Podcast appearances and mentions of John Marks

Céline var misogyn, antisemit och en sällsynt våldsam pacifist. Men Kristoffer Leandoer vet ingen starkare litterär protest mot krig och dödsstraff. Lyssna på alla avsnitt i Sveriges Radio Play. ESSÄ: Detta är en text där skribenten reflekterar över ett ämne eller ett verk. Åsikter som uttrycks är skribentens egna.”Du måste bli hallick!” Så löd Louis-Ferdinand Célines ordagranna uppmaning till sin engelske översättare John Marks. Som en av hans svenska översättare vill jag tro att det var mitt uppdrag Céline talade om i så grova ordalag: att detta var hans vulgära metafor för uppgiften att förmedla det intima mötet på ett främmande språk mellan läsare och text. Tyvärr har jag helt fel: uppmaningen är högst bokstavligt menad. I sin brevväxling med Marks, som pågick i decennier, talade Céline hellre om sexualia än om litteratur, varvid han tog på sig den erfarne, äldre mannens roll – och hallickar var enligt honom de enda som verkligen förstod hur kvinnor skulle hanteras.Marks, som framlevde sina dagar som utrikeskorrespondent och tjurfäktningsentusiast, verkar klokt nog ha ignorerat rådet. Men tyvärr censurerade han som översättare Célines text på all uttalad sexualitet så pass systematiskt att man kan tala om stympning. Ändå är det just i brevväxlingen med denne Marks som Céline definierar sin egen stil allra bäst: ”Allt det där är dans och musik. Ständigt på dödens rand: ramla inte ner där.”1932 slog den unge franske läkaren Louis Ferdinand Destouches under pseudonymen Céline ner som en bomb med sin debutroman Resa till nattens ände, där det stelopererat rationella franska språket under hans händer återuppstod som ett följsamt redskap för dans på existensens yttersta rand. Men denna hypersensibilitet kan knappt separeras från sin motsats, en grovhet vars uppsåtlighet har något obehagligt grälsjukt över sig. Han var inbiten antisemit och öppen anhängare av nazismen under den tyska ockupationen av Frankrike.”Du måste bli hallick!”Den slutsatsen drar också huvudpersonen i Célines roman Krig, den förvirrade och febersjuke Ferdinand, på militärsjukhuset där han vårdas för en granatskada som invalidiserat honom partiellt för livet: ”Jag drog på mig kriget i min skalle”, säger han själv. ”Det fastnade i min skalle.”Verklighetens Louis Ferdinand Destouches sårades 1914 på samma sätt som romanens Ferdinand – i högerarmen och huvudet – och led livet igenom av tinnitus och huvudvärk. Krig skrevs sannolikt 1934 och var tänkt som andra ronden i den uppgörelse med krigstraumat som kavallerist i första världskriget som inletts med Resa till nattens ände. Men romanen blev liggande, och när Céline, som dagligen mottog dödshot på grund av sin tyskvänlighet, i största hast flydde Paris sommaren 1944 tillsammans med hustru och katt, fanns Krig bland de 6000 manuskriptblad som blev kvar i lägenheten på Rue Girardon i Montmartre.Först sextio år efter författarens död återfick rättsinnehavarna denna kvarlåtenskap, de sextusen sidorna visade sig innehålla flera i stort sett färdiga romanmanus och i maj 2022 inleddes utgivningen just med Krig: en litterär världssensation som ekade märkvärdigt av nyhetsbevakningen från den ryska invasionen av Ukraina, där krigshändelserna snart nådde ett statiskt skede som spöklikt påminde om första världskriget. Jag översatte romanen i en osäkerhetszon, inte alltid helt säker på om beskrivningen av krigets fasor, hemmafrontens enögda entusiasm och infanteristernas utmattning kom från Célines nittio år gamla romantext eller radions nyhetssändningar. Mitt intryck förstärktes av textens grundläggande hallucinatoriska karaktär: det är skallen på Ferdinand som är träffad, han yrar och svamlar och vet inte alltid själv vad som är syner och vad som är verkligt. Aldrig har en litterär text förmedlat så in på skinnet hur kriget förgör även dem det skonar, de som har turen att överleva både motståndarnas och den egna sidans eldgivning.Sjukhuset ligger nära fronten, de sårade är ingalunda förskonade från krigets fasor. De ska inte bara stå ut att ha sina egna likkistor bokstavligt talat väntande i källaren, stå ut med dödsjämmer och amputeringshot, kanonmuller och fiendeflygets dagliga turer, utan dessutom med det ständiga hotet från militärdomstolen: sårades de verkligen i strid, är de inte i själva verket simulanter och desertörer, borde de inte ställas mot en vägg och skjutas? En gång i veckan ekar exekutionspatrullens skottsalvor i den lilla staden. Under sina långsamma promenader som konvalescent råkar Ferdinand på avrättningsplatsen och begrundar den oansenliga vägg som de dödsdömda ställs upp mot, ännu osäker på om inte hans egen resa kommer att sluta där: denna scen är i sin lågmälda, nästan stumma direkthet den mest vältaliga argumentation mot dödsstraffet jag läst, skriven alltså av en sällsynt våldsam pacifist, misogyn och antisemit: inte helt lätt att smälta.Att berömma ett litterärt uttryck just för dess stumhet låter kanske konstigt, men jag kommer inte på något bättre sätt att beskriva det Céline åstadkommer i Krig. Han lyckas formulera en oartikulerad och språklös, närmast animalisk reaktion hos människan på militarismens och krigets övervåld: en stum och maktlös förtvivlan som bara kan få utlopp i egen grovhet och eget övervåld. I sjukhussalen handlar det i högst bokstavlig bemärkelse om en sårad, för att inte säga skadeskjuten manlighet – det läcker på alla möjliga håll och kanter – som får hitta sin kompensation där den kan, genom att fuska med vikterna, verka känslomässigt oberörd och försöka dra ner kvinnorna till sin egen nivå. Det är från denna de permanent vingklipptas sjuksal som Célines dagorder till översättaren härstammar: ”Du måste bli hallick!”Man ska minnas att dessa stympade män, dessa spillror av mänsklighet, ändå tillhör den segrande sidan: de har överlevt, de har hyllats som hjältar, man skålar för dem och harangerar dem i högtidstal om nationens offervilja. Den solkiga misär Céline porträtterar så oförglömligt är krigets bästa-scenario, högsta vinsten. En mer träffande konsekvensutredning av vad krig faktiskt gör med sina deltagande har sannolikt aldrig skrivits.Även det fortsatta författarskapet går att se i detta ljus. ”Vi är skrattretande, gamlingar från födseln!” säger Céline i sin näst sista roman Nord från 1960. Han tröttnar aldrig på att framställa sig själv som en grinig och snuskig gammal gubbe, finner samma glädje i att baktala sig själv som resten av världen. Men sin solidaritet med den sönderskjutna och livrädda pojke som dragit på sig kriget i sin skalle ger han aldrig upp. Och inte heller ger han någonsin upp sin dans och musik på dödens rand. Även om han mycket väl vet att till slut så är det där vi alla ramlar ner.Kristoffer Leandoerförfattare, översättare och kritiker

How do we make peacebuilding a first-order issue? We know peacebuilding is the answer to conflict—so why do we, as a field, have such a hard time making that case to funders, policymakers, and the public?In this episode of AfP's Got Conflict? Let's Talk Peacebuilding! podcast, AfP's Executive Director, Liz Hume, sits down with John Marks, founder of Search for Common Ground, to answer these questions and discuss his new book, From Vision to Action: Remaking the World Through Social Entrepreneurship. In this far-reaching conversation, Marks explores the importance of long-term bridge building, Search's work in Burundi, peacebuilding in the U.S., and the structural challenges to funding peacebuilding. Support the show

How can social entrepreneurship help end violent conflict? In this episode, John Marks, founder of “Search for Common Ground”, an international NGO dedicated to resolving global conflicts, shares insights from over 40 years of experience in peacebuilding. Marks discusses key lessons from his extensive career, highlights core concepts from his latest book, “From Vision to Action”, and offers practical advice for young policymakers striving to implement effective conflict-resolution strategies.  This podcast is produced in partnership with the Pearson Institute for the Study and Resolution of Global Conflicts. For more information, please visit their website at www.thepearsoninstitute.org.  Podcast Production Credits: Interviewing: Isabella Nascimento, Sol Rivas Lopes, Mithila Iyer Editing: Nishita Karun Production: Isabella Nascimento 

On this day of many holidays, enjoy some of our favorite recent conversations:As part of our centennial series Michael Kazin, professor of history at Georgetown University, editor emeritus of Dissent and the author of several books, including What It Took to Win: A History of the Democratic Party (FSG, 2022) and American Dreamers: How the Left Changed a Nation (Knopf, 2011), traces the history of socialism in America.As our centennial series continues, Joseph Stiglitz, Nobel laureate in economics, university professor at Columbia University, chief economist at the Roosevelt Institute, and author of The Road to Freedom: Economics and the Good Society (W.W.Norton, 2024), reviews the history of American capitalism and the ebb and flow of regulation.John Marks, social entrepreneur, founder of Search for Common Ground and Common Ground Productions, founder and managing director of Confluence International, visiting scholar at Leiden University and the author of From Vision to Action: Remaking the World Through Social Entrepreneurship (Columbia University Press, 2024), talks about his work in conflict resolution and finding common ground.Jim O'Grady, freelance podcast reporter, producer, and editor, talks about how he looks to a Catholic saint for spiritual guidance, and listeners call in to share their favorite saint or other spiritual guide. These interviews were lightly edited for time and clarity; the original web versions are available here:100 Years of Things: American Socialism (October 28, 2024)100 Years of 100 Things: American Capitalism (November 1, 2024)The Business of Peace-Building (October 1, 2024)How Saints Can Help Us Sinners (September 16, 2024)

Send us a textIn this holiday season opener of 2 Fat Guys Talking Flowers, we're thrilled to welcome John Marks, a true next-gen entrepreneur who has turned his passion for creating into a thriving enterprise. From selling wreaths and candies to launching his own ribbon line and TV show, John's journey is a testament to the power of organic growth, hard work, and staying true to oneself.Known for his signature “Hey y'all!” videos, John has used social media to educate, connect, and open doors in the floral industry. He may say his success came “little by little,” but it's clear that his authenticity and dedication have built him a brand that's now recognized nationwide.In this episode, John shares his unique perspective on success—he doesn't believe there's a secret formula, but he knows that looking at things from a different angle can make all the difference. Whether you're a florist, entrepreneur, or someone who simply enjoys a good success story, this conversation is packed with insights, inspiration, and a whole lot of heart.Join us as we kick off the holiday season with an incredible story of growth, perseverance, and staying true to what you love. Tune in and get ready to be inspired!Learn more at https://john-mark-enterprises.myshopify.com/

In this uplifting chat, John Marks joins us again to tell how Search for Common Ground created radio and TV programs from Africa to Asia - designed to help bring former enemies together. His case studies from Burundi, Kenya and the Democratic Republic of the Congo show how Search's broadcasts helped soothe conflicts between warring groups, and reduced the scourge of rape by rampaging soldiers. The programs obviously are no panacea, but as John says, they are “keeping hope alive.”

On Episode 525 of Impact Boom, John Marks of Confluence International discusses why in a polarised world we need to lean into peacebuilding and how the ideals and core principles of social entrepreneurship are a powerful catalyser of conflict resolution. If you are a changemaker wanting to learn actionable steps to grow your organisations or level up your impact, don't miss out on this episode! If you enjoyed this episode, then check out Episode 517 with Mandar Apte on how social enterprises can profitably promote peace -> https://bit.ly/3CfKJHn The team who made this episode happen were: Host: Indio Myles Guest(s): John Marks Producer: Indio Myles We invite you to join our community on Facebook, Twitter, LinkedIn or Instagram to stay up to date on the latest social innovation news and resources to help you turn ideas into impact. You'll also find us on all the major podcast streaming platforms, where you can also leave a review and provide feedback.

It seems that almost everywhere in the world, there is conflict, distrust, and unrest – Gaza, Ukraine, Syria, and even here in the US. Oftentimes, any kind of diplomacy, cooperation, agreement, detente or finding a common ground seems impossible. But what if there was a different way? What if there was an organization that holds as its mission, “to transform the way the world deals with conflict, away from adversarial approaches and toward cooperative solutions?” What if those tactics included dialogue training, joint development projects, public art projects, sports leagues, and social impact entertainment via radio, TV, film, and print? Well, these are all accomplishments that John Marks has achieved in his work as President of Search for Common Ground, a peacebuilding NGO he founded in 1982 and built with his wife Susan Collin Marks, predicated on social entrepreneurship.  He is the coauthor of the controversial New York Times best-seller The CIA and the Cult of Intelligence, the award-winning Search for the “Manchurian Candidate,”  and we'll be doing a deep dive into his latest book, From Vision to Action: Remaking the World Through Social Entrepreneurship, just recently published by Columbia University Press.  John is also a Skoll Awardee in Social Entrepreneurship and an Ashoka Senior Fellow. The UN's University of Peace awarded him an honorary doctorate for is work, and in 2018, Search for Common Ground was nominated for the Nobel Peace Prize. I found From Vision to Action to be both a memoir and somewhat of a practitioner's guide to the underlying principles of social entrepreneurship. It offers a master class in effective negotiation and conflict resolution. It builds on a core strategy of understanding differences and acting on commonalities. John uses his own experiences of creating real-life breakthroughs during his time leading Search for Common Ground.  John's pioneering work has genuinely made the world a safer and better place for us all – he is an inspiration.

John Marks is the founder of Search for Common Ground, an international NGO whose purpose is to end violent conflict around the world. In 2018, Search was nominated for a Nobel Peace prize. Over the years some of their notable work has included helping to avert genocide in Burundi, supporting free elections in Liberia and Sierra Leone, and creating training in the Democratic Republic of Congo to curb sexual assault. Marks is the author of the new book From Vision to Action, Remaking the world through Social Entrepreneurship. Together, we spoke about how Esalen helped to launch his work and what he's learned in over 40 years of track 2, or citizen diplomacy. BIO: John Marks had an unconventional path to peacemaking, starting as a critic of the CIA and becoming a renowned social entrepreneur. Marks resigned from the State Department in 1970 to protest the United States' invasion of Cambodia. He co-authored a bestselling book, The CIA and the Cult of Intelligence, which exposed abuses committed by the CIA. His second book, which won a major award for investigative reporting, also focused on CIA abuses. In 1982, Marks founded Search for Common Ground (Search), an organization dedicated to conflict resolution and peacebuilding. Marks's journey showcases a remarkable shift from a career focused on exposing wrongdoing to a life dedicated to building common ground and fostering peace. Marks and his colleagues at Search were known as "Searchers," highlighting their dedication to seeking solutions and common ground in conflict situations.

John Marks says yes - and he and the organization he founded, Search for Common Ground, have made it happen. He tells us surprising stories about how they get people to listen to each other, across hard lines of hatred and suspicion: Russian and American intelligence officers, Iranians and Americans, Israelis and Arabs, Hutus and Tutsis in Africa -  and more. John's memoir, From Vision to Action: Remaking the World Through Social Entrepreneurship, is like a how-to guide - filled with candid accounts of his successes and failures.

John Marks, social entrepreneur, founder of Search for Common Ground and Common Ground Productions, founder and managing director of Confluence International, visiting scholar at Leiden University and the author of From Vision to Action: Remaking the World Through Social Entrepreneurship (Columbia University Press, 2024), talks about his work in conflict resolution and finding common ground.

Social entrepreneurs are a unique breed of people, capable of conjuring up a vision, a new way of doing something, a solution to a problem; but they also have the skill and the determination to overcome all the obstacles to implement their vision. John Marks is a remarkable social entrepreneur who, with his wife Susan Collins Marks, built the largest peace building organization in the world, Search for Common Ground. When they stepped down from leadership in 2014, Search had 600 full time employees and offices in 35 countries. Search was nominated for the Nobel Peace Prize in 2018.His new book, From Vision to Action: Remaking the World Through Social Entrepreneurship, explains how he built Search for Common Ground, and what made it so successful. His new book delivers practical guidance on building bridges and creating meaningful change. Of particular interest to us at MPV, John is a remarkable innovator, not only in the production of effective media to promote peaceful solutions to conflicts, but also in the breakthrough ways he found to disseminate the media, and ideas and approaches they celebrated. RESOURCES:Virtual book talk with John Marks with Harvard Law School's Program on Negotiation, September 23, 2024Clips from Common Ground Productions:·       Radio in Burundi: 1:42 - https://www.youtube.com/watch?v=qghsd3-Wpv8·       Children's TV in Macedonia with Sesame Workshop: 2:04 - https://youtu.be/ifyCYSbHp2A·       Reality Series:  CNN piece on “The President: 2:45 - https://www.youtube.com/watch?v=oQFlmUzi6ys·       Adult Drama:  Team trailer:  2:14 - http://www.youtube.com/watch?v=NqYVapttDEQ&feature=youtu.be·       PSA:  Ziggy Marley: 0:23 - https://www.youtube.com/watch?v=llinHdw_gdU·       Music Video:  Ring the Bells: 3:38 - https://youtu.be/5Rs94ztNROIMusic in this episode by Joel Cummins, Podington Bear, Xylo-Ziko, and Faszo.  ABOUT THE SHOW The Making Peace Visible podcast is hosted by Jamil Simon and produced by Andrea Muraskin, with help from Faith McClure. Steven Youngblood is Director of Education for Making Peace Visible. Learn more at makingpeacevisible.org Support this podcast Connect on social:Instagram @makingpeacevisibleLinkedIn @makingpeacevisibleX (formerly Twitter) @makingpeaceviz We want to learn more about our listeners. Take this 3-minute survey to help us improve the show!

"Everybody, essentially, deep down on a personal level, wants the same thing.”A brilliant and humbling conversation with John Marks where we delve into the power of social entrepreneurship as a transformative force that blends positive change with financial sustainability. We look at the 11 principles John has taken from his work in international conflict resolution and what it means to fully empower yourself and others and embrace adaptive leadership. We discuss the need to decrease the defensive, reactive tendencies we have, regulate our emotions, and add intentionality in order to be more effective adaptive leaders - eventually it must come naturally. We discuss various initiatives, such as improving U.S.-Iran relations through “wrestling diplomacy,” and reflect on John's own transition from opposition-focused activism to collaboration-centered leadership, promoting a “win-win” approach. It is important to be defined not by what you are against but what you are working for – this paradigm shift can be transformative for people as leaders and as individuals.We look at the challenges of collaborative problem-solving at different scales, the consistent principles of mediation, and the importance of active listening and mediation in leadership and other insights to improve business culture.John generously shares insights and stories from his wealth of knowledge and wisdom from working with international actors and conflicts across the globe. If you are passionate about creating positive change in the world but unsure how to balance your ideals with financial sustainability listen here to the rest of this episode which unpacks the rich insights from his transformative book, “From Vision to Action: Remaking the World Through Social Entrepreneurship.”The main insights you'll get from this episode are : - Vision is to create a more peaceful world and deal with conflict peacefully; applied visionaries use the ideas of mediation to resolve problems and set up processes to deal with problems.- Social entrepreneurship is a means to try and make the world a better place for someone with the skills to launch an initiative and make it happen, beyond themselves, without financial gain as the primary goal.- Having purpose can find resources for and with us, e.g. the SFCG mantra is to understand differences and act on commonalities, i.e. find ways for people to agree, starting with what is possible, and building trust during the process to resolve the conflict.- An inclusive approach is based on everyone essentially wanting the same thing and commonalities can be used to bring people together, e.g. sport – building teams, both sides being ready and willing.- Example of ‘wrestling diplomacy' [when the US wrestling team visited Iran] gained press coverage and provided leverage for further signalling at a political level – different motivations for different parties but all benefited.- It is important to be defined not by what you are against but what you are working for – this paradigm shift can be transformative for people as leaders and as individuals.- ‘Yesable propositions' offer win-wins that make you more attractive to others; it doesn't mean getting everything you want, rather the maximum you can get, and the same for the other...

We open Season 13 of the Social Change Career Podcast with —John Marks, one of the world's most insightful changemakers and the founder of Search for Common Ground. In this episode, John shares hard-earned lessons from his extraordinary career, offering practical advice on building a career that connects social impact and peace. We're also thrilled to preview his upcoming book, “From Vision to Action: Remaking the World Through Social Entrepreneurship,” set to be published in early September. The book is packed with real-world examples and strategies drawn from John's extensive experience in creating meaningful change. What We'll Cover: Building Bridges for Peace: Insights from decades of experience in conflict resolution and social entrepreneurship. Transformational Leadership: How to lead change in challenging environments. Adapting to the Unexpected: Lessons learned from navigating global conflicts. About John Marks: John Marks is one of the most insightful changemakers in peacebuilding and social change. In 1982, he founded Search for Common Ground with a bold mission: to transform the way the world handles conflict—from confrontation to cooperation. Under his leadership, the organization became the largest peacebuilding nonprofit globally, with offices in over 35 countries and a staff of 600, tackling some of the world's most challenging conflicts. John's work has taken him into the heart of conflict zones, where he developed innovative approaches to peacebuilding, using media to bridge divides in war-torn societies and fostering dialogue between deeply opposed groups. His efforts have earned global recognition, including a Nobel Peace Prize nomination for Search for Common Ground in 2018. Beyond his work with Search for Common Ground, John is a Skoll Awardee for Social Entrepreneurship, an Ashoka Senior Fellow, and a visiting scholar in peacebuilding and social entrepreneurship at Leiden University. He is also an accomplished author, known for his books on intelligence and peacebuilding, including The CIA and the Cult of Intelligence, a New York Times best-seller, and the award-winning Search for the “Manchurian Candidate.” John's upcoming book, “From Vision to Action: Remaking the World Through Social Entrepreneurship,” dives into his approach to negotiation, conflict resolution, and social entrepreneurship. It's essential reading for anyone passionate about making a real difference.   PCDN.global News There is something YOU can do to help expand the impact of this podcast.  Subscribe, rate and share it with your circle of stubborn optimists.  Don't miss out on the wealth of experiences shared by our diverse guests over 130+ episodes of the award-winning Social Change Career Podcast. Have you heard of the PCDN Weekly Impact Newsletter? Over 7 ,000  subscribers receive hundreds of human-curated social impact jobs, consultancies, funding leads, professional and academic fellowships and it now features our Career Impact Chat GPT.  Subscribe to our FREE PCDN weekly impact newsletter.

OA1057 We're giving ourselves a break this week from Trump, the Supreme Court, and all things 2024 to indulge in one of Matt's all-time favorite subjects: CIA mind control experiments! In this extra-carefully-researched episode, Matt breaks down the history of the federal government's MKULTRA  program to fund research in brainwashing, mind control, and LSD on unsuspecting U.S. and (for some reason) Canadian citizens, as well as the inherent legal issues in trying to sue the CIA for something you can't remember and for which most evidence has been destroyed. Why was the CIA funding a sadistic mad scientist in Montreal, and is there any hope of justice for the families of his victims today?  BOOKS Poisoner in Chief: Sidney Gottlieb and the CIA Search for Mind Control , Stephen Kinzer (2019) The Search for the Manchurian Candidate: the CIA and Mind Control, John Marks (1979)(link goes to full text on CIA website) The Devil's Chessboard: Allen Dulles, the CIA, and the Rise of America's Secret Government: David Talbot (2016) CHAOS: The Truth Behind the Manson Murders, Tom O'Neill (2020) LEGAL PROCEEDINGS Orlikow v. United States, 682 F. Supp. 77 (D.D.C. 1988) CIA v. Sims :: 471 U.S. 159 (1985) “PROJECT MKULTRA, the CIA's Program of Research in Behavioral Modification,” (transcript of joint Senate hearing)(8/3/1977) Judgment dismissing former Deputy U.S. Marshall Wayne Ritchie's claims against the CIA in Ritchie v. U.S. (N.D. CA 2005) ARTICLES ANATOMY OF A PUBLIC INTEREST CASE AGAINST THE CIA, Joseph Rauh and Jim Turner, Hamline Journal of Law and Public Policy (Fall 1990) MK-ULTRA: Quebec high court says U.S. has immunity in Canada | Montreal Gazette (10/3/23)  CIA Denies Conspiracy Theory That It Used MKUltra on Trump Shooter, Gizmodo.com (7/28/24) “After Learning of Whitey Bulger LSD Tests, Juror Has Regrets,” PBS  (2/18/2020) “Before He Was the Unabomber, Ted Kaczynski was a CIA Mind Control Test Subject,” Washington Post (6/11/2023) PODCASTS & DOCUMENTARIES Brainwashed, Canadian Broadcasting Corporation (2024) Madness, WBUR (2020) The Sleep Room: CIA-funded experiments on patients in Montreal hospital (1998) - The Fifth Estate (CBC) Wormwood, Errol Morris, Netflix (2017)

Dr Adam Rutherford and Dr Julia Shaw investigate the threads connecting modern day medicine to its often brutal origins. This is the story of 16 year old Lana Ponting. The year is 1958 and she has run away from home yet again. The police pick her up and a judge orders her to the infamous Allen Memorial Institute in Montreal, Canada.There, she is met by Dr Ewen Cameron, a very famous psychiatrist. What neither Lana nor her parents knew is that Dr Cameron's method of treatment was less than conventional and his work would soon attract the attention of the CIA and their mind control efforts. This is the story of Subproject 68 and MK Ultra. Julia and Adam hear from journalist John Marks, author of The Search for the Manchurian Candidate: The CIA and Mind Control. They also speak with Lana Ponting, one of the last living survivors of Dr Cameron's experiments at the Allen Institute.Presenters: Dr Adam Rutherford and Dr Julia Shaw Producer: Simona Rata Assistant Producer: Mansi Vithlani Executive Producer: Jo Meek Sound Design: Craig Edmondson Commissioner: Dan ClarkeAn Audio Always production for BBC Radio 4

Join us for a great show as the former Mayor of Tallahassee, John Marks, discusses the importance of the "forgotten HBCU," Coleman College. Also, find out about his special project that aims to educate on Coleman College and why it was so important. --- Support this podcast: https://podcasters.spotify.com/pod/show/the-sean-pittman-podcast/support

Turn-around: Grandson interviews Health Hats about his Zelig-like career path and choices: unpredictable, privileged, mentored, supported, and spiritually healthy. Summary Health Hats is interviewed by his editor, grandson Leon, delving into a discussion about his diverse and impactful career. The episode starts with Leon interviewing Health Hats about the origins and motivations behind the podcast, tracing back to a serendipitous naming and a road trip that solidified the podcast's visual identity. Health Hats shares his journey from opting out of a higher-paying job that required him to cut his long hair to embracing a path in healthcare as a psychiatric aide, which led him to nursing school.  The story also touches on being a male nurse in the 70s, transitioning from direct care to significant hospital and quality management roles. Leon and Health Hats discuss the significant impact of personal decisions on career paths, the unpredictability of life, and the profound influence of one's birth and circumstances. Health Hats reflects on his efforts to improve healthcare systems, advocating for better staff and patient conditions and participatory health. The episode explores Health Hats' professional life, his philosophy on work-life balance, his role as a change agent, and his commitment to continuous learning and improvement. Click here to view the printable newsletter with images. More readable than a transcript, which can also be found below. Contents Table of Contents Toggle EpisodeProemPodcast introBirthing Health HatsNursing school – what's hair got to do with it?Wanted a lifeFirst male public health nurse in Western MassWe don't hire men in nursing hereRetiring in our thirties as back-to-the-land hippiesCouldn't manage an emergency at homeTwelve-bed hospitalWest Virginia, a Third World stateAdvanced Cardiac Life Support Call to actionVolunteering for the Emergency SquadFrom direct care to managementChange agent: staffing and visiting hoursRemote Learning for a Master's DegreeMoving onStudent of organizational healthOutspoken, driven change agentBest Boss EverThe will to change – leadershipNo, lay me offRetiringProfessional life, more than the jobCan't keep a jobReflectionPodcast Outro Please comment and ask questions: at the comment section at the bottom of the show notes on LinkedIn  via email YouTube channel  DM on Instagram, Twitter, TikTok to @healthhats Production Team Kayla Nelson: Web and Social Media Coach, Dissemination, Help Desk  Leon van Leeuwen: article-grade transcript editing  Oscar van Leeuwen: video editing Julia Higgins: Digit marketing therapy Steve Heatherington: Help Desk and podcast production counseling Joey van Leeuwen, Drummer, Composer, and Arranger, provided the music for the intro, outro, proem, and reflection, including Moe's Blues for Proem and Reflection and Bill Evan's Time Remembered for on-mic clips. Five-minute episodes on YouTube. Inspired by and Grateful to  Jim Bulger and Bob Doherty (deceased), Eric Pinaud, Jane Sarasohn-Kahn, Luc Pelletier, John Marks, Ann Boland, Lynn Hubbard Links and references Are medication error rates useful as a comparative measures of organizational performance? was published in The Joint Commission Journal on Quality Improvements in 1994 receiving the David K Stumpf Award for Excellence in Publication from the National Association for Healthcare Quality. The article was referenced in the book, Error Reduction in Healthcare by Patrice L. Spath in 2000. 1977 article about Danny van Leeuwen, the first male public health nurse in W Mass It sounds like a Zelig effect (if you know Woody Allen) or a Forrest Gump effect (if you know Tom Hanks) Jane Sarasohn Kahn, a blogging health economist West Virginia The University of Minnesota ISP Program Episode Proem As you may know, my production team includes Grandson Leon,

Hall of Famer Brian Dawkins joins John Marks and Ike Reese to discuss his expectations for the Eagles coming off last year's Super Bowl loss. To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

On 5 July 1948, the UK's National Health Service began as part of a series of reforms with the aim of supporting and protecting Britain's citizens from the “cradle to the grave”. The architect of the NHS was the health minister in the post-war Labour party government, Aneurin Bevan. The care was to be free for all and paid for by taxation. The birth of the NHS was not without controversy, the British Medical Association worried that doctors would be turned into civil servants. On the same day that the NHS was born, John Marks qualified as a doctor. Dr Marks spoke to Louise Hidalgo about the early days of the NHS in this programme first broadcast in 2009. (Photo: Prime Minister Aneurin Bevan meets staff at Park Hospital, Manchester on the opening day of the NHS Credit: Trafford Healthcare NHS/PA Wire)

Should not the John Marks of your church be given a second chance--

Today's episode is a brief one, and takes us back in time to 2000 and the remarks from Sir John Templeton at the Acton Institute's Annual Dinner. It was at this dinner that Templeton was award the inaugural Acton Institute Faith & Freedom Award for his contributions to civil society as “a pioneering philanthropist with wisdom to understand the tremendous role of faith in the course of human history.”Beginning a Wall Street career in 1937, he created some of the world's largest and most successful international investment funds. Templeton, a member of the Presbyterian Church (USA), was known for starting mutual funds' annual meetings with a prayer. Templeton was knighted Sir John by Queen Elizabeth II in 1987 for his many accomplishments. One of these was creating the world's richest award, the $1 million-plus Templeton Prize for Progress Toward Research or Discoveries about Spiritual Realities presented annually in London since 1972. Because of his vision, the John Templeton Foundation continues to give away about $40 million a year – especially to projects, college courses, books, and essays on the benefits of cooperation between science and religion.In 2003, The Templeton Foundation committed to a generous pledge to launch the Templeton Freedom Awards program with Atlas Network. Since that time, Atlas has presented these awards and grants to outstanding think tanks working to improve the public understanding of freedom. The Acton Institute has won two Templeton Freedom Prizes.Subscribe to our podcastsRegister Now for Business Matters 2023Apply Now for Acton University 2023 (Early Bird Pricing) Hosted on Acast. See acast.com/privacy for more information.

John Marks is one of the biggest names in country music. He has blazed a path from terrestrial radio to XM to Spotify and beyond leaving his impression on all of these. He has witnessed the many changes that have happened in all formats of music over the past few decades and has learned to pivot, stay relevant and make a huge impact on songs and artists alike. This is an education in the music business. John is one of our favorite people on the planet as well and I'm so thankful for his time. Please enjoy.

Join us in our latest sermon series entitled, "On Mission with Jesus" as we read through the Gospel of Mark. In today's podcast, we will be studying Mark 10:45. Follow along with the message here: https://bit.ly/3IwSp8T If you have any questions or would like to leave a comment, please feel free to email us at info@ravenswoodbaptist.org

Mordecai Ian Brownlee, president of the Community College of Aurora, will lead the conversation on navigating the digital equity gap in higher education.   FASKIANOS: Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, vice president of the National Program and Outreach at CFR. Today's discussion is on the record, and the video and transcript will be available on our website, CFR.org/academic. CFR takes no institutional positions on matters of policy. We are delighted to have Mordecai Ian Brownlee with us today to talk about the digital equity gap in higher education. Dr. Brownlee is president of the Community College of Aurora in Colorado. He also teaches for Lamar University in the College of Education and Human Development. Dr. Brownlee publishes frequently and serves as a columnist for EdSurge. He has been featured on a number of national platforms including by Diverse Issues in Higher Education magazine as a new school leader representing the next generation of college presidents, and he was most recently appointed to serve on the board of directors of the American Association of Community Colleges. So, Dr. Brownlee, thank you very much for taking the time to be with us. I thought we could begin by having you define digital equity and give us an overview of the digital equity gap in higher education, and I know you are going to share a presentation with us so we look forward to seeing that on screen. BROWNLEE: Absolutely. Thank you so much for the opportunity to the Council on Foreign Relations. Just thank you all so much. And to answer that question as we talk about digital equity, it's the assurance of ensuring that all have access to the information technology available and to have the capacity to engage in society and productive citizenship. And so we'll talk about that and let me just start sharing the screen and we'll jump right into it. All right. Here we go. So, once again, thank you all for the opportunity, again, to the Council of Foreign Relations for this opportunity to talk about navigating digital equity. Bringing greetings on behalf of the Community College of Aurora here in Aurora, Colorado. And let's just jump right into it. You know, as we talk about defining this work, how to navigate this work, we have to first understand the work, and to understand digital equity we must first understand the digital divide. And so, you know, as we talked about the digital divide at the beginning of the pandemic it, certainly, was dealing with the voice and mindset, the texture and tone, of accessibility and being able to engage in learning throughout the pandemic and, first of all, I would say as educators it's so critical that even as we are, quote/unquote, “coming out of the pandemic” that we still acknowledge part of the challenges that are happening across the country and across the world in regards to accessibility—equitable accessibility to information technology, to the tools, and to have the capacity to not only learn but, certainly, engage in the economy and society. So as we talk about digital equity, we must understand the digital divide and so let's kind of define that. One of my favorite definitions for the digital divide defined comes from the National League of Cities and they say the digital divide is the gap between individuals who have access to computers, high-speed internet, and the skills to use them, and those who do not. There's two critical components as we talk about digital equity that I want to call out with the digital divide definition here. One is access. The other is skill. Access and skill. So as we think about equity and just think about how do we level the playing field, how do we close the gap on accessibility and skill attainment to engage. And it's not just being able to access and that's the other—I think the complexity here as we think about the term equity because just because I provide you the computer, right—and we found this during the pandemic—just because I provide you the computer do you even have broadband access? And if you have broadband access do you have dependable sustainable broadband access? And then if you have sustainable broadband access, are you skilled to not only learn but and engage through this instrument and tool, and that in itself is where we have found there to be challenges as we think throughout the pandemic and, certainly, beyond the pandemic on what we must do to close the gap for equity and the digital divide. So digital divide provides that access, skill. Equity will then take us deeper into this work. Here are key factors I want to call out in regards to how we must eradicate or address these challenges, these factors, in order to close the gap on the digital divide. Number one, what we have seen through research—and digitalresponsibility.org has done a great job of calling this out—number one, age-related issues as we think about the various generations that are engaged in society and still present in society. We have digital natives. I consider myself to be a digital native as a millennial. But this is very different than previous generations that may not have had the proper training and skill and their jobs do not have them engaging, utilizing these tools and instruments on a regular basis and so that in itself has created some challenges. And, again, there is, certainly, all those that are outliers and those among the generations that have been able to engage in these instruments and tools. However, it is truly a fact through research that age-related issues have been a part of this challenge, more specifically, speaking to our older population. Socioeconomic factors—have to talk about it. I think about it, especially in the higher education space. Our tribal institutions is where I've heard throughout the pandemic some of our most severe challenges that have been experienced in regards to the digital divide. One of the stories that I heard that just breaks my heart—I remember the first time I heard it, it truly had me in tears—we were at the height of the pandemic at this point and what we were learning is in one particular tribal community in order for those students to complete—these are young K-12 students—in order for them to complete their assignments they had elders and community members of that tribe that would walk the students up to the highest point on the mountain within that particular tribal territory just to be able to pick up an internet signal, and they were able to do this when there was not as much traffic on that internet broadband access—that grid, if you will. And so those students were having to do their work—their homework—between the hours of 2:00 a.m. and 5:00 a.m. in the morning. Very interesting reality—unfortunate reality. We, certainly, have to come up with the solutions to addressing this. This in itself is part of that digital divide conversation. Geographic causes—it depends on where you are in the country. I remember at one point in time I was teaching and served the University of Charleston out of Charleston, West Virginia, and for those that are familiar with that part of the country in the Appalachia, I would have my students that were having to use their own cell phones in order to complete their assignments and upload their assignments. They did not have either, in some cases, the actual tools or accessibility, would have to drive in to more populated spaces to pick up a signal. This was impacting their learning experience. This in itself is all a part of that digital divide. Last, certainly, not least, racial, culture, language. All of this plays a role and more in that skill set component along with accessibility component and how are we going to as educators, as key stakeholders within our community, leaders, be a part of the solution to close that divide. Age-related issues, socioeconomic factors, geographic causes, racial, cultural, and language. Again, digitalresponsibility.org is the source on that there. Step two, to navigate digital equity we must understand digital equity, and so now we're going to go and delve into what does it mean—what does digital equity mean. So I'm taking my definition, again, from the National League of Cities. Digital equity is a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy, and economy. This is huge. So, again, as you heard me talk about the digital divide just moments ago, it's the component of accessibility and skill. That skill is then where we get into productive citizenship through society, democracy, and economy, and so now we're talking about how does this tool, this instrument—it's much more than just accessibility. Now how do I engage? How am I advancing my family, my economic—social economic realities through this instrument and tool? The definition goes on to say—again, by the National League of Cities—digital equity is necessary for civic and cultural participation, employment, lifelong learning, and access to essential services. Case in point, life. As we think about all aspects of life from employment to social participation—as we think social media engagement, employment, we all understand what that means; lifelong learning, certainly as educators we have to think about that component—and then accessibility to the tools that we need, I think about my own child who this past weekend had to reach out for virtual assistance from medical care for an earache that he was having. My ability to have the skill set and accessibility to reach out, obtain those resources for my family, and engage through an electronic means to fulfill what my needs were are all a part of this equity. Life in itself should be able to remain whole in what I produce and how it is able to produce within me, and that is in itself digital equity. So step three, let's discuss how to navigate digital equity in higher education and, again, hello to all of our educators that are on the call today. So here's some tips that I want to leave for you on today just to think about, and I look forward to our conversation that we're about to have here in a moment. Number one, as educators—and we're talking about navigating digital equity—it is so important that we understand who we're serving. I say that because, unfortunately, what can happen is especially as educators and we think about the economy, the disruptions that we're experiencing in the marketplace right now, we'll sometimes pursue who we want, not necessarily who we have, and that's unfortunate. As we think about the respective institutional missions and the spaces in which we serve, we have to be mission centered and embrace who it is that we're serving because we owe it to those students who are pursuing their academic endeavors and their professional endeavors through our respective institutions to totally be served. We must understand their realities. One of the conversations we have here at the Community College of Aurora is the conversation about you don't know who is actually sitting, respectively, in that seat in that classroom and what they had to overcome in order to sit in that seat that particular day. Do we know how many bus routes they had to take? Do we understand the challenges that they were having with their children? Do we know are they now leaving their second job that they've worked for the past twenty-four hours to now sit in your classroom? So we have to understand, be aware, and approach that engagement with a sense of grace. I think that's a word that we, perhaps, haven't necessarily embraced in the academy in the way in which we have—should have, but now more than ever we have to. Secondly, create systems that level the learning engagement field. So it's this idea of privilege—this thought of privilege—and, perhaps, what we assumed that everyone had access to and what everyone had the ability to engage with that they don't necessarily have, and if they do have accessibility to it do we have a true understanding of what all they have to do to have that level of engagement and accessibility? Again, case in point, bus routes. Think about what's happening around our country. There has been a reduction from a transportation standpoint financially, and many of the routes and the transportation services that have been provided—some of this due to disruption, others due to areas in which there have had to be a funneling of tax dollars and resources in other spaces and places in our communities. Long story short, the reality is, is that in many communities the bus routes have had to be reduced, which means that individuals are either having to walk or find ways to public accessibility to some of these resources in terms of broadband access and computer access. So then as we're teaching and we're instructing and we're providing services, we have to think about how can we level the playing field and remove barriers? Does it have to be performed—does that learning outcome have to come in the form of computer access and broadband accessibility? And maybe it does, so this takes us to point number three. Let's promote community resources to close the digital divide. I think that laser focus on how we're going to close that divide creates this space for equity, and so, perhaps, it's through libraries. There's one organization out of North Carolina in some of their rural spaces they have now through grant funds created different spaces in their rural communities for those in more rural spaces to gain access to a computer lab and the grants are sustaining that accessibility through computer labs in those rural spaces. Amazing resource. There's many others and examples that we can share around the country. So with that said, let's promote these community resources. Sometimes it's a library. Sometimes it's a grant-funded opportunity. Sometimes it's a local nonprofit. So let's talk about how we can be creative in our respective communities to close the gap there. Fourth, adjust learning experiences to be more inclusive. Not only do we need to create the systems to level the playing field but we must then adjust the learning experiences to be more inclusive to create learning spaces and engagement spaces for all, going back to not only accessibility but skill. Last, certainly not least, providing institutional resources to close the digital divide. What I mean by this is, is that, in closing, due to—through the pandemic and many of our institutions received the Higher Education Emergency Relief Funds—the HEERF funds. Those HEERF funds were utilized in many different ways. In many cases, we were able to do laptop loan programs. In some spaces they were even doing hotspot loan programs. And so now that we are coming out of the pandemic what does it look like to sustain these resources, OK, because now that we provide these resources how do we sustain them? How do we ensure that we're having long-term engagements? One of the things that I want and I ask from my educators, especially administrators, to look at: How do we close this—(inaudible)—without placing the costs on the backs of our students? They already have enough going on. We don't need to just move the cost of something on to their tuition and fees. How can we be even more creative with the engagements and enrollments of our students to being laser focused on what we're doing to close, again, many of those factors and gaps that were highlighted earlier? So grateful for the opportunity. Have a website. Would love to engage with you all more. I know we're getting ready to go into conversation. But itsdrmordecai.com and, again, thank you all so much for the opportunity. FASKIANOS: Fantastic. Thank you so much for that overview. So we're going to go to all of you for your questions now. You can click the raised hand icon on your screen to ask a question, and on an iPad or a tablet click the more button to access the raised hand feature. When you're called upon accept the unmute prompt and please state your name and affiliation followed by a question. You can also submit a written question by the Q&A icon and I will read out the question, and if you do write your question please include your affiliation just to give us a sense of where you're coming from. And there are no questions as of yet but I know that will change, or else you were so thorough that nobody has questions. (Laughs.) So do you see now with the pandemic experience that there will be continued—I'm going to ask the first question—you know, that this has opened up the space now for deeper understanding of the digital divide and bringing the resources to bear? Or now that we're kind of post-pandemic or whatever this is people have forgotten about it and are moving on? BROWNLEE: Thank you so much for the question, my friend. I think that it's twofold. There's two sides of this coin, right. So there's the one side of the coin where the awareness now is so much deeper and richer than it ever has been because of the amount of resources and what it took to sustain since 2020 those resources that were being provided to the students in the community. So now there's many that have learned and they're now having those conversations about how to sustain the resources because, as we all know, while there's been an extension of HEERF funds through the Department of Education, that day is coming to an end here pretty soon and so we have to talk about sustainability. The other side of that coin is, unfortunately, there are those that acknowledge what the realities were but their agenda is more on how do we move past it, not necessarily sustain what we were providing. That's part of the issue for some that we have to address because we don't just move on from hardship, right. That hardship is real and we have to still maintain a laser focus on how we're going to close the digital divide, especially in the academic spaces, but also understanding our responsibility as not only educators but community leaders, stakeholders within our community, to be a part of the solutions and the expansions on equitable access and resources being made available. And so I think with both sides of those coins we're seeing two different realities. But I think that there's also a need now more than ever to maintain the senses of urgency around the haves and have nots and what we're going to do to be a part of the solution to ensure that we're raising the level of accessibility and skill for all within our communities. FASKIANOS: I noted in your presentation you talked about knowing who your students are. So what advice do you have for higher education educators and leaders who are trying to navigate the digital divide in their classroom and to get to know—to figure out where their students are coming from and what their needs may be? BROWNLEE: So, as we all know, especially in the IR space, right, there's different tools, resources, that we can use to survey our students. There's different splash pages, if you will, that we can utilize in terms of the enrollment processes or the readvising processes, or even think of some of our learning management tools that we can engage with students to determine what their needs truly are. I think that it's important that we create tools and instruments that will have high engagement rates. Sometimes those have to be incentivized. But we have to think about outside of our normal student leader responses how we're capturing the voice of all of our students. And so that's those that would not typically provide response, and as we think about the digital divide we have to acknowledge that that tool, that instrument, can't just be electronic. What are we going to do to have paper resources or maybe through phone conversations, outreach, being able to have, certainly, the walk around conversations around our respective campuses and the universities. And so we need to have those conversations to make sure that we're capturing the voice of all of our students, I think, is in the true spirit of continued improvement. We have to understand who we serve and then acknowledge, through the development of systems and the recalibration of our student experiences, are the voice of these students. FASKIANOS: Right. And in terms of the skills, because community colleges are so focused on developing the skills, what specifically are you doing at Aurora or are you seeing in the community college space to help students develop those skills that they need to navigate digitally? BROWNLEE: Absolutely. One of the things I'll talk about—and those that may not be aware and I don't know who all has visited Denver—but the history of Aurora—Aurora is the most diverse community—city—in the state of Colorado. I call that out because immigrants—it has a strong—there's a strong population in this community and so part of our young thirty-nine years of existence in this community has been providing English second language courses. We're noticing that especially our immigrant families and communities that are seeking social and economic mobility, highly skilled from where they come from but now we must create learning opportunities to close that gap, not only through language but through accessibility in this American market. And so through our community ESL programs we've been able to educate upwards of two thousand students a year and walk them through the various levels of learning and engagement with the English language, and then at some point in that process—learning process—we then engage and begin the computer engagement in utilizing the English language in their native language and beginning to close that gap. So I think that that work in itself is a part of that digital equity that must be created—how do you create the foundation to build upon to then advance the engagement. And there's been some other great examples that I've seen around the country in doing that work, a lot of grant programs that I've seen in respective communities. You heard me talk about what's happening out there in the Carolinas. But I think about what's also happening over in California. California has been a great state that's been able to do some work about working and identifying through heat maps and institutional resource—research and resources and community resources, looking at demographics, identifying low socioeconomic spaces, and putting concentrated efforts in those particular communities to increase the level of engagement, accessibility, and skill, and it's critical and key. FASKIANOS: Great. We have a question from Gloria Ayee. So if you can unmute yourself and state your affiliation. Q: Hello. Thank you so much for sharing this important work that you're doing. I am Gloria Ayee and I am a lecturer and senior research fellow at Harvard University, and my question is about the connection between the digital divide and also how it mirrors to current inequities that we see in the educational system in general. So thinking about that type of relationship, what do you think are the most significant challenges to addressing the digital divide, given the issues that we continue to see with the educational system in general at all types of institutions, and what do you foresee as the best way to actually address these challenges? BROWNLEE: Oh, that's a great question. Great question. Thank you so much for asking that question, Gloria. I would say two things come to mind—funding and agenda, right. So if—I'll tell you what comes to mind for me. So as we think about financially and we look at how these institutions are funded around the country, let's think K-12. So grade schools. Think K-12. Let's also think higher education. Are we talking headcount? Are we talking full-time equivalency? Are we talking success points? Are we talking—even as we think about developmental education, how are these institutions being funded to sustain the work of working especially with low socioeconomic communities? Let's just take, for example, full-time equivalency, especially in this higher education space. So if I were someone who wanted to work to create programs that I'm going to help in the advancing and addressing of the digital divide and advancing digital equity, I need funds in order to do that. Now, could I pursue grant funds? Absolutely. But even—we all know that grant funds are not necessarily all the time sustainable funds. Short-term funds, but it still has to be a hard-lined. So then as we think about doing this work—I'll go back to funding and agenda—realizing and looking at what would need to shift within particularly my state's legislative agenda or, perhaps, in that particular district how the funding is occurring. If I'm working with a high population, which we are here at the Community College of Aurora—a high population of part-time students, these are students that are maybe taking one class and engaging. However, if I'm funded by a full-time equivalency model it then takes several students that are taking one class to then equal that one full-time equivalent, which then impacts my funding structure. So then how do I then serve, yet, I am seeking to obtain? And this is where we then get into, I think, a part of that friction of agenda and funding models. So I think that as we think equity—with an equity mindset beyond just the initiatives of overlay—we actually want to bake in the equity experience within our respective states and communities—then we're going to have to take a look at the funding agenda, the agenda and funding—how are we truly going to advance equity and closing the digital divide. It has to be funded properly towards sustainability. We've seen this same thing occur in developmental education as well for those who've been a part of those conversations where we saw around the country there will be a reduction in developmental education funding, which has been impacted, in some cases, the success rates and resources that were historically provided through community colleges in certain communities. Same thing in this digital divide space and digital equity. So funding an agenda, and I think that the solution is, is really coming to the table and saying what does equity look like without it being an overlaid agenda, without it just being a conversation? What does it look like for it to be baked into the experience of how we're going to transform lives, which then means that, in many cases, legislatively and funding models. We have to move from a transactional mindset to a transformational mindset and we have to go all in on ensuring that we're creating equitable communities and engagements for those that we serve. Oh, you're muted, my friend. FASKIANOS: Yes. Thank you. After two-and-a-half years—(laughter)—I should know that. Encourage all of you to share your best practices and what you're doing in your communities as well. You know, we have seen the Biden administration really focusing on diversity, equity, and inclusion. They're focusing on bringing more diversity to the State Department and other parts of the government. Is the Department of Education looking at the funding model? Is this an area that they are actively trying to reform and adjust? BROWNLEE: I get the sense—and I've had the pleasure of speaking in front of several legislators in different venues—I get the sense that there is a major conversation that's happening. I do. I truly get the sense that there's a major conversation happening, not just with our current administration from thinking about our U.S. president but also thinking local legislators as well. I really think that there's conversations—many conversations that are happening. If anything, I feel as though the major—I don't want to use the word barrier so I'm searching for the appropriate word here. But I think the major hurdle that we're going to have to think about is how we have built and designed our funding models to date. You know, some of these funding models were built in early 1990s, mid-1990s in some cases. Really, you don't see it too much early 2000s, and so we have older financial modeling infrastructure that we're trying to pursue this work and how to change it. And so it can't be a Band-Aid approach. I think in some spaces and communities that's what's been done is that rather than changing the actual model, the infrastructure itself, it's received a Band-Aid in the form of grants. And I do believe that grants are significant and, certainly, necessary and appreciated. However, I think that we're reaching a point in society where there has to be a total restructuring of our funding models and taking a look at what percentages are going where, taking a look at the demographics in our respective communities, taking a look at the economic realities in our respective communities. Take a look at just how much the demographics are shifting in our respective communities and building a model that's ready to engage, sustain, and raise the level for all, and I think that we're on our way. I, certainly, hope that we are. FASKIANOS: Thank you. I'm going to take the next question from Rufus Glasper. Q: I am here. FASKIANOS: Wonderful. Q: Hi, Mordecai. How are you today? BROWNLEE: How are you, sir? Q: Hi, Irina. FASKIANOS: Hi, Rufus. Great to hear from you. Q: Mordecai, talk a little bit about digital equity and faculty. How have they accepted, rejected, embraced what you were describing as all of the different factors that are affecting our students, and what kind of practices have you developed or can be developed to ensure that faculty can continue the progress and include our students who are most needy? BROWNLEE: Great question, Dr. Glasper. I didn't expect anything different coming from you. So, let me just say, we've had some very intense conversations, and I have to really give our faculty and our instructors kudos because I will tell you this is probably by far one of the most engaged communities that I've ever worked in of educators that are committed to just truly getting to the solution. There's some strong work that was done around inclusive excellence here at the Community College of Aurora, certainly, prior to my arrival. It led to this college receiving an Inclusive Excellence Award from the American Association of Community Colleges right around 2017. Part of their work at that time was looking at, as our faculty and our academy, how were we going to close the gap on success rates, particularly in English and math, and part of that work was creating resources towards gap closure to ensure that those that had not traditionally and historically had access to some of those learning materials and plans and resources that they were being provided those in a more intensive way. Now as we think more into the digital space and, certainly, think through the pandemic, what we've now done as an institution is that we've become—Community College of Aurora has become the very first Achieving the Dream institution in the state of Colorado and one of the projects that our faculty and our instructors are delving into—I've got a big meeting tomorrow on this, matter of fact—is taking a look at the respective success rates in our gateway courses—our key courses that are gateways into our respective academic programs—and asking ourselves how can we create more equitable learning experiences. Two things—critical things—that I've seen our faculty do. Number one, looking at the data. I think that the data is key and critical—taking a look, disaggregating that data. And our faculty and our instructors continue to do that work, looking at a three-year spread, a five-year spread, and saying: Where is the success occurring? Who's it occurring with and those respective identities of those students? And then really asking the hard questions: Why isn't this population succeeding at the same rate as this population? The other part of this criticality is, is also then accepting that there can't be an excuse in the work. There can't be an excuse in the work and that we must ensure then that we are creating the equitable resources and infrastructure to close the gap, create learning experiences, and say, listen, if our students can't access the internet and the Web then what can we do to create for them the resources, whether it be paper? If they can't come to the teaching demonstration at this particular day how can I create an opportunity for them to engage and obtain that information at another given time? Perhaps they're a working parent and can't necessarily attend at 10:00 a.m. but they can at 5:00 p.m. What are we doing to level the playing field with accessibility? And the other aspect of that is just that our faculty and instructors have been partnering to create these more holistic learning engagement opportunities where if we're having a conversation in English then what can we do within our math department and almost cohorting, in a sense, the learning experiences amongst those two separate classes but then creating like engagements where the same conversations happening in English could be happening in math and science to begin to bring about a new learning within the students to say, OK, well, this particular world issue, now I'm understanding it through various lenses and I understand the interconnectivity in these learning experiences. And so more integrated learning, and I think that we've got a long way to go but we're committed to doing that work. FASKIANOS: So Rufus Glasper is the chancellor of Maricopa Community Colleges, and I just thought I would ask you, Rufus, to maybe share your experience as the chancellor what has been working in your community. Q: I am the chancellor emeritus. I have not been at the colleges for a little over six years now. But I am the president and CEO for the League for Innovation in the Community College. And one of the things that I'd like to connect with with our experience right now we are involved in the state of Arizona with a project which is—which we are embracing. We are working with four different types of institutions right now—urban metropolitan, we have a couple of rural institutions and we have a couple of tribal, and we're trying to make that connectiveness between insecurities—student insecurities. So we're looking at housing. We're looking at hunger. We're looking at jobs. And one of the things that we have found is that we can't make either of these items connect and work without broadband first, and the reason being when you're looking at access it's critical when you start to look at the activities that are occurring throughout the U.S. now and specifically within Arizona—I'll talk about the connections we have now made that are national in scope, that are city, town, and county in scope, and the commitments that we are now working to obtain from all of those who are in position relative to enhancing broadband access and digital equity. There's actually a Center for Digital Equity at Arizona State University (ASU), and last week we had a gathering of all of our institutions to get a better understanding of what does digital equity mean as it comes from the ASU center. What does it mean for each of our different types of institutions, and I will tell you that the one that was hardest hit was the one you talked about and that's tribal just in terms of access, in terms of resources. But I am pleased with the dollars that are out there now at all levels. So if this is a time for us to increase access, increase affordability, than I think we should seize the moment. My question then, which would lead to another one, is on the whole notion of sustainability and you talked about that in terms of stimulus kinds of resources, and equity is in everyone's face right now, especially broadband and others. Is it a sustainable initiative and focus and what are the elements that need to be connected in order to make sure that it stays in the forefront and that our students who may have benefited from buses sitting in their neighborhood during the pandemic and others but are still trying to make choices? And I'll make the last connection point, and you made the opening—how flexible should our institutions be around work-based learning so that our students who are not able to come to the campus and be there on a regular basis but want to balance having a virtual environment? Do you see a balance coming or do you see us forced into staying the old, antiquated model of face-to-face classes and sixteen and eighteen weeks? BROWNLEE: Let me start with the sustainability component then. Thank you again, Dr. Glasper. From a sustainability standpoint, I'll say here at the institution part of the conversation—it's a hard conversation. But I encourage every educator to have this conversation, this brave conversation, in your spaces. Let's take a look at your success rates, and I'm just particularly speaking to higher education right now. Let's take a look at your various academic profiles. Let's take a look at what has been your engagements with your workforce partners, your advisory councils, in many cases, and let's talk about two things—one, the sustainability of those programs and, two, the social and economic mobility of those programs directly to workforce. I think what we will find is what we found here at the Community College of Aurora is that over time the various disruptions that have occurred has shifted the needs of our students. However, the institutions respectively delivering these services have not shifted with the times. And so it is quite possible that either our approach to the work or the actual lack of proper programming is prohibiting social and economic mobility in many of these communities and especially for us. Fifty-two percent of our students are first generation. Sixty-seven percent of our students are students of color. So as we talk about sustainability, we're right there on the front line of having to take a look at enrollment, full-time equivalency, completion, graduation, and employment rates, and we began to find a shifting of that. And so when we talk sustainability, I bring this up as a framework, if you will, to say once you've had those conversations now let's talk about where there are losses—financial losses—and areas in which we can truly be innovative and reallocate dollars that were once going in certain areas and infuse that into other areas that are going to have a higher return. So I think thinking, truly, with a return on investment—an ROI mindset—will then help us to not only meet the needs of our mission, meet it in its current state and its current needs and the disruption that's currently being experienced, which will then help create new opportunities for sustainability beyond what has just been HEERF funding or potential grant funding, it can be hardlined into the institutional mission. I think the other component of that sustainability, too, is looking at the strategic plans of our respective organizations, looking at those—not only the mission but the objectives and asking how equity is not necessarily a separate objective but equity is actually ingrained in all aspects of the objectives—the strategic objectives—because, at that point, we can then understand the significance in resourcing and funding equity all the way through the entirety of the institution. In regards to your latter question about work-based learning and the old model of doing things, I, certainly, believe and hope, Dr. Glasper, that there's this new movement that's occurring where we're going to have to embrace, whether we like it or not, the next era of higher education, and that next era will require us to not approach things in the same modalities and same ways. We're watching, especially in research, the confidence levels reduce—heavily reduced now in the public's perception of what higher education is to provide in comparison to what it once provided. Higher education in many communities isn't necessarily being seen as the sole or the primary tool towards social economic mobility as it once was twenty, thirty years ago. So what does this mean? Our approach to sixteen-week instruction is, certainly, going to have to be transformed. What does it look like to have five-week instruction? Eight-week instruction? What does it look like for us to have true noncredit instructional programs that's in direct partnership with business and industry to ramp up the training and social economic mobility opportunities within our communities? Folks aren't necessarily looking for a two-year or a four-year or a six-year learning experience. They need to put food on their family's table today. What does it look like for them to engage with the institution and have that kind of learning experience, and we have to do it with a digital equity mindset, right, because they're seeking opportunity. So it doesn't necessarily mean that they have accessibility in their current state. We want to get them to a state where they can have that accessibility. So how then do we create those tools? One key component of this is even looking at our college application processes. What is the readability score on some of these applications? We want to educate those that may have a reading level of a—seventh or eighth grade reading level. But some of these college applications are reading at a fourteen, fifteen grade reading level. That in itself is creating a barrier to those that are seeking opportunity, that need the opportunity to up skill. And so I think that the old model is going to, in my opinion, and hopefully quickly deteriorate and we're going to have to be more effective. But let me also say this. It is critical that we have our faculty and our instructors at the table. These decisions shouldn't be thrown upon them. It should be conversations that we're having collectively together, and then how can then we resource our faculty and our instructors and our staff to be a part of those solutions, drive those solutions, reinvest in them to be able to create more innovative and more, I'll say the word, relevant learning experiences because I truly believe that relevance is not necessarily a word that we've used in higher education in terms of our approach, but now more than ever we're going to have to. FASKIANOS: OK. So I'm going to take a written question from Nicole Muthoni, who is an entrepreneur and innovator at the University of Connecticut. She has been passionately working on bridging the divide in emergent nations, especially Kenya. Therefore, in this regard, the key factors creating the digital divide in this space is geographic causes, socioeconomic factors, and culture. So the question is what tools and programs can we use to effectively educate teachers to learn the necessary skills that they can use to teach their students in the classrooms. This is because most of the teachers have not been empowered with the necessary and needed skills for educating in the space of digital equity. BROWNLEE: I think—I began to speak to that right towards the end of what I was just sharing, right. FASKIANOS: Right. BROWNLEE: It's this idea of we've got to get out of the blame game. Oh, I want you to come up with the solution. Well, how are you investing in me to be a part of the solution? How are you even engaging me in part of being the solution? You know, as I talked earlier about those conversations we're having at CCA about what are those programs that have been unsustainable or times have shifted and changed and we needed to create some more relevant learning experiences. It is our faculty and our instructors that made that decision to be able to say, hey, it's time to pivot. They were at the table. Not just present for the sake of inclusion but, truly, the decision makers in that work. Now, I think, the next component of this work as we talked about achieving the dream and us being the first in the state of Colorado, part of our strategic plan is creating a—we don't have a name so just work with me here conceptually. We don't have a name yet. But I can tell you what the desired outcome is, and the desired outcome is that we create a learning center for our faculty and our instructors to grow and to be invested in and to learn what are those emerging approaches that will—on the verge of becoming best practices. However, they're not, quote/unquote, “best practices” around the country yet. What could we create here at CCA to be a part of those solutions? And also exposure to national best practice. What are we doing to invest into our people? So I think that part of that shifting that Dr. Glasper was calling out is going to have to occur now more than ever because, unfortunately, what's happened, I think, in the academy too many of our instructors and faculty have been blamed. Too many of our staff had been blamed, not engaged and brought about to be the solution, and not just thrown right out there in the fire to say come up with something. No. You need to care for your folks more deeply, more passionately, and more genuinely than we have ever before and really ask the question how are we going to be relevant and make sure that our folks feel cared for and that they're valued in the spaces in which they're serving. FASKIANOS: Thank you. So the next question is from Krishna Garza-Baker from the University of Texas at San Antonio. What would you say is the role of private service providers and their ability to assist in reducing the digital divide? Are they doing enough to collaborate with higher education institutions to address this area, specifically, internet service providers? And I'm going to add on to that. What are your recommendations for how schools can and should be leveraging corporate and community partnerships to help address the digital divide? BROWNLEE: You know, you heard me earlier talk about how we can't just do this overlay approach. Yes, I want to give you a voucher for reduced broadband access. That's wonderful. It is. It is grateful. It's better than not having it. But now let's talk about how we're truly going to hardline in opportunities for all. As we think about the spirit of advocacy, unfortunately, sometimes, as they say, it's the squeaky wheel gets the grease, I think, is how it's communicated. And so what I would say is, is that now we have to think about those that don't have a voice how we're still meeting their needs. And so working directly with corporate industry partners, those who have the access. What does it look like if we focus less on trying to make a dollar and more on trying to create opportunity? What would it look like if we all came about and said we want to be the solution to the issue? Yes, there's areas and opportunities where we'll make that dollar. But as we think about society as a whole, what does it look like to create experiences and a life for the goodness of all? And so I think that now we really more than ever have to have these conversations. More than ever it just can't be who gets the voucher. It's how do you create the accessibility for all, those who have a voice and those who know how to use their voice. And I think that—if I understand the nature of that question now, I will say with private entities, corporate partnerships, I think it's more visibility in these colleges and universities and these nonprofit spaces beyond the cameras and just looking at the campaigns. What does it look like for us to have the conversations day in and day out to say we're neighbors, we're all going to collectively be a part of the solutions and to bring the rising up, if you will, of our communities to raise the level for all and that's, certainly, what we're seeking to do. We've seen some major responsiveness in this particular community to say, listen, outside of just some campaign and a picture, what does it look like for you all to be a part of our learning experience, a part of our community, a part of our solutions, and to hardline these experiences for all. So equity causes and it charges and it demands that, and we have to realize the power of that. FASKIANOS: Thank you. I'm going to take the next question from Laila Bichara from SUNY Farmingdale. Many of my students are immigrants and are first-generation college students. My question is about skill transfer—once our students get access to technology for themselves and their families who are then losing their jobs due to automation. BROWNLEE: Demographic shift. I talked about it earlier. You know, I think about here in the Denver Metro area and I'm going to—I attended a site visit conversation with their chamber of commerce there in Denver. It was pretty telling. In looking at the demographics, it broke down how for millennials, I think, there's currently—so there's 3.3 million in the greater Denver area. It broke down for millennials, which I fall into this group—I think it was eight hundred and sixty-four thousand millennials currently in that space. Then it had Xers. Not Xers. It had generation Z. Z accounted for, roughly, six hundred thousand. But get this. So my children, my eight- and my four-year-old—they're generation alpha—were only accounting for, roughly, three hundred thousand in the space currently right now. I say that as an example that I'm going to walk us through really quickly, and that is, is with the lens of equity and we think about the shifting and the disruptions in market and we think about especially now in the markets humanization versus automation, and we want to create social and economic mobility for these respective spaces wherever those realities are and we think about accessibility to the internet and we talk about that digital equity and the digital divide, we then have to have a high degree of urgency within us to say that what will—can we create today that will prevent communities of color and low socioeconomic communities that traditionally in this current market would have been given opportunities but that in the future market, due to a lack of potential skill and accessibility, will not be provided the resources and the opportunities that they once were in an automated world. And so what do we do then to make sure that they're not the one pressing the button. They're the one that's coding the button, right, and that's all a part of that work and that shifting. So it's going to take stronger math and science skills and accessibility and equity all built into their learning experiences because if not the wide—we will widen the gap—the poverty gap—because we move, again, deeper into automation, lessen the humanization, and then we are essentially moving an entire population of folks further down the supply chain, if you will, which then will prohibit their learning—not learning, their earning ability. And so we have to be laser focused on those realities and, really, look to eradicate what's going to be future barriers now so systematically we are able to address it. FASKIANOS: Great. So the last question I wanted to ask you is you've just completed your first year as president. What are the lessons that you've learned? BROWNLEE: Oh, my gosh. I will tell you that, you know, I just released an article on this talking about my first year in the presidency and through EdSurge and lessons learned, and one of those lessons I would say is is—that I highlighted in that article is, you know, don't do more for an institution than you would do for your own family. I think that as educators, as community leaders, and anyone that's on this call, I'll just take the opportunity to encourage you. You know, sometimes we give our all to these entities in which we serve, and we do it and we give it countless hours. You know, we say it's a forty-hour job but we're probably spending fifty, sixty, seventy, if not more, and we get lost in that, right. And so there's good work to be done. However, what is the biggest mockery of all to save the world but lose your own family? And I think that part of my lesson that I had to really reflect on was, like, right now as I'm giving this lecture my eight-year-old son is here in the office with me right now that I'm trying to get to be quiet and work with me as I'm giving—having this time with you all now, right. He doesn't have school today. It's an in-service day. But really creating those engagements for my family to be engaged in the experiences and making sure that they're part of the process. I think the other component of this is, too—and I talked about this in the article—is realizing that it is a privilege to serve, never taking for granted the ability, the opportunity, that we have to serve because there's others that wish that they had these opportunities. So, yes, even in our most—our days of most frustration it still is a pleasure and a blessing and an opportunity to serve and honor. And so what would life look like if we embraced it for the pleasure and the honor that it truly is and how we treat and create spaces for others to thrive, because they're sacrificing being away from their families and loved ones to do this work. We need to create more communities for all to thrive. FASKIANOS: Oh, your son should be very proud of you. I have to say that—what a role model. BROWNLEE: Thank you. FASKIANOS: I'm going to go next to Laurette Foster. Laurette, please say your affiliation. It's great to have you on. Q: Hi. Laurette Foster, Prairie View A&M University in Texas. And I really don't have a question. I just want to say how delighted I was to hear the conversation and hear about what the next steps are, because looking back at the pandemic and how we wanted to step up and do so much and I'm just afraid that even though we did those things that needed to be done that many of us now are settling back into the old ways. And it's still funny that when you told the story about the tribal community happened to go to the top of the mountain from 2:00 in the morning to do—the passion for education is there with the kids. But we have to continue to do our part. So I just appreciate all the comments and—that you did today. It was really enlightening. So thank you very much. BROWNLEE: And thank you, and I will say that my wife is a proud product of Prairie View A&M. The Hill as well. So just thank you for your comments. FASKIANOS: We have another thank you from John Marks of LSU of Alexandria just saying that it was really great to take time out of his day and to—said they—definitely in Louisiana access and skills are, indeed, real obstacles that are typical of every online class that he's taught. I'm going to take the final question from Haetham Abdul-Razaq from Northwest Vista College, again, from San Antonio, Texas, working on a research project regarding online learning and community college students. One of the interesting findings is that some students might be considered as tech savvy, yet they have problems engaging in online classes. Do you think that we should build on the strengths of our students' digital knowledge when it comes to these sorts of skills? BROWNLEE: Great question. Absolutely. I think, you know, we talk about creating student-centered approaches and sometimes we're successful at that and other times we're not, perhaps, because if we were to really delve into student-centered approaches just how far from our base currently of how we approach higher education just how far it'll take us. But I would say, going back to an earlier conversation, now's the time more than ever to go there. Matter of fact, we should have went there already before. It's time, truly, for a revolution and an evolution in our approach to learning and engagement and advancement with an equity lens. And I go back to that word relevance. We have to create more relevant learning experiences. Think about business and industry. If we look at what's happened over the past ten years due to some of our bureaucracies and our lack of responsiveness. Look at business and industry. They're creating learning experiences right around higher education, in some cases not even engaging higher education anymore, directly working with middle schools and high schools to create their own strong pipelines. What has happened that that even came about, right? And so due to a lack of responsiveness, perhaps, innovation—true innovation—and that student-centered approach that we, perhaps, moved far from or maybe just took parts of that was easier to tackle, not the harder aspects of that, and so we now have to tackle it. We have to embrace it, because if not I think that five, ten years from now, certainly, twenty years from now, we'll have more institutional closures, more reductions in enrollments, if we fail to be responsive and create these more equitable learning opportunities that are geared at creating a digital equity. FASKIANOS: Right. Well, we are just at the end of our time. Thank you very much, Dr. Mordecai Brownlee. We really appreciate your being with us and sharing your insights, and to all of you for your questions and comments. And so you can follow Dr. Mordecai and also go to his website, itsdrmordecai.com, and at @itsdrmordecai, correct? BROWNLEE: That is correct. That is correct. I look forward to engaging with everyone. FASKIANOS: Wonderful. We really appreciate it. Just as a reminder for all of you, our next Higher Education webinar will be on Wednesday, November 2, at 1:00 p.m. Eastern time. Rebecca Granato, associate vice president for global initiatives at Bard College, will talk about refugees, migration, and education. So we hope you'll tune in for that. In the meantime, I encourage you to check out CFR fellowships for educators at CFR.org/fellowships, and this is a program that allows educators to come for a year in residence at CFR or else go work in—we place you in government to get some policy-relevant experience. The deadline is October 31. So if you're interested email us and we can send you information about that. Also, go to CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis, and follow us at @CFR_Academic. Thank you all again. Thank you, Dr. Brownlee. We appreciate it, and we hope you have a good rest of the day. (END)  

A VERY TRUE STORY ! 

ANOTHER TRUE MIRACLE !

THE THESIS: One can use the same framework used by the gender industry to pretend humans are assigned a sex at birth to say we are assigned human at birth. No one has ever been born in the wrong body. No one is “trans.” Some people are gender dysphoric, gender-confused, gender rebellious or have been conned into believing they are unhappy because they were born in the wrong body.  THE SCRIPTURE & SCRIPTURAL RESOURCES:  Trapping people in an altered body risks trapping them in permanent defiance to God. Certainly, the Lord can redeem people who have been surgically and chemically altered for the “trans” lie, but only if people allow the Lord to wake them from the lie. Genesis 1:27 27 So God created mankind in his own image,     in the image of God he created them;     male and female he created them. When The Party succeeds in forcing people to pretend men are women and the reverse, they are conning, blackmailing or deceiving people into lying. That creates a wedge between them and God. Yes, the Lord is righteous to forgive and He expects us to let Him change us. We don't perform works to get redeemed--we will never deserve redemption and cannot “purchase it” with effort--rather, our works after being redeemed are a sign of abiding in the Lord, Jesus.  James 2:14-26 - Faith and Deeds 14 What good is it, my brothers and sisters, if someone claims to have faith but has no deeds? Can such faith save them? 15 Suppose a brother or a sister is without clothes and daily food. 16 If one of you says to them, “Go in peace; keep warm and well fed,” but does nothing about their physical needs, what good is it? 17 In the same way, faith by itself, if it is not accompanied by action, is dead. 18 But someone will say, “You have faith; I have deeds.” Show me your faith without deeds, and I will show you my faith by my deeds. 19 You believe that there is one God. Good! Even the demons believe that—and shudder. 20 You foolish person, do you want evidence that faith without deeds is useless[a]? 21 Was not our father Abraham considered righteous for what he did when he offered his son Isaac on the altar? 22 You see that his faith and his actions were working together, and his faith was made complete by what he did. 23 And the scripture was fulfilled that says, “Abraham believed God, and it was credited to him as righteousness,”[b] and he was called God's friend. 24 You see that a person is considered righteous by what they do and not by faith alone. 25 In the same way, was not even Rahab the prostitute considered righteous for what she did when she gave lodging to the spies and sent them off in a different direction? 26 As the body without the spirit is dead, so faith without deeds is dead THE NEWS & COMMENT: Sometimes The Party is hilarious. “Russian Trolls fractured the ‘women's march.'” No, that march fractured women when they let men pretend to be female.  Sometimes it's tragically, cynically amazing: Time.com frets about what pregnancy centers will do with women's data . . . not what Planned Parenthood has already done.  Anti-Abortion Pregnancy Centers Are Collecting Troves of Data That Could Be Weaponized Against Women The Figurehead's bosses don't care, either . . .  Biden Prosecutes Man for Vandalizing Abortion Clinic, Still Hasn't Arrested Even One Violent Abortion Activist A woman in Iran was fractured to death and Twitter--which bans people for correctly calling a man a man because Twitter pretends it's “Christian hate speech”--just banned a woman for posting a picture of a woman murdered by the Hijab Police.  I've just spoken to @AlinejadMasih. @Twitter chose to suspend her account because she shared the picture of #MahsaAmini, 22-year-old Iranian girl in coma after she was severely beaten by the hijab police and later died. Why does Twitter keep punishing Iranian activists? Which brings us to the absurdity in which my $5,000 offer resides. Here is one of thousands of examples. Everyone who pretends that man is a woman is sinning by lying. Everyone who cons, blackmails or deceives others into doing it is sinning by causing others to stumble. Dylan is loved by God just as we are and it is not love to join into another's delusion.  A man speaks for women at the Forbes Power Women's Summit. He declared himself a “woman” in March 2022. Now, a few months later, he speaks for women at a women's summit. According to “trans”-activists, if a person ever regrets being surgically or chemically mutilated, they were “never really ‘trans.'” They are the same people who demand there exist absolutely no gatekeepers to kids getting chemically and surgically mutilated because, they insist, once you say you are “trans” that's what you are. In fact, the utterly disgraced Forbes published a hit piece on a teen girl! Chloe Cole is a “transitioner”, a young woman attempting to get her body back from gender-jacking “doctors.” Forbes attacked her because . . . she's autistic. I can use all of their tactics for my debate.  Forbes appears to have taken the article down, here's a write-up with some of its lowlights.  Yeah, Forbes removed it Another example of an absurdity that makes my case. If you use the made-up, nonsense word “transgender”, you are required to agree in full that this man must be allowed to teach kids while dressed like this. Why? Because, of course, gender is on a spectrum and “breast havers” should not be the only ones with “breasts.” Likewise, I should be allowed to teach in a naked ape suit.  Ontario High School Defends “Fetishistic” Large Bust-Wearing Teacher [AUDIO] - TPM's @LibbyEmmons talks to @oann's Kara McKinney @Nefertari_25 about a Canadian school defending a male teacher who wears giant prosthetic breasts to class: "This is a case caring for everyone but the students..." There was a “Let Women Speak Rally” in Brighton. This is what women and families face when they speak the facts about biology.  Language Warning: In Brighton today two female "trans" activists openly swear at and abuse a new born baby and his father. Accusing the father of  "Raising a little fascist". The #letwomenspeak rally was pelted with smoke bombs and several arrests were made as women voiced their concerns. Disappeared by The Party -  An unapologetic lesbian (@JoCampbell69) enraged #Antifa & trans counter-protesters when she stood on a trans BLM flag & smoked at the women's rights rally in Brighton. The trans activists accused the lesbians of being transphobic for not liking penises. #LetWomenSpeak In Boston, home of Harvard University  Language Warning: Violent far-left protesters are pushed back by police in Boston after trying to confront those protesting transgender surgeries for children at Boston Children's Hospital. BREAKING: email obtained by @realchrisrufo shows the Boston Police confirming they DID NOT receive a 911 call about a bomb threat at Boston Children's Hospital. Many questions remain. Will any journalists investigate? Harvard University: the place that made Ted Kaczinsky into the Unabomber?  The Atlantic, 2022 -  Harvard and the Making of the Unabomber; A series of purposely brutalizing psychological experiments may have confirmed Theodore Kaczynski's still-forming belief in the evil of science while he was in college. By Alston Chase Perhaps no figure at Harvard at this time better embodied the ongoing war between science and humanism than Henry A. “Harry” Murray, a professor in Harvard's Department of Social Relations. A wealthy and blue-blooded New Yorker, Murray was both a scientist and a humanist, and he was one of Lewis Mumford's best friends. He feared for the future of civilization in an age of nuclear weapons, and advocated implementing the agenda of the World Federalist Association, which called for a single world government. The atomic bomb, Murray wrote in a letter to Mumford, “is the logical & predictable result of the course we have been madly pursuing for a hundred years.” The choice now facing humanity, he added, was “One World or No World.” Yet unlike Mumford, Murray maintained a deep faith in science. He saw it as offering a solution by helping to transform the human personality. “The kind of behavior that is required by the present threat,” Murray wrote Mumford, “involves transformations of personality such as never occurred quickly in human history; one transformation being that of National Man into World Man.” Crucial to achieving this change was learning the secret of successful relationships between people, communities, and nations. And coming to understand these “unusually successful relations” was the object of Murray's particular research: the interplay between two individuals, which he called the “dyad.” The concept of the dyad was, in a sense, Murray's attempt to build a bridge between psychology and sociology. Rather than follow Freud and Jung by identifying the individual as the fundamental atom in the psychological universe, Murray chose the dyad—the smallest social unit—and in this way sought to unite psychiatry, which studied the psyches of individuals, and sociology, which studied social relations. This kind of research, he apparently hoped, might (as he put it in a 1947 paper) promote “the survival and further evaluation of Modern Man,” by encouraging the emergence of the new “world man” and making world peace more likely. Murray's interest in the dyad, however, may have been more than merely academic. The curiosity of this complex man appears to have been impelled by two motives—one idealistic and the other somewhat less so. He lent his talents to national aims during World War II. Forrest Robinson, the author of a 1992 biography of Murray, wrote that during this period he “flourished as a leader in the global crusade of good against evil.” He was also an advocate of world government. Murray saw understanding the dyad, it seems, as a practical tool in the service of the great crusade in both its hot and cold phases. (He had long shown interest, for example, in the whole subject of brainwashing.) During the war Murray served in the Office of Strategic Services, the forerunner of the CIA, helping to develop psychological screening tests for applicants and (according to Timothy Leary) monitoring military experiments on brainwashing. In his book (1979), John Marks reported that General “Wild Bill” Donovan, the OSS director, “called in Harvard psychology professor Henry ‘Harry' Murray” to devise a system for testing the suitability of applicants to the OSS. Murray and his colleagues “put together an assessment system … [that] tested a recruit's ability to stand up under pressure, to be a leader, to hold liquor, to lie skillfully, and to read a person's character by the nature of his clothing. … Murray's system became a fixture in the OSS.” One of the tests that Murray devised for the OSS was intended to determine how well applicants withstood interrogations. As he and his colleagues described it in their 1948 report “Selection of Personnel for Clandestine Operations—Assessment of Men,” The candidate immediately went downstairs to the basement room. A voice from within commanded him to enter, and on complying he found himself facing a spotlight strong enough to blind him for a moment. The room was otherwise dark. Behind the spotlight sat a scarcely discernible board of inquisitors. … The interrogator gruffly ordered the candidate to sit down. When he did so, he discovered that the chair in which he sat was so arranged that the full strength of the beam was focused directly on his face. … At first the questions were asked in a quiet, sympathetic, conciliatory manner, to invite confidence. … After a few minutes, however, the examiner worked up to a crescendo in a dramatic fashion. … When an inconsistency appeared, he raised his voice and lashed out at the candidate, often with sharp sarcasm. He might even roar, “You're a liar.” Even anticipation of this test was enough to cause some applicants to fall apart. The authors wrote that one person “insisted he could not go through with the test.” They continued, “A little later the director … found the candidate in his bedroom, sitting on the edge of his cot, sobbing.”See omnystudio.com/listener for privacy information.

This is the book where David decided to appear naked on the front cover. This is also the book where he fully dove into the CIAs MKUltra mind control program, describing it as the ‘depths of evil'. This is the beginning of understanding why David came to believe in shape shifting reptiles. To support the show and for access to the forum and regular online meetups see: https://payhip.com/b/Sq0ZB To subscribe to the podcast on a platform other than YouTube: https://www.deepstateconsciousness.com/podcast Notes: I Am Me, I Am Free, by David Icke: https://shop.davidicke.com/product/i-am-me-i-am-free-by-david-icke/ Claudia Mullen testimony: https://vimeo.com/26846581 For the CIA/Manson connection see Tom O'Neil's book CHAOS: https://tom-oneill.org/audio-video-for-chaos/ CIA: Covert Experiments documentary: https://odysee.com/@QuantumRhino:9/The-CIA%E2%80%99s-Secret-Experiments--Documentary-_-Real-Stories:8 The Search for the ‘Manchurian Candidate, by John Marks: https://www.cia.gov/library/abbottabad-compound/12/129E144131F2E093FB1E441C737ACF92_SearchForTheManchurianCandidate.rtf.pdf (It is on the CIA's own website as Osama Bin Laden kept a copy at his Abbottabad compound) Operation Mind Control, by W.H. Bowart: https://rense.com/general96/Operation_Mind_Control.pdf Trance Formation of America, by Cathy O'Brien: https://trance-formation.com/ Trance: Mind Control and Human Slavery - The Cathy O'Brien Story: https://odysee.com/@Harry_knowledge123:a/Trance-Mind-Control-and-Human-Slavery---The-Cathy-OBrien-Story-(2022-Full-Documentary):b Satanic child abuse claims are based on false memories - a presentation by Elizabeth Loftus: https://www.youtube.com/watch?v=zSbcb3_QgsQ David Icke talking to Russell Brand https://www.youtube.com/watch?v=mXR9xTi06pU Music: Crossing Over. Courtesy of Neutrin05 https://www.youtube.com/watch?v=x1M18G5Lo3k  

From 1985-1992, Dr. John Marks managed a clinic where addicted people in parts of England could go to get prescription heroin, cocaine and amphetamine. And just like those who did so before him, and those who came after, he noted improvements in his patients' quality of life and a reduction in their use (and purchase) of street drugs. But in 1992, he was run off by the government when his work gained too much attention, in part by appearing on 60 Minutes and sharing footage of cigarettes spiked with cocaine and heroin being picked up by users from local pharmacies. Today I am joined by Toby Seddon, who has a podcast of his own in England which you can check out at TobySeddon.com . His research covers various areas of drug policy, but we talk about a few specific articles which you can find below. We discuss the genealogy of drug policy, Michel Foucault's work regarding power and human nature, the changing landscape of pharmacology, capitalism, moralistic arguments against drug use, Dr. Marks's drug clinics, treatment versus sustainment, and lots more.Read Toby's piece on the genealogy of "drug policy." Read Toby's coauthored metanalysis (an analysis of numerous studies) about opioid use and criminality.  You can also read about marijuana and autism in this 2022 article.

We finally get a chance to release an episode focusing on fasting with our special guest Kristen Poon! Kristen shares about different ways God has been highlighting being present and then we get to talk about her journey toward making fasting a regular part of her routine. As our church enters a season of fasting, this episode talks about a few different things we have learned about fasting through John Mark Comers podcast, as well as sharing about Kristen's recent experiences with fasting. We hope that this episode will help you to choose to participate with our church in fasting as we pray for our families, consecrate ourselves to the Lord, and seek direction on future facility. May you have a great experience with fasting! To hear John Marks podcast on fasting click on one of these links: Apple Podcasts, Spotify, Google Podcasts ---------------- Don't forget that you can listen and subscribe to the Engage to Flourish Podcast on Spotify, Apple Podcasts, or Google Podcasts!

Nicht nur Benjamin Graham und Warren Buffett zählen zu den erfolgreichsten Investoren. Dritter der Tafelrunde ist der 2008 verstorbene Sir John Marks Templeton, dessen Templeton Growth Fund über fünf Jahrzehnte besser als der Aktienmarkt abschnitt. Seine Grundregel, die er zeitlebens befolgte: Man soll immer dann investieren, wenn der Pessimismus seinen höchsten Punkt erreicht hat. Aus der Sicht eines Value-Investors verständlich, dessen Maxime es ja ist eine Aktie zum niedrigsten Kurs im Verhältnis zu ihrem Wert zu kaufen. Bleibt trotz allem die Frage, ob wir diesen Stimmungstiefpunkt schon erreicht haben. Der Ansatz von Sir Templeton hat mich schon als Junganlegerin beeindruckt und geprägt, deshalb möchte ich Euch seine goldenen Regeln nicht vorenthalten: 1.) Strebe den höchstmöglichen reale Gesamtgewinn nach Steuern an – Dividenden ausschüttungsgleiche Gewinne muss man als ebenso berücksichtigen wie Kaufkraftverluste. Ich persönlich würde seien Maxime noch folgendermaßen erweitern: höchstmöglicher Gesamtgewinn nach Steuern und Kosten. 2.) Offen sein für Neues – sprich jede Anlagestrategie zu seiner Zeit, also nicht an nur einer Anlageart oder Auswahlmethode festhalten. Nur derjenige, der von gängigen zu unpopulären Wertpapieren und Auswahlmethoden wechselt, wird auch langfristige Spitzenergebnisse erzielen. 3.) Nicht der breiten Masse folgen. Der große Mut, den antizyklisches Anlegerverhalten erfordert, macht sich bezahlt. 4.) Alles verändert sich. Haussemärkte sind beschränkt, Bärenmärkte aber auch. Gewöhnlich steigen die Aktienkurse bereits ein bis zwölf Monate, bevor der Konjunkturzyklus seinen Tiefpunkt erreicht. 5.) Populäres meiden – so viel zu Meme-Stocks. Wenn zu viele Anleger das gleiche denken und tun, verliert jede Auswahlmethode und jedes Timing die Wirkung, warnt Sir Templeton. 6.) Aus Fehlern lernen – auch diesmal wird bestimmt nicht alles anders! 7.) Vor allem in pessimistischen Phasen kaufen, wie schon eingangs erwähnt. 8.) Suchen nach Werten und Chancen – eigentlich typischer Value-Style: man sollte sich nicht so sehr an Prognosen und Trends, sondern mehr an tatsächlichen Unternehmenswerten orientieren. 9.) Weltweit investieren! Im weltweiten Aktienuniversum findet man nicht nur mehr Schnäppchen, sondern streut so auch das Risiko besser. Und last but not least: 10.) Fragen, fragen, hinterfragen: Niemand weißt alles. Hier ein abschließendes Zitat von Sir Franklin Templeton: „Ein Investor, der alle Antworten kennt, hat nicht einmal die Fragen verstanden.“ Wenn Du den Podcast Börsenminute unterstützen möchtest, würde ich Dich bitten ihn auf einer Podcastplattform Deiner Wahl, auf Spotify oder YouTube zu liken oder ihn auch zu abonnieren und weiterzuempfehlen. Besten Dank! Rechtlicher Hinweis: Für Verluste, die aufgrund von getroffenen Aussagen entstehen, übernimmt die Autorin, Julia Kistner keine Haftung. #SirFranklinTempleton #Value #Investments #Anlagehorizont #Hausse #Baisse #Vermögen #Kapitalmärkte #Erträge #Aktien #Aktienfonds #Index #antizyklisch #podcast #investieren #boersenminute #Langfristinvestoren #SEC #Korrekturen #WarrenBuffett #BenjaminGraham #Gewinn #MagellanFonds #Fidelity #WarrenBuffett #BenjaminGraham #TempletonGrowthFund #Meme-Stocks #Aktienuniversum #Unternehmenswert Foto: Wikipedia

Over the course of this series, we've explored the research and recommendations of the “Making History Matter Report.” In this final installment, we'll discuss how to put the report's findings into practice with a little help from two leaders in our field: Jennifer Ortiz, Director at the Utah Division of State History, and Steve Murray, Director at the Alabama Department of Archives & History. Then AASLH's John Marks walks us through the Reframing History Toolkit and addresses some FAQs about the report. 

John Marks was previously head of country music at Spotify. He's now working on his new endeavor, John Marks Worldwide and co-venture JAB entertainment.

Reg talks with John about French terry cloth sweatpants, dressing for travel and the “EBay cul de sac.” Fortunately, there are no dead ends to this episode.

Neon Union and Toad (and maybe John Marks)… hangin’ out in the Toad’s Tunes studio inside Stoney’s Rockin’ Country in […] The post Gettin’ to know the guys in Neon Union appeared first on TOAD'S TUNES.

Neon Union and Toad (and maybe John Marks)… hangin’ out in the Toad’s Tunes studio inside Stoney’s Rockin’ Country in […] The post Gettin’ to know the guys in Neon Union appeared first on TOAD'S TUNES.

John Marks has more time flying the A-10 Warthog than anyone else in the world, and he shares his experiences in Desert Storm and beyond.Want to support the show, get early episode access, and bonus content? Check out the Patreon page for more information. Or check out the merch store!Advertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

John Marks… What's going on with ya dude?!? I got the opportunity to talk whiskey, leaving Spotify and jumping into […] The post John Marks and Toad talkin’… Where ya been dude?!? appeared first on TOAD'S TUNES.

John Marks… What's going on with ya dude?!? I got the opportunity to talk whiskey, leaving Spotify and jumping into […] The post John Marks and Toad talkin’… Where ya been dude?!? appeared first on TOAD'S TUNES.

The first guest episode of Everything Esthetics and I could not be more excited to have Cody-John share his story! We talk about being your authentic self in the treatment room, the transition from a chain waxing location to a solo studio suite, and his experience in the esthetics field as a male service provider and business owner. You can find Cody-John at @dropdeadgorgeousmn on Instagram. Enjoy! --- Support this podcast: https://anchor.fm/gabrielle-okray/support

For this episode we welcome our first ever Yeoman to the show and he does not disappoint. CAPT John Marks (Ret.) talks adventures in the South Pacific including visits to the leper colony on Molokai and a murder at a remote LORAN station, running a Miss Ocean Station contest with flight stewardesses from the middle of the North Atlantic, how the concept of “member's responsibility” developed along with the Yeoman correspondence course, the punches and sponges of the first ever Servicewide Exam, becoming a Chief Petty Officer, Officer Candidate School, surviving the 9/11 attack on the Pentagon, developing NORTHCOM, and rising from an E2 to an O6 to lead the post 9/11 port security grant program. You don't want to miss this one. #uscg #coastguard #military #veteran #veterans #armedforces --- Support this podcast: https://anchor.fm/theyhadtogoout/support

The Other 9-11 (1973): The US Assassination of Salvador Allende & Methods revealed within the US Foreign Policy Toolkit of Subversion Chilean born Ricardo Venegas shares his Latin American expertise and experiences growing up in post-coup Chile and the history surrounding the rise of Salvador Allende and the Popular Unity Party despite US foreign policy of destabilizing the democratic will of the Chilean people. Tonight's show describes how US foreign policy and the techniques it utilized, would forbid the elected president of Chile, Salvador Allende from carrying out the mandates of the collective interests of the majority population. Henry Kissinger led the US foreign policy efforts that led to the overthrow Allende in a 9/11/1973 coup, the goal and mission of which was not to protect democracy but to betray it by instead protecting the interests behind a billion dollars of US investment in Chile. Kissinger oversaw and largely directed a US foreign policy that included “the CIA penetrating virtually every sector of Chilean life throughout the society”. With respect to the subversion and penetration of Chilean labor movement: “In cooperation with and often under cover supplied by the AFL-CIO, the CIA had infiltrated the labor movement…108 leaders of the white-collar trade associations received training in the US from the American Institute of Free Labor Development (AIFLD) an agency that according to former CIA agent Phillip Agee was set up by the AFL-CIO under the control of the CIA.” “Other funds went into support of strikes and demonstrations that plagued the Allende regime”, including, “In 1972 the organizers of the Confederation of Truck Owners strike also receiving CIA money, in order to allow them to pay strike benefits during the 26-day nationwide truck strike,“ that paralyzed the economy. Additionally, “CIA operatives had bought their way into the local press; the country's largest newspaper El Mercurio, was a regular recipient of CIA funds. Other operatives maintained regular liaison with the Chilean military and police services.” In April 1971 the CIA funded the fascist group, Patria y Libertad which began “stepping up a campaign of sabotaging factory equipment to hobble the economy.” All of the above subversive US invasions of the Chilean civil society are documented by Robert Borosage and John Marks in their 1976 book The CIA File and are all elements of what Brazilian ‘think tank' head, Dr Glycon de Paiva described in a late 1973 Washington Post interview as, “the recipe exists, and you can bake the cake anytime.” Today we continue to bake and improve the illegal and undemocratic recipe. On some seven different occasions payments that together totaled more than $1m, between 9/8/1970 and 7/6/1971, authorized by the Kissinger led “Committee of 40” to subvert the Chilean electoral process. Monies were authorized in support of opposition candidates to the Popular Unity Party, particularly the Christian Democratic Party. Pgatos pgatos00@gmail.com 9/27/2021

The Other 9-11 (1973): The US Assassination of Salvador Allende & Methods revealed within the US Foreign Policy Toolkit of Subversion Chilean born Ricardo Venegas shares his Latin American expertise and experiences growing up in post-coup Chile and the history surrounding the rise of Salvador Allende and the Popular Unity Party despite US foreign policy of destabilizing the democratic will of the Chilean people. Tonight's show describes how US foreign policy and the techniques it utilized, would forbid the elected president of Chile, Salvador Allende from carrying out the mandates of the collective interests of the majority population. Henry Kissinger led the US foreign policy efforts that led to the overthrow Allende in a 9/11/1973 coup, the goal and mission of which was not to protect democracy but to betray it by instead protecting the interests behind a billion dollars of US investment in Chile. Kissinger oversaw and largely directed a US foreign policy that included “the CIA penetrating virtually every sector of Chilean life throughout the society”. With respect to the subversion and penetration of Chilean labor movement: “In cooperation with and often under cover supplied by the AFL-CIO, the CIA had infiltrated the labor movement…108 leaders of the white-collar trade associations received training in the US from the American Institute of Free Labor Development (AIFLD) an agency that according to former CIA agent Phillip Agee was set up by the AFL-CIO under the control of the CIA.” “Other funds went into support of strikes and demonstrations that plagued the Allende regime”, including, “In 1972 the organizers of the Confederation of Truck Owners strike also receiving CIA money, in order to allow them to pay strike benefits during the 26-day nationwide truck strike,“ that paralyzed the economy. Additionally, “CIA operatives had bought their way into the local press; the country's largest newspaper El Mercurio, was a regular recipient of CIA funds. Other operatives maintained regular liaison with the Chilean military and police services.” In April 1971 the CIA funded the fascist group, Patria y Libertad which began “stepping up a campaign of sabotaging factory equipment to hobble the economy.” All of the above subversive US invasions of the Chilean civil society are documented by Robert Borosage and John Marks in their 1976 book The CIA File and are all elements of what Brazilian ‘think tank' head, Dr Glycon de Paiva described in a late 1973 Washington Post interview as, “the recipe exists, and you can bake the cake anytime.” Today we continue to bake and improve the illegal and undemocratic recipe. On some seven different occasions payments that together totaled more than $1m, between 9/8/1970 and 7/6/1971, authorized by the Kissinger led “Committee of 40” to subvert the Chilean electoral process. Monies were authorized in support of opposition candidates to the Popular Unity Party, particularly the Christian Democratic Party. Pgatos pgatos00@gmail.com 9/27/2021

John Marks spent most of his career in terrestrial radio, since the age of 16. Programming stints include KKAT – Salt Lake City, KWNR – Las Vegas, KSON – San Diego among others. From there, John spent 5 years as the Sr. Director of Country Music at Sirius XM. Under Marks' leadership, The Highway became one of the most listened to music channels on their platform. Through the Highway, Marks helped to break Florida Georgia Line, Cole Swindell and Old Dominion among others into national prominence. After Sirius XM, John Marks landed at Spotify and was their Global Editor for Country Music for 5 ½ years. John curated over 25 country playlists. His Flagship playlist, Hot Country, was the 3rd most consumed Playlist worldwide in the Spotify platform. John recently departed Spotify to form his own company “John Marks Worldwide”. He's formed a consulting company specializing in developing strategies surrounding content, music and marketing in an ever changing streaming environment. For more info click to johnmarks.me.

The CBC's Cindy Grant stopped by Dave Shoots Booksellers in Saint John, where they specialize in the rare and unusual, and spoke with Wendy Matheson.

John Marks has been the Global Head of Country at Spotify since 2015. He moved to Nashville in 2010 to work at SiriusXM, where he became Head of Country Music Programming. During his tenure at SiriusXM, he brought The Highway to prominence and helped bring artists like Florida Georgia Line, Old Dominion, Kelsea Ballerini, Chase Rice, and Russell Dickerson to a national audience. Marks recently decided to step away from his powerful position on Spotify to launch new endeavors, including a brand new website: https://www.johnmarks.me  

All music in the Christian Saints Podcast is composed by Jim John Marks of Generative Sounds.  In this episode, Jim visits the podcast for an interview, where he talks about his music, and how his Orthodox Christian faith and art intertwine.  We discuss his collaboration with iconographer Nick Pappas, his thoughts on how music makes manifest Christian truth, and how veneration of Christian saints influences his life and work. We pay particular attention to Saint Drogo the Ugly, who is the focus of one of his albums.Jim's music can be found at https://generativesoundsjjm.bandcamp.com/and Nick Pappas' artwork can be found at https://facebook.com/Nick.Papas.Studio

This week: cosplayers, artists, and more! We share all of the interviews we got a few weeks ago at Louisville Supercon. We talked to Kaybear Cosplay, Alex Cosplays, Daberry Best Cosplays, Bindi Smalls, Morgan Le Foy, David Wong, John Marks, and the 501st Legion. It was awesome to get to talk to all these great cosplayers, artists, and prop builders and learn a little about their passion. If you didn't get the chance to meet them or didn't make it to Supercon, here's your chance to check it out!

In 1948 the British government carried out an ambitious shake-up of post war society, establishing the foundations of a welfare state. A cornerstone of this new vision was the creation of the National Health Service, the NHS, providing free universal health care for everyone in the UK. Mike Lanchin has been hearing the memories of Olive Belfield, a former nurse and health visitor, and of Dr John Marks, one of the first doctors to qualify to work in the new NHS.Photo: Aneurin Bevan, Minister of Health, meeting a patient at Papworth Village Hospital, after the establishment of the National Health Service in 1948 (Edward G Malindine/Getty Images)