Podcasts about nathan h

Daniel Peake, Lizzy Skrzypiec and Bill Sunderland face questions about bonus bunkers, fitness fanatics and incidental insurance. LATERAL is a comedy panel game podcast about weird questions with wonderful answers, hosted by Tom Scott. For business enquiries, contestant appearances or question submissions, visit https://www.lateralcast.com. HOST: Tom Scott. QUESTION PRODUCER: David Bodycombe. RECORDED AT: The Podcast Studios, Dublin. EDITED BY: Julie Hassett. MUSIC: Karl-Ola Kjellholm ('Private Detective'/'Agrumes', courtesy of epidemicsound.com). ADDITIONAL QUESTIONS: Michael Teasdale, Mitchel van Ham, Andy Johnson, Nathan H., Bruno V.. FORMAT: Pad 26 Limited/Labyrinth Games Ltd. EXECUTIVE PRODUCERS: David Bodycombe and Tom Scott. © Pad 26 Limited (https://www.pad26.com) / Labyrinth Games Ltd. 2024.

This is the audio of the session "Creating a Successful Secular AA Meeting" by Nathan H from Day 1 of Virtual ICSAA 2023. Recordings from the conference are being edited for public sharing and are being uploaded as they are made ready. Follow/subscribe to us on buzzsprout to be alerted as your favorite episodes are available. For information on ICSAA 2024 in-person in Orlando in September, check out www.aasecular.org/in-person-conference and register soon!If you have thought about being of service to A.A. by creating a new space for secular alcoholics to gather, or want to improve an online meeting, I invite you to attend this seminar. In this 90-minute interactive session, we will discuss ideas that are useful in creating a successful online meeting and benefit existing meetings that could use a little help. We will look at how the Covid pandemic changed the A.A. meeting experience and how we can maintain some of the useful traditions of face-to-face meetings in an online environment. Topic discussion will include items like:What does “successful” even mean?What makes a good meeting?What does it mean to be an A.A. group?What does it mean to be a Secular A.A. group?Meeting format and structure.Getting the word out.Meeting presentation.Service Staffing.Security.The Group Conscience.For more info on secular AA including Zoom meetings, in-person meetings, and virtual gatherings, check out:- https://aasecular.org- secularAA@gmail.comSecular AA is AA sobriety without the God-stuff, one of the fastest growing subcultures within Alcoholics Anonymous offering 100 agnostic/atheist/freethinkers AA meetings every day + regional events and the International Conference of Secular AA (ICSAA). More @ https://aasecular.org

This is the audio of the session "Secular Big Book Study" from Day 1 of Virtual ICSAA 2023. Recordings from the conference are being edited for public sharing and are being uploaded as they are made ready. Follow/subscribe to us on buzzsprout to be alerted as your favorite episodes are available. For information on ICSAA 2024 in-person in Orlando in September, check out www.aasecular.org/in-person-conference and register soon!We gather weekly to read the text as written in The Big Book and discuss with a secular perspective. The words as written, the religious angle, and the time in which it was penned has challenged some alcoholics to weave the language into modern-day terms and modern-day realities. Most weeks feature a discussion leader that will introduce the reading and talk about how they relate to the content. This session was led by Marsha F. and Nathan H.For more info on secular AA including Zoom meetings, in-person meetings, and virtual gatherings, check out:- https://aasecular.org- secularAA@gmail.comSecular AA is AA sobriety without the God-stuff, one of the fastest growing subcultures within Alcoholics Anonymous offering 100 agnostic/atheist/freethinkers AA meetings every day + regional events and the International Conference of Secular AA (ICSAA). More @ https://aasecular.org

This week the boys were joined by Nathan H. Green, an attorney & sci fi author from Canada. They discussed “dumb human things” in science fiction, the never ending “warp drive vs. folding space” nerd debate, they played a game featuring “Mug Shawtys” from Instagram, and more … Contains Paid Promotion #remodelyourlife #makemenmanlyagainSegment TimesIntro (00:20)Guest (04:41) - Nathan H. Green has a degree in aerospace engineering, is a practicing lawyer, a pilot, and an award-winning science-fiction writer. https://authornathanhgreen.com/ Cool Stuff [Mug Shawtys - Guess Her Charge] (29:00) - Top Extracts Premium Kratom Products - https://kratom.mantoolsmedia.com/ This Week in His Story (53:27) - Vaulted Gold Investment - https://gold.mantoolsmedia.com/ Thanks to our Sponsors - https://mantoolsmedia.com/sponsors/ Get More Man Tools:Our Website - https://mantoolsmedia.com/Our Socials - https://links.mantoolsmedia.com/ Merch - https://mantoolsmedia.com/shop Licensed Music by Shane Ivers - https://www.silvermansound.com© Man Tools Media LLC Hosted on Acast. See acast.com/privacy for more information.

In this second half, Tom and Steve continue their interview of, the brothers, Alan and Eric Moctezuma along with Nathan H. Taylor. They discuss technique in cinematography, scripts, and discovering ones voice. Along with another classic script read, written by the great Tom "two toes" Casper! So lets all be schmootual friends! If you would like to see more of our three guests check the links bellow: Alan & Eric Moctezuma https://www.youtube.com/channel/UC9Qg6UdnvuBFY8Wl_qenmCg/featured Nathan H. Taylor https://www.facebook.com/NTpicturess

In this TSP special interview, the brothers, Alan and Eric Moctezuma along with Nathan H. Taylor join Tom and Steve to discuss their process of local filmmaking in the desert. They discuss casting, budgeting, set locations, upcoming projects, and how much we all want Michael J. Fox to be our sister! So come along with as we learn a thing or two! If you would like to see more of our three guests check the links bellow: Alan & Eric Moctezuma https://www.youtube.com/channel/UC9Qg6UdnvuBFY8Wl_qenmCg/featured Nathan H. Taylor https://www.facebook.com/NTpicturess

Nathan H. Green is a corporate lawyer who left his law firm job of nearly a decade to pursue writing. He has an undergraduate degree in aerospace engineering, is a pilot, and lives in Burlington, Ontario, Canada.   The Galileo:   Captain Peter Grey's name will be carved into history.  The first human to meet an alien, the man to forever answer the question of whether we are alone, the first man to set foot on an alien world.  For that honor he, and the rest of the Galileo's crew, will never return home, never eat another steak, feel the sun's warmth, or sleep in safety.  The first stop on their mission three years travel from Earth. But being first also brings risks.  The Galileo was untested, her systems unreliable and a constant danger.  Space full of dangers as yet undiscovered.   They had hoped to change the world, they never imagined that they would change two, and they never stopped to wonder whether changes powerful enough to change a world, would be powerful enough to destroy it.   If you want to get in touch with me   @theskullpodcast   thehistoryvoyager@gmail.com

After addressing the mystery of the missing link from last episode, I respond to calls from Jason Connerely of Nerd's RPG Variety Cast, Menion aka Rob of Confessions of a Wee Tim'Rous Bushi and Darren "RFED" Green. I talk a bit more about Darren's Dex system playtest before Goblin's Henchman helps me get my head around the probability of success in Year Zero. Honourable mentions: Casting the Runes rpg, Runehammer, Old-School Essentials, Dave "dPercentile" Aldridge and Nathan H. Juran's Jack the Giant Killer from 1962. The Runehammer video https://www.youtube.com/watch?v=Li0ypsbLhVM Music by Timothy J. Drennon Special thanks to Lieren of Updates From the Middle of Nowhere Contact me at spencer.freethrall@gmail.com --- Send in a voice message: https://anchor.fm/free-thrall/message

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Having the right mentor can help pathologists and laboratory professionals shorten the learning curve and accelerate their professional success. But what should mentees be looking for in a mentor (and vice versa)? And where is the best place to find this kind of professional guidance and support? On this episode of Inside the Lab, our hosts Dr. Lotte Mulder and Ms. Kelly Swails are joined by Dr. Kamran Mirza, MD, PhD, Associate Professor of Pathology and Vice Chair of Education at Loyola University Health System in Maywood, Illinois, Ms. Tywauna Wilson, MBA, MLS(ASCP), System Technical Director of Chemistry for CompuNet Clinical Laboratories in Dayton, Ohio, and bestselling author of Some Leaders Wear Lab Coats, and Retired Colonel Dr. Nathan H. Johnson, PhD, MASCP, MT(ASCP), DLM(ASCP), SC, SLS, Chair of the Laboratory Sciences Department, College of Health Professions, at the University of Arkansas for Medical Sciences in Little Rock, Arkansas, to discuss mentorship in the laboratory. The panelists speak to the importance of the mentor-mentee relationship, explaining the need we have for mentorship in the laboratory and the pros and cons of having a mentor in your specific field of study. Listen in for Dr. Mirza, Ms. Wilson, and Dr. Johnson’s insight on how to connect with a potential mentor, what questions to ask to determine if they’re the right fit and how a successful mentor-mentee relationship benefits both parties. Key Takeaways · Why the mentor-mentee relationship is so important and how a successful one benefits both parties· The need for mentorship in the laboratory and why it might look different from traditional corporate mentorship programs· The pros and cons of having a mentor in your field and why your boss may or may not be the best choice· How to connect with a mentor in the workplace, through professional organizations, or on social media· The most important factors for a mentor and mentee to consider before agreeing to the relationshipConnect with ASCP ASCPASCP on FacebookASCP on InstagramASCP on Twitter Connect with Dr. Mirza Dr. Mirza at Loyola University Medical CenterDr. Mirza on TwitterDr. Mirza on LinkedIn Connect with Ms. Wilson Trendy Elite Coaching and ConsultingMs. Wilson at CompuNet Clinical LaboratoriesMs. Wilson on TwitterMs. Wilson on LinkedIn Connect with Dr. Johnson Dr. Johnson at the University of Arkansas for Medical SciencesDr. Johnson on LinkedIn Connect with Dr. Mulder & Ms. Swails Dr. Mulder on TwitterMs. Swails on Twitter

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Hosts: Andy W, Nathan H, David B Emergency Guest: Travis M Like us on Facebook!     Follow us on Twitter! Follow @CrippledSystem

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Stephen, Eric, and guest Kam Sneed get together to put their thinking caps on and give some advice. First, they decipher a quote from a robot, then help a grandchild learn how to teach grams how to stop taking pics of her mouth, talk about orgasm scented candles, and much more. Don't forget to subscribe and leave a review! https://podcasts.apple.com/us/podcast/hyperbrole-a-comedy-advice-podcast/id1326620580?mt=2 Thanks to Nathan H, Kevin B, and Samena for the comments. Follow us! https://acomedyadvicepodcast.com/ IG: https://www.instagram.com/acomedyadvicepodcast/ Twitter: https://twitter.com/acomedypodcast Facebook: https://www.facebook.com/groups/acomedyadvicepodcastnetwork --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/hyperbrole-podcast/message

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April 4, 2020 Bens' Week in Review Show Page ABOUT THE EPISODE From the offices of Ben and Ben this is Episode 5 of Bens’ Week in Review. This week…. Nathan from The Path Podcast is in the house. This episode is Presented by Follow Hollow. Use code MBR5 for $5 off your order. Thanks to Handup Gloves for supporting the show – use code MTBRadio to get 10% off -------------- RELATED SHOW LINKS Great American Outdoors Act - https://thehill.com/policy/energy-environment/482352-trump-budget-slashes-funding-for-epa-environmental-programs Parks closing - https://www.adventure-journal.com/2020/03/major-parks-close-rural-residents-urge-you-to-stay-away-for-now/ New SID - https://bikerumor.com/2020/03/17/2021-rockshox-sid-sl-is-lightest-ever-plus-sid-ultimate-goes-to-120mm-w-new-sid-luxe-rear-shock/ European list - https://www.bike-eu.com/sales-trends/nieuws/2020/03/how-europes-bicycle-industry-reacts-on-coronavirus-impact-10137559 Kitsbow - https://www.instagram.com/kitsbow/?hl=en Prototype MRP shock - https://www.vitalmtb.com/photos/features/PIT-BITS-Sedona-Mountain-Bike-Festival-2020,12863/Prototype-MRP-Jackson-Air-Shock,137559/sspomer,2 Columbia CEO salary cut - https://www.google.com/amp/s/www.oregonlive.com/coronavirus/2020/03/columbia-sportswear-ceo-tim-boyle-cuts-own-salary-to-10k-retail-employees-receive-regular-pay.html%3FoutputType%3Damp Loggerhead turtle - https://www.aquarium.co.za/blog/entry/yoshi-has-reached-australia-record-breaking-turtles-long-distance EMAIL US AT ASKBEN@MOUNTAINBIKERADIO.COM  

Yeah we know it is a misspelling Hosts: Andy W, Nathan H, David B Like us on Facebook!     Follow us on Twitter! Follow @CrippledSystem

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The preramble was amazing so i left it in. Intros Announcements Warcaster! zappity grumble Recommendations Hosts: Andy W, Nathan H, David B Special Guests: Will (Oz) S, Travis M Like us on Facebook!     Follow us on Twitter! Follow @CrippledSystem

Intros Illinois Tollway Frederick the Great announcements Warcaster -Undercity zappity grumble Recommendations Hosts: Andy W, Nathan H, David B Like us on Facebook!     Follow us on Twitter! Follow @CrippledSystem

Intros announcements zappity grumble Recommendations Hosts: Andy W, Nathan H, David B Like us on Facebook!     Follow us on Twitter! Follow @CrippledSystem

Dr. Amilcar Challu (Associate Professor and Chair of History at BGSU) and Dr. Nathan Hensley (Assistant Professor of Sustainability Education in the School of the Earth, Environment, and Society at BGSU) discuss their research as the first recipients of the ICS Team Teaching Program grant, which supports innovative interdisciplinary curriculum revision. In their course, Dr. Challu and Dr. Hensley plan to bring together the humanities and environmental studies, and aim to develop a new place-based curriculum at BGSU, with the goal of shaping students into stewards and sustainers of nature who can effectively narrate powerful human experiences of the environment.    Transcript: Introduction: From Bowling Green State University and the Institute for the Study of Culture and Society, this is BG Ideas. Intro Song Lyrics: I'm going to show you this with a wonderful experiment. Jolie S.: Welcome to the Big Ideas Podcast, a collaboration between the Institute for the Study of Culture and Society and the School of Media and Communication at Bowling Green State University. I'm Dr. Jolie Sheffer, Associate Professor of English and American Culture Studies and the Director of ICS. Jolie S.: Today I have the pleasure of speaking with Dr. Amilcar Challu and Dr. Nathan Hensley. Dr. Challu is Associate Professor and Chair of History at BGSU. His research focuses on the history of poverty, nutrition, and economic inequality in Latin America. He teaches courses ranging from Latin American history surveys, to the History of Capitalism, to the History of Environmentalism in the U.S. Jolie S.: Dr. Hensley is an Assistant Professor of Sustainability Education in the School of the Earth, Environment, and Society here at BGSU. His research interests include understanding the intersection between curriculum theory, place-based education, and sustainability studies. In his most recent scholarship, he explores how to prepare young people to face challenges such as climate change, harmful algal blooms, and promoting an ethic of stewardship. Jolie S.: These two, together, are the first recipients of the ICS Team Teaching Program grant, which supports innovative interdisciplinary curriculum revision. In their course, Dr. Challu and Dr. Hensley plan to bring together the humanities and environmental studies. The team teaching project grew out of their National Endowment for the Humanities Grant called the Black Swamp Project. The Black Swamp Project aims to develop a new place-based curriculum here at BGSU with the goal of shaping students into stewards and sustainers of nature who can effectively narrate powerful human experiences of the environment. Jolie S.: Thanks for joining me today. Amilcar C.: Thank you. Nathan H.: Thank you for having us. Jolie S.: Let's start by talking about how each of you came to focus on sustainability. Nathan, can you tell us a little bit about your background and how it relates to your interest in the local landscape? Nathan H.: Absolutely. I want to say again, thanks for having us here. We're really excited to talk with you. Nathan H.: So my background in terms of sustainability I would say started way back in my junior year in high school. I participated in an outdoor education program that was called the Student Conservation Association, SCA for short, and it was a five-week wilderness-based program where we did conservation projects such as trail-building, trail maintenance, and outdoor recreation, you can't forget about that. That's important stuff there. And what we did is we were able to grow together as a group. There were six high school students that were there and one crew leader. And that really inspired me to pursue the field of sustainability, although it wasn't really called that at that time, and also to explore outdoor education. It catalyzed my passion for being able to take care of the earth and moved me in the direction of studying the field of sustainability. Nathan H.: And so after that I studied outdoor education for my undergraduate program way up in northern Wisconsin and absolutely loved it. It was up by Lake Superior, so another Great Lake connection there. And shortly after my four years over there I went to do some work with wilderness-based programs, such as Outward Bound, where we spent 21 days out in the wilderness. And by doing these experiences with students that had, usually emotional and behavioral challenges, they were able to be transformed. And I always would joke with them [inaudible 00:03:59] I noticed that it was very intense in more ways than one. Sometimes it would be in tarps, but that's kind of a different thing. And while we were out there on the trails, I was able to actually see these transformative experiences and how it would help shape these students into going a new direction in their life. Nathan H.: And so for me, I decided to go on and I wanted to be able to also incorporate that into sort of an academic direction. So after a few months of doing, probably about half a year or almost a year, of Outward Bound-type work I went on to get my Master's Degree in Experiential Education, so using direct experience as a way to instruct and also to learn. I fell in love with that and I was like, "Okay, I want to be able to do this some more." But I also, at that time, I met my wife in that graduate program. So we moved together at that point, after we graduated, to Vermont and I was able to do work with Killington, which is a ski mountain over there. It was amazing. Nathan H.: But what I wanted to do, though, is to build upon this background in experiential ed and also try to think about ways that I could potentially do some publication and be able to teach in a university setting. So after that I went to get my doctorate degree in curriculum studies. You could say that I almost had enough degrees to contribute to climate change, perhaps. And in curriculum studies my focus was on sense of place and sustainability and that's sort of what led me down the path of getting into higher education and this position here, actually, where I'm a tenure-track faculty member in sustainability education. A big focus of mine, though, is bringing students into the outdoors and finding ways to cultivate that connection to the land and encourage stewardship through direct interaction with one another and with the landscape. Amilcar C.: I ask that myself every day, I think. I think it's more serendipity that's a different approach, or a different way, in which I got into this. So part of my research, or my research, deals with famine and that famine is connected to drought, and that drought is connected to climatic crisis. I always analyze [inaudible 00:07:01] more from an economic point of view, but I was getting more and more interested in other sides of [inaudible 00:07:08] that had to do with how people use the land, what were the practices, how they coped with drought, and how those mechanisms to coping with drought change dramatically based on institutions, on institutional change. Amilcar C.: So that was a little bit my entry point. With that in mind, I started teaching a class, or I taught once, a class on Latin American environmental history. And I talked a lot with a colleague of mine, Dr. Ed Danziger, who passed last year, and he taught American Environmental History. And he sold that class for me. I said, "I want to do what he's doing." So he retired two years later and I took over that class, and that's been the happiest takeover ever because it's a great class. A) it's out of my comfort zone, I'm not an American historian. Amilcar C.: But more and more I've been drawn to comparative topics, so I've been attaching on American history a little bit more. And the fact that it's not my core specialty also freed me from lots of inner censorship, in a way. When you are planning a class that know a lot about, you overthink it, and this class was more simple to be to teach. It had a more clear narrative. So it's by teaching the class that I got more and more immersed in this. Amilcar C.: If I were to go back to my formative years in childhood, et cetera, yeah, I enjoyed a lot being outside. But I was a city person in a city of 50 million people and our yard was as big as this table, maybe. And that was too much, actually. We were lucky to have that. But yeah, I never thought that I was going to find a passion in this. Amilcar C.: Now, more locally, the way that my colleague approached the class was by dealing with the national narrative, but also with local examples. So he had something, I don't recall exactly the title of the assignment, but something like a place paper, and that's something that actually other scholars in environmental history do. And so you pick one location and you study the history of that location through [inaudible 00:09:44] interviewing people, looking at other [inaudible 00:09:47] newspapers, whatever you can find about it. And you choose the place, you own that location. And that gives, I think, a sense of ownership of the project you are doing. You have to go to the archive and you don't know what you're going to find. Amilcar C.: Typically, probably most cases, I don't know if one of you have done [inaudible 00:10:07] it could be a little bit boring, that you'll get one deed after another. And then suddenly, boom, you have like an oil lease and you figure out that this little place you are working with had an oil well and was part of the big oil boom. Amilcar C.: Anyway, so the interesting thing is, and I shouldn't confess this, I didn't do that research myself. So I was learning from each paper exponentially and I was getting more and more interested in it. I would be walking around the city and I would say, "Oh, there were like 10 oil wells in this super fancy Gulf neighborhood." And it's, I mean, the land where you're sitting is basically land that wouldn't be in such a pristine state 50 years ago and the same with many of the parks. I started learning a lot about [inaudible 00:11:01] anyway, that got me very interested [inaudible 00:11:03] place itself. Amilcar C.: Now, another way of working through this class was that we take a look at native views about the land. And gradually, I was getting more and more into it, and more interested in Native American perspectives, and particularly this idea of reciprocity and giving thanks, or Thanksgiving. So we are in the right season, as this is being taped the week before Thanksgiving. But that idea of reciprocity, giving to the land, receiving from the land, but also thinking about our activities in the land that's contributing to nature. That, to me, changed a lot of the ways that I approached my surroundings, but also how I approach the class because I figure out, "Okay, I'm giving something to this class, but I'm getting so much." Amilcar C.: And so the last iteration of that is more recently what I have been doing in the class is that the students are explaining [inaudible 00:12:02] the history of the land that they are studying so that we give back, in a way, what we are getting. Jolie S.: Both of you work together on the Black Swamp Humanities Project that was funded by the National Endowment for the Humanities. What was the genesis of the project, and how did interdisciplinarity fit into that? Nathan H.: So there's a lot of different pieces that came together. I guess [inaudible 00:12:28] very similar sort of theme to the serendipity that Amilcar mentioned earlier on in his remarks, a lot of really cool pieces came together. And part of it was I asked Amilcar if he'd be willing to be a mentor for me. That was my first year back here at BGSU on the tenure track and it was part of the College of Arts and Sciences program for mentorship with new faculty to try to help with retention and help increase the research productivity of new faculty members and also just help with the collegiality factor. Nathan H.: And so when I talked with Amilcar, and actually I was part of one of his learning communities the first and second semester of my tenure-track position here, so I think that was 2015 through 2016, something like that. And on that journey it was Amilcar and Holly Myers, who is a colleague of mine, that was running this learning community and I just thought that this was fantastic, it's great. We're talking about sustainability, we have different people that are part of this group that represent the humanities, the sciences, and political and social sciences, and also even the arts were represented. Nathan H.: And so through these different interactions I knew that Amilcar would be a good mentor. After that, I talked with him and said, "Hey, would you be willing to be my mentor?" And he said, "Heck no," actually. No, just kidding! He did not. He said, "Okay." And so that next year is when we kind of started the mentorship connection. And throughout our interactions we were talking about different programs that would be available to fund curriculum initiatives built around sustainability. And I remember at one point there was one through the National Endowment for the Humanities, I believe, that you told me about it, right? Do you remember? Amilcar C.: [inaudible 00:14:40]. Nathan H.: Or [inaudible 00:14:40] maybe something related to that. Amilcar C.: [inaudible 00:14:42]. Nathan H.: And so I kind of put an earmark on that and was going to explore it later, and I did some research that following semester after I started the mentor program and was being the mentee. I had mentee breath, I guess you could say. Had to throw that in there. And so then we would meet probably once or maybe even twice a month and I started this research looking at programs that could actually fund curriculum initiatives related to sustainability that would be interdisciplinary and bring in the humanities. And we found this National Endowment for the Humanities grant called the Connections Grant, and it was planning-level grant that we put in for. It's very highly competitive so we knew that there was a chance that we wouldn't get it, but we still did it even with that possibility. Nathan H.: But I guess in terms of the other pieces that came together is my passion to bring faculty and students into the outdoor environment and kind of connecting that with the curriculum needs that exist in terms of the multidisciplinary component, the MDC element that the College of Arts and Sciences is really getting behind, and then also the idea of trying to be more interdisciplinary. Nathan H.: And so all these different pieces came together and we were able to get another person, Ian Young, from the Philosophy Department. I was talking with him at one of the Faculty Association gatherings and I said, "Hey, what do you think? Would you be interested in exploring this grant?" And he said yes. So we got the three of us together and we all became co-directors on this initiative. And then we started to write the grant based on what our passions were and then we started thinking about the team that would assemble. And I think we'll talk a little bit about that. Jolie S.: Yeah. So Amilcar, for you, how did this grant project and working with colleagues across disciplines, how did it change your thinking about the subject of sustainability and about contemporary curricula on our campus? Amilcar C.: Yeah. Well, one interesting thing, when you are collaborating with a biologist, for instance, is that they see everything from the perspective of a fox, you know, or a bison or a fish, and that helps de-center your view in a way and start thinking in a different way. Historians, we are very naturally human-centered, and environmental history pushes you to think beyond that. So that, to me, was something that was helpful. Amilcar C.: The other issue, from the point of view of curriculum, is how many good ideas people have and they are willing to do. When you own the idea you want to carry it forward, and so we did not think initially... part of our planning design was that it was open-ended. So we wanted to do this grant not so much to conclude a project, but to open up possibilities, and we outlined the different possibilities. Amilcar C.: And eventually [inaudible 00:18:22] the two areas that we focused on were A) developing a sustainability minor, but B) developing classes. One of them is the one we are going to teach next semester, but then one is one that has been taught this semester by Margaret Weinberger in Sociology. It's a BGSU 1910 class about the Black Swamp. It's the third time that she's teaching it, but this time she incorporated a lot of the stuff that we were working with in our NEH grant. Amilcar C.: So it's amazing to see all these ideas coming forward. And then just in these meetings we had people having these ideas of a Black Swamp Festival, and cheering things up in a way. Jolie S.: So Nathan, could you start telling us a little bit about the class you'll be teaching next semester, Sustainability (Hi)stories, with both history and stories. Why did you want to teach this class as a team and what are some of your goals for the course? Nathan H.: Well, so it started when I saw the posting through the ICS website about the opportunity to put a proposal together to team-teach an interdisciplinary course. And as soon as I saw that, I knew that it would be great to contact Amilcar and then start this process of putting together an application. When I saw that, it almost looked like it had our names on it because it's just the kind of work that we were doing. And again, that idea of being open-ended that Amilcar mentioned, I think there's always going to be some more room for development and growth on this type of course. Nathan H.: But yeah, the course's name I think does tell a lot about it, just the idea of Sustainability (Hi)stories, with the H-I in parentheses, because there's a focus on stories and narrative and also that historical perspective. And we also were limited with the characters we could have in the name, so that was part of it. We had a much longer name that we were going to initially use. Nathan H.: And in terms of the genesis of the idea, we definitely wanted to incorporate what we had been talking about throughout the planning grant process last academic year, and this sort of served as a great sort of capstone for that particular aspect of the grant, the planning process, to implement a course that involves the stories of the landscape and incorporates students from several different disciplines and then also involves students in a way with the land that pushes them to go outside of what they're familiar with, from a disciplinary perspective. So the scientists will be working within the humanities' realms of thinking and the students that are coming in [inaudible 00:21:30] from the humanities will have the chance to also work with the scientific realms of inquiry. That's going to be a big part of the discussion that will happen throughout the semester. Nathan H.: And so it just fits it really well with the research that I've been doing in terms of the scholarship and the publications that I've been generating all fall along with these lines about sustainability, sense of place, stories, ecology, and the human experience. So that's a big part of it, too, is what does it mean to be in the natural environment and to go through that natural immersion even when it's winter. So we'll have field trips even in February when there's a few feet of snow on the ground. If there's two feet on the ground it might walk away, but that's kind of a different story. And we'll get to see the changes throughout the season from winter into spring. So that spring transition, now that classes go into May, will allow more of the story to be told from the landscape perspective. Nathan H.: And we both have a lot of ideas in terms of how we'd like to keep the course to be very active learning-based, project learning and focusing on the realms of the humanities' forms of inquiry that really focus on deep reading. So, reading material very deeply and then finding ways to kind of build on the conversation that's there, and then also recognize that there's these complexities that we may not know the answers to. And that will be a part of it, too [inaudible 00:23:18] being comfortable with not knowing. And I think that's a lot of what happens when you're doing interdisciplinary work, that even though these different fields intersect with one another, a lot of it is the recognition that we don't know certain answers. And it's possible we never will know, but it's an excellent adventure to work towards getting closer to having more understanding. Amilcar C.: It is an open-ended design in that it will depend a lot on what the students in the class are going to be doing and what they want to do. Jolie S.: And Amilcar, what are you most excited to kind of explore? Amilcar C.: Well, "explore" is an interesting word, right? So I imagine myself suddenly as Alexander von Humboldt, exploring the world and telling about it and talking about it. I'm very interested in this storytelling idea throughout the class. The other issue that I'm personally very interested in is, and from the point of view of curriculum design, it's like we shouldn't have done it and we did it on purpose because one learning outcome and one big requirement of the university says "contemplate" and how you measure that I don't know, but we plan on that. Because contemplation, I think it's essential to that deep reading that Nathan was talking about. So I'm very interested in seeing how that contemplation works and what kind of framework we can create in the class for that contemplation to happen based on the readings, but also based on that immersion in place. Amilcar C.: The field trips, and we're still working on that more, but basically the students are going to be going to the same place over and over to see the differences, although they may not be organized field trips. We may leave that. We're still debating about that, and that's the interesting thing about team teaching, too. But there's going to be a lot of observation and reading and putting these together. And at the same time that they are reading, observing. They are putting together a story that they want to tell. And I think that that's a fascinating thing. We don't know what you guys are going to be doing and that opens up lots of opportunities, I think. Jolie S.: We're going to take a quick break. Thanks for listening to the Big Ideas Podcast. Speaker 1: If you are passionate about Big Ideas, consider sponsoring this program. To have your name or organization mentioned here, please contact us as ics@bgsu.edu. Jolie S.: Welcome back to the Big Ideas Podcast. Today I'm talking to Dr. Amilcar Challu and Dr. Nathan Hensley about sustainability education and the environmental humanities. Jolie S.: Amilcar, could you tell us about the project that you developed this semester about integrating place-based storytelling into local nature education? Amilcar C.: Yeah. It's an environmental history class taught as a graduate seminar, although I also have an undergraduate that's a visiting student in the class. Not visiting, a regular student that is an undergrad. And again, as I was planning it I sent an email over December saying, "These are big themes, ideas, but tell me what you want to do," and... yeah, actually, we shouldn't do that because it's a terrible idea. You get nine different, completely different ideas of what to do. But one question I asked is, "Would you be interested in a service learning project?" And the majority of the replies I got were "not really." One said, "I'm kind of intrigued." One said, "No, because I don't think it adds much to what I want to accomplish in the class." Amilcar C.: So, over the summer I was thinking, "Okay, service learning idea, thumbs down." Then I was walking in the woods in the Nature Preserve close to my house, Wintergarden/St. Johns, and they put like these yard signs with blown-up picture books or photos taken from picture books, and so you could read these picture books by walking in the woods and following the sign one-by-on. And it was very simple and I liked it. I didn't read the whole thing, and it was more planned for kids than for adults, even the height, but I loved the idea. And I suddenly started thinking because of all the work that [inaudible 00:28:25] done on that property in particular, I knew a lot about the history of that place. And I said, "Wow, that would be a great way of telling a story, the history of the place, through signs," and again, getting into those other modes of narrative and storytelling. Amilcar C.: So I went the first day of class and I said, "Okay, you told me not to do service learning project, but we're going to do this," right, and "Guess what? We are still going to be reading our one, fat heavy book as well. And we're going to be putting the two things in dialogue, how we operate at the local level with this creation of a trail, plus all this other global knowledge [inaudible 00:29:15] and global knowledge about environmental history and we are going to put the two dimensions in dialogue." Amilcar C.: And it has been working really well. The students designed nine signs. I designed one. Mine is about the Boy Scouts. But we uncovered a fascinating story about this place, things that we never knew about. Someone who got lost in the woods, it's 60 acres, but someone got lost for hours and hours and finally could find his way back because he overheard the train in the background and then could get back his bearings. So you kind of get an idea that this was really thick, at least underbrush, that you couldn't really move that easily if you were lost in 60 acres. Amilcar C.: Other stories about the wild man lost from a circus and lost in these woods or appeared in these woods, many different stories like that, like the Nature Center used to be a youth hostel. So you would have activities related to outdoor recreation, and then suddenly you would have a camper who crashed into this place coming on a bike from another youth hostel in another place in Ohio. Amilcar C.: So stories like that, that each one made one sign. Of course, in a sign you cannot tell much. And historians, we love being long-winded, we cannot count our words. And you have to put this in 50 words and a photo, very visual. But the idea is to just spark the interest, and then if you're more interested in that there's [inaudible 00:31:09] and you can check that out. Amilcar C.: We have been working with City Parks and the Park Naturalist, Cinda Stutzman, and the Natural Resource Coordinator, Chris Gajewicz, from Bowling Green City. They have been fantastic, very supportive. We met with them three times. We did a marketing spiel, "This is what we want to do, but how does it work for you and what do you want to accomplish in this?" For City Parks, it's important to broaden the base. They want to make sure that the parks reach all the community. And so this was a way to enhance the experience of the parks. Amilcar C.: And right now, yeah, it's a trail that we designed. We went through a design thinking process in The Collab Lab here in the university, talked to a graphic designer who told us, "Just be careful with how many words," font size, and things like that. Consistent appeal. So we had put that all together and last we looked at it all together we said, "Okay, we have here something that we can actually implement. It's not just an idea." And so City Parks is absolutely on board, or at least Cinda and Chris in the Wintergarden park, they are on board to implement this in April. Amilcar C.: But we need funding for that. So we put a grant proposal to Ohio Humanities. It's actually going into [inaudible 00:32:45] in a couple of weeks, so we don't know if we are going to get it or not. But it's been an exciting experience overall. And I think for the students, it's another way to think about history. Yes, it's a lot of deep reading, discussion, writing. But also it's a lot of collaboration, thinking a lot about your audience, about those who are going to implement this project as well. So it's been a lot of fun. Jolie S.: Great. Let's now turn to our studio audience and hear some questions from BGSU students. Please introduce yourself and ask your question. Rob F.: Hello, my name is Rob Fountain and I'm a senior here at Bowling Green State University studying environmental science. And this question is for both Dr. Challu and Dr. Hensley. So, going behind the curtain a little bit, as professors do you guys ever get nervous when you're planning and proposing a new class? And then on top of that with the class that you guys are going to be teaching together, how do you see yourselves working together to bring the best of both of your background to make the class interdisciplinary experience? Amilcar C.: No, you're never nervous preparing [inaudible 00:33:59]. Jolie S.: Liar. Amilcar C.: Yeah, I mean, you never know what you're getting into. And even when you teach the same class over and over, it's very different each time. And it's fascinating, I think, to think about your last experience and what you're going to change. But you never know how it's going to work. When I was interviewing here a professor, my interviewer, asked, "What errors do you make?" And I said, "Wow, I never thought about that. I was here supposedly to talk about my strengths." Amilcar C.: And then I don't know what I answered but then the follow-up question is how do you learn from those mistakes, right? And that's what I feel in every class, every time I'm getting into a classroom, is how am I going to screw this up and how I'm going to fix it and how I'm not going to repeat the same mistake next year. So yeah, that's [inaudible 00:35:07]. Nathan H.: Yeah. Well, it's funny because it makes me think about that quote from the Wizard of Oz, "Pay no attention to the man behind the curtain," because you were talking about kind of going behind the curtains there in terms of the planning of a new course, even proposing a new course and applying for grants, and things like that. Yeah, I'd say I would agree. That uncertainty is always there, even when something is being implemented, but I feel like there's much more growth from something that is so new for both of us. Nathan H.: So I'm hoping that that's one thing that, with this particular class that we're going to be team-teaching in the spring semester, is that not only will we grow as professors but also students that are in the class, the learning community, perhaps will find ways to be more patient and also feel like they have more ownership in the direction that the class is going. Nathan H.: And I would say also, if you think about what is sort of behind the curtain there, we have so many different perspectives that we're also going to bring to the table. And sometimes what can be difficult is to try not to talk. Amilcar C.: Yeah. Nathan H.: Sometimes that's the hardest thing. For example, even in the class that I'm teaching right now, when I'm able to, we have student-led discussions. There's a time period, about 20 minutes, where I'm committed to not talk at all when the students are having their discussion. And I feel that that's where, from my perspective, I feel like there's more learning that happens there even compared to when I do a lecture, which, actually, I don't feel like there's a lot of learning that happens in a lecture format but I do think it's important. Nathan H.: But I think that also brings in there's also discomfort for me. And it's a good thing. But as the professor, we realize that we don't really have control over everything. And so especially in those student-led discussions, they could go any direction. But I see the role of professor, in a situation like we're going to be teaching in spring, is to be a guide on the side instead of the sage on the stage. And I would say being a guide on the side can be uncomfortable and, I guess going back to that Wizard of Oz metaphor, "there's no place like home." I think that in terms of the teaching that I intend to do, one of the goals is to help students feel that they're finding elements in this location that make them feel more at home and more home-like because I feel like students are more likely to be invested in their local community, which has so many cool things connected to that. Nathan H.: Thanks for the question. Jason G.: Hello, my name is Jason George. I'm a junior here at Bowling Green. I'm studying environmental policy. So this is a question for both of you. Were there any sort of conflicting ideologies or directions that came up while you were talking to so many different faculty members and planning the grant and the course? Amilcar C.: Yeah. Nathan H.: Yes. Amilcar C.: Yeah, I mean I think the interesting aspect of all this is you never know exactly what you're getting into. There are many different perspectives. But you gain a deep respect for each different way of approaching an issue. And I think, yeah, sometimes defining... what was it? Defining what was sustainability. That was a few years ago. It was very controversial. Nathan H.: Hot topic, yeah. Very hot topic. Amilcar C.: Yeah. Very, very. Nathan H.: Hotter than climate change. Amilcar C.: Yeah. But I gained new perspectives from that discussion that I never thought. I always thought my ideas were the best and then I [inaudible 00:39:11] with a new realization. Nathan H.: Then you realized that mine are the best, right? No, I'm just kidding. Amilcar C.: Yeah, so then that's why... But yeah, there are different ways of approaching. But I don't feel that that makes it harder. In a way, it makes it more fun. Nathan H.: Yeah, I agree. I think conflict can be a vehicle to growth. And through these points of disagreement that we as faculty, in our learning community, that we had when I first moved here I think is the example Amilcar was giving, when there was some contention around trying to define sustainability. And a lot of that was because we had so many disciplinary viewpoints and there were some individuals that were so married to the way that they saw sustainability that there was resistance to being able to see it from a different way. And that resistance came out in different ways. Nathan H.: In terms of the different disciplinary perspectives that we bring in, we always have different viewpoints on how different... well, even just the way that an assignment could be created, the way that it could be graded, and then also what the content of that assignment is going to be. Those are always fun things. But I feel like we've worked together in several different capacities already that I think we've figured out how to use our boxing gloves in more productive ways than ways that could be destructive, I guess. Amilcar C.: It's more like sumo [inaudible 00:41:00]. Nathan H.: Yeah, that's right. Yeah, Tai Chi, right? Jolie S.: [inaudible 00:41:03]. Nathan H.: Yeah. It's more of a dance than a fight. Great questions. Jolie S.: Thank you both so much. It was great talking with you. Jolie S.: Our producers for this podcast are Chris Cavera and Marco Mendoza. Research assistance was provided by ICS intern Renee Hopper, with editing by Stevie Scheurich. This conversation was recorded by Erin Dufala in the Stanton Audio Recording Studio in the Michael and Sara Kuhlin Center at Bowling Green State University.  

Intros announcements Movie Review: Gentlemen zappity grumble Recommendations Hosts: Andy W, Nathan H, David B Guests:Eric, Anthony Like us on Facebook!     Follow us on Twitter! Follow @CrippledSystem

Intros announcements zappity grumble Recommendations Hosts: Andy W, Nathan H, David B Like us on Facebook!     Follow us on Twitter! Follow @CrippledSystem

Go to curiositystream.com/minute to get a free month trial with CuriosityStream and get a subscription to Nebula bundled in for free!   Because the ossification process can differ so much from human to human, we have a wide range of potential bone numbers.   Thanks also to our Patreon patrons https://www.patreon.com/MinuteEarth and our YouTube members. ___________________________________________ To learn more, start your googling with these keywords:  Cartilage: The flexible connective tissue that is turned to bone by osteoblasts.Osteoblasts: Cells that control calcium and mineral deposition to turn cartilage into bone.Sesamoids: Bones embedded in tendons or muscles.Fabella: A large sesamoid bone occasionally found behind the knee joint. Coccyx: The small set of semi-fused triangular bones at the end of the vertebral column. ___________________________________________ Subscribe to MinuteEarth on YouTube: Support us on Patreon: And visit our website: https://www.minuteearth.com/   Say hello on Facebook: http://goo.gl/FpAvo6 And Twitter: http://goo.gl/Y1aWVC   And download our videos on itunes:  https://goo.gl/sfwS6n ___________________________________________ Credits (and Twitter handles): Script Writer, Editor and Video Director and Narrator: David Goldenberg (@dgoldenberg) Video Illustrator: Arcadi Garcia (@garirius) With Contributions From: Henry Reich, Alex Reich, Kate Yoshida, Ever Salazar, Peter Reich, Julián Gómez, Sarah Berman  Music by: Nathaniel Schroeder: ___________________________________________   References:   Goldberg I, Nathan H. (1987). Anatomy and pathology of the sesamoid bones. The hand compared to the foot. International Orthopaedics. 11(2):141-7. Retrieved from: https://www.ncbi.nlm.nih.gov/pubmed/3610408.Vineet K. Sarin  Gregory M. Erickson  Nicholas J. Giori A. Gabrielle Bergman  Dennis R. Carter (2003). Coincident development of sesamoid bones and clues to their evolution. The Anatomical Record.5: 174-180. Retrieved from: https://onlinelibrary.wiley.com/doi/epdf/10.1002/%28SICI%291097-0185%2819991015%29257%3A5%3C174%3A%3AAID-AR6%3E3.0.CO%3B2-O. Tao Sun, Lingxiang Wang, Haitao Zhao,Wenjuan Wu,and Wenhai Hu (2016). Prevalence, morphological variation and ossification of sesamoid bones of the forefoot: a retrospective radiographic study of 8,716 Chinese subjects. 2(3): 91–96. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6410651/. Postacchini F, Massobrio M. (1983). Idiopathic coccygodynia: Analysis of fifty-one operative cases and a radiographic study of the normal coccyx. The Journal of bone and joint surgery. 65(8): 1116-1124. Retrieved from: https://www.coccyx.org/medabs/posta.htm.Meals, Roy. (2019). Personal Communication. http://www.AboutBone.com

Featuring interviews with Drs Nathan H Fowler and Gilles A Salles. | For more information, visit: http://www.researchtopractice.com/FLUpdate119

Conversations with Oncology Investigators. Bridging the Gap between Research and Patient Care. Interview with Nathan H Fowler, MD conducted by Neil Love, MD. Produced by Research To Practice.

Noch bevor ihn der Roman "Unendlicher Spaß" weltweit berühmt machte, war David Foster Wallace bekannt für seine so subjektiven wie literarischen Essays und Reportagen. Er ging dorthin, wo es (ihm) wehtat: an die Wurzeln der eigenen Depression, auf eine Pornomesse, mit dem Hummer in den Kochtopf und an den Kern des Menschseins. "Die wahre Traurigkeit der Erwachsenen" versammelt die vier großen Texte von Foster Wallace "Der Planet Trillaphon im Verhältnis zur Üblen Sache", "Der große rote Sohn", "Am Beispiel des Hummers" und "This is Water/Das hier ist Wasser" auf einer CD.

A show about, among other things, the morality of the law journal system. We start with Joe’s ailments and our scheduling issues. (You’re welcome; we know this is why people tune in.) Then a little about online review sessions, Slack, online classes, and video conferencing (2:32). Radiohead, Trump, and Ted Cruz (9:02). Next we open the mail and Twitter bags: Carl Malamud, the re-christened Indigo Book, and the possibility of a transcript of one of our episodes, all followed by Chris Walker’s posts on Prawfsblawg about student law journal podcasts (13:19). Next, listener Justin on laptops in classrooms and unconstitutional and re-constitutional statutes (17:38), Bunny on Oral ArgCon cosplay (25:27). And then this week’s main topic: The weird world of law review publishing and the moral aspects of our participation in it (28:23), including Joe’s description of the process, Christian’s calling Expresso “Espresso” (35:03), the transition to electronic submission and the rise of “expedites” (47:00). “Just tell me what your thesis is.” “Why don’t you tell me what it is?” and morality (52:54). Joe’s world (1:08:19). Christian’s world (1:13:53). This show’s links: Joseph Miller, The Immorality of Requesting Expedited Review Slack Oral Argument 94: Bonus Zoom About Burn the Witch Andrew Sullivan, Democracies End When They Are Too Democratic; Jedediah Purdy, What Trump’s Rise Means for Democracy Richard Cytowic, Why Ted Cruz’s Facial Expression Make Me Uneasy Carl Malamud on Twitter Oral Argument 91: Baby Blue (guest Chris Sprigman) The Indigo Book (also available as a PDF) Chris Walker, Complete Junior Law Prawfs FAQs Series (and, particularly, What About Podcasts? and Rethinking Law Review Podcasts) Nathan H. Saunders, Student-Edited Law Reviews: Reflections and Responses of an Inmate Mark Twain, The War Prayer; a beautiful animated version

In 1964, Ray Harryhausen helped to bring to life the film First Men in the Moon (dir. Nathan H. Juran). In 2015, Tom Biegler returns to Monster Kid Radio to discuss the film with Derek. After briefly catching up with Tom, the two monster kids dive into the movie, and, warning - SPOILERS AHEAD. Be sure to visit our complete website at , and don't forget our Wiki Campaign! Voicemail: 503-479-5MKR (503-479-5657)Email: monsterkidradio@gmail.com (.mp3s of every episode of Monster Kid Radio is available for download at our barebones behind-the-scenes website at ) Support Monster Kid Radio on Patreon - The opening and closing song "Nikola Tesla Theme" (from the album Dial "H" for Henchmen) appears by permission of Anonymous Henchmen - All original content of Monster Kid Radio by is licensed under a . Monster Kid Radio is a registered service mark of Monster Kid Radio LLC. There is no such thing as a Harryhausen saturation point. Next week on Monster Kid Radio:A monster kid goes to a comic con, and listener feedback.

Ihm gelingt es, ein neues Leben zu beginnen, doch die Trauer um Schwester Selma und seine eigene verlorene Jugend bleibt.

Conversations with Oncology Investigators. Bridging the Gap between Research and Patient Care. Interview with Nathan H Fowler, MD conducted by Neil Love, MD. Produced by Research To Practice.