Podcasts about Milwaukee

(00:00-16:20) Contingent birthday wishes. A caller has a question for Jackson. Keith from Milwaukee is in a car wash and wants to know how many knockwurst Jackson can eat. Dr. Red Duke. You can taste the Doritos and the Fritos. Undershrubs. Let's hear from Francesa real quick.(16:28-28:02) Jose Feliciano. Once Upon A Time In Hollywood. That was a dangerous phrase to try and utter. Frank chose food. Design Aire Heating & Cooling EMOTD. Josh Schertz has agreed to a long term contract to stay at SLU.(28:12-39:44) Former Billiken, Ryan Luechtefeld joins us talking about SLU's game coming up today and the Josh Schertz contract extension. What is he expecting out of SLU today against George Washington? Does the morning game time affect the players?See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Former Republican Supreme Court candidate Brad Schimel's temporary appointment as U.S. Attorney ends next week. Now, federal judges in Milwaukee say they will not extend his term. A survey of faculty at the University of Wisconsin-Madison found fewer than 10 percent described themselves as conservative. And, a new postmark rule adopted by the U.S. Postal Service could affect Wisconsinites who register to vote by mail

From a historic 49-point blowout in the Big 12 Tournament to a dominant road win in Milwaukee, Episode 644 breaks down the widest gap in Arizona sports history. We analyze the silence surrounding Bobby Hurley's future following a nightmare exit in Kansas City and the factors behind the Suns finally flipping the switch against a title contender.In this episode:00:00 - WelcomeSetting the stage for a day of extremes in the Valley. We look at the high-stakes friction between a Suns statement win and the lowest point in Sun Devil basketball history.17:54 - ASU Basketball: The Big 12 DisasterThe 49-Point Collapse: Analyzing the 91-42 loss to #6 Iowa State in Kansas City and the 23 turnovers that defined a historic nightmare.The Turnover Analysis: Discussing how a system fails to the point of having more turnovers than first-half points (16).The Hurley Silence: Analyzing the lack of official news regarding Bobby Hurley's future following the season-ending embarrassment.25:13 - Phoenix Suns: Statement in MilwaukeeWinning the Right Way: Breaking down the 129-114 win over the Bucks to start the road trip with intent.The Postgame Receipts: Audio from Royce O'Neale on-court with Amanda Pflugrad, Jordan Ott's media address, and Jalen Green's locker room reaction.Flipping the Switch: Analyzing the Bickley & Marotta breakdown of how the Suns finally "flipped the switch" to pull away from the Bucks on their home floor.The Verdict: Does a 49-point exit in Kansas City make the Hurley decision a formality, or is the Suns' ability to flip the switch on the road the real story?

Acclaimed and award-winning author Nick Petrie is back with another propulsive thriller in his bestselling Peter Ash series. At the suggestion of his girlfriend, June Cassidy, Peter rides to the aid of an investigative reporter who may have stumbled on a story more explosive than even he can handle in THE DARK TIME.Nick Petrie is the author of nine novels in the Peter Ash series, most recently The Price You Pay. His debut, The Drifter, won both the ITW Thriller award and the Barry Award for Best First Novel, and was a finalist for the Edgar and the Hammett Awards. A husband and father, he lives in the Milwaukee area.#nickpetrie #authors #authorpodcast #speakingofwriterspodcast #novels

The Platform Mix 600 features Soppa! He grew up in Milwaukee but now made the move out to Nashville in September and since then has played all the hottest spots in the city like Barstool, Whiskey Row, Jelly Roll's, Twelve Thirty Club and played outside of the city in 2025 at venues in Chicago, Scottsdale, Tampa and West Palm too. In 2026 he's putting his focus on producing and plans to drop new edits and remixes this spring. Follow Soppa on all his socials to see where he's playing all his upcoming sets. Subscribe to my Patreon to see the full track list from the mixes, take a look at my top tracks of the week and get a look into what I'm playing during my sets. Now turn those speakers up, and let's get into it with Soppa's latest right here, on The Platform. Soppa: https://www.instagram.com/dj_soppa/ Podcast: www.youtube.com/@theplatformmix Patreon: www.patreon.com/djdexmke Artwork by Michael Byers-Dent: www.instagram.com/byersdent/

In this episode of the Hustling Sideways podcast, hosts Allen Halas and Jim Love welcome Chrisi Goodwin, a sugar maker from New Hampshire. Chrisi shares her journey into the world of maple syrup production, detailing how a family project turned into a thriving local business known as Ice Mountain Maple. The conversation explores the labor-intensive process of sugaring, the significance of Maple Weekend, and the importance of community support in their growth. Chrisi discusses the challenges and joys of balancing her sugar-making passion with her professional career, as well as future aspirations for expanding their product line and online sales.Follow us:Allen Halas⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠AllenHalas.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BreakingAndEntering.net⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Threads/Bluesky: @AllenHalas⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram: @AllenHalas⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Jim Love⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠GoAuthenticYou.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@jim_m_love⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@jimm.love⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hustling Sideways is a business podcast hosted by Milwaukee-based music writer Allen Halas and keynote and motivational speaker Jim Love. The two both attended Marquette University, and now host the show to discuss the side hustles and passion projects of people that they meet, all while continuing to run their own side businesses. Every Monday, they're either interviewing a guest, or talking about the different aspects of business that side hustlers go through when balancing their 9-to-5 and their entrepreneurship endeavors. You can get the podcast wherever you download podcasts, as well as on our YouTube channel.

In this episode, Crystal Clear responds to the most recent major English-language feature article on Morgellons disease — “For a Rare Disorder, Is Language Complicating Care?” published February 24, 2026, by Undark. Crystal summons her inner Karen and things get ridiculous. The new Morgellons article proposes that renaming delusional parasitosis could improve patient compliance with antipsychotic treatment. The problem: there has never been a single randomized controlled trial evaluating any treatment for Morgellons. Not antipsychotics. Not antibiotics. Not anything. We break down what the article gets wrong, what it deliberately omits, and why linguistic rebranding is not a substitute for science.Plus: a new morgie message from a listener in Milwaukee.Links for the article and to leave a message for the show: Undark article: https://undark.org/2026/02/24/morgellons-language-complicating-care/More Morgellons: https://moremorgellons.com“P.s. no matter what daddy google tells you, this isn't a lyme disease podcast and never has been.”-CC

Jayson Tatum is officially back in the Celtics' starting lineup just 10 months after rupturing his right Achilles in the 2025 playoffs. We break down how his return changes Boston's offense, the rotation, and their ceiling in a wide-open Eastern Conference race. Can Tatum quickly regain All-NBA form, or will the Celtics need to manage expectations as he ramps up before the postseason push? We react to his emotional reintroduction in the Garden, plus what this means for contenders like Milwaukee, New York, and Philadelphia.If you want to support, every little bit helps!We appreciate SuperChats, or you can donate:CashApp: $TheFormatPodcastVenmo: TheFormatPodcast

Hour 1 of Jake & Ben on March 9, 2026 How far will BYU make it in the Big 12 Tournament? Top 3 Stories of the Day: Utah Jazz get back on track with a loss at Milwaukee, USU wins the Mountain West Regular Season Title, MacKenzie Weegar makes Utah Mammoth Debut.  The Utah Jazz Injury Report for their game vs Golden State tonight is quite long. 

Top 3 Stories of the Day: Utah Jazz back to losing column with a loss at Milwaukee, Utah State wins Mountain West Regular Season, MacKenzie Weegar made his Utah Mammoth Debut

Jake & Ben Full Show from March 9, 2026 Hour 1 How far will BYU make it in the Big 12 Tournament? Top 3 Stories of the Day: Utah Jazz get back on track with a loss at Milwaukee, USU wins the Mountain West Regular Season Title, MacKenzie Weegar makes Utah Mammoth Debut.  The Utah Jazz Injury Report for their game vs Golden State tonight is quite long.  Hour 2 The Utah Jazz are taking on the Golden State Warriors tonight. Did they miss their shot to enter a true rebuild? It's the 6-Year Anniversary of Rudy Gobert touching the microphones. An incident that is enshrined in Utah Sports infamy. The day the world learned of Ben Anderson's backside.  Former BYU & Utah Players are getting paid on the first day of NFL Free Agency. 

Catch up on all the headlines in NFL, College Football, Utah Jazz, NBA, College Basketball, MLB, Real Salt Lake and Utah Mammoth news with "What is Trending" for March 9, 2026.

Milwaukee, 2024: Sade Robinson was only 19 years old when her life was violently cut short by Maxwell Anderson, a 33 year old with a sick goal to kill. He'd built a torture room in his basement and had even shared his sick fantasies with a friend, telling him exactly how, when and who he was going to kill. Devastatingly, that would be Sade, yet Maxwell had underestimated Sade, and little did he know but Sade tracked and logged her every move, and even in her death she was able to end her killer.Resources:Sade's Voice Foundation - https://sadesvoicefoundation.com/https://linktr.ee/eleanornealeresourcesWatch OUTLORE Podcast:https://www.youtube.com/@EleanorNealeFollow Me Here for Updates & Short Form Content:InstagramTikTok

Send a textWelcome everyone, to the conclusion of my interview with Professor and El Paso County Sheriff's Department Investigator Jennifer Bucholtz. Jennifer Bucholtz is a former U.S. Army Counterintelligence Agent, and a decorated veteran of the Iraq and Afghanistan wars. She holds a bachelor's degree in criminal justice from Northern Arizona University, a master's degree in criminal justice from the City University of New York's John Jay College of Criminal Justice, and a master's degree in forensic science from National University. Ms. Bucholtz has an extensive background in U.S. military and Department of Defense counterintelligence operations. Ms. Bucholtz is currently an adjunct faculty member at AMU and teaches courses in criminal justice and forensic sciences. Additionally, she is a cold case investigator for her local sheriff's office, host of AMU's investigative podcast “Break The Case,” and founder of the 501(c)3 nonprofit, Break The Case. Please enjoy this eye-opening and fascinating interview with someone who has done so many incredible things and continues to serve her community.  In today's episode, we discuss:·      Meeting Lt. Joe Kenda. ·      Why is she so interested in cold cases?·      The Steven Avery case.·      The Rebecca Gould murder. Was her killer a serial killer? All the missteps of the original detectives and how she overcame those errors. ·      Why does she still communicate with her murderer?·      Her company, Break The Case.org.·      The Debbie Sue Williamson case.·      What is her criteria for taking a case?·      Forensic and investigative science has never been better. Why are clearances not keeping up with the science? ·      What's in the future of cold cases? DNA keeps getting better, and perhaps using AI as a tool, not a replacement for humans. All of this and more on today's episode of the Cops and Writers podcast.Visit Break the Case!Visit the Cops & Writers Website!Check out my newest book! Police Stories: The Rookie Years - True Crime, Chaos & Life as a Big City Cop!My first week as a rookie cop, I had to decide whether to pull the trigger on a man running at me with a butcher knife. He'd just killed his brother over the last hot dog.That was my introduction to policing in Milwaukee.From Wall Street Journal-featured author Patrick O'Donnell comes a memoir of rookie years on Milwaukee's streets.Support the show

The San Jose Barracuda (34-16-2-2) closed out their two-game road trip with a 3-1 win over the Milwaukee Admirals (22-25-4-3) on Saturday night at UW-Milwaukee Panther Arena. With the victory, San Jose swept the two-game set in Milwaukee and improved to 3-1 in the season series.

The San Jose Barracuda (34-16-2-2) closed out their two-game road trip with a 3-1 win over the Milwaukee Admirals (22-25-4-3) on Saturday night at UW-Milwaukee Panther Arena. With the victory, San Jose swept the two-game set in Milwaukee and improved to 3-1 in the season series.

Northern Kentucky vs. Green Bay College Basketball Pick Prediction by Tony T. Northern Kentucky vs. Green Bay Profiles Northern Kentucky vs. Green Bay 3:30PM ET—Northern Kentucky is 18-13 overall and 10-10 in the Horizon with road wins against Robert Morris, Oakland Milwaukee, IU Indy as well as Cleveland St. Road losses against Green Bay, Wright St, Detroit, Oakland and Youngstown St. Green Bay is 18-14 with 12-8 in the Horizon winning on the road against IU Inday, Purdue Fort Wayne, Cleveland St, Robert Morris, Northern Kentucky as well as Oakland. Road losses Wright St, Youngstown St, Milwaukee and Detroit.

Our first storyteller is Rad Wilkins, who as a wildlife biologist embraced the title of “poop ologist” and carried a pungent, fermented concoction called “the brew” into the backcountry to entice grizzly bears. When the love of his life came to visit his remote camp, he had to quickly learn the true rules of bear country before a romantic proposal turned into a terrifying, close encounter in a story that he calls “Wild Proposals”. Rad Watkins is a lifelong nature lover and conservationist based in Missoula, Montana. He currently serves as Executive Director of the Missoula Conservation District, where he helps lead efforts to protect local streams, wildlife, and working lands. His career has taken him from the old-growth forests of the Pacific Northwest studying endangered seabirds, to Glacier National Park collecting grizzly bear DNA, to the Northwoods of Wisconsin tracking wolves and rehabbing bald eagles. Rad also loves personal development, and he's a certified life coach who does some leadership speaking and training. At home, he, his wife Gretchen, and their kids, Lena and Norris, enjoy doing what Montanans do best: floating rivers, skiing, hiking, and spending time outdoors with their dogs and horses. You can find Rad on Instagram, Facebook and YouTube. In our next story, Bridget Feerick flies thousands of miles to Peru and connects with a mysterious, motorcycling solo traveler. With a language barrier, a gut feeling, and a wild invitation to ride with him to Canada, she must decide if taking a leap of faith is worth the risk of a true-life adventure. Bridget calls her story “My Gut Says WHAT!?…and it was Awesome!” Thanks for listening. Bridget Feerick started her journey on this planet being born and raised in Milwaukee, WI. She traveled the world before making her home in Missoula, Montana and has continued to explore this country and the world beyond. Her passion for the outdoors is matched by a deep commitment to community engagement and social justice. Bridget holds people in transitions using her intuitive powers as an organizer, cleaner, birth/postpartum/death doula, yoga instructor, herbalist, reiki and sound healing practitioner, and so on and so forth. Oh, and she likes to get weird whether it’s through her performance art pieces or just trying to be free in a world with too many boxes. She hopes to empower and inspire as many people as she can to tap into their own intuitive powers. Trying to escape the dark Missoula winter, a staycation house-sitting gig promises a hot tub and mountain views for Marc Moss, and instead, delivers freezing temperatures and the demanding care of a dog, a cat, and eleven chickens. What starts as a simple favor quickly turns into a crisis when a frantic call from Chile reveals an unfortunate fire and a scramble to rehouse the traumatized poultry. Marc calls his story “The Girls”. Marc Moss founded Tell Us Something in 2011 and lives with his life partner, Joyce, and their perpetual kitten, Ziggy on Missoula's historic Northside. While trekking deep into the Bob Marshall Wilderness to photograph the monumental Chinese Wall, Brian Christianson finally slows down to appreciate the remote mountain solitude with his partner. When a tiny movement catches their eye, they hold their breath for what could be the wildlife encounter of a lifetime. Brian calls his story “Ridge Lessons”. Brian Christianson's love for mountains began on the pages of books while growing up in Southern Minnesota. A family trip to Colorado at age 10 confirmed the future: mountains or bust. He proceeded to study photography and geography at the University of Colorado before moving to Montana in 2008. Brian works as a nature photographer with a curiosity for wilderness in Western Montana. He shares a life with his wife Linds and cat Roo.

Mike Stephen discusses the issue of Illinois' struggling population numbers with Chicago Magazine writer Ted McClelland, learns about the local organization called Project I Am from its founder Jahkil Jackson, and then talks to Milwaukee rapper Rap J about his life story and upcoming Chicago performance.

In the first hour of the Civic Media Spotlight, we feature Lean Local with Jim Schmitt. Jim talks with Sam Dunlop, the 2010 Democratic candidate for District 4 of the Wisconsin State Assembly, about local issues and his perspective on Wisconsin politics. Also in this hour, we hear from Nite Lite with Pete and Greg, who speak with Susan Kerns, Executive Director of Milwaukee Film, about the organization's purchase of the Downer Theatre. They discuss what the historic theater means to Milwaukee and what the future could look like for the beloved venue under Milwaukee Film's leadership. To learn more about the show and all of the programming across the Civic Media network, head over to civicmedia.us/shows to see the entire broadcast line up. Follow Civic Media on Facebook, X, Instagram and Blue Sky to keep up with all of our shows! Guests: Susan Kerns, Sam Dunlop

Friday's Drill made stops in Seattle, Milwaukee, Buffalo, & Las Vegas!See omnystudio.com/listener for privacy information.

As a pendant to, and continuation of, my Black History Month 2026 series on Countermelody, I am pleased and honored to present to you the exquisite African American lyric soprano Klesie Kelly, who, as with numerous other singers that we have explored together this month, has made her life, career, and home abroad, in this case, Germany, where she came to pursue post-university studies in Detmold and from there simply put down roots. Though unlike me, Kelly was not born in Milwaukee, she did spend some of her formative years there, including pursuing her undergraduate degree at the University of Wisconsin Madison. In her years in Germany, Kelly was not only an active and deeply respected both on the operatic stage and the concert platform (where her performances of Bach were particularly lauded), but she also dedicated herself to the education of many of the finest singers to have come through the Musikhochschule in Köln. I have managed to unearth a number of invaluable sound documents of Klesie Kelly, including a number of recordings of Lieder and duets with instrumental obbligato accompaniment, and peerless performances of Bach cantatas, as well as a 1970 concert performance of Porgy and Bess in the Netherlands, and an ultrarare recording made during her undergraduate years in Wisconsin. Excerpts from all of these are heard on the episode, which salutes (and delivers flowers to) one of the most respected German-American musical figures of her generation. Countermelody is the podcast devoted to the glory and the power of the human voice raised in song. Singer and vocal aficionado Daniel Gundlach explores great singers of the past and present focusing in particular on those who are less well-remembered today than they should be. Daniel's lifetime in music as a professional countertenor, pianist, vocal coach, voice teacher, and author yields an exciting array of anecdotes, impressions, and “inside stories.” At Countermelody's core is the celebration of great singers of all stripes, their instruments, and the connection they make to the words they sing. By clicking on the following link (https://linktr.ee/CountermelodyPodcast) you can find the dedicated Countermelody website which contains additional content including artist photos and episode setlists. The link will also take you to Countermelody's Patreon page, where you can pledge your monthly or yearly support at whatever level you can afford.

Episode SummaryRon Phelps, a wealth advisor with nearly 30 years of experience, joins the Influential Advisor Podcast to discuss his book Beyond the Sales Pitch: A Roadmap for Finding the Wealth Advisor You Deserve. Ron shares his journey from growing up in a tough Milwaukee neighborhood to military service to building a client-centered advisory practice. The conversation covers what separates a true trusted advisor from the rest of the industry, why jargon-free communication matters, and the questions every consumer should ask when evaluating a financial professional.Key Topics CoveredRon's Background & Origin Story — Growing up without means in Milwaukee, raised by a single mom on public assistance. A formative childhood experience at a grocery store shaped his drive to help others achieve financial security. After graduating high school at 17, he joined the Army during Desert Shield/Desert Storm, later earning an accounting degree and launching his advisory career in 1996.The Philosophy of Giving Back — Ron rejects the industry coaching that says advisors should only work with multimillion-dollar households. He shares the story of Jack, an 18-year-old tradesperson who saved $30,000 and became a client, illustrating that giving back means meeting people wherever they are on their financial journey.Ditching Jargon for Real Outcomes — Clients don't care about Sortino ratios or PE ratios — they care about retiring with dignity, building a legacy, and knowing they'll be okay. Ron's approach starts with understanding the person, their family, and their goals before ever discussing assets.What a Trusted Advisor Actually Does — Comprehensive planning goes far beyond picking stocks and funds. It includes estate planning, tax management, legacy planning, charitable giving, and proactive problem-solving. Ron details his team's communication cadence: quarterly calls, monthly market updates, and webinars that now draw 50–70 attendees.Creative Financial Solutions — Using the "Warren Buffett principle" of leveraging portfolio dividends and liquidity access lines so clients never have to permanently reduce their wealth to fund major life events like weddings or land purchases.Working with Business Owners — Succession planning, business valuations (offered at no additional cost), tax-efficient retirement strategies, and connecting clients with business opportunity advisors for selling or franchising.Legacy & Purpose — The story of Don, a client of nearly 30 years who went from being overleveraged on 400 apartment units to donating $22 million to a local cancer center — proof of what a long-term advisory relationship can accomplish.Questions to Ask Your Advisor — Ron recommends asking for 10 client references (not just one or two), understanding how the advisor charges, whether they invest their own money the same way, whether they have a true team with continuity planning, and whether they have a network of CPAs and estate planning attorneys.Guest InfoRon Phelps — Managing Director, The Phelps GroupBook: Beyond the Sales Pitch: A Roadmap for Finding the Wealth Advisor You DeserveWebsite: www.beyondthesalespitch.comSupport the show

On this week's delicious deep dive, Tarik and Ann start at Agency's theatrical Filipino pop-up Sinta, which has become a permanent part of the James Beard-nominated bar's offerings at 817 N. Marshall St. Chefs Zach and Katrina Panoski are serving up a creative collection of small plates and snacks ranging from "celestial" eggplant dip to crab lumpia topped with Pop Rocks.Then, Ann shares her guide to finding exceptional seafood in the city, plus a scoop on the upcoming Freshwater Food and Wine Festival. She also gives us a peek at her recent interviews with two of Milwaukee's top chefs: Dan Jacobs, who discussed the high-stakes "randomizer" wheel on Food Network's Tournament of Champions; and Adam Pawlak, who shared his philosophy on culinary consistency and his new 15-pound wiener dog, Alfredo.

There's perhaps no place in the state hit harder by gun violence than Milwaukee. This Saturday, the Milwaukee Journal Sentinel is hosting a forum for people to talk about gun safety, gun ownership and gun violence.

This is Wade's sermon at Resurrection Lutheran Church in Milwaukee, WI for the second Lenten Vespers. We'd love to have you join us at Resurrection for a Sunday Divine Service sometime at 9am. As always, if you are enjoying the show, please subscribe, rate, and review us on iTunes, Stitcher, Google Play, Spotify, or TuneIn Radio. You can also like us on Facebook and follow us on Twitter.  And, of course, share us with a friend or two! If you'd like to contact us we can be reached at podcast@LetTheBirdFly.com, or visit our website at www.LetTheBirdFly.com.

Send a textIn this episode of the Cops and Writers Podcast bonus series, retired Milwaukee Police Sergeant Patrick O'Donnell reads Chapter 33, "A Tale of Two Kidnappings," from his upcoming book:Police Stories: The Rookie Years - True Crime, Chaos, & Life as a Big City CopWith the Nancy Guthrie case dominating headlines, this chapter reveals what kidnapping calls are really like for cops—and the difference between what you see on TV and what actually happens on the streets.Most kidnapping calls are bullshit. But when they're real, every cop drops everything.The first story: One of Patrick's first nights riding solo. A "kidnapping" call that turned out to be a domestic dispute, with an unfortunate twist.The second story: A real kidnapping. A mother duct-taped to a chair, beaten unconscious by her ex in a crack cocaine-fueled rage. Her five-year-old son is missing. Every cop on the shift came together. They weren't going home until they got that child back.All stories are real. Names and locations have been changed where necessary.

In this episode, Tim breaks down the Atlanta Hawks' 131–113 win over the Milwaukee Bucks. The Hawks pulled away in the third quarter, outscoring the Bucks 32–18 and never looking back after taking the lead. Atlanta secures its fifth consecutive win and will look to make it six when they return home to State Farm Arena on Saturday night to take on the sixth-seeded Philadelphia 76ers. FOLLOW us on “X”: @EthosHawks @Tim_ATL @MRKHoops The FantasyPass isn't just for drafts anymore! Come enjoy DAN'S FANTASY ADDS/DROPS IN REAL TIME in our premium Discord… starting at just $6/month! Click to learn more! SUBSCRIBE, Rate and Review iTunes: https://tinyurl.com/ymf6vssp Spotify: https://tinyurl.com/yll6somy Join our Fantasy Sports Discord Server by clicking this sentence – https://discord.gg/jSwGWSHqaV Looking for the Bru and Besbris Secret Shows? The only way to get the URLs when they happen is to jump on the email list by heading here: https://landing.mailerlite.com/webforms/landing/g5c9a0 Manscaped is BACK, baby! Just like the NBA! Use coupon code HOOPBALL20 to get 20% off and free shipping on your purchase at Manscaped.com! Want more codes? We got 'em! ExpressVPN is offering 3 BONUS months on every 12-month membership purchase by using this special link: https://www.expressvpn.com/hoopball Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Welcome back to The Food For ThoughtCast! You're just in time for episode 141, which just happens to be the premiere of Season 4. Whether you're listening for the first time, or have been with us since the beginning, we are so glad you are here.  Food fans, buckle up- because today you're going to learn that Milwaukee is a serious food city. Join us as we talk to Chef Gregory León, from Amilinda. Chef León is a two-time James Beard Award finalist for Best Chef: Midwest (2022, 2023) and a two – time semifinalist for Outstanding Chef (2024, 2025). Central to his leadership is a philosophy that challenges traditional kitchen hierarchies. One long-standing "rule" he intentionally breaks is the notion that the Executive Chef should be the sole creative voice behind the menu. We talk about the incredible connections Amilinda has to the city, including its fundraising efforts, and dive deep into the flavors and inspiration behind the ever-changing menu. Melissa and Steve had a blast getting to know Chef Greg, and you will too. Don't forget to rate, review, subscribe, and share with a friend!

Mike Steele, Pacing Discourse-Rich Lessons ROUNDING UP: SEASON 4 | EPISODE 13 As a classroom teacher, pacing lessons was often my Achilles' heel. If my students were sharing their thinking or working on a task, I sometimes struggled to decide when to move on to the next phase of a lesson.  Today we're talking with Mike Steele from Ball State University about several high-leverage practices that educators can use to plan and pace their lessons.  BIOGRAPHY Mike Steele is a math education researcher focused on teacher knowledge and teacher learning. He is the past president of the Association of Mathematics Teacher Educators, editor in chief of the Mathematics Teacher Educator journal, and member of the NCTM board of directors.  RESOURCES Journal Article "Pacing a Discourse-Rich Lesson: When to Move On" Books 5 Practices for Orchestrating Productive Mathematics Discussions  The 5 Practices in Practice [Elementary]  The 5 Practices in Practice [Middle School]  The 5 Practices in Practice [High School] Coaching the 5 Practices  TRANSCRIPT Mike Wallus: Well, hi, Mike. Welcome to the podcast. I'm excited to talk with you about discourse-rich lessons and what it looks like to pace them. Mike Steele: Well, I'm excited to talk with you too about this, Mike. This has been a real focus and interest, and I'm so excited that this article grabbed your attention. Mike Wallus: I suppose the first question I should ask for the audience is: What do you mean when you're talking about a discourse-rich lesson? What does that term mean about the lesson and perhaps also about the role of the teacher? Mike Steele: Yeah, I think that's a great question to start with. So when we're talking about a discourse-rich lesson, we're talking about one that has some mathematics that's worth talking about in it. So opportunities for thinking, reasoning, problem solving, in-progress thinking that leads to new mathematical understandings. And that kind of implicit in that discourse-rich lesson is student discourse-rich lesson. That we want not just teachers talking about sharing their own thinking about the mathematics, but opportunities for students to share their own thinking, to shape that thinking, to talk with each other, to see each other as intellectual resources in mathematics.  And so to have a lesson like that, you've got to have a number of things in place. You've got to have a mathematical task that's worth talking about. So something that's not just a calculation and we end up at an answer and that the discourse isn't just, "Let me relay to you as a student the steps I took to do this." Because a lot of times when students are just starting to experience discourse-rich lessons, that's kind of mode one that they engage in is, "Let me recite for you the things that I did." But really opportunities to go beyond that and get into the reasoning and the why of the mathematics. And hopefully to explore some approaches or perspectives or representations that they may not have defaulted to in their first run-through or their first experience digging into a mathematical task.  So the task has to have those opportunities and then we have to create learning environments that really foster those opportunities and students as the creators of mathematics and the teacher as the person who's shaping and guiding that discussion in a mathematically productive way. Mike Wallus: One of the things that struck me is there is likely a problem of practice that you're trying to solve in publishing this article, and I wonder if we could pull the curtain back and have you talk a bit about what was the genesis of this article for you? Mike Steele: Absolutely. So let me take us back about 20 or 25 years, and I'll take you back to some early work that went on around these sorts of rich tasks and discourse-rich lessons. So a lot of this legacy comes out of research or a project in the late nineties called the Quasar Project that helped identify: What is a rich task? What is a task, as the researchers described it, of high cognitive demand that has those opportunities for thinking and reasoning? The next question that that line of research brought forward is, "OK, so we know what a task looks like that gives these opportunities. How does this change what teachers do in the classroom? How they plan for lessons, how they make those moment-to-moment decisions as they're engaged in the teaching of that lesson?" Because it's very different than actually when I started teaching middle school in the nineties, where my preparation was: I looked at the content I had for that day, I wrote three example problems I wanted to write on the board that I very carefully got all the steps right and put those up and explained them and answered some questions. "Alright, everybody understand that? OK, great, moving on." And then the students went and reproduced that. That's fine for some procedural things, but if I really wanted them to engage in thinking and reasoning, I had to start changing my whole practice.  So this bubbles up out of the original work of the 5 Practices for Orchestrating Productive Discussions [book] from Peg Smith and Mary Kay Stein. I had the opportunity actually to work with them both in the early two thousands at the University of Pittsburgh. And so as we were working on this five-practices framework that was supposed to help teachers think about, "What does a different conceptualization of planning and teaching look like that really gets us to this discourse-rich classroom environment where students are making sense of and grappling with mathematics and talking to each other in a meaningful way about it?" We worked with teachers around that and the five-practices [framework] is certainly helpful, but then as teachers were working with the five practices and they were anticipating student thinking, they were writing questions that assess and advance student thinking, some of the things that came up were, "OK, what are the moment-to-moment decisions and challenges related to that as we start planning and teaching in this way?"  And a number of common challenges came up. A lot of times when we were using a five-practice lesson, we were doing kind of a launch, explore, share, and discuss sort of format where we've got the teacher who's getting us started on a task, but we're not giving the farm away on that task. We're not saying too much and guiding their thinking. And then we let students have some time individually and in small groups to start messing around with the mathematics, working, talking. And then at some point we're going to call everybody together and we're going to share what the different ways of thinking were. We're going to try to draw that together. Peg Smith likes to talk about this as being more than a show-and-tell. So it's not just, "We stand up, we give our answer, we do that. Great." Next group, doing the same thing, and oftentimes they start to look alike. But there's some really meaningful thinking that goes on in that whole-class discussion. So one of the really pragmatic concerns here is, "How do I know when to move?" So I've got students working individually, and maybe I gave them 3 minutes to get started. Was that enough? What can I see in the work they're doing? What questions am I going to hear to tell me, "OK, now it's a good moment to move to small groups." And then similarly, when you've got small groups working, they're cranking away on a task. There might be multiple subquestions in that task. What's my cue that we're ready to go on to that whole-class discussion?  We were in so many classrooms where teachers were really working hard to do this work, and this happens to me all the time. I have somehow miscalculated what students are going to be able to do—either how quickly they're going to be able to do it, or I expected them to draw on this piece of prior knowledge and it took us a while to get there, or they've flown through something that I didn't expect them to fly through. So I'm having to make some choice in a moment, saying, "This isn't exactly how I imagined it, so what do I do here?" And frequently with teachers that get caught in that dilemma, the first response is to take control back, [to] say, "OK, you're all struggling with this. Let's come back together and let me show you what you should have figured out here." And it's done with the best of intentions. We need to get some closure on the mathematical ideas. But then it takes us right away from what we were trying to do, which was have our students grapple with the mathematics. And so we do this lovely polished job of putting that together and maybe students took the important things away from that, that they wanted to, maybe they didn't, but they didn't get all the way they were on their own. So that's really the problem of practice that this helps us to solve is, when we get in those positions of, "OK, I've got to make a call. I've got this much time left. I've got this sort of work that I see going on in the classroom. Am I ready? What can I do next?" That really keeps that ownership of the mathematics with our students but still gives me some ability to orchestrate, to shape that discussion in a way that's mathematically meaningful and that gets at the goals I had for the lesson. Mike Wallus: Yeah, I appreciated that part of the article and even just hearing you describe that so much, Mike, because you gave words to I think what sat behind the dilemma that I found myself in so often, which was: I was either trying to gauge whether there was enough—and I think the challenge is we're going to get into, what "enough" actually might mean—but given enough time, whether I was confident that there was understanding, how much understanding was necessary. And what that translates into is a lack of clarity around "How do I use my time? How do I gauge when it's worth expending some of the time that I maybe hadn't thought about and when it's worth recognizing that perhaps I didn't need all of that and I'm ready to do something?" So I think the next question probably should be: Let's talk about "enough." When you talk about knowing if you have enough, say a little bit more about what you mean and perhaps what a teacher might be looking and listening for. Mike Steele: Absolutely. And I think this is a hidden thread in that five-practices model because we say: "OK, we want that whole-class discussion to still be a site for learning where there are some new ideas that are coming together." So that then backs me up to thinking about the small-group work. I'm putting myself in that mode where I've got six groups working around the classroom. I'm circulating around; I'm asking questions. I of course don't see every single thing at any given moment that the small groups are doing. So I'm getting these little excerpts, these little 2- to 3-minute excerpts, when you stop into a group. So I think when we think about "enough," I want to think about, with that task that I'm doing, with what my mathematical goals are and knowing that we're going to have time on the backend of this whole-class discussion to pull some ideas together, to sharpen some things to clarify some of the mathematics. Do I have enough mathematical grist for the mill here in what the small groups are doing to be able to then take that and make progress with students' thinking at the center—again, not taking over the thinking myself—to be able to do that work. So, for any given mathematical idea, as I've started thinking about this when I plan lessons using the five-practices model, I am really taking that apart. What's the mathematical nugget that I'm listening for here, that I'm looking for in students' work that tells me: "OK, we've gotten to a point where, if I were to call people together right now and get them thinking about it, that there's more to think about, but we're well on our way." And also when I'm looking for that, knowing that I'm also not looking at those six groups all at exactly the same time. So, I want to look for those mile markers along the way that tell me we're getting close, but we're not all the way there. Because if I pick one that's, we're pretty much all the way there, that's the first group I come to and I'm going to circulate around to five more. They're going to have run out of interesting things to do, and they're off talking about, thinking about something else.  So, that really becomes the fine line: "What are those little mathematical ideas along the way that are far enough that get us towards our goals, but still we've got a little bit of the journey to go that we're going to go on together?" Mike Wallus: This is so fascinating. The analogy that's coming together in my mind is almost like you're listening for the ingredients for a conversation that you want to have as a group. So it's not necessarily "Has everyone finished?" And that's your threshold. It's actually "Did I hear this idea starting to bubble up? Did I hear elements of this idea or this strategy start to bubble up? Is there an insight that's percolating in different groups?" And it's the combination of those things that the teacher is listening for, and that's kind of the gauge of enoughness. Is that an accurate analogy? Mike Steele: It is, and I love that analogy because it reminds me of a favorite in our household as we're relaxing. We love to watch The Great British Baking Show. So, you're watching people take something from ingredients to a finished product. Now as you're watching that 20-minute segment, they're working on their technical challenge and they're all baking the same thing. I don't have to wait until the end of that, where they've presented their finished product, to have a good idea of what's going to happen. As I'm going through, as I'm watching 'em through that baking process, we're at the middle, my wife and I are talking, like, "Ooh, I've got concerns about that one. That one's looking good though." We get an idea of where it's going. So I think the ingredient analogy really lands with me. We don't have to wait. We're looking for those pieces to be able to pull that together, those ingredients. We're not waiting until there's a final product and saying—because then, what is there to say about it? "Oh, look, that looks great. Oh, that one, maybe not exactly what we'd intended." So, it's giving us those ingredients for that whole-class discussion. Mike Wallus: The other thing that struck me as I was listening to you is: We're not teaching a task; we're teaching a set of ideas or relationships. The task is the vehicle. So, it's perfectly reasonable, it seems, to say, "We're going to pause at this point in the task, or at a place where students might not be entirely finished with the task. And we might have a conversation at that point because we have enough that we can have part of the conversation." And that doesn't mean that they don't go back to the task. But you're really helping me recognize that one of the places where I sometimes get stuck, or got stuck, when I was teaching, is task completion was part of my time marking. And I think really what you're challenging me and other educators to do is to say, "The task is just the vehicle. What's going on? What's percolating around that task as it's happening?" How does that strike you? Mike Steele: Yeah, absolutely. And it was the same challenge with me and sometimes still is the same challenge with me. (laughs) Yeah, you give this task, and we think about that task as our unit of analysis as a teacher when we're planning. And so we want our students as we're using it to get to the end of it. It's a very natural thing to do.  And let me make this really concrete. If I'm doing a visual pattern task with third graders, we have, I think there's one of the elementary [5 Practices in Practice] book called "Tables & Chairs." So you've got these square tables that have four seats around them, and you're putting a string of tables together and asking kids to get at the generalization. "If you have any number of tables, how many people can you seat?"  And so I think early when I started giving those tasks, I was looking for, "OK, has everybody gotten to the rule? Have they gotten to that generalization? OK, now we can talk about it." And we can talk about the different ways people made sense of that geometrically and those connections, and that's what I want to get out of the whole-class discussion. But we don't even have to get there if groups have a sense of how that pattern is growing, even if they haven't gotten to the formal description of the rule. Because if they've gotten to that point, they've made some sense of the visual. They've made some of those connections. They've parsed that in different ways. That's plenty for me to have a good conversation, that we can come to that rule as a group and we can even come to it in different ways as a group. But it frees me up from being like, "OK, everybody got the rule? Everybody got the rule? Everybody got the rule?" Because that often resulted in, I'd have a couple of groups that maybe had been a little slower getting started and they're still getting there. And then I'm sitting there and I'm talking to them, I'm giving them these terribly leading questions. "Can we just get to the rule? Come on, let's go. You're almost there. We got it. We got it." And that then is, again, me taking over that thinking and not giving them the space for those ideas to breathe. Mike Wallus: What else is jumping out for me is the ramifications for how thinking this way actually might shift the way that I would plan for teaching, but also how it might shift the way that I'm looking for evidence to assess students' progress during the task. So I wonder if you have situations or maybe some recommendations for: How might a person plan in ways that help them recognize the ways that the task can be a vehicle but also plan for the kind of evidence that they might be looking for along the way? Could you talk a little bit about that? Mike Steele: Absolutely. So I'll give kind of a multi-layered description of this. When we're using a task that's got multiple solution paths that has these opportunities for diverse thinking, the five-practices framework tells us anticipating student thinking is a critical part of it. So, what are the different solution paths that students can take through it? So, if it's a visual pattern task, they may look at it this way with a visual. They may think about those tables like the tops and the bottoms and then the sides. They may think about the two ends of the tables having different numbers of chairs and the ones in between having a different number of chairs and parsing it that way. And we can develop those. It's actually, for me, quite a lot of fun to develop those fully formed solutions that students can do. And early on when I was enacting lessons like this, I would do that. I'd have those that I was looking for. I'd also think about questions I'd want to ask students who are struggling to get started or maybe were going down a path that may not be mathematically productive and the questions I might ask them to get them on a more mathematically productive path. And I'd go around and I'd look for those solutions, and I'd use that to think about my selecting, my sequencing, my connecting my whole-class discussion. So, great, check. That's layer one.  I think responding to the challenge of what's enough requires us to then take those solution paths apart—both the fully formed ones, maybe the incomplete thinking—and say, "OK, within that solution, what are the things that I want to see and hear that gives me some confidence that we're on this path, even if we're not at the end of this path, and that give me enough to think about?" So, if I think about, I'll go back again to this visual pattern task analogy. If I see groups that are talking about increases, so when we add a table, we're adding two chairs or they're making that distinction between those end tables and the center tables. And I've asked them a couple of questions like: OK, they've done that for 4, they've done that for 5. We may not have done that for 10 or 100 or a generalization, but that might be enough. So, I'm trying to take apart the mathematics and look for those little ideas within it. We've got this idea of a constant rate of change. We've got an idea that the number of tables and the number of chairs have a direct relationship here. So we're setting the stage for that functional thinking, even if, at a third grade level, we're not going to talk about that word. And those might be the important goals that I have for the lesson.  So that's the next phase of what I'm doing. In addition to those fully formed solutions, I'm figuring out: What are the little mathematical ideas in each that I would want to see or hear in my classroom that tell me, "OK, I have a good sense of where they are. I know where this bake's going to turn out 5 minutes from now on the show when they've taken it out of the oven." So, that's I think the next layer of that planning, of trying to figure out how to plan.  And then as we're in the moment in the classroom, being able to know what we're looking for and listening for. And the listening for me is really, really important. I think when I started doing this and I had a sense of, "What are the mathematical ideas I need to draw on?" I made the mistake of overly looking for those on paper. And if we think about how students make sense of writing things down, and sometimes despite our best efforts, the finality that comes with it: "If I've written it down, I have made it real." And if our thinking is still kind of this in-progress thinking, we may not be ready to write it down. So if I wait for it to be written on the page, I may have waited too long, or longer than I needed to, for everybody to get that idea. So again I want to make sure I listen for key words and phrases. And I might have a couple of questions teed up to help me hear those. And once I've heard those, I'm like, "OK, I am ready to go." And then for me—at least in my early fifties and not having the memory that I did when I was a 22-year-old, fresh-out-of-the-box classroom teacher—I need to have a way of keeping track of that and writing that down. So be it physical, be it digital, I want to say, "OK, I know what I'm listening for, what I'm looking for." And sometimes those may be interchangeable. If it's written on the page, great. If not, if I hear it, that's great too. And then if I've got a pretty good roster of that as I've moved through and say, "OK, I feel like all of my groups or most of my groups are at this point, there we go." I feel confident that when I pull us back together, it's not going to be me asking a question and then that terribly awkward sea of crickets out there. I'm like, "I know you were thinking about stuff; just give it to me. I know you've got this." But it gives me much more confidence that we're going to have that nice transition into a good whole-class discussion. Mike Wallus: OK. There's a ton of powerful stuff that you just said. So I want to try to mark two things that really jump out for me. One is an observation that I think is important, and then one is a thought that I want to pick your brain around a little bit further.  I think the biggest piece that I heard you say, which as you were talking about, is this notion that I'm waiting for something to appear in written form. And it feels really freeing and it gives me a lot more space to say, "This is something I could hear or I could even see in the way that kids were manipulating materials. That that counts as evidence, and I don't have to literally see it written on a paper in order for me to count that that idea is in the room." I just want to name that for the audience because that feels tremendously important. Because from a practical standpoint, if we're waiting for it to be written, that takes more time. And it doesn't necessarily mean that suddenly it appeared and before when it was just in a child's mind or in the way that they were manipulating something, that it wasn't there. It was there. So I just want to mark that.  The other thing that you had me thinking about is, I know for myself, I've gone through and done some of the anticipation work in the five practices, but what struck me is when my colleagues and I would do that, we often would generate quite a few alternative strategies or ideas. But I feel like what we were looking at is the final outcome, like, "This counting by 1 strategy is what we might see. This decomposing numbers more flexibly is something we might see. This counting on strategy is something we might see." But what we didn't talk about that I think you're advocating for is: What are the moments within that that matter? It's almost like: What in the process of getting to this anticipated strategy is something that is useful or important that counts as one of those ingredients? So I want to run that past you and say, does that follow or am I missing something? Mike Steele: It does. And I think those two things go together in a really important way because as you're talking about that pivotal moment in student thinking, as they're coming to this new understanding, as they're grappling with that mathematical idea, and thinking about, "What are the implications if we leverage that moment right there to then ask more questions to connect different ways of student thinking as compared to waiting till it's written down?" Because when it's written down, that exciting moment of the new discovery has passed. And so then when we want them to come revisit—"Tell us what you were thinking when you did that."—they're having to rewind and go back and reenact that.  If we have the ability to capture those neurons firing at full throttle in that moment of a new mathematical insight and then use that to build on as a teacher and to really get where we want to go with the lesson, I feel like we're doing the right thing by kids by trying to seize that moment, to leverage it. We always have time to write down what we think we learned later on at the end of the lesson. It's a great task for homework. And that's another thing I love about leaving some things unfinished with a task is, that's just a delightful homework assignment. And the kids love it because they don't feel like I've asked them to do anything new. (laughs) Just write down what you understood about this, and now we're codifying it kind of at a different place in the process. Mike Wallus: Well, OK, and that makes me think about something else. Because you've helped me recognize that I don't have to wait for a final solution in writing that's fleshed out in order to start a whole-group conversation. But I think what you're saying is, it changes the tone and maybe also the purpose and the impact of that conversation on students. Because if I have a task that I'm midway through and suddenly there's a conversation that helps create some understanding, some aha moments, if my task is unfinished and I had an aha, I probably really want to go back to that and see if I can apply that aha. And that's kind of cool to imagine like a classroom where you have a bunch of kids dying to go back and see if they can figure out how they can put that to use. Now you wouldn't always have to do that, but that strikes me as different than a consolidation conversation where it's kind of like, "Well, everything's finished. What have we learned?" Those are valuable. But I'm just really, I think in love with the possibility that a conversation that doesn't always wait until final solutions creates for learning. Mike Steele: And when I've seen this done effectively, there are these moments that happen. Mike, they're exactly what you're describing, is that there's an insight that comes up in the whole-class conversation, and you will see people going back to their paper or their tablet that they were doing their original work on and start writing. And we know oftentimes with kids, I remember so many times in my classroom where we're having this discussion, this important point comes up, and everybody's kind of frozen. And I'm like, "No, you should write that down. That's the important thing. Write that down." And when you see it happen organically, it's because something really catalyzed in insight that was important enough that they went back to that work and said, "Oh, I want to capture this." Mike Wallus: So, I'm wondering if there are habits of mind, habits in planning, or habits in practice that we could distill down. So, how would you unpack the things that a person might do if they're listening and they're like, "I want to do this today," or "I want to do this at my next planning."? Could you talk a little bit about what are the baby steps, so to speak, for a person? Mike Steele: Yeah, and I think the first one is really about getting into the mathematics and going deep with the mathematics in the task that you're hoping to teach. As somebody who is trained as a secondary math teacher, and early in my career, I was like, "Oh, I know what the math is. I don't need to spend the time on the math." I can't tell you how wrong I was about that. So anticipating those ways of thinking, thinking about where those challenges are, that sort of thing, is absolutely critically important to doing that work. And giving the time and space for that to happen. I mean, it was almost without fail. Every time I shorted myself on the time to think about the mathematics and just popped open my instructional resource and said, "Here we go. Class starts in 5 minutes. Let's get going on this," I'd bump into things that I was like, "Oh, I wish I had thought about that mathematical idea first." Or there'd be a question that would come up that I'd be totally unprepared to answer and I could have been prepared to answer. Now, we're not going to anticipate every way of thinking that students have or every question that they'll have, but I always find that if I've thought through it, I'm probably in a better position to give a meaningful answer to it or ask a good question back in response. And it also frees up my cognitive load to actually spend some time on those questions that I didn't expect rather than trying to make sense of everything as if it's the first time I'm seeing it.  And then along with that, doing this as a group, we used to sit in our PLC sessions and start to solve tasks together and share our thinking about, "OK, what are the mathematical ideas that we're really trying to take apart here?" And there were always insights that didn't occur to me that would occur to somebody else that added to my own thinking. And now in an increasingly digitally connected age, we don't necessarily have to be in the same room with people to do that. We can do that at a distance and still be very effective.  And then the last thing I'll talk about here in terms of getting started is: We are so good as teachers at sharing an interesting task that we found or that we used with our students with our colleagues. "Here's this thing I use in my class. It was great. You're a couple days behind me in the pacing. Maybe you can use this next Tuesday." What we I think are less good at is bringing back the outcomes of that and talking about that. "Here's what students did." I loved it when we had opportunities to gather a group of teachers in the PLC with student work from a task they did and talk about it and see: What did students make sense of? What were the questions that I asked that were helpful, or that maybe weren't helpful, in teaching that lesson. Because we'll share the task, but my goodness, the questions that we came up with to ask students in the moment, those are just as portable from one classroom to another. And we should be thinking about, just like we think about digital archives to share those tasks and those lesson plans—like sharing those questions, sharing that student work—those are the other legs of that stool that are important for really helping us do this work in a meaningful and collaborative way. Because if we don't talk about the outcomes of what students learned, the task could be great, it could be interesting, but so what? What's the important mathematical insights that kids took away from it? Mike Wallus: Yeah, I'm kind of in love with this notion that in addition to sharing tasks, sharing questions that really generated an impact in the classroom space or sharing moments of insight that led to something that jumped out. It's fascinating to think about taking those ideas and building them into a regular PLC process. It just has so much potential.  Before we close the conversation, I wanted to ask you a question that I ask almost every guest: If someone wanted to learn more about the ideas that you've shared today, what are some of the resources you'd recommend? Mike Steele: Well, I've talked quite a bit about the work of the 5 Practices for Orchestrating Productive Discussions and that series of books that have been written over the past 15 years on that—the resources that are available online for that, I think, would be a great place to start. I've only scratched the surface at taking you through those five practices—which are actually six practices, because early on we realized that attention to the task we select and the goals for that task is the important "practice zero." In fact, it was a teacher that pointed that out to Peg Smith. And that's the lovely thing. So the reason I've stayed in touch with and helped to develop this work over the years is because when we see teachers taking it up, not only is it meaningful, but the feedback we get from teachers then shapes the next things that we do with it. So there's the original 5 practices book that kind of presents the model, shows some examples of tasks and how you go through the model.  But then in 2019 and 2020, we published a series called The 5 Practices in Practice that, there's a book for each grade band—elementary, middle, and high school. But those were the ones that really aggregated the challenges that we heard from teachers over 10 years of doing this work and started to address those challenges. How do you overcome those things? We also, for each of those books, there's brand-new original video that we took in urban classrooms that illustrated teachers working really effectively with the five practices. I was able to be in the room when we filmed all of the high school classrooms in Milwaukee, Wisconsin, and it was just amazing to see that work.  And then the last piece that I'll suggest to that, which is a book that came out relatively recently in that series. There is a Coaching the 5 Practices book. So if you are a coach, instructional leader who's looking to support a team and a PLC in doing exactly this sort of work that we've been talking about, the Coaching the 5 Practices book is an incredible resource for thinking about how you can structure that work. Mike Wallus: OK. I have to also ask you, can you give a shout out to the article that you recently wrote and published as well, the title and where people could find it? Mike Steele: Absolutely. Yes. The article is called "Pacing a Discourse-Rich Lesson: When to Move On," and I authored it alongside an elementary and middle school teacher who provided a reflection on it. It comes from the classroom of a high school teacher, Michael Moore, in Milwaukee, who we filmed for the [5 Practices in Practice] high school book. So I drew from his classroom. And then Kara Benson in Zionsville Community Schools right here in Zionsville, Indiana. And Kelly Agnew who teaches in Muncie Community Schools, which is where Ball State [University] is located. Each provided a reflection from an elementary and middle school standpoint about the ideas in the article. It was published in NCTM'S practitioner journal, Mathematics Teacher: Learning and Teaching PK-12, in the Volume 118, Issue 11, from November of 2025. Mike Wallus: That's fantastic. And for listeners, just so you know, we're going to put a link to all of the resources that Mike shared.  I think this is probably a good place to stop, Mike. I suspect we could talk for much longer. I just want to thank you, though, for taking the time to join the podcast. It has been an absolute pleasure chatting with you. Mike Steele: The pleasure has been all mine. As you can tell, I love talking about these ideas, and I was so glad to have the opportunity to share a little bit of this with the audience. Mike Wallus: 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. © 2026 The Math Learning Center | www.mathlearningcenter.org

Construction has halted on a Milwaukee high-rise touted as the "world's tallest mass timber building." The future of the 31-story apartment building on the bank of the Milwaukee River downtown is in doubt, but it's not the only one. A growing list of major construction projects in and around Milwaukee are now in limbo. This week on Open Record, FOX6's Carl Deffenbaugh and Bryan Polcyn are joined by Chad Venne, Director of the Real Estate program at UW-Milwaukee's Lubar College of Business and Dale Kooyenga, President and CEO of the Metropolitan Milwuakee Association of Commerce. They explain the economic and demographic conditions behind the slowdown, why it's not just a Milwaukee problem, and how it could impact renters at all income levels. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Best Actress Oscar nominee Kate Hudson returns to the podcast to talk all about her role in SONG SUNG BLUE, and how the experience compares to her first Oscar nomination over 20 years ago! Kate shares how she channelled her character, Claire, how she found the harmonies with Hugh Jackson, and if she was able to shake the Milwaukee accent. Kate walks Kelly through the morning she found out she was nominated for an Oscar and what her daughter's thoughts on her award season wardrobe. Plus, Jan shares a story of taking the wrong kind of gummy! Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Brian Windhorst is joined by ESPN's Tim Bontemps and Tim MacMahon to talk about Giannis' return to the Bucks and what these next few months will mean for his future in Milwaukee. Then, we discuss an interesting back and forth between Paolo Banchero and Orlando head coach Jamahl Mosley before speaking about Trae Young's upcoming debut for the Wizards. Finally, we break down Steph Curry's latest injury before talking OKC's strategy to keep their stars healthy. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Wes and Matt Moore are back with another round of NBA Tiers, breaking down which teams are closest to making the NBA Finals this season. 0:00 -- Intro/OKC 3:12 -- San Antonio, Boston, Detroit, New York, Cleveland 14:47 -- Denver, Minnesota 24:00 -- Houston, Philadelphia 30:05 -- LA Lakers, Miami, Charlotte, Golden State, LA Clippers 42:23 -- Phoenix, Orlando, Toronto, Atlanta 48:53 -- Portland, Milwaukee, Indiana, Utah 50:45 -- Chicago, New Orleans, Dallas, Washington, Brooklyn, Sacramento, Memphis RealGM Radio is powered in part by North Station Media (CLNS). For advertising or media inquiries, contact info@clnsmedia.com

Gov. Tony Evers is calling on lawmakers to pass a ban on political gerrymandering in state legislative races. Lawmakers already passed a law banning cell phone use during instructional time. Now they're looking to expand it. And leaders in Milwaukee are passing new rules to prepare for any future visits from federal immigration officials

Hugo González stole the show last night in Milwaukee, starting for the Celtics while Jaylen Brown and Neemias Queta rested. Plus, Celtics culture is confounding the rest of the league, and Nemius Queta is in some elite company this year. Learn more about your ad choices. Visit megaphone.fm/adchoices

Ryan Ruocco is in Milwaukee for tonight's Hawks-Bucks national broadcast on ESPN and before the ball tips we get some skinny from one of the best! ESPN. YES Network. @RyanRuocco @R2C2 Podcast with CC Sabathia. Drink the Fullest Cup of Life.See omnystudio.com/listener for privacy information.

We hear from voters we spoke to during the 2024 election about what they think after one year of Trump. Milwaukee Music Roundup covers new local music.

Every spring we set our clocks one hour forward. Every fall we move them one hour back. It’s a strange ritual when you think about it, so why do we do it? Join Molly and co-host Ava as they explore the seasons and why days are shorter in the winter and longer in the summer. We’ll hear about the history of Day Light Saving and play a game. And it’s always time for a Mystery Sound! So set an alarm so you don’t forget to tune in to this episode! Want to support Brains On and all of the shows in the Brains On Universe? Sign up for Smarty Pass. You'll get ad-free episodes of all our shows, bonus content, virtual hangouts, discounts on merch and more! Want to see Brains On live?!? We are probably coming to a city near you. For a complete list of shows and links to tickets head to our events page. More shows announced soon! March 7 - Turner Hall Ballroom, Milwaukee, WI March 8 - Fitzgerald Theater, St. Paul, MN March 28 - Center Stage, Atlanta, GA March 29 - Amaturo Theater, Fort Lauderdale, FL April 11 - Walker Theater, Chattanooga, TN April 12 - Carolina Theater, Durham, NC April 25 - Marines Memorial, San Francisco, CA April 26 - Newmark Theater, Portland, OR May 30 - Electric City, Buffalo, NY May 31 - Royal Theatre, Toronto, ON Click here for a transcript of this episode.See omnystudio.com/listener for privacy information.

First Take begins with a Milwaukee beatdown! Hugo and the Celts dominated the Bucks, spoiling Giannis's return. Should the Greek Freak push for the play-in, or watch the Bucks freefall into the draft lottery? (0:00) Then, should the Jets trade up for Fernando Mendoza? (26:30) Next, which NBA team is under the most pressure to reach the finals? (40:10) Learn more about your ad choices. Visit podcastchoices.com/adchoices

(00:00) Fred, Hardy and Wallach begin the show by polling ChatGPT and asking it to rank the best/worst looking people by city in the United States. Sarge GPT makes an appearance.(24:56) WHAT HAPPENED LAST NIGHT: Celtics roll the Bucks in Milwaukee (108-81), spoiling Giannis Antetokounmpo's return from a calf injury, while the Celtics played without Jaylen Brown and Jayson Tatum.(37:11) The Detroit Lions have traded away RB David Montgomery to the Houston Texans. Plus, Don Sweeney spoke about the Bruins' trade deadline approach.Please note: Timecodes may shift by a few minutes due to inserted ads. Because of copyright restrictions, portions—or entire segments—may not be included in the podcast.CONNECT WITH TOUCHER & HARDY: linktr.ee/ToucherandHardyFor the latest updates, visit the show page on 985thesportshub.com. Follow 98.5 The Sports Hub on Twitter, Facebook and Instagram. Watch the show every morning on YouTube, and subscribe to stay up-to-date with all the best moments from Boston's home for sports!See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Time to Get Up with franchise tag day! We're looking at ALL of the biggest tag targets! Kenneth Walker! Daniel Jones! (0:00) Meanwhile - a rusty return for Giannis as Boston's B team beats up the Bucks - is Milwaukee running out of time to keep their star from freaking out? (13:30) Plus - bye bye Birdie - why this Eagle absolutely should fly out of the nest and we've got the exact spot he needs to land! (23:00) Learn more about your ad choices. Visit podcastchoices.com/adchoices

Chris Forsberg and Kayla Burton sit down for a new Celtics Talk Postgame Pod to discuss the C's dominant night over the Bucks. Hugo Gonzalez has a career high 18 points, Payton Pritchard leads team with 25.   1:00: Hugo Gonzalez night in Milwaukee!   10:00: Re-drafting the 2025 NBA draft class - Would Hugo Gonzalez be drafted in the top 10? 19:30: Luka Garza's impact off the bench 21:30 Tatum watch update Presented by 24 Auto Group   WATCH every episode of the Celtics Talk podcast on YouTubeFollow NBC Sports Boston:NBCSportsBoston.comX @NBCScelticsFacebookInstagramTikTok Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

The Boston Celtics dominated the Milwaukee Bucks, 108-81, on Monday night, spoiling Giannis Antetokounmpo's return to the lineup. Rookie Hugo Gonzalez had a career night in the Celtics' win, finishing with 18 points, 16 rebounds, 3 steals, and 2 blocks on 7-of-15 shooting, posting a +27. The Garden Report Postgame Show goes LIVE with CLNS Media's Jimmy Toscano, A. Sherrod Blakely and Bobby Manning right after Celtics vs Bucks. 0:00 Intro 2:00 Hugo Gonzalez career night 4:00 Hugo Gonzalez has real potential 29:00 Payton Pritchard bounce back vs Milwaukee 43:00 Baylor Scheierman's role 48:30 When could Jayson Tatum return? + Baylor's future role 55:00 Who has brightest future of Celtics young players 57:00 Neemias Quetas's potential 1:12:20 JT returning vs Mavs? The Garden Report on CLNS Media is Powered by:

Inspiration doesn't always find authors at their desk, and it doesn't give a darn about deadlines. Where does a creative go when the muse is silent? Nick Petrie's back at the Writing Table. He shares his secrets to writing adventure-filled thrillers and provides accessible tactics everyone can use to to refill their creative well. *Plus* a peek at what goes into his Peter Ash novels. This is a fun episode, y'all. Nick Petrie received his MFA in fiction from the University of Washington and won a Hopwood Award for short fiction while an undergraduate at the University of Michigan. His story “At the Laundromat” won the 2006 Short Story Contest in The Seattle Review, and his  first novel, The Drifter, won the ITW Thriller and Barry Awards. It was also nominated for Edgar, Anthony, and Hammett Awards. He won the 2016 Literary Award from the Wisconsin Library Association and was named one of Apple's 10 Writers to Read in 2017. Light It Up was named the Best Thriller of 2018 by Apple Books. Light it Up, The Wild One and The Price You Pay were shortlisted for the Barry Award. A husband and father, he has worked as a carpenter, remodeling contractor, and building inspector.  He lives in Milwaukee, where he is hard at work on the next Peter Ash novel. His latest novel is THE DARK TIME. Learn more at nickpetrie.com Special thanks to NetGalley for early previews. Intro reel, Writing Table Podcast 2024 Outro RecordingFollow the Writing Table: @writingtablepodcastEmail questions or tell us who you'd like us to invite to the Writing Table: writingtablepodcast@gmail.com.

Amado Rodriguez Jr. started his blog, The Official Encyclopedia Sneakérica, with one goal... to do for sneakers what Encyclopedia Britannica did for everything else. No hype. No "buy it now" buttons. Just the deep cuts, the real history, and the stuff that gets lost when everybody's chasing the algorithm.He's @SneakerProfiler on Instagram, a B-boy whose parents came from Puerto Rico, a military veteran who ran constantly during his time in the Army, and a marathon runner who might know more about the ZX Series than most people at adidas right now.We talked for a long time over video. He had shoes. A lot of them. Here are some of the places we went.Amado traced the entire modern running shoe back through the Osaga cantilever outsole, the dual-density foam on the SL 72, and the torsion system in the ZX 1000, making the case that most of what we consider revolutionary in 2015 was figured out in 1972. He held each one up to the camera to prove it. He also showed off a Wales Bonner SL 72, an adidas Rivalry 414 collab from a Milwaukee shop, a Saucony Jazz 81 he wore the day his daughter was born, and an Osaga that the brand's founder's grandson sent him.We got into the ZX 8000 and the AZX collaboration series, and why adidas doesn't do enough to connect the dots between their performance history and the retro shoes sitting on boutique walls right now. We talked about Jacques Chassaing and why someone needs to keep crediting him, because he's too humble to do it himself. And we talked about Bad Bunny at the Super Bowl... not the shoes specifically, but the moment, and what it meant for people who understood the full context of what was happening on that field.This is one of those conversations where the shoes are almost beside the point. Almost.In this episode: The NBA knockoff shoes that started everything. What Puma Suedes have to do with b-boy culture. Why the Osaga cantilever outsole from 1976 feels better than most shoes made today. The ZX Series as the skeleton of every running shoe that came after it. Jacques Chassaing and what adidas owes him. Why brand copywriting for sneakers is just a "brick of text" most of the time. Bad Bunny, Residente, and why adidas going quiet during the Super Bowl halftime show might have been the right call after all. And why the stories being built now, the blogs, the podcasts, the substacks, are the encyclopedia that the sneaker world actually needs.Find Amado: Instagram: @SneakerProfiler Blog: The Official Encyclopedia SneakéricaSUPPORT THE SHOW:Donate Through Venmo: https://venmo.com/u/sneakerhistoryBuy Me A Coffee: https://buymeacoffee.com/nickengvallEarly Access, Exclusive Videos, and Content On Patreon: https://patreon.com/sneakerhistorySubscribe on Substack: https://substack.com/@sneakerhistoryIf you are interested in advertising to our audience, contact us: podcast@sneakerhistory.comCHECK OUT OUR OTHER SHOWS:For the Formula 1 Fans - Exhaust Notes: https://exhaustnotes.fmFor the Fitted Hat Fans - Crown and Stitch: https://crownandstitch.comFor the Cars & Sneakers Fans - Cars & Kicks: https://carsxkicks.comFor the Creators & Creatives - Outside The Box: https://podcasts.apple.com/id/podcast/outside-the-box-convos-with-creators/id1050172106[Links contain affiliate links; we may receive a small commission if you purchase after clicking a link. A great way to support the pod!]—––––—––––—––––—––––—––––—––––—––––—––––Our podcast is proudly...Recorded on Riverside: http://www.riverside.fm/?via=sneakerhistoryHosted & Distributed By Captivate: https://bit.ly/3j2muPbGET IN TOUCH:Robbie - robbie@sneakerhistory.comMike - mike@sneakerhistory.comRohit - rohit@sneakerhistory.comNick - nick@sneakerhistory.comDisclaimer: The views and opinions expressed in this program are those of the speakers and do not necessarily reflect the views or positions of any entities they represent.This podcast uses the following third-party services for analysis: Spotify Ad Analytics - https://www.spotify.com/us/legal/ad-analytics-privacy-policy/

The Platform Mix 599 features Landis from Miami! He's an amazing DJ and producer who over the years has put out massive tracks with millions of streams and isn't slowing down any time soon. Aside from his own production work, he also runs Wired Sound Academy where he gives back to the next generation offering classes for DJing and production. Follow Landis on all his socials to see where he's playing all his upcoming sets. Subscribe to my Patreon to see the full track list from the mixes, take a look at my top tracks of the week and get a look into what I'm playing during my sets. Now turn those speakers up, and let's get into it with Landis' latest right here, on The Platform. Landis: https://www.instagram.com/landisofficial/ Podcast: www.youtube.com/@theplatformmix Patreon: www.patreon.com/djdexmke Artwork by Michael Byers-Dent: www.instagram.com/byersdent/

This is Wade's sermon at Resurrection Lutheran Church in Milwaukee, WI for Lent 2 We'd love to have you join us at Resurrection for a Sunday Divine Service sometime at 9am. As always, if you are enjoying the show, please subscribe, rate, and review us on iTunes, Stitcher, Google Play, Spotify, or TuneIn Radio. You can also like us on Facebook and follow us on Twitter.  And, of course, share us with a friend or two! If you'd like to contact us we can be reached at podcast@LetTheBirdFly.com, or visit our website at www.LetTheBirdFly.com.

In this episode of Intermittent Fasting Stories, Gin talks to Tiffany Klopp from a suburb of Milwaukee, WI.Join Gin in the new Fast Feast Repeat app for The Grown-Up Year: 52 Weeks to Listen, Play, and Nourish, as well as a growing collection of intermittent fasting resources. Go to app.fastfeastrepeat.com to join us or go to the App Store and download the Fast Feast Repeat app, available for both iPhone and Android.Are you ready to take your intermittent fasting lifestyle to the next level? There's nothing better than community to help with that. In the Delay, Don't Deny community we all embrace the clean fast, and there's just the right support for you as you live your intermittent fasting lifestyle. You can connect directly with Gin in the Ask Gin group, and she will answer all of your questions personally. If you're new to intermittent fasting or recommitting to the IF lifestyle, join the 28-Day FAST Start group. After your fast start, join us for support in The 1st Year group. Need tips for long term maintenance? We have a place for that! There are many more useful spaces beyond these, and you can interact in as many as you like. Visit ginstephens.com/community to join us. An annual membership costs just over a dollar a week when you do the math. If you aren't ready to fully commit for a year, join for a month and you can cancel at any time. If you know you'll want to stay forever, we also have a lifetime membership option available. IF is free. You don't need to join our community to fast. But if you're looking for support from a community of like-minded IFers, we are here for you at ginstephens.com/community. Tiffany is a project manager for cancer research educational programming specific to cancer immunotherapy. Tiffany shares her journey with intermittent fasting, which she began in January 2023. She was motivated by a desire to feel better in her body without the constant need for intense exercise. Tiffany discusses her lifelong struggle with rheumatoid arthritis, diagnosed at age seven, and how traditional medications with severe side effects led her to explore more holistic approaches. Through fasting, she has experienced significant improvements in her health, including reduced inflammation and fatigue, and a newfound sense of comfort in her own skin.Tiffany emphasizes the importance of real, whole foods and the impact of diet on overall well-being. She recounts her experiences growing up in a community that valued food as medicine and how this shaped her approach to health. Tiffany also highlights the emotional aspects of eating and how fasting has helped her establish healthier boundaries with food. She shares her active lifestyle, including hiking and daily exercise, and the benefits of metabolic flexibility gained through fasting.Takeaways:• Clean fasting can significantly improve energy levels.• Transformative health changes can happen at any age.• Personal struggles with health can lead to profound insights.• The journey to better health often starts with small changes.• Feeling amazing is possible after years of struggle.The episode concludes with Tiffany's advice for those new to intermittent fasting: be patient, focus on health beyond weight loss, and embrace the journey of self-discovery and wellness.Join Gin in the new Fast Feast Repeat app for The Grown-Up Year: 52 Weeks to Listen, Play, and Nourish, as well as a growing collection of intermittent fasting resources. Go to app.fastfeastrepeat.com to join us or go to the App Store and download the Fast Feast Repeat app, available for both iPhone and Android.Get Gin's books at: https://www.ginstephens.com/get-the-books.html. Good news! The second edition of Delay, Don't Deny is now available in ebook, paperback, hardback, and audiobook. This is the book that you'll want to start with or share with others, as it is a simple introduction to IF. It's been updated to include the clean fast, an easier to understand and more thorough description of ADF and all of your ADF options, and an all new success stories section. When shopping, make sure to get the second edition, which has a 2024 publication date. The audiobook for the second edition is available now! Join Gin's community! Go to: ginstephens.com/communityDo you enjoy Intermittent Fasting Stories? You'll probably also like Gin's other podcast with cohost Sheri Bullock: Fast. Feast. Repeat. Intermittent Fasting for Life. Find it wherever you listen to podcasts. Share your intermittent fasting stories with Gin: gin@intermittentfastingstories.comVisit Gin's website at: ginstephens.com Check out Gin's Favorite Things at http://www.ginstephens.com/gins-favorite-things.htmlSubscribe to Gin's YouTube Channel! https://www.youtube.com/channel/UC_frGNiTEoJ88rZOwvuG2CASee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

HARVEY, our omnipresent virtual voice assistant, gets a software update that makes him go bananas for bananas. And if we talk about anything except bananas, he turns the microphones off! We talk to geneticist Dr. Janina Jeff about how much DNA we share with a banana, find out why bananas make other fruits ripen, how bananas grow, and where that slipping on a banana peel joke came from. Speaking of jokes, we'll hear a bunch of banana jokes from listeners too! Plus: The Moment of Um answers the question: "Why are peaches fuzzy?" You can hear more from Dr. Jeff on her podcast In Those Genes. Silent film expert Lea Stans has a wonderful blog post about the history of the banana peel joke that you can read right here. You can see some of those early comics that featured the joke! https://www.youtube.com/watch/RMDgmHB4znc Want to support Brains On and all of the shows in the Brains On Universe? Sign up for Smarty Pass. You'll get ad-free episodes of all our shows, bonus content, virtual hangouts, discounts on merch and more! Want to see Brains On live?!? We are probably coming to a city near you. For a complete list of shows and links to tickets head to our events page. More shows announced soon! March 7 - Turner Hall Ballroom, Milwaukee, WI March 8 - Fitzgerald Theater, St. Paul, MN March 28 - Center Stage, Atlanta, GA March 29 - Amaturo Theater, Fort Lauderdale, FL April 11 - Walker Theater, Chattanooga, TN April 12 - Carolina Theater, Durham, NC April 25 - Marines Memorial, San Francisco, CA April 26 - Newmark Theater, Portland, OR May 30 - Electric City, Buffalo, NY May 31 - Royal Theatre, Toronto, ONSee omnystudio.com/listener for privacy information.