Podcasts about Montague

Author E.L. Montague joins us for a chat about writing, books, his mutual love of The Sopranos and a whole lot more.   Buy E.L. Montague's books: https://www.amazon.com.au/stores/E.L.-Montague/author/B08W1H4P23?ref=ap_rdr&isDramIntegrated=true&shoppingPortalEnabled=true   Socials: @ELMontague  Contact the show: thetrueandthefictional@gmail.com Support the show: Buymeacoffee.com/sttatf Buy Merch: Jabryden.printify.me Follow us on the socials: FB: Facebook.com/storiesthetrueandthefictional IG: @stories_podcast X: @stories_ttatf Youtube: https://www.youtube.com/channel/UCzIXhRcUvPPAzpCL-_a9N4w Sponsor 1: Rebecca Cassells Buy her books on Amazon: https://www.amazon.com/.../e/B08WCH6RHG/ X: RACassells_auth IG: Rebecca.cassells.92 FB: Facebook.com/Rebeccacassellsbooks Sponsor 2: Martin Kearns:  https://www.readkearns.com  IG: @readkearns Sponsor 3: J.A. Bryden  Jabryden.com Socials: @jabryden   #books #authorinterview #indieauthorpodcast #booktube

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

Peter Stubbe or Peter Stumpp, also known as the Werewolf of Bedburg, was part of a case in Germany where the concepts of witchcraft and lycanthropy were interconnected. Research: Baillie, Nathan. “Monstrous Lessons: Peter Stumpp, the Werewolf of Bedburg.” University of Saskatchewan Undergraduate Research Journal Volume 9, Issue 2, 2024. Baring-Gould, Sabine. “The Book of Were-wolves: Being an Account of a Terrible Superstition.” London. Smith, Elder and Co. Cornhill. 1865. https://archive.org/details/thebookofwerewolvesbarin/ Barker, Sara. “Time in English Translations of Continental News.” News Networks in Early Modern Europe. Brill. Via JSTOR. https://www.jstor.org/stable/10.1163/j.ctt1w8h1ng.21 Beck, Melinda. “Before America Had Witch Trials, Europe Had Werewolf Trials.” History. 10/15/2021. https://www.history.com/articles/werewolf-trials-europe-witches Crabb, Jon. “Woodcuts and Witches.” The Public Doman Review. 5/4/2017. https://publicdomainreview.org/essay/woodcuts-and-witches/ Davidson, Jane P. and Bob Canino. “Wolves, Witches, and Werewolves: Lycanthropy and Witchcraft from 1423 to 1700.” Journal of the Fantastic in the Arts, 1990, Vol. 2, No. 4 (8) (1990). Via JSTOR. https://www.jstor.org/stable/43308065 de Blécourt, Willem. “Monstrous Theories:: Werewolves and the Abuse of History.” Preternature: Critical and Historical Studies on the Preternatural , Vol. 2, No. 2 (2013). Via JSTOR. https://www.jstor.org/stable/10.5325/preternature.2.2.0188 Dinwiddie, Gerda, trans. “The Execution of Werewolf, Peter Stump: A Translation.” Dana K. Rehn. https://danakrehnblog.wordpress.com/2021/05/22/the-execution-of-werewolf-petter-stump/ Dinwiddie, Gerda, trans. “Truthful and Frightening Description of the many Sorcerers or Witches: An English Translation.” Dana Rehn. https://danakrehnblog.wordpress.com/2022/01/02/truthful-and-frightening-description-of-the-many-sorcerers-or-witches-an-english-translation/ Priest, Hannah. “The She-wolves of Julich.” History Today. Vol. 65, Issue 6. June 2015. Summers, Montague. “The Werewolf in Lore and Legend.” Dover Publications. 1933. https://archive.org/details/TheWerewolfInLoreAndLegend/page/n273/mode/2up See omnystudio.com/listener for privacy information.

The stress of teaching sent Patrick Guindon into a dark spiral. But he's found a new path with his own art studio in Montague, P.E.I, where he uses what he learned to help others in their moments of burnout. CBC producer Sarah Keaveny-Vos has Patrick's story in her documentary, The Art of Life.

What if the front of house held the secret to unforgettable guest experiences?In this episode of our mini-series with The Montague on the Gardens, part of the Red Carnation Hotel Collection, I sit down with James, the hotel's Front of House Manager. We walk through the property, exploring the rooms, suites, and the finer details that make this London hotel stand out.From elegant interiors and thoughtful renovations, to in-room technologies and concierge services, James shares how his team balances tradition with modern guest expectations. We discuss what it takes to deliver highly personalised service, how technology supports but never replaces human touch, and why attention to detail across every department defines the guest journey.What You'll Learn- Hospitality in Practice: How front of house teams create lasting first impressions and seamless stays.- Blending Old & New: The role of design, renovation, and technology in shaping guest experiences.- Personalisation at Scale: Why tailored concierge services are the hallmark of true luxury.James's perspective reminds us that while hotels evolve with new technologies and trends, it's people and personal service that turn a stay into a story worth remembering.Travel Market Life is one of FeedSpot's top Hospitality Podcasts and is produced by Urban Podcasts.

Hosts Fran Chismar and Tom Knezick connect with ecological landscape architect Preston Montague. Topics include adding human elements to ecological landscapes, finding your niche in the ecological world, doing justice with current projects, giving props to gardening heroes, and favorite native plants. Music by Egocentric Plastic Men, Outro music by Dave Bennett. Follow Preston Montague Here. Have a question or a comment?  Call (215) 346-6189. Follow Native Plants Healthy Planet – Website / Instagram / Facebook / YouTube Follow Fran Chismar Here. Buy a T-shirt, spread the message, and do some good. Visit Old store Here. Visit New store Here! Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

MMALOTN is back to give you breakdowns and predictions for UFC Perth: Ulberg vs Reyes.

What if small gestures could turn a hotel into a home away from home? In this mini-series with Red Carnation Hotels I am joined by Arietta, hotel manager at The Montague on the Gardens in the Red Carnation Hotels collection. With 22 years at the property and over a year in her current role, Arietta shares her journey from the basics to leadership, highlighting how passion for people drives exceptional guest experiences, from personalised touches to seamless operations.What You'll Learn- Personalised Hospitality: Implement TNT (tiny noticeable touches) to make every guest feel unique and valued.- Staff Empowerment: Foster a passionate team by prioritising genuine care over rigid rules for authentic service.- Tech Integration: Use tools like Opera Cloud and Simphony to streamline tasks, freeing staff for meaningful interactions.We explore Arietta's insights on upgrading the hotel's vibe with music, knowing guest preferences from doormen to breakfast teams, and why hospitality thrives on human connections.Arietta's story empowers us to celebrate the heart of hospitality, inspiring warmer, more memorable stays for all.Travel Market Life is one of FeedSpot's top Hospitality Podcasts and is produced by Urban Podcasts.

New Education, Sport & Culture president Paul Montague sits down with Matt Fallaize to talk about his first few weeks in the role, the current situation with the Sixth Form Centre, and some of the key issues facing his committee this term. Hosted on Acast. See acast.com/privacy for more information.

Jason Montague, chief luxury officer of Regent Seven Seas and Oceania Cruises, talks with James Shillinglaw of Insider Travel Report at last week's Virtuoso Travel Week about his new role overseeing both a luxury cruise line and an upper premium line. Montague also tells us why he decided to return to Regent and Oceania (he had previously overseen Regent and helped to develop Oceania). He tells us how he views luxury and premium cruising today. For more information, visit www.rssc.com or www.oceaniacruises.com.  All our Insider Travel Report video interviews are archived and available on our Youtube channel  (youtube.com/insidertravelreport), and as podcasts with the same title on: Spotify, Pandora, Stitcher, PlayerFM, Listen Notes, Podchaser, TuneIn + Alexa, Podbean,  iHeartRadio,  Google, Amazon Music/Audible, Deezer, Podcast Addict, and iTunes Apple Podcasts, which supports Overcast, Pocket Cast, Castro and Castbox.  

Baritone Huw Montague Rendall, who is currently starring as Count Almaviva in Glyndebourne's production of Le nozze di Figaro, joins Netty for tea in the latest episode. They chat about the world of stage performance, sharing anecdotes that cover everything from character exploration to elaborate hairstyles and the art of navigating high-heeled shoes.Huw Montague Rendall discusses the life of a singer, highlighting both the challenges and the rewarding aspects of the profession. Drawing on the unique advantage of being nurtured by his parents, who are also singers, he reveals how their guidance laid the foundation for his career. Catch him on stage in our upcoming BBC Proms performance!--Tea with Netty is the Orchestra of the Age of Enlightenment's podcast hosted by viola player Annette Isserlis (Netty). Over a cuppa (or something a little stronger…), Netty chats with a variety of conductors, players and other guests as she ‘spills the tea' on the side of classical music you don't normally hear. Available as Apple podcast, Google Podcast, Spotify, Stitcher, iHeart Radio, TuneIn+Alexa

"You don't have to parent through grief alone."Erin Leigh Nelson & Colleen E. Montague want you to know that grieving as a parent doesn't mean you set your own grief aside. Although as parents, we often put our needs last, grief is one of those arenas where you can support yourself and your kids (and community) through the expressions of loss as they come. This conversation is around the work of Jessica's House, a peer support program for grieving children and families, as well as their new book, When Grief Comes Home: A Gentle Guide for Living Through Loss While Supporting Your Child.Links + Resources from this episode:Buy the book or check out their podcastLearn about Jessica's house in NorCalConnect on social mediaBecome a Patron of the show

Brian Westbrook talks RPM Fest 2025 New England's biggest heavy music campout in Montague going on Labor Day weekend. Go to RPMfest.org/tickets and use "lazer25" to get $20 off tickets!

In 1985, Coca-Cola changed its flavour. You probably know that this was a complete failure. ‘New Coke' was discontinued after just 79 days. But you probably don't know the true reason why New Coke failed. Many claim it was due to poor market research, but today's guest on Nudge, leading consumer behaviour expert Philip Graves, disagrees. Philip says New Coke failed not because the research was poor, but because market research is inherently flawed. Want to understand the biggest marketing blunder of the century? Listen to today's Nudge. ---  Phil's book: https://shorturl.at/kzAta Phil's consultancy: https://www.philipgraves.net/consultancy/ Subscribe to the (free) Nudge Newsletter: https://nudge.ck.page/profile  Connect on LinkedIn: https://www.linkedin.com/in/phill-agnew-22213187/  Watch Nudge on YouTube: https://www.youtube.com/@nudgepodcast/ --- Today's sources: Dutton, D. G., & Aron, A. P. (1974). Some evidence for heightened sexual attraction under conditions of high anxiety. Journal of Personality and Social Psychology, 30(4), 510–517. Graves, P. (2010). Consumer.ology: The market research myth, the truth about consumers and the psychology of shopping. Nicholas Brealey. Hasel, L.E. & Kassin, S.M. (2009). On the presumption of evidentiary independence: Can confessions corrupt eyewitness identifications? Psychological Science, 20(1), 122. McClure, S. M., Li, J., Tomlin, D., Cypert, K. S., Montague, L. M., & Montague, P. R. (2004). Neural correlates of behavioral preference for culturally familiar drinks. Neuron, 44(2), 379–387. Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84(3), 231–259.

What do we do when pain and trauma affect our children? How can we guide them through the complex journey of grief and loss?Erin Nelson has walked through depths of sorrow that few can imagine. She lost her first husband in a sudden plane crash, her mother to suicide, and her young adult son in a tragic car accident. Having experienced grief in its rawest forms, Erin found healing—and through it, a calling. She channeled her pain into purpose by founding Jessica's House, a grief support center for children, teens, and their families.As Jessica's House has grown, Erin has partnered with others who share her heart, including Colleen Montague, a licensed therapist and the center's program director. Together, they co-authored **When Grief Comes Home: A Gentle Guide for Living Through Loss While Supporting Your Child**, a compassionate resource designed to help families facing the unimaginable.In this deeply meaningful conversation, Davey sits down with Erin and Colleen to explore how our most painful experiences can become the foundation for our life's purpose, how to recognize what grief looks like in children, and how to have honest conversations with kids about loss.If you or someone you love is trying to help a child navigate grief, this episode offers practical tools and guidance for supporting young hearts through profound hurt. Website: www.jessicashouse.org Instagram: instagram.com/jessicas_houseFacebook: facebook.com/jessicashouse1225 Book: When Grief Comes Home: A Gentle Guide for Living Through Loss While Supporting Your Child https://amzn.to/4lhKxZv National Alliance for Children's Grief: https://nacg.org/ Wondering where to get started on your journey towards healing? Join Davey on our next FREE, live Zoom call and find out how you can begin to take back your story and how Nothing is Wasted can help. Sign up today at: www.nothingiswasted.com/starthere Looking for help in navigating the valley of pain and trauma? Our Nothing is Wasted coaches can help: www.nothingiswasted.com/coaching Want a pathway through your pain? The Pain to Purpose Course can lead you through all you've been through: www.nothingiswasted.com/paintoppurpose Learn more about your ad choices. Visit megaphone.fm/adchoices

To get live links to the music we play and resources we offer, visit www.WOSPodcast.comThis show includes the following songs:Della Rose - Avenue K FOLLOW ON SPOTIFYApril Reed - Kiss the Sun FOLLOW ON SPOTIFYHaleigh Bright - More Than Cigarettes FOLLOW ON SPOTIFYBrittany Rogers - Falling FOLLOW ON SPOTIFYFELIN - Bitter FOLLOW ON SPOTIFYKitty Montague - I See You In Me (Radio Edit) FOLLOW ON SPOTIFYMandy Ventrice - Have You Cried.wav FOLLOW ON SPOTIFYAvery Grace - payphone FOLLOW ON SPOTIFYChazzy L. - Wild West FOLLOW ON SPOTIFYAlma Samiri & Alfred YAO - Upstairs FOLLOW ON SPOTIFYLADY SLOTH - Disaster FOLLOW ON SPOTIFYKristina Evonne - Bankrupt FOLLOW ON SPOTIFYClaire Heywood - Good Information, Bad News FOLLOW ON SPOTIFYmel denisse - Like a Fiend FOLLOW ON SPOTIFYMortal and Strong - The Anthem FOLLOW ON SPOTIFYFor Music Biz Resources Visit www.FEMusician.com and www.ProfitableMusician.comVisit our Sponsor Profitable Musician Newsletter at profitablemusician.com/joinVisit our Sponsor Bethany Rae Worship at bethanyraeworships.comVisit our Sponsor Jennifer Harper at jenniferharpermusic.comVisit www.wosradio.com for more details and to submit music to our review board for consideration.Visit our resources for Indie Artists: https://www.wosradio.com/resourcesBecome more Profitable in just 3 minutes per day. http://profitablemusician.com/join

In this podcast episode, we call out a dishonest company called Winx Wheels, which continues to deceive riders and violate the biker code by stealing content from creators like myself and others.  I have retained evidence and proof in the form of video ads they've run and email communications I've had with them. Who is Winx Wheels? Winx Wheels is aggressively pushing cheap bicycle and motorcycle products through social media ads. You've probably seen them pop up in your Facebook or Instagram feed. They claim to be a company that supports the motorcycle community—but their actions say otherwise. SUPPORT US AND SHOP IN THE OFFICIAL LAW ABIDING BIKER STORE Here's what makes them dishonest: They hide their true identity.  No legit address. No real names. No transparency. They've repeatedly stolen intellectual property.  Including copyrighted segments of my YouTube videos, without permission. They fake legitimacy. Their website shows they're “featured” on unknown publications—one of which is a bicycle company in Canada and another from the UK no one's heard of. My History with Winx Wheels It started in 2022… That's when they first ripped segments from one of my YouTube videos to promote their own products. I found out through you—our amazing biker community. Several of you reached out with links to their ads. Big thanks to all of you who took the time to alert me! I issued a cease and desist, and they removed posted video ad before I had to take legal actions.. But unfortunately, they've continued to do it again… and again. It's like telling your kid not to do something, and they just keep doing it with empty apologies. CHECK OUT OUR HUNDREDS OF FREE HELPFUL VIDEOS ON OUR YOUTUBE CHANNEL AND SUBSCRIBE! The Latest Violation (And Why I'm Speaking Out Now) Once again, thanks to the biker community, I was alerted to a recent Facebook ad from Winx Wheels where they blatantly stole my IP. They took clips from one of my Butt Buffer seat cushion review videos (a product we proudly carry in the Law Abiding Biker Store) and twisted the content to promote their cheap knockoff padded shorts. What they did: Used my face, voice, and riding footage from the Law Abiding Biker™ YouTube channel. Added their own Winx Wheels watermark on MY video content. Took my statements out of context to make it look like I was endorsing their product. This is a serious violation of copyright laws. I've turned the matter over to my attorney and have officially notified Winkx Wheels that I would be exposing their unethical tactics publicly. NEW FREE VIDEO RELEASED:

In a world that pushes women to “bounce back” after birth, what if we chose to sit still instead?In this episode, I'm joined by Emily Montague to explore the ancient practice of “the sitting month” a sacred time of rest, nourishment, and gentle recovery after childbirth.We talk about why postpartum recovery deserves more than a quick shower and a pat on the back. You'll hear about practical ways to honor what your body has done, give it space to heal, and reclaim your right to rest—without guilt.If you've ever felt pressure to “get back to normal” too fast, this is your reminder:You don't have to bounce back!________________________For all the links from this episode and more mental health resources, click the link below!Show notes: https://www.nikiolsencoaching.com/blog/208________________________

Pastor Emeritus William H. (Bill) Montague served Mt. Tabor Church Cumberland Presbyterian Church in America from the spring of 2002 until the September Presbytery of 2011 where he asked to be relieved of duties because of an on-going illness. He was born in Fayetteville, North Carolina in 1943 and came to Tennessee in 1961 to attend Knoxville College (PCUSA). From birth to 1969 he was a member of Haymount United Presbyterian Church in Fayetteville, NC. He completed high school at Boggs Academy in Keysville, Georgia which was owned and operated by the Presbyterian Church United States of America. While enrolled at Knoxville College he served as a lay-minister to New Market Presbyterian Church. Upon graduation from college in 1966, he chose to delay seminary and went to work as an Assistant District Scout Executive for Boy Scouts of America-New York City. After 6 months he was drafted into the United States Army and served as an Instructor for Special Purpose Equipment and Vehicles at Fort Lee, VA until deployment to Vietnam in 1969. Upon returning from Vietnam, he came to Jackson, TN as a Police Officer, later joining Mother Liberty C.M.E. Church and answered the “call” to the ministry. In 1973 he was ordained and assigned churches in Hardeman County.TN. By 1976 he had completed graduate school and was assigned to churches across the state until 2002 when he asked to go on “Leave of Absence” status to come to the Cumberland Presbyterian Church in America as Pastor at Mt Tabor. Pastor Montague had a dual career as a bio-vocational minister along with 30+ years of duty as a Correctional Professional (teacher, Principal, Deputy Warden, Jail Administrator, and Prison Operations Administrator). He was married to Jacque Carolyn Cole until her death. They have five children. He has been married to Deborah Montague since 1996. In 2005 he completed Seminary at Memphis Theological Seminary with a Master's of Divinity degree. Music is provided by Pierce Murphy, Caldera Blue. Source:  https://www.freemusicarchive.org/music/Pierce_Murphy/through-the-olive-branches/caldera-blueComments: http://freemusicarchive.org/Additional comments:  modifications made to shorten and loop song for introduction and closing of podcast.Copyright Attribution and License: http://creativecommons.org/licenses/by/4.0/

For the past two decades, Michelle Montague has helped build WRISE— shaping programs, creating opportunities, and driving conversations about what true leadership and equity in energy should look like.When she first joined the organization, she stepped out of her comfort zone, volunteered for a committee, and quickly found a mission that would guide much of her career in renewables.Today, WRISE has over 3,000 members, 47 chapters, a robust slate of annual programming, and continues to expand its impact across the renewable energy industry. To mark WRISE's 20th anniversary, Catherine spoke with Michelle about:How she got her start in renewables — and why early campaign work fueled her passionThe power of programs like WRISE's Fellowship and local chaptersHow work-life balance became a priority issue for the organizationWhy leadership often starts with saying yes to speaking roles and new opportunitiesWhat it takes to have honest conversations about diversity in the energy workforceHer current work advancing an equitable transition to electric school buses — and why it's personalOne of our favorite takeaways: “If you care about diversity, you have to be willing to step into uncomfortable spaces and have those conversations — even with leadership.”Kudos, Michelle, for all you've done to grow this community — and for your continued leadership in making our energy systems more sustainable and equitable.If you're a clean energy employer & need help scaling your workforce efficiently with top tier leaders, contact Catherine McLean, CEO & Founder of Dylan Green, directly on LinkedIn: https://bit.ly/3odzxQr. If you're looking for your next role in clean energy, take a look at our industry-leading clients' latest job openings: bit.ly/dg_jobs. 

NYU Long/Buzsakiラボの、藤島悠貴さん(@yfujishima_) さんがゲスト。近況アップデート、最近出た唄うマウスの行動解析論文、Krakauerのオピニオン論文を元にした議論、など (6/15 収録)Show Notes (番組HP):Michael LongGyuri BuzsákiPaul GlimcherDmitriy AronoがHHMIとったAttila LosonczyAlex WilliumsFlatiron InstituteEero Simoncelliダグラス・ウェバーのコーヒーミルSimonsさん亡くなったSimonsのブリッジグラントが再編成されてFellow-to-Faculty (FtF)にTime warpingのメソッドInternational Brain Laboratory (IBL)Caleb Kemere唄うマウスの行動解析論文: Fujishima and Long, 2025（補足）サーマルカメラを直接SLEAPに突っ込む: 16bitで保存された生データに対し、背景除去などいくつかのヒューリスティックな前処理を行った上で、8bit動画に変換し、SLEAPに流しています。詳細はメソッド欄をご参照ください。（藤島）コスタリカでのフィールドリサーチティンバーゲンは、species-specific behaviorを、その種に特有の本能的な行動と定義しており、学習を必要とせず、生得的に備わっている（ただし、学習によって全く変化しないという意味ではない）定型化された行動パターン（action patterns）を指している。一連のパターン化された動きは、特定の外界刺激（releasing stimuli）によって“解放”（release）されることで引き起こされるとされている。また、これらの行動は外的刺激だけでなく、ホルモン状態などの内的要因にも影響を受ける。1951年に刊行された『The Study of Instinct』において、ティンバーゲンは自身の代表的なイトヨの研究をはじめとした具体例を通じて、これらの現象について詳述しており、この本は、1940〜50年代の英語圏において主流であった実験心理学、特にパブロフらの影響を受けた行動主義（内的状態に依拠せず、観察可能な行動のみを実験室で科学的に扱う立場）に対して、一種のアンチテーゼを提示するものとなった（らしい）。(藤島)歌い返すのにneocortex (orofacial motor cortex)が必要ということを示した論文 Arkarup Banerjee lab2wkだまるのcitation歌う姿勢（YouTubeビデオ)David Schneiderのポスドク時代のcollorary dischargeに関する論文Neuroscience needs behavior: correcting a reductionist biasJohn KrakauerMarrの3つのレベル — computation, algorithm, implementationHubel and Wiesel68年〜などと言ってますが、正確には方位検出の初出が1959論文、 algorithm (+implementation予測)の提示が1962論文 (Fig19)。(補足)computationが線を検出すること、algorithmがいくつかの丸型の受容野を持った細胞が一つの細胞に入力することで線に対応する受容野を作りうるという模式図、そしてimplementationが丸型需要野を持つLGNの細胞がV1L4にconvergeすること。(萩)ImplementationのH&W予測が凡そ正しいことを示せた2018年のScanziani論文Degeneracy: この文脈では同じcomputationを成り立たせるalgorithmが複数ありうること、もしくは同じalgorithmを成り立たせるimplementationが複数あること。Eve Marderはよく、あるneuronのoutputのパターンが同じでもそのneuronにinputする細胞群のパターンが異なりうる、という文脈でよくcircuit degeneracyと書いている。Neuroscience needs evolutionNeuroscience needs behaviorのオマージュ: evolution(先述)、psychology, Network science 全然違うNeuroscience needs behaviorCris Niell哺乳類とは全く独立して進化したタコの目の仕組みEve Marderが”toleranceと”mechanism”の粒度について語るポッドキャスト回 (Night Science)Johnson-Lindenstrauss Lemma: 高次元のデータを低次元に写しても、データポイント間のpair-wise distanceはほぼ保たれるという定理。(Chen and Pesaran, 2021 に軽くmentionあり)Krakauer兄弟同時出演ポッドキャスト回 (Brain Inspored)Current Biology: John and David KrakauerSchultz, Dayan, Montague - ドーパミン界の金字塔(ほぼreview)論文の裏話 (JNSのシュルツの自伝、pdf直リンク)Hodgikin-Huxley model論文結果としてNaとKチャネルのサブユニット数や機能を予測していたYael Niv氏の似た趣旨の論文Nathaniel DawNIHの論文をオープンにしないといけないという新しいポリシーAllen Instituteのbehavior & ephysオープンデータセットKen Harris日本がメリケン脱出組に700MHHMI Hannah Gray FellowshipやめたAng Leeさん（映画監督）ハルクに変身した主人公が怒りに任せて研究所を破壊するシーンDeepMindのLLMが医者AIがリアルな医者の診断能力を超えたという論文: text chatという点は留意海馬の表彰はgoal directedなaction planであることを示した論文Tank研の論文Dick Tsienディスカッションとても楽しかったです。物事を理解するとはどういうことなのか、それこそジョンがどこかで「科学者は哲学し続けなければならない」と言っていたのを思い出しました。またオフラインでも議論できることを楽しみにしてます。 (藤島)などといっていたら中東+メリケン戦争みたいになってしまい大変残念。Weizmannではミサイルでラボが7-8個(物理的に)消し飛んだとのこと。やれやれ。壁か卵のどちらかでいうと常に卵の側でいたい、という気持ちはあるのだが、100%の壁も、100%の卵も、そんな完璧な物はどこにも存在しないのだろう。ピース。(萩)グラントの評価ではHypothesis drivenな研究が好まれるらしいのでNatural behaviorの研究を書くのはより挑戦的な印象。でも探索的な研究はもっと増えてほしいですね(脇)

This week we bring you 4th of July celebrations from all over the state. We wish every Michigander a safe, happy and joyous holiday this week.We have events happening everywhere for the 4th, and each and every year it's hard to choose what to highlight. To kick off the show, John and Amy just talk about thier own traditions and plans for this most American of holidays.Stephanie Ware, the executive director for the White Lake Area Chamber and Visitors Bureau joins us to talk about what is happening in their town nestled on the shores of Lake Michigan. The area, which encompases the twin towns of White Lake and Montague, features breathtaking water views, lots of outdoor activities, and a great sense of community. The parade kicks off at 10am, and Steph shares where the best place to watch is.....and hint hint.....there is ICE CREAM involved.Next, we talk with a former guest who creates amazing art installations made of light, David Kronberg from Fresh Coast Light Lab. He and his talented team have put together one of their laser light shows in honor of the our nation's birthday and will be displaying it on the massive, historical Ore Dock in downtown Marquette. Extra cool? They will be doing two displays of this, one on July 3 with fireworks, and one on July 4 without, for our friends with sensory issues.Finally, we meet our new favorite guest, Ms. Wendy Woj, who is the first woman to be in charge of the Algonac Pickerel Festival happening July 3-6. This annual event has been happening for 87 years, and while it does include a pretty intense fishing competition, there is something for everyone at this charming fun festival. Happy 4th of July Michigan!

It's happened for a third consecutive day. See omnystudio.com/listener for privacy information.

The Rumour File has been told about yet another collision with the infamous bridge. See omnystudio.com/listener for privacy information.

Catching up with the cornucopia of late spring news, Sarah and Mike offer a smorgasbord of the major stories that have been reported since mid-May. They cover the turnover of both the Gill-Montague School District's current superintendent and its graduating high school seniors, as well as write-in candidate Marina Goldman's last-minute victory in the Montague selectboard election. Other topics include the Turners Falls Thunder's victory in the state softball championship, Ben Gagnon's series of articles on local food producers, and the opening of a new playground in Montague Center.Support the Montague Reporter! Subscribe at https://montaguereporter.org/subscribe/

Help MuggleCast grow! Become a MuggleCast Member and get great benefits like Bonus MuggleCast! Patreon.com/MuggleCast  Grab official merch! MuggleCastMerch.com Pick up overstock merch from years past, including our 19th Anniversary Shirt! MuggleMillennial.Etsy.com This week we find Hogwarts in a state of open rebellion with many students (and professors) practicing the subtle art of malicious compliance, a thing which Laura knows something about, as we will learn! Join Andrew, Eric, Laura and Micah as they discuss Hagrid's awful plan for the trio to put themselves at even greater risk for next to no obvious reward, because it's time to cover Chapter 30 of Order of the Phoenix, Grawp! Chapter-by-Chapter continues with Harry Potter and the Order of the Phoenix, Chapter 30: Grawp. Our Time Turner segment takes us back to Episode 467 of MuggleCast, titled “Stranger Danger.” How Fred and George's departure sparked an uprising. Was it the 'permission' everyone needed to misbehave? Does Filch have buyers' remorse for backing Umbridge? Weren't things better for him (and his cat) under Dumbledore? Forgetting who really put the Niffler in Umrbidge's office, the hosts choose their favorite culprits (and then get the correct answer from Micah.) A connection between Bubble Head Charms that would make them useful to this day. Laura explains how to expertly hobble the willpower of a malicious HOA. McGonagall forms an unexpected alliance, and the hosts chat about Montague's situation. Why doesn't Harry care about pursuing Occlumency when everybody has told him how important it is? Is desperation the leading cause of Hagrid's unbelievable request? Could Hagrid simply retire somehwere with Grawp, instead of leaving him behind with the kids?I/li> Micah's name origins return! The hosts decide on their favorite resistance strategies for Umbridge. In our Lynx Line segment for the week, we ask our Patrons whether Hagrid is really in the right to bring Grawp back with him to the UK? Quizzitch: What wrestler, who stood at a giant height of 7 feet 4 inches, was also an actor, starring in a film that featured not a Forbidden Forest, but a Fire Swamp? Learn more about your ad choices. Visit megaphone.fm/adchoices

Two corrections: The pronunciation of Beaulieu is closer to "B-you-ly" or BYOO-lee. In the episode, I mention that the age of consent was 16. That was the age of consent for heterosexuals only. Homosexuality was illegal across all ages until a minor reform in 1967. The Sexual Offences Act 1967 legalized homosexual acts between two men over 21 in private. This did not apply to the armed forces or the merchant navy. Lesbian acts were never criminalized, so there was no legal age of consent.  In the spring of 1953, four men, including a British lord and two RAF officers, would become the focus of a national homosexual sex scandal—one that would destroy reputations, shock the country, and ultimately help change the law. From the moment I read about this scandal many years ago, I was fascinated. As an American, I have to confess, I cannot fully understand the British class situation. It seems that Lord Montagu's penchant for surrounding himself with "commoners" seemed to alarm those in his social strata to such a degree that open season was declared on him and any of the lower orders around him. Montagu and Peter Wildeblood were from similar backgrounds, but when Wildeblood and his RAF boyfriend spent the weekend at Montague's estate, the event presented the perfect opportunity to come down hard on Montagu.  The result was something of a show trial with a preordained conclusion. That level of invasion of privacy led to a change in the law.       

Father's Day The Magnificent Montague in "Father of the Year" June 16, 1951 NBC Life with the Lyons "It's A Wise Father" November 22, 1951 BBC

John Montague, this bizarre story of a guy believed to be the best golfer in the world in the 1930s would turn pro or play any big tournaments because he was on the run for armed robbery and was playing under a false identity .To tell us all was Cameron Hill from Off The Ball.

Fr. George Montague joins Ralph to share a lifetime of experience as a teacher, missionary, author, and Scripture scholar and the difference the Holy Spirit makes.The Rev. George Montague, S.M., S.T.D., is professor emeritus of New Testament at St. Mary's University in San Antonio, Texas. In 1995 he began a new religious community in the Marianist family, the Brothers of the Beloved Disciple. He is the author of more than twenty books, including Understanding the Bible and a couple volumes of the Catholic Commentary on Sacred Scripture.

Grieving the loss of a beloved person in your life is one of the most disorienting journeys you'll ever walk through. You deeply desire to support your children and loved ones but feel fragile and empty. It's okay to feel and heal with Jesus so you can lovingly hold others in their pain and loss. Join us for this episode of Soul Talks as Kristi chats with Erin Nelson and Colleen Montague — authors of When Grief Comes Home: A Gentle Guide for Living Through Loss While Supporting Your Child. You'll learn how valuable it is to be vulnerable while finding the support you need and leaning into honest conversations with those who need you. Resources for this Episode:When Grief Comes Home Book and PodcastMeet with a Soul Shepherding Spiritual DirectorDonate to Support Soul Shepherding and Soul Talks

Matt Fallaize speaks to Paul Montague, a new candidate at this election. Hosted on Acast. See acast.com/privacy for more information.

CEO of the Australian Road Research Organisation, Michael Caltabiano, spoke to Ross and Russ on 3AW about the issue and a new tactic that should be deployed to fix the issue.See omnystudio.com/listener for privacy information.

In a sleeper hit of a 100th episode (!), Sarah and Mike debrief some heavy losses suffered by both SNAP recipients and youth service workers in Franklin County, and recap the highlights of annual town meeting season. Plus Mike finally reveals his favorite village in the town of Montague-- his answer will shock you!Subscribe to the Montague Reporter newspaper at https://montaguereporter.org/subscribe/

Tyson is back in the house to talk intervals.

Grab some coffee and listen to an interview with Ms. Alexis Montague, an assistant professor in Public Health at Langston University, as we talk about a great idea she learned on using photos in class research, and why attending a professional conference is beneficial for her and for students. We have had fewer podcasts as the software changed, and some of our "part two" files need to be recreated. I hope to get that issue resolved!

Who will fill in for Uncle Good Heart when Edwin gets the measles?

We humans have a hard time becoming invisible. For better or worse, we're basically stuck with the skin and body we have; we're pretty fixed in our color, our shape, our overall appearance. And so we're fascinated by creatures that aren't—creatures that morph to meet the moment, that can functionally disappear, that can shape-shift on a dime. And no creatures are more skilled, more astonishing, more bedazzling in their abilities to do this kind of thing than the cephalopods. But how do they do this exactly? What's going on in their skin? What's going on under their skin? And what's going on in their brains that makes this all possible? My guest today is Dr. Tessa Montague. Tessa is a neuroscientist in the Axel Lab at Columbia University; she studies the brain and behavior of the dwarf cuttlefish, with a special focus on the biology of their dynamic skin behaviors. Here, Tessa and I talk about how cuttlefish and other cephalopods exhibit the most impressive camouflaging abilities on the planet. We discuss how they change their skin's appearance with remarkable speed and fidelity—and not just when trying to blend in, but also when hunting, courting, fighting, and more. We talk about whether these behaviors are flexible and whether they're voluntary. We linger on the cruel irony that cuttlefish seem to be colorblind. We talk about the idea that a cephalopod's skin is kind of a window into their brain. We lay out the cells and organs in the cephalopod skin the make these behaviors possible—especially the tiny pigment-bearing structures called "chromatophores." And of course we also dive deep into the cephalopod brain and the its sometimes bizarre and poorly understood structures. Excited to share it with you friends—I think you'll enjoy it. Without further ado, here's my chat with Dr. Tessa Montague.   A transcript of this episode will be posted soon.   Notes and links 3:00 – For more on Dr. Montague's recent expeditions to the Philippines, including photos, see here. 7:30 – Dr. Montague has published two recent reviews of dynamic skin behaviors in cephalopods—see here and here. We previously discussed cephalopod intelligence in a 2021 episode with Dr. Alex Schnell and a 2023 episode with the novelist Ray Nayler. 18:30 – For discussion of a recent “renaissance” in new model organisms, see here. 20:30 – For more on how chameleons change color, see this video. 25:00 – A video primer on cuttlefish camouflage, featuring the researcher Dr. Robert Hanlon. 30:30 – A recent paper on the details of pattern matching in cuttlefish camouflage. 31:00 – For more on the mimicking plant Boquila trifoliata, see this popular article. See also our earlier episode with Dr. Paco Calvo and Natalie Lawrence. 35:00 – A video about the so-called mimic octopus.  40:00 – For the hypothesis about color discrimination via chromatic aberration and pupil shape, see here. 44:00 – For more on the “split body” skin behaviors observed in some cuttlefish, see here. 51:00 – For the David Attenborough clip about a cuttlefish hypnotizing a crab, see here. For the recent New York Times article on cuttlefish hunting behavior, including videos, see here. For the academic article the inspired the New York Times piece, see here. 58:00 – A recent scientific study on the possibility of octopus skin activity during dreaming. A video that helped popularize the idea of cephalopod skin activity as evidence of dreaming.  1:06:00 – For study on chromatophore development from the lab of Dr. Gilles Laurent, see here. 1:11:00 – For more on papillae, including videos, see here.  1:17:00 – To explore an animated model of the cuttlefish brain, see this page of Dr. Montague's website, Cuttlebase.   Recommendations Monarchs of the Sea, Danna Staaf Other Minds, Peter Godfrey-Smith Cephalopod Behavior, Robert Hanlon & John B. Messenger   Many Minds is a project of the Diverse Intelligences Summer Institute, which is made possible by a generous grant from the John Templeton Foundation to Indiana University. The show is hosted and produced by Kensy Cooperrider, with help from Assistant Producer Urte Laukaityte and with creative support from DISI Directors Erica Cartmill and Jacob Foster. Our artwork is by Ben Oldroyd. Our transcripts are created by Sarah Dopierala. Subscribe to Many Minds on Apple, Stitcher, Spotify, Pocket Casts, Google Play, or wherever you listen to podcasts. You can also now subscribe to the Many Minds newsletter here! We welcome your comments, questions, and suggestions. Feel free to email us at: manymindspodcast@gmail.com.    For updates about the show, visit our website or follow us on Twitter (@ManyMindsPod) or Bluesky (@manymindspod.bsky.social).

Ed Montague joins Sportsphone KNBR with Bill Laskey to discuss the advancement in replay technology over the years in Major League Baseball See omnystudio.com/listener for privacy information.

Sarah and Mike discuss several arboreal stories, as well as the denouement of the First Light hydroelectric relicensing saga, and a candidate's forum hosted by the Montague Reporter. Plus, Mike recaps a juicy scoop from the April 10th edition.Subscribe to the Montague Reporter at https://montaguereporter.org/subscribe/

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This week on Seriously, Dad?, Jay and Al welcome comedian and dad John Montague for a wild ride through parenting, comedy, and questionable life choices. From ovulation calendars to getting back in the poop game, John shares his journey through fatherhood, the decision to stop at two kids, and why he's officially done with diapers.The guys swap parenting fails, discuss what happens when kids have to deal with their parents' mistakes, and reminisce about getting arrested, drinking gin with Mountain Dew, and run-ins with the D.A.R.E. lady. Plus, John talks about meeting Yogi Berra (who immediately roasted him)FOLLOW GUEST: Comedian John Montaguehttps://www.instagram.com/montaguecomedy/CONTACT THE DADS: SeriouslyDadPodcast@gmail.comFOLLOW THE PODCAST: Please like, comment, subscribe, rate, and review everywhere you find Seriously, Dad? Podcast!IG: https://www.instagram.com/seriouslydadpod/TW: https://twitter.com/SeriouslyDadPodWebsite: https://droptent.com/podcasts/seriously-dadFOLLOW YOUR HOSTS:Comedian Al Davis: https://www.instagram.com/albertdaviscomedy/https://www.facebook.com/albert.davis.940641Comedian Jay Yoder:https://sites.google.com/view/jay-yoder-comedyhttps://www.instagram.com/jayyodercomedy/https://www.facebook.com/jonathanayoderComedian & Producer: Neil Woodhttps://linktr.ee/neilwoodhttps://www.jameswoodart.com/A DropTent Media Network production - https://droptent.com/podcastsSee some of Philadelphia Comedy Show - https://droptent.com/biggest-little-comedy

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Grief is a journey that no one wants to walk, yet so many of us will experience deep loss in our lifetime. In this episode, Colleen and Erin have an open and honest conversation about Erin's journey through unimaginable loss—losing her husband in a plane crash, navigating her children's grief, the heartbreak of her mother's suicide, and later, the devastating loss of her son in a car accident. Through her story, Erin shares what it looks like to carry grief in our bodies, the crisis of faith that can come with loss, and how she found her way through the darkness. From those tragedies was born Jessica's house, a place for families to walk through grief and be supported. And now a book When Grief Comes Home that shares the tools she has learned through so many trials.  Here are some topics we cover: The impact of trauma and grief on the body and nervous system The importance of modeling healthy grief and emotional expression for children How to come alongside grieving families in tangible, practical ways The unique challenges couples face when grieving a child and how to let someone grieve in their own way Brightsiding- what it is and how to speak to someone in a dark season  Connect with Erin and Colleen:  Website:  Jessica's House Facebook: Jessica's House Instagram:  Jessica's House (@jessicas_house) Links Mentioned:   NACG When Grief Comes Home: By Erin Leigh Nelson and Colleen Montague Related Episodes: When Moms Walk through Grief :: Stacey Thacker {Ep 76} The Ministry of Presence in a Broken World :: Tess Clarke [Ep. 252] Processing Grief, Infertility, and Loss in Community :: Julie Fowler [Ep 502] Featured Sponsors:  The Chosen Last Supper: You can preorder your tickets for the 3-part theatrical release at TheChosenLastSupper.com. Hiya Health: We've worked out a special deal with Hiya for their best selling children's vitamin. Receive 50% off your first order. To claim this deal you must go to hiyahealth.com/DMA. This deal is not available on their regular website. Get your kids the full-body nourishment they need to grow into healthy adults. Purity Woods: Honestly, I have never seen a skincare product of this quality at this reasonable of a price point. And thankfully, the good people at Purity Woods have a special coupon code specifically for my listeners, so you can try it for yourself for 27% off today. Just go to puritywoods.com/DMA or enter DMA at checkout. Pair Eyewear: See the world with fresh eyes. Go to paireyewear.com and use code DONTMOM for 15% off your first pair. Mention the show in your post-checkout survey. Find links to this week's sponsors and unique promo codes at dontmomalone.com/sponsors. 

In part 2 with Tiffini, she discusses being there as a mother and wife during mental struggles.   How she takes care of herself while supporting them.   

Apple Podcasts- https://podcasts.apple.com/us/podcast/if-this-doesnt-work/id1366535800TikTok- https://www.tiktok.com/@ifthisdoesntworkpodcastInstagram- https://www.instagram.com/ifthisdoesntworkpodcast?igsh=NWxxeXNhbXpqYjFw&utm_source=qr

Tiffini Montague shares the lessons she has learned from the loss of her youngest brother when she was a teenager and losing her only son at birth.     She works at turning her pain into helping many others face their own loss of a child. 

This 2021 episode covers William Montague Cobb, who was the first Black person in the U.S. to earn a PhD in physical anthropology. He was also an activist and an anatomy professor at Howard University. See omnystudio.com/listener for privacy information.