Podcasts about Indiana University Bloomington

This episode was recorded before a live audience at Indiana University Cinema as part of Weird Academia, a series of events that brought much high strangeness to Bloomington, Indiana, in January 2026. The discussion followed a screening of Ken Russell's 1980 cinematic fever dream, Altered States. In it, JF and Phil explore the weird intersection of mysticism, psychedelics, and institutional science, and they close with a brief Q&A with members of the audience. Visit Weirdosphere to enroll in Phil Ford's upcoming course, A Musical Tarot. References Weird Academia and the Center for Possible Minds Robert Louis Stevenson, Strange Case of Dr Jekyll and Mr Hyde Roger Penrose, physicist and mathematician Dante Alighieri, The Divine Comedy Samuel Delaney, Dhalgren Henri Bergson, Introduction to Metaphysics and Matter & Memory H. P. Lovecraft, American writer Herman Melville, Moby-Dick Aldous Huxley, The Doors of Perception Clement Greenberg, American essayist G. K. Chesterton, English writer David Cronenberg (dir.), The Fly Michael Garfield, podcaster, writer, musician Weird Studies episode 205 on the Hierophant Victoria Nelson, The Secret Life of Puppets Neil Gaiman, American Gods J. R. R. Tolkien, "On Fairy Stories" Learn more about your ad choices. Visit megaphone.fm/adchoices

Amy Hackenberg, Understanding Units Coordination ROUNDING UP: SEASON 4 | EPISODE 11 Units coordination describes the ways students understand the organization of units (or a unit structure) when approaching problem-solving situations—and how students' understanding influences their problem-solving strategies. In this episode, we're talking with Amy Hackenberg from the University of Indiana about how educators can recognize and support students at different stages of units coordination. BIOGRAPHY Dr. Amy Hackenberg taught mathematics to middle and high school students for nine years in Los Angeles and Chicago, and is currently a professor of mathematics education at Indiana University-Bloomington. She conducts research on how students construct fractions knowledge and algebraic reasoning. She is the proud coauthor of the Math Recovery series book, Developing Fractions Knowledge. RESOURCES Integrow Numeracy Solutions Developing Fractions Knowledge by Amy J. Hackenberg, Anderson Norton, and Robert J. Wright TRANSCRIPT Mike Wallus: Welcome to the podcast, Amy. I'm excited to be chatting with you today about units coordination. Amy Hackenberg: Well, thank you for having me. I'm very excited to be here, Mike, and to talk with you. Mike: Fantastic. So we've had previous guests come on the podcast and they've talked about the importance of unitizing, but for guests who haven't heard those episodes, I'm wondering if we could start by offering a definition for unitizing, but then follow that up with an explanation of what units coordination is. Amy: Yeah, sure. So unitizing basically means to take a segment of experience as one thing, which we do all the time in order to even just relate to each other and tell stories about our day. I think of my morning as a segment of experience and can tell someone else about it. And we also do it mathematically when we construct number. And it's a very long process, but children began by compounding sensory experiences like sounds and rhythms as well as visual and tactical experiences of objects into experiential units—experiential segments of experience that they can think about, like hearing bells ringing could be an impetus to take a single bong as a unit. And later, people construct units from what they imagine and even later on, abstract units that aren't tied to any particular sensory material. It's again, a long process, but once we start to do that, we construct arithmetical units, which we can think of as discrete 1s. So, it all starts with unitizing segments of experience to create arithmetical items that we might count with whole numbers. Mike: What's really interesting about that is this notion of unitizing grows out of our lived experiences in a way that I think I hadn't thought about—this notion that a unit of experience might be something like a morning or lunchtime. That's a fascinating way to think about even before we get to, say, composing sets of 10 into a unit, that these notions of a unit [exist] in our daily lives. Amy: Yeah, and we make them out of our daily lives. That's how we make units. And what you said about a ten is also important because as we progress onward, we do take more than 1 one as a unit—like thinking of 4 flowers in a row in a garden as a single unit, as both 1 unit and as 4 little flowers—means it has a dual meaning, at least; we call it a composite unit at that point. That's a common term for that. So that's another example of unitizing that is of interest to teachers. Mike: Well, I'm excited to shift and talk about units coordination. How would you describe that? Amy: Yeah, so units coordination is a way for teachers and researchers to understand how children create units and organize units to interpret problem situations and to solve problems. So it originated in understanding how children construct whole number multiplication and division, but it has since expanded from just that to be thinking more broadly about units and structuring units and organizing and creating more units and how people do that in solving problems. Mike: Before we dig into the fine-grain details of students' thinking, I wonder if you can explain the role that units coordination plays in students' journey through elementary mathematics and maybe how that matters in middle school and beyond middle school. Amy: So that's where a lot of the research is right now, especially at the middle school level and starting to move into high school. But units coordination was originally about trying to understand how elementary school children construct whole number multiplication and division, but it's also found to greatly influence elementary school children's understanding of fractions, decimals, measurement and on into middle school students' understanding of those same ideas and topics: fractions ratios and proportional reasoning, rational numbers, writing and transforming algebraic equations, even combinatorial reasoning. So there's a lot of ways in which units coordination influences different aspects of children's thinking and is relevant in lots of different domains in the curriculum. Mike: Part of what's interesting for me is that I don't think I'm alone in saying that this big idea around units coordination sounds really new to me. It's not language that I learned in my preservice work[, nor] in my practice. So I think what's coming together for me is there's a larger set of ideas that flow through elementary school and into middle school and high school mathematics. And it's helpful to hear you talk about that, from the youngest children who are thinking about the notion of units in their daily lives to the way that this notion of units and units coordination continues to play through elementary school into middle school and high school. Amy: Yeah, it's nice that you're noticing that because I do think that's something that's a strength of units coordination in [that] it can be this unifying idea, although there's lots of variation and lots of variation in what you see with elementary students versus middle school students versus high school students versus even college students. Some of the research is on college students' unit coordination these days, but it is an interesting thread that can be helpful to think about in that way. Mike: OK. With that in mind, let's introduce a context for units coordination and talk a little bit about the stages of student thinking. Amy: Yeah. So, one way to understand some differences in how children up through, say, middle school students might coordinate units and engage in units coordination is to think about a problem and describe how solving it might happen.  Here's a garden problem: "Amaya is planting 4 pansies in a row. She plants 15 rows. How many pansies has she planted?" There are three stages of units coordination, broadly speaking—we've begun to understand more about the nuances there. But a stage refers to a set of ways of thinking that tend to fit together in how students understand and solve problems with whole numbers, fractions, quantities, and multiplicative relationships. It's sort of about a nexus of ideas, and—that we tend to see coming together and students don't usually think in a way that's characteristic of a different stage until they've made a significant change in their thinking, like a big reorganization happens for them to move from one stage to the next. So students at stage 1 of units coordination are primarily in a 1s world and their number sequence is not multiplicative. That's going to be hard to imagine. But they can take a group of 1s as one thing. So, they can make a composite unit and that means in the garden problem, they can take a row of pansies as 1 row as well as 4 little ones, and they can continue to do that over and over again. And so they can amass rows of 4 pansies and keep going. And what it usually looks like for them to solve the problem is they'll count by 1s after any known skip-counting patterns. So, in this case they might be like, "Oh, I know 4 and 8; that's two rows. 9, 10, 11, 12; that's three rows." Often using fingers or something to keep track, or in some way to keep track, and continuing to go up and get all the way, barring counting errors, to 60 pansies. And so for them the result, 60 pansies, is a composite unit. It's a unit of 60 units, but they don't maintain the structure that we see at all of the units of 60 as 15 fours. That's not something—even though they did track it in their thinking—they don't maintain that once they get to the 60, it's really just only a big composite unit of 60. So their view of the result is very different than an adult view might be.  So, the students at stage 1 can solve division problems, which means if they give some number of pansies and they're supposed to make rows of 4, they can definitely do it, they can solve that. But they don't think of multiplication and division as inverses. So let me say what I mean by that. If they had this problem next, so: "Amaya's mom gave her 28 pansies. How many rows of 4 can she make?" A student at stage 1 could solve that problem, and they would be able to track 4s over and over again and figure out that they got to 7 fours once they get to 28. But then if immediately afterwards a teacher said, "Well, so, how many pansies are there in 7 rows of 4?," the student at stage 1 would start over and solve the problem from the beginning. They wouldn't think that they had already solved it. And that's one telling sign of a student operating at stage 1. And the reason is that the mental actions they engage in to do the segmenting or the tracking off of the 4s and the 28 pansies are really different to them than what they use then the ways of thinking they use to create the 7 rows of 4 and make the 28 that way. And so they don't recognize them as similar, so they feel like they have to engage in new problem solving to solve that problem. So, to get back to the garden problem, students at stage 2 have a multiplicative number sequence, so they think of 60 as a one that they could repeat. Iterating is a term we often use. They could imagine it just being repeated over and over again. And this is a contrast to students at stage 1 who think of 60 as like, "Oh, I got to have all 60 pansies there if I'm going to think about a number like 60." Whereas students at stage 2 do have a multiplicative number sequence and so they think, "Oh, I don't have to have all my 60 pansies. I can just think about one pansy and I just repeat it however many times I need, to have however many pansies I want to imagine in my problem solving." So they anticipate 60 as 1 sixty times. And that's obviously a great relief for kids who are dealing with big numbers. You can imagine it feels really onerous to think about 1,000 if you feel like you have to have 1,000 items in your mind, "Oh, how could I possibly do that?" But, "Oh, I don't have to have 1,000; I can just have 1 and I can repeat it." That's a great economy, efficiency in thinking that happens.  So in terms of the garden problem, students at stage 2 also have constructed a row as a thing to count, so a composite unit's one item as well, so 4 little items. And they can amass 4s just like I was talking about with students at stage 1. But what they are also able to do is break apart 4s as they go along. They might say, "Well, I've got 4 and 4 is 8 and one more [4] is 12 and one more is 16 and one more is 20 and one more is 24 and one more is 28." Maybe at that point they say, "Oh, let's see. I don't know what one more 4 is, but two more [4s] is 30 and then two more is 32." So they can take the row apart. They don't all do this, but they can; they have the mental capabilities to do that because they're not right in the midst of making the coordination happen. They're sort of a little bit able to stand above the coordination and take their rows apart if they need to. Mike: It sounds like part of what happens at stage 1 is you might have a kid who potentially could count by 4s for lack of a better way of saying it. And they might say, "Well, 4 and 4, so 2 sets of 4s, [is] 8." And then at some point it kind of breaks down where that memorized list of what happens when you count by 4. And then kids are back to saying, "OK, 12, 13, 14, 15, 16." And if you were watching this, listeners, you would see that I stuck out four fingers and then I'm like, "OK, so that's 3 fours, and so on." And so I would see a student who might appear to be thinking about units, but tell me if I'm correct in thinking that it's more a function of that they know a set of numbers in accounting sequence for counting by 4s. Amy: So students at any stage may vary in the skip-counting patterns they know. I call it knowing a skip-counting pattern, to know automatically, like, 4, 8, 12, 16, or whatever it is. So you could have a student at stage 2 who doesn't know their skip-counting patterns very well, and you also could have a student at stage 2 who counts by 1s. So that's the issue there, is you can't always tell just from what you see if you have to do more than the test of what I'm saying. It's just to give a sense of the stages. But the main thing is the outer boundary of what they can do at stage 2 is they don't have to count by 1s. They can do other things because of the fact that their composite units have this special feature where they're multiplicative in nature. I mean the fancy term for it is they have iterable units of 1.  But let me say a little bit more about what happens when they get to 60. So, let's say a student at stage 2, they've gotten up to 60, there are 60 pansies and there are 15 rows of 4. They will think of the 60 as 15 fours as they make it. So we call it a three levels of unit structure. 60 is a unit of 15 units, each containing 4 little ones. They'll think about [it] that way as they solve the problem, but as they continue to work further and add more pansies on or do a further extension of the problem, they wouldn't maintain that three levels of units structure that we see. So that's important because it has implications for how they can build from what they've done. Mike: How would you know that they hadn't maintained it? What might they say or do that would give you that cue? Amy: Well, so you see it most if, let's say I say, "Oh, guess what? We got 12 more pansies and you're going to put 'em in rows of 4. Can you put those on?" And then they put 'em on. OK, they find out it's 72 now. "OK, so how many rows are we talking here?" It would be a new problem for them to figure that out. It wouldn't be like they would be able to maintain that, "Oh, I had 15 rows and then I now have the 3 more added on." Mike: Got you. OK. Amy: So, you see they're having to remake stuff as adult learners. We would think, "Oh, you should already know that that's 15 fours, right?" But they'll have to redo that in solving an extension of the problem like I was talking about there.  So students at stage 3, they also can definitely take 4 as a row of 1 and also 4 pansies. They can arrive at 60 and view it as a unit of units, but they also can view it as a unit of 15 units, each containing 4, and they maintain that. So, if they were asked a further problem, like, "Hey, we're going to rearrange this garden; we're going to actually 3 rows together at a time. Can you do that, and how many rows would you have and how many pansies in each row? And what would be the total?" They'd be able to say, "Oh, yeah, I can, let's see, put my 3 rows together, that's going to be 12, and then I'm going to end up with 5 of them." And now they've created 60 as a unit of 5 rows, each containing 12, and they can still think of 60 as a unit of 15 units, each containing 4, or 15 rows, each containing 4. So they can switch between different unit structures.  It doesn't mean they automatically know it without thinking it through, but they can do it and they can go back and forth. And that has great implications for anticipating and for solving division problems and seeing them as inverses of multiplication and a whole lot of stuff: proportional reasoning, fractions, lots of things. [laughs] Mike: I think what's really interesting about this is I really appreciate you walking through the mental processes or maybe even the mental scripts that the kids might engage in to help see behind the curtain, for lack of a better word. Because what strikes me is that there is a point, probably early in my teaching career, where I would've attended and focused mostly on, "Did they get the answer?" And I think what you're helping remind me of is that it's the "how," but there are particular ideas. And now I think I understand why the notion of units—plural—units coordination matters so much because a lot of what's happening is their ability to coordinate a unit made of units and then to be flexible with the units within that unit of units. Am I making proper sense of that, Amy? Amy: Yeah, for sure. That's great; that's exactly it. So the process and what units get created and how they get thought about and used is actually really, really important in trying to support kids' multiplicative thinking among other kinds of thinking too. Mike: I think this is a great segue because I suspected a lot of teachers are wondering about the kinds of tasks or practices or questions that they might use that could nudge students' thinking regarding units coordination. And I'm wondering: What are some ideas you'd recommend for teachers as they're trying to think about how they assess but also advance their students' thinking when it comes to units coordination? Amy: That's a great question. And, I mean, the big response is: Have students engage in lots of reasoning with units—composite units, breaking apart numbers strategically, thinking about different solution pathways. So not just one solution pathway, but can you come up with multiple solutions for the problem? Really sharing student solutions that involve breaking apart units. So if you're doing something like 5 sevens and finding out that kids are thinking of it as 5 fives and 5 twos, let's share that. How else could we break apart the 5 sevens? 5 fives and 5 twos? Why is that maybe helpful compared to other ways we might think about it? We might know 5 fives and 5 twos more easily than other ways of breaking it apart. And then even how are kids thinking about the 5 twos and the 5 fives and evaluating each of those. So basic things like that are super important. How many rows can we make with 36 flowers with 4 per row? Thinking strategically about that, like: I know that 5 fours is 20 and I need 16 more flowers, so that's 4 fours because it's double 2 fours, so 8, so that means 9 rows total. So I'm just kind of really briefly talking through, but posing these kinds of tasks and then asking for how students can break them up and think about them and presenting and making public that kind of thinking and reasoning. So valuing it in that way and sharing it.  Same thing with lots of even more advanced multiplication problems. So for example, my daughter's in fourth grade right now, and so we've been working with her on, like, 30 times 20 and doing something other than knowing 3 times 2 and then putting 0s on because she doesn't remember that. So to do 30 times 20, we asked her about 10 twenties. Oh, she can figure that out; that's 200. And then can I iterate? Oh yeah, another 10 twenties, another 10 twenties. And then we did like 40 thirties, which was definitely harder. And so as part of the process of that, after she figured out 10 thirties, when she was iterating her thirties, that was harder than iterating the twenties. She had to break apart numbers. When she got to 90 plus 30, she had to think about 90 plus 10 plus 20. So doing embedded, breaking apart of units with the prospect of trying to figure out a larger multiplication problem, is super important. And interestingly, she could do 900 plus 300 and figure out that that was 900 and 100 to get 1,000 and then 200 more. So that's additive reasoning, but it's the breaking apart of units and reconstituting them. That's what's really important in the process of solving multiplication and division problems. So that's my big thought about [laughs] that. And the other thing is to not go to patterns too soon. I mean, this is related to what I just said about not thinking that I can just do 3 times 2 and then add 0s and count the 0s because that really doesn't develop. It misses so much in what you can do with units. And so even if some kids do remember that and get the answer right, they're really robbed of the experience that we're trying to give to my daughter of really thinking about, "Well, how can I figure out 40 thirties or 30 forties or 30 twenties?" [laughs] Right now I'm a big advocate of actually doing lots of counting by decade numbers because I feel like it's a way of really enhancing kids' work with larger multiplication. Mike: I've been sitting listening to you talk about this, Amy, and there are multiple things where I'm like, I need to ask her about this. I need to ask her about that. I need to ask about this other thing. So I'm going to ask you a couple of follow-ups.  One of the things that is just an observation is the language you used when you were talking about your work with your daughter. When the original task was "30 times 20" and you shifted the language to say "30 twenties," and then you step back even a little bit from there and you said, "Well, what's 30 tens?" This language that you were using, I wonder if you could be explicit about what you think that shift in language accomplishes. Amy: Yeah, I've been also thinking a lot about this, so it's great. Yeah, one of the problems with multiplication notation is that it doesn't make clear anything about what the group is and what the number of groups you have are. And so just saying "30 times 20," I mean, you can think of that as "30 twenties" or I can think of that as "20 thirties," but the language doesn't contain it, so it doesn't refer to the action I might do in thinking about how to actually figure it out. And kids have to bring a lot to the table, then, to really read that into that multiplication notation. It's even more so with fractions. I can say more about that in a second. So I really am advocating with my preservice teachers is that we speak in iterative language with the multiplication. So we try to always say, "I'm talking about 5 sevens," or "I'm talking about 7 fives, 30 forties, 40 thirties." And then of course with the decade numbers, knowing that we can go down to 10 of something and that that's easier to figure out, and then we can build on that. So like 10 twenties and then, "Oh, I'm going to need 3 of those 10 twenties to get to 30 twenties." Mike: Which really to some degree is helping them make meaningful sense of the associative property as well. Amy: Right! Yeah, exactly. It's very mathematically rich. Unfortunately, it's not necessarily worked on [laughs] a lot, I am finding, and I think it's a real missed opportunity. Because I think there's a lot that kids could do with that that would really build strong meanings for multiplication and strong ideas of base ten as well. Mike: Yeah, absolutely. I think one of the things that I've been obsessed with lately is this notion of "nudge" or small-sized shifts in my practice that I can make. Part of what I'd like to mark for the audience is the shift in the language, as you described—30 twenties or 5 sevens—those are moves that a teacher could make to help clarify the fact that units are involved and help students visualize with a bit more clarity what's going on. That feels like something that a teacher could take up and really have an impact on students' understanding. Amy: Yeah, I think so. I think it is something that is reasonable, and what's nice is it also can flow right into fractions because then instead of saying just, "three-fifths," we say, "3 one-fifths, 4 one-fifths, 5 one-fifths, 6 one-fifths, 7 one-fifths." It allows for fractions larger than 1 to have maybe more of an iterative meaning. Not that that's a simple thing at all; that's a whole nother podcast we could do, but [laughs] I've done a lot of research on that. Mike: Well, I think you're hitting on something important, though, Amy, because this notion of, "What is a unit fraction?," it's really, "Four-fifths is a group of 4 one-fifths," right? And that's a critical understanding that I think often floats underneath students' understanding in ways that, if we could make that clearer or help build that understanding, that also has huge ramifications for what comes later in their mathematics learning experience. Amy: Yeah, so I'm a big proponent of iterative language there as well. Mike: You have me thinking about something else too, which is the importance of context and having students deal with measurement division problems specifically as a way to build their understanding. And I know I'm using language right now for the audience that might not be super clear, but I'm wondering if you could talk a little bit about what measurement division means in context and maybe why that would be valuable for students. Amy: Yeah. Right. So, in multiplication and division structures, if we're talking about equal groups, there's always some number of equal groups, some number in the equal group, so a size of the group, and then a total number of items. And so, with measurement division, we know the total number of items, and we know the number of items in a group, but we don't know the number of groups. So my example of, "You've got 36 flowers, and you want to put them in rows of 4" would be a measurement division problem because we know that there are 4 in each row, and we know we have 36, but we don't know how many rows we're going to make. And so those are really nice to pair with work on equal groups multiplication problems because they are very closely related. And for kids, they can become closely related as they solve them and realize, like, "Oh, I can use my multiplication strategies to build up my 4s and find out when I get to 36," and, "Oh, then I do, I know how many rows I've made." So it's highly linked to what we're talking about here. Mike: What I found myself thinking about is that in solving that problem, one of the ways that a kid could do that is they're iterating a set, right? So, potentially, they're iterating a set of 4s multiple times, and then they're finding out how many of those sets of 4 they have, right? So I think part of what you're helping me think about is the way that the structure of a measurement division problem maybe shines a flashlight on this notion of groups and the number in each group, and also some of the ideas you were talking about earlier with units coordination. Amy: Yeah, for sure. And in terms of continuing the theme of using iterative language, then when you get the result of that problem, 9 rows, "Oh, what does that 9 mean?" "Oh, it means 9 fours make 36." So that's a meaning both for 4 times 9 equals 36, as well as 36 divided by 4 equals 9. So it's nice to emphasize that. And yeah, as students build those meanings and have repeated work with that kind of thing, they usually, often—[laughs] we don't know all the mechanisms here—but they usually come to be able to at least make that coordination in their problem-solving activity, and ultimately make it so they can anticipate it, like we're talking about with stage 3. Mike: One of the things that is really helpful is, in the course of this interview, we've talked a lot about what might the behavior of a student at stage 1 or stage 2 or stage 3 not only look like, but what might it mean for how they're thinking. And I think what I'm really appreciating about this, Amy, is there are a few practical things that an educator could do to support students. One is iterative language as we've been talking about. And the other is measurement division, using a particular problem structure like measurement division to shine a light on these parts that we think are really important for kids to attend to if they're in fact going to make some of the shifts that we're hoping for. Amy: Yeah, for sure. And then also exploring the boundaries of what the kids' strategies are and asking for multiple solutions. Because you might see kids, even students at stage 3, that might be counting by 1s, and so you want to [prompt], "Oh, can you solve that another way? Is there another way you can do it?" And so seeing what they see as possible, what they're able to think about is also really important to support units coordination. Mike: Absolutely. Before we close, I typically ask a question about resources or training or learning experiences that would help someone who's listening continue learning or continue to think about how they could take up these ideas in their practice. You, particularly, I know have written some work around this and I also suspect that you might have some recommendations in terms of organizations that can help educators really dig into these ideas if they saw that as something that was important for their growth. Would you be willing to talk a little bit about resources, organizations, or even the types of experience you think support teachers as they're making sense of all of this? Amy: Yeah. Well, yes. I was planning to talk about Integrow at this point because Integrow Numeracy Solutions has a lot of great supportive materials for all this kind of work. And everything that I'm talking about is something that is sort of built into much of what they do. For people who are unfamiliar, it's a bit—council, used to be called a council, of people who got together and have really developed materials that are supportive of teachers working one-on-one to support students who might be struggling as well as whole-group instruction all around developing strong number sense. And it's a very well developed set of materials, both for classroom use as well as for teacher development.  And we—meaning me and my two coauthors, Andy Norton and Bob Wright—wrote a book in the series for teachers on fractions called Developing Fractions Knowledge. And that was published—oh my gosh—nine years ago now. So Andy and I are working on a second edition right now, and in that book we address units coordination and talk about its usefulness for teachers. It's mostly, though, a book about fractions and about how units coordination is relevant in trying to support students' fractions knowledge and to help assess students' thinking and also promote their learning. So that is one resource I can recommend on units coordination with a revision coming in the next year [2026]. Mike: That's fantastic. So I'll say for listeners, we'll include a link to Integrow Numeracy Solutions if you want to check out the organization. And Amy will also add a link directly to the book so that if someone wanted to dig in and explore that way they had the option.  I think that's probably a great place to stop, although I certainly would love to continue. I want to thank you so much for joining us. It's really been a pleasure talking with you. Amy: Yeah, likewise, Mike. I've really enjoyed it, and I look forward to further conversations. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2026 The Math Learning Center | www.mathlearningcenter.org

Dr. Lindsey Mazurek, an Associate Professor of Classics at Indiana University Bloomington, joins Lexie to discuss her evolving interests from Greek civilization to Roman provincial archaeology, the complexities of ancient migration, and the implications of migration on social and political dynamics in ancient civilizations. So tuck in your togas and hop aboard Trireme Transit for this week's exciting odyssey! Don't forget to follow us on Twitter, Facebook & Instagram or visit our website www.theozymandiasproject.com! Originally recorded May 28, 2025.Learn more about Dr. Mazurek: https://classics.indiana.edu/about/core-faculty/mazurek-lindsey.htmlFind more of her work on her website: https://www.lindseyamazurek.com/Check out her publications on Academia: https://indiana.academia.edu/LindseyMazurekSupport us on Patreon: https://www.patreon.com/TheOzymandiasProject Custom music by Brent Arehart of Arehart Sounds and edited by Dan Maday. Want a transcript of the episode? Email us at theozymandiasprojectpodcast@gmail.com and we can provide one. Hosted on Acast. See acast.com/privacy for more information.

Nia I'man Smith is a scholar and radio host based in Bloomington, Indiana. She's currently a PhD candidate in the Department of Folklore and Ethnomusicology at Indiana University Bloomington. Smith is also the creator and host of Sonic Blacknuss, a biweekly program on Bloomington's community radio station, WFHB. The show offers a thoughtfully curated journey through Black music — from jazz and soul to R&B, funk, blues, bossa nova, and Afrobeat. Each episode is built around a central theme, tracing the deep connections between history, culture, and memory. Cultural Manifesto host Kyle Long recently spoke with Nia about her work as a scholar and radio DJ. She also brought along some music to share.

Parental sharing, sometimes termed "sharenting," refers to ways that parents share information about their children online and is a common mechanism through which young children are exposed to social media. Parental sharing is controversial due to its significant benefits and risks, with researchers highlighting broader concerns regarding long-term implications for children's developing privacy standards. Yet, many parents report a high degree of acceptance for parental sharing, and parents exposing their young children to social media the most are often modeling risky online behaviors. This presentation examines parental sharing in association with privacy and security concepts, research, and interventions toward supporting safe and responsible parental sharing. About the speaker: Mary Jean Amon is a quantitative psychologist focused on human-computer interaction and an Assistant Professor in Indiana University Bloomington's Department of Informatics. Her interdisciplinary research program leverages sensing technologies and advanced analytics to understand and improve dynamic decision-making and performance in the context of complex sociotechnological systems. This includes identifying near-real-time team coordinative patterns that enhance teaming performance, as well as human factors in privacy and security. Amon's quality of work is recognized through publications in top venues, best paper awards, diverse research funding sources, and general dissemination through media outlets like Forbes, New York Times, and Washington Post.

For this week's episode, host Daniel Raimi sits down with David Konisky, a professor at Indiana University Bloomington, to reflect on the release of Konisky's new book, “Power Lines: The Human Costs of American Energy in Transition,” which Konisky wrote with Sanya Carley. Unlike previous calls for innovation-forward research on the energy transition, Konisky proposes a people-centered approach that includes examining the uneven benefits and costs that get distributed among communities that host or otherwise are affected by clean energy development. Konisky underscores that a close-up look into communities at the front lines of the energy transition can provide a heightened awareness of the local impacts of energy infrastructure and potentially facilitate sound and equitable decisions in federal energy policymaking. References and recommendations: “Power Lines: The Human Costs of American Energy in Transition” by Sanya Carley and David Konisky; https://press.uchicago.edu/ucp/books/book/chicago/P/bo254000286.html “Frederick Douglass: Prophet of Freedom” by David W. Blight; https://www.pulitzer.org/winners/david-w-blight “James” by Percival Everett; https://www.pulitzer.org/winners/22691 Subscribe to stay up to date on podcast episodes, news, and research from Resources for the Future: https://www.rff.org/subscribe/

In this inspiring episode of “Two Poles not so far apart”, meet Paola Matty Mora. She is a Research Assistant Professor of Psychiatry at Indiana University School of Medicine, specializing in psychiatric epidemiology.She holds a PhD in Epidemiology (2022) and MPH (2017) from Indiana University Bloomington, with a background in nutrition from Universidad de Costa Rica. Her research focuses on risky behaviors, substance use disorders, brain structure/function, and psychiatric health, earning awards like CPDD Travel Award (2025) and ASN recognitions.—Her winding career path proves that courage and persistence pay off. From her first days as a student to earning her PhD, and navigating the unpredictable world beyond academia, Paola shares raw stories of bold decisions, unexpected turns, and the grit that got her where she is today.Discover how embracing uncertainty, taking risks, and staying true to your vision can transform challenges into breakthroughs.Whether you're a student, researcher, or career changer, this episode delivers motivation and practical wisdom on building a fulfilling path in science and beyond.Subscribe now for more stories where determination meets destiny!Music from #InAudio: https://inaudio.org/ Track Name: Rock Sport Dark Country by Infraction

pWotD Episode 3175: Curt Cignetti Welcome to popular Wiki of the Day, spotlighting Wikipedia's most visited pages, giving you a peek into what the world is curious about today.With 445,569 views on Saturday, 10 January 2026 our article of the day is Curt Cignetti.Curt Cignetti (born June 2, 1961) is an American college football coach who is the head football coach at Indiana University Bloomington. He previously served as the head coach at Indiana University of Pennsylvania (IUP) from 2011 to 2016, Elon University from 2017 to 2018, and James Madison University from 2019 to 2023.Cignetti is a five-time conference coach of the year and a two-time national coach of the year. He is the only college football coach to have started 10–0 with two different teams in consecutive seasons, achieving this unique distinction with James Madison University in 2023 and Indiana University in 2024. During his first season at Indiana, he was named the Big Ten Coach of the Year after leading the Hoosiers to a program-record 11 wins and their first-ever College Football Playoff berth. In 2025, he repeated as Big Ten Coach of the Year as Indiana completed the first 12–0 regular season in school history and won their first Big Ten Conference title since 1967. That same year, Cignetti led the Hoosiers to their first national title game appearance in program history.This recording reflects the Wikipedia text as of 03:57 UTC on Sunday, 11 January 2026.For the full current version of the article, see Curt Cignetti on Wikipedia.This podcast uses content from Wikipedia under the Creative Commons Attribution-ShareAlike License.Visit our archives at wikioftheday.com and subscribe to stay updated on new episodes.Follow us on Mastodon at @wikioftheday@masto.ai.Also check out Curmudgeon's Corner, a current events podcast.Until next time, I'm standard Joanna.

Dr. Alyson Melzer, an Assistant Professor of Classics at Indiana University Bloomington, joins Lexie to discuss the emotional resonance of Greek tragedies and specific elements that make these ancient works distinctively Greek, the challenges of interpreting and performing these plays in modern times, balancing authenticity and modern adaptation, and the timeless themes found in Greek tragedies and their relevance today. So tuck in your togas and hop aboard Trireme Transit for this week's exciting odyssey! Don't forget to follow us on Twitter, Facebook & Instagram or visit our website www.theozymandiasproject.com! Originally recorded May 5, 2025. Learn more about Dr. Melzer: https://classics.indiana.edu/about/core-faculty/Melzer_Alyson.html Check out her publications on Academia: https://indiana.academia.edu/AlysonMelzer Support us on Patreon: https://www.patreon.com/TheOzymandiasProject Custom music by Brent Arehart of Arehart Sounds and edited by Dan Maday. Want a transcript of the episode? Email us at theozymandiasprojectpodcast@gmail.com and we can provide one. Hosted on Acast. See acast.com/privacy for more information.

We are excited to welcome our guest on this episode, Danielle Sparks. Danielle is our 2025-2026 ASHT president. During her incoming presidential address at the Annual Meeting, Danielle challenged us to consider how we can be advocates for our specialty and our patients. There are many challenges we face daily, but she shares with us how small, atomic changes can have a lasting effect. Guest Bio:Danielle Sparks, DHS, MOT, OTR, CHT is a highly experienced occupational therapist and Certified Hand Therapist with a strong clinical background in upper extremity rehabilitation. With over 15 years in the field, Danielle has spent her career at the Indiana Hand to Shoulder Center, where she has served as the Director of Therapy since 2017. Danielle graduated from Indiana University Bloomington in 2007 with a Biology degree. She earned a Master of Occupational Therapy in 2009 and then post professionally a Doctorate of Health Science in 2017, both from the University of Indianapolis. Danielle earned her Certified Hand Therapist credential in 2015. Passionate about advocacy and legislative and regulatory aspects of practicing hand therapy, Danielle has been a member of the American Society of Hand Therapists since 2012 and has been a volunteer in the Practice Division since 2017, serving as the chair from 2020-2023 and currently is serving in the ASHT Presidential line 2023-2027. Currently, Danielle is the current President for ASHT. Danielle enjoys attending courses related to upper extremity rehabilitation and the opportunity to learn from and interact with colleagues. When not involved in work related activities, Danielle enjoys traveling, kayaking, hiking, golfing, and spending time with family and her two German Shepherds. The views and opinions expressed in the Hands in Motion podcast are those of the guests and do not necessarily reflect the official policy or position of ASHT. Appearance on the podcast does not imply endorsement of any products, services or viewpoints discussed.

Click here to watch the video version on Youtube!Amid all the political noise about ideologues on the right and left, political moderates are unique in our democracy. What makes moderation so essential for robust democracies? Dr. Aurelian Craiutu, Professor and Chair of the Political Science Department at Indiana University Bloomington, shares about the array of faces and virtues of moderation that can steer society to a more balanced and stable state.Check out Dr. Craiutu's books below!Why Not Moderation?: Letters to Young RadicalsLiberalism Under Siege: The Political Thought of the French DoctrinairesSupport the showVisit georgewashingtoninstitute.org to sign up for our e-mail list! The site is the one-stop shop of all things Friends & Fellow Citizens and George Washington Institute!JOIN as a Patreon supporter and receive a FREE Friends & Fellow Citizens mug at the $25 membership level!IMPORTANT NOTE/DISCLAIMER: All views expressed by the host are presented in his personal capacity and do not officially represent the views of any affiliated organizations. All views presented by guests are solely those of the interviewees themselves and may or may not represent the views of their affiliated organizations, the host, Friends & Fellow Citizens, and/or The George Washington Institute.

What does it mean to be an artist? In Artists At Work: Rethinking Policy for Artistic Careers (Stanford UP, 2025) Joanna Woronkowicz, the co-founder of the Center for Cultural Affairs and co-director of the Arts, Entrepreneurship and Innovation Lab at Indiana University Bloomington and currently based at Copenhagen Business School, tells the story of cultural work and cultural policy in the USA. Offering a broad definition of artists and creatives, the book offers a deep dive into the demographics of the arts workforce, their working patterns, the places where they work and live, and their education and training. The analysis also shows the range of challenges confronting the contemporary arts workforce, and crucially demonstrates what policy can do to help. Rich with empirical detail, as well as being clear and accessible, the book is essential reading across the humanities, social sciences, and for anyone interested in the arts today! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

What does it mean to be an artist? In Artists At Work: Rethinking Policy for Artistic Careers (Stanford UP, 2025) Joanna Woronkowicz, the co-founder of the Center for Cultural Affairs and co-director of the Arts, Entrepreneurship and Innovation Lab at Indiana University Bloomington and currently based at Copenhagen Business School, tells the story of cultural work and cultural policy in the USA. Offering a broad definition of artists and creatives, the book offers a deep dive into the demographics of the arts workforce, their working patterns, the places where they work and live, and their education and training. The analysis also shows the range of challenges confronting the contemporary arts workforce, and crucially demonstrates what policy can do to help. Rich with empirical detail, as well as being clear and accessible, the book is essential reading across the humanities, social sciences, and for anyone interested in the arts today! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/art

What does it mean to be an artist? In Artists At Work: Rethinking Policy for Artistic Careers (Stanford UP, 2025) Joanna Woronkowicz, the co-founder of the Center for Cultural Affairs and co-director of the Arts, Entrepreneurship and Innovation Lab at Indiana University Bloomington and currently based at Copenhagen Business School, tells the story of cultural work and cultural policy in the USA. Offering a broad definition of artists and creatives, the book offers a deep dive into the demographics of the arts workforce, their working patterns, the places where they work and live, and their education and training. The analysis also shows the range of challenges confronting the contemporary arts workforce, and crucially demonstrates what policy can do to help. Rich with empirical detail, as well as being clear and accessible, the book is essential reading across the humanities, social sciences, and for anyone interested in the arts today! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Help for college students signing leases is on the way! Stan Lucas is the Co-Founder and COO of LeaseWisely. LeaseWisely is the first and only tenant empowerment platform. They believe tenants should have leases that are fair and easy to understand, access to technology and data and a network that supports them throughout their entire lease journey. In episode 604 of the Fraternity Foodie Podcast, we find out why Stan chose Indiana University - Bloomington for his undergraduate experience, why he ended up joining Kappa Sigma Fraternity, what inspired him to help build LeaseWisely, what are the biggest mistakes he sees college students and recent graduates make when signing leases, how students can establish clear expectations with their roommates, landlords, and housing corporations before signing a lease, what tools they provide to reduce legal disputes and improve mutual accountability among all parties, how to streamline onboarding for new tenants or members moving into chapter houses, and what red flags should officers or house managers should watch for in their lease agreements. Email Stan and tell him that you heard about LeaseWisely on the Fraternity Foodie Podcast to get a free self-guided review of your lease! Enjoy!

Few astronomical wonders are as spectacular as a total solar eclipse, when the Moon fully covers the Sun, plunging us into daytime darkness. If we're lucky, we can see this epic phenomenon as it happens — through special glasses, of course. But our preoccupation with looking at the sky means we may not notice what's happening to the animals around us. When it comes to birds, many of which rely on the Sun to tell them when to sing a dawn chorus, how does a solar eclipse change how they behave? And what are the wider implications in this artificially lit world?  You can binge more episodes of the Lab Notes podcast with science journalist and presenter Belinda Smith on the ABC Listen app (Australia). You'll find episodes on animal behaviour, human health, space exploration and so much more.Get in touch with us: labnotes@abc.net.auFeaturing:Liz Aguilar, PhD student in bird reproductive behaviour at Indiana University BloomingtonMore information:Total solar eclipse triggers dawn behavior in birds: Insights from acoustic recordings and community scienceThis episode of Lab Notes was produced on the lands of the Wurundjeri and Menang Noongar people.

First up on the podcast, producer Kevin McLean talks with Associate Online News Editor Michael Greshko about the impact of wildfires on wine; a couple horse stories, one modern, one ancient; and why educators are racing to archive government materials.   Next on the show, research that took advantage of a natural experiment in unnatural lighting. Host Sarah Crespi talks with Ph.D. student Liz Aguilar and Kimberly Rosvall, an associate professor, both in the department of biology at Indiana University Bloomington, about a citizen-science initiative that captured bird behavior before, during, and after a total solar eclipse in April 2024.      This week's episode was produced with help from Podigy.   Authors: Sarah Crespi; Kevin McLean; Michael Greshko Learn more about your ad choices. Visit megaphone.fm/adchoices

First up on the podcast, producer Kevin McLean talks with Associate Online News Editor Michael Greshko about the impact of wildfires on wine; a couple horse stories, one modern, one ancient; and why educators are racing to archive government materials.   Next on the show, research that took advantage of a natural experiment in unnatural lighting. Host Sarah Crespi talks with Ph.D. student Liz Aguilar and Kimberly Rosvall, an associate professor, both in the department of biology at Indiana University Bloomington, about a citizen-science initiative that captured bird behavior before, during, and after a total solar eclipse in April 2024.      This week's episode was produced with help from Podigy.   Authors: Sarah Crespi; Kevin McLean; Michael Greshko Learn more about your ad choices. Visit megaphone.fm/adchoices

Send us a textOn this episode of The Get Ready Money Podcast, I spoke with Paul Deloughery—author, estate planning and probate litigation attorney—about why effective estate planning is about more than just the documents.We explore how family dynamics, communication, and values play a critical role in whether a plan succeeds—or fails. Paul offers a fresh perspective for advisors, advocates, and families: estate planning isn't just a legal process—it's a human one.Key Insights:Estate planning is a process, not a product—documents alone aren't enoughFamily communication matters—healthy dialogue is essential to long-term successA strong estate plan must align legal documents with real-life detailsUnderstand how wills and beneficiary designations function and what takes precedence.Asset structure must match the plan—otherwise the plan fails.Nothing good comes from a child who's focused on what they'll inherit.Connect with Paul Deloughery:LinkedIn (here)Connect with Sudden Wealth Protection: Website (here)Instagram (here)YouTube (here)Books:Lasting Wealth: A Revolutionary Method for Family Wealth Transfer (Amazon)Probate Made Simple: How to Save Time, Ensure Family Harmony, and Reduce Stress (Amazon)Bio: Paul Deloughery is an estate planning and probate litigation attorney with over 25 years of experience helping families protect their wealth, maintain harmony, and create lasting legacies. Based in Phoenix, Arizona, he takes a proactive approach to estate planning, emphasizing family governance, autonomy safeguards, and multigenerational wealth protection.A Certified Family Wealth Advisor, Paul is the author of Lasting Wealth – A Revolutionary Method of Family Wealth Transfer and Probate Made Simple. He earned his law degree from the Iowa College of Law and holds Bachelor of Arts and Science degrees from Indiana University-Bloomington. He is licensed to practice in Arizona and is a member of the State Bar of Arizona and WealthCounsel. Support the showThe Get Ready Money Podcast and its guests do not provide investment advice. All content is for educational purposes. Guest opinions do not necessarily reflect the opinions of The Get Ready Money Podcast and Tony Steuer.

Peoples & Things host, Lee Vinsel, talks with Julien Mailland, Associate Professor of Media Management, Law, and Policy at The Media School of Indiana University Bloomington, about his book, The Game That Never Ends: How Lawyers Shape the Videogame Industry. The book examines key moments, beginning in the 1970s, in which legal decisions influenced how the videogame industry worked, how law shaped business and technology strategy and vice versa. The conversation touches on the book's three major themes: intellectual property, freedom of speech, and international law. The pair also discuss Mailland's new project, a geopolitical history of the best-selling videogame of all time, Tetris. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Peoples & Things host, Lee Vinsel, talks with Julien Mailland, Associate Professor of Media Management, Law, and Policy at The Media School of Indiana University Bloomington, about his book, The Game That Never Ends: How Lawyers Shape the Videogame Industry. The book examines key moments, beginning in the 1970s, in which legal decisions influenced how the videogame industry worked, how law shaped business and technology strategy and vice versa. The conversation touches on the book's three major themes: intellectual property, freedom of speech, and international law. The pair also discuss Mailland's new project, a geopolitical history of the best-selling videogame of all time, Tetris. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law

Host John Lund chats with recently retired Rick Bozich, who had a legendary career of 50 years in sports media and was a longtime Louisville sports columnist and reporter before his retirement from WDRB-TV on July 1st of this year. He got his start writing for the Indiana University Bloomington student newspaper in college before graduation in 1975 went on stops in Anderson and Bloomington, Indiana before landing in Louisville at The Courier-Journal in 1978 and also covering high school sports for The Louisville Times in 1979 before their merger in 1986. Rick ended up as The Courier-Journal's sports columnist in 1981 and had a three-plus decade career covering what sports fans could only dream of, maintaining that position until 2012. That included more than 30 Final Fours, including three Louisville national championships, 15 Super Bowls, 11 World Series, one NBA Finals and three summer Olympics, just to name a few. He then moved on to the TV world with WDRB and his show with fellow scribe Eric Crawford, while also serving as the station's columnist and commenter. He's been featured in the New York Times and Sports Illustrated, was a recurring guest on ESPN Sports Reporters (RIP), a correspondent for the Kentucky Derby on Westwood One Radio and is a member of the U.S. Basketball Writers Association, Indiana Sportswriters and Sportscaster Association and Kentucky Sports Hall of Fame. We'll talk about getting started in sports writing and covering basketball in the state of Indiana, some stories from the road, including covering both Bob Knight and Lee Corso while in college (and some slight differences in those personalities), continuing to evolve in sports media, rooting for the same baseball team as the Pope, what he might do next and of course, memories from his many years around Louisville athletics and fans. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

“Leaders are responsible for laying the road of brick, clearing the fog, and saying, that's our path.” “If leaders are going to be strict on people, they must be even stricter on themselves.” “Trust isn't built once—it rises when things go well and degrades when the company struggles.” “Ideas should begin without judgment; the mindset must be ‘how could we make it work?'” “A leader can't just do the work for people—the role is to show the way forward.” Previously, Nate was Create Director at Nikko International.  He graduated in Graphic Design from Indiana University Bloomington. What makes leadership in Japan unique? Leadership in Japan requires navigating humility, consensus, and a conservative approach to risk. Hoernig explains that Japanese professionals often prioritise stability, influenced by parents and grandparents, making it harder for start-ups to recruit talent. Unlike Western markets, where independence is prized, in Japan family approval plays a decisive role. How do global executives succeed in Japan? Success requires adapting strategies to Japan's consumer behaviour. Hoernig's team created a framework addressing eight “lenses” of Japanese decision-making. By applying this, brands saw a 5.7x improvement in results, overcoming the common underperformance foreign companies face. This structured, fact-based approach has proven critical for trust-building and credibility. What leadership style works best with Japanese teams? Hoernig stresses flexibility, conscientiousness, and systems over personality. His monthly surveys, “hands in sessions,” and “widening the diamond” lexicon provide avenues for staff to contribute safely. Japanese employees, he notes, respond well when given structure, opportunities to learn, and flexibility rarely found in domestic corporations. How can small firms build trust in a market dominated by giants? Trust in Japan is built less on contracts and more on promises kept. Even when business downturns hit, Hoernig emphasised delivering on commitments and maintaining transparency with staff and clients. This long-term relational focus often outweighed short-term losses, reinforcing the company's credibility. What is Hoernig's definition of leadership? For Hoernig, leadership means clearing the fog, laying the road ahead, and pointing to the destination. Leaders must balance functional direction — milestones, goals, frameworks — with personal growth, empathy, and resilience. In Japan, where ambiguity and indirectness dominate, clarity and consistency are essential for teams to follow with confidence.    

AI chatbots are reshaping how kids bond, love, and trust. Dr. Phil investigates Big Tech's impact on real connection with experts Kristina Lerman and Minh Duc Chu. AI companions aren't science fiction anymore they are in our kids' pockets. In this alarming episode, Dr. Phil sits down with the Co-Authors of “Artificial Intimacy: The Next Giant Social Experiment on Young Minds” Kristina Lerman (Professor, Luddy School of Informatics, Indiana University Bloomington a fellow of the AAAI) and Minh Duc Chu (David)(Ph.D. Candidate, USC Information Sciences Institute) to uncover the shocking findings behind their viral study. From 30,000+ real chatbot conversations to the psychological impact on kids, we dive into: How bots mirror emotions and create deep attachments Why some children now trust AI chatbot more than parents The risks of emotional outsourcing in childhood Who protects our kids If your child has ever said, “My AI chatbot understands me better than you,” this episode is a wake-up call. Find out more: Artificial Intimacy Article: https://www.afterbabel.com/p/artificial-intimacy Kristina Lerman's Research: https://bit.ly/47N1k2E  Minh Duc Chu's Research: https://bit.ly/41oUjkK  This episode is brought to you by Beam: Visit https://shopbeam.com/DRPHIL  and use code DRPHIL to get our exclusive discount of up to 40% off. This episode is brought to you by Greenlight: Raise financially smart kids. Start your risk-free trial today! visit https://Greenlight.com/phil This episode is brought to you by Hydeline offers customizable leather options, so you can pick the color that fits your style. They've got specialized hybrid foam and pocketed coil cushion systems to help you sit comfortably for hours, whether you're watching my show, reading a book, or just… thinking about your life choices. For a limited time you can get 10% off storewide AND free shipping with code 'DRPHIL10' at https://hydeline.com      Subscribe | Rate | Share:  YouTube: https://bit.ly/3H3lJ8n/ Apple Podcasts: https://apple.co/3W76ihW/ Spotify: https://spoti.fi/44IhdWV/ Website: https://www.drphilpodcasts.com   #DrPhil #DrPhilPodcast #ChatBots #ArtificialIntimacy  #ParentingInTheAIera  #DigitalWellness  #AICompanions #YouthMentalHealth 

Send us a textJeffrey James Franca started his musical trajectory playing guitar, taking lessons around the age of five. He found himself invested in playing music, although he didn't realize how invested at the time.Joining his band program in elementary school, he started playing the snare drum. Playing a drum set from his uncle, he completely embraced the instrument, finding the transition from guitar to snare natural.He studied with jazz pedagogists at Indiana University Bloomington, and at the age of 20, he found himself in Los Angeles, California. There, he performed with producers, film score composers, and other musicians in the area.He then settled in Washington, D.C., where he says he performed “eight nights a week,” playing with African, jazz, reggae, and funk bands, among many other groups. He's played with Bill Kreutzmann of The Grateful Dead in his group Billy and the Kids, and since 2011, he has been the drummer and musical director for the group Thievery Corporation.Since joining the group, Thievery Corporation has been his primary focus as a drummer. It's been a long time since he led a band, but especially for the 2025 Nederland Jazz and Wine Festival, he has assembled a band dubbed The Shape of Jazz. Thank you for listening to The Mountain-Ear Podcast, featuring news and culture from peak to peak! Additional pages are linked below!If you want to be involved in the podcast or paper, contact our editor at info@themountainear.com and/or our podcast host at media@themountainear.com! Head to our website for all of the latest news from peak to peak! SUBSCRIBE ONLINE and use the coupon code PODCAST for A 10% DISCOUNT for ALL NEW SUBSCRIBERS! Submit local events to promote them in the paper and on our website! Find us on Facebook @mtnear and Instagram @mtn.ear! Listen and watch on YouTube today! Share this podcast around by scrolling to the bottom of our website home page or by heading to our main hub on Buzzsprout!Thank you for listening!

In this episode of the Pathology podcast, host Brandon Frank welcomes Natalie Betts, a partnership builder, strategist, and circular economy champion from the Recycled Materials Association (RMA). They engage in a compelling conversation about sustainability in packaging, discussing Betts' unique journey into recycling through economic development in Austin, Texas. Betts provides insights into recycling processes at Materials Recovery Facilities (MRFs), the complexities of the recycling industry, and the importance of using recycled materials to reduce environmental impact. She also shares practical advice for consumers on recycling common household items and highlights tools developed by RMA to assist packaging designers in creating recyclable materials. The discussion extends to broader industry topics including global trade in recycled commodities, policy shifts, and collaborative efforts within the US Plastics Pact to make plastics packaging circular. In this episode, we'll talk about: Natalie's Journey into RecyclingUnderstanding Recycling FacilitiesRecycled Materials Association OverviewChallenges and Innovations in RecyclingPractical Recycling TipsPaper Packaging and Recycling Readiness ToolGlobal Trade and RecyclingFinal Thoughts and RecommendationsNatalie Betts is a skilled strategic planner, writer, and partnership builder. 10+ years of experience working at the intersection of government & private industry, and subject matter expertise in circular economy, recycling & economic development. Strong program and project management professional with a Master of Public Affairs focused in Policy Analysis; Sustainable Development from Indiana University Bloomington and a Certified Economic Developer (CEcD) credential from the International Economic Development Council. For more information and to explore other episodes, go to https://www.ppcpackaging.com/packology-podcast-1 Follow PPCPackaging on social media!  LinkedIn: https://www.linkedin.com/company/pacific-packaging-components-inc-/  Facebook: https://www.facebook.com/PPCPackaging/  Instagram: https://www.instagram.com/ppcpackaging/?hl=en  Website: http://www.ppcpackaging.com/ Find out more about Natalie on her LinkedIn. LinkedIn: linkedin.com/in/natalie-betts-b2296831 The views and opinions expressed on the “Packology” podcast are solely those of the author and guests and should not be attributed to any other individual or entity. This podcast is an independent production of Packology, and the podcast production is an original work of the author. All rights of ownership and reproduction are retained—copyright 2025.   

In episode 89 of the Summits Podcast, co-hosts Vince Todd, Jr. and Daniel Abdallah are joined by Connor Whaley, a North Central High School graduate and Indiana University Bloomington student. Tune in as Connor shares his aplastic anemia story, how the experience shaped him, and how he's giving back as Director of Riley Development with @IUDMFTK. Find out more aboue the IU Dance Marathon here https://www.iudm.org

The US has bombed three major nuclear sites in Iran, bringing the country directly into the Israel-Iran conflict. Iran's Foreign minister has described the US strikes as "outrageous" and says Iran is reserving "all options to defend its sovereignty". We get an update from our correspondent in Jerusalem and discuss if an argument can be made from religiously-based ethics, for Israel's actions? Israel contends that its attack on Iran is legal under international law because it represented a form of pre-emptive self-defence. William Crawley speaks to Emad Kiyaei, director at the Middle East Treaty Organization (METO), and co-author of Middle East Weapons of Mass Destruction: A new approach to non-proliferation; and Dr Ezra Tzfadya, Senior Fellow at the Centre for Middle East Studies at Indiana University-Bloomington, where he convenes the US Department of Education sponsored "Shia Islamic and Jewish Legal Reasoning in Dialogue" project.MPs have voted to accept the Assisted Dying Bill which will allow a terminally ill person to legally end their life through medical means. The Catholic Church in England and Wales says it doesn't see how its many care homes and hospices can continue to operate with no exemption from the law. Archbishop John Sherrington of Liverpool, the Lead Bishop for Life Issues for the Catholic Bishops Conference of England and Wales, and Rabbi Dr Jonathan Romain, who chairs Religious Alliance for Dignity in Dying look forward to what the passage of the bill will mean.Do you mark the summer solstice? This weekend thousands of people are enjoying sunrise events, which signify the end of spring and the moment when the sun reaches its zenith. But for pagans it's more than just a party – the solstices are a spiritual part of their belief in the wheel of the year. We hear from a wicca witch and a druid, about why the summer solstice is so important.Presenter: William Crawley Producers: Bara'atu Ibrahim & Julia Paul Studio Managers: Amy Brennan & Joe Stickler Editor: Tim Pemberton

In this episode, I sit down with Dr. David Klurfeld—longtime USDA scientist and one of the few insiders to publicly challenge the WHO's classification of red meat as a carcinogen. We go deep into the flawed evidence behind the infamous 2015 IARC report, why nutritional epidemiology often fails to prove causality, and how a small group of researchers helped shape global policy with low-quality science. If you've ever felt confused about meat, saturated fat, or dietary guidelines, this conversation will help you think critically about what “counts” as evidence—and who gets to decide. We cover:Dr. Klurfeld's personal journey and lessons from a career in public healthWhy the 2015 IARC red meat classification was based on weak and inconsistent evidenceHow observational studies and “allegiance bias” mislead nutrition scienceThe politics of dietary guidelines and the role of the USDA and WHOWhat the media got wrong—and why red meat remains a nutrient-dense foodWhether you're a clinician, dietitian, or simply trying to make better nutrition decisions, this episode is a powerful reminder that bias, groupthink and weak data can distort science and mislead the public. We need to be discerning about the nutrition and health advice we follow. Who is Dr. David Klurfeld?Dr. David Klurfeld is a nutritional scientist and former National Program Leader for Human Nutrition at the USDA's Agricultural Research Service. He also served as Professor and Chair of Nutrition and Food Science at Wayne State University and Associate Editor of The American Journal of Clinical Nutrition. He has authored more than 200 scientific publications and was one of 22 experts invited to the 2015 IARC working group on red meat and cancer. He is a longtime advocate for scientific integrity in public health policy.This episode is brought to you by: LMNT- Free Sample Pack with any purchase, visit https://DrinkLMNT.com/DRLYONTimeline - Get 20% off your order of Mitopure - https://timeline.com/LYONMUDWTR - Use code DRLYON to get up to 43% off your starter kit - https://mudwtr.com/DRLYONNeeded - Use code DRLYON for 20% off your first order - https://thisisneeded.com Find Dr. David Klurfeld at: Indiana University Bloomington - https://publichealth.indiana.edu/about/directory/David-Klurfeld-dmklurfe.html Google Scholar - https://scholar.google.ca/citations?user=Ym5Og20AAAAJ&hl=en LinkedIn - https://www.linkedin.com/in/david-klurfeld-812845209/ Find me at:Instagram:@drgabriellelyon TikTok: @drgabriellelyonFacebook: facebook.com/doctorgabriellelyonYouTube:

In this week's episode, host Daniel Raimi talks with Madeline Yozwiak, a PhD candidate at Indiana University Bloomington, about the potential of residential rooftop solar technology to address the growing problem of household energy insecurity in the United States. Energy insecurity—the inability to access or afford sufficient energy to meet basic household needs—affects about one in four US households. In a recent study she coauthored, Yozwiak evaluated whether rooftop solar can reduce energy burden by comparing the experiences and energy expenses of otherwise similar households, with and without rooftop solar. She shares findings from the study, which suggest that rooftop solar can lead to significant savings on energy bills and improve overall utility affordability. References and recommendations: “The effect of residential solar on energy insecurity among low- to moderate-income households” by Madeline Yozwiak, Galen Barbose, Sanya Carley, Sydney P. Forrester, David M. Konisky, Trevor Memmott, Cristina Crespo Montañés, and Eric O'Shaughnessy; https://www.nature.com/articles/s41560-025-01730-y “Rooftop solar can reduce energy insecurity” by Madeline Yozwiak; https://www.nature.com/articles/s41560-025-01750-8 “Strangers in Their Own Land” by Arlie Russell Hochschild; https://thenewpress.org/books/9781620972250/

Send us a textA few weeks back I showcased a retro episode, my first conversation with Derek Condit from Mystical Wares. In it, he spoke of his personal experiences with Sasquatch, one happened on a hiking trail with his daughter. I hope you caught that, his telling and later his theory about cryptids, including Sasquatch. I've been hearing it repeated more lately, but Derek was the first person I heard say this, that cryptids are interdimensional. What's that mean? They jump between dimensions. Sounds like a bridge between our physical world and theirs that they cross at will, doesn't it? Let's spend the next hour diving into that compelling, complicated, fascinating space together!About that conversation with Derek Condit from Mystical Wares...He said that cryptids are interdimensional creatures. They coexist with us, intermingle, but we remain largely unaware, or blind to them. Why? Maybe when we're vibrating low - operating in fear and anger, they aren't visible. But when we are vibing high, they are seeable to us, or they sense our positive energy and drop their invisibility for a few tantalizing seconds? Not long enough to open the camera on our phones, but they change our bellybutton perspectives in that quick instant. And if they're interdimensional, doesn't that explain the lack of artifacts they've left behind for us to find and study? But wait, I think I jumped ahead.Show Sources and Links (what to read, listen, watch NEXT)A Cultural Phenomenon, The Biologist, Royal Society of BiologyWhat Exactly ARE Cryptids? SmoreScience.comThe hunt for Japan's 'ghost' wolves, BBC, William Park and Johanna AirthThe Hovey Photo, Bigfoot's Back! Bigfoot Encounters dot comSeven species that used to be cryptids, Indiana University Bloomington, Leecy Davis 10 Obscure Cryptids and Why You've Never Heard of Them, Listverse, Edward SmithHave you tried the GoodPods app yet? It's free and a fun way to share podcasts with friends and family! Curious Cat Podcast is there, and is sitting pretty in the Top 5 of Angels and other categories! Be one of the first to share and recommend podcasts to your friends. Curious Cat Crew on Socials:Curious Cat on Twitter (X)Curious Cat on InstagramCurious Cat on TikTokArt Director, Nora, has a handmade, ethically-sourced jewelry company!

William Landau reads "Monomyth," "Faerie Fruit," "" and "To Be a F."William is a second year MFA student at Indiana University Bloomington. Their work has appeared in publications including Hanging Loose Press, Diabolical Plots and Sinister Wisdom and will appear in an upcoming issue of Painted Bride Quarterly. When not reading or writing they're usually busy worshipping their cat, overanalyzing gay TV shows or perfecting their shortbread recipe.

Have you ever broken your phone or computer by dropping it in water or spilling a drink on it? This hour, we discuss the relationship between the ever-present technologies in our lives and the liquids that surround us. We'll learn about how waterproofing works, and what all of this can tell us about consumer responsibility and the role of technology in our world. Plus, a look at raincoats and weather-proof paper. GUESTS: Rachel Plotnick: Associate Professor of Cinema and Media Studies in The Media School at Indiana University Bloomington. Her new book is License to Spill: Where Dry Devices Meet Liquid Lives Zoe Vanderweide: Senior Staff Writer covering style, apparel and accessories at Wirecutter, and co-author of the piece “The Best Men’s and Women’s Rain Jackets and Rain Coats" Sean Leacy: Network and System Administrator for Rite in the Rain Support the show: http://www.wnpr.org/donateSee omnystudio.com/listener for privacy information.

Support the show to get full episodes, full archive, and join the Discord community. The Transmitter is an online publication that aims to deliver useful information, insights and tools to build bridges across neuroscience and advance research. Visit thetransmitter.org to explore the latest neuroscience news and perspectives, written by journalists and scientists. Read more about our partnership. Check out this series of essays about representations: What are we talking about? Clarifying the fuzzy concept of representation in neuroscience and beyond Sign up for Brain Inspired email alerts to be notified every time a new Brain Inspired episode is released. To explore more neuroscience news and perspectives, visit thetransmitter.org. What do neuroscientists mean when they use the term representation? That's part of what Luis Favela and Edouard Machery set out to answer a couple years ago by surveying lots of folks in the cognitive sciences, and they concluded that as a field the term is used in a confused and unclear way. Confused and unclear are technical terms here, and Luis and Edouard explain what they mean in the episode. More recently Luis and Edouard wrote a follow-up piece arguing that maybe it's okay for everyone to use the term in slightly different ways, maybe it helps communication across disciplines, perhaps. My three other guests today, Frances Egan, Rosa Cao, and John Krakauer wrote responses to that argument, and on today's episode all those folks are here to further discuss that issue and why it matters. Luis is a part philosopher, part cognitive scientists at Indiana University Bloomington, Edouard is a philosopher and Director of the Center for Philosophy of Science at the University of Pittsburgh, Frances is a philosopher from Rutgers University, Rosa is a neuroscientist-turned philosopher at Stanford University, and John is a neuroscientist among other things, and co-runs the Brain, Learning, Animation, and Movement Lab at Johns Hopkins. Luis Favela. Favela's book: The Ecological Brain: Unifying the Sciences of Brain, Body, and Environment Edouard Machery. Machery's book: Doing without Concepts Frances Egan. Egan's book: Deflating Mental Representation. John Krakauer. Rosa Cao. Paper mentioned: Putting representations to use. The exchange, in order, discussed on this episode: Investigating the concept of representation in the neural and psychological sciences. The concept of representation in the brain sciences: The current status and ways forward. Commentaries: Assessing the landscape of representational concepts: Commentary on Favela and Machery. Comments on Favela and Machery's The concept of representation in the brain sciences: The current status and ways forward. Where did real representations go? Commentary on: The concept of representation in the brain sciences: The current status and ways forward by Favela and Machery. Reply to commentaries: Contextualizing, eliminating, or glossing: What to do with unclear scientific concepts like representation. 0:00 - Intro 3:55 - What is a representation to a neuroscientist? 14:44 - How to deal with the dilemma 21:20 - Opposing views 31:00 - What's at stake? 51:10 - Neural-only representation 1:01:11 - When "representation" is playing a useful role 1:12:56 - The role of a neuroscientist 1:39:35 - The purpose of "representational talk" 1:53:03 - Non-representational mental phenomenon 1:55:53 - Final thoughts

Support the show to get full episodes, full archive, and join the Discord community. The Transmitter is an online publication that aims to deliver useful information, insights and tools to build bridges across neuroscience and advance research. Visit thetransmitter.org to explore the latest neuroscience news and perspectives, written by journalists and scientists. Read more about our partnership. Sign up for Brain Inspired email alerts to be notified every time a new Brain Inspired episode is released. To explore more neuroscience news and perspectives, visit thetransmitter.org. You may have heard of the critical brain hypothesis. It goes something like this: brain activity operates near a dynamical regime called criticality, poised at the sweet spot between too much order and too much chaos, and this is a good thing because systems at criticality are optimized for computing, they maximize information transfer, they maximize the time range over which they operate, and a handful of other good properties. John Beggs has been studying criticality in brains for over 20 years now. His 2003 paper with Deitmar Plenz is one of of the first if not the first to show networks of neurons operating near criticality, and it gets cited in almost every criticality paper I read. John runs the Beggs Lab at Indiana University Bloomington, and a few years ago he literally wrote the book on criticality, called The Cortex and the Critical Point: Understanding the Power of Emergence, which I highly recommend as an excellent introduction to the topic, and he continues to work on criticality these days. On this episode we discuss what criticality is, why and how brains might strive for it, the past and present of how to measure it and why there isn't a consensus on how to measure it, what it means that criticality appears in so many natural systems outside of brains yet we want to say it's a special property of brains. These days John spends plenty of effort defending the criticality hypothesis from critics, so we discuss that, and much more. Beggs Lab. Book: The Cortex and the Critical Point: Understanding the Power of Emergence Related papers Addressing skepticism of the critical brain hypothesis Papers John mentioned: Tetzlaff et al 2010: Self-organized criticality in developing neuronal networks. Haldeman and Beggs 2005: Critical Branching Captures Activity in Living Neural Networks and Maximizes the Number of Metastable States. Bertschinger et al 2004: At the edge of chaos: Real-time computations and self-organized criticality in recurrent neural networks. Legenstein and Maass 2007: Edge of chaos and prediction of computational performance for neural circuit models. Kinouchi and Copelli 2006: Optimal dynamical range of excitable networks at criticality. Chialvo 2010: Emergent complex neural dynamics.. Mora and Bialek 2011: Are Biological Systems Poised at Criticality? Read the transcript. 0:00 - Intro 4:28 - What is criticality? 10:19 - Why is criticality special in brains? 15:34 - Measuring criticality 24:28 - Dynamic range and criticality 28:28 - Criticisms of criticality 31:43 - Current state of critical brain hypothesis 33:34 - Causality and criticality 36:39 - Criticality as a homeostatic set point 38:49 - Is criticality necessary for life? 50:15 - Shooting for criticality far from thermodynamic equilibrium 52:45 - Quasi- and near-criticality 55:03 - Cortex vs. whole brain 58:50 - Structural criticality through development 1:01:09 - Criticality in AI 1:03:56 - Most pressing criticisms of criticality 1:10:08 - Gradients of criticality 1:22:30 - Homeostasis vs. criticality 1:29:57 - Minds and criticality

In this episode we talk with Manita Pote, a PhD student at Indiana University Bloomington, specializing in online trust and safety, with a focus on detecting coordinated manipulation campaigns on social media.  Key insights include how coordinated reply attacks target influential figures like journalists and politicians, how machine learning models can detect these inauthentic campaigns using structural and behavioral features, and how deletion patterns reveal efforts to evade moderation or manipulate engagement metrics. Follow our guest X/Twitter Google Scholar Papers in focus Coordinated Reply Attacks in Influence Operations: Characterization and Detection ,2025 Manipulating Twitter through Deletions,2022

In this episode, JF and Phil are joined by Jacob G. Foster—sociologist, physicist, and researcher at Indiana University Bloomington and the Santa Fe Institute—for a conversation about their recent collaboration in Daedalus, the journal of the American Academy of Arts and Sciences. Their co-authored essay, “Care of the Dead,” explores how the dead continue to shape our cultures, languages, and ways of being. Together, they discuss the process of writing the piece and what it means to say that the dead are not gone—that they persist, and that they make claims on the living. The article is available here: https://direct.mit.edu/daed/article/154/1/166/127931/Care-of-the-Dead-Ancestors-Traditions-amp-the-Life **References** [Peter Kingsley,](https://en.wikipedia.org/wiki/Peter_Kingsley) English writer  Weird Studies, [Episode 98 on “Taboo”]) https://www.weirdstudies.com/98)  John Berger, “12 Theses on the Economy of the Dead” in _[Hold Everything Dear](12 Theses on the Economy of the Dead)_  Bernard Koch, Daniele Silvestro, and Jacob Foster, ["The Evolutionary Dynamics of Cultural Change”](https://osf.io/preprints/socarxiv/659bt_v1)  Gilbert Simondon, _[Imagination and Invention](https://bookshop.org/a/18799/9781517914455)_  William Gibson, _[Neuromancer](https://bookshop.org/a/18799/9780441007462)_  [Phlogiston theory](https://en.wikipedia.org/wiki/Phlogiston_theory)  George Orwell, _[1984](https://bookshop.org/a/18799/9780451524935)_  HP Lovecraft, [“The Case of Charles Dexter Ward”](https://www.hplovecraft.com/writings/texts/fiction/cdw.aspx)  Weird Studies, [Episode 187 on “Little, Big”](https://www.weirdstudies.com/187)  [John Dee,](https://en.wikipedia.org/wiki/John_Dee) English occultist  Nicholas Goodrick-Clarke, _[The Western Esoteric Traditions: A Historical Introduction](https://bookshop.org/a/18799/9780195320992)_  Robert Harrison, _[The Dominion of the Dead](https://bookshop.org/a/18799/9780226317939)_  Gilles Deleuze, _[Bergsonism](https://bookshop.org/a/18799/9780942299076)_  Elizabeth LeGuin, _[Boccherini's Body](https://bookshop.org/a/18799/9780520240179)_  Elizabeth LeGuin, [“Cello and Bow thinking”](http://www.echo.ucla.edu/cello-and-bow-thinking-baccherinis-cello-sonata-in-eb-minor-faouri-catalogo/)  Johannes Brahms, _Handel Variations_  Learn more about your ad choices. Visit podcastchoices.com/adchoices

In today's episode we are “The Power of Inclusiveness” and Dr. Ramsey, we are very excited to welcome our special guests for today.Our first guest is Mr. John Strong.  Mr. Strong is an Associate Professor within the Health and Physical Education department at Niagara County Community College, where he also serves as the coordinator of the Physical Education Studies degree program and Personal Training certificate program. John has also been serving as the Chief Diversity and Equity Officer at NCCC for the two past academic years. He divides his time between these academic pursuits and his wife of more than 20 years and teenage children. Our second guest is Dr. Logan Edwards an Associate Teaching Professor in The Center for the Study of Human Health at Emory University. He earned his Ph.D. in Health Behavior with special concentrations in School Health Education and Curriculum and Instruction at Indiana University-Bloomington's School of Public Health. Before joining Emory, Dr. Edwards was an Associate Professor and Health Education/Teacher Education Program Developer and Coordinator at the University of Wisconsin-Whitewater, where he was awarded the College of Education and Professional Studies' Teacher of Distinction Award. He has also taught courses at the University of Wisconsin-Madison and the University of North Carolina-Wilmington as a Lecturer of Health Behavior, Health Equity, and Public Health Education.

The conversation this week is with Ayisha Tabbassum. Ayisha is a visionary technology leader with more than 10 years of experience in driving business infused technology initiatives and digital transformation in large enterprises. She's the founder and CEO of One Stop for Cloud, senior vice president at the New World Foundation and holds a master's in computer science from Indiana University Bloomington with multiple cloud certifications. Always someone to give back. She has been involved with the applied AI community for years. She has spoken at our applied AI conference. She's led sessions at our workshop Wednesday and is both passionate about learning new technologies and staying up to date with the latest trends in cloud computing and DevOps in AI. If you are interested in learning about how AI is being applied across multiple industries, be sure to join us at a future AppliedAI Monthly meetup and help support us so we can make future Emerging Technologies North non-profit events!Emerging Technologies NorthAppliedAI MeetupResources and Topics Mentioned in this EpisodeOne Stop For CloudThe New World FoundationVertex AI StudioCAMP IT ConferencesTopmate.ioCo-Intelligence by Ethan MollickEnjoy!Your host,Justin Grammens

Our book is: The Vice President's Black Wife: The Untold Life of Julia Chinn (University of North Carolina Press, 2023) by award-winning historian Dr. Amrita Chakrabarti Myers. Dr. Myers has recovered the riveting, troubling, and complicated story of Julia Ann Chinn (ca. 1796–1833), the enslaved wife of Richard Mentor Johnson. Johnson was the owner of Blue Spring Farm, a veteran of the War of 1812, and the US vice president under Martin Van Buren. Johnson never freed Chinn, but during his frequent absences from his estate, he delegated to her the management of his property, including Choctaw Academy, a boarding school for Indigenous men and boys on the grounds of the estate. This meant that Chinn, although enslaved herself, oversaw Blue Spring's slave labor force and had substantial control over economic, social, financial, and personal affairs within the couple's world. Chinn's relationship with Johnson was unlikely to have been consensual since she was never manumitted. What makes Chinn's life exceptional is the power that Johnson invested in her, the opportunities the couple's relationship afforded her and her daughters, and their community's tacit acceptance of the family—up to a point. When the family left their farm, they faced steep limits: pews at the rear of the church, burial in separate graveyards, exclusion from town dances, and more. Johnson's relationship with Chinn ruined his political career but as Dr. Myers compellingly demonstrates, it wasn't interracial sex that led to his downfall but his refusal to keep it—and Julia Chinn—behind closed doors. Our guest is: Dr. Amrita Chakrabarti Myers, who is the Ruth N. Halls Associate Professor of History and gender studies at Indiana University Bloomington. She is the author of Forging Freedom: Black Women and the Pursuit of Liberty in Antebellum Charleston, and The Vice President's Black Wife: The Untold Life of Julia Chinn. Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast. Listeners may enjoy this playlist: Never Caught The Story of President Lincoln, from No Way They Were Gay We Refuse: A Forceful History of Black Resistance Running From Bondage How Girls Achieve Remembering Lucille Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

Our book is: The Vice President's Black Wife: The Untold Life of Julia Chinn (University of North Carolina Press, 2023) by award-winning historian Dr. Amrita Chakrabarti Myers. Dr. Myers has recovered the riveting, troubling, and complicated story of Julia Ann Chinn (ca. 1796–1833), the enslaved wife of Richard Mentor Johnson. Johnson was the owner of Blue Spring Farm, a veteran of the War of 1812, and the US vice president under Martin Van Buren. Johnson never freed Chinn, but during his frequent absences from his estate, he delegated to her the management of his property, including Choctaw Academy, a boarding school for Indigenous men and boys on the grounds of the estate. This meant that Chinn, although enslaved herself, oversaw Blue Spring's slave labor force and had substantial control over economic, social, financial, and personal affairs within the couple's world. Chinn's relationship with Johnson was unlikely to have been consensual since she was never manumitted. What makes Chinn's life exceptional is the power that Johnson invested in her, the opportunities the couple's relationship afforded her and her daughters, and their community's tacit acceptance of the family—up to a point. When the family left their farm, they faced steep limits: pews at the rear of the church, burial in separate graveyards, exclusion from town dances, and more. Johnson's relationship with Chinn ruined his political career but as Dr. Myers compellingly demonstrates, it wasn't interracial sex that led to his downfall but his refusal to keep it—and Julia Chinn—behind closed doors. Our guest is: Dr. Amrita Chakrabarti Myers, who is the Ruth N. Halls Associate Professor of History and gender studies at Indiana University Bloomington. She is the author of Forging Freedom: Black Women and the Pursuit of Liberty in Antebellum Charleston, and The Vice President's Black Wife: The Untold Life of Julia Chinn. Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast. Listeners may enjoy this playlist: Never Caught The Story of President Lincoln, from No Way They Were Gay We Refuse: A Forceful History of Black Resistance Running From Bondage How Girls Achieve Remembering Lucille Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Our book is: The Vice President's Black Wife: The Untold Life of Julia Chinn (University of North Carolina Press, 2023) by award-winning historian Dr. Amrita Chakrabarti Myers. Dr. Myers has recovered the riveting, troubling, and complicated story of Julia Ann Chinn (ca. 1796–1833), the enslaved wife of Richard Mentor Johnson. Johnson was the owner of Blue Spring Farm, a veteran of the War of 1812, and the US vice president under Martin Van Buren. Johnson never freed Chinn, but during his frequent absences from his estate, he delegated to her the management of his property, including Choctaw Academy, a boarding school for Indigenous men and boys on the grounds of the estate. This meant that Chinn, although enslaved herself, oversaw Blue Spring's slave labor force and had substantial control over economic, social, financial, and personal affairs within the couple's world. Chinn's relationship with Johnson was unlikely to have been consensual since she was never manumitted. What makes Chinn's life exceptional is the power that Johnson invested in her, the opportunities the couple's relationship afforded her and her daughters, and their community's tacit acceptance of the family—up to a point. When the family left their farm, they faced steep limits: pews at the rear of the church, burial in separate graveyards, exclusion from town dances, and more. Johnson's relationship with Chinn ruined his political career but as Dr. Myers compellingly demonstrates, it wasn't interracial sex that led to his downfall but his refusal to keep it—and Julia Chinn—behind closed doors. Our guest is: Dr. Amrita Chakrabarti Myers, who is the Ruth N. Halls Associate Professor of History and gender studies at Indiana University Bloomington. She is the author of Forging Freedom: Black Women and the Pursuit of Liberty in Antebellum Charleston, and The Vice President's Black Wife: The Untold Life of Julia Chinn. Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast. Listeners may enjoy this playlist: Never Caught The Story of President Lincoln, from No Way They Were Gay We Refuse: A Forceful History of Black Resistance Running From Bondage How Girls Achieve Remembering Lucille Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

Our book is: The Vice President's Black Wife: The Untold Life of Julia Chinn (University of North Carolina Press, 2023) by award-winning historian Dr. Amrita Chakrabarti Myers. Dr. Myers has recovered the riveting, troubling, and complicated story of Julia Ann Chinn (ca. 1796–1833), the enslaved wife of Richard Mentor Johnson. Johnson was the owner of Blue Spring Farm, a veteran of the War of 1812, and the US vice president under Martin Van Buren. Johnson never freed Chinn, but during his frequent absences from his estate, he delegated to her the management of his property, including Choctaw Academy, a boarding school for Indigenous men and boys on the grounds of the estate. This meant that Chinn, although enslaved herself, oversaw Blue Spring's slave labor force and had substantial control over economic, social, financial, and personal affairs within the couple's world. Chinn's relationship with Johnson was unlikely to have been consensual since she was never manumitted. What makes Chinn's life exceptional is the power that Johnson invested in her, the opportunities the couple's relationship afforded her and her daughters, and their community's tacit acceptance of the family—up to a point. When the family left their farm, they faced steep limits: pews at the rear of the church, burial in separate graveyards, exclusion from town dances, and more. Johnson's relationship with Chinn ruined his political career but as Dr. Myers compellingly demonstrates, it wasn't interracial sex that led to his downfall but his refusal to keep it—and Julia Chinn—behind closed doors. Our guest is: Dr. Amrita Chakrabarti Myers, who is the Ruth N. Halls Associate Professor of History and gender studies at Indiana University Bloomington. She is the author of Forging Freedom: Black Women and the Pursuit of Liberty in Antebellum Charleston, and The Vice President's Black Wife: The Untold Life of Julia Chinn. Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast. Listeners may enjoy this playlist: Never Caught The Story of President Lincoln, from No Way They Were Gay We Refuse: A Forceful History of Black Resistance Running From Bondage How Girls Achieve Remembering Lucille Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/biography

Our book is: The Vice President's Black Wife: The Untold Life of Julia Chinn (University of North Carolina Press, 2023) by award-winning historian Dr. Amrita Chakrabarti Myers. Dr. Myers has recovered the riveting, troubling, and complicated story of Julia Ann Chinn (ca. 1796–1833), the enslaved wife of Richard Mentor Johnson. Johnson was the owner of Blue Spring Farm, a veteran of the War of 1812, and the US vice president under Martin Van Buren. Johnson never freed Chinn, but during his frequent absences from his estate, he delegated to her the management of his property, including Choctaw Academy, a boarding school for Indigenous men and boys on the grounds of the estate. This meant that Chinn, although enslaved herself, oversaw Blue Spring's slave labor force and had substantial control over economic, social, financial, and personal affairs within the couple's world. Chinn's relationship with Johnson was unlikely to have been consensual since she was never manumitted. What makes Chinn's life exceptional is the power that Johnson invested in her, the opportunities the couple's relationship afforded her and her daughters, and their community's tacit acceptance of the family—up to a point. When the family left their farm, they faced steep limits: pews at the rear of the church, burial in separate graveyards, exclusion from town dances, and more. Johnson's relationship with Chinn ruined his political career but as Dr. Myers compellingly demonstrates, it wasn't interracial sex that led to his downfall but his refusal to keep it—and Julia Chinn—behind closed doors. Our guest is: Dr. Amrita Chakrabarti Myers, who is the Ruth N. Halls Associate Professor of History and gender studies at Indiana University Bloomington. She is the author of Forging Freedom: Black Women and the Pursuit of Liberty in Antebellum Charleston, and The Vice President's Black Wife: The Untold Life of Julia Chinn. Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast. Listeners may enjoy this playlist: Never Caught The Story of President Lincoln, from No Way They Were Gay We Refuse: A Forceful History of Black Resistance Running From Bondage How Girls Achieve Remembering Lucille Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life

Discover the ancient nomadic tribe that helped inspire the myth of the Amazons… and their legacy in the world today.On today's Classical Wisdom Speaks, Anya is joined by Professor Christopher Beckwith, an expert on the mysterious and compelling Scythians.Join them as they discuss the secrets of this influential yet overlooked people, their vanished empire, how Herodotus is a very reliable source after all. You can purchase ‘The Scythian Empire: Central Eurasia and the Birth of the Classical Age from Persia to China' by Christopher Beckwith here:https://www.amazon.com/Scythian-Empire-Central-Eurasia-Classical/dp/0691240531Christopher I. Beckwith is an American philologist and distinguished professor in the Department of Central Eurasian Studies at Indiana University Bloomington, Indiana.Hosted by Anya Leonard of Classical Wisdom. To learn more about Classical Wisdom, and sign up for our free newsletter, please go to https://classicalwisdom.substack.com/

James Baldwin and the Reverend Dr. Martin Luther King Jr. were two of the most influential thinkers of the Civil Rights Movement. This hour, we reflect on their legacies as we think about our present political moment. Kyle Bass wrote the play Citizen James, or the Young Man Without a Country, which will be performed in Hartford in February. It portrays a young James Baldwin at an inflection point in his life, before he became a renowned writer. And Randal Maurice Jelks is the Ruth N. Halls Professor of African American and African Diaspora Studies at Indiana University Bloomington. His book Letters to Martin: Meditation on Democracy in Black America started as a talk he gave shortly after President Donald Trump’s first inauguration back in 2017. It puts Dr. King’s ideas in conversation with present-day political questions. GUESTS: Kyle Bass: Resident Playwright at Syracuse Stage and Assistant Professor of Theater at Colgate University. His play Citizen James, or the Young Man Without a Country is being performed by Hartford's Heartbeat Ensemble in February. Randal Maurice Jelks: The Ruth N. Halls Professor of African American and African Diaspora Studies at Indiana University Bloomington. He is also a documentary film producer and author whose books include Letters to Martin: Meditations on Democracy in Black America. You can find more information about Heartbeat Ensemble's performances of Kyle Bass' play Citizen James, or the Young Man Without a Country here.See omnystudio.com/listener for privacy information.

At this hour, TikTok is once again available to its millions of U.S. users – brought back to life, for at least 75 days, by the President who once tried to kill it. It’s been a long and confusing road to get here.Congress passed a law last April to force TikTok’s parent company, ByteDance, to sell the social media app or face a ban in the U.S.. On Friday, the U.S. Supreme Court unanimously upheld that ban, which was set to go into effect on Sunday. TikTok then went dark on Saturday, when users were greeted with a message that read: “Sorry, TikTok isn’t available right now.”Shortly afterwards, a hopeful update appeared in that popup message: “We are fortunate that President Trump has indicated that he will work with us on a solution to reinstate TikTok once he takes office.” The app was back in service Sunday, after about 14 hours offline for U.S. users. President Trump sealed a reprieve for TikTok with the stroke of his Sharpie on Monday, signing an executive order delaying the enforcement of the federal ban for 75 days. It’s just another stop on the long road toward a potential all-out ban of the Chinese-owned app for U.S. users -- and the President’s latest actions raise a host of political, legal and cultural questions. Soundside was joined by a panel of experts to break down what's next. Guests: Ben Brody, a technology reporter for Punchbowl News based in D.C. Jessica Maddox, associate professor of digital media at the University of Alabama. Joseph Tomain, senior lecturer at Indiana University Bloomington. Related Links: TikTok Starts Working Again After Trump Says He Will Stall a Ban - The New York Times KUOW - As Congress pushes potential TikTok ban forward, users wonder what happens next Supreme Court upholds TikTok ban, threatening app’s existence in the U.S. : NPR Thank you to the supporters of KUOW, you help make this show possible! If you want to help out, go to kuow.org/donate/soundsidenotes Soundside is a production of KUOW in Seattle, a proud member of the NPR Network. See omnystudio.com/listener for privacy information.

Is your onboarding process a smooth sailing experience for new people you bring into your company? You can get tripped up when hiring (or firing) someone and discover that you need the help of a professional.My guest, Cherie Ihnen is a Human Resources consultant who works with different size businesses. She has approximately 20 years of experience in HR leadership, and she's seen many of the mistakes CEOs make that lead to performance issues and ill-fitting team members who need to be let go.In this episode of the She Thinks Big podcast, you'll learn about the value of HR in businesses and the importance of effectively onboarding a newly hired person. Cherie will discuss common problems with the onboarding process and how to set clear expectations, how to categorize and address issues with anyone on your team, and how to protect yourself from legal and reputation risks when terminating employment.2:54 - Common problems people make with the onboarding process after a hire8:29 - What a good onboarding process looks like in a nutshell12:14 - One question to help you decide whether to hire an employee or contractor to fulfill a role14:20 - Cherie's bucket theory for handling issues with someone you've hired who you're not happy with20:13 - Guidelines on how to document progress made from addressing work or performance problems24:06 - How to know when it's really time to let go of someone you've hired28:15 - Is your business too small to have professional HR support?30:33 - Why you shouldn't fear being exposed to bad word-of-mouth if you fire someoneConnect with Cherie IhnenCherie Ihnen is a Human Resources consultant based in Indianapolis, IN. She holds a Bachelor of Science degree from Indiana University Bloomington and has a robust skill set that includes employee relations, onboarding, applicant tracking systems, benefits, administration, and more. She has also gained experience from current and previous roles at Better Bodies Inc., Ascent 121, VMS BioMarketing, and ResCare.Email | LinkedIn Mentioned In How to Onboard New Hires & Address or Fire Problematic Ones with Cherie IhnenGet the She Thinks Big bookAndrea's LinksSubscribe to Andrea's newsletterAndrea on LinkedIn, Instagram, and FacebookYou don't need is another endless list of ideas or tools or generic advice, what you do need is personalized clarity. Well, good news. I've created something just for you, my brand-new quiz called, Are You Ready to Scale Big? Pinpoint exactly where you are in your entrepreneurial journey and get the customized guidance you need to unlock your next big step at andrealiebross.com/quiz.

When you are focused on a task, interruptions can be annoying and maddening. Yet, there may be a positive side to interruptions that balance out the negative. This episode begins with some surprising research the suggests there is a silver lining to being interrupted. https://www.sciencedaily.com/releases/2021/08/210803175253.htm What determines whether you are an introvert or extrovert? Is one better than the other? Can you change which one you are? Are all introverts shy? These are just a few of the questions I tackle in my conversation with Holley Gerth. Holly hosts the podcast More Than Small Talk (https://podcasts.apple.com/us/podcast/more-than-small-talk-with-suzanne-holley-jennifer-klrc/id1447539391) and she is also author of the book The Powerful Purpose of Introverts (https://amzn.to/2XEHrJl). Whether you consider yourself an introvert, extrovert, or somewhere in the middle, you should hear what she has to say. Holly's website is www.holleygerth.com Have you noticed how certain smells and odors can instantly transport you back to a time or place in your past? Why do you like some smells but hate others? Is there any smell that people universally love or hate? Your sense of smell is unlike any other sense you have. And here to help you understand how it works is Ann-Sophie Barwich. She is a cognitive scientist, an empirical philosopher as well as an assistant professor at Indiana University Bloomington. She is also author of the book. Smellosophy: What the Nose Tells the Mind (https://amzn.to/2W52jsJ) Do you know what MAYDAY or SOS really mean? Of course, they are universally known distress signals but is SOS an acronym for something? What does MAYDAY refer to? Unless you know the answer, you will never guess. Listen as I explain the surprising story. https://grammarist.com/usage/sos-and-mayday/ Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, Ryan and Becca welcome Jackie Head, a ceramic artist based in Indianapolis, Indiana. Jackie shares insights from her journey through her BFA at Indiana University Bloomington and her MFA at Alfred University, as well as her experiences in ceramics residencies. Now a working artist, Jackie discusses her large-scale installation projects, including those involving over 600 identical tiles. They dive into the challenges of pricing such jobs, managing time, maintaining communication with clients throughout the process, and working through challenges of the mold making and slip casting process. Jackie also reflects on balancing work and life during these intense, months-long projects. Stick around until the end to hear about her massive (nearly 20,000 square feet) project at the Indianapolis Airport!-----Find more about Jackie's business below-----Instagram - @jpheadWebsite - https://www.jackiehead.com/Listener QuestionsSend us questions so we can answer anything you've been thinking about on a future episode. Send those through Instagram @wheeltalkpodcast or email us at wheeltalkpodcast@gmail.com.SponsorsL&L Kilns - The durable kiln that potters trust to fire evenly & consistently. Find your L&L kiln at hotkilns.comSupport the show on Patreon for as little as $3 per month: https://patreon.com/WheeltalkpodcastFollow us on Instagram:@wheeltalkpodcast@rdceramics@5linespotteryVisit our website:www.wheeltalkpotcast.comWheel Talk YouTube ChannelSupport the show