Podcasts about Pacing

Jumping Pull-ups Pacing workouts. How big is the Linchpin community? Mobility work? Lungs vs Strength. Toes-to-bar & Strict Pull-ups. Working out after 40. Buying a rower. Low Back soreness vs strength.

For basically two straight decades, LeBron could pace himself and still be/fit better than any teammate who'd play instead. That isn't necessarily the case any longer. To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

A special Endurance Asia Podcast collab with Singapore Falcons RC on how to PB a marathon—from building a club-wide marathon block to nailing the taper, pacing, fueling, and race-day mindset. Falcons committee members Chris and Andy are share what worked in a high-PB-rate Seoul/Tokyo season, plus rapid-fire wisdom from guest contributors Alice, Andreas, Darren, Harry, Ben and D'Arcy — covering everything from “don't cook the first 5K” to “get to 30–32K, then race.”What we coverWhy marathon training makes you a better runner (even for trail/ultra)How Singapore Falcons structure a 4-month marathon block with flexibilityThe “core sessions” approach (and why Tuesday sessions matter so much)Pacing strategy: first 5K calm → settle → commit from 30–32KFueling strategy: individual needs, carb timing, and avoiding GI surprisesMindset: gratitude, calm under stress, and reframing late-race sufferingRace execution: groups/packs, course knowledge, water stations, problem-solvingA simple recap list of the biggest “do's” (and “don'ts”) in the final weekKey takeaways (quick hits)The hay is in the barn: don't chase fitness in the last week—protect freshness.Don't win the first 5K and lose the last 10K.Fuel early and consistently—don't wait until you feel it.Know the course and remove preventable stress (travel/steps/logistics).Use the pack when it matters, but don't get dragged into the wrong pace early.Timestamps (key sections)Note: these are based on the transcript order—adjust times to match your final edit/audio.00:00 Intro: Endurance Asia x Singapore Falcons — PB'ing the marathon02:00 Andy & Chris backgrounds + why marathons are “honest”05:10 Falcons marathon block: how to coach many abilities at once10:00 Community + pack mentality: why clubs beat generic training plans14:30 Andy's Tokyo execution: patience, pacing by feel, and staying calm20:30 Fueling + carb strategy (pre-race + in-race)26:30 Guest tip 1: Alice Brabham — mindset, course knowledge, “run the mile you're in”35:30 Guest tip 2: Andreas Wengner — expect the unexpected + don't rush the first 5K40:00 Guest tip 3: Darren Southcott — taper, carbs, pacing discipline, don't chase groups45:00 Guest tip 4: Coach Harry — 30K discipline, simple fueling, caffeine timing49:30 Guest tip 5: Ben Khoo — common pre-race mistakes to avoid55:00 Guest tip 6: Darcy — “sit on the couch for 30K,” run by feel, enjoy the day60:00 Wrap: the shared themes + final mindset for race day01:10:00 Recap from Chris on top 15 tipsExternal linksSingapore FalconsSingapore Falcons RC Instagram: https://www.instagram.com/sgfalconsrc/Contributors (Instagram)Alice Brabham: https://www.instagram.com/fit_as_training/Andreas Vagner: https://www.instagram.com/icyandiBuffalo Running Co (Coach Harry / BuffCo): https://www.instagram.com/buffco.hk/Endurance Asia (all socials)Website: https://www.enduranceasia.com/YouTube: https://www.youtube.com/channel/UCUHv2YWma06vKwlzs53WZ5gInstagram: https://www.instagram.com/enduranceasiaFacebook: https://www.facebook.com/enduranceasiapodX (Twitter): https://twitter.com/enduranceasia_LinkedIn: https://www.linkedin.com/company/endurance-asia/

In this episode Eric explores the unique enthusiasm and passion that missionaries of the past have had for heading out into the wild and doing difficult life-threatening things—things that cause the modern North-American Christian to shrink back in fear. Is it possible for each of us as believers today to have the same excitement—the same daring—the same readiness in us?------------» Take these studies deeper and be discipled in person by Eric, Leslie, Nathan, and the team at Ellerslie in one of our upcoming discipleship programs – learn more at: https://ellerslie.com/be-discipled/» Receive our free “Five Keys to Walking Through Difficulty” PDF by going to: https://ellerslie.com/subscribe/» For more information about Daily Thunder and the ministry of Ellerslie Mission Society, please visit: https://ellerslie.com/daily» If you have been blessed by Ellerslie, consider partnering with the ministry by donating at: https://ellerslie.com/donate/» Discover more resources, books, and sermons from Eric Ludy by going to: https://ellerslie.com/about-eric-ludy/

A new Netflix movie dropped, so of course we need to check it out! Can we take the tale of the Bamboo Cutter and turn it into a compelling story with cute anime girls singing? Maybe! Tune in today for our review of Cosmic Princess Kaguya0:00 - Intro0:46 - First impressions2:32 - Pacing a 2.5 hour movie11:24 - Sticking the landing18:55 - Throuple vs Mother-Daughter23:48 - References and similarities to other shows31:51 - Miles' vocaloid era and what is a vocaloid?36:37 - Yachiyo's identity38:06 - Favorite songs (or lack thereof)42:40 - The world of Tsukuyomi 49:11 - Neon Genesis Princess Kaguya52:07 - Final thoughts

Send a textIn this episode, I'm talking about something called zoochosis. A term used to describe distress in captive animals, and how something very similar might be happening to us as humans in the modern world.Support the showJoin the Patreon community https://www.patreon.com/richardnicholls Social Media Links Bluesky https://bsky.app/profile/richardnicholls.net Threads https://www.threads.net/@richardnichollsreal Instagram https://www.instagram.com/richardnichollsreal Facebook https://www.facebook.com/RichardNichollsAuthor Youtube https://www.youtube.com/richardnicholls TikTok https://www.tiktok.com/@richardnichollsauthor X https://x.com/richardnicholls

Marathon Training & Pacing: Strength Work, Heart Rate Zones and an Accidental PB50,000 downloads, accidental PBs, and marathon miles — there's a lot to unpack in this episode.Rob, Ben and Emma kick things off celebrating a huge milestone for the podcast before diving into their latest training weeks. From CrossFit sessions and track intervals to long-run strategies and heart rate zones, the trio break down what's working, what's hurting, and what's helping them move closer to their goals.Emma shares how structured workouts, strength training, and pacing discipline are boosting her confidence — including a spontaneous race that turned into an unexpected personal best. The conversation also explores how mindset, recovery, and even the menstrual cycle can influence performance, highlighting why understanding your body is key to training smarter.Along the way there's plenty of Couch to Coached honesty: the joy of tired legs after a good session, the importance of community support, and why having a coach can make all the difference when preparing for marathon season.A motivating episode about celebrating progress, trusting the process, and building confidence one run at a time.HighlightsCelebrating 50,000 podcast downloadsCrossFit and strength training for runnersHeart rate zones and smarter pacingThe impact of the menstrual cycle on performanceEmma's accidental race and unexpected PBThe value of structured workouts and coachingCommunity support and training motivationLong runs and marathon preparationFollow us on Instagram, subscribe on YouTube, and watch us LIVE every Monday.And don't forget — join the Couch to Coached Strava run club by searching Couch to Coached on Strava. Hosted on Acast. See acast.com/privacy for more information.

Matt sits down with Kaʻeo Kruse from Stryd to break down how running data can improve HYROX performance. Later, Alaskan athletes Chad Trammell and Lars Arneson join the show to talk about their impressive Pro Doubles debut at HYROX Phoenix. Topics Kaʻeo Kruse (Stryd) • Hawaii → Harvard → UVA running career • Training with USA Triathlon in Boulder • Understanding running power and pacing • Matt's HYROX Phoenix data breakdown • Cadence vs stride length • Efficiency and avoiding anaerobic spikes Chad Trammell & Lars Arneson • Chad winning World's Toughest Mudder • Lars' Nordic skiing background • Training for HYROX in Anchorage • Fourth place in HYROX Phoenix Pro Doubles • Race strategy and pacing • Why lunges and wall balls cost them time Summary First up, Matt talks with Kaʻeo Kruse from Stryd about how running data can help HYROX athletes race smarter. Kruse explains his background as a runner at Harvard and UVA before transitioning to triathlon and training with USA Triathlon in Boulder. Using Matt's race at HYROX Phoenix as a case study, they break down pacing, cadence, stride length, and running power. The data showed how maintaining consistent effort led to a five-minute improvement and why even small efficiency gains can make a big difference in HYROX racing. In the second half of the episode, Matt catches up with Chad Trammell and Lars Arneson from Anchorage, Alaska. Trammell reflects on winning World's Toughest Mudder and the early days of obstacle racing, while Arneson talks about his background as a Nordic skier and mountain runner. The pair recently finished fourth in Pro Doubles at HYROX Phoenix with a time of 50:41, despite only doing a handful of strength workouts together. They break down their race strategy, where they lost time, and whether they'll pursue the Elite 15 Doubles races moving forward. Guest Links:  Kaʻeo Kruse from Stryd| Lars Arneson & Chad Trammell Listen on Apple or Spotify Support us through The Cup Of Coffee Follow Hybrid Fitness Media on IG  

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

Honoring One's Own Timing and PacingIn this episode, Bev and Sarika discuss:​Sarika's backstory around coaching ​Timing versus pacing​What you might be hearing as a coach to know timing or pacing are presentKey Take-aways:​Get curious about your own timing and pacing​If you are feel called to work on timing and pacing with Sarika, reach out to her using contact info belowAbout Sarika:I am an ICF certified Transition Coach, mindfulness mentor, and a former corporate leader. I help executives, leaders & professionals navigate pivotal transitions & embrace their evolving chapter with clarity, confidence & alignment.As a transition coach:I partner with clients across career stages, including those moving into or within leadership and executive roles. These transitions can arrive with external momentum such as expanded scope, new roles, strategic shifts, new management/stakeholders, or long-considered change. Yet internally they can bring uncertainty, new expectations, misalignment, & a need for re-invention.If you are stepping into a broader or unfamiliar leadership scope, navigating a promotion, settling into a new role expansion, repositioning yourself, considering a career or leadership pivot, responding to an organizational or life change, at a consequential crossroads about your next chapter, or dealing with misaligned expectations, I can help you move into your evolving chapter with high clarity, confidence & aligned momentum.As a mindfulness mentor:I offer mindfulness immersion with neuroscience-based breathwork, perspective-shifting reframing, and mind-expanding gratitude practices that allow you to reset, distill mental clutter, regulate your nervous system, and step into heightened awareness. I am a certified reiki master and a visual artist.Background:I have an undergraduate degree in economics, and a postgraduate degree in business management. I bring with me 20+ years of corporate leadership experience at Disney Star, as the head of International Operations for UK, Europe, South Africa.I live in San Francisco, California.Stay connected:LinkedIn: https://www.linkedin.com/in/sarikashankarnarayan/ Instagram: Coaching@evolvingintoMindfulness @makemindfulnessahabit About Beverly:Beverly Sartain is the President of the Holistic Coach Training Institute, where she trains coaches on coaching skills and a holistic approach. The Holistic Coach Certification Programs are ICF Level 1 and Level 2 accredited that focuses on a holistic approach to coaching. We see clients as whole, complete and resourceful to create creative solutions to their challenges and dreams. During her ten-year career in nonprofits, she managed and developed domestic violence and co-occurring residential programs. Beverly is a Certified Addictions Professional. She has her PCC (Professional Certified Coach) from the ICF and loves developing human beings through coaching.Connect with HCTI:Sign-up for Holistic Coach Newsletter ⁠⁠⁠⁠⁠⁠⁠⁠here.⁠⁠⁠⁠⁠⁠⁠⁠Sign-up for a Discovery Call ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ so you can join our Holistic Coach Certification Program or receive coaching.Request to join no cost FB group: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.facebook.com/groups/holisticcoachnetwork⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://holisticcoachtraininginstitute.com/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

What does it really take to lead meaningful change in schools — not just adopt new strategies, but fundamentally shift practice? In this powerful conversation, Zaretta Hammond joins Lindsay on the Time for Teachership podcast to discuss her latest book, Rebuilding Students' Learning Power: Teaching for Instructional Equity and Cognitive Justice. Together, we explore what it means to pursue cognitive justice, why change is so difficult in schools, and how instructional leaders can move beyond surface-level reforms toward true transformation. Zaretta challenges leaders to examine the mental models and explanatory stories that drive their decisions. She explains why many well-intentioned reforms — even progressive ones — can unintentionally maintain cognitive redlining. Most importantly, she offers a roadmap for leading change that centers students as learners, not just participants. This is not a conversation about adding one more strategy. It's about rethinking the recipe.   Key Takeaways 1. Cognitive Justice as the Dream Zaretta's vision for education is rooted in cognitive justice — ensuring every student becomes a powerful, independent learner. Colonization and systemic inequities have historically underdeveloped the cognitive capacity of marginalized communities through invisible sorting mechanisms. Instructional equity requires intentionally countering those systems.  2. Resetting Mental Models Change does not begin with new strategies. It begins with interrogating the explanatory stories we tell ourselves: What narratives do we hold about students and families? Where did those beliefs originate? How do those stories drive our instructional decisions? Leaders must first collect and examine the stories circulating in their schools before attempting transformation. 3. From Pedagogy of Compliance to Pedagogy of Possibility Many school systems still operate within a "grammar of schooling" that hasn't shifted in over a century. Pacing guides, engagement checklists, and surface-level reforms often reinforce compliance rather than build learning power. The shift requires: Integrating "learning how to learn" skills into curriculum pacing Designing classrooms as cognitive apprenticeships Creating productive struggle Moving students from novice → journeyman → mastery 4. Beware of Poor Proxies for Learning Observable engagement does not equal learning. Students repeating learning targets, appearing busy, or using the right jargon can create an illusion of learning. Leaders must develop a science-of-learning lens to avoid being misled by these poor proxies. Professionalism in education requires ongoing inquiry into instruction — not just strategy adoption.   Get Your Episode Freebie & More Resources On My Website: https://www.lindsaybethlyons.com/blog/247    Connect With Guest Zaretta Hammond: Website: www.ready4rigor.com  LinkedIn: https://www.linkedin.com/in/zaretta-hammond-2b122ba/ 

Grab your paddles and your prestige cinema goggles—it's time for another episode of Podcast Assemble. Tommy and DL are fresh off loving Knight of the Seven Kingdoms (finally, restrained Westeros) and Fallout Season 2 (yes, it somehow maintained the quality). Then it's onto Marty Supreme (2026)—a film about ambition, ego, and table tennis… apparently.Timecodes:(00:00) Intro(06:44) What Have We Been Up To?(21:57) SPOILERS START! Fallout S2 & Games(24:44) SPOILERS END! Fallout S2 & Games(24:44) MAIN TOPIC: Marty Supreme(25:40) Cast & Crew(26:15) Stupid Plot Summary(27:18) Plot(28:49) Who stays a Human, while everyone else are Muppets?(30:41) Opinions(34:57) Pacing(43:52) Theme(45:01) 3 Best & 3 Worst(48:47) Critical Reception(50:38) Better or Worse than Aquaman (2018)?(51:28) START SPOILERS for Marty Supreme!!(1:01:00) END SPOILERS for Marty Supreme!!(1:01:00) Trivia True Or False(1:06:29) Wrapping UpMain Topic:We're two thirds into our anxiety inducing trilogy, after Bugoni we serve up Marty Supreme (2026), the strange, swaggering story of a ping-pong prodigy clawing his way through 1950s America—part sports biopic, part character study, part fever dream. It's stylish, self-aware, and occasionally unhinged, balancing satire with sincerity in ways that shouldn't work—but kind of do. Tommy bought into the bravado. DL appreciated the craft, even when the film leaned a little too hard into myth-making. It's less about table tennis and more about obsession—because in this world, every rally is a war.Is Marty Supreme an offbeat sports classic—or just a very expensive inside joke about ping pong? Let us know at thepodcastassemble@gmail.com or hit us up on socials.Website || Instagram || Twitter || YouTube || Email****************************And while we've got you, we'd love it if you gave us a 5 star review ⭐️⭐️⭐️⭐️⭐️ and let us know what you think of the show.#podcast #moviereview #movietok#MartySupreme #SportsDrama #FalloutSeason2 #KnightOfTheSevenKingdoms #PrestigeCinema

Are you feeling the “fried” sensation of constant juggling? In this episode, we explore how to stay productive without burning out, especially when managing multiple responsibilities. We dive into the “Wellness Battery” concept, the power of firm “Hard Stops,” and why cognitive strain—not just hours worked—is the new driver of exhaustion. Learn tactical strategies like […]

Send a textIn this episode, hosts Beth McMullen and Lisa Schmid welcome back author and literacy advocate Fleur Bradley. The discussion centers on the importance of mysteries in keeping kids reading, the structural "nuts and bolts" of writing for middle grade (MG) versus young adult (YA) audiences, and the release of Bradley's new craft book designed to help writers navigate the genre. Get A Clue is available for preorder right now! Releases April 7th.Key Discussion PointsAddressing the Literacy "Drop-off"Statistics show a significant decline in reading for pleasure as children move from 3rd grade into middle school.Middle grade and YA mysteries act as a "hook" to keep reluctant readers engaged because of their high stakes and interactive nature.Mysteries foster critical thinking and deductive reasoning, making the reader an active participant in the story.Crafting the MG and YA MysteryThe "Fair Play" Rule: In a successful mystery, the reader must be given all the clues necessary to solve the crime alongside the protagonist.Pacing and Momentum: Unlike contemporary fiction, which may focus heavily on internal character arcs, mysteries require constant external momentum and "beats" to keep the reader turning pages.Revision Strategies: Using a structural approach during the revision process can help identify "sagging middles" and ensure clues are properly planted.Defining the Crime by Age CategoryMiddle Grade (MG): * The focus is on the puzzle and the "how."While murder can be a plot point, it should be handled with a "cozy" sensibility—minimal gore and focused on the intellectual challenge.Young Adult (YA): * Allows for more "grit," darkness, and emotional complexity.Authors have more flexibility regarding the types of crimes and the level of peril involved.Practical Advice for Aspiring AuthorsWriters are encouraged to focus on the "nuts and bolts" of plotting early on.Implementing "Your Turn" exercises—taking a specific craft lesson and immediately applying it to a current manuscript—is the most effective way to learn the genre.Character voice is paramount; testing a character's voice through short scenes can determine if they are strong enough to carry a full-length mystery.Key TakeawaysMysteries are essential tools for literacy because they turn reading into a game or puzzle.Structure is the backbone of the genre; without a solid plot and well-timed clues, a mystery will lose its audience.Understanding the specific expectations of the MG vs. YA market is crucial for publication success. Support the show Visit the WebsiteWriters with Wrinkles Link Tree for socials and more!

Join us for an engaging sample of The Straight Dope Show episodes 330 and 331, where we dive deep into the world of music and pop culture! In this episode, we explore the sounds of artists like Ty Dolla $ign, Brent Faiyaz, and Masego, discussing their unique styles and the impact they have on the music scene. We also share our thoughts on live performances, comparing the experiences of artists like Kali Uchis and Vince Staples. Plus, we tackle the much-anticipated live-action adaptation of Avatar, dissecting its pacing, character portrayals, and how it stacks up against the beloved original series. Tune in for a lively conversation filled with insights, critiques, and plenty of laughs!Download Rock Da Crowd TV on Roku, Apple, and Android devices to watch new episodes of The Straight Dope Show![00:02:00] Masego and his saxophone.[00:05:17] Live performance versus recorded music.[00:10:56] Marketing a singer's voice.[00:11:51] Music recommendations.[00:16:32] Avatar's impact on generations.[00:20:59] Pacing issues in adaptations.[00:25:38] Character portrayal in Avatar.

Are you making this gravel pacing mistake? It could be costing you 30 minutes or more — and you won't even feel it happening until it's too late.   In this video, Coach Frank breaks down the #1 pacing mistake I see in gravel race power files, why it happens, and exactly how to fix it. I'll show you the one tactical decision you need to make in the first hour of your next gravel race that could save you 30 minutes — without being any more fit than you already are. What you'll learn: - Why gravel racing is really a time trial (and why that changes everything) - How to use Intensity Factor (IF) as your real-time pacing gauge - The art of "self-dropping" — and why the tortoise always beats the hare - A 4-step process for finding the right group without blowing up - First-hour IF targets for every race duration from 2 to 8+ hours Want course-specific pacing instructions in watts for YOUR next gravel race? CoachCat's AI can give you section-by-section wattage targets so you always know what's too hard and what's just right.

Today we look into your race day logistics. Things to think about beforehand so they are not taking up space in your brain on race day. We get into realistic race goals and how to give yourself the best chance for a good race. We talk about how to deal with brick legs off the bike. Is it something you can train more for or is it something you have to get used to. We dive into transition preparation and time saving techniques, some which are guaranteed to save you several minutes if you're not already doing them. And we look at having to go to the bathroom during the race. I know, but it is definitely another area that can cost you a ton of time. We also discuss the recent Barkley Marathons and here's a link to the mini-documentary we referenced..  Barkley Marathons mini-doc. - https://www.youtube.com/watch?v=eXi4xHj4SfU&t=19s Come join us at one of our awesome Camps: Nashville, May 13-17 - https://runsignup.com/Race/TN/Nashville/2026Camp Madison, Wisconsin, July 30-Aug 2 - https://c26triathlon.com/camps/triathlon-camp-wisconsin-2026/ Topics: What is a realistic goal time for a first-time Ironman, and how should I pace each leg Shoot for a wide window… it's like a long putt… trying to make it when you don't need to is risky business….. Fake Fresh What should I put in my bike and run "Personal Needs" bags? How can I manage the "jelly legs" sensation when I start the marathon? What is the best strategy for minimizing time in the transition areas (T1 and T2)? What's the protocol for using the restroom (or peeing) during the race?   Mike Tarrolly - mike@c26triathlon.com Robbie Bruce - robbie@c26triathlon.com

Summary: What if work didn't have to feel exhausting, overwhelming, or misaligned with who you are? In this powerful episode of On the Brink with Andi Simon, I sit down with executive coach and HR consultant Lindsey Barnett, author of Working Hell to Working Well, to explore how individuals and organizations can transform the workplace experience. In a world where burnout feels commonplace and "busy" has become a badge of honor, what if we paused long enough to ask: Does work have to feel this hard? Designing the Workplace of Tomorrow, Today In a recent episode of On the Brink with Andi Simon, I had the pleasure of speaking with Lindsey Barnett—executive coach, HR consultant, and author of Working Hell to Working Well. Lindsey's journey from anthropology student to organizational change leader offers a fresh and deeply human lens on how we can transform our workplaces—and ourselves. As someone who often describes myself as a corporate anthropologist, I was delighted to discover Lindsey once used that same phrase. Her academic roots in anthropology and organizational behavior shaped her understanding that companies are, in many ways, small-scale societies. They have rituals, hierarchies, insiders and outsiders, power dynamics, and shared myths. When conflict arises at work, it is rarely just about tasks—it's about people navigating culture. Lindsey Barnett was Finding Her Through Line Lindsey's path was anything but linear. She began studying archaeology, fascinated by the lives of people long gone. But as research leaders increasingly asked her to help with team dynamics, she realized her gifts were better used with the living. She moved into advertising, then human resources, always following a deeper curiosity about human behavior. Later, when her family relocated to Australia, she experienced a powerful shift. As a working mother who suddenly was not working, she confronted a loss of identity. That moment became pivotal. Through reflection, Lindsey identified what she calls her "Three I's"—the core needs she must meet to feel fulfilled in her work: Intellectual challenge Impact Interaction Once she named them, she saw that these needs could be met in multiple ways. Writing children's books, forming a writers' group, and returning to organizational development were not disconnected moves. They were creative responses to those core needs. There is a powerful lesson here: when you understand what truly energizes you, your options expand dramatically. The Workplace Stalemate In Working Hell to Working Well, Lindsey addresses a tension many of us recognize. Leaders often say, "You are responsible for your own wellbeing." Employees respond, "How can I manage my wellbeing when expectations and workloads are out of control?" The result? A stalemate. Lindsey's approach is pragmatic. Don't wait for the other side to change. Start with what you can control. Model healthier behaviors. Create safety through example. When leaders visibly leave work to attend a child's event—or even "leave loudly," as one leader she interviewed described—something shifts. Turning off the lights, closing the laptop, and saying goodbye intentionally signals permission. Culture changes through what is normalized. The Three P's: A Practical Framework for Working Well For those who want tools, Lindsey offers a memorable framework: Planning, Pacing, and Playing. Planning doesn't require a 30-page strategy document. It can be as simple as choosing one intentional action—like buying a larger water bottle to improve hydration. Small commitments, consistently executed, compound into meaningful change. Pacing involves awareness. Are you rushing blindly toward tasks? Are you collaborating across silos or duplicating effort? Slowing down just enough to ask better questions can unlock faster progress. Playing introduces experimentation and curiosity. Whether you call it "play" or a "pilot project," approaching change with a spirit of experimentation reduces fear of failure. Play fuels innovation. These aren't abstract concepts. They are immediately actionable. Charging Your Energy Battery Beyond productivity, Lindsey speaks about energy. Traditional advice focuses on sleep, diet, and exercise. While important, she expands the conversation into three types of energy that recharge us: Creative Energy: Designing, building, imagining. Creativity restores vitality. Connection Energy: Relationships, purpose, time in nature, or alignment with mission. Completion Energy: Finishing something—even something small. Making the bed or folding laundry can provide a tangible sense of accomplishment that renews motivation. During the pandemic, some executives criticized employees for doing laundry at home. Lindsey reframes this. Completion energy matters. Small wins sustain momentum. As anthropologists of work, we must ask: what assumptions are we carrying about productivity that no longer serve us? The Power of the Pause When asked to share her top advice, Lindsey emphasized one simple but profound practice: pause. In a culture obsessed with output, pausing can feel counterintuitive. Yet it is in the pause that we ask: Do I need to be doing this? Is there a better way? What does my body need right now? Who else should be involved? The pause creates space for intention. And intention drives sustainable change. Role Modeling Change Culture does not shift because of policies alone. It shifts because people see others behaving differently and feel safe to do the same. Whether it's taking a midday walk, setting boundaries around meetings, or openly prioritizing family, visible modeling invites replication. As Lindsey shared, we don't have to wait for permission to begin. From Observation to Innovation What I appreciate most about Lindsey's work is its grounded optimism. She does not deny that workplaces can feel like "working hell." But she believes transformation is possible—through small actions, mindful energy management, and courageous modeling. As you reflect on your own work life, consider: What are your core needs? Where could you plan one small shift? What might you pace differently? How could you introduce more play? And perhaps most importantly: when will you pause? If we are willing to observe our own habits with anthropological curiosity, we can turn those observations into innovations. That is how we move—from working hell to working well. To learn more about Lindsey Barnett and her book, visit your favorite bookseller or connect with her on LinkedIn. Lindsay's profile: linkedin.com/in/lindsaykbarnett Website: barnettcoaching.com Email: lindsay@barnettcoaching.com Connect with me: Website: www.simonassociates.net Email: info@simonassociates.net Learn more about our books here: Rethink: Smashing the Myths of Women in Business Women Mean Business: Over 500 Insights from Extraordinary Leaders to Spark Your Success On the Brink: A Fresh Lens to Take Your Business to New Heights Now--it is time to share our new book with our listeners. Rethink Retirement: It's Not The End--It's the Beginning of What's Next. Out on Amazon and soon in your local bookseller.                                                                            Rethink Retirement: The Workbook Listen + Subscribe: Available wherever you get your podcasts—Apple, Spotify, Stitcher, YouTube, and more. If you enjoyed this episode, leave a review and share with someone navigating their own leadership journey. Reach out and contact us if you want to see how a little anthropology can help your business grow.  Let's Talk! From Observation to Innovation, Andi Simon, PhD CEO | Corporate Anthropologist | Author Simonassociates.net Info@simonassociates.net @simonandi LinkedIn

The premise (simple, but the film isn't): A privileged but messy NYC teenager, Lisa (Anna Paquin), causes a moment of distraction that leads to a bus hitting and killing a woman (Allison Janney). In the immediate aftermath she lies to the police—claiming the light was green—helping the driver (Mark Ruffalo) avoid consequences. The rest of the film is Lisa spiralling through guilt, grief, anger, and a need to “make it right,” while the city and everyone around her keep moving.What we talked about:Peak New York energy: classrooms full of political debate, constant noise, constant arguing, constant opinion. It feels like a movie made by New York about New York.The accident scene is brutal and effective: the sound design, the “oh God she's under the bus—no she isn't” reveal, the shock of the detached leg detail.Lisa as a catalyst/chaos engine: she's manipulative early (cheating, playing people), then becomes obsessive—fixated on getting the driver off the road.Adults failing her, repeatedly:Her mum is emotionally absent (Broadway ambitions, new relationship), and the mother–daughter conflict goes nuclear (including a shocking insult).The system shrugs: the driver is exonerated, and later the legal route becomes a cold negotiation rather than “justice.”The legal thread: the case can only move via next-of-kin dynamics; settlement money becomes the lever; but discipline for Ruffalo's driver is off the table because it implies guilt.Matt Damon “week” irony: Damon is barely in it—yet appears in the trailer—making the pick feel like a forced “hipster” choice.The uncomfortable Damon subplot: a teacher boundary-crossing storyline that lands badly and makes the film feel grimier, not deeper.Performances / cast notes: Big ensemble, lots of “oh wow, they're in this” energy: Paquin carries it; Ruffalo is an outright asshole; Allison Janney's presence is seismic even with limited time; plus Jean Reno, Matthew Broderick, and more orbiting the core. Pacing / vibe: Overlong, heavy, and (for us) pretentious rather than profound—with the most compelling parts being the accident's immediacy and the moral rot that follows. Theatrical cut runs about 149 minutes, with a longer 186-minute extended cut also out there. Verdict from us: Lukewarm-to-negative recommend. Strong craft and acting in places, but frustratingly long, emotionally abrasive, and not remotely worth it as a “Matt Damon week” entry.You can now text us anonymously to leave feedback, suggest future content or simply hurl abuse at us. We'll read out any texts we receive on the show. Click here to try it out!We love to hear from our listeners! By which I mean we tolerate it. If it hasn't been completely destroyed yet you can usually find us on twitter @dads_film, on Facebook Bad Dads Film Review, on email at baddadsjsy@gmail.com or on our website baddadsfilm.com. Until next time, we remain... Bad Dads

Episode 123 :Designing Reading Lessons That Outlast the Pacing GuideGoal: The goal of this episode is to help you design literacy lessons that promote transfer and long-term learning — even when that means making intentional decisions beyond the pacing guide.We talk about: 1.Combining interleaving and concept mapping in your         literacy classroom. 2. Recap of chapter 4 and 6 of Smart Teaching Stronger Learning 3. Strategies that you can implement in your classroom today. Links to resources mentioned in the podcast:Grab my free guide for keeping your mini lesson mini Book a discovery call for one on one coaching or school professional developmentLink to the book (affiliate link)Next Steps: If this episode resonated with you, take a screenshot of the episode and tag me on instagram @msevamireles. This helps my show remain active in order to continue to help other upper elementary teachers get ideas they can use in their class today.The Reading Teacher's Playbook Search for my show on iTunes or Stitcher.Click on ‘Ratings and Reviews.'Under ‘Customer Reviews,' click on “Write a Review.”Sign in with your iTunes or Stitcher log-in infoLeave a Rating: Tap the greyed out stars (5 being the best)Leave a Review: Type in a Title and Description of your thoughts on my podcastClick ‘Send'Leave a Rating and Review:

* Blades in Depth: With an Axe in Hand* Interlude: With a Tale to Tell* Liferock corrupted by a Horror that resembles the way the Horror operates* Objective: Find a Troubadour who can provide information about the liferock* Campaign context and purpose of the interlude* Open format -- can easily substitute with an existing NPC or change location* Adventure written by Nicole Lindroos* Josh talks about his acquaintance with Nicole* Josh talks about the weirdness of being a "peer" in the RPG industry* Reminding Dan he has also contributed to Earthdawn* Act 1: Journey through the Tylon Foothills* Encounters with villages on route to the liferock* Purpose of this stage of the adventure* Darkest adventure of the campaign* Narrative importance of the curse and its consequences* "The only way out is through"* Summarize the three encounters in Act 1* Act 2: The Corrupted Liferock* Asmersious, the lone survivor* Message from the Seven Spokes* Wait for Asmersious to wake up from hibernation* Attack by obsidiman Horror constructs* Objective other than simply killing the PCs* Act 3: Return Journey* Consequences of the curse* Reason for the tragedies and character motivation* Pacing of the later adventures* Take care with the dark themes, but Josh advises not overly downplaying them* Lots of material in a relatively small spaceFind and Follow:Email: edsgpodcast@gmail.comYouTube: https://www.youtube.com/@EDSGPodcastFind and follow Josh: https://linktr.ee/LoreMerchantGet product information, developer blogs, and more at www.fasagames.comFASA Games on Facebook: https://www.facebook.com/fasagamesincOfficial Earthdawn Facebook Group: https://www.facebook.com/groups/officialearthdawnFASA Games Discord Channel: https://discord.gg/uuVwS9uEarthdawn West Marches: https://discord.gg/hhHDtXW

Joel Unema is a high-performance rock climber and coach for Climb Strong, and has climbed V14 and 5.14b. We talked about how Tyler Nelson helped him unlock V14 finger strength, how Steve Bechtel helped him send a 20+ move roof boulder, how to optimize your power endurance for a sport climbing trip, and much more. Buckle up for a good old-fashioned training chat. The Nugget Training App (14-Day Free Trial)

In this episode of the Healthy, Wealthy and Smart podcast, Dr. Karen Litzy speaks with Dr. Orit Hickman about the evolving understanding of persistent pain and the implications for physical therapy practice. They discuss personal journeys in understanding pain, the importance of modern pain science, and the need for a supportive therapeutic environment. The conversation also covers practical steps clinicians can take to better serve patients with persistent pain, the challenges posed by healthcare systems, and the transition towards a more patient-centered model of care.   Takeaways   ·     Pain management requires understanding both the physical and psychological aspects of pain. ·      Modern pain science emphasizes the importance of education in treatment. ·      Therapists must create a safe environment for patients to discuss their pain. ·      Pacing and nervous system safety are crucial in treatment plans. ·      Capacity and tolerance must be assessed to tailor treatment effectively. ·      Healthcare systems often hinder the implementation of evidence-based practices. ·      Clinicians should focus on building trust and rapport with patients. ·      Transitioning to a patient-centered model can improve outcomes. ·      Listening to patients is key to understanding their unique experiences. ·      Team collaboration and shared vision are essential for successful practice.   Chapters   ·      00:00 Introduction to Persistent Pain and Evolving Science ·      03:06 Personal Journeys in Understanding Pain ·      05:53 Modern Pain Science in Clinical Practice ·      09:06 Therapeutic Environment and Patient Engagement ·      11:52 Pacing and Nervous System Safety ·      15:02 Capacity vs. Tolerance in Pain Management ·      17:49 Healthcare System Challenges in Pain Treatment ·      21:51 Transitioning to a Patient-Centered Model ·      26:37 Practical Steps for Clinicians ·      33:50 Lightning Round: Myths and Hope in Pain Care   More About Dr. Hickman: Dr. Orit Hickman is a doctor of physical therapy and founder of Pain Science Physical Therapy in Burien, Washington, where she leads a clinic dedicated to evidence-based care for people with persistent pain. Drawing on 25 years of clinical experience and 16 years of business ownership, she is focused on redesigning how physical therapy is delivered so pain science can truly work in everyday practice. She mentors both new and experienced physical therapists and shares educational content through multiple social media platforms.   Resources from this Episode:   Pain Science PT Website Pain Science PT on YouTube Dr. Hickman on TikTok Pain Science PT on Facebook Pain Science PT on Instagram Dr. Hickman on LinkedIn Pain Science PT on LinkedIn   Jane Sponsorship Information: Book a one-on-one demo here Mention the code LITZY1MO for a free month   Follow Dr. Karen Litzy on Social Media: Karen's Instagram Karen's LinkedIn   Subscribe to Healthy, Wealthy & Smart: YouTube Website Apple Podcast Spotify SoundCloud Stitcher iHeart Radio

Fitz Koehler tackles listener questions on everything from race pacing and the truth about 10,000 steps to sunscreen ingredients, cold-weather running, peptides, quick full-body workouts, and how to stop feeling intimidated at the gym. She also shares smart strategies for staying motivated, recovering when you're completely wiped out, and bouncing back without falling off track. Thanks for keeping The Fitzness Show in the top 3% of all podcasts worldwide. Please subscribe, share, and leave a review.  Order signed copies of You. Supercharged! The Healthy Cancer Comeback Series books at Fitzness.com are on sale now! Join the Hottie Body Fitzness Challenge group on Facebook!    

Micha und Dave sprechen über Return to Silent Hill - und damit auch über eine Freundschaft, die seit über 26 Jahren durch Horrorspiele geprägt ist. Aus gemeinsamen Survival-Horror-Nächten auf der PlayStation, David-Lynch-Filmabenden in der WG und einer „Horrorfreundschaft“, die mit dem ersten Silent Hill begann, entsteht eine sehr persönliche Perspektive auf die neue Filmadaption. Die beiden ordnen den Film nicht nur im Franchise und im Kontext der teils fanatischen Community ein, sondern verknüpfen ihn mit ihrer eigenen Geschichte als langjährige Silent-Hill-Spieler.Der Podcast beschäftigt sich ausführlich mit der Frage, was eine gelungene Videospielverfilmung ausmacht und warum Return to Silent Hill so heftig polarisiert. Dave und Micha sprechen über die schwierige Produktionsgeschichte, das vergleichsweise geringe Budget, Christoph Gans' Rückkehr, die Nähe zur Ästhetik von Silent Hill 2 (inklusive Remake) und die Rolle von Akira Yamaokas Musik und Sounddesign. Sie analysieren visuelle Entscheidungen, Monsterdesigns, Raumgefühl und Pacing und vergleichen diese mit anderen Adaptionen (von Resident Evil bis zu Uwe-Boll-Filmen) ohne in reines Bashing zu verfallen.Statt sich dem Online-Negativ-Hype um „den schlechtesten Film des Jahres“ anzuschließen, arbeitet die Folge heraus, warum der Film trotz klarer Schwächen sehenswert bleibt und wie er als eigenständige Interpretation von Silent Hill funktioniert. Dabei geht es um Mediumwechsel, Ambiguität, Fan-Erwartungen und darum, wie viel künstlerische Freiheit sich eine Adaption leisten darf. Das Ergebnis ist eine ausführliche, wohlwollend-kritische Analyse für Menschen, die Silent Hill lieben und neugierig sind, ob Return to Silent Hill wirklich nur Verriss verdient oder vielleicht doch „etwas Liebe für eine polarisierende Filmadaption“.Wie Dave im Podcast so schön sagt: „Diskussionen um Kunst und Medien sollten Menschen näher bringen - und nicht auseinander treiben.“ Hosted on Acast. See acast.com/privacy for more information.

#340: Montag und euer neues Podcast-Duo ist zurück!

Madison Liechty joins the Free Outside Podcast and we keep the promise of no hard questions for about five seconds. We talk about her very normal Montana childhood (no horses to school, sorry), how one turkey trot convinced her friend Makena Morley to start coaching her toward big marathon goals, and why the trail world, where you can eat bacon mid-race, ended up being a better fit.Follow Madison on Instagram: https://www.instagram.com/madison_liechtyThen it gets unexpectedly real. Madison explains living her whole life unable to burp, how that made long trail races brutal from a fueling standpoint, and how getting treated for R-CPD flipped everything. Suddenly, she can actually eat deep into efforts, trail running gets fun, and she wins her first 100 miler. Now she's heading into Black Canyon with her dad pacing the last miles, plus bigger dreams on the horizon like Hardrock and UTMB.We also get into Bozeman training culture, 5 a.m. long runs, pacing her dad at a stack of hundred milers, a grizzly encounter in the Beartooths, and her long-term vision: keep building as a trail runner, and someday open the post-adventure bakery truck Bozeman needs.Chapters00:00 Introduction and Background06:06 Early Running Journey11:14 Transition to Trail Running16:05 Overcoming Challenges in Trail Running21:03 The Impact of Medical Issues on Performance26:00 Baking Dreams and Future Aspirations30:50 The Bakery Dream32:00 Afternoon Running Revelation33:11 Pacing and Family Bonds36:21 Black Canyon Race Reflections41:32 Future Goals in Trail Running48:19 Balancing Engineering and Running50:06 Wildlife Encounters in the Wild West52:55 Training with Fast FriendsSupport our Sponsors: Sawyer: https://sawyerdirect.net/Janji (code: Freeoutside): https://snp.link/a0bfb726CS Coffee: CSinstant.coffeeGarage Grown Gear: https://snp.link/db1ba8abSubscribe to Substack: http://freeoutside.substack.comSupport this content on patreon: HTTP://patreon.com/freeoutsideBuy my book "Free Outside" on Amazon: https://amzn.to/39LpoSFEmail me to buy a signed copy of my book, "Free Outside" at jeff@freeoutside.comWatch the movie about setting the record on the Colorado Trail: https://tubitv.com/movies/100019916/free-outsideWebsite: www.Freeoutside.comInstagram: thefreeoutsidefacebook: www.facebook.com/freeoutside#Trailrunning #Runningnews #Outdoors #Outdooradventure

In this detailed conversation, Alex Harvey discusses his recent impressive half marathon in Japan, the skepticism around his progression, and his transparent use of Strava to share his full training. Alex breaks down his early marathon times and steady improvement through consistent training. He covers marathon challenges (fueling and getting intensity right), how business and family life fits around training, and his aspirations heading into Tokyo Marathon. He also shares why racing without a strict time goal can be valuable, plus how context-specific training has helped him progress. We also get into his preference for training alone, keeping training efficient, and his approach to diet - along with why he largely avoids strength training and cross training. Follow Alex Instagram: https://www.instagram.com/alexxharvey/ Strava: https://www.strava.com/athletes/46089368/ Work With / Follow Matt Coaching: https://www.sweatelitecoaching.com/coaching-2026 Shareholders Club / Private Feed: https://www.sweatelite.co/shareholders Instagram: https://www.instagram.com/mattinglisfox/ Strava: https://www.strava.com/athletes/6248359 Contact: matt@sweatelite.co Topics 00:00 Introduction and Recent Achievements 00:10 Addressing Skepticism and Progression 02:42 Early Running Experiences 03:51 Transition to Serious Training 05:05 High School and Early Twenties 07:35 Inspiration to Start Running 09:38 Recent Race Highlights 12:59 Training Philosophy and Volume 17:48 Training Alone and Flexibility 19:42 Speed Work and Coaching 24:28 Long Runs and Marathon Preparation 25:03 Training in the Heat: Adapting to Queensland's Climate 26:02 Key Training Sessions: Building Endurance and Speed 27:09 Mental Strategies for Pacing and Performance 30:21 Fueling Challenges and Solutions 33:34 Balancing Life: Business, Family, and Running 38:28 Speed and Distance: Exploring Potential and Preferences 41:59 Diet and Weight Management for Optimal Performance 44:45 Cross Training and Strength Training Insights 47:16 Final Thoughts and Where to Follow

Join Digital Education Committee Member and podcast host Jason T. Jacobson, MD, FHRS, along with this week's guest contributors, Gaurav A. Upadhyay, MD, FHRS and Pugazhendhi Vijayaraman, MD, FHRS for this exciting conversation! This Heart Rhythm Journal article explores the electrophysiologic signatures that occur during left bundle branch pacing (LBBP) as lead position changes, with a focus on identifying "uninterrupted transition" patterns in recorded electrograms. The findings help clarify how subtle lead movement within the interventricular septum can alter electrogram morphology and capture behavior, improving clinicians' ability to confirm true conduction system engagement during implantation.  Read the article  Learning Objectives Describe the electrophysiologic basis of lead position–dependent electrogram changes observed during left bundle branch pacing. Differentiate uninterrupted transition electrogram patterns from other pacing capture transitions (e.g., septal capture vs LBB capture).  Apply electrogram transition findings to improve procedural decision-making for confirming optimal lead placement during LBBP implantation. Article AuthorsJiabo Shen, MD, Longfu Jiang, MD, Hao Wu, MD, Lu Zhang, MD, Hengdong Li, MD, Lifang Pan, MD Podcast ContributorsGaurav A. Upadhyay, MD, FHRS Pugazhendhi Vijayaraman, MD, FHRS Jason T. Jacobson, MD, FHRS Host and Contributor Disclosure(s): J. Jacobson Honoraria/Speaking/Teaching/Consulting: Zoll Medical Corporation, Vektor Medical Inc. Stocks, Privately Held: Atlas 5D Research: CardioFocus, Inc. Membership on Advisory Committees: Abbott Medical, Johnson and Johnson G. Upadhyay  Honoraria/Speaking/Teaching/Consulting: Boston Scientific, Abbott, Medtronic, Biontronik, Zoll Medical Corporation P. Vijayaraman   Honoraria/Speaking/Consulting: Medtronic, Boston Scientific, Biotronik, Abbott Medical, Abbott Research: Medtronic Fellowship Support: Medtronic   Staff Disclosure(s) (note: HRS staff are NOT in control of educational content. Disclosures are provided solely for full transparency to the learner): S. Sailor: No relevant financial relationships with ineligible companies to disclose.  

Hi there! Feel free to drop us a text if you enjoy the episode.In this episode of the New England Endurance Podcast, host Art Trapotsis speaks with Skip Thomas and Karen Smyers about the B2VT Ride and the VT Monster gravel event. They discuss the origins of both rides, their evolution over the years, and the community that surrounds these endurance events. The conversation covers the challenges of the course, strategies for participants, and the importance of camaraderie in endurance sports. They also touch on the role of e-bikes, the significance of team spirit, and the charitable aspects of the events. The episode concludes with insights into registration and participation details, emphasizing the welcoming nature of the cycling community in New England.Key Takeaways:The B2VT Ride started as a marketing stunt by Harpoon Brewery.Team Psycho is a Boston-area triathlon team that has evolved into a cycling community.The B2VT Ride is classified as a fun ride with a charitable component.Pacing is crucial for success in endurance events like the B2VT Ride.The course has evolved to include more challenging terrain over the years.Participants can switch between different ride distances leading up to the event.The VT Monster gravel event was created to cater to the growing gravel riding scene.Community support and volunteers are essential for the success of the events.The cycling community in New England is known for its camaraderie and support.This podcast embarks on a journey to showcase and celebrate the endurance sports community in New England.

Pacing panic hits hard this time of year, and if you're feeling behind (again), this episode is for you. I revisit the ever-relevant issue of pacing, helping you assess whether you're truly behind or just holding yourself to unrealistic expectations. We look at the real math behind instructional time, the role of grace for both you and your students, and practical strategies like time audits, prioritization, and letting go of what doesn't matter most. Consider this your permission slip to breathe, reassess, and move forward with confidence...chicken-head intact!Show Notes: https://itsnotrocketscienceclassroom.com/episode221Resources Mentioned:Shop INRS full year curriculum bundlesComplete INRS unitsLabs When Limited free virtual PD course (with lab audit included!) Download your FREE Classroom Reset Challenge.Send me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Follow, rate, and comment on Spotify.Related Episodes and Blog Posts:Episode 92, 5 Ways to Have Precise Pacing and Tight Transitions in Your Secondary Science ClassroomEpisode 116, Behind Schedule? What to Do and How to Prevent It in the FutureEpisode 147, Content Coverage - How to Get Through All the Standards Episode 202, What to Do When Your Students Fail the TestEpisode 203, Who Makes up The Deficit? How to Respond When Students Are Behind

After betrayal, many people feel an intense pressure to move quickly, to decide, to understand, to feel better. That urgency often sounds logical and responsible. But more often than not, it's fear wearing a sensible disguise. In this episode, Luke Shillings explores the concept of pacing, not as avoidance or indecision, but as a skilful, intentional way of healing. You'll learn why betrayal disrupts our sense of time and safety, how urgency can masquerade as intuition, and why moving faster than you can integrate often leads to burnout, doubt, and repeated reversals. This episode is about learning how to slow down without getting stuck, and why healing happens at the speed of safety, not pressure. Key Takeaways Betrayal collapses predictability, which creates urgency Urgency often feels like clarity, but it usually comes from fear Pacing is not avoidance, it's active, intentional restraint Healing fails more often from being rushed than from being slow Decisions made under pressure rarely hold emotionally Intuition is calm; urgency is demanding Slowing down builds self-trust and emotional stability You don't need certainty to heal, you need safety Who This Episode Is For Listeners feeling pressured to “know” what to do next People who appear functional on the outside but feel internally flooded Anyone worried they're taking “too long” to heal Those who want to move forward without forcing clarity A Grounding Reminder You're not behind. You're not failing. You're responding to a loss of safety, and pacing is how that safety returns. Support & Next Steps If you're feeling rushed to make decisions or be “better by now,” support can help you slow the process without stalling it. Through one-to-one coaching and The After the Affair Collective, Luke helps people stabilise, rebuild self-trust, and make decisions from a grounded place rather than fear. Learn more at lifecoachluke.com or reach out directly. You don't need more urgency. You need a steadier rhythm. Connect with Luke: Website: www.lifecoachluke.com Instagram: @mylifecoachluke Email: luke@lifecoachluke.com

You deserve an unforgettable Moroccan adventure. Today I'm talking with Azdean Elmoustaqiim from Destinations Morocco, your guide to a seamless and authentic tour.  Show Notes In our latest podcast episode, Speaker A sat down with Azzedine Elamustakim from Destinations Morocco for a journey through the magic of Morocco. If you're dreaming of vibrant souks, sweeping deserts, epic mountain climbs, and unique cultural experiences, this episode is a must-listen! Here are the key takeaways and tips for your next adventure—plus some behind-the-scenes insights you won't want to miss. Featured Guest: Azdean Elmoustaqiim Born and raised in Marrakesh, Azdean is passionate about helping travelers experience Morocco like a local. Destinations Morocco customizes trips for all travelers, with a special focus on women-led groups and families. Top Adventure Highlight: The Moroccan Desert The desert—especially Merzouga—is a life-changing experience. From caravan rides to luxury camps, it's more than just a one-night stop! Explore fossil mountains, visit nomadic villages, and dive into Gnawa music traditions. Travel Tips from the Show For your first visit: Spend a day in Fes if you're short on time—walk winding car-free streets and travel through centuries in just a few blocks. Active adventures: Morocco has it all—deserts, mountains (hello, Mount Toubkal at 13,000 ft!), and coastlines. Plan your itinerary wisely; sometimes it's better to split north and south. Culture-mixing made easy: Embrace cooking classes, tasting tours, and local market strolls for a real taste of Morocco. Pacing matters: Avoid jam-packed schedules. Leave room for spontaneous moments and downtime! Best Time to Visit Spring (March to June) and Fall (September to November) are ideal for outdoor adventure—pleasant weather, fewer crowds. Cultural Tips Be mindful in rural areas: Ask before taking photos, avoid handshakes with women unless invited, and consider wearing local clothing to blend in and connect. Morocco's diversity means you'll rarely feel out of place; just come with openness and respect. Food to Try: Don't miss the roasted chicken with preserved lemon and green olives—Azzedine's favorite after a long day out! Safety & Language Morocco is safe, welcoming, and multilingual. Don't hesitate to hire a guide for your first visit—they can make all the difference. Connect & Plan Your Adventure Find Destinations Morocco at destinationsmorocco.com to book a discovery call, or tune in to their podcast for more inspiration and tips. Facebook   Instagram Love the show? Subscribe,  rate, review, and share! Sign up for my Newsletter  HERE I'd love to hear your feedback about the show! You can contact me here: rick@ricksaez.com Don't Miss Out! Be sure to check out the full episode for even more travel stories, practical advice, and insider secrets from Rick and Azdean, And as always, if you found the discussion helpful, leave us a rating on Apple Podcasts and share with a friend! Happy adventuring, The Outdoor Adventure Lifestyle Podcast Team

What does it really mean to be "successful" as a high performer… and still feel well? In this episode, I'm joined by Cherylanne Skolnicki — founder and CEO of Brilliant Balance, speaker, and former Procter & Gamble executive — for a rich, honest conversation about ambition, energy, and the seasons of life we all move through. We talk about how the pursuit of more can leave high performers feeling maxed out, even when things look good on paper and how redefining success through the lens of energy, relationships, and life alignment is key to building something sustainable. Cherylanne shares the pivotal moments that took her from corporate leadership to entrepreneurship, how she teaches women to curate their calendars (instead of letting them run the show), and how perfectionism and outdated expectations are silently draining us. You'll hear us explore: What it looks like to honor your current life season Why many women feel disconnected, overextended, or stuck How to manage your energy with clarity and intuition The role of ambition, rest, and recovery in high performance Permission to rewrite what success looks like for you in this season If you've been feeling out of sync or wondering why success doesn't feel the way you hoped, this episode will help you reconnect to what matters most and move forward with more purpose, peace, and clarity. Here are the some great resources I wanted to share with you: https://www.mollyasplin.com/subscribe molly@mollyasplin.com Follow Me on Instagram Growth Day App - 7 Day Free Trial Connect with Cherylanne Follow on Instagram  Brilliant Balance Podcast The Momentum Playbook    Are you looking to improve performance and team effectiveness across your team? Book A Team Effectiveness Consult Here   If this message resonated with you, I'd be so grateful if you'd leave a rating and review—it helps the show reach more high achievers who are ready to do life and work differently. And if you're listening today, take a screenshot of this episode & tag me on Instagram @molly.asplin so I can personally thank you and cheer you on!

Hitting the wall is dreaded amongst all marathoners – but it doesn't have to be an inevitable experience. This episode delves into the research and statistics of hitting the wall in the marathon. Then, we provide you with a clear, practical guide of how to train, pace, and fuel so you can avoid hitting the wall.✨Join us on Patreon.com/treadlightlyrunning or subscribe on Apple Podcasts starting in December, when we'll be releasing special subscriber-only content!In this episode, you'll learn:✅ What does hitting the wall feel like?✅ What role does glycogen play in hitting the wall (or avoiding it)?✅ Pacing strategies to avoid hitting the wall✅ Why carb loading matters✅ How training can be protective against hitting the wall✅ Does dehydration cause you to hit the wall?✅ What to do if you hit the wallIf you enjoyed this episode, you may also like:

Another Youtuber is taking their talents to the silver screen! Markiplier's directorial debut Iron Lung is here, and we have a ton to discuss about this movie.   Adapted from the 2022 indie game of the same name created by David Szymanski, Iron Lung sends Markiplier's convict character to the bottom of a blood ocean on Moon AT-5 welded into an iron submarine of sketchy quality.   In our spoiler-free Iron Lung review, we are going a little more unstructured to make sure we get a chance to talk about this unique endeavor (as details of this movie make it something rarely, if ever, seen in the industry) while still breaking down all the cinematic elements of the film.   It's a review of a one-of-a-kind film. So join us for our discussion about Markiplier's Iron Lung movie and be sure to drop your thoughts in the comments below!   Show Open [00:00] Acting [06:26] Production Design [09:05] Adaptation & Pacing [11:38] Tone [16:12] YouTubers as Filmmakers [18:05] Final Thoughts & Score [19:45] Show Close [22:45]   Thanks for listening!   Please rate, review, and subscribe if you liked this episode!   For all things Popcorn for Breakfast: https://linktr.ee/popcornforbreakfast   Check out our website: https://www.popcorn4breakfast.com Chat with us on Discord: https://discord.gg/7wGQ4AARWn Follow us on Twitch: https://www.twitch.tv/popcornforbreakfast Subscribe to our YouTube channel: https://www.youtube.com/channel/UCeVJZwPMrr3_2p171MCP1RQ Follow us on Spotify: https://open.spotify.com/show/4HhMxftbuf1oPn10DxPLib?si=2l8dmt0nTcyE7eOwtHrjlw&nd=1 Like us on Facebook: https://www.facebook.com/popcorn4breakfast Follow us on Twitter: @pfb_podcast Follow us on Instagram: @pfb_podcast Follow us on TikTok: https://www.tiktok.com/@popcornforbreakfast? Email us: contact@popcorn4breakfast.com   Our original music is by Rhetoric, check them out on Spotify: https://open.spotify.com/artist/44JvjuUomvPdSqZRxxz2Tk?si=hcYoSMLUQ0iPctllftAg2g&nd=1

“Chosen Realm” 20th-anniversary reflections The Enterprise crew already knows that there is something unusual about the spheres scattered around the Delphic Expanse, but the extent to which some locals hold them sacred comes into focus when they bring aboard of a group of aliens who find scientific examination of the globes to be paramount to sacrilege. As these extremists attempt to commandeer the ship, Archer and his crew learn that they are in conflict with a rival group who view the spheres in a slightly different way, with extraordinary consequences for their shared home world. In this episode of Warp Five, hosts C Bryan Jones and Matthew Rushing continue our 20th-anniversary retrospective that takes you through all of Star Trek: Enterprise, one episode at a time. In this installment, we continue Season 3 with “Chosen Realm” as we discuss its real-world parallels and how it ramps up the mystery of the Expanse while propelling us into the second half of the season. Chapters Intro (00:00:00) One of These Things Is Just Like the Others (00:01:39) Pacing the Reveal (00:05:17) Holy Objects (00:07:26) That's So Trivial (00:17:11) Tension Between Religion and Science (00:23:42) The Maturing of Jonathan Archer (00:32:13) Final Thoughts and Ratings (00:34:35) Closing (00:36:46) Hosts C Bryan Jones and Matthew Rushing Production C Bryan Jones (Editor and Producer) Matthew Rushing (Executive Producer) Norman C. Lao (Associate Producer)

Join Digital Education Committee Member and podcast host Deep Chandh Raja, MBBS, MD, PhD , and his guests Georgios Leventopoulos, MD, and Muthiah Subramanian, MD, CCDS, CEPS-A, for this week's Lead episode. This Heart Rhythm article investigates the Bachmann bundle as a target for pacing by using retrograde electrical mapping and correlating findings with underlying myocardial microstructure. The piece provides detailed insights into how Bachmann bundle activation pathways relate to tissue architecture, with implications for optimizing physiologic pacing strategies. These findings may help refine pacing techniques that aim to better mimic natural conduction and improve clinical responses.   Learning Objectives Describe the anatomical and electrophysiologic characteristics of the Bachmann bundle and its role in atrial conduction. Explain how retrograde mapping and microstructural correlation can identify optimal pacing targets within the atrial conduction system. Evaluate the potential clinical implications of Bachmann bundle pacing for achieving more physiologic atrial activation.   Article AuthorsDaniel L. Lustgarten, MD, PhD, FHRS, Nicole Habel, MD, PhD, Margaret Infeld, MD, MS, Daniel Correa de Sa, MD, Robert Lobel, MD, Peter Spector, MD, FHRS, Nathaniel Thompson, MD, Joseph Winget, MD, Neal Duong, BME, Bo Ye, MD, PhD, Paul A. Iaizzo, PhD, Markus Meyer, MD, PhD Podcast Contributors Deep Chandh Raja, MBBS, MD, PhD Georgios Leventopoulos, MD Muthiah Subramanian, MD, CCDS, CEPS-A Article Being Discussed Host and Contributor Disclosure(s): G. Leventopolous Nothing to disclose. D.C. Raja Nothing to disclose. M. Subramanian •Nothing to disclose.  

In this episode, I explore three different pacing strategies a hiker can take for steep uphill hiking (and what my recommended approach is in most situations). == Want to get fit, strong and resilient for your hiking adventures? Check out the Online Summit Program: https://www.summitstrength.com.au/online.html

Conduction System Pacing   Guest: Nicholas Tan, M.D., M.S. Host: Anthony Kashou, M.D.   In this episode of the “ECG Making Waves” segment of Mayo Clinic's cardiovascular podcast series “Interviews with the Experts,” Dr. Nicholas Tan joins us to discuss conduction system pacing. The listener will hear about the basics and rationale of conduction system pacing, as well as clinical scenarios where it should be considered.   Topics Discussed: How does conduction system pacing (or CSP) differ from conventional means of pacing? In broad strokes, how is CSP performed? In what situations would you consider doing CSP? Are there any risks or uncertainties regarding CSP?   Connect with Mayo Clinic's Cardiovascular Continuing Medical Education online at https://cveducation.mayo.edu or on Twitter @MayoClinicCV and @MayoCVservices. LinkedIn: Mayo Clinic Cardiovascular Services Cardiovascular Education App: The Mayo Clinic Cardiovascular CME App is an innovative educational platform that features cardiology-focused continuing medical education wherever and whenever you need it. Use this app to access other free content and browse upcoming courses. Download it for free in Apple or Google stores today! No CME credit offered for this episode.   Podcast episode transcript found here.   Recorded 09-December-2025

You don't need to post more content. You need to study what's already working.In this episode, marketing coach Danielle R. Harris shares the exact shift she's been guiding clients through to turn consistent posting into real traction. If your content gets engagement but doesn't consistently lead to inquiries or applications, this episode breaks down what to focus on next.You'll learn how to study your own content, your client language, and high-performing content structures so you can attract more of the right people without copying or chasing trends.Turn the content you're already posting into a repeatable way to attract the right clients.Learn more about The Blueprint, my three-month one-on-one program, where we study what's working and build a content approach that leads to applications.You can get even more Marketing That Works in your inbox by signing up for the weekly newsletter.Follow on Instagram at @Danielle.R.Harris. Follow on LinkedIn Timestamps0:00 – Why studying your content matters1:52 – Core topics that drive engagement4:01 – Client language that converts5:54 – Studying other content without copying6:59 – Visuals that perform8:52 – Hooks that capture attention10:32 – Pacing that keeps people watching13:31 – Following better creators17:18 – Timeline for content improvement19:25 – Staying authentic with proven structures21:10 – Turning content into applications22:45 – Working together in The Blueprint

Every project declares a timeline early in its life cycle. However, that declaration too often misses much of what determines its success! Early in your planning, you need to explore and land on an appropriate and realistic pacing strategy. This episode describes the difference between timeline and pacing strategy . It presents the three elements of pacing strategy and how the myriad dynamics influencing the project's rollout are considered to decide its pace. This critical decision influences the project's success and the organization's ability to absorb the change and achieve its desired outcomes.Hosted on Ausha. See ausha.co/privacy-policy for more information.

In this episode of The Light inside, The discussion centered on Jeffrey Besecker's extensive experiences and insights related to trauma recovery, identity, and therapeutic practices. Besecker highlighted the importance of safety and coherence in the recovery process, noting that individuals often struggle with feelings of threat that can hinder their progress. He introduced the concept of double loop learning as a framework for adapting to experiences and emphasized the significance of pacing and sequencing in therapeutic interventions. The conversation aimed to explore how community support and individual experiences can enhance the healing journey.Mike Cuevas shared his personal journey with dissociative identity disorder (DID), detailing the impact of misdiagnosis and the challenges he faced in understanding his identity. He recounted how silence became a coping mechanism during his formative years, leading to feelings of shame. The discussion underscored the need for a coherent approach to integrating insights about DID with the body's capacity to process those insights, emphasizing the importance of creating a safe therapeutic space for effective healing.The conversation also delved into the role of the practitioner's state of mind and co-regulation in therapy. A conference room participant shared personal experiences and the development of mental exercises to manage emotional triggers, introducing the BAR technique as a tool for emotional regulation. Besecker and Mike explored the significance of recognizing bodily sensations in differentiating identity states, which can lead to greater clarity and peace. They discussed the transformative power of empathy in processing past traumas and the importance of adaptive containment in therapeutic relationships.Mike reflected on how his personal development has influenced his parenting, particularly in managing stressful situations with his children. He shared an incident where he maintained calmness during a confrontation, demonstrating the value of mindfulness and emotional regulation. The discussion concluded with Besecker expressing gratitude for Mike's insights and the potential for future collaborations, highlighting the unique and revelatory nature of their conversation.Time Stamps00:00:00 - Introduction to Coherence and DID00:01:13 - Sponsor Message: Mint Mobile00:02:27 - Understanding Dissociative Identity Disorder00:03:10 - Mike Cuevas Joins the Conversation00:04:11 - Early Signs of Dissociation00:05:26 - Insight vs. Capacity00:06:38 - Adaptive Coping Patterns00:07:43 - Shame and Guilt in Misdiagnosis.00:09:09 - Therapeutic Journey Begins00:10:24 - Boxing as a Therapeutic Outlet00:12:03 - Stigmatization and Adaptive Survival00:13:07 - Pacing and Sequencing in Therapy00:14:38 - Visceral Trauma and Sensory Overload00:16:47 - Connecting Boxing to Somatic Responses00:18:46 - Learning to Feel Safe00:20:19 - Somatic Attunement and Sensory Perception00:22:05 - The B.A.R. Technique00:24:45 - Double Loop Learning00:26:11 - Identifying Distinct Identity Stateslf.00:28:20 - Chaos as Opportunity00:30:11 - Empathy vs. Sympathy00:32:49 - Claiming Sovereignty00:35:04 - Adaptive Containment00:39:10 - Presence and Capacity00:41:05 - Body Assigns Meaning00:50:34 - The Role of Pause in ProcessingCreditsHost: Jeffrey BeseckerGuest: Mike CuevasExecutive Program Director: Anna GetzProduction Team: Aloft Media GroupMusic: Courtesy of Aloft Media GroupConnect with host Jeffrey Besecker on LinkedIn.

Why it's not about being born a great communicator, but becoming one.The greatest communicators aren't always great from the start. As Lerone Martin knows, even the great Martin Luther King Jr. had to practice before he could persuade.Martin is the Martin Luther King Jr. Centennial Professor at Stanford, and as director of the King Research and Education Institute, he has spent years studying how King developed his brilliant communication that continues to captivate audiences to this day. “This is a skill that Martin developed over years,” Martin says. “There are stories of him practicing in the mirror... And I think it speaks to us about how we can develop this skill over time.”In this episode of Think Fast, Talk Smart, Martin and host Matt Abrahams unpack the techniques behind King's legendary speeches, from the musicality of his voice to his use of repetition and narrative structure. Whether you're preparing a speech or building conversation skills, Martin highlights King's example to show that great communication isn't always born — it's built.To listen to the extended Deep Thinks version of this episode, please visit FasterSmarter.io/premium.Episode Reference Links:Lerone MartinEp.192 Quick Thinks: How to Supersize Your Stories Connect:Premium Signup >>>> Think Fast Talk Smart PremiumEmail Questions & Feedback >>> hello@fastersmarter.ioEpisode Transcripts >>> Think Fast Talk Smart WebsiteNewsletter Signup + English Language Learning >>> FasterSmarter.ioThink Fast Talk Smart >>> LinkedIn, Instagram, YouTubeMatt Abrahams >>> LinkedInChapters:(00:00) - Introduction (02:50) - Why MLK Was So Compelling (04:17) - MLK's Early Speaking Struggles (05:49) - How MLK Practiced and Improved (06:44) - Favorite MLK Speech (07:58) - “I Have A Dream” and Prepared Spontaneity (10:03) - MLK's Core Techniques (13:01) - Repetition, Rhythm, and Momentum (15:30) - Conviction vs. Performative Messaging (19:00) - The Final Three Questions (23:35) - Conclusion ********This episode is sponsored by Grammarly. Let Grammarly take the busywork off your plate so you can focus on high-impact work. Download Grammarly for free today Join our Think Fast Talk Smart Learning Community and become the communicator you want to be.

Brendan Kane⁠ is a New York Times bestselling author and one of the most influential minds of our time. He is the author of 1 Million Followers and Hook Point. He has helped the largest brands and celebrities in the world reverse engineer how to make content go viral. In this episode, Brendan joins me to talk about what it takes to make content go viral. Brendan discusses how the world of content creation has changed in the last 20 years and how this change has impacted the way that we communicate. He also talks about how the algorithms that control the reach and distribution of our content are only concerned with retention, and how this impacts the way we should be creating content. Brendan provides examples of how this principle has played out in the success of some of his clients, including Ryan Serhant and Graham Stefan. In this episode, you will learn the following:  What is the biggest mistake content creators are making that prevents them from rising above the noise? What are the best content creators doing to keep the attention then we'll talk about getting attention. In This Episode: [00:02:38] - Biggest mistakes content creators are making. [00:07:52] - Example of how niche videos can go viral. [00:11:49] - What do the best content creators do to keep attention? [00:12:39] - Tension and release. [00:15:13] - Physics and virality. [00:17:25] - Research is so vital. [00:17:54] - Understanding why things go viral. [00:22:14] - Gold - level content commonalities. [00:24:13] - Pacing and sound effects. [00:25:07] - Effects on the viewer. [00:28:58] - Creating content that matches your message. [00:34:43] - Peaking curiosity and yourself. [00:37:45] - What we got wrong about the algorithm. [00:41:52] - Biggest social media lessons. [00:44:07] - The importance of research. Quote: ‘'One of the fundamental principles that have really changed in content and communication at scale is what we call the generalist approach of how do we make people care about our subject matter, our expertise if they know nothing about us, or maybe they had no interest in what we were talking about before. That is the key to virality. Because the truth is, we are the product of the algorithm. These platforms are not producing premium content to keep people on the platform'' Resources & Links Brendan Kane Social Media: ⁠https://www.linkedin.com/in/brendanjkane/⁠ ⁠https://www.instagram.com/brendankane/⁠ ⁠https://www.facebook.com/BrendanJamesKane⁠ Website: ⁠https://brendanjkane.com/⁠ Check out Brendan's books: ⁠https://links.hookpoint.com/⁠ Billy Samoa  https://billysamoa.com/ https://www.facebook.com/BillySamoaSaleebey/ https://twitter.com/BillySamoa https://www.instagram.com/billybelieve/ https://www.youtube.com/channel/UCCjQ9RSxYqDS4_VxBHNyQJw https://www.linkedin.com/in/billysamoa/ https://billysamoa.com/podcast-archive/ https://billysamoa.com/video-carousel/ ⁠https://billysamoa.com/blog-with-sidebar/⁠ Support the show (https://www.patreon.com/bePatron?u=23010497 ) This is an encore episode and was originally published on October 14, 2022 Learn more about your ad choices. Visit megaphone.fm/adchoices

This week we review a follow-up work from the team at USC and Children's LA led by Dr. Yaniv Bar-Cohen on a novel micropacemaker. How has the device changed and improved over the past 3-5 years since his last visit to Pediheart? What are some of the difficulties of designing a device that is both stable on the epicardium but not inclined to develop inflammation? Why did the team move from a screw in eletrode model to a different design? What applications could this device have both for infants but also adults? Dr. Bar-Cohen shares his deep knowledge of both electrophysiology and device design this week.DOI: 10.1016/j.hrthm.2025.01.036For those interested in stepping back in time to hear Dr. Bar-Cohen's first description of an earlier version of this novel pacemaker, here is the link from 2018:https://podcasts.apple.com/us/podcast/pediheart-podcast-26-novel-means-of-epicardial/id1341472214?i=1000498801107

In this episode of Business Brain, Shannon Jean and Dave Hamilton explore a deceptively simple question: who sets the pace in a business? The conversation digs into marketing that acts like camouflage—so effective it disappears—and why blending in can cost entrepreneurs attention and opportunity. Through unexpected examples, they highlight the importance of standing out intentionally instead of hiding in plain sight. The episode also zeroes in on the power of small numbers, reminding listeners that momentum often starts with chasing hundred-dollar wins, not waiting for big breakthroughs. By focusing on selling early, tracking what actually matters, and keeping cash flowing, the show reinforces practical habits that help entrepreneurs regain control and build a business that supports a Charmed Life. 00:00:00 Business Brain – The Entrepreneurs' Podcast #718 for Wednesday, January 14th, 2026 January 14th: Organize Your Home Day 00:01:25 Marketing…camouflage…and hiding from fish! Trademarked camouflage patterns Raye Clan Tartan 00:03:34 The power of small numbers Chasing hundred dollar bills Start selling, get the cash flowing Track the small numbers feedback@businessbrain.show Sponsor 00:09:29 SPONSOR: Tempo – Tempo delivers perfectly-portion meals to your door, each is ready in just 2 minutes. For a limited time, Tempo is offering Business Brain listeners SIXTY PERCENT OFF your first box at TempoMeals.com/brain 00:10:54 SPONSOR: Intuit QuickBooks Payroll – Leave the chaos behind and start the new year off right with QuickBooks Payroll. Learn more by visiting QuickBooks.com/payroll BB Reviews 00:12:19 CC_Jeepher-BB Review-Great podcast! 00:13:01 JulezSeaz-BB Review-Practical & Accessible 00:13:37 Who sets the pace? Pacing vs. Complacency Hire for energy 00:19:08 Match impatience! 00:21:29 Business Brain 718 Outtro Tell Your Friends! Review Business Brain Subscribe to the show feedback@businessbrain.show Call/Text: (567) 274-6977 X/Twitter: @ShannonJean & @DaveHamilton, & @BizBrainShow LinkedIn: Shannon Jean, Dave Hamilton, & Business Brain Facebook: Dave Hamilton, Shannon Jean, & Business Brain The post Who Sets the Pace? Business Brain 718 appeared first on Business Brain - The Entrepreneurs' Podcast.

BOSSes, Anne Ganguzza and her superpower co-host, Lau Lapides, assert that subtext in voice acting is the single most important element for delivering a powerful, unique, and castable performance. The bosses challenge the common mistake of literal reading, offering practical strategies—from audience analysis to efficient marking—that elevate a performance from predictable to profound.     Chapter Summaries: Subtext Defines Uniqueness (01:00) Lau states that subtext—the underlying interpretation of a line—is what makes a talent unique. The hosts explain that relying solely on obvious language or descriptive adjectives leads to predictable, robot-like reads. The true power lies in making nuanced choices about what the words really mean to the listener. Audience and Empathy are Everything (02:44) Subtext is entirely dependent on who you are talking to. Anne uses the example of corporate narration: the subtext for an investor (focused on financial facts) is different from the subtext for a consumer (focused on customer service and product benefits). The acting choice must be rooted in empathy and understanding what the listener cares about. The Structural Journey of the Script (14:30) Every script has a structural journey: introduction, series of steps, and conclusion. The subtext should align with this journey. The hosts emphasize that if you are running out of breath , it is the dead giveaway that you did not prepare the story, as natural conversation doesn't require breath struggle. Techniques for Finding the Subtext (22:34) To efficiently analyze copy, the hosts recommend: Improv and Translate: Improvise the script in your own words to capture the genuine emotional wash and then plug the original words back in. Marking: Use clear broadcast-style marking to denote phrasing and intent, but also pay attention to the ellipses and punctuation for clues about the emotional context. Use AI as a Tool: Paste ambiguous scripts into an AI tool (like a chatbot) and ask, "What is the purpose of this script? Who cares about this information?" to provide a jumping-off point for human interpretation. Avoiding the Literal Trap (23:37) The hosts caution against taking common acting advice too literally. For example, constant smiling throughout a read, or persistent upspeak at the end of every sentence, sounds unnatural and is perceived as not genuine. Your performance must always reflect how you would behave and sound in a real-world conversation. The Brilliance of a Point of View (25:16) Subtext gives you a clear point of view. The hosts provide a simple example: saying "Are you wearing those pants?" can be interpreted in dramatically different ways (anger, excitement, disgust) depending on the subtext. This intentional interpretation is what makes your audition unique and elevates it above the predictable melody.     Top 10 Takeaways for Voice Actors: Subtext is Everything: The emotional core and underlying meaning of your script is what makes your performance unique and castable. Analyze Your Audience: Base your subtext on who the listener is (consumer, investor, business-to-business) and what they care about most. Translate into Your Own Words: Use the "improv and translate" technique to efficiently find the genuine emotional wash before recording. Embrace Emotional Ambiguity: Simple sentences can hold complex, contrasting subtext. That complexity is your unique acting choice. Use AI to Find Backstory: Use AI as an analysis tool to find information about the brand and the script's purpose, but always apply your human interpretation. Pacing is Preparation: If you struggle for breath, you have not prepared the story correctly. Good actors always know how to naturally navigate long sentences. Mark for Meaning: Pay close attention to punctuation and structure (ellipses, introductions, conclusions) as cues for shifts in subtext. Avoid the Literal Trap: Do not read adjectives literally (e.g., constant smiling). Your emotional choice must align with authenticity, not simple description. The Share is the Subtext: Your goal is to share the story with the listener, not talk at them or talk in your head. Point of View Stands Out: An audition with a clear, intentional point of view, even if surprising, will always get shortlisted over a generic, predictable read.  

Gary Parrish and Matt Norlander recap a massive weekend of conference action starting with the six remaining unbeaten teams. How good are the Vanderbilt Commodores? Who will be the last unbeaten standing? Then, the Weekend Whiparound tours the country from Alabama's win over Kentucky to UCF upsetting Kansas and everything in between. (0:00) Intro (1:00) We have SIX undefeated teams left! It's January 4th! + a duo of trivia times! (4:00) Vanderbilt is one of those teams…how good are the Commodores? (11:45) You don't just walk into Pinnacle Bank…Nebraska beats Michigan State (18:35) Michigan beats the brakes off another ranked opponent, this time USC (23:30) Iowa State and Arizona also undefeated and cruising along (25:45) Miami (OH)! (31:35) It's time for a Weekend Whiparound! (32:00) Braden Smith sets the Big Ten assist record (36:15) UCF is 12-1! But Darryn Peterson's legs continue to be an issue (46:30) SMU gets a big win against UNC and Boopie Miller is awesome (48:30) Alabama beats Kentucky by 15 and a spirited debate! (54:45) Darius Acuff puts in an awesome performance in win over Tennessee (56:10) Florida is 9-5 after a loss to Missouri (59:00) Norlander got a new dog! (1:06:00) Looking ahead to Monday and Tuesday  Theme song: “Timothy Leary,” written, performed and courtesy of Guster Eye on College Basketball is available for free on the Audacy app as well as Apple Podcasts, Spotify and wherever else you listen to podcasts. Follow our team: @EyeonCBBPodcast @GaryParrishCBS @MattNorlander @Boone @DavidWCobb @TheJMULL_ Visit the ⁠betting arena on CBSSports.com⁠ for all the latest in ⁠sportsbook reviews⁠ and ⁠sportsbook promos⁠ for ⁠betting on college basketball⁠. You can listen to us on your smart speakers! Simply say, “Alexa, play the latest episode of the Eye on College Basketball podcast,” or “Hey, Google, play the latest episode of the Eye on College Basketball podcast.” Email the show for any reason whatsoever: ShoutstoCBS@gmail.com Visit Eye on College Basketball's YouTube channel: ⁠https://www.youtube.com/channel/UCeFb_xyBgOekQPZYC7Ijilw⁠ For more college hoops coverage, visit ⁠https://www.cbssports.com/college-basketball/⁠ To hear more from the CBS Sports Podcast Network, visit ⁠https://www.cbssports.com/podcasts/ To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

I'm excited to welcome Mike Vardy back to Beyond The To-Do List for one of our ongoing traditions: Productivity A-Z!This is Part 2 of a two-part conversation — and we split it across both shows. Part 1 is over on Mike Vardy's podcast, A Productive Conversation. You can also watch the whole two part video here. Here on Beyond The To-Do List, we pick up the thread and cover letters N-Z.In this part of the conversation, we cover:What “Nuance” Actually Means for Productivity: Moving beyond rigid rules and one-size-fits-all advice into decisions that fit real life.Pacing vs. Speed: Why sustainable progress is less about going hard and more about going smart—without the burnout tax.Rhythm and Cadence: How to build productivity patterns that flex with your energy, your season, and your responsibilities.Rest as Part of the System: Why recovery isn't a bonus feature—it's a core component of doing meaningful work consistently.The Middle Ground Between Chaos and Control: How to keep enough structure to stay on track, without so much rigidity that the whole system snaps.Connect with Erik:⁠⁠⁠⁠⁠LinkedIn⁠⁠⁠⁠⁠ ⁠⁠Instagram⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠ This podcast is Powered By:⁠⁠⁠⁠⁠Descript⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Descript 101⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Castmagic⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Ecamm⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Podpage⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Rodecaster Pro⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Top Productivity Books List⁠⁠⁠⁠⁠See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.