Podcasts about Linguistics

Thousands of languages are used around the world today, and this linguistic diversity is a precious part of our human heritage. But it's also more than that. Linguistic diversity provides clues—a vast crazy quilt of clues—about how language works, about how history has unfolded, about the dynamics of culture, and about the nature of the human mind. My guest today is Dr. Damián Blasi. Damián is an ICREA Research Professor based at the Center for Brain & Cognition at the Pompeu Fabra University in Barcelona. Over the last decade or so, Damián's emerged as one of the most innovative researchers in the study of language and linguistic diversity. He's been widely recognized for this work, and most recently was awarded the 2026 FABSS Early Career Impact Award from the Cognitive Science Society. In this conversation, Damián and talk about why scientists should care about linguistic diversity. We do a bit of linguistic diversity 101—how many languages there are, how we can enumerate them, how they vary from another. We discuss a recent paper in which Damian and his colleagues reconstructed the explosive rise and precipitous fall of human linguistic diversity over the last 12,000 years. We talk about the factors that drive language change. And we discuss how cognitive science relies too much on English and English speakers—and how this may be holding the field back. Along the way, Damián and I touch on the Tower of Babel, a golden age of linguistic diversity, the human bite configuration, scientific aesthetics, whether children shape language, polygenetic theories of language evolution, the pace of language change, schooling, linguistic inequality and behemoth languages, and why Damián thinks that possibility space of human language might be bigger and wilder than we currently imagine. This is a special episode of the Many Minds podcast. As I mentioned, Damián is this year's winner of an award from the Cognitive Science Society, in recognition of his outstanding early-year contributions to the field. He recently gave a keynote at the society's annual conference in Rio de Janeiro, and we've partnered with the Cognitive Science Society to feature this conversation about his work. I'll also mention that this wasn't my first time chatting with Damián—he's an alumnus of the Diverse Intelligences Summer Institute (DISI), the sponsor & incubator of this podcast. We met there a couple years ago, and so it was all the more fun to reconnect with him here. Alright friends, without further ado, on to my conversation with Dr. Damián Blasi. Enjoy!   Notes 10:00 – The UNESCO page on multilingualism and linguistic diversity. 17:00 – The Ethnologue database. 20:00 – For examples of Dr. Blasi's work on "behemoth languages" and on how languages are not represented equally in terms of technological and development investment, see here and here. 26:00 - For the paper in which Dr. Blasi and colleagues introduced Grambank, see here. For the database itself, see here. 29:00 – For Dr. Blasi's earlier work on sound-meaning associations across languages, see here. 33:00 – For discussion of Darwin's views on monogenesis vs polygenesis and race, see our recent episode. 36:00 – For more about pronouns—and how they do and do not vary across the world's languages—see several chapters in the World Atlas of Language Structures. 39:00 – The paper—'Babies aren't persons'—by David Lancy. 41:00 - For Dr. Blasi and colleagues' recent Science paper on the rise and fall of human linguistic diversity, see here. 59:00 – For a recent study of linguistic diversification, including discussion of so-called schismogenesis, see here. For an example of Cristina Moya's work on ethnic identity in the Andes region, see here. 1:00:00 – For an example of Dr. Blasi's work on how ecology shapes language—a topic not discussed in this conversation—see here. 1:01:00 ­– For the study by Dr. Blasi and colleagues about changes in human bite configuration and how these changes have shaped sounds systems, see here. 1:14:00 – For the recent paper by Dr. Blasi and colleagues about the (non-)role of children in language change, see here. 1:22:00 – The paper by Dr. Blasi and colleagues about the over-reliance on English in the cognitive sciences (and how it hinders the field). 1:24:00 – See here for work by Aitor Egurtzegi, in collaboration with Dr. Blasi and others, on ergativity and gaze patterns across languages. 1:27:00 – For the preprint—'Which humans?'—led by Mohammed Atari (and including Dr. Blasi and others), see here. 1:30:00 – For a recent argument that psychology needs to overcome its "ahistorical" bent, see here.   Recommendations A Myriad of Tongues, Caleb Everett The Secret of Our Success, Joseph Henrich Linguistic Diversity in Space and Time, Johanna Nichols   Tile art credit: Painting by Pieter Bruegel the Elder (detail)   Many Minds is a project of the Diverse Intelligences Summer Institute, which is made possible by a generous grant from the John Templeton Foundation to Indiana University. The show is hosted and produced by Kensy Cooperrider, with help from Assistant Producer Urte Laukaityte and with creative support from DISI Directors Erica Cartmill and Jacob Foster. Our artwork is by Ben Oldroyd. Subscribe to Many Minds on Apple, Stitcher, Spotify, Pocket Casts, Google Play, or wherever you listen to podcasts. You can also now subscribe to the Many Minds newsletter here! We welcome your comments, questions, and suggestions. Feel free to email us at: manymindspodcast@gmail.com. For updates about the show, visit our website or follow us on Bluesky (@manymindspod.bsky.social).

What do you call yourself if you're a part-time vegetarian? What petty linguistic things would you change? And what do you do if people gripe at you if you say that you are bi or pan? To answer these questions from the Allusionist mailbag are esteemed alumsionists: Hrishikesh Hirway and Samin Nosrat of Home Cooking podcast; academic and author Alex Ketchum; lexicographer Kory Stamper; and linguist Lauren Gawne of Lingthusiasm podcast.For more info and a transcript of this episode, visit theallusionist.org/vega.Sign up at theallusionist.org/donate to fund the continuing existence of this independent podcast. In return, you can join me for regular livestreams where I read relaxingly from my ever-expanding collection of vintage dictionaries, plus you get bonus written content including behind the scenes info about every episode, membership of the Allusioverse Discord community, and watchalong parties for films and TV shows: together we're watching the 2026 season of Great British Sewing Bee. For $5/month or above, get the ad-free version of the show.Find the Allusionist at youtube.com/allusionistshow, instagram.com/allusionistshow, facebook.com/allusionistshow, @allusionistshow.bsky.social… If I'm there, I'm there as @allusionistshow. Our ad partner is Multitude. If you want me to talk compellingly about your product, sponsor an episode: contact Multitude at multitudeshows.com/ads. The Allusionist is sponsored by:• Squarespace, your one-stop shop for building and running your online forever home. Go to squarespace.com/allusionist for a free trial, and get 10 percent off your first purchase of a website or domain with the code allusionist.• Quince, luxurious clothing and homewares without the markup. Go to quince.com/allusionist for free shipping on your order and 365-day returns.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

How important is compromise with your child? In this final episode of our five part series on the four Cs of collaborative discipline, learn to transform the way that you connect with kids, problem solve with them and completely avoid power struggles. ⁠Download the free 4 C's of Collaborative Discipline PDF now! ⁠Looking for more 1:1 help? ⁠Book your complimentary connection call⁠ and we will explore together what it would look like to put together a one-on-one package for you. August 25, 2026Episode 343The Fourth C of Collaborative Discipline - The Art of Compromise About Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠T⁠alk to Them Early and Often⁠⁠⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!

A poem about a map opens North and South, the first collection of the great twentieth century poet Elizabeth Bishop, and since, maps have been associated with her poetic vision—at once telescoping and binocular—and with the polarities and preoccupations of her work. The map's privileged, sweeping, bird's eye view of the earth is also hand-held, man-made, intimate. Depending on its level of minuteness or obsession, it can contain the tiniest details as well as, let's say, the whole enchilada. And though it purports to be scientific and objective, it is representational and therefore subjective, particular, imaginative, and personal. For several episodes, Wes & Erin will be reading a selection of some of Bishop's most anthologized poems, starting with “The Moose” as expressions of, among other things, her map-like imagination. Upcoming Episodes: Nolan’s adaptation of “The Odyssey”; more Elizabeth Bishop poetry: “First Death in Nova Scotia,” “One Art.” Pre-order Erin’s forthcoming book “Avail” here: http://subtextpodcast.com/avail For bonus content, become a paid subscriber at Patreon or directly on the Apple Podcasts app. Patreon subscribers also get early access to ad-free regular episodes. This podcast is part of the Airwave Media podcast network. Visit AirwaveMedia.com to listen and subscribe to other Airwave shows like Good Job, Brain and Big Picture Science. Email advertising@airwavemedia.com to enquire about advertising on the podcast. Follow: Twitter | Facebook | Website Transcript 0:11 Erin: Welcome to part two of our discussion of the poems of Elizabeth Bishop. We are currently about. Oh, I'm okay. I'm proud of us. We're just about halfway through the Moose. That's not bad compared to our usual record. We're not halfway through stanza one. We're going. You know, it's about a bus trip. It's encouraging us to pick up the pace a little bit and get to our next stop. So we were just going to pick up with the woman in stanza 13 climbing into the bus. 0:41 Wes: Before you say that, I just want to make one little observation. 0:44 Erin: Oh, sure. 0:45 Wes: Just that we get right as soon as the light goes out, it's then that we get the barking of a dog and the smell of salt. First it's the smell of salt hay and then it's the barking of a dog. So smell is introduced. And is that the first time sound is really introduced in any. You know, we get the bus starting and all that, but I think that's right. It's very visual up to that point, I think. And then as soon as we lose the light, we get these new sensory modalities. The collie just supervised this dog, gives us a nice bark, and presumably we can't even see him. We just hear him. So I just love that. I just. I love the transition into darkness. It's so. 1:26 Erin: Yeah. 1:26 Wes: I don't know how else to say it. 1:28 Erin: Yeah. 1:28 Wes: And it's then that we. This really is the midpoint of the poem because now we're going to make this transition into the world of the bus, I guess. As the woman climbs in, we have 1:41 Erin: the ship's port lantern, as you said, being an indication that it's now nearly or fully dark outside. 1:47 Wes: She says red light swims through the dark. 1:50 Erin: Yeah. I'm assuming that at this point a bus would have some form of illumination, at least for when it's stopped and the doors open for people getting on and off the bus. Right. It would. It would light up on the inside interior. Yeah. 2:03 Wes: Yeah. 2:03 Erin: Or at least maybe it would stop, certainly if it were stopping at a station or a little, you know, whatever those things are called. Those little. Yeah, there's a word for it. 2:14 Wes: We need something to see the freckles by. 2:16 Erin: Right. We need something. Exactly. But wherever they would be stopping would have some form of street light illumination or something of that order. Anyway. 2:26 Wes: But it's interesting you say this, because I didn't picture a bus station at any point in this. And I just imagine people along the side of the road. 2:34 Erin: Right. But if it were a course, it 2:38 Wes: couldn't be that way. 2:39 Erin: Well, I don't think it's a station. I think it would be a stop with a. You know, like a lean to. You know, what are those things that just. 2:44 Wes: Yeah, sure. 2:45 Erin: That just protect you from the elements. 2:47 Wes: Yeah. Bust down. 2:48 Erin: Right. 2:48 Wes: Yeah. 2:49 Erin: And that would probably have at least a street light. But anyway, then we get the moonlight. Maybe my favorite. Oh, it's so hard to say, but maybe my favorite image in the poem is the hairy, scratchy, splintery moonlight and mist caught in them like lambswool on bushes in a pasture. Just. There's nothing. There's no image greater than that. That's unbelievable. 3:13 Wes: There's kind of a more wildness to this. Right. The image now, the hairiness and scratchiness and splinteriness. It's a bit less Domesticated, I guess, than the previous part of the poem. 3:27 Erin: That's a really good point. I hadn't thought of that. Even a suggestion of danger, like the lamb running. 3:34 Wes: I just thought, this is where the hobbits are entering Fangorn Forest. 3:39 Erin: Yes. Yeah, yeah, the New Brunswick. 3:41 Wes: But you go a little bit more. It's a little wilder and more primal. I think once you. Even if you're on a bus, once you get into the woods, there's something different about it. 3:52 Erin: That's right. 3:53 Wes: But yeah, you're right. The idea that the moonlight could get caught in that. That's a great image. 3:59 Erin: Something giving chase to the lamb would cause it potentially to get a little ensnared in the chase. 4:06 Wes: It's as if Lambswool has, you know, a lamb is brushed up on the bramble or whatever and left its will so that. So the moonlight, instead of making this cosmic journey and landing on articulating the environment, has been subordinated to the environment. Right. It's become. It's been captured by these hairy woods. It's caught on it and, you know, a piece of it has come off from being caught on something that's scratchy and splintery. So that. That. Yeah, this is the great reversal. And that's the place where you can really get some good sleeping. Yes, right. 4:44 Erin: Yes. And where dreamy things can happen. 4:47 Wes: Divagation. Yeah, wanderings. 4:51 Erin: I looked that up. Wandering, straying or digressing from a main course, path or topic. So like a digression as long as 4:59 Wes: the bus stays on track. 5:00 Erin: Yeah, that's right. 5:01 Wes: You do whatever you want with your mind. 5:02 Erin: That's right. And the night. I just looked on Google Maps while I was writing my little notes in the margins. And if you were to take a bus today from Great Village to Boston, it would take like 10 hours. So it definitely is a, yikes, full course of the night on this night bus. So I love what happens in stanza 16, which begins in the creakings and noises, an old conversation not concerning us, but recognizable somewhere back in the bus. So I really love that it's grandparents voices, she says, uninterrupted talking. This is where the I becomes an us. And this is a characteristic of a bishop. I think she's rather reluctant to use an I, capital I in a poem. She's more likely to use a we or an us. And here it's as if they're all part of the same family now in the bus and the adults. It's almost like everybody on the bus who isn't a grandparent is a child and the adults in the back are talking and we are all, oh, that doesn't concern us. Just go to sleep. It's none of your business. Just stop eavesdropping on us. Right, so there's some community that's been formed already by the people who are not the grandparents talking. Do you get that impression? 6:20 Wes: Yeah, it's a bit confusing. So, yeah, let's try to figure it out. Because it. So it begins. A dreamy navigation begins in the night. She doesn't say, I started dreaming or they started dreaming or we started dreaming. Although it seems almost like it's collective. Right. So that the bus is dreaming or everyone on the bus is dreaming together, which kind of lines up with the not concerning us later on, the gentle auditory slow hallucination. So that's a very interesting idea. Right. The dream is usually associated with subjectivity. Right. The cogito and Descartes. Right. The dream tells us that we might have trouble distinguishing reality from what's in our own minds. And we in our own minds are very potentially cut off from reality. But it's a. It's an alienated individual position here. The dream is. Seems to be collective. And perhaps it's collective because it's partly real. Right. Is that the conversation? I thought, okay, there's a conversation going on in the back of the bus and it is old people talking. But as you're lying back, you could sort of. You can't hear exactly what they're saying. And you might have that kind of half dream, Right. Where you're. The dream is kind of lined up with or intertwined with what's going on in reality. So she's hearing in the conversation of the old people, her grandparents voices. Is that the way you took this? Or. Or they, they're hearing the grandparents voices or. Yeah. How do we, how do we interpret this? 7:54 Erin: I interpreted it as, you know, people of the age of grandparents having a real conversation. But the idea that one could be having an auditory. I mean, we are given the word auditory slow hallucination. So the idea that there could be an auditory hallucination or kind of half dream of one's own grandparents having a conversation, or it may be superimposed on a real conversation kind of inaudible going on on the bus. I never noticed this before. The G in grandparents is capitalized. So it does seem to sit to suggest the speaker's particular grandparents rather than. 8:30 Wes: Oh, I was going to. I thought you were going to say archetypal grandparents. 8:34 Erin: Oh, yeah, I suppose it could be yeah, it could be read that way, too. I think all of these things are true, right? 8:40 Wes: Yeah. 8:40 Erin: I mean, the image works because of the, shall we say, universal particularity of this experience. 8:47 Wes: The ordinary way to write the poem would be to. And a much simpler way would be to put this in her point of view and not try to put it into a collective point of view. But that seems to be what she's doing. 8:59 Erin: Yes. The effectiveness, though, I think is the. And it could just be the speaker's perception of it, but the atmospheric quality, because everyone on the bus is going to share an experience shortly, but already they are sharing an experience and a kind of atmosphere that they're all listening to the hum and having that. You know, when you're in the car and you. Maybe when you're a kid and you put your ear up against, like, the. The car door or the window or something, and you hear orchestral music. I don't know if you ever had that. I used to always hear classical music when I would put my head up. 9:38 Wes: Yeah, I don't think I have that. 9:40 Erin: All kinds of. And I always think, like, I should write this down. But you always have, like, a hallucination of an orchestra playing songs. Different songs. Sometimes like fantastical songs. Yeah. You know, my particular experience maybe doesn't quite get at the. Yeah. The sense that this is shared. 9:57 Wes: Well, you're put into a kind of dreamy state, and yet you're getting at the auditory hallucination part. I mean, for me, I think, as a child, and this, I think, is very evocative of childhood. It's something about being half asleep or falling asleep. You're on a journey and there are adults in the car and there's some. Maybe some sense of safety, I think is very relevant to this poem. But being ensconced in the world of adults and not quite alone when you do this thing, which is potentially very lonely, which is go to sleep. And of course, a lot of kids don't want to go to sleep because that loneliness factor. But it's a much different experience if you're traveling. You're all on the way to something together. And of course, you're with people who are awake and, you know, are going 10:45 Erin: to be awake, maybe because the kids are falling asleep. Their. Their voices are lowered and softer. And maybe that also contributes Right. To the. The way in which. That lulls the children in the back simply because they're aware of not wanting to talk too loudly. Certainly that would be the case on a bus like this, where they're Having a conversation where they're talking in. In lower voices and maybe actually inducing that calm and hum for sleep in the people, the other people in the bus who aren't talking. 11:15 Wes: And the question is, what are the adults doing with their talk? Right. It's not going to work if your parents are just fighting. In this case, it's the grandparents. Voices are clearing things up and I guess bringing certain things to resolution, coming to terms with these losses. But a lot of it does sound a bit gossipy and not necessarily like the most comforting. 11:39 Erin: Yes. Yeah. 11:39 Wes: Sort of talk we could imagine. Yeah. 11:41 Erin: Well, you know, in a situation like this where you might be a child in this car, could be that you're coming back from whatever, like a, like a late night and then the adults in the car are working through whatever has just happened over the course of the night. And. Oh no, she was the one who had that long. Yeah. Who had the criminal record because of that thing, remember where they. Oh, yeah, yeah. That was like 20 years ago. So you sort of get that. But for an entire family history going back ages and ages, talking in eternity. Deaths, deaths and sicknesses. The year he remarried, the year something happened. Oh, yeah, what year was that? Right. Something about the journey afterwards or maybe away from home. If these people are also. If their home is Nova Scotia and they're departing it, you know, then there's that backwards looking quality where something about the idea of the journey and moving away from the place is giving the opportunity to then take stock and look back. So there's this sort of like dual action happening in the poem where the further the bus goes, the further back they're kind of looking from deaths and sicknesses to then remarriage and then childbirth. Son lost when the schooner found her. 12:58 Wes: These are all very blue collar tragedies, right? 13:00 Erin: Yes. 13:01 Wes: He was arrested for insider trading. 13:04 Erin: No, but I mean, you know, there's a reverse order to what's happening, you know, so we get. We have death, then sickness, then remarriage, then dying in childbirth. So there's a rewind is what I mean. Yeah. 13:17 Wes: Well, we come back in the end to death. The way it's all summed up. 13:20 Erin: Insider trading. Sorry. 13:23 Wes: Huh? 13:24 Erin: Sorry, Just insider trading. That really is funny. 13:31 Wes: And he had an affair. No. A sharp indrawn breath. Half grown, half acceptance. That means life's like that. We know it. Also death, you know, and then the question, what does also death mean there? Death knows it, we also know death. But it, you know, it made me wonder at various points I wondered. Well, Is this an element here of a journey to the underworld or to the afterlife? Maybe it's a job not claiming that that's strong thematic part of this, but maybe a hint of that type of thing. Because the journey, I mean, and it does seem like journeys are good places for this or like when I travel, it produces in me a very different state of mind. And I do find it very calming in a way, you know, especially actually being on the train or something like that, because you're in between two different locations and you maybe you're not caught up in the expectations or the constricting qualities of any particular location. If I'm at home, I have to do this and that work, or if I'm at a destination, then I'm dealing with relatives or I have to be a tourist or something like that. But there's something liberating about being in between two locations. So it does seem like a place for this type of dreamy hallucination or this reflection or this clearing of things up. It's almost like therapy. Right? That's what all of this sounds like. People are talking through their problems, but where is it that they get to in the end here? The half grown, half acceptance. So it's not fully acceptance. It sums things up with this, maybe a degree of resignation. So yeah, I don't know. What do you make of the stanza? 15:15 Erin: Well, they're traveling west significantly. Right. I do take a lot of this to be a kind of, say, pre figurement of death, even though at the same time the fact that they're in the woods, the fact that not to jump ahead too much, the fact that the moose will come out of the woods and appear notably in the middle of the road, there is a suggestion of middle age or middleness, or midway in the journey of our life, I found myself within a dark forest. So I think it works both ways, or perhaps it's working in several ways simultaneously for the various passengers. So maybe the speaker is experiencing something more akin to the Dante esque middle of the journey on the bus. And something about the bus journey is also, symbolically speaking, a kind of final bus journey for some of the other passengers. And that intersection seems significant, but I don't know how, just in the sense that there's a retrospective quality happening or maybe even a reversion to childhood that goes on for the speaker and the other people in the bus by virtue of the propinquity to these old people at the end of their life's journey. Because there is very little about middleness Here, come to think of it, other than the moose appearing in the middle of the road. Right. It seems that the other people on the bus are like children and the grandparents are the adults. 16:50 Wes: I mean, I think part of what's comforting when we're children is that feeling that adults know the answers and that adults know how to cope with all the dangers and have experience doing that and therefore can protect us. The reality, of course, as we realize as we get older, is that that's not true. So what they may have is more of this acceptance that's sort of highlighted in this stanza, which is potentially a good thing, but maybe a double edged sword because it does seem to be a form of dying. It does seem to be a form of the very thing that we want to be protected from. 17:30 Erin: There's also, though, that. What I used to call my mom, the external hard drive. I used to say back before she. 17:42 Wes: She liked that. 17:44 Erin: I think now it would make her sad because she'll say, you know, very openly that she. Her memory is gone. But it used to be that she knew all the, you know, you could ask her who said that at that one. You know, there's that kind of. I mean, that's a sort of jokey, gossipy scorekeeping thing that she would keep tabs on. But there's also just the idea of long memory being the history keeper, the record keeper, the, you know, and there's sort of settling accounts over the course of this conversation. Oh, right, it was that year. Okay. And then this happened and then, then that happened. And that's important too, I think, for, you know, it situates children in a context. Not just say this idea of death that you're referring to, but also how to situate oneself in a life. 18:34 Wes: Right. 18:34 Erin: There's a. There's a sort of frame that the grandparents or the elder relatives have that whole history up until you enter the narrative and where you fit within that. We mentioned in part one a little bit about Bishop's family history just to kind of prefigure the types of story that she inserts, I think very significantly into the poem, particularly about poor Amos who just wouldn't stop praying in the store and had to be. Had to be put away. Right. Of course she does a gender swap, but yeah, we all have family stories like this, of this kind of unruly behavior or madness of some kind or other or some sort of family drama. 19:19 Wes: Yeah. So it's universal. But the way she captures it is very clever with this talk that we don't quite know whether it's just the conversation of the people, the old people at the back of the bus, or whether it's her dream or whether it's both or somewhere in between. They're interlaced, those two things. And that. That interlacing gets at this aspect of universality. Although I think by the time we get to the stanza where she's fantasizing about the grandparents and the featherbed, this, it start. Seems to become inescapably personal, which is why I think of the. The point of view is getting more and more focused. Right. With. With time. Yeah. And potentially it's still universal, but it seems almost like a personal memory. Right. So talking the way they talked in the old feather bed. Right. The way they. Her. Her grandparents presumably in the old feather bed, peacefully on and on. Dim lamp light in the hall, down in the kitchen, the dog tucked in her shaw. Shawl. Yeah, get another. And get another dog here. 20:28 Erin: I love this. 20:29 Wes: The collie, the barking dog. And. Yeah, so this, this stanza is wonderful. And it gets at exactly this thing that you've been talking about, which is the, like, comfort of being a kid overhearing adults talking. It really, despite this talk of death. Right. A reconciliation with death. This is the point. Seems to be the point of view of a child who finds this very comforting. And. Right. She'll say in the next stanza, now it's all right now even to fall asleep, just as on all those nights, the way in which the adult world and the safety of protective figures can make sleep okay to do. And then suddenly that's interrupted. 21:07 Erin: But I love too. I mean, yes, it's so particular, but it also just in this one stanza does so many things in miniature that the poem is doing all along, this telescoping in again to a scene which. Which even as a child, if it were her childhood in particular that she's referencing, she couldn't possibly know or see. She wouldn't be able to see the grandparents in their featherbed. She would have to be picturing them in the featherbed and she wouldn't be able to see the dog in the hall. And also I wonder if this. If the stanza in its operation is kind of doing. I mean, this is just occurring to me now, but maybe it's doing that kind of hallucinatory work that has prior been described where we actually get a remix of, you know, this is the third dog in the poem. But it's also the elements in the stanza are a kind of recapitulation of the light, the red light swimming, the port Lantern becomes the lamp light in the hall. We get the dog barking now becomes the dog curled up in the shawl. And then maybe even because we also get kitchen, maybe the shawl is even a kind of transposition of the table, tablecloth shook out. Right. So there's something actually in the stanza which has that hallucinatory quality that she's describing where these three elements swim in the imagination and then become the lamplight and the dog and the shawl in this half asleep kind of dream space. Maybe that's pushing things too far, but it does seem to be. It's the dreamiest stanza perhaps in the whole poem. Maybe the following one. Now it's all right now even to fall asleep. But this gets interrupted that next stanza. So this one, I think is the real depth of the dreamy or borderline dreamy or hallucinatory moment. 23:00 Wes: Yeah, this is great because it really underlines the way deviation creates the capacity for stasis or for comfort. So the deviation of a bus trip or of the dreaming. Right. Which is movement, which is dynamic and has that momentum, forward momentum that we were talking about, sort of underwrites or grounds this ability to. For stasis, for stopping, for going to sleep, for feeling comforted as a child and safe, I think. And I keep repeating that word because of the. What's going to happen. The use of the word that's going to happen in this poem later. But yeah, I'm not sure if you were saying that explicitly, but that's what came to mind my mind as you were talking. This. The way in which this journey, devigation, motion can ground something that's going to be more static or stationary, which is what we're going to get in the moose. Because it interrupts the. It explicitly interrupts the motion of the bus and the external line of the poem in a way that parallels the comfort that's produced by the dreaming. 24:08 Erin: Yeah. In stanza 22 is where we have that break that you're describing. The moose finally appears. Well, the moose doesn't appear until stanza 23 finally appears. 24:21 Wes: We've been waiting for you. 24:22 Erin: We've been waiting for you. The title has promised that you would come and then here you are. It is foretold of your coming. 24:29 Wes: Comes through the curtains, takes his bow. Right. 24:32 Erin: We get nights, just as on all those nights. And then the moose's appearance, the lights turn on. And that rhyme you get, I mean, it's a very basic, simple rhyme. Right. But there's that sort of sudden jolt which is then also visualized where in the middle of night we have this appearance, this bright because of the headlights on it. Appearance of the moose. And it looms and sniffs at the bus's hot hood, which I'm assuming means that it thinks that the bus might be a boy moose. 25:06 Wes: No. Well, it's a very hot bus, I'll say that. 25:10 Erin: Ow. Ow. 25:14 Wes: That enamel. And it's dented and, you know, depends on if you like bad buses. No, just kidding. 25:21 Erin: Dented from its last encounter with a girl bus. 25:25 Wes: Yeah. It's funny because I wrote in my notes, but was just reading it stanza by stanza. And the previous stanza I'd said, okay to sleep, even with death looming. Looming for all of us, you know, all day one. You know, one day we all die. Blooming in that sense. And then suddenly the moose is looming, standing there, looming. And I thought, whoa, that's really interesting 25:45 Erin: that I. Oh, yes, chose. 25:48 Wes: Chose that word before I even got to the next stanza. Not to give some, you know, obvious rote sort of identification of the moose with death or the experience of the moose as having something to do with that. But obviously they're coming into contact here with something quite primal and important. It's not just, oh, look, there's a nice moose, but is he sniffing or she's sniffing the buses hot hood because she thinks it might be another moon. That hadn't actually occurred to me. 26:21 Erin: I must have been infected with that reading at some point that this was a frisky moose, that it otherwise doesn't seem frisky at all. It seems pretty. Like a pretty staid, respectable moose. 26:34 Wes: But frisky and ditzy. 26:39 Erin: That's right. Hello. 26:41 Wes: What? 26:41 Erin: Oh, look, I seem to be in the middle of the road. Pardon me. 26:46 Wes: So, towering, antlerous, high as a church, homely as a house. We're safe as houses, a man's voice assures us. Perfectly harmless. Which you presume, right, that the. The man making that assurance is. Precedes the idea of it being homely as a house and safe as houses. Even though. So. So she interestingly puts the associations before her associative responses before the actual stimulus. Right. I don't think she's the one who is thinking about how they must be safe and. And he's saying something. I mean, as far as I know. I don't know back then. But you were warned about bison and mooses, right? Or is it mooses or moose? I think we're warned because they don't. They. They seem harmless, but they're not. And so I was quite surprised by this stanza. And I thought this idea, okay, safe as houses. Well, yeah, houses ought to be safe, but they're not always safe. The bus, the moving container of the bus turns out to be, in a way safer and more conducive to reverie and dreaming and all of that. 27:59 Erin: No matter how you slice it, whether you see the moose as harmless, truly, or not so harmless, this has got to be just a little bit of a wink, right? A man's voice assures us. 28:09 Wes: I mean, I think we're definitely meant to be skeptical. 28:12 Erin: Yeah. 28:13 Wes: This perfectly harmless line, it's not there for us to nod our heads in agreement. 28:20 Erin: Oh, yeah, he's right, right, right. I think it's more like, oh, here's another mansplainer. 28:26 Wes: He's moose splaining. 28:28 Erin: Mooseplaining this woman moose to moose splaining. Just out for a good time, having her existence commented upon by another man's voice. Probably a podcaster. One of those male podcasters has a manosphere podcast. 28:45 Wes: Girl mooses are. 28:49 Erin: Then we get these childish again. The passengers are like children and having this childlike response to the appearance of the moose, including. It's awful, plain sad. So much judgment of women's bodies. 29:04 Wes: I mean, they're not good looking creatures. Let's just. They're, you know, put that on the table. Come on. They are in an ugly sort of way. 29:11 Erin: Yeah. I mean, okay, I guess they don't follow, you know, classical proportions. They don't represent the golden mean. 29:21 Wes: They're not into beauty society societal beauty standards. All right. 29:28 Erin: They are like cartoon characters. 29:29 Wes: They're miss Positive is what they are. 29:35 Erin: Well, what I love though, about the description, you know, we get several, I suppose. Yeah. Contradictory descriptions of the moose in a way, because we get homely as a house or safe as houses. We get awful plane. But then she looks the bus over grand otherworldly, so she has some gravitas. She's like a great character actress who. Who may not be beautiful in that leading lady way, but she's Kathy Bates. Yes. Yeah, well, that's maybe a bit insulting to Kathy Bates, who I do think is a very attractive woman, but. 30:19 Wes: Sorry, Kathy. 30:20 Erin: I know, I love her. 30:21 Wes: Come on the show sometime, please. 30:24 Erin: Oh my gosh, I would die. I love Kathy Bates anyway. And then we get curious creatures. Well, first we get the idea that it inspires joy and then we get curious creatures. So there's a. The joy is then immediately undercut by a kind of ambivalence. Right. So there's just all of these descriptions of the moose combine to create a kind of ambivalent portrait, such as it is, of the animal. 30:47 Wes: Are we going to be able to answer this question? Why? Why do they feel the sweet sensation of joy? I mean, I think I would probably feel it. 30:57 Erin: Why? Why do we all feel it? I mean, they have. Well, they've successfully done what I couldn't see a moose in real life. So they're like one up on Erin. Can't wait to go back and tell her we saw moose. Yeah, I've seen certain things. I can't think of a specific example of this, but I've had plenty of instances. Whether it is a wild animal or, I don't know, like a sunset or a really spectacular natural event of some kind or other. You do get that feeling of joy, kind of excitement. 31:28 Wes: Yeah. Unfortunately, most of my encounters with large animals are at zoos. I did see a bear once. I was going to the bathroom. My mom had a house in Front Royal, Virginia, at the beginning of the Appalachian Mountains. And it was up high on a. We called it a mountain, but it was, I guess, more of a hill. But so it was out, you know, it was kind of. There was a bear on the mountain, let's just put it that way. And, yeah, I was going to the bathroom one day and looking out the window. There's a window right. You know, above the toilet. And suddenly there's bear's face looking at me. Wow. What the. So, but that, you know, and. And that was majestic. No, just kidding. That it was. I. It was surprising. 32:13 Erin: Yeah. 32:14 Wes: And there's an element of fear that involved. Even if you're, you know, even if, you know, black bears are harmless and there's a wall between you. Some. Something scary about it. I didn't have time to feel like it's majestic. Yeah. You know, like you have had these experiences in. In nature, but I can't think of a encounter like this. But it. I seem sure that if I had an encounter like this, I would feel exactly the same way. So. Yeah. What is otherworldly about it? What is majestic about it? It's a big, dumb beast. And I say that with love, without any criticism in the sense that. Right. It's an encounter with something primal. And I think we have to take into account the size of the animal as well. I mean, it is interesting to run into a fox or something like that, but it's also a matter of scale here. But. Yeah. What is otherworldly about it? I mean, I think the most. The most obvious part of this is that you know, we have lost something in our humanity and becoming language using creatures and becoming self conscious creatures. And sometimes when we're confronted with an animal like this, we're confronted with that loss. We're not as connected to the environment because of the intermediation of something like language, which poetry of course tries to overcome. It tries to put language into a disintermediating. Sorry to use these business terms. I don't know why this is happening. Into a disintermediation. 33:46 Erin: Actualize. Yeah, yeah. 33:49 Wes: When it. Yeah, right. Synergize it's agenda. Often where language might put distance between us and the world. Poetry, I think, can undo that distance. Like I was saying, with the very vivid imagery, I can undo that distance with figurative language. And maybe that distance is also undone to some extent by the dreaming or the half dreaming hallucinatory state that she was in. And the comfort of that, the return to childhood, which is also a simpler time. I don't know. I'm thinking out loud here. But yeah, I wanted to try to get more at this, you know, the otherworldly status of the moose and the joy that comes from encountering it. 34:34 Erin: I was thinking to myself, is the moose's gaze really clearly encapsulated? And then I thought, yes, she regards us amicably. And then I was like, no, no, that's the passenger who gets on the bus. 34:44 Wes: Right. Does the moose have freckles? Yeah, that'd be an interesting twist, right? 34:50 Erin: But yeah, but there is one. 34:51 Wes: Turned her into a moose. 34:53 Erin: Well, I would think that this would be a more garden variety animal encounter and maybe even a more, to use a word, I don't like, problematic poem in terms of its relationship with the animal. If it were to focus on the gaze of the animal. Because I think that is the thing which is often at the core of these interactions with animals in which we project or hope to have a kind of meaningful encounter. You want to meet the gaze of the animal and in so doing understand it. Right. And of course you don't realize that you're just projecting onto it a kind of maybe mutual regard. She regards us amicably. That you are seeing it and it is seeing you. And there's an acknowledgement and there's this, you know, spiritual encounter that you have with this animal. And all of that, of course, is often quite silly. It's often quite reductive and fanciful and unrealistic. But I am thinking of an encounter that springs to mind is in Utah. I hiked the same trail almost every day. And I Would often hike it late in order to escape the full heat of the desert sun. Which is a little dangerous, right? Because sometimes the sun would be setting and then all kinds of things come out. And one time I was trying to get back to my car before it got completely dark. And what I thought was a wolf, but what must have been a coyote. And the coyotes in Utah are huge. They look like wolves and completely white. Came out from over a hill, crossed my path, turned, looked at me in the eyes for a very long time, turned and went over on the other side of the hill. I mean, curiously, then, of course, I got to the car and I actually found out that a beloved family member, an elderly family member of mine, had passed away. And I said, I think I just saw her. You know, I had this feeling of, like. I don't know, the sense of this connection, inherent connection between these two. This woman who was dear to me and this encounter. But, of course, that's all silliness. And the idea that I was having a sort of interaction through the gate. Some sort of reciprocal. Right. Interaction with this animal was also entirely just my own projecting onto the animal. However, I will say that that's an instance in which I felt fear. But then there was also this, like, joy at the encounter, I think fear because it was dark. Because I wasn't actually sure if this was a wolf because it blocked my path. It was far enough away that I didn't feel as threatened as I might have. But it was definitely a mixed perception. 37:28 Wes: You didn't shoot it and then hang it around your neck. No, because I was thinking. I just suddenly thought of the albatross poem. 37:37 Erin: Rime of the Ancient Mariner. 37:38 Wes: Rime of the Ancient Mariner. And that sort of relationship to the natural world where. I mean, I forget what we said about it, but maybe I said something about envy and wanting to kill the albatross for. Because of its freedom or something like that. I don't. I don't know. But I think it's important because, yeah, this is part of something about the encounter with the natural world. Whether it's a big moose or something else. Yes. Is otherworldly. Strangely enough, it's otherworldly to us, even though it's where we come from. It's uncanny, maybe. And Freud actually, in the German, I think uncanny is sort of like unhomelike is what the German sounds like. And Freud made a lot out of this. I think it's home, but it's a home from which we've become alienated. We're animals, we're something more than animals. And so that primal encounter brings us back to that foundation, that natural foundation in us, but we can't fully come to terms with it. And I think the other aspect of this, I think the death. Right. So there is a link to death. Just. And I was thinking about that when you described thinking of it as seeing. As seeing your departed loved one. Because if we could regress to that animal state, it would be a kind of death. I think that the association with the movement to the pre. Linguistic, natural foundation is something like the movement towards dying, but there's something comforting. 39:07 Erin: Yes. 39:07 Wes: Right. And we encounter that when we encounter the gaze. To have a. Have a gaze returned by an animal like that usually like, like our internal. Our entire psychological structure, what makes us self. Self conscious is the internalization of a human gaze. Right. To the extent that we. We get an animal gaze, I think we are returned to that more primal part of ourselves. And it does seem to me to have something to do with being reconciled to mortality. Right. Which is part of what the function of that dialogue between the elderly people is doing. 39:44 Erin: You're leading me into the one, say, reading of the moose that I wanted to get to. And I just want to say that I think the great thing about Bishop and about this poem and all her poems is that the moose is a moose. It's not a symbol. I hesitate to offer any kind of 40:03 Wes: direct reading, but that's her job on this podcast, though. 40:05 Erin: I know, I know. It's. Yeah. In the letters with Robert Lowell when he's writing to her about her poem at the fish houses, he says, alas, all my fish just become symbols. 40:16 Wes: Ah, very good. 40:17 Erin: I hesitate to reduce. I think what you've just said makes me think that it's the maternal, the mother. 40:25 Wes: Which also brings us back to the house. 40:28 Erin: Yes, the house. Yeah. It's something that comes like the clapboard churches, like clamshells seem to arise out of the ground, if you will, or are directly compared to these native creatures. The houses are then in turn used as comparisons for the moose, the maternal. The idea that this is something that returns us to nature, that this is the encounter that we would have presumably upon death. It's the loved one that is somehow comforting, maternal, and is a female moose. It's moose mom. I don't know. I don't know. Something going on there. 41:04 Wes: Moose mom. 41:05 Erin: Natural and strange at the same time, not us. And I guess that's why I. That's why I mentioned that the story of my grandfather at the beginning, because I don't know why I wanted so badly to see a moose right after my grandfather's death. But there was something, like, logical about it to me. And I was familiar with this poem, but I very much did not have. You know, it was not something that was the forefront of my mind at all. But I think there is this inherent connection, and it's silly. You know, I kind of can't believe I'm saying this, but I do. I do think there is this kind of connection between this desire that I felt to see this animal. Like the particular kind of primordial itch that the moose in particular seems to be scratching for me in that moment. For Bishop, in this poem, something that is at once safe and comforting and from another world, natural in that kind of elemental way. 42:00 Wes: Yeah. 42:01 Erin: That all kind of coalesce in that image. 42:04 Wes: Very good. 42:05 Erin: Okay. I think that's it, Wes. All we're left with is the dim smell of moose and an acrid smell of gasoline. 42:12 Wes: Oh, you know, we should have talked about that. Maybe we can start with that on our next Bishop recording. We'll. We'll begin with the smells, the smells and the significance of that image at the end. 42:25 Erin: Nice. 42:25 Wes: That smellage at the end. 42:26 Erin: Smellage. All right. Thank you. 42:29 Wes: Thank you.

How important is collaborating with your kids?In this episode, I discuss the third C of Collaborative Discipline: Collaboration.   I share that it's the togetherness is where you problem solve. Let's turn the daily tantrums into teachable moments that align with your core values as you raise whole kids in my ⁠⁠Transforming the Toddler Years Course⁠⁠.The course is six modules and it dives deep. It gives you many resources to team up with your kids to get to the promised lands that you want to get to without all the typical parenting drama that is very popularized on the internet and social media. Check it out ⁠⁠⁠here⁠⁠.⁠ ⁠August 18, 2026Episode 342The Third C of Collaborative Discipline - Collaborate to Problem SolveAbout Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠ ⁠A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠T⁠⁠alk to Them Early and Often⁠⁠⁠⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!⁠⁠⁠⁠⁠⁠

AI is transforming not only the way students work but also the way they read. It summarizes readings for students, changing the way they engage with texts, form judgments, and—perhaps—develop cognitively. On this episode of The Report Card, Nat Malkus speaks with Naomi Baron about these changes and more. Naomi Baron is Professor Emerita of Linguistics […]

Language departments across higher education are facing a familiar challenge: declining enrollments, shrinking degree pathways, and increasing competition for space in students' schedules. But what if the solution isn't asking students to commit to a major or minor? What if it's offering something smaller, more flexible, and directly connected to their career goals?In this episode, host Dr. Grant Gearhart sits down with Dr. André Zampaulo, Professor of Linguistics and Chair of the Department of Linguistics, Literatures, and Cultures at Saint Louis University, to explore how academic micro-credentials are transforming language recruitment and retention. Drawing on SLU's remarkable success, Dr. Zampaulo shares practical strategies for designing micro-credentials, recruiting students intentionally, and building programs that attract entirely new audiences without undermining traditional majors and minors.Whether you're a department chair, language educator, or higher education administrator, this conversation offers a data-driven roadmap for reimagining the future of language programs in an era of changing student needs.In this episode, you'll learn:Why micro-credentials are emerging as a powerful response to declining language enrollmentsHow to design flexible, career-focused credentials that appeal to today's studentsRecruitment strategies that move beyond mass emails to personalized outreachWays to build student community and improve retention, even in short academic pathwaysAbout Dr. André Zampaulo:Dr. André Zampaulo is Professor of Linguistics and Chair of the Department of Linguistics, Literatures, and Cultures at Saint Louis University. A specialist in Romance linguistics, phonetics, phonology, and language variation, he has authored and edited numerous influential publications, including Palatal Sound Change in the Romance Languages (Oxford University Press) and The Routledge Handbook of Portuguese Phonology. As department chair, he has led innovative, data-driven initiatives that have significantly expanded student participation through majors, minors, and academic micro-credentials.Read Dr. Zampaulo's article on using micro-credentials to strengthen language recruitment and retention here.

AI is transforming not only the way students work but also the way they read. AI summarizes readings for students, changing the way they engage with texts, form judgments, and—perhaps—develop cognitively. On this episode of The Report Card, Nat Malkus speaks with Naomi Baron about these changes and more. Naomi Baron is Professor Emerita of Linguistics at American University and the author of Reader Bot: What Happens When AI Reads and Why It Matters.This episode was produced by Elli Lucas.Show Notes:Reader Bot: What Happens When AI Reads and Why It MattersWho Wrote This? How AI and the Lure of Efficiency Threaten Human WritingThe End of Reading Is HereIs This What a Post-Literate Era Looks Like?

This is the Tranquillusionist, in which I, Helen Zaltzman, say a series of words to relax your mind, replace a hectic interior monologue, maybe lull you to sleep, hopefully quell the mental uproar just for a little while. Today: nicknames for woodlice, and a list of cheeses from Great Britain and Ireland. If you need to skip the woodlouse content, go to the 5 minutes 45 seconds mark, whereupon the cheese begins.Note: this is NOT a normal episode of the Allusionist, where you might learn something about language and your brain might be stimulated. The Tranquillusionist's purpose is to soothe your brain and for you to learn very little - perhaps just a couple of facts about woodlouse urination and a 9th-century saint.Visit theallusionist.org/cheesy-cheesybobs for a transcript and more information about cheese and woodlice.There's a collection of other Tranquillusionists at theallusionist.org/tranquillusionist, on themes including champion dogs, Australia's big things, gay animals, ex-constellations and more.Sign up at theallusionist.org/donate to fund the continuing existence of this independent podcast. In return, you can join me for regular livestreams where I read relaxingly from my ever-expanding collection of vintage dictionaries, plus you get bonus written content including behind the scenes info about every episode, membership of the Allusioverse Discord community, and watchalong parties for films and TV shows: together we're watching the 2026 season of Great British Sewing Bee. For $5/month or above, get the ad-free version of the show.Find the Allusionist at youtube.com/allusionistshow, instagram.com/allusionistshow, facebook.com/allusionistshow, @allusionistshow.bsky.social… If I'm there, I'm there as @allusionistshow. Our ad partner is Multitude. If you want me to talk compellingly about your product, sponsor an episode: contact Multitude at multitudeshows.com/ads. The Allusionist is sponsored by:• Squarespace, your one-stop shop for building and running your online forever home. Go to squarespace.com/allusionist for a free trial, and get 10 percent off your first purchase of a website or domain with the code allusionist.• Quince, luxurious clothing and homewares without the markup. Go to quince.com/allusionist for free shipping on your order and 365-day returns.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What if stones were never silent? Ancient people used stone to send messages—but what if that technology never disappeared? From megaliths and linguistics to perception, resonance, and even emails transmitted through stone, we follow a bizarre communication technology hiding in plain sight. Stone. Signal. Language. #LOOKITUP.CODEGAS CODEX OF CURIOSITIES CRYPTID WOMANS SOCIETY DUDES LIVES MATTER T_SHIRT -USE CODE #LOOKITUP BUY THE LIMINAL TREES BOOK NOW ☂️☂️☂️ALERT OPERATIONS: CRYPTID WARFARE // // GET 15% OFF AT CHECK OUT USING "PARANOI" at FLAVORS OF THE FORESTTHE TREBLES SHOWStay humble but don't you dare be invisible. 

Curious about collaborative discipline?In this episode, I talk about the second C of collaborative discipline- communication! I share why it is a cornerstone of the collaborative discipline framework and share an example of it in action. ⁠Download the free 4 C's of Collaborative Discipline PDF now! ⁠Ready to take the next step?Check out my short video training, where I guide you through the process of writing your personalized mission statement for raising and to teaching extraordinary human beings. Find all the details⁠ ⁠here⁠⁠.August 11, 2026Episode 341The Second C of Collaborative Discipline - Intentional CommunicationAbout Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠T⁠⁠alk to Them Early and Often⁠⁠⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!⁠⁠⁠⁠⁠

Learn how the ASHFoundation is stepping up amidst research funding cuts.Earn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YouTubeIn this special live episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Sharon E. Moss, PhD, CCC-SLP, CAE, Executive Director of the ASHFoundation, along with past funding recipients Katherine M. Trice, BA, and Ryan McCreery, PhD, to celebrate the ASHFoundation's 80th anniversary.If you've been watching the news and wondering how research funding cuts might impact our field, take a breath. The ASHFoundation is stepping up. Together, they discuss how innovative funding initiatives, including the Need-Based Emergency Funding Program, are supporting students, early-career investigators, and the future of communication sciences and disorders. Katherine and Ryan also share their personal experiences, highlighting the impact of Foundation support on their research and professional journeys.About the Guests:Dr. Ryan McCreery, PhD, is the Vice President of Research at Boys Town National Research Hospital in Omaha, Nebraska. He also serves as a Senior Scientist and Director of the Audibility, Perception, and Cognition (APC) Lab.Sharon E. Moss, PhD, CCC-SLP, CAE, became the executive director of the American Speech-Language-Hearing Foundation in October 2022. Moss is responsible for the ASHFoundation's leadership and management, fundraising, and mission-related program activities which include scholarship, research grant and special project initiatives.Katherine M. Trice earned her BA in Linguistics from the University of Rochester and completed her PhD in Psychology from Northeastern University this July. She currently works as a postdoctoral associate in the Gabrieli Lab at MIT.Show Notes:www.ashfoundation.orgASHFoundation on Instagram: @ashfoundationcsdASHFoundation on LinkedIn Sign up for the ASHFoundation 7th Annual Virtual Walk/RunJoin the First Bite Team: "First Bite Fun Runners"

Send us Fan Mail Muslims with doubts! Doubt no more! YOU are welcome to come onto the stream and tell us your doubts about Islam. Doubt Busters is here to help empower you. So keep a note of your doubts and questions on Islam and call into the show or post your questions in the live chat.  Please note : waiting lists are very high and places are limited to a maximum of 10 placements at any given time so keep your questions concise, to the point and please be patient. Link to join the stream : GAZA: Shelter Projecthttps://fundraise.matwproject.org/gaza-shelter-project-dowie--x61yxbPlease support Br Ijaz with his monthly medical fees: https://buymeacoffee.com/ijazthetrini© 2026 EFDawah All Rights ReservedWebsite : https://efdawah.com/https://www.patreon.com/EFDawahhttps://gofund.me/7cb27d17https://www.paypal.me/EFDawahTimestamps:00:00 - Intro01:05 - EF Dawah Panel join: Format of the Stream03:36 - Muslim joins03:58 - Insights into consent for marriage in Islam09:07 - Exploring consent for relations in the West12:33 - Value of relationships: Islam vs the West14:12 - Muslim rejoins 15:30 - Taking Wife's permission for polygamy?20:37 - Understanding practice of polygamy in Islam29:53 - Nuances of taking a second wife in Islam32:01 - Discussion on decision on taking a 2nd wife41:32 - Message to Muslims about Polygamy45:12 - Claim of the Quran copying the bible refuted53:04 - Refuting the claims about Qur'an's plagiarism 56:32 - Advice for dealing with doubts as muslims 1:03:46 - Message to Muslims about doubts1:06:48 - Explanation of Inheritance in Islam1:14:00 - Kosa joins1:15:06 - Dealing with conflict b/w culture & Islam1:17:19 - Islamic position on magic healers 1:21:37 - Advising family about superstitions1:26:20 - Protecting oneself from Evil Eye & Harm1:33:16 - Sword joins & shares his beliefs1:35:05 - Examining the beliefs of Sword1:40:48 - Scrutinizing Sword's beliefs about God 1:49:50 - Claim about contradiction in Allah's nature1:50:41 - Debunking the argument against Allah1:57:39 - Discourse on understanding Allah's anger 2:04:28 - Exploring the Nature of Allah 2:06:47 - Issues with the claims of Sword2:09:21 - Advice to Sword about the Islamic beliefs2:20:35 - Dawah to Sword2:25:02 - Review of the discussion with Sword2:32:21 - Clearing self made doubts about Islam2:38:48 - Omar joins: Meaning of Qur'an 18:862:59:06 - Link b/w the physical & the meta-physical3:02:14 - Servant joins3:05:32 - Comprehending meaning of Qur'an 37:6-103:26:30 - Understanding context of Qur'an 37:6-103:35:56 - Linguistic analysis of Qur'an 37:6-103:41:19 - Discussing the interpretation of the Qur'an3:59:19 - Advice about various meanings of Qur'an4:14:19 - Closing Remarks & Wrapping Up Support the show

Children begin communicating from the moment they are born. Long before they have spoken words, they are using facial expressions, movements, gestures, sounds and behaviour to tell us what they need, what they understand and how they are experiencing the world around them.In this episode of The Everything ECE Podcast, Carla speaks with early language expert, educator and linguist Cara Tyrrell, M.Ed., about how educators can build stronger connections with children through language and communication.Cara explains the difference between receptive and expressive language, how children interpret our facial expressions, body language and tone, and why the messages we communicate nonverbally matter just as much as the words we choose. Together, Carla and Cara explore serve-and-return interactions, auditory processing, the impact of technology on early communication and why sarcasm and rhetorical questions can be confusing for young children.They also discuss how corrective language can unintentionally shape a child's developing identity. Words intended to address a single moment can become messages children carry about who they are. Cara shares how educators can describe what is happening, recognize the need being communicated, hold necessary boundaries and invite children into the solution without relying on labels.At the heart of this conversation is a reminder that communication is about much more than speaking and listening. It is how we build trust, strengthen relationships and create connected learning communities where children feel seen, understood and respected.Cara Tyrrell is the creator of the Collaborative Discipline Method and Talking Triangle Framework, host of the podcast Transforming the Toddler Years and author of Talk to Them Early and Often.CARA TYRRELLCara Tyrrell, M.Ed., is an early language expert teaching educators and families to transform how they communicate with children in the earliest years of life. With degrees in American Sign Language, Linguistics, and a Masters in education, she has spent over two decades studying how infants and toddlers acquire receptive and expressive language. Cara's Collaborative Discipline Method and Talking Triangle Framework equip parents and educators with language-based tools that build strong brains and connected learning communities. She is the host of the top-ranking podcast Transforming the Toddler Years and author of Talk to Them Early and Often. LINKSInstagram:: , @caratalkstoddler LinkedIn:https://www.linkedin.com/in/cara-tyrrell/ TikTok: https://www.tiktok.com/@caratalkstoddlerCara Tyrell Book: Talk to Them Early and Often: A Caregiver's Guide to Intentional Language Development for Infants and ToddlersDr. Shimi Kang Book: The Tech Solution: Creating Healthy Habits for Kids Growing Up in a Digital WorldWebsite: https://www.caratyrrell.com/speaker   Podcast: https://www.caratyrrell.com/podcast SUBSCRIBE & REVIEWIf you loved this episode, please take a moment to subscribe and leave a review. Your support helps us reach more ECEs who are in the thick of it!. Thanks for tuning in to The Everything ECE.  See you next week!CONNECT WITH CARLAEmail Newsletter: ⁠⁠Click Here⁠ Website: carlatheece.comInstagram: @carlatheece

Trudie Mason is joined by Lionel Perez, Former city councilor and former leader of the Official Opposition at Montreal City Hall, and Andrew Caddell, columnist for the Hill Times and President of the Task Force on Linguistic policy. Montreal's iconic rainbow-coloured balls will return to the Gay Village as part of a $200-million redevelopment of Sainte-Catherine Street East. The PLQ added two big names in former president of the Montreal Chamber of Commerce Michel Leblanc and President of the Old Brewery Mission James Hughes. Prime Minister Mark Carney is not being fazed by the comments of U.S President Donald Trump. New York City has revived its so-called "sticker of shame" campaign, placing large warning stickers on vehicles that commit traffic violations.

Let's say you're chatting away with AI — perfect grammar, great vocabulary. Then, boom: a random word in another language! That's the topic for today's “Uncanny AI.” Those moments where it becomes really clear that AI doesn't think like us. Janelle Shane, who writes the AI Weirdness blog, helps explain why AI chatbots do this.More on this:“ChatGPT users flummoxed after AI bot starts inserting Arabic into responses” from The New York Post“ChatGPT is mixing languages or Answers are Wrong!” from OpenAI Developer Community

Let's say you're chatting away with AI — perfect grammar, great vocabulary. Then, boom: a random word in another language! That's the topic for today's “Uncanny AI.” Those moments where it becomes really clear that AI doesn't think like us. Janelle Shane, who writes the AI Weirdness blog, helps explain why AI chatbots do this.More on this:“ChatGPT users flummoxed after AI bot starts inserting Arabic into responses” from The New York Post“ChatGPT is mixing languages or Answers are Wrong!” from OpenAI Developer Community

Want to know how to really connect with your child?In this episode, I talk about connection being the key first step in the collaborative discipline cycle. Spoiler alert: connection is not made with words!Ready to take the next step?Check out my short video training, where I guide you through the process of writing your personalized mission statement for raising and to teaching extraordinary human beings. Find all the details ⁠here⁠.August 4, 2026Episode 340The First C of Collaborative Discipline - Connect Before You ExpectAbout Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠T⁠alk to Them Early and Often⁠⁠⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!⁠⁠⁠⁠

Neologisms, and how they are formed. 

Bring the breadth of Jewish history and civilization into your classroom with ready-to-use teaching modules curated by experts. The Posen Library is an educational resource grounded in primary sources and made broadly accessible through the creation and curation of engaging contextual material. Its goal is to highlight the varieties of Jewish culture and civilization across time and space for English-speaking audiences and to be the first stop for those, in university settings and beyond, who are interested in teaching about the significant breadth of Jewish experiences. Originally conceived as a 10-volume print anthology, the Posen Library's free digital platform makes the published content globally accessible. Content from print volumes is added to the site as the volumes are published by Yale University Press. Nine out of the ten volumes have been published to date. The Jewish Studies Curriculum Initiative comprises teaching modules centered around core teaching topics. Each module consists of an overview and curricular material that can be used in four class meetings, focusing on 20–25 primary sources (texts, images, and other media) with interpretive content and supplementary resources for both students and instructors. Posen Library curricula offer flexibility and are designed to be easily integrated into coursework in a variety of ways—perfect for launching a new class or refreshing a syllabus to include new perspectives and voices. Sarah Bunin Benor is Professor of Contemporary Jewish Studies and Linguistics at Hebrew Union College, Los Angeles. Sasha Goldstein-Sabbah is assistant professor of Middle Eastern studies at the University of Groningen in the Netherlands and the Senior Scholar for Pedagogy at the Posen Library. Geraldine Gudefin is a Visiting Scholar at the Centre for Asian Legal Studies at the National University of Singapore. Mentioned in this episode: Posen Library Teaching modules: here Jewish Studies Curriculum Initiative Fellowship: here Sarah Bunin Benor's “Jewish Culture around the world” Module: here Lila Corwin Berman's “Who Is American? Citizenship, Law, and Jewish History in the United States” Module: here Geraldine Gudefin's “Jewish Emancipation, Citizenship, and Belonging” Module: here Geoffrey Levin's “Jews of the Middle East and North Africa: Empire, Colonialism, and Identity” Module: here Karen E. H. Skinazi's “Sephardic Journeys: Literature, Memory, and Jewish Culture” Module: here Jewish Language Project: here Jewish Cultures on the Map: here Jewish English Lexicon: here Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Bring the breadth of Jewish history and civilization into your classroom with ready-to-use teaching modules curated by experts. The Posen Library is an educational resource grounded in primary sources and made broadly accessible through the creation and curation of engaging contextual material. Its goal is to highlight the varieties of Jewish culture and civilization across time and space for English-speaking audiences and to be the first stop for those, in university settings and beyond, who are interested in teaching about the significant breadth of Jewish experiences. Originally conceived as a 10-volume print anthology, the Posen Library's free digital platform makes the published content globally accessible. Content from print volumes is added to the site as the volumes are published by Yale University Press. Nine out of the ten volumes have been published to date. The Jewish Studies Curriculum Initiative comprises teaching modules centered around core teaching topics. Each module consists of an overview and curricular material that can be used in four class meetings, focusing on 20–25 primary sources (texts, images, and other media) with interpretive content and supplementary resources for both students and instructors. Posen Library curricula offer flexibility and are designed to be easily integrated into coursework in a variety of ways—perfect for launching a new class or refreshing a syllabus to include new perspectives and voices. Sarah Bunin Benor is Professor of Contemporary Jewish Studies and Linguistics at Hebrew Union College, Los Angeles. Sasha Goldstein-Sabbah is assistant professor of Middle Eastern studies at the University of Groningen in the Netherlands and the Senior Scholar for Pedagogy at the Posen Library. Geraldine Gudefin is a Visiting Scholar at the Centre for Asian Legal Studies at the National University of Singapore. Mentioned in this episode: Posen Library Teaching modules: here Jewish Studies Curriculum Initiative Fellowship: here Sarah Bunin Benor's “Jewish Culture around the world” Module: here Lila Corwin Berman's “Who Is American? Citizenship, Law, and Jewish History in the United States” Module: here Geraldine Gudefin's “Jewish Emancipation, Citizenship, and Belonging” Module: here Geoffrey Levin's “Jews of the Middle East and North Africa: Empire, Colonialism, and Identity” Module: here Karen E. H. Skinazi's “Sephardic Journeys: Literature, Memory, and Jewish Culture” Module: here Jewish Language Project: here Jewish Cultures on the Map: here Jewish English Lexicon: here Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/jewish-studies

Bring the breadth of Jewish history and civilization into your classroom with ready-to-use teaching modules curated by experts. The Posen Library is an educational resource grounded in primary sources and made broadly accessible through the creation and curation of engaging contextual material. Its goal is to highlight the varieties of Jewish culture and civilization across time and space for English-speaking audiences and to be the first stop for those, in university settings and beyond, who are interested in teaching about the significant breadth of Jewish experiences. Originally conceived as a 10-volume print anthology, the Posen Library's free digital platform makes the published content globally accessible. Content from print volumes is added to the site as the volumes are published by Yale University Press. Nine out of the ten volumes have been published to date. The Jewish Studies Curriculum Initiative comprises teaching modules centered around core teaching topics. Each module consists of an overview and curricular material that can be used in four class meetings, focusing on 20–25 primary sources (texts, images, and other media) with interpretive content and supplementary resources for both students and instructors. Posen Library curricula offer flexibility and are designed to be easily integrated into coursework in a variety of ways—perfect for launching a new class or refreshing a syllabus to include new perspectives and voices. Sarah Bunin Benor is Professor of Contemporary Jewish Studies and Linguistics at Hebrew Union College, Los Angeles. Sasha Goldstein-Sabbah is assistant professor of Middle Eastern studies at the University of Groningen in the Netherlands and the Senior Scholar for Pedagogy at the Posen Library. Geraldine Gudefin is a Visiting Scholar at the Centre for Asian Legal Studies at the National University of Singapore. Mentioned in this episode: Posen Library Teaching modules: here Jewish Studies Curriculum Initiative Fellowship: here Sarah Bunin Benor's “Jewish Culture around the world” Module: here Lila Corwin Berman's “Who Is American? Citizenship, Law, and Jewish History in the United States” Module: here Geraldine Gudefin's “Jewish Emancipation, Citizenship, and Belonging” Module: here Geoffrey Levin's “Jews of the Middle East and North Africa: Empire, Colonialism, and Identity” Module: here Karen E. H. Skinazi's “Sephardic Journeys: Literature, Memory, and Jewish Culture” Module: here Jewish Language Project: here Jewish Cultures on the Map: here Jewish English Lexicon: here Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Bring the breadth of Jewish history and civilization into your classroom with ready-to-use teaching modules curated by experts. The Posen Library is an educational resource grounded in primary sources and made broadly accessible through the creation and curation of engaging contextual material. Its goal is to highlight the varieties of Jewish culture and civilization across time and space for English-speaking audiences and to be the first stop for those, in university settings and beyond, who are interested in teaching about the significant breadth of Jewish experiences. Originally conceived as a 10-volume print anthology, the Posen Library's free digital platform makes the published content globally accessible. Content from print volumes is added to the site as the volumes are published by Yale University Press. Nine out of the ten volumes have been published to date. The Jewish Studies Curriculum Initiative comprises teaching modules centered around core teaching topics. Each module consists of an overview and curricular material that can be used in four class meetings, focusing on 20–25 primary sources (texts, images, and other media) with interpretive content and supplementary resources for both students and instructors. Posen Library curricula offer flexibility and are designed to be easily integrated into coursework in a variety of ways—perfect for launching a new class or refreshing a syllabus to include new perspectives and voices. Sarah Bunin Benor is Professor of Contemporary Jewish Studies and Linguistics at Hebrew Union College, Los Angeles. Sasha Goldstein-Sabbah is assistant professor of Middle Eastern studies at the University of Groningen in the Netherlands and the Senior Scholar for Pedagogy at the Posen Library. Geraldine Gudefin is a Visiting Scholar at the Centre for Asian Legal Studies at the National University of Singapore. Mentioned in this episode: Posen Library Teaching modules: here Jewish Studies Curriculum Initiative Fellowship: here Sarah Bunin Benor's “Jewish Culture around the world” Module: here Lila Corwin Berman's “Who Is American? Citizenship, Law, and Jewish History in the United States” Module: here Geraldine Gudefin's “Jewish Emancipation, Citizenship, and Belonging” Module: here Geoffrey Levin's “Jews of the Middle East and North Africa: Empire, Colonialism, and Identity” Module: here Karen E. H. Skinazi's “Sephardic Journeys: Literature, Memory, and Jewish Culture” Module: here Jewish Language Project: here Jewish Cultures on the Map: here Jewish English Lexicon: here Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/religion

Bring the breadth of Jewish history and civilization into your classroom with ready-to-use teaching modules curated by experts. The Posen Library is an educational resource grounded in primary sources and made broadly accessible through the creation and curation of engaging contextual material. Its goal is to highlight the varieties of Jewish culture and civilization across time and space for English-speaking audiences and to be the first stop for those, in university settings and beyond, who are interested in teaching about the significant breadth of Jewish experiences. Originally conceived as a 10-volume print anthology, the Posen Library's free digital platform makes the published content globally accessible. Content from print volumes is added to the site as the volumes are published by Yale University Press. Nine out of the ten volumes have been published to date. The Jewish Studies Curriculum Initiative comprises teaching modules centered around core teaching topics. Each module consists of an overview and curricular material that can be used in four class meetings, focusing on 20–25 primary sources (texts, images, and other media) with interpretive content and supplementary resources for both students and instructors. Posen Library curricula offer flexibility and are designed to be easily integrated into coursework in a variety of ways—perfect for launching a new class or refreshing a syllabus to include new perspectives and voices. Sarah Bunin Benor is Professor of Contemporary Jewish Studies and Linguistics at Hebrew Union College, Los Angeles. Sasha Goldstein-Sabbah is assistant professor of Middle Eastern studies at the University of Groningen in the Netherlands and the Senior Scholar for Pedagogy at the Posen Library. Geraldine Gudefin is a Visiting Scholar at the Centre for Asian Legal Studies at the National University of Singapore. Mentioned in this episode: Posen Library Teaching modules: here Jewish Studies Curriculum Initiative Fellowship: here Sarah Bunin Benor's “Jewish Culture around the world” Module: here Lila Corwin Berman's “Who Is American? Citizenship, Law, and Jewish History in the United States” Module: here Geraldine Gudefin's “Jewish Emancipation, Citizenship, and Belonging” Module: here Geoffrey Levin's “Jews of the Middle East and North Africa: Empire, Colonialism, and Identity” Module: here Karen E. H. Skinazi's “Sephardic Journeys: Literature, Memory, and Jewish Culture” Module: here Jewish Language Project: here Jewish Cultures on the Map: here Jewish English Lexicon: here Learn more about your ad choices. Visit megaphone.fm/adchoices

What does it actually mean to build a relationship with the Qur'an, beyond simply reading its words?In this episode of Quran Conversations, Dalia Mogahed is joined by Dr. Hatim Yousef to reflect on how we can become true companions of the Qur'an, before turning to verse 127 of Surah TaHa and its warning about repeatedly turning away from Allah's signs.Dr. Hatim Yousef is an Islamic scholar, educator, and linguist who studied Islamic jurisprudence, Quranic sciences, tajweed, and hifdh under traditional scholars in the UAE and Jordan. He has memorized the Quran and holds several ijazas. Since moving to the United States in 2008, he has served as an Imam and instructor at the ADAMS Center in Virginia, teaching tafsir, hadith, seerah, Arabic grammar, and tajweed. Fluent in Arabic and English, Dr. Hatim also holds a degree in English and Translation, an MA in English and Literature, and a PhD in Linguistics.Dr. Hatim shares practical advice for anyone wanting to understand and reflect on the Qur'an more deeply. It begins with something simple: spending time with it. Reciting it every day, learning its language, studying with knowledgeable teachers, and allowing that relationship to grow consistently over time. As he explains, the more time you spend with the Qur'an, the more the Qur'an gives you.In this episode, you will learn:

Send us Fan MailWelcome back to the Coven of Awesomeness Podcast! This week we have the incredible Fiona Campbell Arrand with us to talk about Neuro-Linguistic Programming (NLP). But first, we're sending messages to our 16-year-old selves.Then we dive deep into NLP. Fiona shares what NLP is, it's history and how it can change the way we interact with the world. We talk about how we can incorporate NLP into our spiritual practices, and Fiona shares some easy steps we can take to try NLP at home.Then, as always, we finish with awesomeness. Renee has been watching movies int he park, Louise saw one of her favourite bands play at Wembley Stadium, and Fiona has been enjoying the sunshine.Follow Fiona on InstagramFor complete show notes and links, go to awesomeon20.com/episode268Follow Renee on Instagram: https://www.instagram.com/Renee_awesomeon20/Follow Louise on Instagram: https://www.instagram.com/Louise_awesomeon20Support the showIf you're able, give this podcast your support by joining the International Coven of Awesomeness on Patreon so we can keep sharing witchy content for that's free for all.Get your free ebook How to Work with the Moon to Get Things Done.Check out the latest workshop offerings from the STC Witchcraft Academy for both online workshops and in-person circles in the Glasgow, Scotland area.Find all your favorite recipes and witch tips at Awesome on 20 Kitchen Magick.Book a tarot reading with Renee at Sagittarian Tarot & Coaching. Join the Moon Magic Membership coven to receiving ongoing support in your witchcraft journey. Join our Coven of Awesomeness Facebook group open to everyone.

Join me as I discuss the four C's of collaborative discipline, starting with a positive definition of discipline. I then give an overview of the four intentional steps of collaborative discipline and share a story where I recently practiced this approach. ⁠Ready to Adopt the 4 C's of Collaborative Discipline?⁠Grab your free download and embrace connection before correction! Get it ⁠here.Check out Episode #1 of my first series Raising Successful Kids: Skill #1 - WaitingJuly 28, 2026Episode 339The 4 C's of Collaborative Discipline About Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠T⁠alk to Them Early and Often⁠⁠⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!⁠⁠⁠

In this episode of Talk Nerdy, Cara is joined by author, and professor of linguistics at the University of Nevada, Reno, Valerie Fridland. They discuss Valerie's new book, Why We Talk Funny: The Real Story Behind Our Accents. Follow Valerie: @liketotallydude

The art of addressing someone formally over email. 

--{ "Linguistic Minimalism and The New Freedom"}-- Larry Ellison, David Ellison: Big Data and Media; Who are the Ellisons? - Long-term plans for wars - IBM and global grid - Standardized news - Corporations staffing gov. departments - Media trivia and emotive topics - Politicians' pensions - Tony Blair - NSA Utah Data Center - Linguistic Minimalism - Creation of hedonism and narcissism - Shrinking attention span - Homeland Security - School classes not in English in US and Britain - CFR/RIIA - Pine Gap Base.

Lindsay Whaley, professor of Classics and Linguistics at Dartmouth College and a founding member of Christ Redeemer Church, was our guest preacher on July 26, 2026. Lindsay's message focuses the third epistle written by the apostle John. 3 John, the shortest book in all of Scripture (in the original Greek) packs an essential and timeless Gospel message into its 15 verses. You'll want to watch this sermon, especially if you're wondering what Rodney Dangerfield has to do with 3 John (or vice versa)! 

We are raiding the Guardian long read archives to bring you some classic pieces from years past, with new introductions from the authors. This week, from 2021: How the Harvard psychologist Steven Pinker became one of the world's most contentious thinkers By Alex Blasdel. Read by Christopher Ragland. Help support our independent journalism at theguardian.com/longreadpod

What if the missing piece to raising cooperative kids isn't sharing, but learning how to compromise? In this episode, we explore why compromise is a skill that develops through emotional regulation, not simply expecting children to "work it out." You'll learn how helping children understand another person's perspective creates the foundation for genuine collaboration. We also discuss why jumping in with solutions can actually limit problem-solving and how curiosity can empower children to create their own win-win plans. By teaching the process of compromise from an early age, we help children build lifelong skills in communication, empathy, and healthy conflict resolution.Don't miss a thing! Sign up for my weekly newsletter and get parenting tips, podcast episodes, and exclusive updates delivered straight to your inbox every Monday morning. ⁠⁠Sign up here.⁠⁠July 21, 2026Episode 338Teaching Toddlers the Art of CompromiseAbout Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠T⁠alk to Them Early and Often⁠⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!⁠⁠

Gov backs mobile phone ban in schools, Milan Babík on the future of Vaclav Havel Library , interview with Neil Bermel. Professor of Czech Language and Linguistics 

We tend to understand and acknowledge that what we say matters. But I find an increasing lack of attention to how we say things. And yet we make conscious and unconscious judgments about people regarding how they are talking, that sometimes become more important than whatever it is they might actually be saying. This is a focus on being aware of our own speech patterns and habits and how they may be hampering our desire to really connect with others. My guest is Valerie Fridland, professor of linguistics in the English Department at the University of Nevada, Reno. As a sociolinguist, Valerie studies how language interacts with society and examines how factors like geography, social class, age, gender, and ethnicity shape accents, vocabulary, and grammar with a focus on how the way we speak impacts the way we think about and talk to one another. Valerie is the author of Like, Literally, Dude: Arguing for the Good in Bad English, and she writes a popular language blog on Psychology Today called "Language in the Wild.” Her new book is Why We Talk Funny: The Real Story Behind our Accents. valeriefridland.com Sign up for your $1/month trial period at shopify.com/kevin Go to shipstation.com and use code KEVIN to start your free trial. Learn more about your ad choices. Visit megaphone.fm/adchoices

"It's not an accent, it's an identity."The way we speak shapes more than how we're understood—it shapes how we're perceived. Peter Novak believes the goal of communication isn't to eliminate an accent, but to communicate with greater clarity, confidence, and authenticity. As a linguist, communication coach, and expert in accent bias, Novak helps multilingual professionals communicate more effectively while embracing the identity their voice represents. In this episode of Think Fast, Talk Smart, he joins Matt Abrahams to explore how accent bias influences the workplace, why clarity matters more than sounding "native," and the practical techniques anyone can use to communicate with greater confidence and impact.Key Takeaways:Clarity matters more than sounding native. Effective communication comes from making your message easy to understand, not eliminating your accent.Your accent is part of your identity. Multilingual communicators bring unique perspectives and strengths that should be embraced, not hidden.Activity:Focus on clarity. Record yourself explaining a familiar topic for one minute. Listen back and identify three words or phrases to emphasize and two places to pause. Record it again, focusing on clarity rather than sounding perfect, and compare the difference.Episode Reference Links:Peter Novak82. It's Not About You: Why Effective Communicators Put Others F… Connect:Premium Signup >>>> Think Fast Talk Smart PremiumEmail Questions & Feedback >>> hello@fastersmarter.ioEpisode Transcripts >>> Think Fast Talk Smart WebsiteNewsletter Signup + English Language Learning >>> FasterSmarter.ioThink Fast Talk Smart >>> LinkedIn, Instagram, YouTubeMatt Abrahams >>> LinkedInChapters:(00:00) - Introduction (00:52) - Accent Bias (03:55) - Accent and Identity (05:55) - Processing Fluency (08:25) - Clarity Over Perfection (10:26) - The Power of Prosody (15:33) - Speaking with Confidence (17:56) - The Final Three Questions (22:13) - Conclusion ********Thank you to our sponsors.  These partnerships support the ongoing production of the podcast, allowing us to bring it to you at no cost.To see what Scribe could look like for your organization, head to scribe.how/thinkfast and mention Think Fast for your first month of Scribe Capture free. 

Language Professor Roly Sussex and Education Specialist Sue-Belinda Meehan discuss the language of how we teach primary school children, language. 

What if teaching your toddler to manage time isn't about timers at all, but about giving them the chance to make their own decisions? In this episode, I explain why toddlers are capable of developing time management skills much earlier than most people realize when we shift from directing to guiding. I share practical strategies for setting clear expectations, asking thoughtful questions, and giving children enough time to process and plan their actions before transitions. You'll discover how small language shifts can strengthen executive functioning, build independence, and reduce power struggles around everyday routines like cleaning up before dinner. Plus, I remind parents that time management is just one of several essential life skills—and it's okay to focus on one developmental goal at a time.Don't miss a thing! Sign up for my weekly newsletter and get parenting tips, podcast episodes, and exclusive updates delivered straight to your inbox every Monday morning. Sign up here.July 14, 2026Episode 337How to Teach Your Toddler Time Management About Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠T⁠alk to Them Early and Often⁠⁠,⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠ ⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!⁠

In this interview, we talk to Adam Schembri about the nature of sign languages, how they have been studied in the past, and how they are studied today. Download | Spotify | Apple Podcasts | YouTube References for Episode 61…Read more ›

“Linguistics and language is such a good mechanism for being curious,” says Lauren Gawne, linguistics prof, author of the book Gesture: A Slim Guide, and cohost of the podcast Lingthusiasm. I'm in vacation mode (although not on actual vacation alas), so today's episode is a fun chat with our nice pal about making language podcasts, the firey digestive punishments for linguistics researchers, working in reality television, and cute tame nouns versus scary intimidating verbs.There's a longer version of this conversation available for free over on Lingthusiasm's Patreon, patreon.com/lingthusiasm, including Lauren explaining how she broke a famous linguistic theory. Listen to Lingthusiasm in the pod places and at lingthusiasm.com. Content note: this episode contains one category A swear and a category B swear.Visit theallusionist.org/lingthusionist for a transcript and links to various topics mentioned in the episode.Sign up at theallusionist.org/donate to fund the continuing existence of this independent podcast. In return, you can join me for regular livestreams where I read relaxingly from my ever-expanding collection of vintage dictionaries, plus behind the scenes info about every episode, membership of the Allusioverse Discord community, and watchalong parties for films and TV shows: together we're watching the 2026 season of Great British Sewing Bee, starting 14 July 2026.Find the Allusionist at youtube.com/allusionistshow, instagram.com/allusionistshow, facebook.com/allusionistshow, @allusionistshow.bsky.social… If I'm there, I'm there as @allusionistshow. Our ad partner is Multitude. If you want me to talk compellingly about your product, sponsor an episode: contact Multitude at multitudeshows.com/ads. This episode is sponsored by Squarespace, your one-stop shop for building and running your online forever home. Go to squarespace.com/allusionist for a free trial, and get 10 percent off your first purchase of a website or domain with the code allusionist.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Misha Glenny and guests discuss one of the towering figures of Brazilian and world literature, Machado de Assis (1839 - 1908). He was the descendant of slaves and built his career while slavery was still in place in Brazil (abolished 1888) and many of his characters were from the slave-owning class who were also the readers of his books. At the time, those readers were delighted to see themselves represented and it was only later in the 20th Century that critics realized just how much Machado was satirising them. While he brings 19th Century Brazil vividly to life, Machado's works transcend time and place and, according to Salman Rushdie, they seem to have been written yesterday not 100 years ago.With Ana Cláudia Suriani da Silva Associate Professor in Brazilian Studies at University College LondonClaire Williams Professor of Brazilian Literature and Culture at the Faculty of Modern Languages at the University of Oxford, fellow of St. Peter's CollegeAnd Viviane Carvalho da Annunciação Affiliated Lecturer at the Faculty of Modern and Medieval Languages and Linguistics at the University of CambridgeProducer: Simon TillotsonReading list:Lamonte Aidoo and Daniel F. Silva (eds.), Emerging Dialogues on Machado de Assis (Palgrave Macmillan, 2016)Helen Caldwell, The Brazilian Othello of Machado de Assis: A Study of Dom Casmurro (University of California Press, 1960)Viviane Carvalho da Annunciação, The Contradictions of Science in Machado de Assis (Liverpool University Press, 2025)Machado de Assis (trans. Daniel Hahn), The Looking-Glass: Essential Stories (Pushkin Press, 2022)Machado de Assis (trans. Margaret Jull Costa and Robin Patterson), 26 Stories (Liveright, 2019)Machado de Assis (trans. Margaret Jull Costa and Robin Patterson), The Collected Stories of Machado de Assis (Liveright, 2018) Machado de Assis (trans. Flora Thomson-Deveaux), The Posthumous Memoirs of Brás Cubas (Penguin, 2020)Machado de Assis (trans. Margaret Jull Costa and Robin Patterson), The Posthumous Memoirs of Brás Cubas (Liveright, 2020)Machado de Assis (trans. Margaret Jull Costa and Robin Patterson), Quincas Borba (WW Norton & Co, 2024)Machado de Assis (trans. Margaret Jull Costa and Robin Patterson), Dom Casmurro (WW Norton & Co, 2024)Machado de Assis (trans. Margaret Jull Costa and Robin Patterson), Memorial de Ayres (Liveright, August 2026)John Gledson, Machado de Assis: Fiction and History (Francis Cairns, 1984)Richard Graham (ed.), Machado de Assis: Reflections on a Brazilian Master Writer (University of Texas Press, 1999)James N. Green, Victoria Langland and Lilia Moritz Schwarcz (eds.), The Brazil Reader: History, Culture, Politics (Duke University Press, 2019)Daniel Hahn and Padma Viswanathan (eds.), The Penguin Book of Brazilian Short Stories (Penguin, January 2027)Mario Higa (ed.), A History of the Brazilian Novel (Cambridge University Press, August 2026), especially the chapter on Machado de AssisK. David Jackson, Machado de Assis: A Literary Life (Yale University Press, 2015)Anthony W. Pereira, Modern Brazil: A Very Short Introduction (Oxford University Press, 2020)Roberto Schwarz (trans. John Gledson), A Master on the Periphery of Capitalism: Machado de Assis (Duke University Press, 2001) Lilia M. Schwarcz and Heloisa M. Starling (eds.), Brazil: A Biography (Allen Lane, 2018)Ana Cláudia Suriani da Silva, Machado De Assis's Philosopher or Dog?: From Serial to Book Form (Routledge, 2010)Ana Cláudia Suriani da Silva and Sandra Guardini Vasconcelos (eds.), Comparative Perspectives on the Rise of the Brazilian Novel (UCL Press, 2020), especially the chapters “Capitu against the Elegiac Narrator” by Ana Cláudia Suriani da Silva and “Machado de Assis and the Novel” by Sandra Guardini VasconcelosMarcus Wood, The Black Butterfly: Brazilian Slavery and the Literary Imagination (West Virginia University Press, 2019)In Our Time is a BBC Studios ProductionSpanning history, religion, culture, science and philosophy, In Our Time from BBC Radio 4 is essential listening for the intellectually curious. In each episode, host Misha Glenny and expert guests explore the characters, events and discoveries that have shaped our world.

Can the way we talk about pride shape a child's confidence, resilience, and lifelong motivation? In this episode, we explore the two very different meanings of pride and why helping children develop an internal sense of accomplishment is essential for healthy growth. You'll learn how creating small pockets of child-led time and using intentional language can nurture genuine confidence instead of external validation. We also unpack why phrases like "I'm so proud of you" may have a different impact than you think—and what to say instead to encourage lasting self-belief. Join us for a thoughtful conversation on raising children who are motivated from within and equipped to thrive.Interested in a Toddler Tribe Community full of resources and connection? ⁠DM ⁠me "Community" on ⁠Instagram ⁠so we can connect! July 7, 2026Episode 336Raising Proud Kids Without Raising Prideful ChildrenAbout Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠ ⁠⁠⁠⁠⁠⁠⁠⁠T⁠alk to Them Early and Often⁠,⁠⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠ ⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!

Language serves as the vital intersection of cultural identity and technological innovation, yet the rapid rise of AI reveals a significant representation gap for the nearly many million ways the Arab world communicates. Professor Nizar Habash, a computer science professor and director of the CAMEL Lab at NYU Abu Dhabi, explores the historical anxieties surrounding technological shifts, drawing a direct parallel between the 150-year delay of the Arabic printing press and contemporary concerns regarding data bias in large language models. The conversation navigates the inherent challenges of modeling a language characterized by immense dialectal variety and non-standardized orthography, shifting the focus from perceived linguistic complexity to the practical need for bespoke, regional data sets. As the field transitions from rigid, rule-based systems to sophisticated neural models capable of abstract meaning through embeddings, the dialogue underscores the urgency of building localized, open-source tools like JAIS and FAMAR to ensure the Arab world's history and diverse voices are accurately represented in the digital age.   00:00 Introduction 02:15 How AI Models Understand Diverse Arabic Dialects 05:48 Debunking Myths About Arabic's Linguistic Complexity 08:21 The Historical Construction of Modern Standard Arabic 11:00 Impact of Technology on Arabic Script and Printing 15:19 The Journey into Computational Linguistics 17:35 The Evolution of Machine Translation and LLMs 23:51 Explaining Hallucinations in Statistical Language Models 31:14 Cultural Representation and Bias in Image Generation 38:13 Dialect Support and Limitations in Translation Tools 50:02 Camel Lab's Mission for Open-Source Arabic NLP 01:03:42 Descriptive vs. Prescriptive Views of Arabic   Nizar Habash is a Professor of Computer Science at New York University Abu Dhabi (NYUAD), and the director of the Computational Approaches to Modeling Language (CAMeL) Lab. Professor Habash specializes in natural language processing and computational linguistics.  He received his PhD in Computer Science from the University of Maryland College Park in 2003. He has two bachelors degrees, one in Computer Engineering and one in Linguistics and Languages from Old Dominion University. His research includes extensive work on machine translation, morphological analysis, and computational modeling of Arabic and its dialects. Professor Habash has been a principal investigator or co-investigator on over 25 research grants. And he has over 250 publications including a book entitled "Introduction to Arabic Natural Language Processing". Professor Habash is one of the recipients of the King Salman Academy for Arabic Language Award (2022); and he is the recipient of the Antonio Zampolli Prize (2024). His website is www.nizarhabash.com.   Connect with Nizar Habash

An examination of the deepest level of the Ancient Mesopotamia iceberg, commonly labeled "Theories and Speculative Ideas." The video reviews each claim against primary sources from Sumer, Akkad, Babylon, and Assyria, including cuneiform tablets, excavation reports, and geological data, to demonstrate how historical method evaluates extraordinary claims.Coverage includes: Ancient Astronauts and the Annunaki: the origin of the theory in Zecharia Sitchin, what the Akkadian term actually means in Mesopotamian religion, and the evidential standards for alien contact claims. Great Flood myths: comparison of the Epic of Gilgamesh, Genesis, and other flood traditions with evidence for Persian Gulf and Black Sea inundations. Gilgamesh's tomb discovered in 2003: the Uruk excavation, the Iraq War interruption, and why no inscription links the tomb to the historical king. Hanging Gardens location: the case for Nineveh and Dur-Sharrukin, Archimedes screw technology by 700 BC, and why Babylon remains plausible. Nimrud Lens and Saturn's rings: what the 3x quartz lens can and cannot do, and the absence of telescopic astronomy in Assyrian records. Annunaki gold-mining slaves: the actual Mesopotamian creation motive of humans as laborers for the gods versus modern reinterpretations. Abraham from Ur: the biblical text, the Amorite migrations circa 2000 BCE, and the northern vs southern Ur debate. Sumerian King List long reigns: hundreds of thousands of years, symbolic numbers, and attempts at dynastic or calendrical readings. Sumerian origins: language isolate status, the Persian Gulf marsh hypothesis, and pre-flood settlement theories. Nibiru and the 12th planet: claims of hidden planets in tablets and the current state of translation work. 4.2 kiloyear event: climate data and its role in the fall of the Akkadian Empire alongside Gutian pressure. Structures beneath Eridu: the E-Abzu temple's 18 rebuild phases and what lies under ziggurat foundations. Linguistic fringe theories: proposed links between Sumerian and Turkic, Hungarian, Elamite, and Dravidian. Meluhha trade network: Indus Valley contacts, Neo-Assyrian memory loss, and claims of an Ethiopia-to-India empire. Nuclear war dark ages: why nuclear events leave unmistakable geological signaturesSumerian copper from Lake Michigan: sourcing from Cyprus and Iran versus New World contact hypotheses. Sacred marriage as genetic experiment: Ishtar priestess rituals and kingship legitimation. Ur III bala system as socialism: command economy, ration payments, and modern ideological projections. King List as doomsday calendar, Nam-Shub virus, 676 BC simulation, and Enki vs Enlil secret societies: modern fiction, numerology, and conspiracy narrativesThe purpose is not to ridicule speculation, but to show what counts as evidence in early Mesopotamian studies, where the limits of knowledge currently lie, and what kind of discovery would be required to reopen closed questions.Keywords: ancient Mesopotamia, Sumerian history, Akkadian Empire, Babylon, Assyria, Annunaki explained, ancient aliens debunked, Sumerian King List, Gilgamesh tomb 2003, Nibiru 12th planet, Hanging Gardens Nineveh, Nimrud lens, flood myth, 4.2 kiloyear event, Mesopotamia iceberg

Author, Professor Of Linguistics, Valerie Fridland Joins The Show full 2725 Wed, 01 Jul 2026 19:29:56 +0000 1CG43KzOnSUeE8erqyW24gkcd12QikgJ news The Dom Giordano Program news Author, Professor Of Linguistics, Valerie Fridland Joins The Show Weekdays on Talk Radio 1210 WPHT, Dom Giordano talks about what you're talking about. The Dean of Philadelphia Radio and the people's watch-dog, Dom holds elected leaders accountable and gives you a platform to sound off. 2024 © 2021 Audacy, Inc. News https://player.amperwavepodca

What happens when your child has to navigate relationships with people they simply don't click with? In this episode, I take a deeper dive into relational intelligence, exploring how children can learn empathy, compassion, and perspective-taking when faced with challenging interpersonal dynamics. Drawing from my own experience supporting a child through a difficult teacher-student relationship, I share practical strategies for helping children understand that different perspectives and personalities don't make someone "bad"—just different. Discover how teaching perspective-taking today can help your child build stronger, more respectful relationships throughout life.This week's challenge: When your child faces a challenging relationship or conflict, use “What do you think…” and “I wonder…” questions to help them step into someone else's perspective and build empathy, respect, and understanding of differences.June 30, 2026Episode 335Raising Smart Kids in a Digital World - Part 4 - Questions That Teach PerspectiveAbout Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠⁠⁠⁠.⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the new book⁠ ⁠⁠⁠⁠⁠⁠⁠T⁠alk to Them Early and Often⁠,⁠⁠⁠⁠⁠⁠⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details⁠ ⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠!

On this week's trip through the Mind of the Meanie, The Blue Meanie and Adam Barnard talk Linguistics, Kenny Omega, FIFA travelers experiencing American culture for the first time, Sami Zayn, plus #AskMeanieMind of the Meanie is an official Brand Partner of WWE Shop! Click this link here to shop WWE Shop and support your favorite WWE Superstar today: https://wwe-shop.sjv.io/eK26drGet 25% OFF your entire order using promo code MEANIE at GreenRoads.com - Own The Day with Green Roads CBD and Wellness Products!For more information and exclusive updates, follow Mind of the Meanie on Social Media.Website | Facebook | Twitter | InstagramBECOME AN OFFICIAL POD SQUAD MEMBER: www.Patreon.com/mindofthemeanie About The Blue Meanie: Since 1994, Brian Heffron, known to wrestling fans as "The Blue Meanie", has been one of the most fun loving and mischievous characters in wrestling. He's been in ECW, WWE, various independent wrestling promotions and several independent films. He is perhaps best known for his comedy and wrestling parodies with the bWo, KISS, Col. DeMeanie, Sir Meanie, The Fabulous Ones and BlueDust. Now, he meaniesaults into the world of streaming audio, sharing his experiences in and out of the ring as well as his views on the world of professional wrestling and anything else he is passionate about.About Adam Barnard: Adam Barnard is a photographer, podcaster, and an award winning writer from Downingtown, PA. Since 2019, he has hosted Foundation Radio, a weekly podcast series with new episodes every Tuesday, focusing on in depth conversations and interviews. Since 2025, Adam has been a writer, contributor, and interviewer for TheSportster for interviews and live results coverage. Adam brings his unique perspective and incredibly dry sense of humor to Mind of the Meanie each week.Hosts/Executive Producers: The Blue Meanie and Adam BarnardEngineer: Carl PannellExecutive Voice: Sam KreppsIntro music: Swamp CandlesOutro music: ChikaraMusical Accompaniment: EnrichmentA Butts Carlton Media Production. Butts Carlton, Proprietor.Become a supporter of this podcast: https://www.spreaker.com/podcast/mind-of-the-meanie--6219755/support.

Throughout the Draculae miniseries, about the Swedish and Icelandic translations of Dracula that played fast and loose with the original text, I've been wondering a couple of questions: why are cover versions of songs and remakes of films so normal and acceptable, whereas cover versions in book form cause such a stir? And do these Scandinavian Draculae count as fan fiction? And if not, why not? Fansplaining.com's Elizabeth Minkel explains what fan fiction can mean.Visit theallusionist.org/transformation for more information plus a transcript of the episode. And though this is the fourth and last part of the Draculae miniseries, it is more inspired by than directly connected to the other episodes, so you don't have to listen to them beforehand. But do listen to them, they're very fun and intriguing!Content note: this episode contains some references to (but not descriptions of) sexual content and sex slavery. There is also mention of J.K. Rowling.Sign up at theallusionist.org/donate to fund the continuing existence of this independent podcast. In return, you can join me for regular livestreams where I read relaxingly from my ever-expanding collection of vintage dictionaries, plus behind the scenes info about every episode, membership of the Allusioverse Discord community, and watchalong parties for films and TV shows.Find the Allusionist at youtube.com/allusionistshow, instagram.com/allusionistshow, facebook.com/allusionistshow, @allusionistshow.bsky.social… If I'm there, I'm there as @allusionistshow. Our ad partner is Multitude. If you want me to talk compellingly about your product, sponsor an episode: contact Multitude at multitudeshows.com/ads. This episode is sponsored by Squarespace, your one-stop shop for building and running your online forever home. Go to squarespace.com/allusionist for a free trial, and get 10 percent off your first purchase of a website or domain with the code allusionist.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

If you watch sports, whether the recent NBA finals or the ongoing World Cup matches, you may have noticed that the athletes aren't the only ones putting on a show. The announcers seem to be playing a beautiful game of their own, capturing the excitement and play-by-play of the game in a unique blend of sentence structure, elocution, and pitch. Linguists have even given this speech pattern a name: sports announcer talk. Sociolinguist and dialectologist Valerie Fridland joins Host Flora Lichtman to break down the patterns and rules of this register. Guest: Dr. Valerie Fridland is a professor of linguistics at the University of Nevada, Reno, and author of “Why We Talk Funny: The Real Story Behind Our Accents.” Other episodes you may enjoy: The Art And Science Of Trash Talk What The Sigma Is Algospeak? Transcripts for each episode are available within 1-3 days at sciencefriday.com. Subscribe to this podcast. Follow our show on Instagram, TikTok, Facebook, and Bluesky @scifri and sign up for our newsletters. Got a science question that's keeping you up at night? Call us: 877-472-4374 Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Many mysteries accompany the revelations that Powers of Darkness, the Icelandic and Swedish versions of Dracula, are not direct translations of Bram Stoker's original, but stories that significantly differ in character names, plot and runtime. Like: did Bram Stoker write it himself, to publish some raunchy content that British censors would forbid? Was Powers of Darkness based on his early drafts? And did he really not copyright Dracula in the USA was that a deliberate ruse? Welllll... brace yourself for ole thrill-destroyer Zaltzman to pop your balloons of excitement. Searching for the truth among all the rumours and texts are producer Iris Ishichita of the Powers of Darkness podcast, and Will Trimble and Hans Corneel de Roos, who orchestrated English translations of respectively the Swedish and Icelandic Powers of Darknesses. This is the third episode of the Draculae miniseries. Before listening to it, check out the first and second episodes explaining the three versions of Dracula and why we are talking about them. And visit theallusionist.org/draculae3 for more information plus a transcript of the episode.Sign up at theallusionist.org/donate to fund the continuing existence of this independent podcast. In return, you can join me for regular livestreams where I read relaxingly from my ever-expanding collection of vintage dictionaries, plus behind the scenes info about every episode, membership of the Allusioverse Discord community, and watchalong parties for films and TV shows.Find the Allusionist at youtube.com/allusionistshow, instagram.com/allusionistshow, facebook.com/allusionistshow, @allusionistshow.bsky.social… If I'm there, I'm there as @allusionistshow. Our ad partner is Multitude. If you want me to talk compellingly about your product, sponsor an episode: contact Multitude at multitudeshows.com/ads. This episode is sponsored by Squarespace, your one-stop shop for building and running your online forever home. Go to squarespace.com/allusionist for a free trial, and get 10 percent off your first purchase of a website or domain with the code allusionist.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.