Podcast appearances and mentions of Margaret Smith

Send us a message. In this special extra episode in Season Eleven, host Andrew Martin sets out on a visit to the Society of Genealogists, but ends up making unintentional visits to three places. Along the way he meets genealogists Lori Samuelson, Debbie Bradley, and Dr. Patrice Connelly and learns that when researching your family history, it really is All About The Place!- - -This episode is recorded as part of the All About The Place event in 2026 which runs with more than 150 speakers delivery almost 200 free talks from 7th October to 16th October 2026.- - -THE INTERVIEW - LORI SAMUELSON Andrew's first unintentional stop is in Indiana, USA where he surprises professional genealogist Lori Samuelson. She then explains how she got hooked on researching, her love of technology, how her old boss talked her into setting up as a professional genealogist, and her thoughts on the direction of the family history industry, and concerns about cuts to the US archives.With a few adjustments, Andrew heads off on his way to the Society of Genealogists in London...THE LIFE STORY - GEORGE HENRY CLARKE with DEBBIE BRADLEY... however, he manages to get a bit closer - arriving in Norfolk, England instead, where as if by chance, he bumps into professional genealogist, speaker, AGRA member and Administrator of the Family History Federation - Debbie Bradley.Debbie share the life story of her elusive ancestor George Henry Clarke, whose life has been a true genealogy puzzle to trace. Despite living during the time of the modern census, his constant name changes and geographic moves has led Debbie round in circles a few times, until a witness at a wedding helps to unlock the mystery.THE BRICK WALL - JOHN CARSON and MARGARET SMITH with DR. PATRICE CONNELLYDespite tweaking settings, Andrew arrives in Brisbane, Australia where he soon finds Dr. Patrice Connelly - musicologist, genealogist and lecturer at University of Queensland.Patrice is trying to solve a brick wall around her ancestors John Carson and his wife Margaret Smith. She finds them marrying in Stepney, London in 1808, but would like to know more about their origins.John's career as a Mariner makes Patrice believe that he moved around a lot, and that this was perhaps the reason why his children with Margaret are baptised later than expected.Can you help her find evidence of John Carson and Margaret Smith's early life and parents? If you think you can help Patrice with a research clue or idea, then you can message her via the email address she gives in the episode or alternatively, you can send us a message and we'll pass that right along.In the meantime, Andrew thinks he's finally got the right coordinates... but will he find the correct Place?- - -Episode Credits:Andrew Martin - Host and ProducerLori Samuelson - GuestDebbie Bradley - GuestDr. Patrice Connelly - GuestRuth Willmore - GuestJohn Spike - Sándor PetőfiStephane Flux - Foley ArtistSupport the showThank you for listening! You can sign up to our email newsletter for the latest and behind the scenes news. You can find us on Bluesky, Facebook, Instagram, and Twitter. If you liked this episode please subscribe for free, or leave a rating or review, or consider giving us a 'tip' to keep the show funded.

Tune in as Pride Month reaches its conclusion on 2CC, where we've spent all of that time directing the focus towards queer art! And now for the fourth and final episode of June, Misty Rose (@mistyroseva) circles back around to the podcast for a dive into Bound, the 1996 neo-noir erotic thriller about the lesbian affair between an ex-convict and the girlfriend of a mobster, with the two women cooking up a scheme to steal $2 million from the Mafia. The movie's ability to play around with femininity and masculinity, the utter sensuality thrumming between Gina Gershon and Jennifer Tilly, appreciation for how intimacy coordination can help to flesh out media like Bound and Heated Rivalry, and the Wachowskis being fully successful at showing off their stylishness in this feature film debut of theirs pop up as some of the discussion matter in this episode.Written and directed by Lana and Lilly Wachowski, Bound stars Gina Gershon, Jennifer Tilly, Joe Pantoliano, John P. Ryan, Christopher Meloni, Richard C. Sarafian, Barry Kivel, Mary Mara, Susie Bright, Margaret Smith, Peter Spellos, Ivan Kane, Kevin Michael Richardson, and Gene Borkan.Spoilers start at 28:05Writing and Directing Bound: A Talk with Lilly and Lana Wachowski (beware that this article from 1996 deadnames the filmmaker duo)Jennifer Tilly Remembers Her Bound Sex SceneCreate your podcast today! #madeonzencastrHere's how you can learn more about Palestine and IsraelHere's how you can keep up-to-date on this genocideHere's how you can send eSIM cards to Palestinians in order to help them stay connected onlineGood Word:• Misty: Showgirls and Love Lies Bleeding• Arthur: Desert Hearts and The ArcherReach out at email2centscritic@yahoo.com if you want to recommend things to watch and read, share anecdotes, or just say hello!Be sure to subscribe, rate, and review on iTunes or any of your preferred podcasting platforms!Follow Arthur on Twitter, Goodpods, StoryGraph, Letterboxd, and TikTok: @arthur_ant18Follow Arthur on Bluesky: @arthur-ant18Follow the podcast on Twitter: @two_centscriticFollow the podcast on Instagram: @twocentscriticpodFollow Arthur on GoodreadsCheck out 2 Cents Critic Linktree

"I'm so proud of all of us. I'm so proud of anyone who decides to even run a mile." Of the 30,000 runners who completed this year's Boston Marathon, only one is a former resident of the White House. Chelsea Clinton — a mom of three, podcast host, activist, author, avid runner, and former First Daughter — is now and forever a Boston Marathoner. In this episode (her second appearance on the Ali on the Run Show!), recorded just 48 hours after the race, she talks about running Boston with her best friend, Jen, and about what it took to run a personal best time of 3:40:52. SPONSOR: Lagoon. Click here to take Lagoon's 2-minute sleep quiz to see which pillow is right for you, and use code ALI at checkout for 15% off your next Lagoon order. IN THIS EPISODE: How Chelsea is feeling 48 hours post-race (1:30) How Chelsea met Jen, her longtime friend and running buddy (4:30) How Chelsea's recovery is going, and reflections on marathon training this time around (6:15) When — and why — Chelsea decided she wanted to run this year's Boston Marathon (8:35) How Chelsea has explained to her children who their grandparents are (12:10) On the security team that ran with Chelsea (17:35) How Chelsea fits training into her busy schedule (20:30) Chelsea's impressions of Boston Marathon weekend upon arrival (24:00) Why Chelsea ran under the alias "Margaret Smith," and the meaning behind that choice (26:30) How Chelsea was feeling on race morning (30:25) The moment Chelsea and Des saw each other at the start (34:30) What the former President and First Lady thought of the Boston Marathon finish line (40:30) Chelsea's running must-haves (42:25) Chelsea's Boston Marathon race day recap (45:45) All about the finish line (57:10) Follow Ali: Instagram @aliontherun1 Subscribe to the newsletter Join the Facebook group Support on Patreon SUPPORT the Ali on the Run Show! If you're enjoying the show, please subscribe and leave a rating and review on Apple Podcasts. Spread the run love. And if you liked this episode, share it with your friends!

In May of 2025, the Indianapolis keyboardist DeMorris “DeGe” Smith passed away. Smith was a beloved figure in the Naptown funk scene, known for his soulful keyboard work and his dedication to the local music community.  Join us as we pay tribute to Smith with music featuring his work as a funk keyboardist.  Smith's career spanned generations. He worked extensively with Indianapolis bands, like Epoxy, Redd Hott, Klas, Below Zero, and The Downstroke Band. He also performed and recorded with national acts too, including The Bar-Kays, The Deele and R.J's Latest Arrival. Outside of his work in music, Smith was a successful radio producer, working for WIBC for two decades.  Smith came from a musical family. His father Sonny Smith was a drummer who performed on the Avenue for decades with his band The Original Chromatics. Over the years, Sonny played with legendary Naptown musicians like David Baker and Erroll Grandy. Sonny was also a professional athlete, who played basketball with the Harlem Globetrotters and played baseball in the Negro Leagues with the Chicago American Giants. Smith's mother Margaret Smith was a music teacher in the Indianapolis Public School system. His brother Sparky Smith achieved success as a flute player in the local jazz scene. Sparky played with many local jazz legends, including David Young, Pookie Johnson, and Billy Wooten.

Links: Today's episode is sponsored by Motif Medical. See how you can get Motif's Luna or Aura Glow breast pumps covered through insurance at motifmedical.com/birthhour.  Know Your Options Online Childbirth Course (use code 100OFF for $100 off) Beyond the First Latch Course (comes free with KYO course) Support The Birth Hour via Patreon! 

In the latest episode of the Don't Panic It's Just Data podcast, we connected with speakers who provided a preview of their presentations at the upcoming Peak of Data and AI event in Seattle organised by Safe Software from May 5-8, 2025. This premier gathering, hosted by Safe Software, the creators of FME, will be a hub for data and AI innovators, and this podcast episode offers an exclusive look into what attendees can expect.Our conversation featured Margaret Smith and Reshma Joy from the West Virginia Department of Transportation. They shared their crucial work in ensuring data integrity through rigorous validations of their Linear Reference System data. This foundational work underpins much of their operational efficiency and decision-making. They further revealed how they've achieved seamless integration between Survey123 and their R&H data, showcasing a strong example of how disparate systems can be harmonized for greater insight. This presentation will provide attendees with actionable strategies for enhancing data quality and interoperability.We also spoke to Bruno Blanco, a GIS Engineer from Shelby County 9-1-1. Bruno walked us through how FME supports critical aspects of their 911 addressing workflow—particularly data aggregation, QA/QC, and attribution—within a larger automation framework. This work highlighted the power of automation in critical public safety infrastructure. By streamlining their addressing processes, Shelby County 9-1-1 is improving response times and ensuring more accurate location data, ultimately saving lives. Bruno's presentation will offer valuable insights into how organisations can leverage FME to automate complex workflows and enhance operational efficiency.This episode serves as a compelling preview for the main event at The Peak of Data and AI. If you'd like to learn more about Bruno and Shelby County 9-1-1's story, check out their success story with Safe. For further information on what we've talked about and to register for The Peak of Data and AI event in Seattle, please head over to peakofdataintegration.com.TakeawaysData validation is essential for accurate operations.FME enables seamless integration of disparate systems.Automation of critical processes improves public safety.Networking and community learning are key benefits of The Peak.Breakout sessions provide valuable hands-on FME knowledge.AI is increasingly influencing data integration workflows.

In this last part of our conversation with Jann Karam, Lisa and Jann share their struggles of competing in the new market of comedy and getting yourself out their. They share their future goals as well as what got them to become a comedian in the first place. This episode includes a little homage to Margaret Smith, Paula Poundstone and Brian Reagan"RECLINING NUDE on LA CIENEGA" The art of standup comedyhttps://youtu.be/vh3oIyMeB5U?si=6Bgwey1oLcxKhLDq➡️ Jann Karam SOCIALShttps://www.jannkaram.com/https://www.youtube.com/@UCmzESpy7KQXGi28R7byGp0Q https://www.instagram.com/jannkaramcomedianhttps://www.tiktok.com/@jannkaramLeave a comment!

Let's talk. Send me a text message!

Fiery passion not only infects the young but the old as well, including one heir's mother caught up in another scandalous affair.September 1933, recently divorced Madeleine Talmage Force Astor Dick waits for her much younger lover Italian boxer Enzo Fiermonte to be divorced as well. They rush to get married only to have more complications in Bermuda, where more than a heart gets broken. Other people and subjects include: John Jacob Astor VI aka “Jakey,” John Jacob Astor IV aka “Jack,” Vincent Astor, William Dick, William Force Dick, John Henry Dick, Signora Tosca Manetti Fiermonte, Gianni Fiermonte, mother and two brothers Fiermonte, Ralph Carr, Janet Snowden Caravita, Prince Caravita, Phil Plant, Claire Windsor, Alfred Read, Marian Read, brother of University of California football player, Dr. Moulowd, Dr. King, fictional book “The Last Slaver,” Dr. Preston, Dr. Weeks, Dr. Watson, personal doctor, secretary, tutor, Madison Square Garden prizefighter winner, boxer, male bathing suit competition, divorce, scandal, press, Italian press, rumors, alienation of affection, payoff, fickled lovers, newlyweds, detectives, gold diggers, social climbers, stepmother, lovers spat, telegram, X-rays, airplane, ocean liner Vulcania, Pan America, Queen of Bermuda, Reno, Lake Tahoe, Manhattan, Hotel Pierre, Bermuda, Bellevue estate, King Edward Hospital, 1932 Olympics Los Angeles, Santa Monica, Rome, Paris, Venice, Lido, Lake Como, Palm Beach, Newport, Church of England, Roman Catholic Church, forbidden remarriage, living spouses, King Henry VIII of England, Catherine of Aragorn, Anne Boleyn, Prince Charles – King Charles III, Camilla Parker Bowles, Diana, Princess of Wales, Andrew Parker Bowles, W.F. Kimball, J.T. Kimball, police dog Tuffy, dog inheritance, Karl Martin Hartung, Kaiser Wilhem II, Princess Hermine of Prussia, Princess Augusta of Prussia, blackmail, romance scams, sweetheart scams, swindler, natural son – illegitimate son, Paulinenhof Internment Camp, Nazis, Soviet Red Army, royal burial, female doctors, medical research study, Dr. Josephine Neal, Dr. Margaret Smith, encephalitis study, St. Louis epidemic, trouble with dating, starting over, failed romances, wealthy wives, green card process, ICE interaction with ex-husband, home visit, divorce troubles,…--Extra Notes / Call to Action:The Second Mrs. Astor by Shana AbeTi's Hot Mess HistoryTi's Hot Mess History, YouTube Channelhttps://www.youtube.com/@TisHotMessHistoryRiches to Ruin – Titanic Widow of John Jacob Astor & Her Troubled 3rd Marriage by Ti's Hot Mess History July 2023https://www.youtube.com/watch?v=ODY-qiEn3ak The Scandalous True Story of Titanic's Wealthiest Passenger – JJ Astor & His Teen Wife by Ti's Hot Mess History May 2023https://www.youtube.com/watch?v=uF89xKNWbow&t=25s The Rich Boy Nobody Wanted: Titanic Baby John Jacob Astor VI by Ti's Hot Mess History December 2023https://www.youtube.com/watch?v=1rlV8oT6lxsAnna Bey Official YouTube ChannelShare, like, subscribe --Archival Music provided by Past Perfect Vintage Music, www.pastperfect.com.Opening Music: My Heart Belongs to Daddy by Billy Cotton, Album The Great British Dance BandsSection 1 Music: Red Sails In The Sunset by Casani Club Orchestra, Album The Great Dance Bands Play Hits of the 30sSection 2 Music: Stars Fell On Alabama by Lew Stone, Album The Great British Dance BandsSection 3 Music: You Turned Your Head by Jack Jackson, Albums The Great British Dance Bands & Tea Dance 2End Music: My Heart Belongs to Daddy by Billy Cotton, Album The Great British Dance Bands--https://asthemoneyburns.com/X / TW / IG – @asthemoneyburnsX / Twitter – https://twitter.com/asthemoneyburnsInstagram – https://www.instagram.com/asthemoneyburns/Facebook – https://www.facebook.com/asthemoneyburns/

Starting nearly a thousand years ago at the Ben Ezra Synagogue of Old Cairo, worn-out books and scrolls were put in the genizah, a storage area for sacred texts.  In The Illustrated Cairo Genizah: A Visual Tour of Cairo Genizah Manuscripts at Cambridge Univertity Library (Gorgias Press, 2024), Nick Posegay and Melonie Schmierer-Lee tell the story of the genizah and show the journey of discovery through more than 125 years of research, showcasing over 300 stunning full-colour images, revealing forgotten stories of Jewish, Muslim, and Christian communities over a millennium of world history. In the nineteenth century, Scottish sisters Agnes and Margaret Smith brought manuscript pages back to England where Solomon Schechter recognized the lost Hebrew book of Ben Sira, also known as Ecclesiasticus or Sirach. Schechter then traveled to Cairo and toured the genizah, an attic chamber he described as a "windowless and doorless room of fair dimensions. The entrance is ... through a big, shapeless hole reached by a ladder."  Over the millenia, hundreds and thousands of documents were buried in this attic crypt, vividly described by Schechter: "It is a battlefield of books, and the literary production of many centuries had their share in the battle ... some of the belligerents have perished outright, and are literally ground to dust in the terrible struggle for space". In addition to images of the book of Ben Sira, the collection includes fragments of the oldest known Latin edition of St Augustine's sermons, Origen's Hexapla, and a 5th or 6th century copy of Aquila's translation of Kings, approximately 60 manuscripts written by Moses Maimonides, and a medieval copy of the 'Damascus Document' which was confirmed as an ancient text by the discovery of another copy among the Dead Sea Scrolls discovered at Qumram in 1947.  See visual examples of the collection online. Learn more about the Taylor-Schechter Genizah Research Unit. Recommended reading:  The Mind of a Bee by Lars Chittka From the Battlefield of Books: Essays Celebrating 50 Years of the Taylor-Schechter Genizah Research Unit edited by Nick Posegay, Magdalen M. Connolly, and Ben Outhwaite (open access edition available)  Hosted by Meghan Cochran 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

Starting nearly a thousand years ago at the Ben Ezra Synagogue of Old Cairo, worn-out books and scrolls were put in the genizah, a storage area for sacred texts.  In The Illustrated Cairo Genizah: A Visual Tour of Cairo Genizah Manuscripts at Cambridge Univertity Library (Gorgias Press, 2024), Nick Posegay and Melonie Schmierer-Lee tell the story of the genizah and show the journey of discovery through more than 125 years of research, showcasing over 300 stunning full-colour images, revealing forgotten stories of Jewish, Muslim, and Christian communities over a millennium of world history. In the nineteenth century, Scottish sisters Agnes and Margaret Smith brought manuscript pages back to England where Solomon Schechter recognized the lost Hebrew book of Ben Sira, also known as Ecclesiasticus or Sirach. Schechter then traveled to Cairo and toured the genizah, an attic chamber he described as a "windowless and doorless room of fair dimensions. The entrance is ... through a big, shapeless hole reached by a ladder."  Over the millenia, hundreds and thousands of documents were buried in this attic crypt, vividly described by Schechter: "It is a battlefield of books, and the literary production of many centuries had their share in the battle ... some of the belligerents have perished outright, and are literally ground to dust in the terrible struggle for space". In addition to images of the book of Ben Sira, the collection includes fragments of the oldest known Latin edition of St Augustine's sermons, Origen's Hexapla, and a 5th or 6th century copy of Aquila's translation of Kings, approximately 60 manuscripts written by Moses Maimonides, and a medieval copy of the 'Damascus Document' which was confirmed as an ancient text by the discovery of another copy among the Dead Sea Scrolls discovered at Qumram in 1947.  See visual examples of the collection online. Learn more about the Taylor-Schechter Genizah Research Unit. Recommended reading:  The Mind of a Bee by Lars Chittka From the Battlefield of Books: Essays Celebrating 50 Years of the Taylor-Schechter Genizah Research Unit edited by Nick Posegay, Magdalen M. Connolly, and Ben Outhwaite (open access edition available)  Hosted by Meghan Cochran Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/jewish-studies

Starting nearly a thousand years ago at the Ben Ezra Synagogue of Old Cairo, worn-out books and scrolls were put in the genizah, a storage area for sacred texts.  In The Illustrated Cairo Genizah: A Visual Tour of Cairo Genizah Manuscripts at Cambridge Univertity Library (Gorgias Press, 2024), Nick Posegay and Melonie Schmierer-Lee tell the story of the genizah and show the journey of discovery through more than 125 years of research, showcasing over 300 stunning full-colour images, revealing forgotten stories of Jewish, Muslim, and Christian communities over a millennium of world history. In the nineteenth century, Scottish sisters Agnes and Margaret Smith brought manuscript pages back to England where Solomon Schechter recognized the lost Hebrew book of Ben Sira, also known as Ecclesiasticus or Sirach. Schechter then traveled to Cairo and toured the genizah, an attic chamber he described as a "windowless and doorless room of fair dimensions. The entrance is ... through a big, shapeless hole reached by a ladder."  Over the millenia, hundreds and thousands of documents were buried in this attic crypt, vividly described by Schechter: "It is a battlefield of books, and the literary production of many centuries had their share in the battle ... some of the belligerents have perished outright, and are literally ground to dust in the terrible struggle for space". In addition to images of the book of Ben Sira, the collection includes fragments of the oldest known Latin edition of St Augustine's sermons, Origen's Hexapla, and a 5th or 6th century copy of Aquila's translation of Kings, approximately 60 manuscripts written by Moses Maimonides, and a medieval copy of the 'Damascus Document' which was confirmed as an ancient text by the discovery of another copy among the Dead Sea Scrolls discovered at Qumram in 1947.  See visual examples of the collection online. Learn more about the Taylor-Schechter Genizah Research Unit. Recommended reading:  The Mind of a Bee by Lars Chittka From the Battlefield of Books: Essays Celebrating 50 Years of the Taylor-Schechter Genizah Research Unit edited by Nick Posegay, Magdalen M. Connolly, and Ben Outhwaite (open access edition available)  Hosted by Meghan Cochran Learn more about your ad choices. Visit megaphone.fm/adchoices

Starting nearly a thousand years ago at the Ben Ezra Synagogue of Old Cairo, worn-out books and scrolls were put in the genizah, a storage area for sacred texts.  In The Illustrated Cairo Genizah: A Visual Tour of Cairo Genizah Manuscripts at Cambridge Univertity Library (Gorgias Press, 2024), Nick Posegay and Melonie Schmierer-Lee tell the story of the genizah and show the journey of discovery through more than 125 years of research, showcasing over 300 stunning full-colour images, revealing forgotten stories of Jewish, Muslim, and Christian communities over a millennium of world history. In the nineteenth century, Scottish sisters Agnes and Margaret Smith brought manuscript pages back to England where Solomon Schechter recognized the lost Hebrew book of Ben Sira, also known as Ecclesiasticus or Sirach. Schechter then traveled to Cairo and toured the genizah, an attic chamber he described as a "windowless and doorless room of fair dimensions. The entrance is ... through a big, shapeless hole reached by a ladder."  Over the millenia, hundreds and thousands of documents were buried in this attic crypt, vividly described by Schechter: "It is a battlefield of books, and the literary production of many centuries had their share in the battle ... some of the belligerents have perished outright, and are literally ground to dust in the terrible struggle for space". In addition to images of the book of Ben Sira, the collection includes fragments of the oldest known Latin edition of St Augustine's sermons, Origen's Hexapla, and a 5th or 6th century copy of Aquila's translation of Kings, approximately 60 manuscripts written by Moses Maimonides, and a medieval copy of the 'Damascus Document' which was confirmed as an ancient text by the discovery of another copy among the Dead Sea Scrolls discovered at Qumram in 1947.  See visual examples of the collection online. Learn more about the Taylor-Schechter Genizah Research Unit. Recommended reading:  The Mind of a Bee by Lars Chittka From the Battlefield of Books: Essays Celebrating 50 Years of the Taylor-Schechter Genizah Research Unit edited by Nick Posegay, Magdalen M. Connolly, and Ben Outhwaite (open access edition available)  Hosted by Meghan Cochran Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/biblical-studies

Starting nearly a thousand years ago at the Ben Ezra Synagogue of Old Cairo, worn-out books and scrolls were put in the genizah, a storage area for sacred texts.  In The Illustrated Cairo Genizah: A Visual Tour of Cairo Genizah Manuscripts at Cambridge Univertity Library (Gorgias Press, 2024), Nick Posegay and Melonie Schmierer-Lee tell the story of the genizah and show the journey of discovery through more than 125 years of research, showcasing over 300 stunning full-colour images, revealing forgotten stories of Jewish, Muslim, and Christian communities over a millennium of world history. In the nineteenth century, Scottish sisters Agnes and Margaret Smith brought manuscript pages back to England where Solomon Schechter recognized the lost Hebrew book of Ben Sira, also known as Ecclesiasticus or Sirach. Schechter then traveled to Cairo and toured the genizah, an attic chamber he described as a "windowless and doorless room of fair dimensions. The entrance is ... through a big, shapeless hole reached by a ladder."  Over the millenia, hundreds and thousands of documents were buried in this attic crypt, vividly described by Schechter: "It is a battlefield of books, and the literary production of many centuries had their share in the battle ... some of the belligerents have perished outright, and are literally ground to dust in the terrible struggle for space". In addition to images of the book of Ben Sira, the collection includes fragments of the oldest known Latin edition of St Augustine's sermons, Origen's Hexapla, and a 5th or 6th century copy of Aquila's translation of Kings, approximately 60 manuscripts written by Moses Maimonides, and a medieval copy of the 'Damascus Document' which was confirmed as an ancient text by the discovery of another copy among the Dead Sea Scrolls discovered at Qumram in 1947.  See visual examples of the collection online. Learn more about the Taylor-Schechter Genizah Research Unit. Recommended reading:  The Mind of a Bee by Lars Chittka From the Battlefield of Books: Essays Celebrating 50 Years of the Taylor-Schechter Genizah Research Unit edited by Nick Posegay, Magdalen M. Connolly, and Ben Outhwaite (open access edition available)  Hosted by Meghan Cochran Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/christian-studies

Today Katie and I wanted to share the episodes in which we covered Maggie Smith - May her memory be a blessing.

Let's talk. Send me a text message! In today's episode, we're diving into a powerful strategy for increasing student engagement: mathematical discourse. If you've ever struggled to get your students talking about math, this episode is for you! I'll be sharing practical tips on how to use the 5 Practices for Orchestrating Productive Mathematical Discussions to encourage deeper understanding and active participation in your classroom.

Let's talk. Send me a text message! In this Poolside PD episode, we dive into enhancing our "Building Thinking Classrooms" by mastering two critical areas: consolidating from the bottom through student discussions and creating meaningful notes. Join Kristen as we explore a simple but effective way to support consolidation and a practical 6-step plan for student-centered note-taking that will transform your classroom. Whether you're looking to refine your consolidation techniques or improve your note-taking strategies, this episode is packed with tips to elevate your teaching game. Don't miss out on these essential strategies to build a more effective Thinking Classroom!Today's Topics:What's Working in our BTC ClassroomsConsolidating from the Bottom Meaningful Notes Proposed 6 step method for Consolidating/Note Taking Resources Mentioned:Building Thinking Classrooms by Peter Liljedahl5 Practices for Orchestrating Productive Mathematics Discussions by Margaret Smith and Mary Kay SteinConnect with Kristen: Follow on Instagram @moorethanjustx Join the Facebook Community: The Modern Math Teachers Movement More About the Modern Math Teacher Podcast Kristen Moore, classroom teacher and instructional coach at Moore Than Just X, empowers modern secondary math teachers to transform the student experience with the strategies and the confidence to implement project-based learning, mastery-based assessment, and student engagement strategies in their classrooms. Whether you're a math education newbie or a seasoned veteran, you'll find something new and inspiring in every episode. You're already a listener, why not join the Movement inside ✨The Modern Math Teachers Movement Facebook group. Join the community of math teachers who are not afraid to shake things up and make math class the best part of the day for our students. So tune in each Tuesday, have some fun, and let's elevate our math teaching game together!

Clay Jenkinson is joined by regular contributor Dr. Lindsay Chervinsky for a spirited conversation about Margaret Bayard Smith, one of Thomas Jefferson's greatest admirers. Mrs. Smith, who was 35 years younger than Jefferson, was the wife of the editor of the National Intelligencer, the first Washington, D.C. newspaper. Her letters and journals, printed as The First Forty Years of Washington Society, contain some of the most interesting details of Jefferson's presidency, beginning with his inauguration on March 4, 1801. What she noticed and admired was the peaceful transfer of power in this our happy republic. Because Jefferson was a widower, Margaret Smith and Dolley Madison served as hostesses at some of Jefferson's White House functions. Smith and Jefferson shared a love of nature. In fact, when Jefferson retired he gave Mrs. Smith a geranium plant she coveted. She and her husband Samuel Harrison Smith visited Jefferson at Monticello in August 1809, just a few months into his 17-year retirement. 

In this episode of Room to Grow, Curtis and Joanie consider ways to uncover how students are actually thinking about the mathematics they are learning. Using a real-life, recent incident between Curtis and his sixth grade son, our hosts consider the challenging fact that many students think that success in math class means figuring out what answer the teacher (or the computer program/app, or the back of the book) is looking for. They posit that when educators are always focused on the mathematics of the moment – what is being learned in a single lesson, week, or unit – we can focus students on the smaller grain size ideas instead of helping them to place their learning in the bigger picture of mathematics as a whole. As always, the episode recognizes that teachers work very hard at a very complex task: teaching young minds to deeply understand important mathematics!We encourage you to explore the resources below, referenced in this episode:“Listening to and Learning from Student Thinking,” by Elham Kazemi, Lynsey K. Gibbons, Kendra Lomax, and Megan L. Franke from Teaching Children Mathematics, October 2016.“Making Student Thinking Public,” by Shari Stockero and Laura R. Van Zoest from The Mathematics Teacher, May 2011.“Attending to Evidence of Students' Thinking during Instruction,” by Miriam Gamoran Sherin and James Lynn, from Mathematics Teaching in the Middle School, May 2019.The Five Practices for Orchestrating Productive Mathematical Discussions by Margaret Smith and Mary Kay Stein, ISBN: 978-1-68054-016-1Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

Dr. Margaret Smith is a US Army Cyber Officer and Army Planner at Department of the Army, Military Operations, and an academic who holds Ph.D. in Public Policy and Administration. Dr. Smith's research and teaching interests are focused on social media and the effects of disinformation campaigns as a national security challenge and the geopolitics of military cyberspace operations. She is a Senior Fellow with the Atlantic Council's Cyber Statecraft Initiative and graduate faculty at the University of Maryland, College Park where she teaches courses on near-peer and strategic competition for the Terrorism Studies program that investigates the geopolitics of the modern world and the tensions and relationships that shape state behavior, conflict, competition, and cooperation. Finally, Dr. Smith direct's the Cyber Project for the Irregular Warfare Initiative, serving as the editor and curator of the organization's cyber-focused content. In her military career, Dr. Smith served as a researcher at the Army Cyber Institute and assistant professor in the Department of Social Sciences at the United States Military Academy, teaching courses on American politics, cyberspace operations, and her elective, “Politics and the Internet” that investigated how citizen-government relationships have changed with the internet.

Dr. Margaret Smith is a US Army Cyber Officer and Army Planner at Department of the Army, Military Operations, and an academic who holds Ph.D. in Public Policy and Administration. Dr. Smith's research and teaching interests are focused on social media and the effects of disinformation campaigns as a national security challenge and the geopolitics of military cyberspace operations. She is a Senior Fellow with the Atlantic Council's Cyber Statecraft Initiative and graduate faculty at the University of Maryland, College Park where she teaches courses on near-peer and strategic competition for the Terrorism Studies program that investigates the geopolitics of the modern world and the tensions and relationships that shape state behavior, conflict, competition, and cooperation. Finally, Dr. Smith direct's the Cyber Project for the Irregular Warfare Initiative, serving as the editor and curator of the organization's cyber-focused content. In her military career, Dr. Smith served as a researcher at the Army Cyber Institute and assistant professor in the Department of Social Sciences at the United States Military Academy, teaching courses on American politics, cyberspace operations, and her elective, “Politics and the Internet” that investigated how citizen-government relationships have changed with the internet.

Roy L hales/ Cortes Currents - On Wednesday, July 19, the Cortes Island Museum offered visitors a rare opportunity to see some of the clothing and accessories from its collections. 
The event was organized by Lily Allen, this summer's intern, who was inspired by the dress that Margaret Smith wore when she married John Manson in the late 1890's. 
“I remember seeing the dress in the Pioneer Room when I was growing up. It was such a distinct memory in my childhood on the island, that I thought it'd be really interesting to bring it out and have people actually see it (and not just see the photo),” she explained.

Episode SummaryIn this extraordinary episode celebrating 100k downloads of the Creative Genius Podcast, I bring you the culmination of 18 months of insightful conversations with the most brilliant creative minds and hearts of our time.When I first started this show, I set out to create something that would help people everywhere learn how to begin activating creativity and living as the truest versions of themselves. In reflecting back over the episodes so far, six transformative elements began to emerge, for creating a powerful roadmap for activating your creativity and expressing your truest self. With intimate shares, inspiring moments, and practical guidance, this episode is packed with the formula for unlocking your full potential.Plus, don't miss out on the epic giveaway featuring exclusive gifts from our esteemed past guests. This is an episode of immeasurable value that you simply can't afford to miss. Tune in now and be supported on the journey of your lifetime.Show NotesOver the past 18 months, I've had the privilege of engaging with some of the most brilliant and creative minds of our time. Together, we've delved deep into the heart of creativity, uncovering the secrets to reigniting our imaginative spirits.In this remarkable episode, I invite you to join me on a transformative journey as we dive into the six core elements that have consistently emerged in these conversations, offering a roadmap for sparking your own creativity fuelled life transformation. Through insightful clips from past episodes and my personal reflections, we'll navigate these elements with intention, empowering you to unleash your true creative essence, and live the highest and best version of yourself. We'll explore how each of these six elements—uncovered through conversations with our exceptional guests—holds the key to unglitching your life and humanity as a whole. From embracing your inner child's boundless wonder to embracing vulnerability, from fostering curiosity to cultivating an environment conducive to creativity, we'll embark on a journey of self-discovery and transformation.ReflectionsTwo years ago, I went on a walk and heard a voice telling me it was time to start a podcast. At that point, I had no idea what I would talk about or if I even had the skills to host a podcast. Editing and getting it out into the world? That was a whole other challenge I had to conquer. But here we are today among the top 1% of podcasts worldwide. There's no doubt in my mind that this is my life's work, that I am here to support the reunion between humans and their creativity. It's a calling I can't ignore. I consider it an honour to do this work. I'm eternally grateful to you, the listeners and to our first 42 incredible guests, trailblazers in their creative fields who have generously shared their time, wisdom, and love with us. Together, we have shared laughter, tears, and those lightbulb moments that have forever transformed us. Gratitude & AppreciationI want to take a moment to express my heartfelt thanks to each and every one of you. Thank you for being here, for listening, and for making time for yourself and your creativity. I genuinely believe that nurturing our creative spirit is one of the most important things we can do. And I'm incredibly grateful that you're on this journey of self-discovery and creative expression.Your feedback and stories about how the show has impacted your creativity truly touch my heart. It means the world to me to know that the Creative Genius Podcast has inspired you, made you think differently, and even lit a fire under you. And thank you for sharing the show with your friends and even strangers you meet. By spreading the word, you're amplifying the conversation about the power of creativity for both individuals and the planet.I invite you to listen in and immerse yourself in the power of creativity. Together, we will unlock the code that will revolutionize your life and redefine the future of humanity. Don't miss out on this opportunity to tap into your infinite potential and make a meaningful impact on the world.A Greater Message EmergingAs I reflect on the past 42 episodes, I see a greater message weaving through them all. Each guest has contributed their unique nugget of wisdom, passing the torch to the next. It's as if they have painted a constellation of insights that guide us on how to access, activate, and trust our creativity. In this episode I identify the 6 phases of creative transformation that repeat themselves over and over again in my conversations with these creative geniuses, I pull some of the most powerful moments and insights from past episodes and share my own reflections.I believe that by embracing our creative power, we can overcome personal challenges and help heal the glitches in our own lives and society as a whole.Tune in now to The Creative Genius Podcast, and let's embark on this extraordinary journey together.Listen here or wherever you get your podcastsSign up for my newsletter and never miss any of the juicy behind the scenes moments (and be automatically entered for the EPIC GIVEAWAY!) Support & Reciprocity This show is changing lives, there is no about it.  And I need your support in order to keep producing it which is why I created The Creative Genius Patreon Membership. If you haven't joined yet, you're missing out on wonderful, enriching, exclusive content that is truly transformational, and on an opportunity to support this powerfully important creative revolution. As a member, you'll gain access to bonus episodes where I share personal insights, intimate moments, and behind-the-scenes stories from the podcast. You'll also receive journal worksheets to help you deepen your creative practice, painting workshops, and guided meditations to nourish your soul. And the best part? It's incredibly affordable, and your support through Patreon helps us continue creating this show. PossibilitiesI believe that creativity has the power to heal and transform lives. So, if you resonate with that message and have found value in the Creative Genius Podcast, I encourage you to share this episode with others who might benefit from it. Let's reach as many hearts as possible and help them tap into their creative potential.Epic Giveaway!Thank you to our generous-hearted past guests who contributed their extraordinary gifts, from admission to classes, consultations, beautiful artwork, prints, scarves, and even gift certificates - you made this truly epic Giveaway possible and I am so grateful, Tracy Verdugo, Margaret Smith, Betty Franks, Susan Logoreci, Tracy Mazuer, Ange Miller, Lori Siebert, Beth Suter, and Roxanne Willems (and Morning Moon Nature Jewelry!) These treasures are not only tokens of inspiration but also catalysts to fuel your creative endeavours.For your opportunity to enter a chance to win something in this glorious giveaway, all you have to do is: 1) Share a Creative Genius Post on Instagram or Facebook and tag @KateshepherdCreative or @TheCreativeGeniusPodcast2) Sign up for my newsletterNames will be drawn and announced on June 9th, 2023!

Margaret Smith's Journal, and Tales and Sketches, Complete Volume V of The Works of John Greenleaf Whittier

Margaret “Mo” Smith is an adamant believer in human potential and is passionate about helping people build the lives and businesses of their dreams by supporting them to step into themselves as leaders. She believes that the magic is in our energy and that we can create lives where money flows with less effort. We chat about how to shift our energy and manifest our desires and she shares her personal experience and insights on the importance of surrender and creativity. Mo shares about what she does day to day and how she got into this work of helping people build the lives and businesses of their dreams and offers us tangible useful insights, about the power of energy and how it can help us create lives where money flows with less effortBe sure to claim the FREE GUIDED MEDITATION available to all listeners of this episode  WHAT WE TALK ABOUT The Biggest Things That Prevent Us from Having the Lives of Our DreamsMo shares the number one thing she thinks people are believing or doing that is causing the most harm and keeping them from experiencing true happinessManifesting and EnergyMo explains manifesting and gives a crash course on how to do itDiscusses how the energy we give off affects our day to day livesTalks about how to identify patterns that aren't working and shift them in a meaningful and lasting wayUnlearning and SetbacksMo hares what she has had to unlearn on her own journeyDiscusses pitfalls along the way that might be helpful to know for someone starting outTalks about the importance of surrender in the manifesting processCreativity and EnergyMo talks about her own creativity practice and what she gets out of itShares what creativity feels like in her body and how it can help us shift our energySummarizes the importance of energy and manifesting in building the lives and businesses of our dreamsEncourages listeners to tap into their own energy and creativity to create the lives they desire.Full show notes on KateShepherdCreative.com

Due to the release of That '90s Show on Netflix, we decided to re-release this classic episode: In this episode of our PILOT ERROR series we look at the TV pilot for the short lived That '80s Show . That '80s Show is a half-hour ensemble comedy focusing on a group of twenty-somethings finding their way through the '80s in San Diego. Glenn Howerton, Tinsley Grimes, Chyler Leigh, Eddie Shin, Brittany Daniel , Margaret Smith and Geoff Pierson star. If you want to see the pilot before listening send us a message to mike@cullenpark.com Listen, Rate and Share the show!!! Find us at all2reeltoo.com Listen to Mike on The Family Fright Night Horror Podcast ... https://open.spotify.com/episode/7kstbpDOnLQeI8BQGLzina Check out some cool music by host Matthew Haase at https://youtu.be/5E6TYm_4wIE Check out cool merchandise related to our show at http://tee.pub/lic/CullenPark Become a Patron of the show here.... https://www.patreon.com/CullenPark Listen to Mike on The Nerdball Podcast.... https://pod.fo/e/ba2aa Check out some cool music from Jason Quick at www.jasonquickmusic.com If you can during these troubling times make a donation to one of the following charities to help out. https://www.thetrevorproject.org/ https://www.hrc.org/hrc-story/hrc-foundation https://pointfoundation.org/ https://www.directrelief.org/ https://www.naacpldf.org/ https://www.blackvotersmatterfund.org https://www.tahirih.org/ https://www.monafoundation.org/ Learn more about your ad choices. Visit megaphone.fm/adchoices

That '80s Show was given all the tools to succeed. The show had both the creators and network from That '70s Show behind it. But instead of having a 200 episode run of its own, this show fell a little shy... By about 287 episodes. Was the magic just not in the air for this one? What was so different about the approach that kept it from succeeding like its '70s counterpart? Listen as the boys review the pilot episode, "That '80s Pilot" to find out. www.S1E1POD.com   Starring: Glenn Howerton, Tinsley Grimes, Chyler Leigh, Eddie Shin, Brittany Daniel, Margaret Smith, & Geoff Pierson

Rounding Up  Season 1 | Episode 2 – Posing Purposeful Questions  Guest: Dr. DeAnn Huinker  Mike Wallus: Educational theorist Charles De Garmo once said, ‘To question well is to teach well. In the skillful use of the question, more than anything else, lies the fine art of teaching.' Our guest today, DeAnn Huinker, is one of the co-authors of ‘Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K–5.' We'll talk with DeAnn about the art and the science of questioning and the ways that teachers can maximize the impact of their questions on student learning. DeAnn, welcome to the podcast. It's great to have you.  DeAnn Huinker: I'm happy to be here, Mike. I'm looking forward to our conversation today.  Mike: So, I'd like to start by noting that NCTM (National Council of Teachers of Mathematics) has identified posing purposeful questions as a high-leverage practice in ‘Principles to Actions,' and then again in 2017 with the publication of ‘Taking Action.' And I'm wondering if you can make the case for why educators should see purposeful questions as a critical part of this practice.     DeAnn: Yeah, certainly. Let's just jump right in here. As we think about purposeful questions and why we as teachers need to be more intentional and strategic in the questions we use … I was honored to be a member of the writing team for ‘Principals to Actions.' And in writing that document, we were really tasked with identifying a set of high-leverage teaching practices for mathematics. We reviewed the research from the previous 25 years ( chuckles ), and it was really clear: There's been a lot of research on teacher questioning. And what are the characteristics of effective questioning. So, as I think about making this case for purposeful questions, a couple things come to mind. First of all, researchers have estimated that teachers ask up to 400 questions each day in the classroom. I mean, that's more than one question every minute for the entire school day.  Mike: That's incredible ( sniffs ).  DeAnn: ( chuckles ) I know. That's a lot of questions. Also, if we think about it, it's not just how many questions we ask, but what questions. Because that depth of student learning is really dependent on the questions we ask them because our questions prompt them to consider and engage with the specific mathematical ideas that we're helping them to learn. The other thing I'd like to add to this, is that our questions also set the tone for what it means to learn and do mathematics.  Mike: Hmm. DeAnn: Are we asking questions about getting answers or are we asking questions that let students know we value and respect their inquiries into mathematical ideas into problem-solving, and that we really are about helping them make sense of mathematics? I think it's essential that we critically examine the types of questions we ask and how we can use them to best serve our students.  Mike: That's a really interesting way to think about it. That the questions we ask are really signaling to kids, ‘What is mathematics?' In some ways we're informing their definition of mathematics via the questions that we ask.  DeAnn: Yeah, I absolutely agree with you.  Mike: Well, I think one of the most eye-opening things for me to think about lately has been just learning more about the different categories of questions and the different purposes that they can serve. So, I'm wondering if you can briefly sketch out some of the types of questions teachers could put to use in their classrooms.  DeAnn: So, in ‘Principals to Actions,' we really looked at a lot of different frameworks that people have established over the years for questioning. And we kind of boiled it down to four specific types that are particularly important for mathematics teaching. One is to gather information. For example, can students remember the names for different types of triangles? Another is to probe student thinking. This is when we want them to further explain, elaborate or clarify their thinking. Uh, third type—which is my favorite category—are questions that make the mathematics visible. In other words, these are questions that prompt students to consider and explicitly discuss the underlying math concepts. Or that we want them to make connections among math ideas and relationships. Let me give you an example. If I were going to ask students to explain how to represent 3 × 5 with an array, they would have to consider more deeply the meaning of each of those numbers and that expression, and how that would connect to the representation. So, we're really getting at the mathematics there, not perhaps the problem or tasks that cause them to think about 3 × 5.  Mike: I see. I see.  DeAnn: Fourth category [is] questions that encourage students to reflect and justify. And I think of these as the why questions. Why does it work to solve 4 × 6 by adding 12 + 12? So, those are the four categories that we identified in ‘Principles to Actions.' But since that time, in the ‘Taking Action' book at the elementary level, my co-author and I decided to add a fifth category, because these questions really are emerging in classrooms often. So that fifth category is asking questions that encourage students to engage with the reasoning of other students. Many people refer to these as talk moves. For example, if we think about these talk moves that teachers use in their classrooms or that we need to use more often in our classrooms, an example would be, ‘Who could add on to what Mateo just said?' Or another example would be, ‘Could someone describe or put into their own words the strategy that Jasmine was just telling us about?' Those talk moves are the ones that really get students to listen to and start to have conversations with each other.  Mike: It's interesting because what comes to mind is, there are multiple reasons why that's such an important thing to do in the classroom. In addition to engaging with the reasoning, what it makes me think is it also gives the teacher the opportunity to position a child who may potentially have been marginalized as someone who has math knowledge or whose ideas are valuable.  DeAnn: As I was thinking about talking with you today, Mike, I got thinking about that same idea, which is how do we use questions to position students as capable and as having mathematical authority? And I think this is actually a new area in mathematics education that we need to explore in research further. Just by saying, ‘Can you repeat what Jasmine just said?' I'm actually marking her idea as probably something we should all listen to and consider more deeply.  Mike: Absolutely.  DeAnn: I definitely agree that we can use questions to position students as capable in math classrooms, which is something that's greatly needed these days. And that also helps students develop a more positive math identity in themselves and even fosters their math agency and capability in the classroom.  Mike: So, for me at least, personally, my perspective on questions really changed after I read the ‘5 Practices for Orchestrating Productive Mathematics Discussions' that was written by Margaret Smith and Mary Kay Stein. And after I read that, I really found myself investing a lot more time in preplanning my questions. So, what are your thoughts about whether or how teachers should approach preplanning questions?  DeAnn: In the five practices model, the first practice is to anticipate. This involves anticipating student responses to the kind of key math task of the lesson, and also planning questions so that you, as the teacher, are ready to respond to your students.  Mike: Uh-hm.  DeAnn: Practice of anticipating is preplanning. And I would strongly suggest having those questions written down on a piece of paper so that we are ready to refer to them during the lesson, because it's going to keep us on track, and it's going to give us those tools to help press students to talk more about the mathematical ideas that we want to surface.  Mike: I think part of what really is illuminating for me is, we're anticipating how students might think, and then really, we're digging into what's a response that can help advance their thinking regardless of the angle that they're coming at the task from. So, it's, in some ways, what we're talking about preplanning questions, is really kind of a differentiation strategy to some degree. DeAnn: Perhaps we want to talk a little bit more about the use of the math teaching practice talks about asking both assessing questions and advancing questions?  Mike: Yeah.  DeAnn: So, let's dig into that a little bit.  Mike: Yeah.  DeAnn: The teaching practice from NCTM says we should be using purposeful questions to both assess and advanced students' reasoning and their sense-making about important math ideas and relationships. So, assessing questions are those that really draw out students' current understanding and strategies. And then advancing questions are those that really move students forward in their thinking and understanding—and pushes or presses them or pulls them along towards those learning goals for the lesson. So, that has probably been one of the main things that has really evolved in my thinking in working on ‘Principles to Actions,' is thinking more deeply about these assessing questions and the advancing questions that we need to be posing in our classrooms.  Mike: It strikes me that of the two—they're both important. But it may be that planning advancing questions is the more challenging task for an educator. Talk to me a little bit about preplanning or thinking in advance about advancing questions.  DeAnn: Certainly. So, first as we think about assessing questions, those tend to be more the recalling information, probing student thinking.  Mike: Uh-hm.  DeAnn: As teachers, I think we're pretty good at that. We can all say, ‘Well, how did you think about that? How did you figure that out?' But the advancing questions are much more difficult because that means we, as teachers, have to know: Where are we going with this task and what's the math we want? So, in thinking about this … Or, for example, I was recently working with a group of teachers. And what they did is they worked in grade-level groups and even preplanned the questions they were going to use in an upcoming lesson. And it was really true that yes, assessing questions they had. But we took a lot of time to kind of unpack and think about these advancing lessons. So, I'm going to kind of share, like, three steps here to think about this.  DeAnn: One, you really need to know the math learning goals for the lesson because the advancing questions need to be about the mathematics students are learning. Two, it's helpful to work through the math task that the students are going to be doing in the lesson cause that's going to help you anticipate and approach the task and think about, ‘OK, what might be happening in their work?' And then third, we can preplan those questions that should be specific to the task, to the anticipated student work, and most importantly to the mathematics.  Mike: Uh-hm.  DeAnn: If you can do that with someone, it's so invaluable to brainstorm and bounce ideas off each other.  Mike: I was thinking about what you were saying. And it's striking the difference between an advancing question that's, as you said, about the mathematics that we're trying to advance, versus a question that might move a child toward mimicking a strategy for a right answer right now, but that isn't actually in the long-term advancing the mathematics that we want. That really, for me, is jumping out as something that … it's a line that we want to help people see the difference between those two things, particularly in the moment. And I think that's why, as you were talking, DeAnn, the idea of, let's write some of these things down so that we have them on hand. Because in the moment it's often difficult to make those kinds of judgements when you're in a public space with a whole bunch of children in front of you. That's a superhuman task at some times ( chuckles ). So, there's certainly no stigma to writing it down. In fact, it's a strategy that makes a ton of sense for teachers.  DeAnn: Yeah, definitely agree. There's nothing wrong with having those questions on a piece of paper, on a clipboard, carrying that with you, pausing, taking a moment. ‘What might be some questions I want to ask here?' I mean, asking questions is really a skill we develop as teachers, and we need to use tools and resources to, kind of, help us.  Mike: Well, I was going to say, the other thing that's really hitting me, DeAnn, is the connection between the learning goal and the question; how clearly we see the learning goal and the different levels of progression that kids will make as they're approaching the learning goal. And advancing means recognizing the meaning of a child's thinking at a given time and thinking about what's the next move, regardless of where they're at. Move children toward that deeper understanding.  DeAnn: Yeah. Perhaps it would be helpful if we share some examples.  Mike: Let's do that.  DeAnn: All right. So, assessing questions—as we were talking, it's like, ‘Tell me about your thinking? Can you explain your picture to me? Can you tell me about the tape diagram you drew and used to solve this problem?' Just getting into that kid's thinking and where they're currently at. But then the advancing questions really move students' thinking forward. As you were saying, kind of along this continuum. So, we have to be ready to guide them, kind of step by step, to kind of scaffold that thinking, right? So, I might ask a question, ‘What equation could you write for that problem?' Maybe they got the answer, but what would be an equation they could write? Because perhaps my learning goal is to help them make a connection between those different representations, the context and the equation. I might see that a child has written an equation, but then I might say, ‘Could you label what each of those numbers means in your equation?' Because I really want to make sure they understand the mathematical meaning of each of those numbers.  Mike: Absolutely.  DeAnn: Just asking kids questions, like ‘How are your strategies similar or different?' That's also going to make them think a little more [deeply]. So, all of these advancing questions, really the goal is sense-making and more depth of understanding.  Mike: That totally makes sense. I'm wondering if we can pivot a little bit and talk about the types of teacher moves that might accompany an assessing or an advancing question? What might I do after I ask an assessing question, as opposed to say, asking an advancing question?  DeAnn: So, with assessing questions, the goal of them is really to understand where the student is currently at. So, I would ask an assessing question, and as the teacher I would stay and listen. So, we could assume students are working individually or small groups.  Mike: OK.  DeAnn: So, I might ask an assessing question of a child or a small group and stay and listen because I'm trying to figure out, really to understand, what they did ( chuckles ) and why they did that. Whereas an advancing question, I would be more likely to pose the question to the individual child or small group and then walk away and say, ‘I'll be back in a minute or two to see what you've done or what you're thinking about.' So, it's kind of like giving them time to pause and ponder and consider that question. Mike: This is fascinating because I wonder if for a lot of people that might feel counterintuitive, that you would pose the advancing question and walk away. Tell us a little bit more about the why behind that choice.  DeAnn: Our goal really is to help students become independent math learners in the classroom. By asking the question and then saying, ‘I'll be back in a couple minutes; think about that or show me what you've done,' we want them to be able to figure out how to proceed with a task on their own so that they don't become dependent upon us as teachers. But they really develop that agency in themselves to try things out, whether they're right or wrong, but at least that they're making some progress in the task.  Mike: You know what it makes me think, DeAnn, is that asking an advancing question and walking away might feel foreign to the educator, and it might at least initially feel kind of foreign to the child as well. But over time, it will start to feel like the culture of the classroom, and the child will actually get to a point where it's like, ‘Oh, my teacher believes that I have the ability to think about this and come up with an idea.' And that's a real gift to a child. It does what you were talking about earlier, which is: Question sets the culture and helps children think about what is it to be learning about math.  DeAnn: Yeah. We've also talked about that other type of question to encourage students, to engage with the reasoning of each other. That also really helps with those advancing questions and that tone in the classroom. Cause you could ask a question as a teacher and then say, ‘Why don't you talk with each other for a while about this?' Or ask one student to explain to another student some of their ideas. So, we can, again, use those talk moves when students are working in partners in small groups to learn from each other.  Mike: I'm struck by the idea that this conversation we're having about questioning is also really pretty tightly connected to, how do we support children when they need to engage with productive struggle? And I'm wondering if you could talk about the connection between high-quality advancing or assessing questions, and helping kids manage and engage in productive struggle at the end.  DeAnn: Thinking back to ‘Principles to Actions,' we identified eight high-leverage teaching practices for mathematics. And one of them is using purposeful questions. But another one is supporting productive struggle. So, the connection I think you're kind of alluding to here, Mike, really is they go hand in hand. We can use our questioning to encourage students to persevere in the mathematics that they're doing. But those questions, again, [mean] we are, first of all, trying to understand where the student is at by asking those assessing questions. And then we can encourage them to kind of, like, this bridge, right? With those advancing questions we're trying to get them to consider some of the mathematical ideas that might actually not even be on their horizon for them right now. So, if we say, ‘How could you put this fraction on a number line?' Or ‘How do you know this fraction is greater than or less than one?' We're asking a question to really make that math idea visible and to get them to consider it. And then we're pausing and giving them time and space to consider it and figure out how to proceed on their own. If I, as a teacher, tell them what to do next, that means I'm owning the math, I'm being the authority, and I'm not valuing struggle as part of the learning process.  Mike: Mm, yes. Yes, absolutely. Well, before we close, I want to dig into one more question type. And this is the one that I think really is just kind of transcendent. It transcends the task at hands and digs into students' understanding of big ideas. And it's the one that you would describe as making mathematics visible. Can you talk a little bit about the importance of these types of questions and perhaps some examples that would help people kind of envision what they look like in an elementary classroom?  DeAnn: So, you asked about these questions [that are] really making the math visible. As I think about that, what comes right to mind is a fascinating study conducted by Michelle Perry and her colleagues. They actually looked at the questions and examined very closely the questions teachers ask in a first-grade classroom for mathematics. And they compared the questioning of teachers in Japan, Taiwan, in the United States. Well, unfortunately they found that teachers in the U.S. ask significantly [fewer] questions that require high-level thinking than in Japan and Taiwan. In fact, teachers in those countries tend to ask questions that transcend the problem at hand. I love that phrase. The question goes beyond the surface of the task to really transcend that problem at hand, to get at the underlying math ideas, math concepts, and connections that we want students to make. And they found that teachers in Japan and Taiwan went beyond the surface to really make the math visible for students to consider. And really kept students engaged at higher cognitive levels of thinking.  Mike: That is fascinating. What it reminds me of is, I think it was Jim [James] Hiebert and [James] Stigler wrote about the idea of the mathematics classroom as a cultural activity, in that there's this kind of underlying script of what it means to be a student or a teacher in a mathematics classroom. And I think what we're really talking about in some ways is the role of questioning in building a different vision of what a mathematics classroom is or what it means to be an educator of mathematics.  DeAnn: Yeah. I think that ties right back to our earlier sharing about productive struggle. We think if students don't know the answer quickly that it's our job to step in and tell them how to do it.  Mike: Uh-hm. We're almost coming full circle though, in the sense that I think the promise of high-quality questioning—be it assessing or advancing—is that we're really, by considering the ways that students might think about a task and then considering the ways that you can assess that and advance their thinking from wherever they may be, we really are helping teachers see a different way. And I think that's the power of what you're describing when you talk about strong questioning, DeAnn.  DeAnn: Yeah.  Mike: So, we talked a little bit about what to do next. But I would love for you to take a moment to weigh in on the question of wait time. What are your thoughts about wait time and its value and how that can work in a classroom to support children?  DeAnn: So far today, we've been talking a lot about like the types of questions that teachers ask. But the implementation of those questions is also something we need to think a little bit more about. So, [there are] two types of wait time. Wait time is when I ask a question as a teacher, and how long do I wait until I call on a student? The research on wait time really shows that as teachers, we tend to wait less than a second.  Mike: That's incredible.  DeAnn: Yeah. We provide no processing time to our young learners to really formulate those ideas in their head and then be able to share back. So, just by reminding ourselves to pause for 3 seconds makes a huge difference in the learning that goes on in a classroom. Those 3 seconds, what happens is we find out that more students will respond to our questions. The length of students' responses increases. And those questions or those responses from students where they say, ‘Oh, I don't know,' decrease. So merely waiting 3 seconds makes a huge difference. And as teachers, we just don't deal well with silence, and thinking time, and processing time. So, I think it's always a good reminder to just monitor the amount of time we give students to process ideas after we ask a question.  Mike: You know, as a person who works in math education, when I'm at a dinner party or in mixed company with people, and I ask them, ‘Tell me about your memories of elementary school mathematics.' There are a few common things that always come up. One is typically, as I'm sure won't surprise you, the idea of memorizing my facts. And the other theme that kind of goes along with that is this sense that I wasn't good at math because I didn't know the answer right away. And the connection I'm making is, maybe that's because we didn't give you enough time to actually process and think. If we simply expand our time and give kids 3 seconds or 4 or 5, rather than 1, how different would that experience of mathematics be for children? How many folks would actually feel differently about mathematics and maybe, perhaps, not associate mathematics with just being the first and being the fastest to find the answer.  DeAnn: So, again, we're talking about using our questioning to kind of establish that tone and the expectations in the classroom about what it means to learn and do mathematics. And we shouldn't be in such a hurry ( chuckles ) for students to respond. We as adults need our processing time. Our young learners, [who] are first encountering many of these new ideas in mathematics, we need to give them time to think and to process and make connections before we expect them to respond to any of our questions.  Mike: The piece about 1 second is just so striking. It's odd because I suspect people imagine that by coming back that quickly, they're actually supporting the child. But you're actually doing the opposite ( chuckles ). You're teaching them: One, if you haven't had it in a second, what's wrong with you? And then two: You're also fostering dependency. It's fascinating how, what I think comes from a desire to help, is actually debilitating. DeAnn: It really speaks to the need to reestablish not only norms for students in our classrooms, but really for ourselves as teachers.  Mike: Definitely. Well, I just wanted to say thank you so much for this conversation. It's really been a pleasure to have you join us and hopefully we'll have you back at some time in the future.  DeAnn: And thank you, Mike. I've really enjoyed talking about the importance of purposeful questions for teachers to consider more deeply in their classroom practice.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability.  © 2022 The Math Learning Center | www.mathlearningcenter.org

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. 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

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/gender-studies

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/european-studies

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices

Beyond Exclusion: Intersections of Ethnicity, Sex, and Society Under English Law in Medieval Ireland (Brepols, 2022) offers a fresh look at the legal status of minorities in English Ireland. Through a detailed analysis of case studies gleaned from medieval court rolls, Stephen Hewer challenges the prevailing narrative of wholesale ethnic discrimination and presents a nuanced picture of intersectional identities, strategies of negotiation, and evolving tensions between legal principle and practice. The notion that all Gaelic peoples were immediately and ipso facto denied access to the English royal courts in Ireland, upon the advent of the English in 1167, has become so accepted in academic and popular histories of Ireland that it is no longer questioned. This book tackles this narrative of absolute ethnic discrimination in thirteenth- and early fourteenth-century English Ireland on the basis of a thorough re-examination of the Irish plea rolls. A forensic study of these records reveals a great deal of variation in how members of various ethnic groups and women who came before the royal courts in Ireland were treated. Specifically, it demonstrates the existence of a large, and hitherto scarcely noticed, population of Gaels with regular and unimpeded access to English law, identifiable as Gaelic either through explicit ethnic labelling in the records or implicitly through their naming practices. Dr. Margaret Smith is a historian of medieval Ireland and Research Assistant Professor of Digital Humanities in the IRIS Center at Southern Illinois University, Edwardsville. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/british-studies

Dr. Margaret Smith from the IRIS Center (Southern Illinois University Edwardsville) speaks about her projects focused on bridging gaps between DH studies and the St. Louis community. Her digital medieval work, Submission Strategies, maps, the spatial and social networks captured in the Irish submissions to Richard II, using these and contemporary materials to create a rich and nuanced depiction of the alliances, hostilities, and spheres of influence that shaped the interconnected social networks of England and Ireland. Music credits: Intro/outro music by TeknoAXE, "Chiptune Nobility" (CC by 4.0), interludes by Random Mind, "Market Day" (CC0) Transcript and more information at https://podcast.digitalmedievalist.org/episode-12-public-digital-humanities/ Recorded 12 April 2022. Edited by James Harr.

This morning I has an amazing conversation with Dr Anne Margaret Smith about her teaching career, her work as a dyslexia assessor, immigration, neurodiversity, music and studying to become a speech and language therapist. Dr Anne Margaret Smith started teaching English as a foreign/additional language around 30 years ago. She is also a dyslexia assessor and specialist tutor and has designed an assessment tool to allow us to identify SpLDs in multilingual people. She founded ELT well in 2005, to combine these two fields of education, and offers professional development and resources to language teachers in all contexts. She is currently also training to be a Speech and Language Therapist. For more information, visit:  www.ELTwell.com

È appena terminata la finale di Wimbledon del 2018. Serena Williams è diventata mamma l'anno prima e ha da poco fatto il suo rientro sui campi da gioco. Questa finale potrebbe regalarle il settimo titolo sull'erba londinese e soprattutto il 24o trionfo in un torneo del Grande Slam, raggiungendo così un record che da ormai tanti anni rincorre. Ma è una rincorsa senza fine, quasi maledetta. Come Dorando Pietri nella leggendaria maratona di oltre cento anni prima, anche Serena Williams a Londra crolla proprio all'ultimo chilometro e si fa beffare dalla tedesca Angelique Kerber. E fallirà anche nello slam successivo, nella sua New York, dove ancora viene battuta in finale, e ancora e ancora in tutti i tre anni che seguiranno e in tutti i tornei Major a cui prenderà parte. Serena Williams non raggiunge, e probabilmente non raggiungerà mai, quel maledetto record di 24 titoli del Grande Slam. Un primato che resta sempre in mano ad un'altra campionessa, che è proprio la protagonista di questa puntata di ORMe. Questa è la storia di Margaret Smith Court.

Margaret Smith Court è la tennista che ha vinto più titoli di Grande Slam in singolare di tutti (24 - record assoluto compresi gli uomini - 11 in Australia, 5 a Parigi, 3 a Wimbledon, 5 a New York) e alla quale è intitolato in vita uno degli stadi di Melbourne, dove si gioca l'Austrialian Open. Ma negli ultimi anni le sue posizioni sull'omosessualità ("Un abominio agli occhi del Signore") e le sue campagne contro il movimento LGBT stanno imbarazzando il Paese. Molti chiedono che lo stadio cambi nome e gli inviti pubblici per lei sono sempre motivo di polemica. Storia di un'ex eroina che ha deluso. Learn more about your ad choices. Visit megaphone.fm/adchoices

Cybersecurity is the responsibility of everyone. A cyber attack is no longer confined to the digital realm and can have real impact on various industries like food, gas and medicine. But despite these challenges, there is an opportunity for a new whole-of-society approach to defend against the mounting cyber threats emanating from places like Russia, China and North Korea. One approach advocates that the United States already has a non-governmental model for citizen involvement to adopt for cyberspace. Alvaro Marañon sat down with Mark Grzegorzewski and Margaret Smith, who, along with Barnett Koven, are the authors of “Cyber Privateering: A New Model for Cyber Civic Engagement,” a paper they presented at the 2021 Cybersecurity Law and Policy Scholars Conference. They discussed the details around the Estonian model that inspired this paper, the role for Civil Air Patrol and the impact a local civil cyber organization could play in the community. Support this show http://supporter.acast.com/lawfare. See acast.com/privacy for privacy and opt-out information.

National Association for Primary Education presents: Special Educational Needs CPD Monday 6th December 2021 4:30 PM - 5:30 PM This online zoom event will cover 3 areas of Special Educational Needs to help you support your pupils: - English as an Additional Language (EAL) - How to identify children who may also have dyslexia or another SPLD - Common speech, language and communication needs Co-occurring challenges Do you ever worry that a child in your class is not making the progress you were expecting? There may be many reasons for this – and some will overlap. In this interactive session, we will look at some of the causes of underachievement, and try to find some solutions that could benefit the whole class. We will start by looking at how all teachers can effectively support those learners who are using English as an Additional Language (EAL), and then move on to what we should be alert to in order to identify any children who also may have dyslexia or another SPLD. Finally, we will look at some common speech, language and communication needs, and how they could be met in the classroom. Please feel free to bring your questions and share your experiences, so that, as a group, we can empower each other to support our learners.   Host Mark Taylor (Vice Chair NAPE) - Mark has been a professional percussionist for 25 years and performed with some of the major orchestras and arts organisations in the UK. Mark combines his performing career with teaching drums/percussion in schools and providing whole class rhythm workshops. Mark is the creator and host of the Education on Fire podcast. He interviews educators from around the world so that he can enable his listeners to support children to live, learn and grow to their full potential. He has recorded over 300 episodes which have been downloaded in over 135 countries. Presenter Dr. Anne Margaret Smith started her career as a teacher of English as a foreign / additional language around 30 years ago. Alongside her language teaching, she also works as a dyslexia assessor and specialist tutor, and has designed an assessment tool to allow us to identify SpLDs in multilingual people. She founded ELT well in 2005, to combine these two fields of education, and offers professional development and resources to language teachers in all contexts. She is currently also training to be a Speech and Language Therapist. If you can not join us live a replay will be available. Event Fee £12.50 per person  FREE to NAPE members (use promotional code at checkout) To book please visit https://nape.org.uk/sen (https://nape.org.uk/sen)

Episode #54 Notes1:00 - How did The Common Market get started?3:00 - Common Market business model.3:50 - Working with foundations.5:00 - Common Market stakeholders.8:00 - On working with farmers and suppliers.11:30 - On expanding CM to Georgia and Texas.19:00 - On Houston hip hop20:45 - COVID's impact on CM's operating model.30:00 - On sourcing locally in Texas, which is highly seasonal.35:00 - On a fair and just food system.36:30 - Book recommendations!Taste of Country Cooking, Edna LewisParable of The Sower, Octavia Butler

In this episode of our PILOT ERROR series we look at the TV pilot for the short lived That '80s Show . That '80s Show is a half-hour ensemble comedy focusing on a group of  twenty-somethings finding their way through the '80s in San Diego. Glenn Howerton, Tinsley Grimes, Chyler Leigh, Eddie Shin, Brittany Daniel , Margaret Smith and Geoff Pierson star. Listen, rate and share. Find us at all2reeltoo.com Check out some cool music by host Matthew Haase at https://youtu.be/5E6TYm_4wIE Check out cool merchandise related to our show at http://tee.pub/lic/CullenPark Become a Patron of the show here.... https://www.patreon.com/CullenPark Listen to Mike on The Nerdball Podcast.... https://pod.fo/e/ba2aa Check out some cool music from Jason Quick at www.jasonquickmusic.com If you can during these troubling times make a donation to one of the following charities to help out. https://www.directrelief.org/ https://www.naacpldf.org/ https://www.blackvotersmatterfund.org --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/all2reeltoo/support Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode I shine light on a mystery about a Dietz highway barricade light owned by a Tucson war vet. This time I step away from behind the computer screen and hunt for clues in person - and I find some shocking answers from the soldier's daughter. This was the last episode of season 1 for Object Obscura. All non-public domain sound credits are “Jackhammer construction” and “scissors” by InspectorJ on freesound.org. All music credits of the episode are (in order of appearance): Intro song is Gears by Thatcher Warrick Hess, Held By You by Zaskia Villa, Mystery by ispeakwaves, Bottle Of Something by TrackTribe, Cartoon Music by Mattia Cupelli, Alone by Emmit Fenn, Empire Seasons by Dan Henig, Wood by Dan Henig, Under Cover by Wayne Jones, Global by Emmit Fenn, State Drive by VYEN, Tupelo Train by Chris Haugen, Color Guard Ceremony Instructional Video by U.S. Coast Guard Marching Band, Abracadabra by Silent Partner. All archival credits are: “American Engineers (Part IV)” by Jam Handy Organization for Chevrolet ca. 1956 from Prelinger Archive, “Highway Challenge” by the United States Government ca. 1957 from YouTube. Other thanks to Epidemic Sound and Rev Call Recorder. Photos of the Visi-Flash print advertisements are from Robert Searing at the Onondaga Historical Association. Photos of Jack Medford and Marjorie Medford were provided by Bob and Margaret Smith. Check these pictures out on Instagram: @object.obscura Listen on Apple Podcasts, Spotify, Google podcasts and many more. Here is the website with all links to listen → object-obscura.com --- Send in a voice message: https://anchor.fm/thatcher2/message

Join Travis Sims and Margaret B. Smith as she shares what it's like to be coaching career minded professionals how to stand out in this new virtual workspace. She gives us a great tips on how to manage Zoom like a pro, how to catch your supervisors attention, and how to manage up the chain of command. Margaret keeping the fun in the workplace and how to manage work life balance all in this new virtual workspace environment. About Margaret B Smith:I love working with people, teams and entire organizations to develop leaders, optimize team members and enable individuals to bring their very best to the workforce. I am working with individuals and teams to promote positive change, and enable businesses and individuals to transform their visions into realities.  Through one-on-one coaching, workshops, and personal assessments, I strive to promote positive and lasting change that will help you or your business to travel down the road to success.  My background as Director at 3M has provided me with a unique skill set that I use to help create successful and capable leaders. I have experience in global business development, sales and marketing strategy and execution, organizational development, leadership and change management.  I have spent the bulk of my 30-year career leading businesses worldwide and the resources accompanying them.  Glad you are here...I am Margaret Smith and my goal is to apply my personal experience in coaching, leadership development, team building, change management, and talent attraction and retention to any business or individual that is aiming to grow and improve.  Services: ► Customer Relationship Management ► Branding and Identity ► Career Coaching ► Strengthening your Interviewing ► Networking and Communication Skills ► Team Building ► Project Management ► Leadership Skill Development ► Facilitation ► Optimizing the Organization ► Developing People ► Insights Discovery ► Public Speaking 

Hoosier History Live takes a look at covered bridges; their history and social significance.  Joining host Nelson Price in studio are Margaret Smith of the Indiana Covered Bridge Society and Larry Stout, who helped lead the restoration of the historic Moscow Covered Bridge.

On Monday, Donald Trump released the second budget proposal of his presidency. There's lots in it — more money for defense, veterans and border security and some tax changes too. But what really jumps out is the proposal to cut funding for federal assistance programs including a 20 percent cut to Section 8 housing, a 22 percent cut to Medicaid and a brutal 27 percent cut to SNAP (the benefit formerly known as food stamps). Bobby Kogan, who on Twitter identifies himself as “chief number cruncher for the Senate budget committee”, points out that SNAP benefits are already small at just $1.40 per meal, and that “cutting the program by a quarter is extremely cruel.” The proposed cuts did trigger outrage from advocates for the poor, who have also noted that the social safety net has big holes and vulnerable people have been falling through them for years. In the fall of 2016, Brooke reported a series we called “Busted: America's Poverty Myths.” Over five episodes she explored the central myths of poverty as we see them: that the poor deserve to be poor, that you can pull yourself up by your bootstraps and (the one we are re-airing now), that the safety net can catch you.  With the help of Linda Tirado, author of Hand to Mouth: Living in Bootstrap America, and Matthew Desmond, author of Evicted: Poverty and Profit in the American City, we consider how anti-poverty programs can actually keep people poor and offer little hope for a way out. Also, Brooke meets Margaret Smith, a Columbus woman made homeless after a violent crime derailed the life she'd carefully built with her six children. And we visit an Athens County food pantry that provides not just meals to the community, but also school supplies, clothing, furniture, job training, home repairs, disaster relief... even burial plots.  On the Media is supported by listeners like you. Support OTM by donating today (https://pledge.wnyc.org/support/otm). Follow our show on Instagram, Twitter and Facebook @onthemedia, and share your thoughts with us by emailing onthemedia@wnyc.org.

UPDATE: OTM has received numerous inquiries from listeners who want to help Margaret Smith. If you'd like to donate, she has set up a PayPal account here. Please note that neither OTM nor WNYC is affiliated with this account. We do not control the money nor do we monitor how it is spent. Donations are considered a gift to Smith, and are not tax-deductible. *** In the fourth installment of our series "Busted: America's Poverty Myths," we examine the strengths and shortcomings of our nation's safety net. Government assistance does help lift millions out of poverty each year -- indeed, without it, poverty would be twice as high -- but those in the most dire circumstances often slip through the cracks. With the help of Linda Tirado, author of Hand to Mouth: Living in Bootstrap America, and Matthew Desmond, author of Evicted: Poverty and Profit in the American City, we consider how anti-poverty programs can actually keep people poor and offer little hope for a way out. Also, Brooke meets Margaret Smith, a Columbus woman made homeless after a violent crime derailed the life she'd carefully built with her six children. And we visit an Athens County food pantry that provides not just meals to the community, but also school supplies, clothing, furniture, job training, home repairs, disaster relief...even burial plots.  Songs:Invitation to a Suicide by John ZornEquinox by John ColtranePassing Time by John RenbournPeace Piece by Kronos Quartet On the Media is supported by listeners like you. Support OTM by donating today (https://pledge.wnyc.org/support/otm). Follow our show on Instagram, Twitter and Facebook @onthemedia, and share your thoughts with us by emailing onthemedia@wnyc.org.