have appeared in newspapers, magazines and anthologies internationally. Her illustrations have been recognized with gold and silver medals by the Society of Illustrators and the NY Art Directors Club. Krug is a recipient of fellowships from Fulbright, the John Simon Guggenheim Memorial Foundation, the Pollock-Krasner Foundation, the Maurice Sendak Foundation, and others. Her books are included in the Library of Congress and the Rare Book and Manuscript Library at Columbia University. Krug was named Moira Gemmill Illustrator of the Year and 2019 Book Illustration Prize Winner by the Victoria and Albert Museum. Her visual memoir Belonging: A German Reckons with History and Home (Scribner, 2018, foreign edition title Heimat), about WWII and her own German family history, was chosen as a best book of the year by the New York Times, The Guardian, NPR, Kirkus Review, the San Francisco Chronicle, and the Boston Globe. It was the winner of the 2018 National Book Critics Circle Award, the Lynd Ward Graphic Novel Prize, the Art Directors Club gold cube and discipline winner cube, the Society of Illustrators silver medal, and the British Book Design and Production Award, among others. Her collaboration with historian Timothy Snyder, a graphic edition of On Tyranny: Twenty Lessons from the Twentieth Century (Ten Speed Press, 2021), was named a Best Graphic Novel of 2021 by the New York Times, a New York Times Editor's Choice, one of Germany's Most Beautiful Books of 2022 and won a gold medal from the Society of Illustrators. Diaries of War, her Pulitzer Prize-nominated book of graphic journalism that chronicles the contrasting experiences of a Ukrainian journalist and a Russian artist, both grappling with the realities of Russia's renewed invasion of Ukraine in 2022, won the Oversea's Press Club's Best Cartoon Award runner-up citation. Her visual biography, Kamikaze, about a surviving Japanese WWII pilot, was included in Houghton Mifflin's Best American Comics and Best Non-Required Reading, and her animations were shown at the Sundance Film Festival. Krug is Associate Professor of Illustration at the Parsons School of Design in New York City. Prior to her professorship at Parsons, Krug served as a Professor of Illustration at Muthesius University of Fine Arts and Design in Kiel, Germany. She holds a B.A. Honours degree in Performance Design from the Liverpool Institute for Performing Arts, a Diplom in Visual Communications from the University of Arts Berlin, and an M.F.A. in Illustration as a Visual Essay from the School of Visual Arts in New York.Named as one of the "100 most connected men" by GQ magazine, Andrew Keen is amongst the world's best known broadcasters and commentators. In addition to presenting KEEN ON, he is the host of the long-running How To Fix Democracy show. He is also the author of four prescient books about digital technology: CULT OF THE AMATEUR, DIGITAL VERTIGO, THE INTERNET IS NOT THE ANSWER and HOW TO FIX THE FUTURE. Andrew lives in San Francisco, is married to Cassandra Knight, Google's VP of Litigation & Discovery, and has two grown children.

Dr. Paul J. LeBlanc is President of Southern New Hampshire University, the nation's largest nonprofit provider of online higher education. Under his leadership since 2003, SNHU has grown from 2,800 to over 220,000 learners. He has served as Senior Policy Advisor at the Department of Education and currently serves on the National Advisory Committee on Institutional Quality and Integrity. An immigrant and first-generation college student himself, Dr. LeBlanc holds degrees from Framingham State, Boston College, and UMass. He directed a tech startup for Houghton Mifflin and was President of Marlboro College before coming to SNHU in 2003. We discuss his new book, Broken: How Our Social Systems are Failing Us and How We Can Fix Them . We also talk about technology and artificial intelligence as it affects social systems.

Do you hate writing exercises? Do you feel they are contrived and a waste of time? So did Robert Frost and Poet Michael Collier, who believed a writer's whole nature must be in everything he writes. But Michael shows us how writing exercises can build community via a Three Goat Story in this Inspiration Takeover, a series of mini-episodes with different writers who offer us a little dose of inspiration. Michael Robert Collier is an American poet, teacher, creative writing program administrator and editor. He has published five books of original poetry, a translation of Euripides' Medea, a book of prose pieces about poetry, and has edited three anthologies of poetry. From 2001 to 2004 he was the Poet Laureate of Maryland. As of 2011, he is the director of the Bread Loaf Writers' Conference, a professor of creative writing at the University of Maryland, College Park, and the poetry editorial consultant for Houghton Mifflin (now Houghton Mifflin Harcourt).

We're talking about what we often call in the neurodivergent space, long runways, for our emerging young adults, specifically alternative paths for differently wired students who are graduating high school but may not either be ready for a “typical” college experience or for whom college isn't part of the plan.We do get a little update from Dave on the admissions landscape, but most of the this episode is dedicated to considering other options for students, including gap years, apprenticeships, taking a few classes at a community college, and most importantly, slowing the whole “launching” process down to support kids who would really benefit from extra time to develop and grow, recover from mental health challenges, destress, and more. About my guest:David L Marcus is a college admissions coach who loves helping students and parents find balance and joy. He has been a journalist, author and teacher – as well as a writing coach for CEOs.David wrote a book about college admissions, Acceptance (published by Penguin Books). He also wrote a book about struggling teens, What It Takes to Pull Me Through (published by Houghton Mifflin). He has appeared on the Today show and NPR's Morning Edition; he has spoken about education at conferences, schools, churches, and synagogues across the U.S. David is an honors graduate of Brown University. He was a Nieman Fellow at Harvard. But he says classes at a community college changed his life.Things you'll learn:What has changed for students who are college bound now that we are through the pandemicHow the decision-making and admission process has changed for students and for collegesWhy gap years can be such a good option for some students and the different ways a gap year might lookWhy community college might be a good starting point for neurodivergent kidsOther options for kids who don't want to take the college route after high schoolAdvice for parents with kids close to the end of high school on how to support them after they graduateResources:David Marcus' websiteAcceptance: A Legendary Guidance Counselor Helps Seven Kids Find the Right Colleges–and Find Themselves by David MarcusWhat It Takes To Pull Me Through: Four Troubled Teenagers And Fourteen Months That Transformed Them by David MarcusCollege Vetting, Admissions, & Accommodations for Differently Wired Students (Tilt Parenting Podcast)Seven Steps to College Success: A Pathway for Students with Disabilities by Elizabeth HambletGap Year AssociationCollege Autism SpectrumSupport the showConnect with Tilt Parenting Visit Tilt Parenting Take the free 7-Day Challenge Read a chapter of Differently Wired Follow Tilt on Twitter & Instagram

Join us for episode 262 of Gathering The Kings Podcast, featuring our guest, Greg Davis, the CEO of Bigleaf Networks. Rising from a restaurant tragedy to tech titan, Greg pivoted his career with a unique twist, pouring his operational prowess into the tech space, laser-focused on human safety. With five high-impact tech ventures to his name, he's a powerhouse in business strategy and a master at rallying teams towards crystal-clear goals.Get ready to be blown away with Greg's fresh takes on universal business processes, strategic decision-making, and value creation. You'll get an insider's look into how he navigates large operations, leans into his gut instincts, and even the story behind "Hunger Rush", a nod to his family roots. Greg, the perfect blend of super-smart and super-relatable, will ignite your business thinking. So, brace yourself and hit that play button – this is a must-listen episode!During this episode, you will learn about;[01:13] Introduction to Greg Davis and his business[05:11] Greg's burning desire that keeps him pushing[10:43] A good decision that Greg has made in his career [18:39] Greg reflects on what causes bad decisions[23:57] Greg's decision making process[26:59] How and when to trust your gut to make decisions[29:43] One KPI Greg would track if he had to choose only one?[32:09] Greg's book recommendations[35:12] How Greg obsesses over work and family [38:29] What advice would Greg give to his younger self?[40:13] How to connect with Greg Davis[41:18] Info on Gathering The Kings MastermindNotable Quotes"Greed is compelling, and it's available all the time." - Greg Davis"My lesson to everyone else is: when the boat leaves the dock, you want to be on the dock waving." - Greg Davis"You can burn a lot of calories chasing things that don't necessarily make sense." - Greg Davis"Great ideas that you can't execute are a waste of time." - Greg Davis"I waited way too long to start making big-boy decisions in my life." - Greg Davis"There is a whole skillset that a woman has, especially in the way she thinks, that I don't have. That's the part I'm always trying to pick from." - Chaz Wolfe (Host)"Go be all that you're meant to be. Make bold decisions." - Chaz Wolfe (Host)Books and Resources Recommended:Bissinger, Buzz. Three Nights in August. Houghton Mifflin, 2005.Three Nights In August: Strategy, Heartbreak, and Joy Inside the Mind of a Manager: Bissinger, Buzz: 9780618710539: Amazon.com: BooksLencioni, Patrick. The Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass, 2002.The Five Dysfunctions of a Team: A Leadership Fable: Patrick M. Lencioni,Patrick Lencioni: 9788126522743: Amazon.com: BooksHorowitz, Ben. The Hard Thing About Hard Things: Building a Business When There Are No Easy Answers. HarperBusiness, 2014.

This episode is amazing, and Bela chats with the brilliant, prolific author Amy Ferris (author of "Mighty Gorgeous, A Little Book About Messy Love).   Amy's life has been the most incredible journey, from watching her father get arrested (and then acquitted),  leaving home at 15 years old to go live on a commune (Jewish girls did NOT do that back in the day), lots of bad men along the way, and the connection to the RIGHT one (during the filming of a movie she wrote, directed by Anthony Minghella, and starring half a dozen Hollywood icons).    Amy is a fierce advocate for women, and for helping us to love EVERY SINGLE PART of ourselves.   You'll hear her best, grooviest advice, her love lessons, why people-pleasing is so detrimental, how to "Own Your Life", why "Self Love is Good Love is Grand Love is Love", and why we shouldn't waste time. You can pre-order her book here (releases 10/23):  https://amzn.to/3qiOZQ6 About Amy Ferris: Amy Ferris is an author, editor, screenwriter and playwright. Her memoir, Marrying George Clooney: Confessions from a Midlife Crisis (Seal Press),was adapted into an Off-Broadway play in 2012. As a screenwriter, she co-wrote the film Mr. Wonderful and was nominated for a Best Screenplay Award (BET, Black Reel Award) for her adaptation of the film Funny Valentines. Her YA book a greater goode was published by Houghton Mifflin. As an editor, she curated Shades of Blue: Writers on Depression, Suicide, and Feeling Blue (Seal Press) and co-edited the anthology Dancing at The Shame Prom (Seal Press). She recently co-authored the book Old School Love (HarperCollins) with Rev Run of Run-DMC fame. In 2019, she was named one of Women's eNews's “21 Leaders for the 21st Century,” and in 2021 she was a recipient of NextTribe's, “Women of the Year.” Amy is a co-founder of the Milford Readers and Writers Festival.  She makes her home in Pennsylvania. Download this episode, share it on social, and sign up for our free newsletter by filling out any contact form on our site (www.smartdatingacademy.com).  Follow us on Instagram as well @smartdatingacademy! Follow us on Instagram at @smartdatingacademy Schedule your consultation with us here!   We are on a waiting list, and would love to help you!  https://www.smartdatingacademy.com/11-coaching/coaching-call-with-bela

Here we wrap up the main sequence of the Spanish Armada story. As all hope of a rendezvous with Parma has been lost, Medina Sidonia has no choice but to bring his ships north around Scotland and Ireland, and then back on the long journey south back to Spain. We bid farewell to Drake, Recalde, Frobisher, the Valdes cousins, and all of the other friends we've made along the way. Sources:Allingham, Hugh. "The Spanish Armada: A Spanish Captain's Experiences in Ulster in 1588: A Reminiscence (With Notes)." Ulster Journal of Archaeology, vol. 1, no. 3, pp. 178 - 194. Flanagan, Laurence. "The Irish Legacy of the Armada." Archaeology Ireland, vol. 2, no. 4, Winter 1988, pp. 145 - 149Hanson, Neil. The Confident Hope of a Miracle. Knopf, 2003. Howarth, David. The Voyage of the Armada. Penguin, 1982.Jensen, De Lamar. “The Spanish Armada: The Worst-Kept Secret in Europe.” The Sixteenth Century Journal, vo. 19, no. 4, Winter 1988, pp. 621 - 641.Kelleher, Connie. "La Trinidad Valencera - 1588 Spanish wreck: results of the Underwater Archaeology Unit's work at the site 2004-6." The Journal of Irish Archaeology, vol. 20, pp. 123 - 139.Lowth, Cormac F. "Finds of the Spanish Armada." Dublin Historical Record, vol. 57, no. 1, Spring 2004, pp. 24 - 37. Mackie J.D. "Scotland and the Spanish Armada." The Scottish Historical Review, vol. 12, no. 45, Oct 1914, pp. 1 - 23. Martin, Colin and Geoffrey Parker. The Spanish Armada. Norton, 1988.Mattingly, Garrett. The Armada. Houghton Mifflin, 1959.Parker, Geoffrey. The Army of Flanders and the Spanish Road: 1567- 1659 2nd Edition. Cambridge, 2004.Thomas, Hugh. World Without End: Spain, Philip II, and the First Global Empire. Random House, 2014.Check out our Patreon here!Support the show

Tracy Kidder is the author of eleven books, including The Soul of a New Machine and Mountains Beyond Mountains. His latest is Rough Sleepers. “I do think it's an interesting challenge to try to write about virtue, with all that's always mixed with it. Some writers have said it's virtually impossible … but it's not impossible. … People who are really trying, struggling against the odds, I think they're worth writing about.” Show notes: tracykidder.com Kidder on Longform Kidder's Atlantic archive 01:00 “‘You Have to Learn to Listen': How a Doctor Cares for Boston's Homeless” (The New York Times • Jan 2023) 06:00 “The Good Doctor” (New Yorker • July 2000) 06:00 Mountains Beyond Mountains (Random House • 2009) 19:00 Good Prose (Kidder and Richard Todd • Random House • 2013) 21:00 House (Houghton Mifflin • 1985) Learn more about your ad choices. Visit podcastchoices.com/adchoices

Anne Elizabeth Moore is the author of the essay collection Body Horror: Capitalism, Fear, Misogyny, Jokes, available from The Feminist Press. It is the official May pick of the Otherppl Book Club. Moore was born in Winner, SD. She is the author of Unmarketable (2007), the Eisner Award-winning Sweet Little Cunt (2018), Gentrifier: A Memoir (2021), which was an NPR Best Book of the Year, and others. She is the founding editor of Houghton Mifflin's Best American Comics and the former editor of Punk Planet, The Comics Journal, and the Chicago Reader. She has received support from the National Endowment for the Arts, the New York State Council on the Arts, and the Ragdale Foundation. She is a Fulbright Senior Scholar, has taught in the Visual Critical Studies department at the School of the Art Institute of Chicago, and was the 2019 Mackey Chair of Creative Writing at Beloit College. She lives in the Catskills with her ineffective feline personal assistants, Taku and Captain America. *** Otherppl with Brad Listi is a weekly literary podcast featuring in-depth interviews with today's leading writers. Available where podcasts are available: Apple Podcasts, Google Podcasts, Spotify, Stitcher, iHeart Radio, etc. Subscribe to Brad Listi's email newsletter. Support the show on Patreon Merch @otherppl Instagram  YouTube TikTok Email the show: letters [at] otherppl [dot] com The podcast is a proud affiliate partner of Bookshop, working to support local, independent bookstores. Learn more about your ad choices. Visit megaphone.fm/adchoices

In Part III of our Series on the Spanish Armada, it's showtime! We cover the engagements at Portland Bill, the Isle of Wight, and Gravelines. We discuss flyboats, fireships, and timebombs. We finally criticize our boy Medina Sidonia. This episode really has it all. Sources:Hanson, Neil. The Confident Hope of a Miracle. Knopf, 2003.Howarth, David. The Voyage of the Armada. Penguin, 1982.Martin, Colin and Geoffrey Parker. The Spanish Armada. Norton, 1988.Mattingly, Garrett. The Armada. Houghton Mifflin, 1959. Parker, Geoffrey. The Army of Flanders and the Spanish Road: 1567- 1659 2nd Edition. Cambridge, 2004.Thompson, I. A. A. “The Appointment of The Duke of Medina Sidonia to the Command of the Spanish Armada.” The Historical Journal, vol. 12, no. 2, 1969, pp. 197 - 216.Check out our Patreon here!Support the show

In years past, summer school has been used as a way to punish kids who were falling behind, putting them into remedial classes where there was a lot of rote memorization and dry reading crammed into a short space. While those days aren't fully over yet, many organizations and schools are working hard to create summer school programs that are engaging and allow students to succeed on their own terms.   Imagine Learning is one such organization. Through technology, teachers can personalize learning for students and try out new modalities in summer school. And students can grow leaps and bounds in smaller classes with teachers who are more focused on their needs.   This week on the podcast, Sari Factor of Imagine Learning is sharing more about the benefits of summer school, why we shouldn't be afraid of technology, how we can use summer school as a way to address inequity in learning, and so much more.   If you're an educator or parent who is wondering about the value of summer school, it's time to listen in!   About Sari Factor: Sari is the Vice Chair and Chief Strategy Officer at Imaging Learning.   She began her career as a mathematics teacher but soon thought of much bigger ways to impact students. Recognizing that technology could greatly transform the way students learn, she made a career move into education technology and has been working to leverage technology to help students, teachers, schools, and districts ever since.   Sari joined Imagine Learning in 2011 and has held leadership positions at successful educational publishing and learning technology companies, including Kaplan, McGraw-Hill, Houghton Mifflin, and Everyday Learning Corporation. “I knew that I could fulfill my vision to combine technology with research on learning to make education truly student-centered.”  Jump in the Conversation: [1:39] Where transforming education began for Sari [2:42] - A tech upside to the pandemic [3:59] - First response to tech is to feel threatened [4:57] - You can't separate school work from work at large [5:25] - How Imagine Learning is maximizing student learning [6:35] - In summer school in particular, you can personalize learning in a way you can't during the regular school year [8:26] - Teachers can focus better in summer school [9:45] - Personalized intervention comes into play for mastery learning [12:54] - The gift of mastery based learning [14:40] - Making a positive impact on test scores [17:50] - How administrators can address burnout of year round schooling and support teachers and students [21:21] - Summer classes can address inequity in learning [24:48] - What learners and educators can feel less daunted about summer school [27:36] - Turbo Time [32:48] - Sari's Magic Wand [34:00] - Maureen's Takeaways Links & Resources Imagine Learning Connect with Sari on LinkedIn Email Maureen Maureen's TEDx: Changing My Mind to Change Our Schools The Education Evolution Facebook: Follow Education Evolution Twitter: Follow Education Evolution LinkedIn: Follow Education Evolution EdActive Collective Maureen's book: Creating Micro-Schools for Colorful Mismatched Kids Micro-school feature on Good Morning America The Micro-School Coalition Facebook: The Micro-School Coalition LEADPrep  

5 Minute WriterArticleLast week's interview with Author Aaron Philip ClarkConnect with Lori on TwitterConnect with David on Twitter3 BIG TAKEAWAYSWhat agents are looking for in a clientYour first 5-10 pagesWhat it's like working with an agentEPISODE INFO:Are you looking to land an agent in 2023? In this episode, Aevitas Creative literary agent Lori Galvin is going to share the things you need to know if you want to grab an agent's attention, both in your query letter and bio, but also when talking to an agent, and even those all-important first few pages. She even shares something I hadn't heard before from agents about what they're really looking for in a client. BIO:Lori Galvin is a senior literary agent with Aevitas Creative Management. Previously she worked as an editor at Houghton Mifflin and America's Test Kitchen. And, she also survived running a b&b in coastal Maine. She represents fiction (crime and book club) and select nonfiction (true crime, memoir, and food writing). A few of her clients include Kwame Onwuachi, Wanda M. Morris, and Sara Goudarzi.Tweet me @DavidRGwyn

In this interview, Tracy sits down with award-winning children's book author and travel journalist, Maxine Schur. Her stories convey the depth of her world travels and provide readers a glimpse into the rich, and enchanting world she has discovered. With decades of writing experience, Maxine is truly a master at what she does, and her passion for travel and experiencing all that the world has to offer shines through beautifully written and illustrated stories. About the Author: Maxine Schur was the Baker-Nord Guest Lecturer on Writing for Children in the Humanities at Case Western Reserve University and teaches children's book writing at the San Francisco Writing Salon. She has won several awards including the Sydney Taylor Award which she has won twice. Maxine has written children's fiction and non-fiction for numerous trade publishers and for educational publishers including Houghton-Mifflin, Heinemann, Addison-Wesley, National Geographic Kids. She has also written imaginative children's content for the BBC television program, Playschool and the Children's Television Workshop. Learn more about Maxine and her books at www.maxineroseschur.com.

In the 29th episode, we take a look at a man synonymous with fearmongering and baseless accusations: Joseph McCarthy.SourcesAdams, John G. Without Precedent: The Story of the Death of McCarthyism. W. W. Norton & Co., New York, 1983.Belfrage, Cedric. The American Inquisition, 1945-1960: A Profile of the McCarthy Era. Thunder's Mouth Press, St. Paul, 1989.Doherty, Thomas. Cold War, Cool Medium: Television, McCarthyism, and American Culture. Columbia U. Press, New York, 2005.Fried, Albert. McCarthyism, The Great American Red Scare: A Documentary History. Oxford U. Press, Oxford, 1997.Tye, Larry. Demagogue: The Life and Long Shadow of Senator Joe McCarthy. Houghton Mifflin, New York, 2020.Von Hoffman, Nicholas. Citizen Cohn: The Life and Times of Roy Cohn. Doubleday, New York, 1988.Wicker, Tom. Shooting Star: The Brief Arc of Joe McCarthy. Harcourt, Orlando, 2006. Hosted on Acast. See acast.com/privacy for more information.

Ask Win: http://ask-win.weebly.com. Ask Win sponsor: https://melodyclouds.com. Please donate to Ask Win by going to Payment Venmo Win1195 at https://venmo.com/. Win Kelly Charles' Books: https://www.amazon.com/Win-Kelly-Charles/e/B009VNJEKE/ref=dp_byline_cont_book_1. Win Kelly Charles' MONAT: https://wincharles.mymonat.com.   On Ask Win today (Friday, December 30, 2022), Best-Selling Author, Win C welcomes Lissa Warren. Lissa has been a literary publicist for more than twenty-five years. She began her career at the legendary Boston publishing house David R. Godine, and went on to work at Houghton Mifflin, Perseus Publishing, and Da Capo Press, where she served as Vice President, Senior Director of Publicity and Acquiring Editor for two decades, seeing it through its acquisition by one of the “Big 5” houses, the Hachette Book Group, where she worked until 2019 when she launched her own company, Lissa Warren PR, which specializes in publicity for books and authors. To learn more about Lissa visit https://www.lissawarrenpr.com.

As long as love infuses everything I do, I'm in the place I want to be. -Anita Silvey Armed with a firm belief that children's books change lives, Anita Silvey has spent her entire career in children's literature as an editor, a literary critic, and as an author. Raised in Fort Wayne, Indiana, Anita recalls being one of those kids whose idea of heaven involved a cozy chair and a pile of books from the local library. The daughter of a college-educated teacher and the former head of communications during the World War II battle of Iwo Jima, Anita graduated from the University of Indiana with a degree in education and soon made her way to Boston in an old VW bug with her boyfriend and her cat. It wasn't long before she landed a job in the children's department at Houghton Mifflin where she would launch her legendary career as the fairy godmother of children's literature. In this interview, Anita shares many stories about famous authors she has worked with as well as the mindset a great children's book author or editor must have: “We have a very high memory of our childhood. We remember the feelings of our childhood, and inside us are all the layers of our lives. “ The author of many books including Everything I Need to Know I Learned from a Children's Book, The Essential Guide to Children's Books and Their Creators, 100 Best Books for Children, 500 Great Books for Teens and Let Your Voice Be Heard: The Life and Times of Pete Seeger, Anita Silvey is a national treasure. For a tutorial on how to make it in the world of children's literature, just hit that download button. #childrensbooks #publishing #hougtonmifflin #library

There can be few writers more deserving of Backlisted's attention than the Irish writer, Maeve Brennan. An adopted New Yorker, Brennan died there in 1993 and was by that time so thoroughly forgotten in her native land, that she received no obituaries in any Irish papers. We are joined by the writers Sinéad Gleason and David Hayden to discuss her collection, The Springs of Affection – subtitled ‘stories of Dublin' – which was first published posthumously by Houghton Mifflin in 1997, although all but one of these first appeared in the New Yorker, where Brennan was a staff writer for twenty-seven years. It was the enthusiastic praise from other writers including Alice Munro, Edna O'Brien and Mavis Gallant among others, that helped get The Springs of Affection the kind of international attention that the two collections published in Maeve's lifetime failed to achieve. Since then, Maeve Brennan's reputation has grown steadily, and her stories are now regularly and favourably compared to those of Joyce, Chekov and Colette. In Ireland, in particular, she has won the admiration of a new generation of women writers, who in Anne Enright's phrase, see her as ‘a casualty of old wars not yet won.' This episode also features Andy revisiting the Linda Nochlin's classic 1971 essay, Why Have There Been No Great Women Artists? while John is impressed by Orlam, P.J. Harvey's dark and brooding verse novel, written entirely in Dorset dialect. Timings: 08:44 - Why Have There Been No Great Women Artists? by Linda Nochlin 16:16 - Orlam by P.J. Harvey 22:46 - The Springs Of Affection By Maeve Brennan * To purchase any of the books mentioned in this episode please visit our bookshop at https://uk.bookshop.org/shop/backlisted where all profits help to sustain this podcast and UK independent bookshops. * For information about everything mentioned in this episode visit www.backlisted.fm * If you'd like to support the show, receive the show early and get extra bonus fortnightly episodes, become a Patreon at https://www.patreon.com/backlisted

https://www.patreon.com/aworldofdifference (Become a patron of this podcast), and enjoy free merch. Join other patrons of this podcast at https://www.patreon.com/aworldofdifference (Patreon). ********** https://www.dorothygreco.com/ (Dorothy Littell Greco) is an author, photojournalist, writer, and marriage coach. Dorothy feels equally at home speaking in front of hundreds or standing behind her camera without saying a word. Her words and images offer hope and encouragement to those longing for healing, reconciliation, and joy. Her writing has been featured in Christianity Today, Missio Alliance, MOPs, Relevant Magazine, Christians for Biblical Equality, The Mudroom, Sojourners, Biola Center for Marriage and Family, Christine Cain's Propel for Women, Perennial Generation, Patheos, and The Englewood Review of Books. http://www.dorothygreco.com/my-book/ (Making Marriage Beautiful), herr first book, was published by David C Cook in January of 2017. Her second book, https://www.ivpress.com/marriage-in-the-middle (Marriage in the Middle), was published by InterVarsity Press in September of 2020. Past and present photography clients include: The National Geographic, New England Home Magazine, The New York Times, The Los Angeles Times, The Boston Globe, Yankee Magazine, Mass General Hospital, Harvard University, Boston University, Knopf Publishers, Lexington Christian Academy, Boston Trinity Academy, Arnold Arboretum, Houghton Mifflin, and many more. I have won several awards from Communication Arts Photography Annual and National Press Photographers. She is a graduate of Boston University and a member of https://redbudwritersguild.com/ (Redbud Writers' Guild) and the https://thepelicanproject.com/ (Pelican Project). She has been married to Christopher for 31 years, and they have three grown sons and two amazing daughters-in-law. She loves walking on beaches, traveling, seeing great theater, and kayaking. She also enjoy spending time with friends and figuring out how to make awesome paleo meals. She joins us to talk about restoring marriage to the mutuality it was intended to be. Enter to win one of 2 copies of each of Dororthy's books in the giveaway! Find Us Online: https://www.instagram.com/aworldof.difference/ (@aworldof.difference) on Instagram and https://www.facebook.com/A-World-of-Difference-613933132591673/ (A World of Difference) on Facebook, on Twitter at https://twitter.com/loriadbr (@loriadbr)Other EPS mentioned in this podcast: https://www.podpage.com/a-world-of-difference/s3e49 (EPS 49 Dr. Mimi Haddad) (CEO of https://www.cbeinternational.org/ (Christians for Biblical Equality)) https://www.podpage.com/a-world-of-difference/s2e31 (EPS 31 Dr. Graham Hill) https://www.podpage.com/a-world-of-difference/s2e21 (EPS 23 Kate Wallace Nunneley) of the https://juniaproject.com/ (Junia Project) https://www.podpage.com/a-world-of-difference/s2e30 (EPS 30 Dr. Scot McKnight and Laura Barringer) Check out https://justicerevival.org/ (Justice Revival) and the #Faith4ERA campaign to get people of faith to help pass the ERA. *** The A World of Difference Podcast is brought to you in partnership with https://www.missioalliance.org/ (Missio Alliance). Join us to discuss this episode, previous episodes or for other thoughtful conversations at our https://www.facebook.com/groups/651922025855936 (Facebook group). We'd love to have you stop by and share your perspective. Stay In Touch: Connect on Facebook and Instagram with thoughts, questions, and feedback. Rate, review and share this podcast with anyone that would love to listen.   Find Us Online: https://www.instagram.com/aworldof.difference/ (@aworldof.difference) on Instagram and https://www.facebook.com/A-World-of-Difference-613933132591673/ (A World of Difference) on Facebook, on Twitter at https://twitter.com/loriadbr (@loriadbr) & on Clubhouse...

Writer Brian Hall joins host Catherine Nichols to discuss Ford Madox Ford's 1928 quartet of novels, Parade's End, focusing particularly on the first book, Some Do Not.... Their conversation covers the book's place in Modernist literature, comparisons to the work of E.M. Forster and Virginia Woolf, and particularly its descriptions of World War One: as granular as a soldier's perspective on the field all the way outward to the war's effects on every part of British society. Brian Hall is the author of eight books, five of them novels, including The Saskiad (Houghton-Mifflin, 1997); I Should Be Extremely Happy In Your Company (Viking, 2003); and Fall of Frost (Viking, 2008). The Saskiad, a coming-of-age novel about a precocious and imaginative young girl, has been translated into 12 languages. I Should Be Extremely Happy In Your Company was named one of the best novels of the year by The Boston Globe, Salon Magazine, the Los Angeles Times, and The Christian Science Monitor. Fall of Frost was named one of the best novels of the year by The Boston Globe and The Washington Post. His most recent novel is The Stone Loves the World (Viking, 2021). Learn more about your ad choices. Visit megaphone.fm/adchoices