Podcasts about math

Money doesn't get complicated. People do. In this episode, Matt and Luigi sit down with Scott Yamamura, a financial coach who's ditching Wall Street jargon for straight-up clarity. If you've ever felt behind, confused, or just plain bored when it comes to your money, Scott's got a wake-up call: you have more power than you think…but it's fading by the decade. He lays out his 3 financial epiphanies that simplify how money grows, why time matters more than talent, and what most people get dead wrong about saving and debt. This isn't a lecture. It's your financial pep talk with a playbook.  

In this episode, we discuss the long term health consequences of chronic stress, Jordan's new sleeping arrangement, Charlie Sheen's unknown taper strategy, and more...We hope you enjoy this episode and if you'd like to join us in The Online Fitness Business Mentorship, you can grab your seat at https://www.fitnessbusinessmentorship.comThank you!-J & MWATCH this episode on YouTube: https://youtu.be/jTZf1OfYlo4TIMESTAMPS:(00:00) — Intro(00:11) — Jordan's sukkah experience(08:32) — The health consequences of chronic stress (I can't prove this, but...)(18:20) — Mike is the world's worst introvert(23:59) — A nuanced take on assimilation and the importance of cultural integration(33:44) — Math struggles & Jordan's rapidly improving chess game(43:13) — Charlie Sheen and his unconventional path to sobriety(48:19) — NO NUANCE ALLOWED RAPID FIRE(53:26) — Wrap-upFollow the show on social:YouTube - https://www.youtube.com/@personaltrainerpodcastInstagram - https://www.instagram.com/personaltrainerpodcastTikTok - https://www.tiktok.com/@personaltrainerpodcastJoin our email list & get our FREE '30 Ways To Build A Successful Online Coaching Business' manual: https://bit.ly/30O2l6pCheck out our new book 'Eat It!' at https://www.eatit-book.comIf you have any questions you'd like to have answered on the show, shoot us an email at info@fitnessbusinessmentorship.comIf you enjoyed the episode, we would sincerely appreciate it if you left a five-star review.----Post-Production by: David Margittai | In Post MediaWebsite: https://www.inpostmedia.comEmail: david@inpostmedia.com© 2025 Michael Vacanti & Jordan Syatt

Around 6,000 years ago, the Sahara was a lush grassland. Then, as if a switch flipped, it began to dry out, becoming the desert that we know today. Tipping points are moments in Earth's history where gradual change suddenly becomes rapid and forms a new equilibrium. They're one of the most alarming threats of our planet's near future — and one of the most uncertain. When will a tipping point occur? Mathematicians are attempting to turn vague, apocalyptic visions into something that we can actually prepare for and deal with. On this week's episode, host Samir Patel speaks with contributing writer Gregory Barber about what tipping points can — and cannot — tell us about the future of our planet. This topic was covered in a recent story for Quanta Magazine. Each week on The Quanta Podcast, Quanta Magazine editor in chief Samir Patel speaks with the people behind the award-winning publication to navigate through some of the most important and mind-expanding questions in science and math. Audio coda courtesy of Gresham College.

The Weekly News RundownThe episode opens with a fast-moving retail update. New DataWeave analytics reveal that Nike has raised prices significantly — by 17 percent for footwear and 14 percent for apparel — as tariff cost mounts, potentially disrupting their turnaround plans. Steve and Michael then examine the continuing U.S. government shutdown and its potential economic ripple effects. Despite flagging consumer confidence, September retail sales surged 5.4% year-over-year, led by sporting goods and apparel, while big-ticket categories such as furniture and home improvement stalled. They turn next to Adobe's holiday sales forecast, calling for 5.3 percent online growth — the slowest in years. AI-driven shopping, meanwhile, is expected to grow fivefold, underscoring how rapidly technology can reshape consumer behaviour.The Interview — Scot Wingo on Agentic CommerceReturning guest Scot Wingo brings a veteran entrepreneur's perspective on the next leap in retail innovation. Leveraging his ChannelAdvisor roots to his latest venture, ReFiBuy.ai, Wingo describes how AI agents are poised to reshape the shopping journey — from research, to finding, and buying — through "agentic commerce." He details how ChatGPT's new checkout feature effectively turns it into a merchant-friendly marketplace and why this could challenge Google and Amazon's ad-tax models. Wingo explains how Google is evolving from a search engine to an "answer engine," already costing retailers organic traffic, and outlines the steps brands must take to prepare their catalogues for AI-driven visibility. He also explores how personal-shopping agents and vertical AI start-ups in fashion and re-commerce are creating hyper-custom experiences, while warning retailers not to block "good bots" in their fear of AI scraping.Stories That Spread and A Peek Around the CornerIn their closing segment, Steve and Michael discuss some recent remarkable stories including the revival of brands like Bed Bath & Beyond, Toys "R" Us, and Forever 21, as well as Lululemon founder Chip Wilson's latest shot at his former company. They close by discuss what's on their mutual radar screens for the weeks ahead. About UsSteve Dennis is a strategic advisor and keynote speaker focused on growth and innovation, who has also been named one of the world's top retail influencers. He is the bestselling authro of two books: Leaders Leap: Transforming Your Company at the Speed of Disruption and Remarkable Retail: How To Win & Keep Customers in the Age of Disruption. Steve regularly shares his insights in his role as a Forbes senior retail contributor and on social media.Michael LeBlanc is the president and founder of M.E. LeBlanc & Company Inc, a senior retail advisor, keynote speaker and now, media entrepreneur. He has been on the front lines of retail industry change for his entire career. Michael has delivered keynotes, hosted fire-side discussions and participated worldwide in thought leadership panels, most recently on the main stage in Toronto at Retail Council of Canada's Retail Marketing conference with leaders from Walmart & Google. He brings 25+ years of brand/retail/marketing & eCommerce leadership experience with Levi's, Black & Decker, Hudson's Bay, CanWest Media, Pandora Jewellery, The Shopping Channel and Retail Council of Canada to his advisory, speaking and media practice.Michael produces and hosts a network of leading retail trade podcasts, including the award-winning No.1 independent retail industry podcast in America, Remarkable Retail with his partner, Dallas-based best-selling author Steve Dennis; Canada's top retail industry podcast The Voice of Retail and Canada's top food industry and one of the top Canadian-produced management independent podcasts in the country, The Food Professor with Dr. Sylvain Charlebois from Dalhousie University in Halifax.Rethink Retail has recognized Michael as one of the top global retail experts for the fourth year in a row, Thinkers 360 has named him on of the Top 50 global thought leaders in retail, RTIH has named him a top 100 global though leader in retail technology and Coresight Research has named Michael a Retail AI Influencer. If you are a BBQ fan, you can tune into Michael's cooking show, Last Request BBQ, on YouTube, Instagram, X and yes, TikTok.Michael is available for keynote presentations helping retailers, brands and retail industry insiders explaining the current state and future of the retail industry in North America and around the world.

In this episode of The Russell Brunson Show, It's another OFA Q&A session where I break down some of the most important marketing principles that drive real revenue growth…  Starting with one of our core values: Funnel Hack First. Before you build, you model what's already working. I'll show you how this mindset applies to everything from creating your webinar funnel to structuring your fulfillment model so it scales. You'll also hear why I recommend using live webinars as the front-end engine (instead of book funnels), how small conversion lifts create massive results, and how to adjust your pricing to make group offers irresistible. Whether you're selling online or scaling your coaching business, these lessons will change the way you think about funnels, pricing, and fulfillment. Key Highlights: Why we “funnel hack first” before launching any new campaign How and why running a live webinar first outperforms most evergreen and book funnels My sneaky secret for turning a free ebook into a strategic bonus that boosts show-up rates (Instead of just being a plain, boring lead magnet…) The simple pricing move that makes group programs sell themselves Why tiny conversion wins compound into huge sales growth Why the facilitator model is hands down better than the ‘coaching' model If you're serious about marketing, online sales, or building funnels that convert… This episode gives you some very applicable tweaks and shifts you can make starting now in your business! And if you want to funnel hack and follow the bread crumbs I dropped in this episode… Here are the links to the funnels I mentioned:  Agora-inspired test funnel → offerlablaunch.com Using ebook to keep visitors on the webinar → salesfunnels.com ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://sellingonline.com/podcast⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://clickfunnels.com/podcast⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoices

This week, we dove into the mystical world of life path numbers said to reveal the road you're meant to walk in life. Carla walks us through how to calculate yours (warning: it's not as easy as it sounds!) and shares her eerily accurate reading as a Life Path 8. Then, things take a turn when we read a heavy listener letter from a woman dealing with the fallout of her husband's affair—and the unexpected arrival of his baby with the other woman. With no warning and no say, she's suddenly playing mom to a child she didn't ask for. We unpack her heartbreak, her anger, and the impossible position she's been put in. Can love survive this level of betrayal—or is walking away the only way forward? Grab a drink and your calculator and tune in! CONNECT WITH US ON SOCIAL MEDIA: CARLA WILMARIS | DEX

Implementing with fidelity matters—whether it's adopting a new math resource, embedding a routine like number talks, or structuring PLCs. But fidelity is not the same as rigidity. When we cling too tightly to practices, they can outlive their usefulness and prevent innovation.In this episode, we draw from research, including Janice Fraser's concept of making durable decisions, to unpack the balance between fidelity and rigidity in math improvement. We explore how leaders and teachers can commit deeply enough to see results without locking into approaches that may no longer serve students.We also examine what it means to hold strong beliefs, loosely held—anchoring commitments in evidence-based math practices while staying open to refinement as new learning emerges.Listeners will learn how to:Distinguish between fidelity to outcomes and rigidity in practice.Apply research on durable decisions to math routines and systems.Use fidelity as a lever for student achievement while leaving space for adaptation.Recognize when it's time to refine, pivot, or let go of a practice.Model “strong beliefs, loosely held” in leading math improvement.Tune in to discover how to implement with fidelity without getting locked into rigidity—so your math improvement efforts remain both focused and adaptable.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

What if the reason you're bloated isn't because you're eating too much, but because you're not eating enough? In this episode, we dive into the surprising truth about how eating more food, especially the right kinds in the right amounts, can actually reduce bloating, improve digestion, and help your body finally feel calm and regular again. For many women, undereating or intermittent fasting seems to help at first. You feel “lighter” and less puffy. But over time, that same strategy can backfire, slowing digestion, stressing the gut, and throwing hormones completely out of rhythm. This conversation breaks down why that happens and what to do instead. You'll learn how adequate food intake reactivates your digestive fire, boosts stomach acid and enzyme production, and supports smoother motility. We also explore how eating enough improves bowel regularity, fuels gut repair, and even reduces bloating by calming inflammation and supporting the nervous system. We unpack why skipping meals or surviving on “clean” salads can actually make things worse, and how building balanced meals with protein, carbs, and healthy fats can reset your digestion and hormones. Plus, we'll talk about the hidden link between undereating and the binge-restrict cycle and why eating more consistently throughout the day helps you break free from it. If you've been stuck in the loop of doing everything “right” but still feeling bloated, tired, or puffy, this episode will reframe everything you thought you knew about food and gut health. By the end, you'll understand how more food can mean less bloat, better energy, and a calmer, more predictable digestive system and why sometimes, healing starts with giving your body permission to eat. Time Stamps: (1:44) Dealing with COVID(3:17) Reduce Bloating By Eating More?(5:27) How Is This Possible?(10:26) Eating More and Being Regular(15:27) Saw This Recent Reel(21:12) Omar's Math and Weekly Calorie Intake---------------------Follow Annie on Instagram: @ohannieruth Find Out More Information on Vital Spark Coaching---------------------Follow @vanessagfitness on Instagram for daily fitness tips & motivation. ---------------------Download Our FREE Metabolism-Boosting Workout Program---------------------Join the Women's Metabolism Secrets Facebook Community for 25+ videos teaching you how to start losing fat without hating your life!---------------------Click here to send me a message on Facebook and we'll see how I can help or what best free resources I can share!---------------------Interested in 1-on-1 Coaching with my team of Metabolism & Hormone Experts? Apply Here!---------------------Check out our Youtube Channel!---------------------Enjoyed the podcast? Let us know what you think and leave a 5⭐️ rating and review on iTunes!

Send us a textA year into renting and still struggling? You're not alone. In this episode, Todd and Jen break down why so many booth renters and suite owners can't seem to get ahead — and how to fix it.They're not anti-rent or anti-suite (far from it). This is about clarity, accountability, and structure. Whether you're a year in or just thinking about going solo, this episode gives you the tools to stabilize, grow, and actually profit.Key TakeawaysWe're not anti-suite or anti-rent — we're pro-clarity and accountability.Freedom without structure quickly turns into isolation and chaos.Math matters: know your break-even and your effective hourly rate.Your Google Business Profile and reviews will outperform Instagram.Social media without faces or stories doesn't sell.Mentorship, systems, and structure are what separate success from struggle.A 90-day plan can rescue your business if you take it seriously.Episode Timestamps[00:00] – Opening takes: Real education & accountability in business[06:00] – Todd's segue: why this topic matters and why they're not anti-rent or anti-suite[08:00] – The #1 reason renters struggle: they don't know their numbers[10:00] – Pricing mistakes and how to calculate your break-even point[15:00] – Understanding your effective hourly rate[16:00] – The second big issue: marketing — why no one knows you exist[19:00] – The power of Google Business Profile and reviews[22:00] – The social-media trap: why “back-of-the-head” posts don't convert[25:00] – Math check: what your following actually means for growth[29:00] – The mindset problem: freedom without structure = chaos[31:00] – What independence really costs and why accountability still matters[33:00] – Why mentorship and structure aren't optional[35:00] – 90-Day Rescue Plan: stabilize, rebuild, and grow[40:00] – Adding packages, care plans, and simple marketing systems[42:00] – Closing thoughts + preview of Part 2 (Why Commission Salons Struggle)Links and Stuff:Our Newsletter Mentoring InquiriesFind more of our things:InstagramHello Hair Pro Website

Sun, 12 Oct 2025 15:00:00 GMT http://relay.fm/mpu/818 http://relay.fm/mpu/818 "Recreational Math," with Dr. Drang 818 David Sparks and Stephen Hackett Everyone's favorite engineer-turned-blogger returns to the show to discuss the state of iPhone cases, the argument for LLMs, and his go-to automation tools — and why Shortcuts on the Mac isn't one of them. Everyone's favorite engineer-turned-blogger returns to the show to discuss the state of iPhone cases, the argument for LLMs, and his go-to automation tools — and why Shortcuts on the Mac isn't one of them. clean 6131 Everyone's favorite engineer-turned-blogger returns to the show to discuss the state of iPhone cases, the argument for LLMs, and his go-to automation tools — and why Shortcuts on the Mac isn't one of them. This episode of Mac Power Users is sponsored by: 1Password: Never forget a password again. Ecamm: Powerful live streaming platform for Mac. Get one month free. Guest Starring: Dr. Drang Links and Show Notes: Sign up for the MPU email newsletter and join the MPU forums. More Power Users: Ad-free episodes with regular bonus segments Submit Feedback Relay for St. Jude 2025: $753,756 Raised - 512 Pixels And now it's all this - Dr. Drang Mac Power Users #599: A Man of the People, with Dr. Drang - Relay Writers I Read: Dr. Drang - 512 Pixels Kayaking - All this Prompt 3 Textastic Smartish - iPhone Wallet Cases and Stuff iPhone 17 Pro Clear Case with MagSafe - Apple iPhone 17 Cases | NOMAD iPhone 17 Pro TechWoven Case with MagSafe - Sienna - Apple Notion MCP – Connect Notion to your favorite AI tools Introduction to Notion APIs Introducing apps in ChatGPT and the new Apps SDK | OpenAI OpenAI's Windows Play – Stratechery by Ben Thompson Python.org Keyboard Maestro Typinator Kagi Search Mac Power Users #809: Exploring Kagi with CEO Vladimir Prelovac - Relay About Kagi News KeyCue Wolfram Mathematica

In this episode, I'm joined by local politician Dan Helmer, who represents Virginia's 10th District in southern Fairfax County. I first met Dan when he visited my son's Boy Scout troop, and I've seen firsthand how dedicated he is to serving the Northern Virginia community. In this conversation, we explore his journey into public service, the realities of working in local government, and his practical advice for everyday people who want to get involved and make a difference. This episode serves as a powerful reminder that civic engagement begins locally and that anyone can play a role in creating positive change. Shout Outs and Plugs Dan Helmer LinkedIn: https://www.linkedin.com/in/danhelmer/ Dan Helmer Instagram: https://www.instagram.com/deldanhelmer/?hl=en Dan Helmer Website: https://danhelmer.com/ Virginia General Assembly Website: https://virginiageneralassembly.gov/?fbclid=PAZXh0bgNhZW0CMTEAAacQ1pO2cmMk1dF9B69elKlkMqTWvFRdhF1ERVRU7-bxnc0AjZTz447scQ3N-g_aem_6KV_-9cVlGTX1LFoc4Gs0Q If you have a question for the podcast call 571-336-6560 or leave a question via this Google Form. Five Minute Journal by Intelligent Change Affiliate Code: https://www.intelligentchange.com/?rfsn=4621464.017186 Tappy Card “Electronic Business Card” Affiliate Code:  https://tappycard.com?ref:philip-wilkerson Please leave a rating/review of the Podcast https://lovethepodcast.com/positivephilter Intro music provided by DJ BIGyoks. Check out his Instagram and Soundcloud channel can be found here:  https://www.instagram.com/beats.byyoks/ https://soundcloud.com/dj-bigyoks Outro music provided by Ryan Rosemond. Check out his Soundcloud channel here: https://soundcloud.com/brothersrosemond/albums  Purchase "Forty Years of Advice" by Philip Wilkerson: https://a.co/d/2qYMlqu Leave Your Feedback by filling out this audience survey: https://forms.gle/ncoNvWxMq2A6Zw2q8 Sign up for Positive Philter Weekly Newsletter: http://eepurl.com/g-LOqL Please follow Positive Philter: Positive Philter Facebook Page Positive Philter Twitter Positive Philter Instagram  If you would like to support the podcast, please consider donating to the Positive Philter Patreon page: https://www.patreon.com/positivephilter Positive Philter was selected by FeedSpot as Top 20 Positive Thinking Podcasts on the web. https://blog.feedspot.com/positive_thinking_podcasts/ Jeff's Anti-Hunger Fund The Positive Philter Podcast is dedicated to Jeff Kirsch. A long-time supporter of the show and a major influence on this show's growth. Please support the careers of future advocates by donating to the Jeff Kirsch Fund for Anti-Hunger Advocacy. This fund was named after Jeff Kirsch for his decades of service in fighting hunger and inequality. Link to fund: https://frac.org/kirschfund Pats for Patriots  If you are a member of the #MasonNation, please consider sending a Pats for Patriots. Pats for Patriots are a free and easy way to thank, recognize, show appreciation for a Mason colleague or student who has taken the time to do something kind, generous or thoughtful towards others. For more information, visit: https://forms.office.com/r/HRZGvhdJEA We have received more than 2,000 nominations from the Mason community so far. Keep those nominations coming in! Steam Pilots Program Steam Pilots, Inc. is a Virginia-based 501(c)(3) tax-exempt organization. Their goal is to improve the state of STEAM education in America. STEAM stands for Science, Technology, Engineering, Art, and Math. They achieve this through pro bono programs delivered to K-12 students and institutions in the Washington, D.C. metropolitan area. Steam Pilots is hoping to raise funds for STEAM kits, supplies, and modest stipends for the interns who work with me. Currently, they have an urgent need for 3D Printers, Robotics Kits, and Cybersecurity teaching tools. Link to GoFundMe: https://gofund.me/38eeaed2  

Sun, 12 Oct 2025 15:00:00 GMT http://relay.fm/mpu/818 http://relay.fm/mpu/818 David Sparks and Stephen Hackett Everyone's favorite engineer-turned-blogger returns to the show to discuss the state of iPhone cases, the argument for LLMs, and his go-to automation tools — and why Shortcuts on the Mac isn't one of them. Everyone's favorite engineer-turned-blogger returns to the show to discuss the state of iPhone cases, the argument for LLMs, and his go-to automation tools — and why Shortcuts on the Mac isn't one of them. clean 6131 Everyone's favorite engineer-turned-blogger returns to the show to discuss the state of iPhone cases, the argument for LLMs, and his go-to automation tools — and why Shortcuts on the Mac isn't one of them. This episode of Mac Power Users is sponsored by: 1Password: Never forget a password again. Ecamm: Powerful live streaming platform for Mac. Get one month free. Guest Starring: Dr. Drang Links and Show Notes: Sign up for the MPU email newsletter and join the MPU forums. More Power Users: Ad-free episodes with regular bonus segments Submit Feedback Relay for St. Jude 2025: $753,756 Raised - 512 Pixels And now it's all this - Dr. Drang Mac Power Users #599: A Man of the People, with Dr. Drang - Relay Writers I Read: Dr. Drang - 512 Pixels Kayaking - All this Prompt 3 Textastic Smartish - iPhone Wallet Cases and Stuff iPhone 17 Pro Clear Case with MagSafe - Apple iPhone 17 Cases | NOMAD iPhone 17 Pro TechWoven Case with MagSafe - Sienna - Apple Notion MCP – Connect Notion to your favorite AI tools Introduction to Notion APIs Introducing apps in ChatGPT and the new Apps SDK | OpenAI OpenAI's Windows Play – Stratechery by Ben Thompson Python.org Keyboard Maestro Typinator Kagi Search Mac Power Users #809: Exploring Kagi with CEO Vladimir Prelovac - Relay About Kagi News KeyCue Wolfram Mathematica

Rhonda and I  are back with a new series from the brain of Coach Chris Biffle!  We are starting a series of podcasts that are literally 5 minutes long!  You can listen to these podcasts right before school and implement the ideas that day! Our first 5-minute podcast is Increase the Power of Class/Yes with Math Facts.  I don't know about you, but this comes at the perfect time as we are starting our unit on multiplication! We hope you enjoy these shorter podcasts!  Please let us know your thoughts on the format on our Facebook pages!  Are there any other strategies you think we can condense into a 5-minute podcast? We are here for you!  Thank you for liking, subscribing, and sharing!  We can't do this without YOU!

Is the famous “Tic Tac” a home-grown technology? In this deep-dive, Martin Willis sits down with mathematician and technologist Joshua Bertrand to explore the cutting edge—and century-long history—of America's lighter-than-air programs, vacuum-based aerogels, and the black-budget pathways that may intersect with the Nimitz Incident. Bertrand (B.Math, University of Waterloo; Computer Science honors; former EA/industry engineer) has spent nearly a decade cross-referencing open sources, defense programs, and material-science breakthroughs.SHOW NOTES Support the Show & Stay Connected!

In this episode, AQR Capital Management co-founder Cliff Asness opens up about his path from math prodigy to one of the most influential voices in quantitative investing. Known for his sharp wit and candid opinions, Asness discusses his political views, worries about today’s polarized climate, and how AI is reshaping the future of work. He also shares hard-earned wisdom for young professionals—why passion beats trend-chasing, and the small, practical habits that drive lasting success and personal growth. The Karol Markowicz Show is part of the Clay Travis & Buck Sexton Podcast Network - new episodes debut every Tuesday & Thursday.See omnystudio.com/listener for privacy information.

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In this episode, Momo sits down with his friend and long-time flatmate, Sohail, a mathematician, for a relaxed conversation about RSA cryptography—how it works and why it was revolutionary. Sohail breaks down the math behind RSA with clear, accessible examples and shares bonus fun facts about mathematics, broken predictions, and the future of math in an open-source world.---Hardy writes: "The 'real' mathematics of the 'real' mathematicians, the mathematics of Fermat and Euler and Gauss and Abel and Riemann, is almost wholly 'useless'."A similar quote is attributed to Gauss, Sohail's beloved mathematician. He jokingly said "I must have committed blasphemy by attributing it to someone else." Here's the exact quote:"Mathematics is the queen of the sciences, and number theory is the queen of mathematics. She often condescends to render service to astronomy and other natural sciences, but under all circumstances she is entitled to first rank."---00:58 – Sohail's background in mathematics03:23 – Math and real-world applications08:11 – Asymmetric cryptography (like public-key cryptography) vs. symmetric cryptography (like the Caesar cipher)11:18 – Remembering Gauss and Gauss Junior15:55 – Is asymmetric cryptography mind-blowing?17:53 – Why RSA cryptography was ground-breaking21:01 – Explaining RSA through the “suitcase” analogy25:09 – The math behind RSA32:18 – What kinds of functions can be used in RSA?34:58 – Clock-like modular functions in RSA40:59 – Fermat's Little Theorem as the basis of RSA48:11 – A more complex function than Fermat's Little Theorem used in RSA50:43 – How your password reaches your bank securely using RSA59:41 – Do my function and my bank's function need to match in RSA?01:01:19 – The importance of prime numbers in cryptography01:04:06 – Accessible resources for math enthusiasts01:05:40 – Nuance: which exponentiation operations are invalid in RSA01:10:25 – Can a hacker intercept and decode an RSA-encrypted message?01:12:28 – Why the move to elliptic curves?01:14:00 – Other real-world applications of number theory01:19:03 – The future of mathematics---Fermat's little theorem explanation:https://en.wikipedia.org/wiki/Fermat's_little_theoremThe channel for explaining math concepts in simple words, 3Blue1Brown. This source doesn't explain Fermat's Little Theorem, but it is an accessible source for math enthusiasts without specialized training.https://www.youtube.com/@3blue1brownEnigma Cipher Center, the cryptography museum in Poznan, Polandhttps://csenigma.pl/en/My Nostr post about the internet and cryptography:https://primal.net/e/nevent1qqs9x3rxx3s9fhg6jwzvafgh6vvvxe658junc0vt4lphmcdl4w9ccrs9rk8dd---

How do you move your students from confusion to confidence—one question at a time when Building Thinking Classrooms?If you've ever found yourself wondering how to keep every student engaged without oversimplifying your math lessons or overwhelming your class with complexity, you're not alone. Many math teachers face the challenge of designing lessons that meet all learners where they are—without sacrificing depth or progress. In this episode, Peter Liljedahl and Kyle Webb unpack thin slicing, a powerful strategy that helps you guide students through content with just the right level of challenge at every step. Whether you're just starting with Building Thinking Classrooms or deep into the journey, this conversation clarifies what thin slicing really is—and what it's definitely not.Listen now to discover:Why thin slicing isn't just another way to sequence tasks—it's a mindset shift for responsive, dynamic instructionThe practical do's and don'ts that make or break thin slicing in your classroomHow to start building your own thin-sliced lessons using tasks you already havePress play to demystify Building Thinking Classrooms' thin slicing and learn how to keep your students thinking, engaged, and moving forward—one purposeful task at a time.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Don and Tom dive into a new Morningstar report showing that tactical allocation funds—those run by “smart” managers who actively shift investments—significantly underperformed simple buy-and-hold index portfolios. They unpack why doing nothing often wins, discuss investor behavior gaps, and revisit the power of staying the course. Listener questions follow on mortgage payoffs, TIAA advisory fees, and adjusting stock/bond splits in retirement. The episode wraps with Don revealing his personal creative project—his short story A Chance of Death on his LitReading podcast—and a teaser for his next story, Murder of Crows. 0:23 Morningstar headline: tactical allocation funds lose to “do-nothing” portfolios 1:45 What tactical allocation funds really are (a.k.a. expensive market timing) 2:52 Morningstar urges investors to “stay the course” 3:04 Revisiting “Mind the Gap” and why investors underperform their own funds 4:28 Data comparison: $10k in tactical vs. passive portfolio over 10 years 5:31 Why professionals can't beat buy-and-hold investors 6:51 Human behavior, arrogance, and the illusion of market-timing skill 8:37 The need for a written plan and risk-based portfolio 9:58 If you have a plan, market noise stops mattering 10:22 Tangent: WWII documentaries vs. Taylor Swift's Miss Americana 11:21 Listener question #1 – Paying off a low-rate mortgage vs. investing 13:35 Math and emotion collide: cheap money, liquidity, and peace of mind 15:35 Listener question #2 – TIAA Wealth Management fees and fiduciary standards 18:31 Reading TIAA's ADV: possible fees up to 2% on small accounts 20:08 Comparing local RIAs vs. large institutions 21:08 Clarifying blended fees and fund costs 21:47 Listener question #3 – Vanguard advisor suggesting 60/40 allocation 22:53 Risk tolerance vs. risk need – the real balance 24:05 Investment Policy Statements and Vanguard's advisory limitations 25:46 Call for more listener questions and upcoming Q&A shows 26:15 Don plugs Lit Reading and his new original story “A Chance of Death” 28:24 How AI collaboration shaped the story's creation 30:59 Discussion of his next story, “Murder of Crows” 32:17 Invitation for audience feedback on Lit Reading stories Learn more about your ad choices. Visit megaphone.fm/adchoices

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In this deeply personal episode, Dara reveals how her childhood struggle with mathematics became the foundation for her revolutionary approach to weight loss coaching. Key Topics Covered: ✔️The French immersion math disaster: How ambitious goals without proper fundamentals led to years of struggle and self-doubt ✔️The memorization trap: Why trying to follow steps without understanding concepts creates frustration in both math and weight loss ✔️Emotional self-preservation modes: How trauma responses (fight, flight, freeze, people-please) keep us stuck in cycles of avoidance ✔️The teaching breakthrough: How becoming a math teacher finally revealed the missing fundamentals and transformed Dara's relationship with the subject   The Weight Loss Connection: Dara draws powerful parallels between struggling with math and struggling with weight loss: ✨Both involve missing fundamental skills (emotional regulation vs. mathematical concepts) ✨Both trigger shame and "I'm broken" narratives ✨Both can be solved by going back to build proper foundations ✨Both require self-compassion during the learning process   Main Takeaways:

Send us a textIn this episode of Math Chat, we welcome Amanda, a teacher who has completely transformed her math instruction through Word Problem Workshop (WPW). Together, we dive into the powerful shifts she's made in her teaching practice, and how these changes have influenced her students' growth, confidence, and love for math. If you're looking for inspiration and practical tips for your own classroom, this episode is for you!Amanda opens up about her own experiences with math as a student and how it shaped the way she now teaches. Reflecting on her "before and after" moments, she shares how moving from a more traditional approach to Word Problem Workshop has radically changed her perspective—and her students' results.Listen, Subscribe, and Leave a Review!This episode offers a wealth of insight from a teacher who's experienced firsthand the power of Word Problem Workshop. If you're ready to transform your own math instruction, be sure to subscribe, listen to the full episode, and leave a review. And don't forget to grab your copy of Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers—it could be the tool you need to empower your students today!Transform how your students tackle word problems with Word Problem Workshop — a fresh, research-backed framework that shifts the focus from “what to do” to how to think. This book walks you through five predictable instructional steps that build confident problem solvers — not calculators. Pre-order now at monamath.com/book Not to mention you'll get tons of Preorder bonuses when your purchase before 10/24/2025.

Kim Montague, I Have, You Need: The Utility Player of Instructional Routines ROUNDING UP: SEASON 4 | EPISODE 3 In sports, a utility player is someone who can play multiple positions competently, providing flexibility and adaptability. From my perspective, the routine I have, you need may just be the utility player of classroom routines. Today we're talking with Kim Montague about I have, you need and the ways it can be used to support everything from fact fluency to an understanding of algebraic properties.  BIOGRAPHY Kim Montague is a podcast cohost and content lead at Math is Figure-out-able™. She has also been a teacher for grades 3–5, an instructional coach, a workshop presenter, and a curriculum developer. Kim loves visiting classrooms and believes that when you know your content and know your kids, real learning occurs. RESOURCES Math is Figure-out-able!™ Podcast Math is FigureOutAble!™ Guide (Download) Journey Coaching TRANSCRIPT Mike Wallus: Welcome to the podcast, Kim. I am really excited to talk with you today.  So let me do a little bit of grounding. For listeners without prior knowledge, I'm wondering if you could briefly describe the I have, you need routine. How does it work, and how would you describe the roles that the teacher and the student play? Kim Montague: Thanks for having me, Mike. I'm excited to be here. I think it's an important routine.  So for those people who have never heard of I have, you need, it is a super simple routine that came from a desire that I had for students to become more fluent with partners of ten, hundred, thousand. And so it simply works as a call-and-response. Often I start with a context, and I might say, “Hey, we're going to pretend that we have 10 of something, and if I have 7 of them, how many would you need so that together we have those 10?” And so it's often prosed as a missing addend. With older students, obviously, I'm going to have some higher numbers, but it's very call-and-response. It's playful. It's game-like. I'll lob out a question, wait for students to respond. I'm choosing the numbers, so it's a teacher-driven purposeful number sequence, and then students figure out the missing number. I often will introduce a private signal so that kids have enough wait time to think about their answer and then I'll signal everyone to give their response. Mike: OK, so there's a lot to unpack there. I cannot wait to do it.  One of the questions I've been asking folks about routines this season is just, at the broadest level, regardless of the numbers that the educator selects, how would you describe what you think I have, you need is good for? What's the routine good for? How can an educator think about its purpose or its value? You mentioned fluency. Maybe say a little bit more about that and if there's anything else that you think it's particularly good for. Kim: So I think one of the things that is really fantastic about I have, you need is that it's really simple. It's a simple-to-introduce, simple-to-facilitate routine, and it's great for so many different grade levels and so many different areas of content. And I think that's true for lots of routines. Teachers don't have time to reintroduce something brand new every single day. So when you find a routine that you can exchange pieces of content, that's really helpful. It's short, and it can be done anywhere. And like I said, it builds fluency, which is a hot topic and something that's important. So I can build fluency with partners of ten, partners of a hundred, partners of thousand, partners of one. I can build complementary numbers for angle measure and fractions. Lots of different areas depending on the grade that you're teaching and what you're trying to focus on. Mike: So one of the things that jumped out for me is the extent to which this can reveal structure. When we're talking about fluency, in some ways that's code for the idea that a lot of our combinations we're having kids think about—the structure of ten or a hundred or a thousand or, in the case of fractions, one whole and its equivalence. Does that make sense? Kim: Yeah, absolutely. So we have a really cool place value system. And I think that we give a lot of opportunities, maybe to place label, but we don't give a lot of opportunities to experience the structure of number. And so there are some very nice structures within partners of ten that then repeat themselves, in a way, within partners of a hundred and partners of a thousand and partners of one, like I mentioned. And if kids really deeply understand the way numbers form and the way they are fitting together, we can make use of those ideas and those experiences within other things like addition, subtraction. So this routine is not simply about, “Can you name a partner number?,” but it's laying foundation in a fun experience that kids then are gaining fluency that is going to be applied to other work that they're doing. Mike: I love that, and I think it's a great segue. My next question was going to be, “Could we talk a little bit about different sequences that you might use at different grade levels?” Kim: Sure. So younger students, especially in first grade, we're making a lot of use out of partners of 10 and working on owning those relationships. But then once students understand partners of 10, or when they're messing with partners of 10, the teacher can help make connections moving from partners of 10 to partners of 100 or partners of 20. So if you know that 9 plus 1 is 10, then there's some work to be done to help students understand that 9 tens and 1 ten makes 10 tens or 100. You can also use—capitalize on the idea of “9 and 1 makes 10” to understand that within 20, there are 2 tens. And so if you say “9” and I say “1,” and then you say “19,” and I say “1,” that work can help sharpen the idea that there's a ten within 20 and there's some tens within 30. So when we do partners of ten, it's a foundation, but we've got to be looking for opportunities to connect it to other relationships. I think that one of the things that's so great I have, you need is that we keep it game-like, but there's so many extensions, so many different directions that you can go, and we want teachers to purposefully record and draw out these relationships with their students. There's a bit to it where it's a call-and-response oral, but I think as we'll talk about further, there's a lot of nuance to number choice and there's a lot of nuance and when to record to help capitalize on those relationships. Mike: So I think the next best thing we could do is listen to a clip. I've got a clip of you working with a student, and I'm wondering if you could set the stage for what we're about to hear. Kim: Yeah, one of my very favorite things to do is to sit down with students and interview and kind of poke around in their head a little bit to find out where they currently are with the things that they're working on and where they can sharpen some content and where to take them next. So this is me sitting down with a student, Lanaya, who I didn't know very well, but I thought, let me start off by playing I have, you need with you, because that gives me a lot of insight into your number development. So this is me sitting down with her and saying, let's just play this game that I'd like to introduce to you. Kim (teacher): Oh, can I do one more thing with you? Can I play a game that I love?  Lanaya (student): Sure. Kim (teacher): OK, one more game. It's called I have, you need. And so it's a pretty simple game, actually. It just helps me think about or hear what kids are thinking. So it just is simply, if I say a number, you tell me how much more to get to 100. So if I have 50, you would say you need… Lanaya (student): 50. Kim (teacher): …so that together we would have 100. What if I said 92? Lanaya (student): 8. Kim (teacher): What if I said 75?  Lanaya (student): Um…25.  Kim (teacher): How do you know that one?  Lanaya (student): Because it's 30 to 70, so I just like minus 5 more. Kim (teacher): Oh, cool. What if I said 64?  Lanaya (student): Um…36. Kim (teacher): What if I said 27? Lanaya (student): Um…27…8—no, 72? No, 73. Kim (teacher): I don't remember what I said. [laughs] Did I say…? Lanaya (student): 27, I think. Kim (teacher): 27. So then you said 73, is that what you said? And you were about to say 80-something. Why were you going to say 80-something? Lanaya (student): Because 20 is like 80, like it's the other half, but I just had to take away more. Kim (teacher): Perfect. I see. Three more. What if I said 32? Lanaya (student): Um…68.  Kim (teacher): What if I said 68?  Lanaya (student): 32.  Kim (teacher): [laughs] What if I said 79? Lanaya (student): Um…21. Kim (teacher): How do you know that one? Lanaya (student): Because…wait, wait, what was that one?  Kim (teacher): What if I said 79?  Lanaya (student): 79. Because 70 plus 30 is 100, but then I have to take away 9 more because the other half is 1, so yeah. Kim (teacher): Oh, you want to do it a little harder? Are you willing? Maybe I'll ask you that. Are you willing? Lanaya (student): Sure. Kim (teacher): OK. What if I said now our total is 1,000? What if I said 850? Lanaya (student): Um…250?  Kim (teacher): How do you know?  Lanaya (student): Or, actually, that'd be 150.  Kim (teacher): How do you know? Lanaya (student): Because, um…uh…800 plus 200 is 1,000. And so I would just have to take—what was the number again?  Kim (teacher): 850. Lanaya (student): I would have to add 50—er, have to minus 50 to that number. Kim (teacher): Um, 640. Lanaya (student): Uh, thir—360.  Kim (teacher): What about 545? Lanaya (student): 400…uh, you said 549? Kim (teacher): 545, I think is what I said. Lanaya (student): Um…that'd be 465. Kim (teacher): How do you know? Lanaya (student): Because the—I just took away the number of each one. So this is 5 to make 10, and then this is 6 to make 10, and then it's 5 again, I think, or no, it would be 465, right? Kim (teacher): 465. Lanaya (student): I don't… Kim (teacher): Not sure about that one. There's a lot of 5s in there. What if I give you another one? What if I said seven hundred and thirty…721? Lanaya (student): Uh, that'd be… Kim (teacher): If it helps to write it down, so you can see it, go ahead. Lanaya (student): 389, I think? Kim (teacher): Ah, OK. Because you wanna—you're making a 10 in the… Lanaya (student): Yeah. Kim (teacher): …hundreds and a 10 in the middle and a 10 at the end.  Lanaya (student): Yeah.  Kim (teacher): Interesting. Mike: Wow. So there is a lot to unpack in that clip. Kim: There is, yeah. Mike: I want to ask you to pull the curtain back on this a little bit. Let's start with this question: As you were thinking about the sequence of numbers, what was going through your mind as the person who's facilitating? Kim: Yeah, so as I said, I don't really know Lanaya much at this point, so I'm kind of guessing in the beginning, and I just want her comfortable with the routine, and I'm going to give her maybe what I think might be a simple entry. So I asked [her about] 50 and then I asked [about] 92. Just gives a chance to see kind of where she is. Is she comfortable with those size of numbers? You'll notice that I did 50 and 92 and then I did 75. 75, often, if—I might hear a student talk about quarters with 75, and she didn't, but I did ask her her strategy, and throughout she uses the same strategy, which is interesting.  But I changed the number choices up and you'll see—if you were to write down the numbers that I did— [I] kind of backed away from the higher numbers. I went to 64 and then 27 and then 32. So getting further and further away from the target number. If I have students who are counting a lot, then it becomes cumbersome for them to count and they might be nudged away from accounting strategy into something a little bit more sophisticated. At one point I asked her [about] 32, and then I asked her [about] the turnaround of that, 68. Just checking to see what she knows about the commutative property.  Eventually I moved into 1,000. And I mentioned earlier that [with] young students, you start with 10 and maybe combinations of 100, multiples of 10. But I didn't mention that with older grades, we might do hundreds by 1 or thousands by multiples of 100 and then by 5s. So I did that with Lanaya. She seemed to feel very comfortable with the two-digit numbers, and I thought, “Well, let's take it to the thousands.” But if you notice, I did 850, 640, some multiples of 10 still. She seemed comfortable with those, but [she] is still using the strategy of, “Let me go a little bit over. Let me add all the hundreds I need and then make adjustments.”  Mike: Mm-hmm. Kim: And so then I decided to do 545 and see what happened in that moment because at that point she's having to readjust more than one digit. Mike: Yep. Kim: And when I said the number 545, I thought, “Oh man, this is a poor choice because there's a lot of 5s and 4s.” And so when she kind of maybe fumbled a little bit, I thought, “Is this because I did a poor number choice and there are lots of 4s and 5s, or is it because she's using a particular strategy that is a little more cumbersome?” So I gave her a final problem of 721, and again, that was a little bit more to adjust. So in that moment, I thought, “OK, I know where we need to work. And I need to work with her on some different strategies that aren't always about making tens.” Because as she gets larger numbers or she's getting numbers that are by 1s, that becomes less sophisticated. It becomes more cumbersome. It becomes more adjustment than you maybe are even able to hold.  It's not about holding it in your head. We could have been writing some things down and we did towards the end. But it's just a lot of adjustment to make, and the strategies that she's using really aren't going to be ones that help later in addition or in subtraction. So it's just kind of playing with number, and she's pretty strong with what she's working on, but there is some work to do there that I would want to do with her. Mike: It was fascinating because as I was attending to the choices you were making and what she was doing and the back and forth, I found myself thinking a bit about this notion of fluency, that part of it is the ability to be efficient, but also to be flexible at the same time. And I really connect that with what you said because she had a strategy that was working for her, but you also made a move to kind of say, “Let's see what happens if we give a set of numbers where that becomes more cumbersome.” And it kind of exposed— there's this space where, again, as you said, “Now I know where we need to work.” So it's a bit like a formative assessment too. Kim: Yeah, yeah. Interviewing students, like I said, is my very favorite thing to do. And it's tough because we want kids to be successful, which is a great goal, but I think it's often unfortunate that we leave students with a strategy that we think, “Oh, that's great. They have a strategy and it works for them,” but we aren't really thinking about the long game. We're not thinking about, “Will this thing that they're doing support their needs as the size of the numbers increase, as the type of the numbers change?” And we want them to have choice. And again, I have, you need is fantastic because within this game, this simple routine, you can share strategies. There's a handful of strategies that kids generally use, and in the routine in the game, we get to talk about those strategies. So we have a student who's using the kind of same strategy over and over and it stops working because it's less sophisticated, it's less efficient, it's more cumbersome. Then in the routine, we get to expose other strategies that they can try on and see what works for them based on the numbers that they're being given. Mike: You made me think about something that, I'm not sure how you could even put my finger on why, but sometimes people are wonky about this notion that students should have a choice of their strategies. In some ways, it makes me think that what you're really suggesting is part of this work around flexibility is building options, right? You're not trapped in a strategy if suddenly the numbers don't make it something that's efficient. You have options, and I think that really jumps out when you think about what happened with Lanaya, but just generally what you're trying to build when you're using this routine. Kim: Yeah, I mean we are big fans of building relationships, so that strategies are natural outcomes. And I think if you are new to numeracy or you didn't grow up playing with number, it can feel like, “I'm just going to offer multiple and kids have to own them all, and now there's too many things and they don't know how to pick.” But when we really focus on relationship in number, then we strengthen those relationships like in a routine with I have you, need. I grew up messing with number, and the strategies don't feel like a bunch of new things I have to memorize. I've strengthened partners of ten and hundred and thousand, and I understand doubles, and I understand the fact that you can add a little too much and back up. And so those relationships just get used in the way that I solve problems, and that's what we want for kids. Mike: I love that.  We've spent a fair amount of time talking about this connection between building fluency and helping kids see and make use of structure. I'm also really taken by some of the properties that jump out of this routine. They're not formal, meaning they come up organically, and I found myself thinking a lot about algebraic reasoning or setting kids up for algebra. Could you just talk a little bit about some of that part of the work? Kim: I think that when we want kids to own and use properties, one way to go about it is to say, “Today we're going to talk about the commutative property.” And you define it and you verbalize it and you write it down. You might make a poster. But more organically is the opportunity to use it and then name it as it's occurring. So in the routine, if I say “68” and she says “32” and then I say “32” and she says “68,” then we are absolutely using the idea of “68 plus something is 100” and then “32 plus something is 100.” There is something natural about you just [knowing] it's the other addend. In some of the other strategies that we develop through I have, you need, it's about breaking apart numbers in such a way that they are reassociating. And so when that happens for students, then we can name it afterward and say, “Oh, that's just this thing.” And whether we name the property to students or not, it's more important that they're using them. And so we put it in a game, we put it in a form that we just say, “Oh, that's just where you're breaking apart numbers and finding friendly addends to go together.” And I think it's really more important that teachers really understand the strategies that work so that they invite students to participate in experiences where they're using them. Mike: Yeah, I mean, what hits me about that is there's something about making use of a relationship, fleshing it out through this process of I have, you need, and then at the end coming back and saying, “Oh, we have a formal name for that.” That's different than saying, “Here's the thing, here's the definition. Remember the definition, remember the name.” It just works so much more smoothly and sensibly because I've been able to apply that relationship and it feels like it's inside of me now. I have an understanding and now I've just attached a name to that thing. That just feels really, really different. Kim: Yeah, I mean, if we give students the right experiences, then they have those experiences to draw on. And I'm a big fan of saying that some kids just have more experiences than others. And all kids can, but it's our job to provide the right experiences for students that they can use and that they can think back on and that they can connect to other experiences that they have. Using the relationships of number is so powerful, and I think we just need to do more and more so that kids are just stronger in the properties and stronger in connections and relationships so that then when they go solve problems, they're using what they know. Mike: Nice. So something that I want to call out for listeners who, again, this might be new for them, is there's really two parts to this routine. There's the call-and-response, whether it's with an individual student or whether it's with a whole class of students. And then there's what happens after that call-and-response. So how do you think about the choices a teacher has after they've called a number and kids have responded? What are some of the choices available to a teacher in that moment? Kim: Well, I think if you're playing, then you are kind of on a mission to learn more about students. For me, I'm always trying to figure out where students are and what they know and what they're tinkering with right now so that then I can make informed choices about what to do next. So I might make choices that are about my entire class. I might make choices based on, I'm watching particular students as we play to see where are they kind of dropping off. Where—you know, if I'm watching a video of myself playing this routine with a class, I'm scanning to, say, those students wait a little bit longer and I want to strengthen some work when we do multiples of 5 because they're chiming in just a little bit late. So I'm looking for who's fluent, who's not, who's counting on by 1s, who needs another nudge. I'm ready to bump them a little bit further along. It's not about speed. This isn't a speed routine. I absolutely think we give kids some time to wait, but just enough. So like I said, we introduce a private signal, then they let me know when the majority of class is ready. Then I call for everyone to reply. But there is some bit of this where if you're counting by 1s to get up from 68 to 100, then there's some intervention [needed]. There's some work that we can do to strengthen you.  So it's important to give some think time, it's important to use the private signal, and it's about the teacher being responsive to what they notice. “Am I pulling a small group to give some students more experience, making connections?” “Am I moving some students to another set of numbers?” “Am I purposefully pairing students to give them what they need while I'm working with somebody else?” So it's an information-finding routine if I'm noticing and I'm aware of what's going on. Mike: I noticed with Lanaya, there were points where you called, she responded, and you went right in and you called after and she responded—and there were other points where you decided to say something equivalent to, “Tell me how you know.” How do you think about the points where you just keep on rolling or you pause and you ask that probing question? Kim: That's a great question. So when I make a shift is often a time that I will ask, “How do you know?” First of all, it's super important to ask, “How do you know?” when students have both right and wrong answers. We have a lot of kids who are only asked, “How do you know?” when it's wrong. And then they backpedal, right? And then they just pick a new answer. And I think giving kids confidence to commit to their answer and say, “Yeah, I know it's that, and here's how I know.” We continue to build that in students, that we are not the ones who hold all the answers when we question. And so, in a shift is often when I think about making a change. So if I'm asking about combinations of 10 and then I shift to a 5, multiples of 5, maybe the first or second time I ask them how they know. I think about, “Have kids had a chance to verbalize their thinking?” There are moments where you completely understand what Lanaya is saying. And then there's a few where maybe if you're not a careful listener of students, you might think, “I'm not sure she knows what she's saying.” But over time, when you're a practiced listener of students, even though their words may not be fantastic, they're kind of sharing their thinking. And so it will bog it down to ask, “How do you know?” every single time. But in those shifts where I want to know, “Are you changing your strategy up?,” “Are you continuing to do the same thing every time?,” I think it's important to ask. Mike: So I have one last practitioner question before we move on from this. I'm wondering about annotation and the extent to which it's important and whether there are different points in time where it is, where it's not. How do you think about that? Kim: Yeah, I think that's a really important question. You can very easily hear something like this interview with Lanaya and think, “Oh, I'm just [doing] call-and-response.” Which—there can be moments of that, but an important piece is annotation to draw out strategies that kids are using. So I might introduce this routine to a class and I might [do] call-and-response a day or two or a couple of times, depending on how many times that week or how often we get to play.  But at some moment there's a chance to say, “Hang on a second. How did you think about that?” If I say “65” and some kids call it back, I'll say, “How did you come up with that?” And then I ask students to share their strategies, and this is the sharing part. This is the part where students get to learn from each other. And so a kid might say, “I added 5 to get to 70 and then I added 30 more to get to 100.” And some kid will listen and I'm going to record that on a number line, making the jumps that they say out loud. And another student might say, “Wait a second, that's not what I did.” And so there's this opportunity to share strategy, and then we can say, “Well, try that on.” But if I'm not representing what students are saying on a number line, it could be really hard for others to hold onto it. It's not about [holding] everything in your head. So I often record on a number line as we're starting to share strategies or if I want to uncover a mistake that somebody makes, or if I see the kids all using one strategy, I want to draw attention back. Another really important thing is that I might want to lighten the mental load by recording the number that I said. If I'm saying, “721” and I'm not writing anything down, you might be trying to hold “7-2-1” or “720 and 1” at the same time that you're trying to do some figuring, and it's not about who can hold more. So depending on the age, the size of the numbers, I might just [quickly] sketch the number that I said because they can stare at the number while they're also doing some figuring. Or they might write the number down on their notebooks so that they can do some figuring. Mike: One of the things that jumped out is the fact that you talked about when you stop to annotate, one of the ways that you do it is to annotate on a number line as opposed to—I think what I had in my mind initially is a set of equations. Which is not to say that you couldn't do that, but I thought it was interesting that you said, “Actually, I will go to a number line for my annotations.” Kim: So I think making thinking visible is hugely helpful. And if a student says—let's say I give the number 89. If somebody says, “Well, I thought about adding 1 to get to 90 and then I added 10 more to get to 100,” then their strategy of adding 1 more to get to that next friendly number is one of the major strategies that we would want to develop in students when they're adding. But another student might say, “Oh, that's interesting. I started at 89 and I added 10 first to get to 99, and then I added the 1.” And that's a different major strategy that we want to develop. And when you put them both up on a number line, you can see that that missing addend, that missing part is 11, but they're handling it in two different ways. And so it's a beautiful representation of thinking of things in different ways, but that they're equivalent and that you can talk about it when you see it on the board. Equations are fantastic ways to represent, but I have an affinity for number lines to represent student thinking. Mike: Love it.  As a fellow podcaster, you know that the challenge of hosting one of these is we have a short amount of time to talk about something that I suspect we could talk about for hours. Talk to folks who want to keep learning about I have, you need and any other resources you would recommend for people thinking about their practice. Where could someone go if they wanted to continue this journey? Kim: They could listen to the Math is Figure-Out-Able podcast, first of all. We have had several episodes where we talk about this routine and revisit it over and over again because it's super powerful. We also have a free download that I think you're going to share. It's mathisfigureoutable.com/youneed, so you can see something that would be helpful. And we have, at Math is Figure-Out-Able, an online coaching support called Journey, where we just get to work with teachers on a regular basis to unpack the practices and the routines that you're using and spend a lot of time working with teachers and students in the classroom to develop these kinds of things that are more bang for your buck, to make the most that you can in the time that you have with your students. Mike: That's awesome. And yes, for listeners, we will include links to everything that Kim just mentioned.  I wish that we could keep going. I think this is probably a good place to stop, Kim. Thank you so much for joining us. It's been a pleasure. Kim: Oh, Mike, thank you. Appreciate you having me. Mike: Absolutely.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

Send us a textImagine you had a magic wand and could add an extra 30–40 minutes to the school day. How would you use it? Would you dedicate that time to Reading or to Math—and why? That's the debate we dove into, with two teams facing off in this live debate, answering the big question: Should schools spend more time on Reading or on Math?*This is a recording of a LIVE debate from the Hamilton County ESC Explore Mathematics Conference*You read more about the work of Carolyn Turner and her colleagues at the ODE Literacy Website Feel free to reach out to Chris Irick via email: chris.irick@ohioctm.orgYou can find Dr. Lori Cargile at the Hamilton County ESCFollow Dr. Crystal Watson on all social media: @_CrystalMWatson, or email her at watsocr@cpsboe.k12.oh.us Listened to the episode? Now, it's your turn to share! Go to our BlueSky: @DebateMath to share your thoughts. Don't forget to check out the video version of this podcast on our YouTube channel!Keep up with all the latest info by following @DebateMath or going to debatemath.com. Follow us @Rob_Baier & @cluzniak. And don't forget to rate and review us on Apple Podcasts!

In this episode of Now I Get It, I explore why simply memorizing formulas in math—or blindly trusting any model—can lead to catastrophic outcomes. I take a hard look back at the financial meltdown and show how a lack of deep understanding, not just fraud, helped steer us into crisis. It wasn't that the models themselves were flawed; it was that people used them without grasping their limits, breaking the very assumptions they were built on.From there, I connect the dots to today's frontier: artificial intelligence. We dive into how AI has evolved, from early struggles to today's large language models, and why what looks like intelligence is often just really good pattern-matching (and yes, BS-ing). But the stakes are far higher than math class. Whether it's driverless cars, legal briefs, or drones in warfare, AI is already reshaping society—and the real danger is how humans will choose to use it. I close with a challenge: educate yourself, because the future of AI depends on whether we use it wisely or repeat history's mistakes.In this episode, you will learn:(00:34) Why “just following formulas” in math can lead to real-world disasters(01:17) How the Quaker ethic of honesty once fueled prosperity—and why forgetting it hurt us(02:46) What went wrong with financial models during the meltdown and why users misunderstood them(04:12) The mechanistic view of intelligence and why building AI always takes longer than expected(05:40) How large language models mastered BSing—and why their “hallucinations” fool even experts(07:08) Why AI-driven drones and robots raise dangerous questions about life-and-death decisions(09:06) How society normalizes new tech—from Waymo cars to armed robots—and why awareness mattersLet's connect!linktr.ee/drprandy Hosted on Acast. See acast.com/privacy for more information.

Ceci est un extrait du 5ème quart d'heure de la semaine : “Camille pensait avoir fini sa thérapie”Pour écouter le 5ème Quarts d'Heure en intégralité, abonnez-vous à Supercast ici : https://4quartsdheure.supercast.com/Abonnez-vous à 4 Quarts d'Heure sur votre plateforme préférée : https://tr.ee/MEaR8W9S9GSuivez-nous sur Instagram :4 Quarts d'Heure : @4quartsdheureLouise : @petrouchka_Alix : @alixmrtnCamille : @camille.lorente Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

In this conversation, Branden DuCharme discusses the current debasement cycle characterized by inflation affecting purchasing power. He emphasizes the common pitfalls in real estate investment metrics, particularly the focus on yield rather than capital appreciation, and highlights the significant impact of interest rates on investment returns.   Professional Real Estate Investors - How we can help you: Investor Fuel Mastermind:  Learn more about the Investor Fuel Mastermind, including 100% deal financing, massive discounts from vendors and sponsors you're already using, our world class community of over 150 members, and SO much more here: http://www.investorfuel.com/apply   Investor Machine Marketing Partnership:  Are you looking for consistent, high quality lead generation? Investor Machine is America's #1 lead generation service professional investors. Investor Machine provides true ‘white glove' support to help you build the perfect marketing plan, then we'll execute it for you…talking and working together on an ongoing basis to help you hit YOUR goals! Learn more here: http://www.investormachine.com   Coaching with Mike Hambright:  Interested in 1 on 1 coaching with Mike Hambright? Mike coaches entrepreneurs looking to level up, build coaching or service based businesses (Mike runs multiple 7 and 8 figure a year businesses), building a coaching program and more. Learn more here: https://investorfuel.com/coachingwithmike   Attend a Vacation/Mastermind Retreat with Mike Hambright: Interested in joining a “mini-mastermind” with Mike and his private clients on an upcoming “Retreat”, either at locations like Cabo San Lucas, Napa, Park City ski trip, Yellowstone, or even at Mike's East Texas “Big H Ranch”? Learn more here: http://www.investorfuel.com/retreat   Property Insurance: Join the largest and most investor friendly property insurance provider in 2 minutes. Free to join, and insure all your flips and rentals within minutes! There is NO easier insurance provider on the planet (turn insurance on or off in 1 minute without talking to anyone!), and there's no 15-30% agent mark up through this platform!  Register here: https://myinvestorinsurance.com/   New Real Estate Investors - How we can work together: Investor Fuel Club (Coaching and Deal Partner Community): Looking to kickstart your real estate investing career? Join our one of a kind Coaching Community, Investor Fuel Club, where you'll get trained by some of the best real estate investors in America, and partner with them on deals! You don't need $ for deals…we'll partner with you and hold your hand along the way! Learn More here: http://www.investorfuel.com/club   —--------------------

Episode Notes Alec Patton talks to PBLWorks Lead National Faculty in Math Bryon Demerson about why led him to shift from being a highly successful "traditional" math teacher to embracing project-based learning. Read Bryon's blog post: Overcoming PBL Hesitancy in the Math Classroom: A Teacher's Journey Learn more about the High Tech High Graduate School of Education

Hour 2 of the Big Show with George Rusic & Matt Rose is on demand! To kick off the hour, the guys have a conversation on Dustin Wolf and the Flames goaltending. George lays out some numbers on how many starts he expects Dustin Wolf to have and how many of those starts the Flames need to win in order to be in the playoff picture. (16:43) Later on, Dave Dickenson joins the show to give the latest on the Stampeders and their recent struggles as of late.The views and opinions expressed in this podcast are those of the hosts and guests and do not necessarily reflect the position of Rogers Media Inc. or any affiliate. Get full Flames games and great shows like Quick 60: The Stamps Show, Wranglers Watch and more ON DEMAND.

Hasan sits down with 13-year-old NYU sophomore Suborno Isaac Bari to talk about math, science, his internet fame, and maybe the greatest scientific mystery of Hasan’s generation - Najme’s tendency to purchase WAY too many pomegranates. Let's cut through the noise together. Go to groundnews.com/hasan to subscribe and get 40% off the unlimited access Vantage Plan, which breaks down to just $5/month with my discount. The best way to cook just got better. Go to HelloFresh.com/HASAN10FM now to Get 10 Free Meals + a Free Item for Life! Try Mill risk-free – and get $75 off with code HASAN at mill.com/hasan. Co-Creator & Executive Producer: Hasan Minhaj Co-Creator & Executive Producer: Prashanth Venkataramanujam Executive Producer/Director: Tyler Babin Executive Producer/Showrunner: Scott Vrooman Cinematographer: Austin Morales Producer: Kayla Feng Associate Producer: Annie Fick Editor: Hobson Feltus Talent Coordinator: Tanya Somanader Executive Assistant: Samuel Piland Thanks so much for listening to Hasan Minhaj Doesn’t Know. If you haven’t yet, now is a great time to subscribe to Lemonada Premium. Just hit the 'subscribe' button on Apple Podcasts, or, for all other podcast apps head to lemonadapremium.com to subscribe. That’s lemonadapremium.com.See omnystudio.com/listener for privacy information.

The mathematical area of topology is all about figuring out what truly defines a shape. Famously, topologists consider a coffee cup to be the same as a doughnut because one can be turned into the other without cutting or gluing — what defines and relates these two shapes for a topologist is that they have a single hole. As you might imagine, if you have ever tried to drink coffee out of a doughnut, topology has traditionally been part of pure mathematics. Topological data analysis (TDA), however, opens up a world of applications by applying ideas from topology to vast data sets, helping us to understand their "shape" and draw out important features. In this episode of Maths on the Move we talk to algebraic topologist Michael Hill about some of the fascinating uses of topological data analysis — from understanding breast cancer to making sure that voting is fair. We talked to Michael after he gave a brilliant Rothschild lecture at the Isaac Newton Institute for Mathematical Sciences (INI) in Cambridge. He was at the INI to attend the research programme Equivariant homotopy theory in context. To find out more about the topics mentioned in this podcast see: Maths in a minute: Topology — a quick introduction to topology. Understanding life with topology — a quick introduction to TDA and some of its uses. Euromaths: Heather Harrington — An episode of our Maths on the move podcast giving and introduction to topological data analysis. Watch Mike Hill's Rothschild lecture at the INI. Topology based data analysis identifies a subgroup of breast cancers with a unique mutational profile and excellent survival - The paper by Nicolau, Levine and Carlesson, mentioned by Michael in the podcast, which uses TDA to identify a novel type of breast cancer. The Data and Democracy Lab — mentioned by Mike in the podcast. Also, here is an image illustrating the intuition behind topological data analysis. As discs drawn around a bunch of points arranged in a circle increase in radius, they eventually overlap to form a ring, and later overlap to form a single blob.   This podcast forms part of our collaboration with the Isaac Newton Institute for Mathematical Sciences (INI) – you can find all the content from the collaboration here. The INI is an international research centre and our neighbour here on the University of Cambridge's maths campus. It attracts leading mathematical scientists from all over the world, and is open to all. Visit www.newton.ac.uk to find out more.

1122. This week, we look at two subtle but persistent differences between American and British English: why Americans say "math" and Brits say "maths," and why Americans are "in the hospital" while Brits are "in hospital." Then, we look at the historical meaning of the word "spendthrift" and introduce some wonderfully obsolete insults like "dingthrift" and "scrapethrift."The "maths" segment was written by Samantha Enslen, who runs Dragonfly Editorial. You can find her at dragonflyeditorial.com.The "spendthrift" segment was written by Karen Lunde, a career writer and editor. These days, she designs websites for solo business owners who care about both words and visuals. Find her at chanterellemarketingstudio.com.

Season 11 Episode 521 “Math Is Art” by EverydayMedia

Nick and Jonathan break down how the Joe Flacco trade impacts the timelines for the other QBs on the Browns roster.

Math educator and AI pioneer, Professor Ved, explores how artificial intelligence can support early learning without replacing the human touch. He unpacks the power of math education in building confidence and problem-solving skills, and introduces the concept of a “super growth engine” fueled by practice, progress, and curiosity. Professor Ved shares how AI can personalize learning by identifying strengths and gaps, but emphasizes that parents must remain actively involved in the process.

This episode is the intro to a special project by The AI Fundamentalists' hosts and friends. We hope you're ready for a metaphysics mini‑series to explore what thinking and reasoning really mean and how those definitions should shape AI research. Join us for thought-provoking discussions as we tackle basic questions: What is metaphysics and its relevance to AI? What constitutes reality? What defines thinking? How do we understand time? And perhaps most importantly, should AI systems attempt to "think," or are we approaching the entire concept incorrectly? Show notes:• Why metaphysics matters for AI foundations• Definitions of thinking from peers and what they imply• Mixture‑of‑experts, ranking, and the illusion of reasoning• Turing test limits versus deliberation and causality• Towers of Hanoi, agentic workflows, and brittle stepwise reasoning• Math, context, and multi‑component system failures• Proposed plan for the series and areas to explore• Invitation for resources, critiques, and future guestsWe hope you enjoy this philosophical journey to examine the intersection of ancient philosophical questions and cutting-edge technology.What did you think? Let us know.Do you have a question or a discussion topic for the AI Fundamentalists? Connect with them to comment on your favorite topics: LinkedIn - Episode summaries, shares of cited articles, and more. YouTube - Was it something that we said? Good. Share your favorite quotes. Visit our page - see past episodes and submit your feedback! It continues to inspire future episodes.

What does mailbox money really mean for your retirement—and how do you build income you can count on? This episode of Financial Straight Talk with Jim Fox breaks down the realities behind annuities, market risk, and the art of balancing income with expectations. Hear why celebrity paychecks aren’t so different from yours, and discover how to find the right mix of investments for your personality and goals. Get a candid look at the math, the mindset, and the decisions that shape a retirement. Ready to connect with Jim today? Get some Financial Straight Talk! Follow us on social media: YouTube | FacebookSee omnystudio.com/listener for privacy information.

In this episode, we dig into the tricky question every math teacher faces: When is a calculator a helpful tool—and when does it actually rob students of valuable mathematical thinking?Yvette shares a personal story about a conversation with her son on whether he should use a calculator for an upcoming test. The discussion quickly expanded: is a lower score worth it if it means students are pushing their math brains harder? Jon and Kyle weigh in on the role of calculators and AI in classrooms—acknowledging that sometimes these tools provide necessary accommodations, but other times they shortcut the very cognitive work that builds fluency, number sense, and problem-solving stamina.Together, we unpack:The difference between appropriate accommodations and missed opportunities.Why productive struggle and mental math strengthen students' “math muscles.”How to help students and families navigate the balance between tools and thinking.Parallels between calculators and AI—when they accelerate learning, and when they rob students of meaningful connections.This is not a call to ban calculators—but a reminder that timing, context, and intention matter.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Investors often believe that when markets “recover,” their portfolios do too — but that's a dangerous illusion. In this episode, Lance Roberts breaks down why percentage losses and gains are not symmetrical, and how a 50% loss requires a 100% gain just to break even. We'll discuss why bear market math destroys long-term returns, how emotional investors get trapped in the “illusion of recovery,” and why managing risk during drawdowns matters more than chasing every rally. 0:19 - The First Full Trading Week of October - Action 4:11 - Markets - Overbought & Overconfident? 9:27 - Where is the Promised Recession? 12:06 - What is Supporting the Market? 15:53 - The Overall Liquidity Base is Still Flush 19:19 - Annual vs Intra-year Returns Comparison 22:18 - Understanding Losses in Bear Markets - not symmetrical 27:02 - The Math of Loss 29:32 - The Importance of Understanding the Difference Between Points & Percentages 33:49 - Why Markets Do Not Compound 34:19 - The Function of Time on Investments 39:26 - Six Strategies That Work When Markets Don't 46:48 - Preview: Trading Guide Rules from Master Investors

In this episode of our Survive & Thrive series, we're going back to the basics when it comes to maintaining a financially stable market. While grant funding feels unstable and uncontrollable, when your passion meets profit, you're prepared to weather even the most unpredictable of storms. A strong P&L around the core function of supporting farmers and incubating small businesses is almost like tent weights for your market operation.    Listen as we discuss doing the math on: Venue Equipment Operating costs Staff Marketing This episode of Tent Talk, the Farmers Market Podcast, is supported by the Catamaran Resort Hotel & Spa.

Investors often believe that when markets “recover,” their portfolios do too — but that's a dangerous illusion. In this episode, Lance Roberts breaks down why percentage losses and gains are not symmetrical, and how a 50% loss requires a 100% gain just to break even. We'll discuss why bear market math destroys long-term returns, how emotional investors get trapped in the “illusion of recovery,” and why managing risk during drawdowns matters more than chasing every rally. 0:19 - The First Full Trading Week of October - Action 4:11 - Markets - Overbought & Overconfident? 9:27 - Where is the Promised Recession? 12:06 - What is Supporting the Market?  15:53 - The Overall Liquidity Base is Still Flush 19:19 - Annual vs Intra-year Returns Comparison 22:18 - Understanding Losses in Bear Markets - not symmetrical 27:02 - The Math of Loss 29:32 - The Importance of Understanding the Difference Between Points & Percentages 33:49 - Why Markets Do Not Compound 34:19 - The Function of Time on Investments 39:26 - Six Strategies That Work When Markets Don't 46:48 - Preview: Trading Guide Rules from Master Investors

In this episode of Innovation Meets Leadership, Natalie Born sits down with Doug C. Brown, CEO of CEO Sales Strategies and a sales growth expert who has generated over $900M in revenue for clients worldwide. Doug reveals how math, metrics, and automation can transform any sales organization into a predictable growth engine. From reducing refund rates by spotting hidden blind spots, to building AI-driven automation that scales follow-up and accelerates closes, Doug brings decades of experience that will challenge how you see sales. If you want your team to stop “throwing spaghetti at the wall” and start building sustainable revenue systems, this episode is for you.[00:01 - 04:00] The Power of Math in SalesHow Doug discovered “holes” in sales systems through metrics.The Tony Robbins & Chet Holmes case study: reducing refund rates from 16% to under 1%.Why blind spots exist in every business—and how to find them.[04:01 - 10:00] Lessons from Early Business and LeadershipRunning his father's business at 16 and learning optimization early.The “flat tire” analogy: why outside perspectives reveal what leaders miss.How math tells a story that leads to better decisions.[10:01 - 14:00] Shifts in Sales Post-PandemicWhy the sales process has permanently changed.The rise of conversational selling.Consumers are more educated than ever—how to adapt.[14:01 - 19:00] Three Steps to Improve Your Sales Team TodayGet truthful goals from every salesperson.Define your ideal right-fit buyer (97% of companies don't).Start measuring simple sales metrics: outreach, connections, responses, closes.[19:01 - 24:00] Automation and the Fortune in Follow-UpWhy consistent follow-up unlocks 5–15% more revenue.Automating repetitive sales tasks with CRMs and AI.Real examples: insurance sales, concierge AI, SiriusXM upsell systems.[24:01 - 29:00] AI as a Sales Multiplier, Not a Job KillerRita, the AI concierge, and how it redefined customer experience.AI's role in profiling, research, and buyer engagement.Start small: automate one repetitive task, then scale.[29:01 - 31:00] Final Insights & How to Connect with DougPractical steps to embrace automation and AI in sales.Why ignoring sales automation means falling behind competitors.Quotes“Every company has blind spots. Use math and metrics to find untapped revenue.” – Doug C. Brown“Ninety-seven percent of companies don't know their ideal buyer. That's wasted money and effort.” – Doug C. Brown“The fortune is in the follow-up. Automate it, and you'll unlock growth you didn't know you had.” – Doug C. BrownGuest LinksWebsite: ceosalesstrategies.comLinkedIn: Doug BrownNewsletter: ceosalesstrategies.com/newsletterEmail: doug@ceosalesstrategies.comLEAVE A REVIEW + help someone scale their revenue with clarity and precision by sharing this episode or click here to catch up on past episodes.

CBS EYE ON THE WORLD WITH JOHN BATCHELOR THE SHOW BEGINS IN THE DOUBTS ABOUT THE AMERICAN ECONOMY AND THE CONSUMER 1940 LONDON   10-3-25 FIRST HOUR 9-915 Slow Rebuilding and Political Manipulation in LA Fire Areas Guest Name: Jeff Bliss Summary: Rebuilding fire-damaged areas like Pacific Palisades is agonizingly slow, potentially taking 9 to 20 years, causing residents to abandon their homes. Red tape delays permit issuance, possibly benefiting real estate speculators, including foreign buyers. There is concern that political leaders are pushing to reshape these communities by moving in tall, low-cost housing. 915-930 Economic Slowdown Evident in Local Consumer Spending and Housing Guest Name: Jim McTague Summary:Despite lower gas prices in Lancaster County, a ripple effect from declining Asian imports is expected. Consumer caution remains high, with "English" shoppers buying essentials and avoiding expensive electronics. Local diners show less vibrancy, suggesting the economy has lost "some spring in its step." High-end real estate sales have also notably "dried up." 930-945 HEADLINE: Trump's War on Cartels and Venezuela Intervention; Supreme Court Takes Up Federal Reserve Governor Firing Case GUEST NAME: Richard Epstein SUMMARY: John Batchelor speaks with Richard Epstein about President Trump's "war" against drug cartels and potential Venezuela intervention, which Epstein deems unlawful executive overreach due to congressional inertia. He suggests overthrowing Maduro would be more strategic. The Supreme Court scheduled oral arguments regarding presidential power to fire Federal Reserve governors, specifically Lisa Cook, addressing the future of independent agencieS. 945-1000 HEADLINE: Trump's War on Cartels and Venezuela Intervention; Supreme Court Takes Up Federal Reserve Governor Firing Case GUEST NAME: Richard Epstein SUMMARY: John Batchelor speaks with Richard Epstein about President Trump's "war" against drug cartels and potential Venezuela intervention, which Epstein deems unlawful executive overreach due to congressional inertia. He suggests overthrowing Maduro would be more strategic. The Supreme Court scheduled oral arguments regarding presidential power to fire Federal Reserve governors, specifically Lisa Cook, addressing the future of independent agencieS. SECOND HOUR 10-1015 Need for Pentagon Leadership in Fortifying US Infrastructure Against Adversaries Guest Name: Henry SokolskiSummary: Russia is allegedly already waging hybrid war against the EU via cable cutting and cyber assaults, which is expected to reach the US. The US is unprepared organizationally. The Pentagon (Secretary of Defense) should lead hardening and proliferation efforts for targets like the electric grid and nuclear plants, but they are currently resistant to doing so publicly. 1015-1030 Need for Pentagon Leadership in Fortifying US Infrastructure Against Adversaries Guest Name: Henry SokolskiSummary: Russia is allegedly already waging hybrid war against the EU via cable cutting and cyber assaults, which is expected to reach the US. The US is unprepared organizationally. The Pentagon (Secretary of Defense) should lead hardening and proliferation efforts for targets like the electric grid and nuclear plants, but they are currently resistant to doing so publicly. 1030-1045 Interstellar Comet 3I Atlas and Martian/Jupiter Missions Guest Name: Bob Zimmerman Summary: Comet 3I Atlas is the third identified interstellar object and the second interstellar comet, much larger than previous ones. Its path brings it within about 20 million miles of Mars, but it is currently blocked by the sun. NASA and European teams are attempting to get data using Mars orbiters and rovers, though the resolution may not match Webb's spectroscopy. Europe is also considering re-aiming the Juice mission. 1045-1100 Webb Telescope Challenges Cosmology Theories with 'Little Red Dots' Guest Name: Bob Zimmerman Summary:The Webb Space Telescope is finding mysterious "little red dots" in the very early universe, observed via infrared due to redshift. Astronomers speculate these might be supermassive black holes, which shouldn't exist so early, challenging the Big Bang theory itself. About 30% of these dots do not appear compact when viewed in ultraviolet light, resembling galaxies instead. THIRD HOUR 1100-1115 HEADLINE: Princess Ennigaldi-Nanna's Chamber: An Early Mesopotamian Museum GUEST NAME: Moudhy Al-Rashid SUMMARY: John Batchelor speaks with Moudhy Al-Rashid about Princess Ennigaldi-Nanna, high priestess to moon god Sin in Ur, who maintained ancient artifact collections in her palace. Items 1,500 years older than her time, alongside cylindrical clay labels, suggest the chamber functioned as the world's earliest known museum, establishing links to ancient history. 1115-1130 HEADLINE: Princess Ennigaldi-Nanna's Chamber: An Early Mesopotamian Museum GUEST NAME: Moudhy Al-Rashid SUMMARY: John Batchelor speaks with Moudhy Al-Rashid about Princess Ennigaldi-Nanna, high priestess to moon god Sin in Ur, who maintained ancient artifact collections in her palace. Items 1,500 years older than her time, alongside cylindrical clay labels, suggest the chamber functioned as the world's earliest known museum, establishing links to ancient history. 1130-1145 HEADLINE: Ancient Mesopotamian Literacy, Math, and the Epic of Gilgamesh GUEST NAME: Moudhy Al-RashidSUMMARY: John Batchelor speaks with Moudhy Al-Rashid about Mesopotamian education teaching advanced mathematics and writing in Sumerian and Akkadian, preserved on homework tablets. The Epic of Gilgamesh, dating to a likely real king around 2800 BCE, tells of a tyrant's transformation into a wise king after learning that life concerns community survival 1145-1200 HEADLINE: Ancient Mesopotamian Literacy, Math, and the Epic of Gilgamesh GUEST NAME: Moudhy Al-RashidSUMMARY: John Batchelor speaks with Moudhy Al-Rashid about Mesopotamian education teaching advanced mathematics and writing in Sumerian and Akkadian, preserved on homework tablets. The Epic of Gilgamesh, dating to a likely real king around 2800 BCE, tells of a tyrant's transformation into a wise king after learning that life concerns community survival FOURTH HOUR 12-1215 Positive Outlook for US-Canada Trade and Middle East Peace Guest Name: Conrad Black Summary: Canadian Prime Minister Mark Carney is meeting with President Trump to discuss economic and security issues, aiming to remove US tariffs. Trade discussions look positive following the Canadian election. Carney also specifically endorsed President Trump's proposed Middle East peace deal, which has major Arab and non-Arab Muslim powers supporting it, deeming it one of the greatest diplomatic achievements since World War II. 1215-1230 8. Italian Political Scandals and the Reinstatement of St. Francis Holiday Guest Name: Lorenzo Fiori Summary:Prime Minister Giorgia Meloni and two ministers face ICC investigation for failing to detain a Libyan warlord, citing risks to Italian workers in Libya. Separately, Italy's Senate unanimously approved reinstating a national holiday honoring St. Francis of Assisi, Italy's patron saint, 800 years after his passing. 1230-1245 Distinguishing Humane Nationalism from Pathological Ideologies Guest Name: Daniel Mahoney Summary:Nationalism must be distinguished from pathological forms like "blood and soil" ideology, which champions ethnic rooting and the subordination of others. Moderate, humane national loyalty is tied to self-government and common humanity, rejecting the path that leads to "zoological wars." Critics often unfairly conflate nationalism with isolationism or imperialism. 1245-100 AM Distinguishing Humane Nationalism from Pathological Ideologies Guest Name: Daniel Mahoney Summary:Nationalism must be distinguished from pathological forms like "blood and soil" ideology, which champions ethnic rooting and the subordination of others. Moderate, humane national loyalty is tied to self-government and common humanity, rejecting the path that leads to "zoological wars." Critics often unfairly conflate nationalism with isolationism or imperialism.

HEADLINE: Ancient Mesopotamian Literacy, Math, and the Epic of Gilgamesh GUEST NAME: Moudhy Al-RashidSUMMARY: John Batchelor speaks with Moudhy Al-Rashid about Mesopotamian education teaching advanced mathematics and writing in Sumerian and Akkadian, preserved on homework tablets. The Epic of Gilgamesh, dating to a likely real king around 2800 BCE, tells of a tyrant's transformation into a wise king after learning that life concerns community survival 1700 BABYLON

HEADLINE: Ancient Mesopotamian Literacy, Math, and the Epic of Gilgamesh GUEST NAME: Moudhy Al-RashidSUMMARY: John Batchelor speaks with Moudhy Al-Rashid about Mesopotamian education teaching advanced mathematics and writing in Sumerian and Akkadian, preserved on homework tablets. The Epic of Gilgamesh, dating to a likely real king around 2800 BCE, tells of a tyrant's transformation into a wise king after learning that life concerns community survival 1932 BABYLON

Let's talk about The Trump Shutdown math problem....