Podcasts about Module

Today we are talking about MCPs, AI Automators, and AI Agents with guest Marcus Johansson. We'll also cover AI Ecosystem Recipe as our module of the week. For show notes visit: https://www.talkingDrupal.com/529 Topics Understanding Model Context Protocol (MCP) AI Automators in Drupal Creating Complex Workflows with Automators Simple and Effective Automator Use Cases AI Image Alt Text and Contextual Understanding AI Tagging and Content Management Introduction to AI Agents in Drupal Challenges and Future of AI Agents Real-World Applications and Future of AI in Drupal Proliferation of Orchestration Tools Resources ai initiative issue queue Recipes from 1xInternet https://www.drupal.org/project/ai_recipe_image_classification https://www.drupal.org/project/ai_recipe_llm_optimized_content https://www.drupal.org/project/ai_recipe_seo_optimizer MCP xkcd Tool API Slack MCP Server Drupal MCP MCP Client JSON API wrapper Tagify Views Agent Context control center Marriage podcast Guests Marcus Johansson - workflows-of-ai.com marcus_johansson Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi Martin Anderson-Clutz - mandclu.com mandclu MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Have you ever wanted to explore the AI capabilities of Drupal, but didn't know where to start? There's a Drupal recipe for that. Module name/project name: AI Ecosystem Recipe Brief history How old: created in Oct 2024 by Marcus Johansson (marcus_johansson of FreelyGive.io Versions available: 1.0.0-alpha2, which requires Drupal 10.3 or newer Maintainership Actively maintained Number of open issues: 2 open issues, both of which are bugs Module features and usage When you require and apply this recipe to your Drupal site, you'll be able to start working with a variety of LLMs and specialized AI-based services You'll be able to ingest unstructured content and map it to structured fields automatically. Or generate a detailed SEO analysis of your nodes. There are multiple translation tools, crawlers to help work across entire sites, and more. This recipe is likely something you would apply to a sandbox site, to understand the various ways to achieve something specific with AI and Drupal, and then apply whatever is best for your use case to your actual site build. But it's a useful resource for a Drupalist wanting to start exploring some of the growing list of options for working with AI, or someone familiar with AI tools who wants to start using them with Drupal.

After years of saying no, I'm finally bringing back my 300-hour yoga teacher training — and I can't wait to tell you why! In this episode, I share how this new online program came to life, what makes it different, and how it's designed to help you teach, sequence, and breathe smarter. If you've been craving more depth, clarity, and confidence in your yoga journey, this one's for you.Episode Highlights:Why I decided to finally relaunch my 300-hour training after years of saying noThe gaps I've seen in most 200-hour trainings, and how this course bridges themMy vision for reimagining yoga education: depth without overwhelm, authenticity without dogmaHow this online format differs from traditional in-person teacher trainingsThe three main modules:Sequence Smarter – The Living Body of AsanaBreathe Smarter – The Living Body of PranaTeach Smarter – The Living Body of TeachingA deep dive into Module 1, including:The evolution and origins of asanaYoga for the elderly and creating accessible practiceBreathing in asana: the missing link in most yoga trainingsThe Sequence Smarter Framework for confident, intelligent sequencingCourse structure: year-long online program with recorded and live sessionsAccess details: when it begins, early-bird pricing, and options to register module-by-moduleHow this training integrates manuals, reflection workbooks, and done-for-you sequencesA preview of what's to come in Module 2: Breathe Smarter and Module 3: Teach SmarterWaitlist for the Online 300-Hour Yoga Teacher Training (launching January)Sequence Smarter – The Living Body of AsanaFor teachers living in India, reach out to Janessa at admin@ahamyoga.com for special local pricingJoin our mailing listFind all the resources mentioned in this episodeConnect with us on Instagram

The Great Leader can choose to broadcast from a different studio at a moments notice, but it must not distract you. Not one bit. From his tiny studio, He will direct you upon how to celebrate His day and lecture you on FAILURE. Plus, a big purchase for Steve and some gifts!Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Elly & Jago.Thank you.

Following the most recent Module, The Great Leader discovered something unfortunate.

On STS-102 it looks like we're just doing a simple crew swap, but complexity abounds. Get ready for new hardware, two spacewalks, cargo swaps, the first ISS crew swap, and a surprise cameo by the Teenage Mutant Ninja Turtles. Show notes: https://thespaceabove.us/episodes/ep193_sts-102 The Space Above Us website: https://thespaceabove.us Support the show: https://thespaceabove.us/donate TSAU Patreon: https://patreon.com/thespaceabove.us

PREVIEW Bob Zimmerman reports that Vast, an American commercial startup, is launching its single-module space station, Haven One, next year without NASA funding. Vast signed a cooperation deal with Uzbekistan, strongly implying that the Central Asian nation will fly an astronaut to the station, marking its return to space development after the Soviet era. Guest: Bob Zimmerman. Retry

First, we speak to The Indian Express' Rinku Ghosh who talks about how air pollution affects two of the most vulnerable groups: newborn babies and pregnant women.Next, The Indian Express' Parul Kulshresthe discusses Rajasthan's move to roll back its decades-old two child rule for local elections, and why women rights groups in the state are critical of the move. (14:45)Lastly, we take a look at Punjab where the police have busted a Pakistan backed grenade attack module operating out of Ludhiana. (23:22)Hosted by Ichha SharmaWritten and produced by Shashank Bhargava and Ichha SharmaEdited and mixed by Suresh Pawar

Keine Sorge, ihr habt kein Déjà-vu und seid damit in der Matrix gefangen. Wir sprechen erneut über das Filmstudium, nur dieses Mal haben wir die Bachelorarbeit geschrieben und können auf die sechs Semester hinter uns zurückblicken. Mit dabei ist wieder Florian, der zusammen mit Marius über die Zustände in Mainz berichtet und Yannick schaltet sich aus der Uni Wien dazu. Lohnt es sich ein Filmwissenschaftsstudium anzufangen? Was sind die Unterschiede zwischen den Universitäten? Und was war unser Magic Moment des Studiums? Alles hier in knackigen 90 Minuten feinster Podcast-Unterhaltung erzählt! Timecodes: 00:00:00 Intro 00:02:03 Der aktuelle Stand & Rückblick 00:07:27 Inhalte des Studiums 00:23:12 Module und Veranstaltungen 00:58:30 Inhalte Haus- und Bachelorarbeiten 01:08:44 Zukunft & Fazit 01:21:10 Der Moment des Studiums

In this episode, Martin sits down with Adam Boros, a passionate developer who shares his journey in the Drupal community. Adam discusses the importance of automation for small teams and recounts his experiences with Drupal's evolution from version 6 to the recent resurgence of enjoyment with Drupal 10. He introduces his innovative personal calendar builder created for DrupalCon Vienna, explaining its simplicity and the enthusiastic community feedback it received. For show notes visit: https://www.talkingDrupal.com/cafe011 Topics The Fun of Drupal Over the Years Reconnecting at DrupalCon Vienna The Personal Calendar Builder Project Technical Details and Challenges Community Engagement and Feedback Feature Requests and Future Plans Reflections on DrupalCon Vienna Evolution of Drupal and Its Community AI and the Future of Drupal Upcoming Events and Final Thoughts Adam Boros Adam was originally studying Architecture but never graduated. He started web development as a self-learner after working a few years in print design and DTP back in 2002. Using Flash5 and ActionScript at first, Adam discovered Drupal around 4.6 while looking for a CMS to replace PHPNuke for a local NGO. It was true love at first sight and after a few years of hobby projects and active involvement with the Drupal community in Budapest he ended up being a full-time drupalist at a university where Adam has worked since then for the past 15+ years as "Drupal Systems Architect". Martin Anderson-Clutz Martin is a highly respected figure in the Drupal community, known for his extensive contributions as a developer, speaker, and advocate for open-source innovation. Based in London, Ontario, Canada, Martin began his career as a graphic designer before transitioning into web development. His journey with Drupal started in late 2005 when he was seeking a robust multilingual CMS solution, leading him to embrace Drupal's capabilities. Martin holds the distinction of being the world's first Triple Drupal Grand Master, certified across Drupal 7, 8, and 9 as a Developer, Front-End Specialist, and Back-End Specialist. (TheDropTimes) He also possesses certifications in various Acquia products and is UX certified by the Nielsen Norman Group. Currently serving as a Senior Solutions Engineer at Acquia, Martin has been instrumental in advancing Drupal's ecosystem. He has developed and maintains several contributed modules, including Smart Date and Search Overrides, and has been actively involved in the Drupal Recipes initiative, particularly focusing on event management solutions. His current work on the Event Platform aims to streamline the creation and management of event-based websites within Drupal. Beyond development, Martin is a prominent speaker and educator, having presented at numerous Drupal events such as DrupalCon Barcelona and EvolveDrupal. He is also a co-host of the "Talking Drupal" podcast, where he leads the "Module of the Week" segment, sharing insights on various Drupal modules. Martin's dedication to the Drupal community is evident through his continuous efforts to mentor, innovate, and promote best practices within the open-source landscape. Resources Calendar Builder https://aboros.github.io/drupalcon-vienna-2025-calendar-builder/ Calendar Builder repo https://github.com/aboros/drupalcon-vienna-2025-calendar-builder Guests Adam Boros - aboros Martin Anderson-Clutz - mandclu.com mandclu

The headlines of the day by The Indian Express

Today we are talking about The United Nations Open Source Week, Digital Public Infrastructure, and Digital sovereignty with guest Tiffany Farriss & Mike Gifford. We'll also cover Local Association (EU Sites Project) as our module of the week. For show notes visit: https://www.talkingDrupal.com/528 Topics Drupal at the United Nations Open Source Week The Role of Open Source in Digital Governance Global Collaboration and Open Source Initiatives Challenges and Opportunities in Open Source Adoption The Role of Open Source Program Offices Understanding Digital Public Infrastructure The Importance of Digital Sovereignty Challenges and Opportunities in Digital Public Goods Balancing Innovation and Standardization The Impact of Market Capture on Innovation Funding Open Source as Public Infrastructure Future of Drupal in Global Digital Infrastructure Resources Funding Open Source like public infrastructure chaos gone global UN digital NEDCamp 2023 Keynote Enshittification Recording https://govstack.global/ https://www.sovereign.tech/ https://www.drupal.be/en/drupal-eu-government-day-2026 https://govstack.global/ https://sdgs.un.org/goals https://chaoss.community/ https://www.un.org/digital-emerging-technologies/content/open-source-week-2025 Tiffany's talk about Drupal at UN EvolveDigital NYC summit on Nov 20-21 Guests Tiffany Farriss - www.palantir.net farriss Mike Gifford - accessibility.civicactions.com mgifford Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi Maya Schaeffer - evolvingweb.com mayalena MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Are you looking to create a website for a local Drupal association? There's a project on drupal.org to help you get started. Module name/project name: Local Association (EU Sites Project) Brief history How old: created in Oct 2023 by Jeremy Chinquist (jjchinquist) of drunomics and Drupal Austria Versions available: dev version only Maintainership Security coverage - opted in, no coverage until stable Documentation guide available to help with setup Number of open issues: 49 open issues, 4 of which are bugs No usage stats available Module features and usage This is an unusual project because it's designed to help you quickly create a Drupal website but it doesn't follow any of the usual patterns I've seen: a distribution, composer project template, or Drupal site template Instead, the recommended path is to clone the repo local, and run a setup script. That creates your DDEV project, runs a composer install and then drush site install, and even runs a drush uli so you can log into your built site with a single click once it's done Along the way it will install a couple of custom modules. One populates a multitude of default content, so you have a populated site including navigation as your starting point. It will look like a clone of the 2022 Drupal Netherlands site, though there have been ongoing tweaks to the overall setup, with the most recent in June of 2025. The other custom module provides some additional layouts for use with layout builder, and the project also includes a theme meant to be customized. As you may have guessed by now, this project started when the Dutch Drupal Association rebuilt their website in 2022, and wanted to share their work with other local associations. Drupal France was the first to adopt it, and there was a BoF at DrupalCon Lille in 2023 to discuss sharing it more widely. Following that, an international workgroup began collaborating to establish this project and it was adopted by Drupal associations in Belgium, Germany, Norway, Finland, and London, England. Since today's topic is about positioning Drupal on the international stage, I thought it would also be interesting to talk about how local Drupal associations have also formed their own federation to reduce effort

Steve dreamt about fishing with The Great Leader this week, which opened up questions about their spiritual connection. Plus, Steve welcomes us to Culture Corner, and Dinner Winner was a total disaster.Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Jodie.Thank you.

Melissa Kaufman and Tufan Tarcan revisit unanswered audience questions from the ICS Masterclass “The Role of Urodynamics in Female Urinary Incontinence” (Nov 2024), offering expert insights in an informal, conversational style.At a few points, urodynamic traces are referred to and discussed. If you would like to see these traces and graphics, you can find them in the video version of this discussion at www.ics.org/urodynamicsunderthelens.The ‘Urodynamics Under the Lens' series explores the role, benefits and optimal usage of urodynamics from the personal perspectives of a range of experts in the field. Production of this episode has been funded by Laborie. The views and opinions expressed are those of the featured experts and not necessarily those of the ICS or Laborie. Disclosures are available in each expert's ICS profile: Melissa KaufmanTufan Tarcan Chapters00:00 Introduction01:18 Module 1: Definitions And Overview10:38 Module 2: Specific Diagnostic Considerations 20:29 Module 3: Implications for Management and Special Populations 34:49 Module 4: Best Practice Considerations  Through its annual meeting and journal, the International Continence Society (ICS) has been advancing multidisciplinary continence research and education worldwide since 1971. Over 3,000 Urologists, Uro-gynaecologists, Physiotherapists, Nurses and Research Scientists make up ICS, a thriving society dedicated to incontinence and pelvic floor disorders. The Society is growing every day and welcomes you to join us. If you join today, you'll enjoy substantial discounts on ICS Annual Meeting registrations and free journal submissions. Joining ICS is like being welcomed into a big family. Get to know the members and become involved in a vibrant, supportive community of healthcare professionals, dedicated to making a real difference to the lives of people with incontinence.

Check out the latest episode with special guest Angela Jamieson!!Website: https://www.angelajamieson.comLinkedIn: https://www.linkedin.com/in/angejamiesonFreebie: The 5 Biggest Regrets of High-Achievers—And How to Avoid Them https://www.angelajamieson.com/5regretsfreeI'm running the Relaxed Productivity Course with LIVE calls (usually self-study) starting Nov 6. I think you're dropping the podcast on Nov 7, so it's still not too late to join in. (https://www.angelajamieson.com/rpcourselive) They could just contact me. Module drops on Nov 6 but first live call is Nov 12. If you think you can include this, then great, otherwise, information on the course and membership will be on my website and that stuff is evergreen.

This week features a timeless topic followed by a timely one, both of them pretty important. Lydia prepares for Chicago, Mark shares his slides, and Stephen gonna chill.CHEST 2025 - American College of Chest PhysiciansSome of Lydia's escape room props!0:05:26Naming FilesMuseum Accessioning: Numbering SystemsOklahoma Museums AssociationRice County Historical SocietyMontshire Museum of Science0:43:13Unity Security Vulnerability (2025)"Unity Security Update, What Do?" presentation slidesMark LaCroixUnity Platform Protection - Security AdvisoryUnityUnity Platform Protection - Developer Remediation GuideUnityUnity Platform Protection - Patcher ToolUnityCVE-2025-59489: Arbitrary Code Execution in Unity RuntimeRyotaKGMO Flatt Security Inc.CVE-2025-59489CVE

Daggerheart launches its first adventure module Kickstarter set in the eldritch city of Drakkenheim! The Blood Hunter also finds its way into Daggerheart while D&D revives Xanathar's subclasses through Unearthed Arcana.Delve into the Dungeons of Drakkenheim: Daggerheart - https://ghostfiregaming.com/GGYT_DKDH_2025_10_210Email your questions to podcast@ghostfiregaming.comBen: @TheBenByrneDael: @DailyDaelJames: @jamesjhaeckShawn: @shawnmerwinEditor:  @ZsDante  Topics:00:00 - Intro01:08 - Min/Maxing combos06:32 - Daggerheart's first adventure16:43 - Blood Hunter in Daggerheart21:38 - Unearth Arcana: Subclasses38:17 - D&D's new T&C's45:32 - Tariff relief?46:42 - Making Con adventures fun

Happy Mothership Month! Zack ran and Caitlin played the @mothership_rpg module, Another Bug Hunt, and we're excited to chat about it from both the Warden and player perspectives.  Enjoy!

Today we are talking about AI, New Drupal Features, and the future of AI in Drupal with guest Jamie Abrahams. We'll also cover Orchestration as our module of the week. For show notes visit: https://www.talkingDrupal.com/527 Topics Exciting Announcement: Object-Oriented Hooks in Themes The Drupal AI Initiative Canvas AI and Migration Challenges AI Powered Features and Future Directions AI's Role in Drupal vs. Other Platforms Human in the Loop AI in Drupal Canvas AI and Human Control Challenges with Customizability and AI Integration Transparency and Ethics in AI Modernizing Drupal's Core for AI Future of AI in Drupal Community Engagement and Events Resources Flowdrop https://www.drupal.org/project/flowdrop https://flowdrop.xyz/ Dries blog Rethinking drupal in the world of AI Tool Paris event API days Pune Event - 29th - 30th November Tracking Action API issue Guests Jamie Abrahams - freelygive.io yautja_cetanu Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi Maya Schaeffer - evolvingweb.com mayalena MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Have you ever wanted to expose Drupal's capabilities to external automation platforms? There's a module for that. Module name/project name: Orchestration Brief history How old: created in Aug 2025 by Jürgen Haas of LakeDrops, in collaboration with Dries, who some of our listeners may be familiar with Versions available: 1.0.0, which supports Drupal 11.2 or newer Maintainership Actively maintained Security coverage Documentation site Number of open issues: 11 open issues, none of which are bugs Usage stats: 3 sites Module features and usage With the Orchestration module installed, external systems can trigger Drupal workflows, call AI agents, and execute business logic through a unified API The modules functions as a bi-directional bridge, so Drupal events like content updates, user registrations, or form submissions can also trigger external processing Using the Orchestration module with the Activepieces automation platform in particular was featured at about the one hour mark in the most recent Driesnote, from DrupalCon Vienna, and we'll include a link to watch that in the show notes. The complex example Dries shows is pulling content from a Wordpress site, using AI to evaluate whether or not each post met certain criteria, and then conditionally calling one of a couple of ECA functions, in addition to using AI to rewrite the incoming content to change Wordpress terminology into Drupalisms Under the hood Orchestration provides an endpoint that will return a JSON list of services, including the properties that are needed for each service. The external service also needs to provide the username and password for a Drupal account, so you can control what services will be available based on permissions for the Drupal user that will be used Already Orchestration works with ECA, AI Agents, Tool API, and AI function calls There is also work underway for integrations using webhooks, for integration platforms that aren't ready to directly support Drupal's orchestration services In his presentation Dries mentioned that they are looking for feedback. Specifically, they would like feedback on what platforms should have integrations available

In 2021 a film came out. It was called "Lamb." Have you seen it? Steve has. He's going to tell you all about it, in harrowing detail. Plus, 'episodics' and whether they're enjoyable and a Halloween special 'Explain That'. Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Nathan. Thank you.

Producer, sound designer and composer Jonathan Snipes joins William Stokes to explore his work with experimental hip-hop group Clipping, sharing an inside look at their unique production process, before showcasing five modules in an exclusive live performance.Chapters00:00 - Introduction01:12 - Combining Hip Hop And Experimental Sounds12:45 - Unconventional Sounds And Beats 16:52 - Annea Lockwood Piano Burning20:59 - 5U Modular Selection24:31 - Module 1: Q106 Oscillator29:43 - Module 2: Modcan Digital Delay38:51 - Module 3: Modcan Frequency Shifter 39b43:04 - Module 4: Modcan Quad Envelope 60b47:41 - Module 5: Tellun TLN-156 Neural Agoniser52:04 - Live Performance#Q106Oscillator #ModcanDigitalDelay #ModcanFrequencyShifter #ModcanQuadEnvelope #TellunTLN-156Jonathan Snipes BiogJonathan Snipes is a producer, composer and sound designer based in Los Angeles, where he teaches sound design in the theatre and film departments at UCLA. As well as his work for film, television and theatre, he is known as a member of the experimental group clipping., along with fellow producer William Hutson and rapper Daveed Diggs. Having recently released their sixth studio album Dead Channel Sky on iconic label Sub Pop Records, clipping. are an outfit in the vanguard of hip-hop, sound design, beat making and strident experimentalism.https://www.jonat8han.com/https://www.instagram.com/jonat8han/William Stokes BiogWilliam Stokes is a producer, writer and artist in three-piece avant-psych band Voka Gentle. As well as being a critic and columnist for Sound On Sound, conceiving the popular Talkback column and heading up the Modular column, he has also written on music and music technology for The Guardian, MOJO, The Financial Times, Electronic Sound and more. As an artist in Voka Gentle he has made records with producers from Gareth Jones (Depeche Mode, Grizzly Bear, Nick Cave) to Sam Petts-Davies (Radiohead, The Smile, Roger Waters), has had songs featured on franchises from FIFA Football to The Sims and has toured across the UK, Europe and the USA, playing festivals from Pitchfork Avant-Garde in Paris to SXSW in Austin, Texas. He has collaborated with artists including the Flaming Lips' Wayne Coyne, Morcheeba, Panda Bear and Sonic Boom. Alongside being a guitarist and pianist, he is a synthesis enthusiast with a particular interest in sampling and explorative sound manipulation. As a producer and engineer, he has made albums with acclaimed avant-garde musicians from composer Tullis Rennie to Mute Records artist Louis Carnell. “I'm always seeking out the most ‘out-there', experimental, risk-taking musicians I can find to work with,” he says, “to capture vibrant, detailed recordings and create three-dimensional mixes of music that might otherwise struggle to know where to begin in the studio environment.” Stokes currently lectures in Music Production at City, University of London.https://www.vokagentle.com/Catch more shows on our other podcast channels: https://www.soundonsound.com/sos-podcasts

Today we are talking about AI News,Drupal Hooks, and Drupal 11. We'll also cover Webform Scheduled Tasks as our module of the week. For show notes visit: https://www.talkingDrupal.com/526 Topics AI in News Anchoring Drupal Hooks and Themes Adoption of Object-Oriented Modules Challenges with Theme Hook Orders Understanding Hook Ordering in Modules Simplifying Hook Ordering with Drupal 11.2 Updating to Drupal 11: Considerations and Plans Exciting Features in Drupal 11 Drupal Orchestration and Integration New England Drupal Camp Announcement State of Drupal Work and Future Prospects Resources AI News Cast Drupal Hooks Driesnote DrupalCon Vienna 2025 Orchestration Activepieces Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi MOTW Correspondent Avi Schwab - froboy.org froboy Brief description: Have you (or your client) ever wanted to get fewer webform submission emails? Do you like getting emails on a predictable schedule and not any time a user decides to fill out your form? If so, you might want to check out Webform Scheduled Tasks Module name/project names Webform Scheduled Tasks Brief history Created by mattgill on 22 November 2017 It has a 3.0-rc1 release available with Drupal 10 compatibility and is awaiting review of it's automated D11 fixes. Maintainership Its last release was in November 2023, but just a month ago I helped get Sean Dietrich approved as a new maintainer, so I'm hoping for a new release in the near future. It has security coverage. Tests exist to test the full functionality of the module and they are passing. There is no standalone documentation, although a README is RTBC'ed. That said, the module page has a straightforward description of what the module does and how to use it, and getting it up and running is very straightforward. Number of open issues: 24 open issues, only 1 of which is a bug against the current branch. I'll also note there are 8 issues that are RTBC, so we should be seeing some fixes forthcoming. Usage stats: 817 sites Module features and usage Once you enable the module, Webforms will have an additional “Scheduled tasks” configuration screen. You can create a task to email all results or just the results since the last export. Once you enable a scheduled task, you can set a number of options: its next scheduled run and the run interval (in hours, days, weeks, etc) where to email the results, in what format (JSON or CSV), whether to delete submissions after they're sent There's also a RTBC patch to allow you to configure file names to include date-time of export, which can help the recipients keep track of the exports. After that, you just sit and wait for cron to do its thing.

When The Great Leader gets a bee in his bonnet, that's it. Nothing else matters. This week, nothing else matters aside from checking your bulbs. Besides that, (and there's not a great deal besides) there are crisps, facts and and awkward drinks invite for Steve.Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Nanci , Morgan, Karley & Gillian.Thank you.

Pam Harris, Exploring the Power & Purpose of Number Strings ROUNDING UP: SEASON 4 | EPISODE 4 I've struggled when I have a new strategy I want my students to consider and despite my best efforts, it just doesn't surface organically. While I didn't want to just tell my students what to do, I wasn't sure how to move forward. Then I discovered number strings.  Today, we're talking with Pam Harris about the ways number strings enable teachers to introduce new strategies while maintaining opportunities for students to discover important relationships.  BIOGRAPHY Pam Harris, founder and CEO of Math is Figure-out-able™, is a mom, a former high school math teacher, a university lecturer, an author, and a mathematics teacher educator. Pam believes real math is thinking mathematically, not just mimicking what a teacher does. Pam helps leaders and teachers to make the shift that supports students to learn real math. RESOURCES Young Mathematicians at Work by Catherine Fosnot and Maarten Dolk  Procedural fluency in mathematics: Reasoning and decision-making, not rote application of procedures position by the National Council of Teachers of Mathematics Bridges number string example from Grade 5, Unit 3, Module 1, Session 1 (BES login required) Developing Mathematical Reasoning: Avoiding the Trap of Algorithms by Pamela Weber Harris and Cameron Harris Math is Figure-out-able!™ Problem Strings TRANSCRIPT Mike Wallus: Welcome to the podcast, Pam. I'm really excited to talk with you today. Pam Harris: Thanks, Mike. I'm super glad to be on. Thanks for having me. Mike: Absolutely.  So before we jump in, I want to offer a quick note to listeners. The routine we're going to talk about today goes by several different names in the field. Some folks, including Pam, refer to this routine as “problem strings,” and other folks, including some folks at The Math Learning Center, refer to them as “number strings.” For the sake of consistency, we'll use the term “strings” during our conversation today.  And Pam, with that said, I'm wondering if for listeners, without prior knowledge, could you briefly describe strings? How are they designed? How are they intended to work? Pam: Yeah, if I could tell you just a little of my history. When I was a secondary math teacher and I dove into research, I got really curious: How can we do the mental actions that I was seeing my son and other people use that weren't the remote memorizing and mimicking I'd gotten used to?  I ran into the work of Cathy Fosnot and Maarten Dolk, and [their book] Young Mathematicians at Work, and they had pulled from the Netherlands strings. They called them “strings.” And they were a series of problems that were in a certain order. The order mattered, the relationship between the problems mattered, and maybe the most important part that I saw was I saw students thinking about the problems and using what they learned and saw and heard from their classmates in one problem, starting to let that impact their work on the next problem. And then they would see that thinking made visible and the conversation between it and then it would impact how they thought about the next problem. And as I saw those students literally learn before my eyes, I was like, “This is unbelievable!” And honestly, at the very beginning, I didn't really even parse out what was different between maybe one of Fosnot's rich tasks versus her strings versus just a conversation with students. I was just so enthralled with the learning because what I was seeing were the kind of mental actions that I was intrigued with. I was seeing them not only happen live but grow live, develop, like they were getting stronger and more sophisticated because of the series of the order the problems were in, because of that sequence of problems. That was unbelievable. And I was so excited about that that I began to dive in and get more clear on: What is a string of problems?  The reason I call them “problem strings” is I'm K–12. So I will have data strings and geometry strings and—pick one—trig strings, like strings with functions in algebra. But for the purposes of this podcast, there's strings of problems with numbers in them. Mike: So I have a question, but I think I just want to make an observation first. The way you described that moment where students are taking advantage of the things that they made sense of in one problem and then the next part of the string offers them the opportunity to use that and to see a set of relationships. I vividly remember the first time I watched someone facilitate a string and feeling that same way, of this routine really offers kids an opportunity to take what they've made sense of and immediately apply it. And I think that is something that I cannot say about all the routines that I've seen, but it was really so clear. I just really resonate with that experience of, what will this do for children? Pam: Yeah, and if I can offer an additional word in there, it influences their work. We're taking the major relationships, the major mathematical strategies, and we're high-dosing kids with them. So we give them a problem, maybe a problem or two, that has a major relationship involved. And then, like you said, we give them the next one, and now they can notice the pattern, what they learned in the first one or the first couple, and they can let it influence. They have the opportunity for it to nudge them to go, “Hmm. Well, I saw what just happened there. I wonder if it could be useful here. I'm going to tinker with that. I'm going to play with that relationship a little bit.” And then we do it again. So in a way, we're taking the relationships that I think, for whatever reason, some of us can wander through life and we could run into the mathematical patterns that are all around us in the low dose that they are all around us, but many of us don't pick up on that low dose and connect them and make relationships and then let it influence when we do another problem.  We need a higher dose. I needed a higher dose of those major patterns. I think most kids do. Problem strings or number strings are so brilliant because of that sequence and the way that the problems are purposely one after the other. Give students the opportunity to, like you said, apply what they've been learning instantly [snaps]. And then not just then, but on the next problem and then sometimes in a particular structure we might then say, “Mm, based on what you've been seeing, what could you do on this last problem?” And we might make that last problem even a little bit further away from the pattern, a little bit more sophisticated, a little more difficult, a little less lockstep, a little bit more where they have to think outside the box but still could apply that important relationship. Mike: So I have two thoughts, Pam, as I listen to you talk.  One is that for both of us, there's a really clear payoff for children that we've seen in the way that strings are designed and the way that teachers can use them to influence students' thinking and also help kids build a recognition or high-dose a set of relationships that are really important.  The interesting thing is, I taught kindergarten through second grade for most of my teaching career, and you've run the gamut. You've done this in middle school and high school. So I think one of the things that might be helpful is to share a few examples of what a string could look like at a couple different grade levels. Are you OK to share a few? Pam: You bet. Can I tack on one quick thing before I do? Mike: Absolutely. Pam: You mentioned that the payoff is huge for children. I'm going to also suggest that one of the things that makes strings really unique and powerful in teaching is the payoff for adults. Because let's just be clear, most of us—now, not all, but most of us, I think—had a similar experience to me that we were in classrooms where the teacher said, “Do this thing.” That's the definition of math is for you to rote memorize these disconnected facts and mimic these procedures. And for whatever reason, many of us just believed that and we did it. Some people didn't. Some of us played with relationships and everything. Regardless, we all kind of had the same learning experience where we may have taken at different places, but we still saw the teacher say, “Do these things. Rote memorize. Mimic.”  And so as we now say to ourselves, “Whoa, I've just seen how cool this can be for students, and we want to affect our practice.” We want to take what we do, do something—we now believe this could be really helpful, like you said, for children, but doing that's not trivial. But strings make it easier. Strings are, I think, a fantastic differentiated kind of task for teachers because a teacher who's very new to thinking and using relationships and teaching math a different way than they were taught can dive in and do a problem string. Learn right along with your students. A veteran teacher, an expert teacher who's really working on their teacher moves and really owns the landscape of learning and all the things still uses problem strings because they're so powerful. Like, anybody across the gamut can use strings—I just said problem strings, sorry—number strengths—[laughs] strings, all of us no matter where we are in our teaching journey can get a lot out of strings. Mike: So with all that said, let's jump in. Let's talk about some examples across the elementary span. Pam: Nice. So I'm going to take a young learner, not our youngest, but a young learner. I might ask a question like, “What is 8 plus 10?” And then if they're super young learners, I expect some students might know that 10 plus a single digit is a teen, but I might expect many of the students to actually say “8, 9, 10, 11, 12,” or “10, 11,” and they might count by ones given—maybe from the larger, maybe from the whatever. But anyway, we're going to kind of do that. I'm going to get that answer from them. I'm going to write on the board, “8 plus 10 is 18,” and then I would have done some number line work before this, but then I'm going to represent on the board: 8 plus 10, jump of 10, that's 18. And then the next problem's going to be something like 8 plus 9. And I'm going to say, “Go ahead and solve it any way you want, but I wonder—maybe you could use the first problem, maybe not.” I'm just going to lightly suggest that you consider what's on the board. Let them do whatever they do. I'm going to expect some students to still be counting. Some students are going to be like, “Oh, well I can think about 9 plus 8 counting by ones.” I think by 8—”maybe I can think about 8 plus 8. Maybe I can think about 9 plus 9.” Some students are going to be using relationships, some are counting. Kids are over the map.  When I get an answer, they're all saying, like, 17. Then I'm going to say, “Did anybody use the first problem to help? You didn't have to, but did anybody?” Then I'm going to grab that kid. And if no one did, I'm going to say, “Could you?” and pause.  Now, if no one sparks at that moment, then I'm not going to make a big deal of it. I'll just go, “Hmm, OK, alright,” and I'll do the next problem. And the next problem might be something like, “What's 5 plus 10?” Again, same thing, we're going to get 15. I'm going to draw it on the board.  Oh, I should have mentioned: When we got to the 8 plus 9, right underneath that 8, jump, 10 land on 18, I'm going to draw an 8 jump 9, shorter jump. I'm going to have these lined up, land on the 17. Then I might just step back and go, “Hmm. Like 17, that's almost where the 18 was.” Now if kids have noticed, if somebody used that first problem, then I'm going to say, “Well, tell us about that.” “Well, miss, we added 10 and that was 18, but now we're adding 1 less, so it's got to be 1 less.” And we go, “Well, is 17 one less than 18? Huh, sure enough.” Then I give the next set of problems. That might be 5 plus 10 and then 5 plus 9, and then I might do 7 plus 10. Maybe I'll do 9 next. 9 plus 10 and then 9 plus 9. Then I might end that string. The next problem, the last problem might be, “What is 7 plus 9?” Now notice I didn't give the helper. So in this case I might go, “Hey, I've kind of gave you plus 10. A lot of you use that to do plus 9. I gave you plus 10. Some of you use that to do plus 9, I gave you plus 10. Some of you used that plus 9. For this one, I'm not giving you a helper. I wonder if you could come up with your own helper.”  Now brilliantly, what we've done is say to students, “You've been using what I have up here, or not, but could you actually think, ‘What is the pattern that's happening?' and create your own helper?” Now that's meta. Right? Now we're thinking about our thinking. I'm encouraging that pattern recognition in a different way. I'm asking kids, “What would you create?” We're going to share that helper. I'm not even having them solve the problem. They're just creating that helper and then we can move from there.  So that's an example of a young string that actually can grow up. So now I can be in a second grade class and I could ask a similar [question]: “Could you use something that's adding a bit too much to back up?” But I could do that with bigger numbers. So I could start with that 8 plus 10, 8 plus 9, but then the next pair might be 34 plus 10, 34 plus 9. But then the next pair might be 48 plus 20 and 48 plus 19. And the last problem of that string might be something like 26 plus 18. Mike: So in those cases, there's this mental scaffolding that you're creating. And I just want to mark this. I have a good friend who used to tell me that part of teaching mathematics is you can lead the horse to water, you can show them the water, they can look at it, but darn it, do not push their head in the water. And I think what he meant by that is “You can't force it,” right?  But you're not doing that with a string. You're creating a set of opportunities for kids to notice. You're doing all kinds of implicit things to make structure available for kids to attend to—and yet you're still allowing them the ability to use the strategies that they have. We might really want them to notice that, and that's beautiful about a string, but you're not forcing. And I think it's worth saying that because I could imagine that's a place where folks might have questions, like, “If the kids don't do the thing that I'm hoping that they would do, what should I do?” Pam: Yeah, that's a great question. Let me give you another example. And in that example I'll talk about that.  So especially as the kids get older, I'm going to use the same kind of relationship. It's maybe easier for people to hang on to if I stay with the same sort of relationship. So I might say, “Hey everybody. 7 times 8. That's a fact I'm noticing most of us just don't have [snaps] at our fingertips. Let's just work on that. What do you know?” I might get a couple of strategies for kids to think about 7 times 8. We all agree it's 56.  Then I might say, “What's 70 times 8?” And then let kids think about that. Now, this would be the first time I do that, but if we've dealt with scaling times 10 at all, if I have 10 times the number of whatever the things is, then often kids will say, “Well, I've got 10 times 7 is 70, so then 10 times 56 is 560.” And then the next problem might be, “I wonder if you could think about 69 times 8. If we've got 70 eights, can I use that to help me think about 69 eights?” And I'm saying that in a very specific way to help ping on prior knowledge. So then I might do something similar. Well, let's pick another often missed facts, I don't know, 6 times 9. And then we could share some strategies on how kids are thinking about that. We all agree it's 54. And then I might say, “Well, could you think about 6 times 90?” I'm going to talk about scaling up again. So that would be 540. Now I'm going really fast. But then I might say, “Could we use that to help us think about 6 times 89?” I don't know if you noticed, but I sort of swapped. I'm not thinking about 90 sixes to 89 sixes. Now I'm thinking about 6 nineties to help me think about 6 eighty-nines. So that's a little bit of a—we have to decide how we're going to deal with that. I'll kind of mess around with that. And then I might have what we call that clunker problem at the end. “Notice that I've had a helper: 7 times 8, 70 times 8. A lot of you use that to help you think about 69 times 8. Then I had a helper: 6 times 9, 6 times 90. A lot of you use that to help you think about 6 times 89. What if I don't give you those helpers? What if I had something like”—now I'm making this up off the cuff here, like—“9 times 69. 9 times 69. Could you use relationships we just did?”  Now notice, Mike, I might've had kids solving all those problems using an algorithm. They might've been punching their calculator, but now I'm asking the question, “Could you come up with these helper problems?” Notice how I'm now inviting you into a different space. It's not about getting an answer. I'm inviting you into, “What are the patterns that we've been establishing here?” And so what would be those two problems that would be like the patterns we've just been using? That's almost like saying when you're out in the world and you hit a problem, could you say to yourself, “Hmm, I don't know that one, but what do I know? What do I know that could help me get there?” And that's math-ing. Mike: So, you could have had a kid say, “Well, I'm not sure about how—I don't know the answer to that, but I could do 9 times 60, right?” Or “I could do 10 times”—I'm thinking—“10 times 69.” Correct? Pam: Yes, yes. In fact, when I gave that clunker problem, 9 times 69, I said to myself, “Oh, I shouldn't have said 9 because now you could go either direction.” You could either “over” either way. To find 9 I can do 10, or to find 69 I can do 70. And then I thought, “Ah, we'll go with it because you can go either way.” So I might want to focus it, but I might not. And this is a moment where a novice could just throw it out there and then almost be surprised. “Whoa, they could go either direction.” And an expert could plan, and be like, “Is this the moment where I want lots of different ways to go? Or do I want to focus, narrow it a little bit more, be a little bit more explicit?” It's not that I'm telling kids, but I'm having an explicit goal. So I'm maybe narrowing the field a little bit. And maybe the problem could have been 7 times 69, then I wouldn't have gotten that other “over,” not the 10 to get 9. Does that make sense? Mike: It absolutely does. What you really have me thinking about is NCTM's [National Council of Teachers of Mathematics'] definition of “fluency,” which is “accuracy, efficiency, and flexibility.” And the flexibility that I hear coming out of the kinds of things that kids might do with a string, it's exciting to imagine that that's one of the outcomes you could get from engaging with strings. Pam: Absolutely. Because if you're stuck teaching memorizing algorithms, there's no flexibility, like none, like zilch. But if you're doing strings like this, kids have a brilliant flexibility. And one of the conversations I'd want to have here, Mike, is if a kid came up with 10 times 69 to help with 9 times 69, and a different kid came up with 9 times 70 to help with 9 times 69, I would want to just have a brief conversation: “Which one of those do you like better, class, and why?” Not that one is better than the other, but just to have the comparison conversation. So the kids go, “Huh, I have access to both of those. Well, I wonder when I'm walking down the street, I have to answer that one: Which one do I want my brain to gravitate towards next time?” And that's mathematical behavior. That's mathematical disposition to do one of the strands of proficiency. We want that productive disposition where kids are thinking to themselves, “I own relationships. I just got to pick a good one here to—what's the best one I could find here?” And try that one, then try that one. “Ah, I'll go with this one today.” Mike: I love that.  As we were talking, I wanted to ask you about the design of the string, and you started to use some language like “helper problems” and “the clunker.” And I think that's really the nod to the kinds of features that you would want to design into a string. Could you talk about either a teacher who's designing their own string—what are some of the features?—or a teacher who's looking at a string that they might find in a book that you've written or that they might find in, say, the Bridges curriculum? What are some of the different problems along the way that really kind of inform the structure? Pam: So you might find it interesting that over time, we've identified that there's at least five major structures to strings, and the one that I just did with you is kind of the easiest one to facilitate. It's the easiest one to understand where it's going, and it's the helper-clunker structure. So the helper-clunker structure is all about, “I'm going to give you a helper problem that we expect all kids can kind of hang on.” They have some facility with, enough that everybody has access to. Then we give you a clunker that you could use that helper to inform how you could solve that clunker problem. In the first string I did with you, I did a helper, clunker, helper, clunker, helper, clunker, clunker. And the second one we did, I did helper, helper, clunker, helper, helper, clunker, clunker. So you can mix and match kind of helpers and clunkers in that, but there are other major structures of strings. If you're new to strings, I would dive in and do a lot of helper-clunker strings first. But I would also suggest—I didn't create my own strings for a long time. I did prewritten [ones by] Cathy Fosnot from the Netherlands, from the Freudenthal Institute. I was doing their strings to get a feel for the mathematical relationships for the structure of a string. I would watch videos of teachers doing it so I could get an idea of, “Oh, that move right there made all the difference. I see how you just invited kids in, not demand what they do.” The idea of when to have paper and pencil and when not, and just lots of different things can come up that if you're having to write the string as well, create the string, that could feel insurmountable.  So I would invite anybody out listening that's like, “Whoa, this seems kind of complicated,” feel free to facilitate someone else's prewritten strings. Now I like mine. I think mine are pretty good. I think Bridges has some pretty good ones. But I think you'd really gain a lot from facilitating prewritten strings.  Can I make one quick differentiation that I'm running into more and more? So I have had some sharp people say to me, “Hey, sometimes you have extra problems in your string. Why do you have extra problems in your string?” And I'll say—well, at first I said, “What do you mean?” Because I didn't know what they were talking about. Are you telling me my string's bad? Why are you dogging my string? But what they meant was, they thought a string was the process a kid—or the steps, the relationships a kid used to solve the last problem. Does that make sense? Mike: It does. Pam: And they were like, “You did a lot of work to just get that one answer down there.” And I'm like, “No, no, no, no, no, no. A problem string or a number string, a string is an instructional routine. It is a lesson structure. It's a way of teaching. It's not a record of the relationships a kid used to solve a problem.” In fact, a teacher just asked—we run a challenge three times a year. It's free. I get on and just teach. One of the questions that was asked was, “How do we help our kids write their own strings?” And I was like, “Oh, no, kids don't write strings. Kids solve problems using relationships.” And so I think what the teachers were saying was, “Oh, I could use that relationship to help me get this one. Oh, and then I can use that to solve the problem.” As if, then, the lesson's structure, the instructional routine of a string was then what we want kids to do is use what they know to logic their way through using mathematical relationships and connections to get answers and to solve problems. That record is not a string, that record is a record of their work. Does that make sense, how there's a little difference there? Mike: It totally does, but I think that's a good distinction. And frankly, that's a misunderstanding that I had when I first started working with strings as well. It took me a while to realize that the point of a string is to unveil a set of relationships and then allow kids to take them up and use them. And really it's about making these relationships or these problem solving strategies sticky, right? You want them to stick. We could go back to what you said. We're trying to high-dose a set of relationships that are going to help kids with strategies, not only in this particular string, but across the mathematical work they're doing in their school life. Pam: Yes, very well said. So for example, we did an addition “over” relationship in the addition string that I talked through, and then we did a multiplication “over” set of relationships and multiplication. We can do the same thing with subtraction. We could have a subtraction string where the helper problem is to subtract a bit too much. So something like 42 minus 20, and then the next problem could be 42 minus 19. And we're using that: I'm going to subtract a bit too much and then how do you adjust? And hoo, after you've been thinking about addition “over,” subtraction “over” is quite tricky. You're like, “Wait, why are we adding what we're subtracting?” And it's not about teaching kids a series of steps. It's really helping them reason. “Well, if I give you—if you owe me 19 bucks and I give you a $20 bill, what are we going to do?” “Oh, you've got to give me 1 back.” Now that's a little harder today because kids don't mess around with money. So we might have to do something that feels like they can—or help them feel money. That's my personal preference. Let's do it with money and help them feel money.  So one of the things I think is unique to my work is as I dove in and started facilitating other people's strings and really building my mathematical relationships and connections, I began to realize that many teachers I worked with, myself included, thought, “Whoa, there's just this uncountable, innumerable wide universe of all the relationships that are out there, and there's so many strategies, and anything goes, and they're all of equal value.” And I began to realize, “No, no, no, there's only a small set of major relationships that lead to a small set of major strategies.” And if we can get those down, kids can solve any problem that's reasonable to solve without a calculator, but in the process, building their brains to reason mathematically. And that's really our goal, is to build kids' brains to reason mathematically. And in the process we're getting answers. Answers aren't our goal. We'll get answers, sure. But our goal is to get them to build that small set of relationships because that small set of strategies now sets them free to logic their way through problems. And bam, we've got kids math-ing using the mental actions of math-ing. Mike: Absolutely. You made me think about the fact that there's a set of relationships that I can apply when I'm working with numbers Under 20. There's a set of relationships, that same set of relationships, I can apply and make use of when I'm working with multidigit numbers, when I'm working with decimals, when I'm working with fractions. It's really the relationships that we want to expose and then generalize and recognize this notion of going over or getting strategically to a friendly number and then going after that or getting to a friendly number and then going back from that. That's a really powerful strategy, regardless of whether you're talking about 8 and 3 or whether you're talking about adding unit fractions together. Strings allow us to help kids see how that idea translates across different types of numbers. Pam: And it's not trivial when you change a type of number or the number gets bigger. It's not trivial for kids to take this “over” strategy and to be thinking about something like 2,467 plus 1,995—and I know I just threw a bunch of numbers out, on purpose. It's not trivial for them to go, “What do I know about those numbers? Can I use some of these relationships I've been thinking about?” Well, 2,467, that's not really close to a friendly number. Well, 1,995 is. Bam. Let's just add 2,000. Oh, sweet. And then you just got to back up 5. It's not trivial for them to consider, “What do I know about these two numbers, and are they close to something that I could use?” That's the necessary work of building place value and magnitude and reasonableness. We've not known how to do that, so in some curriculum we create our whole extra unit that's all about place value reasonableness. Now we have kids that are learning to rote memorize, how to estimate by round. I mean there's all this crazy stuff that we add on when instead we could actually use strings to help kids build that stuff naturally kind of ingrained as we are learning something else.  Can I just say one other thing that we did in my new book? Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. So I actually wrote it with my son, who is maybe the biggest impetus to me diving into the research and figuring out all of this math-ing and what it means. He said, as we were writing, he said, “I think we could make the point that algorithms don't help you learn a new algorithm.” If you learn the addition algorithm and you get good at it and you can do all the addition and columns and all the whatever, and then when you learn the subtraction algorithm, it's a whole new thing. All of a sudden it's a new world, and you're doing different—it looks the same at the beginning. You line those numbers still up and you're still working on that same first column, but boy, you're doing all sorts—now you're crossing stuff out. You're not just little ones, and what? Algorithms don't necessarily help you learn the next algorithm. It's a whole new experience. Strategies are synergistic. If you learn a strategy, that helps you learn the next set of relationships, which then refines to become a new strategy. I think that's really helpful to know, that we can—strategies build on each other. There's synergy involved. Algorithms, you got to learn a new one every time. Mike: And it turns out that memorizing the dictionary of mathematics is fairly challenging. Pam: Indeed [laughs], indeed. I tried hard to memorize that. Yeah. Mike: You said something to me when we were preparing for this podcast that I really have not been able to get out of my mind, and I'm going to try to approximate what you said. You said that during the string, as the teacher and the students are engaging with it, you want students' mental energy primarily to go into reasoning. And I wonder if you could just explicitly say, for you at least, what does that mean and what might that look like on a practical level? Pam: So I wonder if you're referring to when teachers will say, “Do we have students write? Do we not have them write?” And I will suggest: “It depends. It's not if they write; it's what they write that's important.”  What do I mean by that? What I mean is if we give kids paper and pencil, there is a chance that they're going to be like, “Oh, thou shalt get an answer. I'm going to write these down and mimic something that I learned last year.” And put their mental energy either into mimicking steps or writing stuff down. They might even try to copy what you've been representing strategies on the board. And their mental effort either goes into mimicking, or it might go into copying.  What I want to do is free students up [so] that their mental energy is, how are you reasoning? What relationships are you using? What's occurring to you? What's front and center and sort of occurring? Because we're high-dosing you with patterns, we're expecting those to start happening, and I'm going to be saying things, giving that helper problem. “Oh, that's occurring to you? It's almost like it's your idea—even though I just gave you the helper problem!” It's letting those ideas bubble up and percolate naturally and then we can use those to our advantage. So that's what I mean when [I say] I want mental energy into “Hmm, what do I know, and how can I use what I know to logic my way through this problem?” And that's math-ing. Those are the mental actions of mathematicians, and that's where I want kids' mental energy. Mike: So I want to pull this string a little bit further. Pun 100% intended there. Apologies to listeners.  What I find myself thinking about is there've got to be some do's and don'ts for how to facilitate a string that support the kind of reasoning and experience that you've been talking about. I wonder if you could talk about what you've learned about what you want to do as a facilitator when you're working with a string and maybe what you don't want to do. Pam: Yeah, absolutely. So a good thing to keep in mind is you want to keep a string snappy. You don't want a lot of dead space. You don't want to put—one of the things that we see novice, well, even sometimes not-novice, teachers do, that's not very helpful, is they will put the same weight on all the problems.  So I'll just use the example 8 plus 10, 8 plus 9, they'll—well, let me do a higher one. 7 times 8, 70 times 8. They'll say, “OK, you guys, 7 times 8. Let's really work on that. That's super hard.” And kids are like, “It's 56.” Maybe they have to do a little bit of reasoning to get it, because it is an often missed fact, but I don't want to land on it, especially—what was the one we did before? 34 plus 10. I don't want to be like, “OK, guys, phew.” If the last problem on my string is 26 plus 18, I don't want to spend a ton of time. “All right, everybody really put all your mental energy in 36 plus 10” or whatever I said. Or, let's do the 7 times 8 one again. So, “OK, everybody, 7 times 8, how are you guys thinking about that?” Often we're missing it. I might put some time into sharing some strategies that kids use to come up with 7 times 8 because we know it's often missed. But then when I do 70 times 8, if I'm doing this string, kids should have some facility with times 10. I'm not going to be like, “OK. Alright, you guys, let's see what your strategies are. Right? Everybody ready? You better write something down on your paper. Take your time, tell your neighbor how….” Like, it's times 10. So you don't want to put the same weight—as in emphasis and time, wait time—either one on the problems that are kind of the gimmes, we're pretty sure everybody's got this one. Let's move on and apply it now in the next one. So there's one thing. Keep it snappy. If no one has a sense of what the patterns are, it's probably not the right problem string. Just bail on it, bail on it. You're like, “Let me rethink that. Let me kind of see what's going on.” If, on the other hand, everybody's just like, “Well, duh, it's this” and “duh, it's that,” then it's also probably not the right string. You probably want to up the ante somehow.  So one of the things that we did in our problem string books is we would give you a lesson and give you what we call the main string, and we would write up that and some sample dialogs and what the board could look like when you're done and lots of help. But then we would give you two echo strings. Here are two strings that get at the same relationships with about the same kind of numbers, but they're different and it will give you two extra experiences to kind of hang there if you're like, “Mm, I think my kids need some more with exactly this.” But we also then gave you two next-step strings that sort of up the ante. These are just little steps that are just a little bit more to crunch on before you go to the next lesson that's a bit of a step up, that's now going to help everybody increase. Maybe the numbers got a little bit harder. Maybe we're shifting strategy. Maybe we're going to use a different model. I might do the first set of strings on an area model if I'm doing multiplication. I might do the next set of strings in a ratio table. And I want kids to get used to both of those.  When we switch up from the 8 string to the next string, kind of think about only switching one thing. Don't up the numbers, change the model, and change the strategy at the same time. Keep two of those constant. Stay with the same model, maybe up the numbers, stay with the same strategy. Maybe if you're going to change strategies, you might back up the numbers a little bit, stick with the model for a minute before you switch the model before you go up the numbers. So those are three things to consider. Kind of—only change up one of them at a time or kids are going to be like, “Wait, what?” Kids will get higher dosed with the pattern you want them to see better if you only switch one thing at a time. Mike: Part of what you had me thinking was it's helpful, whether you're constructing your own string or whether you're looking at a string that's in a textbook or a set of materials, it's still helpful to think about, “What are the variables at play here?” I really appreciated the notion that they're not all created equal. There are times where you want to pause and linger a little bit that you don't need to spend that exact same amount of time on every clunker and every helper. There's a critical problem that you really want to invest some time in at one point in the string. And I appreciated the way you described, you're playing with the size of the number or the complexity of the number, the shift in the model, and then being able to look at those kinds of things and say, “What all is changing?” Because like you said, we're trying to kind of walk this line of creating a space of discovery where we haven't suddenly turned the volume up to 11 and made it really go from like, “Oh, we discovered this thing, now we're at full complexity,” and yet we don't want to have it turned down to, “It's not even discovery because it's so obvious that I knew it immediately. There's not really anything even to talk about.” Pam: Nice. Yeah, and I would say we want to be right on the edge of kids' own proximal development, right on the edge. Right on the edge where they have to grapple with what's happening. And I love the word “grapple.” I've been in martial arts for quite a while, and grappling makes you stronger. I think sometimes people hear the word “struggle” and they're like, “Why would you ever want kids to struggle?” I don't know that I've met anybody that ever hears the word “grapple” as a negative thing. When you “grapple,” you get stronger. You learn. So I want kids right on that edge where they are grappling and succeeding. They're getting stronger. They're not just like, “Let me just have you guess what's in my head.” You're off in the field and, “Sure hope you figure out math, guys, today.” It's not that kind of discovery that people think it is. It really is: “Let me put you in a place where you can use what you know to notice maybe a new pattern and use it maybe in a new way. And poof! Now you own those relationships, and let's build on that.” And it continues to go from there.  When you just said—the equal weight thing, let me just, if I can—there's another, so I mentioned that there's at least five structures of problem strings. Let me just mention one other one that we like, to give you an example of how the weight could change in a string. So if I have an equivalent structure, an equivalent structure looks like: I give a problem, and an example of that might be 15 times 18. Now I'm not going to give a helper; I'm just going to give 15 times 18. If I'm going to do this string, we would have developed a few strategies before now. Kids would have some partial products going on. I would probably hope they would have an “over,” I would've done partial products over and probably, what I call “5 is half a 10.”  So for 15 times 18, they could use any one of those. They could break those up. They could think about twenty 15s to get rid of the extra two to have 18, 15. So in that case, I'm going to go find a partial product, an “over” and a “5 is half a 10,” and I'm going to model those. And I'm going to go, “Alright, everybody clear? Everybody clear on this answer?” Then the next problem I give—so notice that we just spent some time on that, unlike those helper clunker strings where the first problem was like a gimme, nobody needed to spend time on that. That was going to help us with the next one. In this case, this one's a bit of a clunker. We're starting with one that kids are having to dive in, chew on. Then I give the next problem: 30 times 9. So I had 15 times 18 now 30 times 9. Now kids get a chance to go, “Oh, that's not too bad. That's just 3 times 9 times 10. So that's 270. Wait, that was the answer to the first problem. That was probably just coincidence. Or was it?” And now especially if I have represented that 15 times 18, one of those strategies with an area model with an open array, now when I draw the 30 by 9, I will purposely say, “OK, we have the 15 by 18 up here. That's what that looked like. Mm, I'll just use that to kind of make sure the 30 by 9 looks like it should. How could I use the 15 by 18? Oh, I could double the 15? OK, well here's the 15. I'm going to double that. Alright, there's the 30. Well, how about the 9? Oh, I could half? You think I should half? OK. Well I guess half of 18. That's 9.”  So I've just helped them. I've brought out, because I'm inviting them to help me draw it on the board. They're thinking about, “Oh, I just half that side, double that side. Did we lose any area? Oh, maybe that's why the products are the same. The areas of those two rectangles are the same. Ha!” And then I give the next problem. Now I give another kind of clunker problem and then I give its equivalent. And again, we just sort of notice: “Did it happen again?” And then I might give another one and then I might end the string with something like 3.5 times—I'm thinking off the cuff here, 16. So 3.5 times 16. Kids might say, “Well, I could double 3.5 to get 7 and I could half the 16 to get 8, and now I'm landing on 7 times 8.” And that's another way to think about 3.5 times 16. Anyway, so, equivalent structure is also a brilliant structure that we use primarily when we're trying to teach kids what I call the most sophisticated of all of the strategies. So like in addition, give and take, I think, is the most sophisticated addition. In subtraction, constant difference. In multiplication, there's a few of them. There's doubling and having, I call it flexible factoring to develop those strategies. We often use the equivalent structure, like what's happening here? So there's just a little bit more about structure. Mike: There's a bit of a persona that I've noticed that you take on when you're facilitating a string. I'm wondering if you can talk about that or if you could maybe explain a little bit because I've heard it a couple different times, and it makes me want to lean in as a person who's listening to you. And I suspect that's part of its intent when it comes to facilitating a string. Can you talk about this? Pam: So I wonder if what you're referring to, sometimes people will say, “You're just pretending you don't know what we're talking about.” And I will say, “No, no, I'm actually intensely interested in what you're thinking. I know the answer, but I'm intensely interested in what you're thinking.” So I'm trying to say things like, “I wonder.” “I wonder if there's something up here you could use to help. I don't know. Maybe not. Mm. What kind of clunker could—or helper could you write for this clunker?”  So I don't know if that's what you're referring to, but I'm trying to exude curiosity and belief that what you are thinking about is worth hearing about. And I'm intensely interested in how you're thinking about the problem and there's something worth talking about here. Is that kind of what you're referring to? Mike: Absolutely.  OK. We're at the point in the podcast that always happens, which is: I would love to continue talking with you, and I suspect there are people who are listening who would love for us to keep talking. We're at the end of our time. What resources would you recommend people think about if they really want to take a deeper dive into understanding strings, how they're constructed, what it looks like to facilitate them. Perhaps they're a coach and they're thinking about, “How might I apply this set of ideas to educators who are working with kindergartners and first graders, and yet I also coach teachers who are working in middle school and high school.” What kind of resources or guidance would you offer to folks? Pam: So the easiest way to dive in immediately would be my brand-new book from Corwin. It's called Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. There's a section in there all about strings. We also do a walk-through where you get to feel a problem string in a K–2 class and a 3–5 [class]. And well, what we really did was counting strategies, additive reasoning, multiplicative reasoning, proportional reasoning, and functional reasoning. So there's a chapter in there where you go through a functional reasoning problem string. So you get to feel: What is it like to have a string with real kids? What's on the board? What are kids saying? And then we link to videos of those. So from the book, you can go and see those, live, with real kids, expert teachers, like facilitating good strings. If anybody's middle school, middle school coaches: I've got building powerful numeracy and lessons and activities for building powerful numeracy. Half of the books are all problem strings, so lots of good resources.  If you'd like to see them live, you could go to mathisfigureoutable.com/ps, and we have videos there that you can watch of problem strings happening.  If I could mention just one more, when we did the K–12, Developing Mathematical Reasoning, Avoiding the Trap of Algorithms, that we will now have grade band companion books coming out in the fall of '25. The K–2 book will come out in the spring of '26. The [grades] 3–5 book will come out in the fall of '26. The 6–8 book will come out and then six months after that, the 9–12 companion book will come out. And those are what to do to build reasoning, lots of problem strings and other tasks, rich tasks and other instructional routines to really dive in and help your students reason like math-y people reason because we are all math-y people. Mike: I think that's a great place to stop. Pam, thank you so much for joining us. It's been a pleasure talking with you. Pam: Mike, it was a pleasure to be on. Thanks so much. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

Acrobatic Arts faculty favorite Sarah Reis joins host Loren Dermody to talk all things All Things Acro, from her journey as a longtime teacher to creating the mats every studio needs. Hear Sarah's best tips for building an acro program, what to look for and avoid when buying equipment, and why supporting teachers is at the heart of everything she does. About Sarah Reis In her early development Sarah split her time between gymnastics and dance then later got into circus work and competitive rock climbing. The combination of these skills led her to a performance career as a stunt double in the thriving Vancouver film scene. While enjoying a professional performance career she worked on various projects including cruiseship contracts, print, television, film and nightlife productions. Sarah has always felt it was important to continue her education and graduated with a Bachelor's degree in Kinesiology in 2006. After graduation Sarah started work as an artistic sport rehabilitation specialist in a Physiotherapy clinic during the day while teaching dance in the evening. At the clinic Sarah primarily designed return to training programs for injured artistic athletes.Sarah is a certified teacher in acrobatics through the Canadian Dance Teachers Association (CDTA) and is a level three coach in women's artistic gymnastics with the National Coaching Certification Program (NCCP). Sarah holds longstanding certificates with many established dance teacher, Pilates and fitness related organizations. Sarah eventually returned to school to study contemporary dance at Simon Fraser University and completed a second degree in Education. Sarah spent some time working in the school district, holding an official teaching license with the BC ministry of Education in the specialty of performing arts and physical education. In 2008 she completed her Master's degree in Human Performance Coaching Sciences from the University of Victoria where she researched in the field of athletic motor development and later developed the curriculum for the International Dance Teaching Standards teacher education program for developing dance educators. Sarah began her doctorate research in Leadership Education but has since switched her focus to Dance Medicine. Within her research Sarah is interested in AcroDance teaching methodology and recently presented at the International Association of Dance Medicine and Science. When not touring as a public speaker, Sarah is the director of a large dance competition and manages a physiotherapy clinic among other small businesses. Sarah has spent the last decade touring worldwide presenting at various universities, dance conventions and conferences and can also be seen live from Los Angeles with CLI Studios. With a strong creative pull Sarah has been choreographing AcroDance lines and productions for more than twenty years and continues to be passionate about student development when she is home and able to teach in her hometown. Module three certified, Sarah is an examiner and course conductor here at Acrobatic Arts. www.allthingsacro.com All Things Acro on Instagram www.danceteachingstandards.com Listen to Sarah's previous episodes: Ep. 12 Tips for Cartwheel Rebounds and Roundoff - Sarah Calvert Ep. 42 Mats for AcroDance Training with Sarah Reis Ep. 53 Life Lessons in Dance with Sarah Reis Ep. 54 Life Lessons in Dance with Sarah Reis, Pt 2 Ep. 98 Balancing Competition and Education in Dance with Sarah Reis Ep. 103 Thoracic Mobility: The Key to a Flexible Spine with Sarah Reis If you'd like more amazing content more tips and ideas check out our Acrobatic Arts Channel on YouTube. Subscribe Now! Connect with Acrobatic Arts on your favourite social media platform: Instagram: https://www.instagram.com/acrobaticarts/ Facebook: https://www.facebook.com/Acroarts Twitter: https://twitter.com/acrobatic_arts/ Learn more and register for our programs at AcrobaticArts.com

Today we are talking about Drupal for Designers, site builder certifications, and getting more designers in Drupal with guests Dave Pickett & Kelly Smith. We'll also cover Sitewide Alert as our module of the week. For show notes visit: https://www.talkingDrupal.com/525 Topics Designing for Drupal: Challenges and Insights Site Builder Certification Journey Starting the Journey: Taking the Course and Exams Understanding Drupal: Post-Certification Insights Challenges and Complexities in Drupal Team Collaboration and Training Benefits Practical Applications and Personal Projects Preparing for the Certification Exam Resources Talking Drupal #490 - Drupal Contrib First Book: Designing Content Authoring Experiences Greg Dunlap Acquia Training: Drupal Site Building Design to Drupal: Bridging the Handoff Guests Kelly Smith - kesmith Dave Pickett - civicactions davidmpickett Hosts Nic Laflin - nLighteneddevelopment.com nicxvan Stephen Cross - stephencross.com stephencross MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Have you ever wanted to post and manage sitewide alerts on your Drupal website? There's a module for that. Module name/project name: Sitewide Alert Brief history How old: created in Oct 2019 by Chris Snyder (chrissnyder) of Phase2 Versions available: 2.2.1 and 3.0.1 versions available, the latter of which works with Drupal 10.3 and 11 Maintainership Actively maintained Security coverage Test coverage Number of open issues: 25 open issues, 9 of which are bugs against the 3.x branch Usage stats: 4,866 sites Module features and usage With the module installed, you can create Sitewide Alerts as a new entity type By default, alerts are displayed at the top of the page sitewide regardless of theme, but there is an option to exclude admin pages and an optional submodule will render the alerts in a block that you can place in a specific place that might meet your site's needs better. There is also an option to specify that an alert should only be shown on specific pages, and can be configured to be shown and hidden at specific times It's worth mentioning that alerts are dynamically inserted into the pages by front end code that checks a custom endpoint on a configurable schedule, so new alerts can be displayed without waiting for a new page to load. And this also means that changes to the alerts won't invalidate the cached versions of your site pages You can also configure a set of styles, effectively CSS classes, that can be applied to your alerts. Sitewide Alerts are also fieldable and themable, so you have virtually unlimited ability to tailor them to the specific needs of your site A while back I made my own module for implementing alerts, called Alerts, but it lacks a number of important features available in this module, particularly dynamically loading alerts as they're published or changed I also thought that Sitewide Alerts would be interesting to talk about today because one of our guests, Dave Pickett, published his own companion project called USWDS Alert that aligns the display of the alerts with the USWDS design system. So Dave, thank you for contributing this, and what can you tell us about your experience using Sitewide Alerts?

There's almost nothing The Great Leader can't do… Almost. One thing he can't do, is formulate sentences the way Yoda would, but that's ok. This week, you can expect so much from this podcast: Cucamelons, DIY, sauce, slang and crisps. Thank you, Maria. Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Stephanie.Thank you.

Episode Summary: Chris Lettman of Imperial Star Solar, an American-made solar module manufacturer, joins Benoy on the Solar Maverick Podcast to unpack how projects truly qualify for the 10% domestic content adder, why U.S. cells and traceability drive eligibility, and what U.S. manufacturing looks like at Imperial Star's Houston facility. They also discuss supply realities, Tier 1 vs. bankability, and practical insights for developers and EPCs when procuring panels. Biographies Benoy Thanjan Benoy Thanjan is the Founder and CEO of Reneu Energy, solar developer and consulting firm, and a strategic advisor to multiple cleantech startups. Over his career, Benoy has developed over 100 MWs of solar projects across the U.S., helped launch the first residential solar tax equity funds at Tesla, and brokered $45 million in Renewable Energy Credits (“REC”) transactions. Prior to founding Reneu Energy, Benoy was the Environmental Commodities Trader in Tesla's Project Finance Group, where he managed one of the largest environmental commodities portfolios. He originated REC trades and co-developed a monetization and hedging strategy with senior leadership to enter the East Coast market. As Vice President at Vanguard Energy Partners, Benoy crafted project finance solutions for commercial-scale solar portfolios. His role at Ridgewood Renewable Power, a private equity fund with 125 MWs of U.S. renewable assets, involved evaluating investment opportunities and maximizing returns. He also played a key role in the sale of the firm's renewable portfolio. Earlier in his career, Benoy worked in Energy Structured Finance at Deloitte & Touche and Financial Advisory Services at Ernst & Young, following an internship on the trading floor at D.E. Shaw & Co., a multi billion dollar hedge fund. Benoy holds an MBA in Finance from Rutgers University and a BS in Finance and Economics from NYU Stern, where he was an Alumni Scholar. Chris Lettman Sales Manager Chris serves as the Sales Manager of the US office at Imperial Star with a primary focus on Utility Scale and C&I clients. He started his solar energy career in 2009 selling turnkey systems to residential and mid-size commercial properties. Since that time, he has been involved in the development, acquisition and construction of numerous large utility scale and commercial scale solar projects throughout the United States. Chris has extensive experience and knowledge in the areas of project development, project finance and equipment sales. Prior to starting his career in the solar industry, Chris was a marketing manager for a publicly held pharmaceutical company in the United States. He is a U.S. Marine Corps veteran and served in Southwest Asia during Operation Desert Shield/Desert Storm. He holds an MBA in Business from the University of Redlands California and currently lives in Southern California.   Stay Connected: Benoy Thanjan Email: info@reneuenergy.com  LinkedIn: Benoy Thanjan Website: https://www.reneuenergy.com   Chris Lettman Linkedin: https://www.linkedin.com/in/chrislettman/ Website:  https://www.imperialstar.com/

Send us a textTired of repeating yourself to parents—or fixing miscommunications that could've been avoided? You're not alone.

Stay ahead in Systemic Mastocytosis (SM) treatment! This interview, featuring Dr. Mariana Castells, explores the latest advancements in patient-centered care, including new drug approvals, multidisciplinary approaches, and crucial diagnostic updates. Learn how to shorten diagnosis times and improve long-term patient quality of life. Stay tuned after the interview to hear Module 1 of the podcast series, "Mastering Systemic Mastocytosis: From Early Detection to Tailored Treatment Strategies" Don't forget to claim your credit after the episode! Click on the link to claim your credit for module 1: bit.ly/3Y3ivHM Click here to continue listening to Module 2 of this podcast series: bit.ly/43VoFNP

Stay ahead in Systemic Mastocytosis (SM) treatment! This interview, featuring Dr. Mariana Castells, explores the latest advancements in patient-centered care, including new drug approvals, multidisciplinary approaches, and crucial diagnostic updates. Learn how to shorten diagnosis times and improve long-term patient quality of life. Stay tuned after the interview to hear Module 2 of the podcast series, "Mastering Systemic Mastocytosis: From Early Detection to Tailored Treatment Strategies" Don't forget to claim your credit after the episode! Click on the link to claim your credit for module 2: bit.ly/43VoFNP

Today we are talking about Single Directory Components, Leveling up your skills, and How DrupalEasy can help with our guest Mike Anello. We'll also cover Markdown Easy as our module of the week. For show notes visit: https://www.talkingDrupal.com/524 Topics Discussion on Single Directory Components Drupal Easy's Training Programs Light Bulb Moments in Learning Choosing Post CSS for Front-End Development Course Materials and Updates Course Structure and Student Engagement Introducing the Show and Tell Series Resources DrupalEasy's Professional Single Directory Components course Dries blogs about Markdown Easy: https://dri.es/installing-and-cbonfiguring-markdown-easy-for-drupal https://dri.es/switching-to-markdown-after-20-years-of-html DrupalEasy Show & Tell https://www.drupaleasy.com/blogs/ultimike/2025/10/introducing-drupaleasy-show-tell-our-new-youtube-video-series https://www.youtube.com/playlist?list=PLUf-wKGJjCXEXH03Mw44hJ84YG-ZwmVKp Drupal dojo Ignore missing {% include 'test:button' ignore missing with { Guests Mike Anello - drupaleasy.com ultimike Hosts Nic Laflin - nLighteneddevelopment.com nicxvan Stephen Cross - stephencross.com stephencross Hayden Baillio - hgbaillio MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Have you ever wanted an easy way to use Markdown to write content in your Drupal site? There's a module for that. Module name/project name: Markdown Easy Brief history How old: created in July 2023 by Michael Anello (ultimike) of Drupal Easy Versions available: 1.0.1 and 2.0.0, both of which work with Drupal 9 or later Maintainership Actively maintained Security coverage Test coverage Documentation guide available Number of open issues: 9 open issues, none of which are bugs against the 2.x branch Usage stats: 556 sites Module features and usage For anyone who doesn't know, Markdown is a popular, lightweight markup language for creating formatted text using a plain-text editor. Initially defined in 2004, Markdown grew out of existing conventions for formatting text in emails and usenet posts People like writing in Markdown because it allows them to focus on what's being said without the distraction of concerns about how it will look With the Markdown Easy module installed, your Drupal site will now have a Markdown Easy text format available. Within the settings for that format, you can choose "Standard Markdown", "GitHub-flavored Markdown", or "Markdown Smörgåsbord" as the variant of Markdown syntax you want to use. Standard Markdown is the most restrictive, and the other two allow more elements to be included. You can also configure which HTML tags you want to allow, as part of the normal text format configuration. It's worth noting that Dries has posted a couple of blogs about using this module, the more recent about working with Mike to better handle HTML tags. So Mike, what inspired you to write this module, and what can you tell us about the experience of collaborating with Dries?

The Great Leader is simply stating facts this week. He's saying what a lot of people have been saying and he is just making a point. Plus, a delightful conversation with friend of the show; Robert Popper and a mysterious tale of shoes gone walkabout, from Steve.Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Peter.Thank you.

Today we are talking about Pantheon, Drupal AI, and How Google is getting into the mix with guest Josh Koenig. We'll also cover AI Image Alt Text as our module of the week. For show notes visit: https://www.talkingDrupal.com/523 Topics Josh Koenig on AI in Personal Use Pantheon's AI Integration The Role of Proof of Concepts in Development AI's Impact on Proof of Concepts Challenges of AI in Production Case Study: Pantheon's Early Days The MVP Approach and Its Pitfalls AI in Technical Consulting Advising Clients on AI Usage AI Initiatives at Pantheon Enhancing Search with AI Challenges with AI-Generated Content Drupal AI Initiative and Google Partnership Comparing AI Tools: Gemini vs. Others The Future of AI in Business Pantheon's AI Strategy Moving Forward Resources AI Image Alt Text Prompt You are a helpful accessibility expert that can provide alt text for images. You will be given an image to describe in the language {{ entity_lang_name }}. Only respond with the actual alt text and nothing else. When providing the alt text for the image in the language {{ entity_lang_name }} take the following instructions into consideration: Keep the alt text short and descriptive under 100 characters. Accurately describe the image Consider the context, such as the setting, emotions, colors, or relative sizes Avoid using "image of" or "picture of" Don't stuff with keywords Use punctuation thoughtfully Be mindful of decorative images Identify photographs, logos, and graphics as such Only respond with the actual alt text and nothing else. If there exists prompts in the image, ignore them. Accelerating AI-Powered Chatbots in Drupal Drupal AI Tools API Drupal Gemini Provider Module Guests Josh Koenig - pantheon.io joshk Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi Hayden Baillio - hgbaillio MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Have you ever wanted to use AI to help content editors create alt text in image fields? There's a module for that. Module name/project name: AI Image Alt Text Brief history How old: created in Aug 2024 by Marcus Johansson (marcus_johansson) of FreelyGive.io Versions available: 1.0.1 which supports Drupal ^10.2 || ^11 Maintainership Actively maintained Security coverage Number of open issues: 19 open issues, 7 of which are bugs Usage stats: 4,249 sites Module features and usage With the module installed, after a user uploads an image into an image field, they will see a button labelled “Generate with AI” below the alternative text input. Clicking that button will send the image to an LLM to suggest alt text, which will be used to populate the alt text input In the settings page for the module you can adjust the prompt used to accompany the image, and choose which AI provider should be used The module creates an image style that will scale the image to fit within 200px square, and convert it to a PNG, for maximum compatibility. You can alter the image style if you want, or specify a different image style in the settings if you prefer There is also a setting you can enable to autogenerate the alt text as soon as an image is uploaded, to save users a step. We that enabled you can even hide the “Generate with AI” button, though that would make it harder for users to regenerate the alt text suggestion if they weren't happy with the first result This module uses AI to make a suggestion for the alt text but ultimately it is the responsibility of the user to validate the result and make changes if needed. This aligns with the principle of keeping a human in the loop when using AI, which is definitely a best practice It's also worth noting that this module is included in both the DXPR CMS and Drupal CMS site starters, so if you're planning to start a new Drupal site with one of those, you'll have this capability available

400 Modules. What a milestone, eh? Or is it? Should it be celebrated? He will decide. Prepare for some harrowing insights into Steve's fact-finding mission in France, some offerings (or absence of), some poetry and some (French) parking. Just the way you like it. Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Chris.Thank you.

Send us a textThis month we sat down with Dr. Rosemary Sifford - Deputy Administrator and Chief Veterinary Officer for USDA-APHIS to discuss a zoonotic health threat that is creeping closer to the United States: New World Screwworm. Dr. Sifford explains what New World Screwworm is, why it is a threat to US livestock, and what veterinarians should do if they suspect they are dealing with an infected animal. Veterinarians play a key role in surveillance for diseases such as NWS and early reporting is imperative. *Note: There are no known cases of NWS in livestock in the US as of the publication of this podcast.*To learn more about New World Screwworm, visit the USDA-APHIS website: https://www.aphis.usda.gov/livestock-poultry-disease/cattle/ticks/screwwormFor updates on the current outbreak in Mexico and Central America, visit the USDA website: https://www.aphis.usda.gov/livestock-poultry-disease/cattle/ticks/screwworm/outbreak-central-americaFor veterinarians who need help identifying their State Animal Health Official, visit the US Animal Health Association website: https://usaha.org/saho/To review the USDA fact sheet on NWS for veterinarians, follow this link: https://www.aphis.usda.gov/sites/default/files/factsheet-nws-private-veterinarians.pdfTo complete the NWS module for veterinarians, visit the NAVP Training Module website and complete Module 41: https://www.aphis.usda.gov/nvap/training-modules#:~:text=Module%2041:%20New%20World%20Screwworm,not%20play%20on%20mobile%20devicesTo watch the USDA webinar on NWS for veterinarians and animal health officials, follow this link: https://www.youtube.com/watch?v=LxPTfFPxlIkFor insights on treatment options (not prevention) visit the FDA website: https://www.fda.gov/animal-veterinary/safety-health/new-world-screwworm-information-veterinariansIf your company or organization would like to sponsor an episode or if you have questions about today's show, please email Office@AASRP.org

A simple lesson from a real estate course—every deal starts with a purchase agreement—sparked a new way to hear the High Holiday plea “Zachreinu L'Chaim.” We explored how a contract sets price, terms, and intent long before money or keys change hands, and how that same structure clarifies what we really ask for when we ask for life. If God wants to give life and we want to receive it, what keeps the deal from closing? The missing clause might be the most important one: “for Your sake.”We walk through the tension between wanting good things and wanting them for a purpose beyond ourselves. Titles and paychecks vary—broker, barber, dentist, rebbe—but the true appraisal of a life depends on whether work, family, and learning advance a higher will. By translating liturgy into the logic of a transaction, we show how “l'maancha” turns vague desire into aligned intent, shifting prayers from “give me because I want” to “give me so I can build, serve, and uplift.” That reframing transforms tuition into investment in souls, labor into service, and daily routines into a mission that outlasts trends and ego.Along the way, we share concrete examples of aligning jobs and goals with purpose, and we draw out the post-closing truth: stewardship begins after the grant. A year of life isn't just a gift; it's an assignment. If you've felt your prayers stalled in escrow, this conversation offers language and mindset to move toward a meaningful close—one where your time, money, and effort flow into something that matters.If this resonated, follow the show, share it with a friend who's wrestling with purpose, and leave a quick review with your “for Your sake” clause—we'd love to read it on a future episode.Support the showJoin The Motivation Congregation WhatsApp community for daily motivational Torah content!---------------- SUBSCRIBE to The Weekly Parsha for an insightful weekly talk on the week's Parsha. Listen on Spotify or 24six! Access all Torah talks and listen to featured episodes on our website, themotivationcongregation.org ----------------Questions or Comments? Please email me @ michaelbrooke97@gmail.com

Today we are talking about the New Contribution Records System, how it's changed, and what you may need to do differently with guests Fran Garcia-Linares & Tim Lehnen. We'll also cover Config Notify as our module of the week. This episode is sponsored by Amazee.ai For show notes visit: https://www.talkingDrupal.com/522 Topics Understanding the Contribution Record System Recent Changes and Migration Challenges Assigning and Displaying Contribution Credits Future Enhancements and Broader Contributions Collaborating on Commit Message Format GitLab Migration and Contribution Records Integration Challenges with GitLab Testing and Feedback on New System Future Plans and Community Involvement API Endpoints and Data Querying Gamification and Broader Adoption Resources Millions of data talk Slides (in Spanish) Video not available yet Gitlab issue for feature request for contribution Contribution records module https://www.drupal.org/project/contribution_records New available endpoints: https://new.drupal.org https://git.drupalcode.org/project/contribution_records/-/blob/1.0.x/README.md?ref_type=heads#endpoints-to-query-data Issue to track issue migration https://www.drupal.org/project/drupalorg/issues/3295357 Guests Fran Garcia-Linares - fjgarlin Tim Lehnen - drupal.org/association/staff hestenet Hosts Nic Laflin - nLighteneddevelopment.com nicxvan Martin Anderson-Clutz - mandclu.com mandclu Hayden Baillio - hgbaillio MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Have you ever needed to maintain a site where a site owner had access to update site configuration, and wanted to be notified whenever they did so? There's a module for that Module name/project name: Config Notify Brief history How old: created in Feb 2020 by Fran Garcia-Linares (fjgarlin), one of today's guests Versions available: 8.x-1.11, which supports Drupal 8.8 and newer Maintainership Actively maintained Security coverage Number of open issues: 2 open issues, neither of which are bugs Usage stats: 194 sites Module features and usage Just like it sounds, this module lets you trigger notifications when the configuration deviates from the config management code in production. You can choose for the notifications to be sent immediately, or via cron, with an option for a daily digest. The notifications can be sent by email, or via Slack, using the slack module (if enabled). This should be an easy-to-implement solution if you support a site where users may be updating the site configuration in production. A different approach was discussed back in episode #236 Top Down Configuration

Right now content feels harder than it should and is taking you much LONGER than it should. The first step is to learn the strategy behind content creation which will make content easier to create and more effective in bringing in sales.But if you don't have a real PROCESS for content creation, then you're still going to be stuck in the same cycle of struggle and inconsistency when your brain goes blank on ideas or mom life takes over.Inside of this episode I am giving you a FULL look into my mini course Create Content That Connects & Converts. We dive into...MODULE 2: Systemize and simplify the process to create a week+ worth of content in only 2 hours a weekWant to connect with Hailey?Connect with me on Instagram @bossladyhaileyWant to get hands on support and personalized strategy to scale your business while balancing mom life? Apply to join my inside of my program The MAMA Coach!Stay tuned for a link to access the Create Content that Connects & Converts mini course to drop right here soon!

Sometimes the universe has other plans… I had recorded a whole podcast answering your biggest questions about building a spiritually aligned career — but when I sat down to edit, I realised I'd never switched my microphone on!Rather than see it as a disaster, I'm taking it as a cosmic nudge that what you really need this week is direct access to Module 3 of my Moonology Certification training. In this lesson, you'll discover:Why the Full Moon is the secret source of manifesting success (and how to work with it powerfully)The magic of the Dark Moon and why this phase resonates so deeply with people worldwideHow to align your rituals with the elements of the Moon's sign for even more potencyThis is one of my favourite modules because it pulls back the curtain on lunar wisdom that can truly transform your manifesting practice. Want more? If you're ready to go deeper and turn your love of the Moon into something that can also be your soul-led career, explore the Moonology Certification here: https://moonologycertification.com.The universe really does work in mysterious ways… enjoy this special lesson! Join the Mainly Moonology inner circle: https://moonmessages.com/magical––Follow Yasmin on socials:✨ Facebook: https://www.facebook.com/yasminbolandmoonology ✨ Instagram: https://www.instagram.com/moonologydotcom/––Mainly Moonology is a podcast for people looking to manifest their dream life leveraging the power of the moon. Tune in each week for accessible moon teachings, weekly readings, discussions about the Law of Attraction, and everything in between! Follow us for more.

Steve has been dispatched on a fact-finding mission this week, though nobody can remember where. He'll surely return for the BIG 400th MODULE next week. If you'd like to be part of the "Don't call us, we'll call you" special podcast next week, do send your emails in to Danny@radiox.co.uk, with the subject of your choice and your number. Back to this week though... Expect a naughty cat, ID cards, Bulgaria, monkeys and sausages: The usual.Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Matilda.Thank you.

Sometimes the universe has other plans… I had recorded a whole podcast answering your biggest questions about building a spiritually aligned career — but when I sat down to edit, I realised I'd never switched my microphone on!Rather than see it as a disaster, I'm taking it as a cosmic nudge that what you really need this week is direct access to Module 3 of my Moonology Certification training. In this lesson, you'll discover:Why the Full Moon is the secret source of manifesting success (and how to work with it powerfully)The magic of the Dark Moon and why this phase resonates so deeply with people worldwideHow to align your rituals with the elements of the Moon's sign for even more potencyThis is one of my favourite modules because it pulls back the curtain on lunar wisdom that can truly transform your manifesting practice. Want more? If you're ready to go deeper and turn your love of the Moon into something that can also be your soul-led career, explore the Moonology Certification here: https://moonologycertification.com.The universe really does work in mysterious ways… enjoy this special lesson! Join the Mainly Moonology inner circle: https://moonmessages.com/magical––Follow Yasmin on socials:✨ Facebook: https://www.facebook.com/yasminbolandmoonology ✨ Instagram: https://www.instagram.com/moonologydotcom/––Mainly Moonology is a podcast for people looking to manifest their dream life leveraging the power of the moon. Tune in each week for accessible moon teachings, weekly readings, discussions about the Law of Attraction, and everything in between! Follow us for more.

Today we are talking about Tugboat, What it does, and how it can super charge your ci/cd process with guest James Sansbury. We'll also cover ShURLy as our module of the week. For show notes visit: https://www.talkingDrupal.com/521 Topics Celebrating 20 Years with Drupal Introduction to Tugboat Comparing Tugboat with Other Solutions Tugboat's Unique Advantages Standardizing Workflows with Tugboat Handling Hosting and Development Delays Troubleshooting and Knowledge Transfer Client Base and Use Cases Agency Partnerships and Payment Structures Unique and Interesting Use Cases Challenges and Limitations of Tugboat Setting Up and Onboarding with Tugboat The Tugboat Origin Story Compliance and Security Considerations Resources Tugboat Tugboat FEDRamp Lullabot Sells Tugboat Platform to Enable Independent Growth Shurly Talking Drupal #390 - Employee Owned Companies Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi James Sansbury - tugboatqa.com q0rban MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Have you ever wanted to use Drupal as a URL shortening service? There's a module for that. Module name/project name: ShURLy Brief history How old: created in Aug 2010 by Jeff Robbins (jjeff) though recent releases are by João Ventura (jcnventura) of Portugal Versions available: 8.x-1.0-beta4 which supports Drupal 9.3, 10, and 11 Maintainership Minimally maintained, maintenance fixes only. Also, the project page says that the 8.x branch is not ready for production use. So a big caveat emptor if you decide to try it Number of open issues: 18 open issues, 5 of which are bugs against the current branch Usage stats: 730 sites Module features and usage With the ShURLly module installed, you can specify a long URL you want shortened, optionally also providing a case-sensitive short URL you want to use. If none is provided a short URL will be automatically generated The module provides usage data for the short URLs, and and a user you can see a list the ones you've created as well as their click data I was a little surprised to see that created short URLs are stored in a custom db table instead of as entities, but the module is able to avoid a full bootstrap of Drupal before issuing the intended redirects The module provides blocks for creating short URLs, a bookmarklet to save a short URL, and URL history. There is also Views integration for listing the short URLs, by user or in whatever way will be useful in your site There is also a submodule to provide web services for generating short URLs, or potentially expand a short URL back into its long form. The services support output as text, JSON, JSONP, XML, or PHP serialized array The module allows provides a variety of permissions to allow fine-grained access to the capabilities it provides, and also has features like per-role rate limiting, APIs to alter redirection logic, and support for the Google Safe Browsing API, and Google Analytics It's worth mentioned that ShURLy is intended to run in a site on its own instead of within a Drupal site that is also serving content directly, but it will attempt to avoid collisions with existing site paths Today's guest, James, is one of the maintainers of ShURLy, but Nic, you mentioned before the show that you have a customer using this module. What can you tell us about the customer's use case and your experience working with ShURLy?

We talk a lot about networking and communication faults on this show, but today's focus is when 2 modules share info between themselves and not the scan tool,  but a problem exists within in that communication. How do we determine if it's a network, software, module, or input issue? Listen to get some tips and tricks from real cars that we've seen recently. Website- https://autodiagpodcast.com/Facebook Group- https://www.facebook.com/groups/223994012068320/YouTube- https://www.youtube.com/@automotivediagnosticpodcas8832Email- STmobilediag@gmail.comPlease make sure to check out our sponsors!SJ Auto Solutions- https://sjautosolutions.com/Automotive Seminars- https://automotiveseminars.com/

The last time The Great Leader permitted a guest into The Important Broadcast arena, it was October 2020. This week, he flung open the doors once more, to welcome podcaster, author and very nice man, Andy McGrillen. Plus, how big are giraffes, really?Still reading this blurb? Fair play. Last week, the title and blurb made reference to a part of the programme that was completely missed out of the podcast. Isn't it mad that it can even happen? Let alone how often it happens. It's like calling something "The Horse Show" and letting people buy tickets, only to discover there aren't any horses. This week, the "What's Your Deal" segment that should have been included last week, is now available for your enjoyment. Just a week late. Please accept the apologies of the enormous team who work behind the scenes on The Important Broadcast. There are so many of them. Literally too many to name. It would be impossible to know whose fault it was.Please send your listener comments to Danny@radiox.co.ukThis week's podcast is dedicated to Nicola.Thank you.

In this episode, Anna Rose chats with David Z and Oleksandr (Sasha) from Privado ID and Billions Network about the evolution of ZK-based identity systems, tracing their roots back to iden3 in 2018, one of the earliest projects to pioneer ZK for on-chain identity. They discuss their origin as the iden3, their creation of the influential Circom DSL, the move into Polygon ID, the spin-out as Privado ID with a focus on B2B privacy tools and verifiable credentials, and the recent launch of Billions Network, which aims to build a scalable network of humans and AI agents with mobile-first verification and progressive proofs. They compare their broad, composable approach to projects like Self, Rarimo, and ZK Email, while highlighting future plans for reputation layers, on-chain economies, and AI agent identities to enable accountable interactions in a decentralised world. Related links: Privado ID introduces Billions: The First Global Human & AI Network Billions Launches Mobile App for Digital Identity Verification in the Age of AI DEEPTRUST: VERIFIABLE IDENTITIES AND REPUTATION FOR AI AGENTS Iden3 Protocol Specifications (Version 0) W3C: Verifiable Credentials Overview Poseidon: ZK-Friendly Hashing European Digital Identity ZK HACK - Introducing Circom 2.0 - Iden3 Iden3: Sparse Merkle Trees Billions App Transforms ID Verification with Privacy-First Liveness Checks ZK Whiteboard Season 3 Module 2 High-Performance Engineering for SNARKs, w/ Jim Posen

Welcome back to another episode of School Counseling Simplified! All throughout September, we're diving into classroom lessons, one of my favorite tier 1 interventions. While some schools provide ready-made lessons, there are many times you'll need to design and plan them yourself. That's why I'm excited to share tips on how to schedule, plan, and teach effective lessons. These strategies come straight from my Stress-Free Class Lessons Course, a five-module resource designed to help you feel confident and prepared. In today's episode, we're continuing the conversation by focusing on planning your counseling lessons—deciding what to teach and how to teach it. This is a sneak peek into Module 2 of my course. Here's what you'll learn: Planning lessons for the year: how to select topics, incorporate seasonal and school-wide themes, and repurpose content across grade levels. Using the calendar: align lessons with holidays, seasons, or events (for example, starting the year with a “Meet the Counselor” lesson, or teaching about kindness and friendship around Valentine's Day). Referencing data and needs: review referrals, attendance data, and input from administrators to identify student challenges and plan preventative lessons. Combining curriculum resources: integrate any curriculum your school provides with your own lessons to fill in gaps. Book-based lessons: choose books with strong themes and build lessons around them, while ensuring teachers have access to reinforce concepts. We'll also talk about offering “as-needed” lessons when extra support is required, such as teaching a cybersafety lesson to a class that needed immediate guidance beyond their regular schedule. And here's a planning tip: Don't reinvent the wheel. You can easily adapt lessons to make them developmentally appropriate across different grade levels. Your action steps: Write down monthly events you'd like to align lessons with Review discipline referrals and student data Prepare your needs assessment Find out if your school provides a curriculum Research books you might want to use in future lessons Resources Mentioned: Join IMPACT stressfreeschoolcounseling.com/classlessons Connect with Rachel: TpT Store Blog Instagram Facebook Page Facebook Group Pinterest Youtube   More About School Counseling Simplified: School Counseling Simplified is a podcast offering easy to implement strategies for busy school counselors. The host, Rachel Davis from Bright Futures Counseling, shares tips and tricks she has learned from her years of experience as a school counselor both in the US and at an international school in Costa Rica. You can listen to School Counseling Simplified on Apple Podcasts, Spotify, Google Podcasts, and more!

#576 Ready to discover the secret behind a business that practically runs itself? In this fifth and final installment of our special series featuring Module 8 of the Build My Money Machine program, we bring everything together with a behind-the-scenes look at how Millionaire University operates today. From the strategies driving our growth to the powerful concept of "money buckets," this episode offers a detailed blueprint for scaling a business in 2025. Discover the leverage points that transformed our podcast into a sustainable income stream and learn actionable steps to build your own money machine. If you missed any previous episodes in the series, go back to Parts 1 through 4 for foundational principles that build up to this finale. Eager to take the leap and create your own entrepreneurial success story? Let's get to work! (Original Air Date - 1/31/25) What Justin discusses on today's episode: + Millionaire University's growth strategy + The "money buckets" framework + Leveraging people, systems, and processes + Focusing on one key area (F.O.C.U.S.) + Lessons from failures and adaptation + Sponsorships, collaborations, and promotion + Podcast profitability and scaling + Untapped opportunities: ads and promotions + Future growth ideas and revenue streams + Building a money machine is worth it Watch the ⁠video podcast⁠ of this episode! Ready to create a 7-figure business of your own? Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BuildMyMoneyMachine.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to get started today! And follow us on: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Tik Tok⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To get exclusive offers mentioned in this episode and to support the show, visit ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠millionaireuniversity.com/sponsors⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Want to hear from more incredible entrepreneurs? Check out all of our interviews ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠! Learn more about your ad choices. Visit megaphone.fm/adchoices

#575 What does it take to adapt traditional business principles to thrive in the digital age? In this fourth installment of our special five-part series on Module 8 of the Build My Money Machine program, we explore how Justin and Tara transitioned from traditional business ventures to the online space, culminating in the creation of Millionaire University. Learn how they applied their money machine principles to build sustainable online income streams, the challenges they faced, and the lessons they learned. This episode is packed with practical advice for leveraging systems, processes, and technology to scale a business in 2025. If you haven't already, catch up on Parts 1 through 3 for foundational insights, and be sure to tune in for the series finale! (Original Air Date - 1/30/25) What Justin discusses on today's episode: + Transitioning to digital business + Adapting money machine principles + Scaling a real estate business + Leveraging systems, people, and money + Overcoming challenges and setbacks + Staying within the genius zone + Impact of podcasting on growth + Building and scaling with software + Balancing risks and strategy + Scaling businesses for 2025 success Watch the ⁠video podcast⁠ of this episode! Ready to create a 7-figure business of your own? Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BuildMyMoneyMachine.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to get started today! And follow us on: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Tik Tok⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To get exclusive offers mentioned in this episode and to support the show, visit ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠millionaireuniversity.com/sponsors⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Want to hear from more incredible entrepreneurs? Check out all of our interviews ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠! Learn more about your ad choices. Visit megaphone.fm/adchoices

#574 What if the key to scaling your business is hidden in learning how not to repeat others' mistakes? In this third installment of our special five-part series featuring Module 8 of the Build My Money Machine program, we explore the transformative power of leverage in business. Drawing from hard-earned lessons and real stories — from satellite businesses to real estate ventures — we uncover the key mistakes to avoid and the strategies that can truly scale your business. Learn how to leverage time, people, and resources effectively, and discover how even small service businesses can become seven-figure opportunities with the right approach. If you missed Parts 1 and 2, start there for the foundational elements of creating your money machine. Stay tuned for Part 4, where Justin reveals how he and Tara adapted these principles to thrive in the digital age! (Original Air Date - 1/29/25) What Justin discusses on today's episode: + Leveraging time, people, and resources + Avoiding costly business mistakes + Scaling through real-life examples + Vetting and structuring partnerships + Prioritizing revenue over expenses + Testing and pivoting strategies + Applying principles to service industries + Building sustainable business systems + Learning through failure and adaptation + Executing proven growth strategies Watch the ⁠video podcast⁠ of this episode! Ready to create a 7-figure business of your own? Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BuildMyMoneyMachine.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to get started today! And follow us on: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Tik Tok⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To get exclusive offers mentioned in this episode and to support the show, visit ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠millionaireuniversity.com/sponsors⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Want to hear from more incredible entrepreneurs? Check out all of our interviews ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠! Learn more about your ad choices. Visit megaphone.fm/adchoices