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Dr. Karisma Morton, Understanding and Supporting Math Identity   ROUNDING UP: SEASON 3 | EPISODE 11 In this episode, we will explore the connection between identity and mathematics learning. We'll examine the factors that may have shaped our own identities and those of our students. We'll also discuss ways to practice affirming students' identities in mathematics instruction. BIOGRAPHIES Dr. Karisma Morton is an assistant professor of mathematics education at the University of North Texas. Her research explores elementary preservice teachers' ability to teach mathematics in equitable ways, particularly through the development of their critical racial consciousness. Findings from her research have been published in the Journal for Research in Mathematics Education and Educational Researcher. ​ RESOURCES The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices by Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin Rough Draft Math: Revising to Learn by Amanda Jansen Olga Torres' “Rights of the Learner” framework Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms by Maria del Rosario Zavala and Julia Maria Aguirre TRANSCRIPT Mike Wallus: If someone asked you if you were good at math, what would you say, and what justification would you provide for your answer? Regardless of whether you said yes or no, there are some big assumptions baked into this question. In this episode, we're talking with Dr. Karisma Morton about the ways the mathematics identities we formed in childhood impact our instructional practices as adults and how we can support students' mathematical identity formation in the here and now.  Welcome to the podcast, Karisma. I am really excited to be talking with you about affirming our students' mathematics identities. Karisma: Oh, I am really, really excited to be here, Mike. Thank you so much for the invitation to come speak to your audience about this. Mike: As we were preparing for this podcast, one of the things that you mentioned was the need to move away from this idea that there are math people and nonmath people. While it may seem obvious to some folks, I'm wondering if you can talk about why is this such an important thing and what type of stance educators might adopt in its place? Karisma: So, the thing is, there is no such thing as a math person, right? We are all math people. And so, if we want to move away from this idea, it means moving away from the belief that people are inherently good or bad at math. The truth is, we all engage in mathematical activity every single day, whether we realize it or not. We are all mathematicians. And so, the key is, as math teachers, we want to remove that barrier in our classrooms that says that only some students are math capable.  In the math classroom, we can begin doing that by leveraging what students know mathematically, how they experience mathematics in their daily life. And then we as educators can then incorporate some of those types of activities into the everyday learning of math in our classrooms. So, the idea is to get students to realize they are capable math doers, that they are math people. And you're showing them the evidence that they are by bringing in what they're already doing. And not just that they are math doers, but that those peers that are also engaged in the classroom with them are capable math doers. And so, breaking down those barriers that say that some students are and some students aren't is really key. So, we are all math people. Mike: I love that sentiment. You know, I've seen you facilitate an activity with educators that I'm hoping that we could replicate on the podcast. You asked educators to sort themselves into one of four groups that best describe their experience when they were a learner of mathematics. And I'm wondering if you could read the categories aloud and then I'm going to ask our listeners to think about the description that best describes their own experiences. Karisma: OK, great. So, there are four groups. And so, if you believe that your experience is one where you dreaded math and you had an overall bad experience with it, then you would choose group 1. If you believe that math was difficult but you could solve problems with tutoring or help, then you would select group 2. If you found that math was easy because you were able to memorize and follow procedures but you had to practice a lot, then you'd be in group 3. And finally, if you had very few difficulties with math or you were kind of considered a math whiz, then you would select group 4. Mike: I had such a strong reaction when I participated in this activity for the first time. So, I have had my own reckoning with this experience, but I wonder what impact you've seen this have on educators. Why do it? What's the impact that you hope it has for someone who's participating? Karisma: Yeah. So, I would say that a key part of promoting that message that we started off talking about is for teachers to go back, to reflect. We have to have that experience of thinking about what it was like for us as math learners. Because oftentimes we go into the classroom and we're like, “All right, I got to do this thing.” But we don't take a minute to reflect: “What was it like for me as a math learner?” And I wanted to first also say that I did not develop this activity. This is not a Karisma original. I did see this presented at a math teacher-educator conference about five years ago by Jennifer Ward. I think she's at Kennesaw State [University] right now. But the premise is the same: We want to give teachers an opportunity to reflect over their own experiences as math learners as a good starting place for helping them to identify with each other and also with the students that they're teaching. And so, whenever I have this activity done, I have each of the participants reflect. And then they have conversations around why they chose what they chose. And this is the opportunity for them to have what we call “windows,” “mirrors,” and “sliding glass doors,” right? So, you either can see yourself in another person's experience and feel like, “Oh, I'm not alone here,” especially if it were a negative experience. Or you may get to see or take a glimpse into what someone else has experienced that was very different from your own and really get a chance to understand what it was like for them. They may have been the math whiz, and you're looking at them like they're an alien that fell from the sky because you're like, “How did that happen,” right? But you can begin to have those kinds of conversations: “Why was it like this for you?” and “It wasn't like that for me.” Or “It was the same for me, but what did it look like in your instance versus my instance?”  I honestly feel like sometimes people don't realize that their experience is not necessarily unique, especially if it's coming from a math trauma perspective. Some people don't want to talk about their experience because they feel like it was just theirs. But they sometimes can begin to realize that, “Hey, you had that experience too, and let's kind of break down what that means.” Do you want to be that type of teacher? Do you want to create the type of environment where you felt like you weren't a capable math doer? So powerful, powerful exercise. I encourage your listeners to try it with a group of friends or colleagues at work and really have that conversation. Mike: Gosh, I'm just processing this. One of the things that I keep going back to is you challenging us to discard the idea that some people are inherently good at math and other people are not. And I'm making a connection that if I'm a person who identified with group 1, where I dreaded math and it was really a rough experience, what does it mean for me to discard the idea that some people are inherently good or inherently not good at math versus if I identified as a person who was treated as the math whiz and it came easy for me, again, what's required for me?  It feels like there's things that we can agree with on the surface. We can agree that people are not good inherently at mathematics. But I find myself really thinking about how my own experience actually colors my beliefs and my actions, how agreeing to that on the surface and then really digging into how your own experience plays out in your practice or the ways that you interact with kids. There's some work to be done there, it seems like. Karisma: Absolutely. You hit the nail on the head there. It's important to do that work. It's really important for us to take that moment to reflect and think about how our own experience may be impacting how we're teaching mathematics to children. Mike: I think that's a great place to make a shift and talk about areas where teachers could take action to cultivate a positive mathematics identity for kids. I wonder if we can begin by talking about expectations and norms when it comes to problem solving. Karisma: Yes. So, Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin wrote this amazing book, called The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices. And one of those equity-based practices is affirming math learners' identities. And so, one of the ways we can do this in the math classroom is when having students engaged in problem solving. And so, one of the things that we want to be thinking about when we are having students engaged in math problem solving is we want to be promoting students' persistence and reasoning during problem solving. And you might wonder, “Well, what does that actually look like?”  Well, it might be helpful to see what it doesn't look like, right? So, in the typical math classroom, we often see an emphasis on speed: who got it done quickly, who got it done first, who even got it done within the time allotted. And then also this idea of competition. So, that is really hard for kids because we all need time to process and think through our problem-solving strategies. And if we're putting value on speed, and we're putting value on competition, are we in fact putting value on a problem-solving strategy or the process of problem-solving? So, one way to affirm math learners' identities is to move away from this idea of speed and competition and foster the type of environment where we're valuing students' persistence with the problem. We're valuing students' processes in solving a problem, how they're reasoning, how they're justifying their steps or their solutions' strategies, as opposed to who's getting done quickly.  Another thing to be thinking about is reframing making mistakes. There's so many great resources about this. What comes to mind immediately is Rough Draft Math by Amanda Jansen, which is really helping us to reframe the idea that we can make some mistakes, and we can revise our thinking. We can revise our reasoning, and that's perfectly OK.  Olga Torres' “Rights of the Learner” framework talks a lot about the right to make a mistake is one of the four rights of the learner in the mathematics classroom. And so, when having kids engaged in problem-solving and mathematics, mistakes should be seen more like what Olga Torres calls “celebrations,” because there are opportunities for learning to occur. We can focus on this mistake and think about and problem-solve through the mistake. “Well, how did we get here?” Use it as a moment that all students can benefit from. And so, kids then become less afraid to make mistakes because they're not ridiculed or made to feel less than because they've done so. Instead, it empowers them to know that “Hey, I made this mistake, but in actuality, this is going to help me learn. And it's also going to help my classmates.” Mike: I suspect a lot of those moments, people really appreciate when there's the “aha!” or the “oh!” What was happening before that might've been some struggle or some misconceptions or a mistake. You're making me think that we kind of have to leave space for those mistakes or those misconceptions to emerge if we really want to have those “aha!”s or those “oh!”s in our classroom. Karisma: That's exactly right. And imagine if you are the one who's like, “Oh!”—what that does for your self-confidence. And even having your peers recognize that you've come to this answer or this understanding. It almost becomes like a collective win if you have fostered a type of environment where it's less about me against you and more about all of us learning together. Mike: The other thing that came to me is that I'm thinking back to the four groups. I would've identified as a person who would fit into group 2, meaning that there were definitely points where math was difficult for me, but I could figure it out with tutoring or with help from a teacher. I start to wonder now how much of my perception was about the fact that it just took me a little bit longer to process and think about it. So, it wasn't that math was difficult. It was that I was measuring my sense of myself in mathematics around whether I was the first person, or I was fast, or I got it right away, or I got it right the first time, as opposed to really thinking about, “Do I understand this?” And to me, that really feels connected to what you're saying, which is the way that we as teachers value students' actions, their rough-draft attempts, their mistakes, and position those as part of the process—that can have a really concrete impact on how I think about myself and also how I think about what it is to do math.  Well, let's shift again and talk about another area where educators could support positive identity. I'm thinking about the ways that they can engage with students' background knowledge and their life experiences. Karisma: Hmm, yeah. This is a huge one. And this really, again, comes back to recognizing that our students are whole human beings. They have experiences that we should want to leverage in the math classroom, that they don't need to keep certain parts of themselves at the door when they come in. And so, how do we take advantage of what our students are bringing to the table? And so, we want to be thinking a lot about, “Well, who is the student?” “What do they know?” “What other identities do they hold?” “What's important to them?” “What kinds of experiences do they have in their everyday life that I can bring into the math classroom?” “What are their strengths?” “What do they enjoy doing?” The truth of the matter is really great teachers do this all the time, you know? You know who your students are for the most part, right? And students come to us with a whole host of experiences that we want to leverage and come with all sorts of experiences that we could use in the math classroom. I think oftentimes we don't think about making connections between those things and how to connect them to the mathematics that's happening in the classroom. So, oftentimes we don't necessarily see a reason to connect what we know about our students to mathematics. And so, it's really just a simple extra step because really amazing teachers—which I know they're amazing teachers that are listening right now—you know who your students are. So how do we take what we know about them and bring that into the mathematics learning? Again, as with problem solving, what is it that we want to stay away from? We want to be staying away from connecting math identity only with correct answers and how fast a kid is at solving a problem. Their math identity shouldn't be dependent on how many items they got correct on an assessment. It should be more about, “Well, what is it that they know? And how are we able to use this in the math classroom?” Mike: You're making me think about how oftentimes there's this distinction that happens in people's minds between school math and math that happens everywhere in the real world. Part of what I hear you suggesting is that when you help kids connect to their real world, you're actually doing them another service and that you're helping them see, like, “Oh, these lived experiences that I might not have called mathematics, they are,” right? “I do mathematics. I'm a doer.” And part of our work in bringing that in is helping them see what's already there. Karisma: I love that. Helping them see what's already there. That's exactly right. Mike: Well, before we go, I'm wondering if you could talk about some of the resources that have informed your thinking about this and that you think might also help a person who's listening who wants to keep learning. Karisma: Yeah. There's a lot of great resources out there. The one that I rely on heavily is The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices. I really like this book because it's very accessible. It does a really great job of setting the stage for why we need to be thinking about equity-based practices. And I really enjoy how practical things are. So, the book goes through describing what a representative lesson would look like. And so, it's a really nice blueprint for teachers as they're thinking about students' identities and how to promote positive math identity amongst their students. And then I think we also mentioned Rough Draft Math by Amanda Jansen, which is a good read. And then there's also a new book that came out recently, Cultivating Mathematical Hearts: Culturally Responsive [Mathematics] Teaching in Elementary Classrooms. And this book goes even deeper by having vignettes and having specific classroom examples of what teaching in this kind of way can look like. So those are three resources off the top of my head that you could dig into and have book clubs at your schools and engage with your fellow educators and grow together. Mike: I think that's a great place to stop. Thank you so much for joining us today. This has really been a pleasure. Karisma: Oh, it's been a pleasure talking to you too. Thank you so much for this opportunity. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Next in Nebraska, Nikki Martinez, who brands himself as Influenced By Kings along with his producer Ben Waterman join us with songs Who Loves You, Karisma, Eyes Of A Child and The Sun Will Also Shine

What happened to Cynthia Martinez?  Cynthia is described on her NamUs page as 4'8" - 5'4" and 120-140 lbs. Another flier states she is 5'1" and 135 lbs. She has brown hair and brown eyes, and has pierced ears. Again, she was last seen wearing black lace up booties, fake eyelashes, and a black flowered romper. She has several tattoos listed below: “Trust No One” - collarbone “Dominguez” - chest “Faith” and “Trust” - arms “Karisma” - right shoulder Princess crown - left shoulder “503” - behind right ear “Walk by faith not by sight” - right calf “Forgive never forget” - left shoulder blade Old English style “C” - between index finger and left thumb Marilyn Monroe's face with a skull intertwined - right thigh “If you are going to be two-faced at least make one of them pretty” - next to Marilyn on right thigh “Jesse” - below collarbone If you have any information regarding Cynthia and her disappearance, or Alvarez-Olivera, you can of course always contact Crimestoppers anonymously, or you can contact the Keizer Police Department at 503-856-3529. Sources http://www.crimestoppersoforegon.com/sitemenu.aspx?P=missing&ID=823 https://www.statesmanjournal.com/story/news/crime/2019/07/09/two-years-after-cynthia-martinez-vanished-her-family-still-searches/1622449001/ https://www.nbcnews.com/feature/missing-in-america/mother-four-missing-after-26th-birthday-celebration-n790451 https://namus.nij.ojp.gov/case/MP39275 https://www.statesmanjournal.com/story/news/crime/2017/08/09/keizer-police-identify-person-interest-connection-missing-woodburn-woman-cynthia-martinez/551078001/ https://www.koin.com/am-extra/true-crime-tuesdays-missing-keizer-women/ https://www.crimewatchers.net/threads/cynthia-martinez-missing-from-keizer-or-16-july-2017-age-26.969/#google_vignette  

Mia Fernando är kanske mest känd som fysioterapeuten som skrivit och utbildat kring kvinnohälsa och förlossningsskador. Hon har skrivit ett flertal böcker i ämnet men nu har hon tillsammans med sin syster skrivit boken "Även den minsta fanatiker behöver sova ibland" om deras tid i den kristna sekten Karisma center. Ett otroligt samtal med en otrolig person. (Tack för att du är du Mia. Middag hos mig efter nyår!)

STHL(M)-podden gästas av Louise Stenberg, senior opinionsstrateg hos Moderaterna, för att djupdyka i eftervalsanalysen av EU-valet. Vi pratar om valresultaten där Miljöpartiet och Vänsterpartiet överraskade, och hur det gick för Moderaterna – särskilt i Stockholm där storstadstrenden och "den urbana huvudvärken" fortsätter. Louise bjuder på vassa insikter från eftervalsanalysen, listar de hetaste snackisarna för väljarna och berättar hur Moderaterna bland annat planerar att bredda sin klimatprofil framöver. Häng med för ett fullmatat avsnitt fyllt av insikter och framtidsspaningar!   Om du vill följa oss på sociala medier finns vi på Instagram, Facebook, X och TikTok Om du vill komma i kontakt med oss kan du mejla oss på stockholm@moderaterna.se.   Ämne: Eftervalsanalys, Miljöpartiet, Vänsterpartiet, Mobilisering, Stockholm, Väljare, Klimat, Miljö, Klimat, Framtid, Utmaningar

"Panso ütles meile ikka, et sa võid laval mängides kas või kapsasupist mõelda, aga kui sa saavutad selle, et publik on sul peos või vaataja vaikselt pisaraid pühib, siis on see professionaali töö," nii meenutab teatrimehe õpetust tema õpilane Katrin Karisma, kes on 55 aastat laval säranud.

It's Bebo's world and we're just living in it! Whether you love or hate Poo, Geet, Dr Preet Sahni, Chameli, or Dolly, you can't ignore the most successful woman in the Kapoor khandaan. Unlike her older sister Karisma, there is no question Kareena is a bonafide superstar. Movies we discuss in detail: Khushi, Chameli, Omkara, Jab We Met, Tashan, and Milenge Milenge. If your favorite isn't there, don't worry; we mention many others in passing. What are your iconic Kareena performances and films? Subscribe to Filmi Ladies on Spotify https://open.spotify.com/show/7Ib9C1X5ObvN18u9WR0TK9 or Apple Podcasts https://podcasts.apple.com/us/podcast/filmi-ladies/id1642425062 @filmiladies on Instagram and Twitter Pitu is @pitusultan on Instagram Beth is @bethlovesbolly on Twitter Email us at filmiladies at gmail See our letterboxd for everything discussed on this podcast. https://boxd.it/qSpfy Our logo was designed by London-based artist Paula Ganoo @velcrothoughts on Instagram https://www.art2arts.co.uk/paula-vaughan

Oh Lolo. Neither Pitu nor Beth really know how to place Karisma: is she a 90s queen or merely a princess? What is her legacy? Is she a worthy inheritor of the family name? And can you explain her stardom without it? Films discussed: Zubeida, Saajan Chale Sasural, and Hero No. 1. What are your standout Karisma performances? Subscribe to Filmi Ladies on Spotify https://open.spotify.com/show/7Ib9C1X5ObvN18u9WR0TK9 or Apple Podcasts https://podcasts.apple.com/us/podcast/filmi-ladies/id1642425062 @filmiladies on Instagram and Twitter Pitu is @pitusultan on Instagram Beth is @bethlovesbolly on Twitter Email us at filmiladies at gmail See our letterboxd for everything discussed on this podcast. https://boxd.it/qSpfy Our logo was designed by London-based artist Paula Ganoo @velcrothoughts on Instagram https://www.art2arts.co.uk/paula-vaughan

Egypt Blaque Knyle is one of the most recognized and lauded burlesque entertainers, currently living in Southern California.  On Tuesdays (usually) at 9am, she checks in with the world via Instagram Live, and WEBurlesque Podcast Network preserves the audio versions here. All content property of Egypt Blaque Knyle, and provided by Viktor Devonne, retaining the original recording session with minor audio correction.  Masturbation Month Day 28 - Live with @pink_royalty_poppin and @madame.karisma https://www.instagram.com/goddessegyptblaqueknyle/ https://www.egyptblaqueknyle.com/ http://www.weburlesquepodcast.com

This week, the Legendary Brew Crew invites the talented rising country music artist, Karisma Brown, to share her inspiring journey on the podcast. Karisma takes us on a poignant narrative, recounting her upbringing in a quaint Georgia town and her subsequent enlistment in the Air Force. However, she soon realized that military life was no longer her path.With her trusty songbook in hand, Karisma embarked on a soul-searching journey through the melodies and lyrics she penned, ultimately finding clarity in her desire to pursue her dreams of singing country music.During the episode, Karisma delves into the backstory of her debut single, "Made of Me," offering listeners a glimpse into her identity and aspirations. Through her music, she paints a vivid picture of who she is and where she aims to go in her career.Moreover, Karisma treats the crew to a sneak peek into her upcoming first live performance, while also sharing when fans can expect new music to grace their ears.As always, this episode is accompanied by a selection of craft beers from Fiddlehead Brewing, Masthead Brewing, and Cushwa Brewing. So, grab your favorite brew, settle in, and join the crew for an engaging session of banter and music exploration. Cheers to Karisma Brown's journey and the power of following one's dreams!

Mauricio, Karisma y Daniel analizan los cierres de campaña y entrevistan a Ilan Perelis de Transparencia Internacional

Mauricio, Karisma y Daniel entrevistaron a los candidatos independientes Betserai Richards e Iván Blasser

Mauricio, Karisma y Daniel hablan sobre los cierres de campaña y entrevistan al director de la película Chacalería.

Mauricio, Karisma y Daniel entrevistan a Josi Fares, candidato a diputado del molirena y conocido como el Bukele panameño.

Grab your old New Balance sneakers and click those tongs to make sure they work, because this episode has big suburban dad energy, as Jay has the pleasure of hosting for: Beards & Beer Guts:  Dave Kantorski - Support Liquid Kourage and the PTE Network, drink local and play local with Dave at Go 4 It Entertainment in Chicagoland, mental health IS health! Dustin Resch - See Dustin's art at reschasketch.com and @reschasketch on all the socials! Dad Jokes For Days: D.J. Carlile - Support content creators, thanks to Angie, Lourdes, Laura, Ethan, Karisma, and Kyleigh! Matt Lamia - Be nice to others and a positive force for everyone around you! This week's featured Patreon supporter is McBeardington. Thanks for the isolation booth upgrade! This episode sponsored by Critical Grind Board Game Cafe and Liquid Kourage Entertainment. Want to sponsor this show as well? Reach out to us! Editing's expensive and listening to ads sucks! Help us hire an editor by supporting us on Patreon, where you can now hear this episode of Verboten completely ad-free! All patrons get to add an "amenity" to the isolation booth as well moving forward! Connect with us on Facebook, Instagram, and Bluesky! To contact the show directly, email us at VerbotenPod@gmail.com! Think you have the best words? Apply to appear on the show at https://ptepodcasts.com/appearance-request/! Please consider leaving the show a 5 star rating and review. See you next week! ©2024, Verboten. Proud member of the PTE Network.

Mauricio, Karisma y Daniel analizan la realidad política de Panamá.

Mauricio, Karisma y Daniel analizan el debate presidencial.

Mauricio, Karisma y Daniel entrevistan al exdiputado y candidato Luis Barría.

Karisma, Daniel y Mauricio hablan sobre el eclipse solar, la locura de Zulay y la situación en Ecuador.

Mauricio, Karisma y Daniel hablan con el consultor laboral René Quevedo sobre empleo y la pérdida de grado de inversión.

Karisma, Daniel y Mauricio entrevistan a Yahaira Peren, suplente de Juan Diego Vásquez y candidata a diputada por MOCA en San Miguelito.

Mauricio, Karisma y Daniel hablan del reporte fe Fitch Ratings que nos quita el grado de inversión.

Mauricio, Karisma y Daniel entrevistan al director general de impuestos, Publio de Gracia

Karisma, Daniel y Mauricio entrevistan al candidato a diputado de la coalición vamos, Jorge Bloise.

Karisma, Daniel y Mauricio analizan las más recientes encuestas en la contienda electoral.

Peter Nyman on yksi suomalaisen TV:n tunnistettavimpia kasvoja, ja rakensi itselleen hienon maineen karismaattisena esiintyjänä ja hyvänä puhujana. Nykyään hän opettaa ja valmentaa muita oppimaan niitä samoja taitoja. Tässä jaksossa keskustelemme Peterin urasta toimittajana, juontajana, viestinnän asiantuntijana, ja opimme mikä Peterin mielestä on hyvä puhuja? Mitä on karisma? Miten small talkata? Miten olla hyvää seuraa? Tervetuloa kuuntelemaan. --- ▶️ Jaksot videon kera Youtubesta: http://www.youtube.com/c/Futucastpodcast

Daniel, Karisma y Mauricio analizan las noticias del día en Panamá y entrevistan a la candidata a diputada por el partido panameñista, Stephanie Cardoze.

Karisma, Daniel y Mauricio analizan las noticias del día en Panamá

Daniel, Karisma y Daniel hablan de las noticias del día en Panamá

Karisma y Daniel analizan el debate presidencial y entrevistan a la candidata independiente a la alcaldía de San Miguelito Irma Hernandez

Daniel, Karisma y Mauricio analizan las principales noticias del día en Panamá.

Mauricio, Karisma y Daniel comentan sobre las noticias del día en Panamá.

Mauricio, Karisma y Daniel entrevistan a expertos del gusano barrenador, hablan del día de la mujer y de la muerte de Pedrito Altamiranda y de Akira Toriyama.

Mauricio, Karisma y Daniel comentan las noticias del día en Panamá

Karisma, Mauricio y Daniel comentan las noticias del día en Panamá.

Mauricio, Karisma y Daniel comentan las noticias del día y hablan de crianza de hijos, el enredo de Zulay y reliquias de oro en Coclé.

Mauricio, Karisma y Daniel hablan sobre conflicto en Palestina, la nueva vice de la mujer y cómo votar por diputados

Mauricio, Karisma y Daniel analizan las noticias más importantes del día en Panamá.

Mauricio, Karisma y Daniel analizan el debate presidencial.

Mauricio, Karisma y Daniel comentan las noticias del día.

Karisma, Mauricio y Daniel entrevistan a los candidatos a diputados Betserai Richards y Daniel Lombana.

Mauricio, Karisma y Daniel, comentan las noticias del día y entrevistan a Sandy Luz Correa, candidata independiente a diputada por el circuito 2-2

Mauricio, Daniel y Karisma de @Focopanama analizan las principales noticias del día.

Mauricio, Karisma y Daniel discuten las principales noticias del día.

Daniel, Mauricio y Karisma hablan de las noticias del día y política panameña

Mauricio, Daniel y Karisma hablan sobre los temas noticiosos de Panamá

“Dance Talk” ® with Joanne Carey and  Karisma Jay. In this episode of  “Dance Talk” ® with Joanne Carey,  join host Joanne Carey as she chats with Special Guest: Karisma Jay founder of the AbunDance Academy of the Arts, teaching and mentoring abundance in the lives of all her students . The AbunDance Academy is the first Black Owned Non-Profit Arts Organization to produce an original production written by Karisma herself. With a healthy and robust curriculum, AbunDance Academy of the Arts offers specialized classes in Dance, Audition Prep, Adult Fitness and Aerial Yoga. Its diverse faculty roster includes highly skilled teaching artists who are passionate about their artistry and the budding artistry of every student. Located in Brooklyn's Prospect Heights / Lefferts Gardens neighborhood, AbunDance Academy gives students the opportunity to explore their passions without having to travel to another borough. The organization will host the second annual Abundance Awards to be held at the Billie Holiday Theatre in Brooklyn to Benefit The Abundance Academy of Arts on February 4th. Tickets are available through the link below https://www.eventbrite.com/e/the-2nd-annual-abundance-awards-tickets-523131930687?aff=oddtdtcreator The AbunDance Awards were created in 2023 and raise funds for the AbunDance Arts Academy, founded by award-winning artist and entrepreneur Karisma Jay to show youths what they can accomplish in the dance world and to honor people of color who have made significant contributions to the field. 2024 honorees include Reginald Van Lee, Assane Konte, Obediah Wright, Karen Thornton, Jamel Gaines, Chloe Arnold, Maud Arnold, Arcell Cabuag, and Nicole Deweever.  Karisma Jay is a Brooklyn native , dancer, actress, singer, director, playwright, choreographer, coach, teacher, entrepreneur and host who has been performing, curating and creating for three decades. She is the recipient of a Dance Teacher Magazine 2021 Dance Teacher Award and a 2023 Women of Distinction Award Recipient. Her work has been featured on Netflix, Lifetime, BET, MTV, NBC, and VH1. In 2013, Karisma joined STOMP. In 2016, Family Circle magazine coined her a “Local Hero,” and Lifetime TV called her “a Female Entrepreneur to Watch.” In 2017, she won the “Power Women in Business” award for her work as Artistic Director/Founder of AbunDance Academy. A recent Summa Cum Laude Dance MFA graduate of Hunter College, she also Guest Teaches Dance/Culture at Hunter. A Guest Teaching Artist at The Juilliard School, LaGuardia High School, Hunter College, Ballet Tech, and Broadway Dance Center, she was also the choreographic apprentice of David Byrne's American Utopia and choreographer for COMMON's Music Video, "When We Move."  Jay is dedicated to providing affordable classes and opportunities to perform for young aspiring dancers of color. She conceived, co-wrote, and co-directed the 2022 short film C.R.O.W.N., which tells the story of a young Brown ballerina who has to tame her hair into submission for the biggest audition of her life. The film was inspired by Jay's own attempts to fit into a ballet world with her thick, curly hair and Afro-Latina curves. Crown sparked an important conversation around embracing one's differences and loving one's hair texture and skin tone in ballet. Jay also directed the 2021 short film Just Like YOU to inspire young people to love themselves regardless of their skin color, hair texture, body shape, or background. Follow on Instagram @abundance_company @iamkarisamajayFind out more https://www.abundancearts.org/our-journey ⁠Follow Joanne Carey on Instagram @westfieldschoolofdance And follow  “Dance Talk” ® with Joanne Carey wherever you listen to your podcasts. Tune in. Follow. Like us. And Share. Please leave us review about our podcast  “Dance Talk” ® with Joanne Carey "Where the Dance World Connects, the Conversations Inspire, and Where We Are Keeping Them Real."

In this episode:   Code has his wife Karisma back on Access Code this week (plus the episode was recorded on Code's Birthday), he addresses unwanted guests, new music that dropped last week, are the chiefs the new patriots, and Code jinxed the sooners.     Follow us Instagram: @rndmconvos Facebook: Random Convos From The Couch

This week Kirsty is chatting to Karisma Kapur all about being a woman in STEM, starting a business at a young age, and much more. You can check out Karisma on Instagram. To follow along with all things FAB head to Instagram, TikTok or our website. Don't forget to review, follow/subscribe and share the episode! New episodes recorded right here in Edinburgh released every Sunday evening. Check out our sister podcast: Small Talk for episodes discussing different concepts every Saturday! Charity of the Week: The Yard Scotland Poem of the Week: 'Fringe Poem 2022' by Natasha Tripney