Podcasts about pemdas

In this episode you will discover: Math IS Language - It's in Our Wheelhouse Math has syntax (order of operations), semantics (number meanings), and involves memory and executive function - all areas SLPs already assess and treat. If you can help with language, you have transferable skills for math therapy. Start Simple with What You Have You don't need special materials or extensive math training. Use a deck of cards, dice, and real-life examples like restaurant receipts. Make numbers "friendly" (round $18.72 to $20) and let clients show you multiple ways to solve problems. Address Your Own Math Anxiety First Most SLPs feel uncomfortable with math, but clients need this support for life participation (paying bills, calculating tips, telling time). Acknowledge your discomfort, start with basics you DO know, and remember - if you avoid it, you can't help your clients who want to work on it. If you've ever felt your palms get sweaty when a client asks for help with numbers, this conversation is for you. Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong, a faculty member at Central Michigan University where I lead the Strong Story Lab. I'm today's host for an episode that might just change how you think about math anxiety - both your own and your clients'. We're featuring Tami Brancamp and Dave Brancamp, who are doing pioneering work at the intersection of aphasia and mathematics. Before you hit pause because you're having flashbacks to algebra class, stay with me! This research shows us that the language of math is exactly that - language - which puts it squarely in our wheelhouse as SLPs. We'll explore how to support our clients with aphasia who are struggling with everyday math tasks like counting change, telling time, or balancing a checkbook. And yes, we'll tackle the elephant in the room: addressing our own math insecurities so we can show up confidently for our clients. Let me tell you about our guests. Tami Brancamp is an associate professor at the University of Nevada, Reno School of Medicine and founder of the Aphasia Center of Nevada. Her research focuses on identity in aphasia and rehabilitating everyday math skills. Dave Brancamp spent over 15 years as a junior high math teacher and later became Director of Standards at the Nevada Department of Education. Together, they co-founded Aphasia + Math, where they're exploring how language and mathematics intersect for people with aphasia. Okay now let's get this Aphasia + Math conversation started! Katie Strong: Tami and Dave, welcome to the podcast. I'm so excited for you to be here today.   Dave Brancamp: Thank you.   Tami Brancamp: We are both super excited to have a chance to talk about things that are different, right?   Katie Strong: Right. I do have to say, I don't know if it was a rash, but I did get a little bit nervous coming into the conversation, because I think I may be one of those SLPs that feel a little bit uncomfortable with math.   Tami Brancamp: Well, this SLP also is uncomfortable with math, so we can be uncomfortable together. And we'll let the math dude guide us through some of the things.   Dave Brancamp: And it will be fun. By the time you're done, I want to see that smile that you have on your face.   Katie Strong: Well, let's jump in and have you share a little bit about how you came to researching aphasia and math.   Tami Brancamp: Well, I have loved working with people who have aphasia since the beginning of my graduate studies. And then probably, like most of us, there's a few clients who've really hit your heart. One of them, I don't recall her name, and that's okay, but she had a stroke, had aphasia. She had had great recover physically, and her language was quite good, some anomia. But she's a banker, and she could not process numbers, and she was angry. I'm a newbie, I didn't understand the emotional piece of stroke survivor, aphasia. can't do my job well. But she was angry, and I felt so helpless. I didn't know what to do to help her. You know, I could pull a workbook off the shelf or something, but it didn't feel right. You know, she could do calculations, but couldn't do her job. And I always felt so very, very helpless over the years.   And the other part that came to start looking at this was teaching in a speech pathology program, undergrad and grad. And in class, maybe we're doing an averaging or something to get a score. I'm not sure if we start talking math, and I would see these students, and their eyes would just like, pop up, like, “Oh my gosh, she's asking me to do math.” And like, deer in the headlights. So I'm like, “What is this?” Every semester, I would do kind of an informal survey when we would do a little bit of math, and I say, “Okay, so how many of you don't do math? Raise your hand or are afraid of math?” And it would be at least two thirds to three quarters of the class every single semester, and I'm like, “Okay, there's something here.” Like, if I'm afraid of math, how am I going to help my clients remediate that in an efficient way? Right? I'm going to avoid it. If I can, I'll go do other things that are important.   So those were, like, the two big things, and then happened to be married to a math dude. And I wondered why are we not combining our skill sets? Because I would come home and I would share with Dave. I'm like “Dave, the majority of my students are afraid to do math or uncomfortable doing math.” And it's not complicated math. We're not talking quadratic equations or things I don't even know what they mean anymore. And we would talk about it a little bit, and we talk about math attitudes and perceptions and how we develop our math skills. And I'm like, “There's something here.”But I was never taught, how do you remediate number processing? Calculations? right? But yet, I would have multiple clients say, “Hey, Tammy, I can't do numbers.” “Yeah, how do I do this?” And there really wasn't anything the literature that told me how to do it. So, I would talk to Dave, and then, just over the years, I'm like, “Okay, we need to do something with this. We really do.” And I don't know what that means, because I'm not most comfortable with math, it is not my passion. We're very opposite. I think I shared like, Dave has math and fun in the same language, and then in the same sentence, I'm like, “they don't go together in my brain.” So we're very, very opposite. But you know, you can speak for yourself how you grew up and you had to learn how to embrace math, and having good teachers helped when we were younger, and having poor teachers or teachers with different attitudes also left a lasting impression. But when you think about it, whether it's, you know, cooking, driving, banking, living, going to grocery store, restaurants, everything we do all the time, it all involves numbers to some impact, you know, to some effect. And our folks with aphasia, again, not everybody, but the majority of them, will still have an impact with acalculia, difficulty processing numbers and calculating and transcoding, you know, saying, saying the numbers. So, we started to look at it.   I did have a had a gift of time with Audrey Holland. So that was my beautiful, like, for many of us, a mentor, you know, she had her three-pronged stool, like the different parts of aphasia. And Dave and I started dividing it up, like, what were the parts we thought involve, you know, aphasia and numbers. And we did think about the math and language math skills, making it fun, but also those influencing elements, like attitudes and perceptions. So, we started just like, “How do we look at this?” Because it's really overwhelming just from the beginning, you know, and just pulling that workbook off the shelf didn't do it for me. You're allowed to speak on that. (Laughter)   Dave Brancamp That's one of my passions, obviously, the whole math side. But pulling a workbook is an unfortunate because if someone starts to practice something wrong, they'll repeat that practice, and now it's very difficult to get them to correct a habit, basically that you've formed. And sometimes it's like that nails on a chalkboard? That's what it feels like to me when I hear it. I'm like, “Oh, don't do that.” Because if they're doing it wrong, like, 20 times, 10 times, even then it performs a habit that's real hard for them to go, “Well, but I thought I got them all right.”   Katie Strong: Yeah.   Dave Brancamp: Because I think we can all go back to math and you come up unless it was something really, really difficult in at least in our early years of math. We all came up with an answer. And that's how it feels on a worksheet that might have like just adding single digit numbers, if you make an error, you won't know until someone either corrects it or asks you, “How did you get there?” And to me, that's where it became more important. And then I had to learn how to do what do you call it? aphasia friendly language, you know? So, math folks usually speak in short sentences, so that helps. But we'll run a whole bunch of sentences together. If I give you the best example. I know we're going to talk a little bit about that math perception quiz, the difference between us on that question, I think it says “I would prefer to do an assignment in math rather than write an essay.” I'm the person to give me that math assignment. 100%. Tammy is like, give me the essay!   Katie Strong: And I have to say I'm right there with Tammy.   Tami Brancamp I think so, as speech pathologists, we learned about the pedagogy of language and language development. We can analyze it. We can treat it. We can assess it. And then I talked to Dave, and he goes, “Well, there's this whole math I know there's a math pedagogy, and there's this whole developmental progression of how we learn math.” But “Really, okay, well, I've never learned that, right?” “No, you learn this before you learn that.” We lived it, we just weren't overtly taught it. Or how you know, if there's an error in a calculation, that means that there's some challenges in this part of your developmental math abilities. Like, “Huh, okay, well, that kind of sounds like language to me, a little bit.” They do go together.   Katie Strong: Yeah, yeah. So, I love to maybe ask a little bit about this. As we've pretty clearly stated, many SLPs feel uncomfortable with math and their own math skills.   Tami Brancamp: Yeah.   Katie Strong: And we, probably many of us, have avoided it in our own education.   Tami Brancamp: Yeah.   Katie Strong: So I love this idea that there's the language of math, and I was wondering if you could talk a little bit about that and why it should fit right within our scope of practice as SLPs.   Tami Brancamp: A long time ago, I remember how many years ago I came across an article by Seron 2001 in Aphasiology. And he or she, I actually don't know, stated that math should be part of the SLPs practice. I started looking at 20 years later, and it still wasn't (a part of our practice). So, something's really amiss. What are we missing? When we talk about the language, there is a syntax in math. Dave calls it order of operations. And I don't even know what the PEMDAS.   Dave Brancamp: PEMDAS.   Tami Brancamp: PEMDAS, right?   Dave Brancamp: You what scares most people about that? Parentheses, exponents, multiplication, division, addition, subtraction. The left to right. I mean, that's the part people left off.   Tami Brancamp: But, ah, yeah, that kind of sounds familiar, doesn't it?   Katie Strong It does. It's ringing a very faint bell.   Dave Brancamp: It's like, oh no, we're not going to do that.   Tami Brancamp So there is a syntax. There's an order of operations, how we put mathematical equations together. Just like how we put sentences together. There's semantics, right? There's word meaning. We have a little sign for you. It won't translate audio, but we'll talk about it. So, in math, and you use the word or the number, the orthographic representation 2, right? Yes. And then we spell it TWO. We also spell it TO and TOO. And then, if you say, “Okay, we also have a two in the number 12, right?” They have to be able to transcode that and a two in the number 20, the two zero. The two in all those locations has different meaning, right? So, it does have semantics.   The other parts, I think, were important, was memory and executive function. Executive function permeates mathematics in so many ways. So, when we think about our stroke survivors, those are areas that are and can be impacted. Information processing. How much can they hold in memory of being presented with language, and in this case, language and numbers.   So, I think for me, it just, it really is integrated. I also thought, too, when we were looking, I was looking at the neuroscience of it, and there's some shared neuro space that works for math and language. They're not fully disassociated, so I found that really fascinating as well.   Katie Strong Yeah, it really is, as I've been thinking about our conversation and just looking into things a little bit, it really makes sense. And even just thinking about just thinking about a word problem in math, certainly, there's that language component that may be a little less intimidating for SLP clinicians that aren't typically working in practice. But I so appreciate you both bringing this conversation out into the light and doing this work, because I can think of a significant number of clients that I've worked with that have also expressed challenges in all sorts of different ways of math. And sometimes I've been able to maybe support it a little bit, and other times I haven't. And I, you know, whether it's me just avoiding it and saying, “Oh, we could work on all of these other things or we can work on this math thing”  or, you know, it's just frustrating, I think, to not have really the tools to be able to know how to support it.   Our podcast, really focuses on the Life Participation Approach to Aphasia, which really emphasizes a person-centered approach. Like I'm the client I want to choose what I want in my life and what I want to work on. And so, I'm just wondering if you might be able to talk through a little bit about how math skills fit into LPAA framework.   Tami Brancamp: Yeah, we were talking about that, and there's one particular client who has multiple PhDs before his stroke. He has family, adult children. And he's like, “Tammy.” And we were Dave and I were piloting some work together. And he's like, “Guys, I want to take my family to dinner. I want to pay the bill and the tip.” I'm like, “Okay, dude, I got an app for that.” And he's like, “No, I want to do it myself.” So that, to me, is life participation. If a person is fine with an app, let's make it so and work on something else.   Katie Strong: Yeah. Tami Brancamp: But his case, it was so important to him. I'm like, “Okay, here we go.” How do we how do we work on figuring out the tip? Now, does it have to be an exact percent? No, Dave likes to teach it more like there's some more strategies to get to the tip.   Another client I wanted to share, and sometimes too, when we think about assumptions. So, the data on how many people with aphasia also have math difficulties, numeracy difficulties is wide ranging. It's so big. So you can't even really say what percent. But I also had an assumption. I have a gentleman who I've worked with off and on for a very long time. He's nonfluent aphasia and also has apraxia of speech, and so we're working a lot on his language and his speech. And I said, “So how's your math?” “It's fine. You know, I own my own business and I have somebody help, but it's fine.” I'm like, in my head, hmm, I don't think so. I wonder, because the severity of his aphasia and his ability to transcode so like, see a number and then say the name or say the numbers he wants to say, was really impacted. So, we were doing a pilot study during the pandemic online, and so Dave and I were working with this one gentleman. And I think you why don't you do the story because I don't remember you gave him homework or something. A home program.   Dave Brancamp: There's a math game called Krypto.   Tami Brancamp: Oh, Krypto.   Dave Brancamp: So you put five cards down. And each one has its value, you know. And so your listeners just so they know, like when the Jack would fall, that would be 11, and so the Ace automatically took a one, the Queen would be, you know, 12, and the King 13. So five cards different values, or they could be the same value didn't matter, and then one more card became like a target. You had to figure out an equation. So, some big, nice math term there to that you'd add, subtract, multiply, divide to equal this last card.   Now they could do with just two cards, three cards, four cards or five would be ideal. So, they had some room for success. And this gentleman, we had some hard numbers that were there. And, you know, he had done a couple, and was rolling right through. And I kept looking over at Tami and I am like, "He's got his math. His math is really good.”   Tami Brancamp: His ability to calculate.   Dave Brancamp: And then we hit one that was really hard, and we're both looking (each other). And the next thing, you know, this gentleman, not to scare anybody, but makes a complex fraction, making a fraction over another fraction to solve. And you can see right now, right Tammy. Tammy is like, “What are you doing?” I'm like, “Yeah, yeah, no, let's go for it. Let's go for it.” And next thing you know, we were able to solve it by doing two complex fraction with another number. And he solved the problem. And I looked at Tammy said, “This man has no math problems.” Tami Brancamp:  And I said, “Boys, I'm out. I'm out. You all just continue playing with your numbers. Have a good time.” That's not a comfort zone for me. It's also not the focus we're doing with aphasia in math. But it was something he was capable to do, and I also could see within him, he was super excited that he could do this.   Katie Strong: Yeah   Dave Brancamp: And he wanted to show his wife. He wanted to show other people, he was like, “Look at this. Look at this.” You know, I was like, “Yeah, there's a lot happening.”   Tami Brancamp: But he could not read the equation. Okay, so there's the aphasia language issue.   Katie Strong: Right.   Tami Brancamp: Transcoding. He could do the calculations without difficulty.   Katie Strong: Amazing.   Tami Brancamp: But those are the those are really fascinating. And while we were piloting, we had a group of, I don't know, five or six people with aphasia, and each one had their own. They're all on the non-fluent side, but everybody had their own combination of language difficulty and number processing difficulty. We did notice what one client we worked with who had more cognitive impairment along with language and hers, her processing was much more different than pure aphasia and the acalculia issues. So, it's really interesting to see. It's definitely not cookie cutter, right? Just like aphasia therapy.   Katie Strong: Right.   Tami Brancamp: Every person's got their unique strengths and challenges. And I'm going to say similarly, I think with the math. Where in the brain was the injury? What is their background? What are their interests and passions? All of that plays in just like in aphasia.   Katie Strong: I love bringing up though their prior experience with math too is so important. We think about that from a language standpoint, but we really don't consider that. Or I will speak for myself, I don't typically consider that when I'm learning about somebody and their strengths.   Tami Brancamp: Yeah.   Dave Brancamp: You think like to go back to your language, like the word “sum” S-U-M, is what we'd use in math for adding, but it has the same sounding as “some” S-O-M-E and so right there, there's some language difficulty that could come out. So often we will have flash cards with the plus symbol so that they and can associate words and just so that you feel better on it, too.   Most of us, when we'd heard subtraction probably used an unfortunate phrase of what's called “takeaway”.  Well, that's not what happens from a mathematical point. So, us in the math side, cringe and are like, “Oh well, the numbers don't get taken away. They're still there.” They got, you know, replaced is what we would call them. And so the word of difference, you know, where you live in a different town than we do, so that's what we associate but difference is how we do subtraction. So those little, simple nuances that I had to also remember too because I taught junior high, which most of them were fairly comfortable with their, you know, at least their basic skills. And I'd heard those terms where suddenly, you know, Tammy would bring up to me, “You're gonna have to help us out with that” because that it's easy for you to say that it's causing a problem and that makes us then, you know, have those moments of pause that you're like, “Oh yeah, you're right. I've got to do that.”   Tami Brancamp: Just a little aside on that with we just finished a pilot study with two groups of people doing online intervention. So that background of knowledge, you know, say you got 10 people in a group, and you could see the people who go, “Oh yeah, I remember that. I remember that math language.” You're getting, the nodding like, “Oh yeah, that's right.” And then there's others who have like, “I don't understand what he's saying.” The look. So, it's really fascinating to make sure that we pay as much attention to that background as we do in language.   Katie Strong: Yeah. Interesting, interesting.   Dave Brancamp: I don't know if you want to go down that path, but like when we hit time, you know, which is an element that folks aphasia really want to work with, right? And yet, it's a whole different concept mathematically, because we are used to in almost all the countries we work with of things from, you know, basically what we call base 10 or zero to 100 zero to 10, we can play time is in elements of 12. And so, like you might say it's a quarter past, you know, like one, that's not a 25 it's written as 1:15. And you know, what does that mean? And, oh, I don't know. I don't know how I'm supposed to be at the bus stop or the doctor appointment or whatever they may be going to.   Katie Strong: Right, right.   Dave Brancamp: And a lot of our groups found that to be a huge help, you know. And as much as we all laugh, you probably at least most of us remember when we were in elementary school having little clocks that we might play with.   Katie Strong: Right   Dave Brancamp:  We call them our Judy clocks from when we were as teachers. But it's like, as simple as those are, those are what you need to bring back and go, “Let's take a look at what you know, because it's a quarter of the circle, and that's where it got its name from.”   Tami Brancamp: But it's one over four, like 1/4 one quarter.   Dave Brancamp: But that's not how we'd write it in time. It's actually whatever the hour is and the 15, and you're like, “Where'd that come from?” So, it was very fascinating to watch, and especially when we did some work with some of the clinicians, are just like, “Oh, you're kidding. I didn't even think about that.” It's because we knew it. we transition it naturally and not thinking, “Oh my gosh, my brain now has to re-picture this”. So.   Katie Strong: It is fascinating.   Tami Brancamp: And that you can see how much language is involved.   Tami Brancamp: Huge. Huge.   Katie Strong: Yeah, well, I'm excited to talk about the projects and research that you've been doing. You gave us kind of a teaser about these online groups. Should we start there?   Tami Brancamp: Maybe, we aren't there. We haven't analyzed all the data…   Katie Strong: I'm curious.   Tami Brancamp: Yeah, that'll be a teaser. We are working with our partner, Carolyn Newton. She's in London, and she is at University College London. She's done some work in mathematics and aphasia, and also her doc students, so we're working with them. They did all the assessment with my students. And then Dave and I did intervention. We had two groups. We had, like, a Level 1 and a Level 2. Everybody had aphasia. And we did group intervention primarily because Dave and I have been working with Lingraphica and Aphasia Recovery Connections Virtual Connections.   Katie Strong: Yep.   Tami Brancamp: Since March of 22, we've been doing it every single month.   Katie Strong: Amazing.   Tami Brancamp: We had some time off. Yeah, but you know, what's so crazy is that we average about 38 people who come on to do the session.   Katie Strong: Wow!   Tami Brancamp: Oh, I know, with a range like 19 to 50 people.   Katie Strong: That is amazing, but such a testament that people are interested in this topic.   Tami Brancamp: That's what made us keep pushing forward. Because if that many people show up, there's an interest and there's a need.   Katie Strong: Right.   Tami Brancamp: You know? But how do we how do we help is the challenge. We are in the process of analyzing, did we could that group in the way that we did it, like twice a month over three months? Would that impact change? They could hold it at the end of the treatment. And then we also did 30 days later, so we'll see. And then we also did some we did the math, attitudes and perceptions.   Katie Strong: I took it so maybe give people a little bit of background on what this is.   Tami Brancamp: Yeah. So this is a we looked at a lot of different tools, and this one is called, what is it called Attitudes Toward Mathematics Inventory. And it was designed for adults, college age, students and adults. There's a lot for children. But this is like, really, you know, what do you think about math in terms of you like it, you don't like it. Is it important? Not important. And so there is a lower number means that you are less confident, less familiar.   Dave Brancamp: You might not like it. You might not like it as much.   Katie Strong: And it might give you a rash.   Tami Brancamp: (Laughs) It might give you a rash!   Dave Brancamp: I'm sorry.   Tami Brancamp:  Right, all the things that it does. It's up to a point of 200 Do you want to share what your score was?   Katie Strong: Well, I didn't calculate it. I just did the ABCDE, but I'm gonna guess it's in the lower like 25th. Tami Brancamp: Yeah.   Dave Brancamp: So let me ask you, what was your last math class?   Katie Strong: It was a statistics class in my PhD program.   Dave Brancamp: And how did that class make you feel? Were you like, “Oh, I'm so excited to go!” or like, “Oh my gosh, I just got to get this done.”   Katie Strong: I wanted to get out of there as quickly as I could. I tried hard, and I just kept, I think I kept telling myself it was hard and I couldn't do it, and it just and it was.   Dave Brancamp: So, if you think about that, for us as adults, right? Or anybody, even kids. Take our kids. Whatever your last class is, it sits with us. It's a memory we carry. And then math has its unique way of, kind of building on itself. And then it can bridge to a couple different areas and what have you, but it builds. And if your last class wasn't the most pleasant. You didn't score well, or you didn't have a teacher that you could relate with, or whatever it was, you probably don't have a real fun feeling of math. So that leads to our perceptions, right? And it's and you know, using this we've done this with some of your students as they go through soon to be clinicians, and as soon as they took it and then had us talk, they you almost want to say, “Let's take it again”, because our feeling is of that last class. But when you find out, what we'll probably do is adding, subtracting, multiplying, maybe division, not likely. But what we call basic life skills, it may change how you took the test or take the inventory, because, you know, like for me, it's still, it will never change the fact of giving a math problem over an essay. I'll give you guys the essay. I'll take the math problem. But it's just, you know, is it important your everyday life? Well, how often do you do your statistics on an everyday life? That was your last class right? Not a lot, maybe some. But it's, you know, it's becomes an interesting whatever sitting with us probably has a feeling. If we come in with a bad attitude toward what we're going to teach or share with you, no matter whether they have aphasia or if it's just us in a general setting, they're going to know you don't like this, then why should I spend time with it so we that's the My purpose is make it so that they enjoy even if it's difficult, we're going to enjoy it so that otherwise, you know, I'm already behind because you don't like it. So why should I like it?   Katie Strong: And I love that because, I mean, I know that, like hard work can be fun. I mean, in a therapy situation, hard work can be fun, but thinking about this from a math standpoint really is kind of a game changer for me.   Tami Brancamp:  One of the things, and I think we'll come back to the research a little bit. But Dave likes gamification. I don't really like to play games, right?   Dave Brancamp: You're getting better! Tami Brancamp: But you have to, you know.   Dave Brancamp: I will pick up like dice. We try to do things that we figure our folks could find rather easily. You know whether you have dice from a Yahtzee game where you can go pick them up and a deck of cards. Almost everything I do with them are one of those two. It might take a little more looking, but I'll we often use what are called foam dice so they don't make all that noise, because sometimes too much noise can be very bothersome. And then using, like, the whiteboard or something to write with helps so they can see, because sometimes you'll be playing a game and they'll have no idea of the math that's involved and why there might have been, like, a strategy or so on.   Tami Brancamp: When we do work with people using cards and dice to generate the numbers, we have activities we do and we make it aphasia friendly, but we'll also discuss, maybe after the fact, “All right, so how did you do? Where was it difficult? I want you to recognize that you were working on executive function here. You were giving it strategies and thinking and multiple steps ahead.” So that they can recognize it isn't a kid game.   Katie Strong: Yeah, just a game.” Yeah.   Tami Brancamp: It's not just a game. It's making it fun and a little bit more lighthearted. If we can lighten it, but still make it skilled intervention, I'm not in there to play games and win. But having a give and take, a little competition, some laughter, some humor, while we're doing the intervention. To me, that's a lovely session.   Dave Brancamp: One of the things Katie, we found, too, is there's not a lot of good tests out there for math to diagnose the problem. You can find out by taking the different tests, and you and Tammy know the exact names, but they'll say, “Well, Dave has a problem doing math.” But now where do I start? Is a whole different game, because they build, as we said earlier, and if I don't start at the right spot the building block, I get a sense of failure immediately, because I can't do it, whereas you need to just keep backing up, just like you do in language, you keep backing up till you find my starting point. And that's one of the areas we'll maybe talk about later, is those things we're trying to figure do we work on finding a better way to assess the math, to truly know what's Dave or your client or whoever, whatever they're doing, because sometimes it could be simply the language, like we had with the one gentleman who has great math skills.   Katie Strong: Right.   Dave Brancamp: And others could be I can't even tell the difference between these two numbers, which is larger or smaller. And so now we have to start back at what we call basic number sense. It can be anywhere in that game, and it's like, well, they can't add. Well, do we know they can't add? Or do they just not recognize that six is smaller than eight.   Tami Brancamp:  Or how did you let them tell you the answer. If you only get a verbal response versus writing response, or, you know, selecting from four choices, you know. All of those give us different information when you're when you're having to blend a language disorder and a numeracy disorder.   Dave Brancamp: Because that one gentleman, he struggles immensely with anything with a two in it, so 20s, just…so you could easily say, “Wow, there's no way this man has math skills.” I mean he's doing complex fractions. He just couldn't tell you it's one over two. It was be like, I don't know what that is called.   Katie Strong: Fascinating.   Dave Brancamp: We enjoy the game part. And one of the pieces in this last research we did that was a new thing, right? We didn't even think of it prior was what we call a home program. Taking the game we did, putting it in friend aphasia friendly language with pictures so they could practice them.   Katie Strong: Okay.   Dave Brancamp:  Because we would not see them for like a two they was every two weeks. So, some could practice. I would say our Level 1 -  our folks working on foundational sets practiced more than are more advanced. Which was very fascinating.   Tami Brancamp: What we were doing in this research, the most recent one, we would encourage people to, you know, take a photo, take a screenshot of the work we're doing. But we also did it too, and then we put it into a page with an explanation, and then we would send it so that they could, ideally practice with a family member or a friend, or by themselves. You know, that's also a variable for people, right?   Dave Brancamp: And what we found in it, they needed more pictures. In our first attempt, we didn't put as many. So we would ask them, “since you wanted this, did that help?” “Not really.” They're honest.   Katie Strong: Yeah.   Dave Brancamp: We appreciate that. And they're like, Well, what? Why didn't it like, well, it, even though we tried to make it as aphasia friendly language, it was just too much word   Tami Brancamp:  Too many words.   Dave Brancamp: Too many words. So then we started asking, “well would more pictures help?” “Yes.” So we did that. So they helped us. It was amazing to watch.   Tami Brancamp: So that research project will we can get to down the road once we figure out what was going on. What we did share with you was the survey that we did with speech language pathologists from the United States and the United Kingdom. So we thought, well, Carolyn's there, and we kind of look at math a little bit similarly. So we had 60 participants who completed the study. We want to know, like, do you treat people with aphasia who also have math difficulties? If so, what are you doing? Dave and I still wanted to look at the attitudes and perception, because I still believe that's an influencing factor. But we also wanted to get a good sense, like when you are working with people with aphasia, who have number difficulties, what difficulties are you seeing? And then what are you doing? What do you use to assess?  And what are some of the barriers? So it gave us a nice overview, and that one's out for review currently. Anywhere from like, how many of you work on numeracy difficulties? About 35% responded with rarely, and 40% responded with occasionally, and 17 said frequently. And also, there was no difference between the countries.   Katie Strong: Oh, interesting.   Tami Brancamp: Yeah, I thought so too.   Katie Strong: But I also think too, you know, I mean, there really isn't a lot out there instructing SLPs on how to do this work in an evidence-based manner. So that makes a little bit of sense.   Tami Brancamp: It did, because I still felt the same way for myself, like, “Where do I go to learn how to do this?” Okay. I'm married to a math teacher, so I'm learning right? It's a lot of give and take. And Carolyn, our partner, she's very good about when we're talking about this she's like, “But not everybody has a Dave on their shoulder.” Like, “No, they do not.” Because even today, I'm still a little cautious, like if I had to go do all this solo, I have some holes that I want, and those are the things I want to help us create for future training opportunities and education continuing ed that would help clinicians who really want to do this and they have a client who wants to work with it, right?   Katie Strong: I hope that's a large number of people, because I think, you know, I think that this is really a significant challenge that I hear so often from support group members or people that I work with who have aphasia.   Tami Brancamp: I really think that's why we keep going, because we hear it from our we hear it from our clients.   Katie Strong: Yeah.   Tami Brancamp: We're not hitting it as much in acute care, for sure, rehab, you might get a little sample that is going on, but it's usually that outpatient. And then the longer term, like the they have some of the big needs met. And then we've got time to maybe look at math. But for some people, math should have been math and language together could have been hit earlier. But who's to say, you know?   Dave Brancamp: Well, you would know it best because I've asked when we first started this there would be like one, Tammy would give me one of her classes, and I would talk to them about math and absolutely deer in the headlight looks, “Oh my gosh, what are you going to do?” to by the end realizing “We're going to make this as fun as we can. We're going to use dice and cards, and we're going to do pretty much what we call foundational adding subtracting skills that they were welcome”, but you already have so much in your course to do that we just don't even have time. So that becomes this very interesting, because, you know, one of the big questions Tammy always asked me is, “Well, how can I know this pedagogical, or the reason behind?” I know they'll be able to hear but, I mean, I've done this now for 30 plus years, so there's a lot in my head that I have to figure out, how do we do this? So I can see this is the problem by how they addressed it without them having to take a whole other set of courses.   Tami Brancamp: Yeah, we can't. There is surely not room for whole courses. So it's got to be embedded in existing coursework, or continuing ed opportunities after training.   Katie Strong: Or both, right?   Tami Brancamp: Yeah, I think both. Some of those barriers that we found people saying was, you know, there's not training on it, which I agree.   Dave Brancamp: There's not the resources.   Tami Brancamp: Yes, there's not the resources. And are the tests that people use. They have some sampling of math. But my question always is, “Okay, so I give this little bit of math in my aphasia test or something else like and now, what? Well, I know what they can't do, but what does that mean? And how might I support them for relearning?” I found it more helpful to look at it from a developmental perspective. I'm going to learn a, b, c, d, and I'm going to learn x, y, z, and then it helps me understand, like, “Where might I start?” Because I don't have to go down to counting dots, right? That number sense larger, less than visually. If that's not where the client needs to be. But learning where they need to be, we need better assessments for that. I don't know if that's something we're going to be able to tackle or not. I mean, Dave spent quite a big part of his professional career, developing assessments. So, it would be logical. But there's so many pieces to do.   Katie Strong: Right? It's a big it's a big undertaking. Dave Brancamp: Well, there's so much that you gain by finding out from the client how you did the problem. It could be four plus six is what? and they write two. Well, I need to know why you think it's two. So did you think that was subtraction? Because they just didn't see the plus symbol. Well, you know? Well, then they have some good math. There's some good math there. They did the math correctly if they subtracted it. It's not the answer I'm looking for. And so could they say, you know, when you asked it if you were a person and he's like, “Katie, so if I gave you six things and gave you four more, how many your total?” Do you know what that even meant to do? These things that just gives us clues to where your math might be and for unfortunately, for a lot of us, which makes it hard for me, I feel bad that they didn't have the experience is ones and zeros have some very powerful meanings in math that unfortunately, scare a lot of folks.   Katie Strong: Yeah, right.   Tami Brancamp: I never learned the fun stuff of math, you know. There's some tricks and some knowledge and some skills that I, you know, good math teachers will teach you, and I just didn't really learn those. So, Dave's teaching me just because I were doing this together? I don't know. I kind of was thinking like what we talked a little bit about, what does the intervention look like?   Katie Strong: Yeah.   Tami Brancamp: Gamification, making it fun, not using workbooks. We're hoping that we could utilize some of the home programs that we've created, and share those as part of the teaching.   Dave Brancamp: And like the game. I think I told you that we did with that one gentleman with Krypto. It could simply be like a target number or something of that nature, but it's fun to have when we did with our both groups with Virtual Connections, or our research groups, other people could find out, like, you could solve it one way, Katie. Tammy could do it a different way, and I could do it a completely different way. And it was fascinating to watch the groups, like, I had no idea you could do it there. And that's what we need to hear So that people go, “Oh, you don't have to do it just one way.” Because I, unfortunately, and some are my colleagues, they forced, “I need you to do it x way.” It's like, “Well, okay, maybe to start. But now let's open the door to all these other ways you can, like, add a number or whatever.” And because it always fascinates me when we do, is it multiplication or subtraction? Now I forget, but one way Tammy is, like, “I never learned it that way. I always…” and, you know, it was just how she grew up. It was what you were taught.   Tami Brancamp: Well, like multiplication. When I'm multiplying multiple numbers, it's like, I'm kind of just adding multiples of things. So, how I get to the answer is very different than how Dave does, yeah, and we've had experiences with care partners, who we were doing some of the pilot work, who felt very strong that their way was the only way. Is this some generational differences? I suspect there's some of that, but it's also just, it's personality. This is how I know how to do it, and this is how it should be done. Well, not necessarily.   Katie Strong: It really mind blowing for me to be thinking about. I mean, I know that, like, you can teach things in different ways, but I just didn't really think about it from a math standpoint, because, probably because I know how to do things one way. If I know how to do it, it's probably one way, versus having more versatility in “If this doesn't work, try something else.”   Dave Brancamp: But like on a deck of cards at least the ones we use, they'll have, like a seven of diamonds. There's seven little diamonds on that card. Well, nothing else. Put your finger to them. There's nothing wrong with counting 1 2 3 4 5 6 7. Now, when you move over to the three, go 8 9 10, and there's your answer. They're like, “I can do that?” “I'm like, sure you can!” I can use my fingers? You know, it's, it's those, it's those little things that, unfortunately, probably for a lot of us and a lot of our clients, went through, at least in my experience, in math as we went through school, we took away those, what we call manipulatives in math, that you learn it right, bringing them back now, so that they're like, “Oh, I can do this”” So they can see it, or they can write it in a different way, or, you know, whatever it takes to help them. That's one of the pieces that's so amazing.   Tami Brancamp: We definitely support a multi modal approach. Not just one way.   Katie Strong: Which, I think the clinicians who are listening to this conversation will feel like, “Oh, I do a multi modal approach in all of the other things that I do in my interventions.” And so, you know, that makes sense.   Dave Brancamp: And that's where we saw that piece of saying that we're trying to unite math and language. The two of those do play together. You know, it's like because you just said you spend weeks and weeks with all your future clinicians training them on all these skills and language, so many of those will play out just as well in math, except to do it in a different way.   Katie Strong: Mmm. So we've talked about what the intervention might look like, and we'll be excited to see what comes out from your projects that you're in the process of analyzing but looking ahead, what excites you most about where this field could go?   Dave Brancamp: Oh my, that's the question!   Tami Brancamp: There's a lot of work to be done. It actually is…it's fun. We are wondering, you know, how might it be if it's on a one on one, a more traditional model, right for our outpatient settings, versus small groups. Katie Strong: I'll say this. I should have said it earlier, but for those of you listening, I'll put in a link to Virtual Connections and if you're interested in seeing Tammy and Dave's math Aphasia + Math.   Dave Brancamp: Yeah, it's aphasia plus math. It would be Level 1 or 2. They can come watch the whole thing. It's fascinating to watch them how they work.   Tami Brancamp: They are best teachers, yep, without a doubt.   Dave Brancamp: To your last question, “So that's with the clients?” But you know, there's been and we've talked on and we've touched on, like, “how do we help our clinicians?” And then the unfortunate side of that stool that sometimes gets forgotten is, what could we do for our caregivers? Does this help? Because we've all been taught differently. so sometimes you might look at one of the gamifications we did and went, “Oh, I can't do that. That's not how I add.” We have a very set format, or do they understand the language? Do we make it clear enough. So, you know, we're I think that's a great question, because then we get torn to just time in the day to say, “But I want to still work with my clients, but we need to help clinicians so they can help us, and don't forget the caregiver in there.” I know it's not an easy answer. It's not the it's nothing nice and smooth, but it's kind of the one that we've been really what is to what are we doing.   Katie Strong: And probably also why it this hasn't, there aren't tons of resources already developed, right? That it is complex.   Dave Brancamp: Well, and I will tie back to our attitudes. What we found, we were fortunate enough to do….     Tami Brancamp: IARC. The International Aphasia Rehab Conference. we presented there.   Dave Brancamp: So some of our beginning there's an awful lot of interest out of Australia and Europe. But Australia and Europe, and I'm not trying to sound bad or negative, but they take look at math very differently than like England and the United States for sure does. That's a natural like thought, we don't accept the term. “I don't do math well.” They don't like to say that. There's an increased interest, at least in those two areas of the world, to when we but we gotta strengthen this, this is important. So, we've found that very fascinating, that some of our folks who've drawn an interest and set out of this come out of the main countries of Europe, or from Australia, because they don't mind talking about a subject that we often go, “I'm good at this, right? Let Dave solve it.” And it's like, well, but I don't have the skill set that all of you SLPs have.   Tami Brancamp: In our earlier conversations, we touch on the fact that United States, it's okay for me to say, you know, “I don't do math, right?” It's okay, and it's sort of accepted in some cases, it's kind of a badge of honor in some ways. But if I were to say, “Oh, I can't read” you know, that's we one. We want to help if somebody admits it. But there's a personal sense of shame attached. So, in our country, I believe the perceptions are different. You have the person who's had the stroke, has survived the stroke, has the aphasia, and now also has the math difficulties. That's a lot to navigate, and I respect in our in our world, as a clinician, I can't address all of it. So following that Life Participation Approach, we're going to let our clients be our guide. Support, train, and look at where their priorities are. And it's never enough. There's never enough therapy, never enough opportunity to be in a group environment, because not everybody has access to that, you know, but I think, “Where can I make a difference?” Like, that's probably my question. Like, I can't fix the world, so let me keep backing it down, backing it down, backing it down. And if I can make a difference with 5, 10, 15, 20, people, Hey, and then let those ripples go as they go out and make a difference and learn. I think that, in itself, is powerful.   Katie Strong: Beautiful, and certainly is conjuring up Audrey here. Well, I've got one last question for you as we wrap it up. But you know, what would you say to an SLP, who's listening right now and thinking, I want to help my clients with math, but I don't know where to start.   Tami Brancamp:  So one of, I think one thing for me is you do know basic math. You know everyday math. You do know how to do this.  So one just start. You can get a little assessment. You can use the existing ones that are out there with our aphasia batteries or the Numerical Activities for Daily Living.   Dave Brancamp: I would say, a deck of cards are not hard, you know, hopefully they have or some dice, yeah, and use those to generate the numbers. Or bring in, like, when they want to do tips, we would often just bring in receipts of anything and just say, “Let's say something cost $18.72. Round it up to 20 and make it a friendly number.” So it's around 20, So it's a little bit easier for them to grab onto and hold, and it's okay to say, because we've done it in our own sets going through, “Oh, wait a minute, six plus six is not 13. Look at what I did here. I let me, let's check this and add it.” Because sometimes you'll hear just even, you know, like when any of us are doing something, you look and go, oops, I made a mistake.   Tami Brancamp: Okay, right?   Dave Brancamp: It's all right, hey, to make mistakes and say, that's what we all do. And then, you know, but I mean to me, it's if we can get, like, if you want to use one or two problems off a worksheet, use it as a driver to start discussion and say, “So what can we do?” And see if they can do anything. Because sometimes it's amazing what we'll find out is just knowing that 16 is a bigger number than just 12 is let them and then what's the difference between right there, you could figure out subtraction if they know it or not. And we often will in if they have a chance to look on the website or any of this stuff, we'll take out, like all the face cards, we'll take out the 10. Keep moving it down to numbers that they're comfortable with, like dice will only be the numbers one to six, yeah, but if I use two dice, I could make some interesting two digit numbers, right, that are in that range. So it's just things that make it so they can grab on. And then you can start adding and changing rules and some of the math games they may have seen, they just adjust them so that they have access points. The true rules of Krypto is, you must use all five cards in order to get a point. Well, we just change it usually is two, right?   Tami Brancamp: Like we do for everything we can modify.   Katie Strong: I love this. And I mean, I'm thinking, most clinics have a deck of cards and dice.   Tami Brancamp: In most households in general, not but in general, you're going to have access to those tools. We didn't want people to have to go buy crazy stuff. I think there's one challenge I do want to think about and put out there. So, our new clinicians who are graduating, let's say they're in their mid-20s, and I know there's a range they are doing online banking. How are they going to support an older adult?   Katie Strong: Oh, right.   Tami Brancamp: Very structured and rigid in their checking account. I think we have to think about some again, different ways. None of the students that I teach today, and even our own son, they don't have a checkbook. Yeah, they don't write checks. So that's gonna introduce another variable down the road, but in the meantime, cards, dice, numbers, gamification, simplifying, watching language, thinking about executive function, number of steps, how we how we speak, the instructions. Give the directions. It's language.   Dave Brancamp: And ask the client what they think or what they might have heard, because it's interesting what they would have, what we've learned from them as well.   Katie Strong: Thank you so much for being a part of our conversation today, and for the listeners, I'll have some links in the show notes for you to check out for some info on Aphasia + Math. Thank you.   Tami Brancamp: Thanks for having us.   Dave Brancamp: And thanks for playing with us too. Thank you. Katie Strong: On behalf of Aphasia Access, thank you for listening. For references and resources mentioned in today's show please see our show notes. They're available on our website, www.aphasiaaccess.org.There you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. For Aphasia Access Conversations, here at Central Michigan University in the Strong Story Lab, I'm Katie Strong.   Resources Aphasia + Math focuses on strategies for the rehabilitation of everyday mathematics in people with aphasia. Tami and Dave focus on four pillars to support this work: Influencing Elements (math literacy, learning environment, aphasia severity); Math and Language (receptive & expressive language, cognition including executive function and  memory); Foundational Math Skills (use of linguistic and numerical symbols, lexicon, syntax, semantics); and Aphasia Friendly Math Activities (gamification in learning,  understanding math language, opportunities for communication). Their goal is to unite math and language. Contact Tami tbrancamp@med.unr.edu   Join the Aphasia + Math Facebook Community Join an Aphasia + Math session on Virtual Connections   Brancamp, T. & Brancamp, D. (2022). Exploring Aphasia + Math. Aphasia Access 24-Hour Virtual Teach-In. https://www.youtube.com/watch?v=2mGSOJzmBJI   Girelli, L. & Seron, X. (2001). ) Rehabilitation of number processing and calculation skills. Aphasiology, 15(7), 695-71. https://doi.org/10.1080/02687040143000131 https://www.researchgate.net/publication/32888331_Rehabilitation_of_number_processing_and_calculation_skills#fullTextFileContent   Tapia, M. (1996). Attitudes toward mathematics inventory. https://www.academia.edu/29981919/ATTITUDES_TOWARD_MATHEMATICS_INVENTORY  

Hiring a closer before you know how to close? Running ads with no proven organic strategy? Posting without a sales plan? You're not investing—you're gambling. In this episode of Running With Wolves, Savannah Jordan reveals the PEMDAS of business growth: the exact order of operations to scale your business sustainably. You'll learn when to hire, when to delegate, and why skipping steps is why your results stall. If you've ever wondered when to bring on a social media manager, run paid ads, or hire setters—this is your roadmap. If you've been investing in the wrong order, you're going to want to hear this.   To get Savannah's personal blueprint for what to fix, build, or delegate next in your business to make 2025 your first million dollar year, apply HERE to work with her.

Riff Raff: Back from the grave in terrible Cameo form, thanks to Erik, we have words from RIFF RAFF himself! Welcome Dan Tony. Character or Retarded?: One of our favorite games where we try to figure out if someone is in on the joke or not. This time is CHAOBET from TikTok and his new numbers. Haley Joel Osment and Linda Hogan: Haley Joel goes viral with bodycam footage of his arrest and Linda Hogan posts a hysterical video ranting at Hulk Hogan and her daughter. THE BEAR!, FUCK YOU, WATCH THIS!, DAVE BLUNTS!, QUAY QUAY!, LEAN!, NU METAL MIKE!, KATY PERRY!, SPACE!, ASTRONAUT!, CAN'T ALL BE BANGERS!, BAD CALLER!, CAMEO!, RIP!, CELEB FROM THE PAST!, BAD JOB!, RIFF RAFF!, SQUIRT!, LIL DEBBIE!, KREAYSHAWN!, V-NASTY!, KILLING THEM WITH KINDNESS!, MAX ALBERT!, DISASTER!, DEAD!, MUMBLING!, FAN!, BAD AUDIO!, WIND!, MIKE DAN TONY!, JIM DAN TONY!, JEFF DAN TONY!, ERIK DAN TONY!, MULLETS!, BRAIDS!, POPPIN' CULTURE!, THEO VON!, PODCAST!, N-WORD F-WORD RETARD!, TIKTOK!, RETARDS!, IN ON THE JOKE!, NEW MATH!, CHAOBET!, EDGY RETARD!, ENDLESS SERIES OF NAMES!, NEW NUMBERS!, NEW MATH!, DEMENTIA!, HEAVEN ON EARTH!, BIG PHARMA!, AINT!, FLOUR!, FEV!, FUN!, GOING CRAZY!, PEMDAS!, BAM!, ADDERALL!, DAREDEVIL DEB!, OLD LADY!, STUNT WOMAN!, GOOFY!, HALEY JOEL OSMENT!, DRUGS!, SNOWBOARD!, SKI RESORT!, FUCKED UP!, UNIDENTIFIED SUBSTANCE!, KINGDOM HEARTS!, SORRA!, RESISTING!, BEING ATTACKED!, ANTISEMITIC!, LINDA HOGAN!, OLD!, HAGGARD!, CRYING!, TMI!, BROOKE HOGAN!, HULK HOGAN!, JUNKER!, DUMP!, XANAX!, BLACKOUT!, BRUISED!, BOTOX!, NICK HOGAN!, BLIZZ PIZZ!, GAWKER!, BUBBA!, LAWSUIT!, VADER!, SHAWN MICHAELS!, KUWAIT!, INCIDENT!, DARK SIDE OF THE RING!, SOULJA BOY!, COURT!, SEXUAL ASSAULT!, ASSISTANT!  You can find the videos from this episode at our Discord RIGHT HERE!

Katy Perry is excited to learn more about STEM. Rivers Cuomo has a fucking Shakespeare sticker on his guitar and also the cops shot his bassist's wife. Shakespeare would have loved Spotify because there's so many "plays" on there. Does Robert Pollard ever do "cool teacher" stuff in his class, like bring in his guitar to sing songs about PEMDAS? Fortune Kit on Patreon: https://www.patreon.com/fortunekit

Subscribe to Geocache Talk on YouTube: https://www.youtube.com/GeocacheTalk   Check out more of the Geocache Talk Network of Shows here: https://geocachetalk.com/ https://www.facebook.com/geocachetalk https://twitter.com/geocachetalk https://instagram.com/geocachetalk   geocachetalk@gmail.com   https://slinkgames.etsy.com   #geocaching #geocachetalk

Literally who in the world knows what PEMDAS is?! Jess is using the poop test and loves it. Stoney's anniversary this weekend, let's critique his plans...

E34: Teacher Certification Podcast | FTCE | General Knowledge | Mathematics | Order of Operations (PEMDAS)! Check out the FTCE Seminar ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠website ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ for more information and resources. Support FTCE Seminar! Contributions are appreciated and help support the maintenance of this resource. Donations can be made with the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Listener Supporter Link ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠on Spotify or you can Buy Me A Coffee at https://www.ftceseminar.com --- Support this podcast: https://podcasters.spotify.com/pod/show/ftceseminar/support

Thinking and reasoning is always more powerful than rotely memorizing steps. In this episode Pam and Kim demonstrate how to help students reason about Order of Operations.Talking Points:Nat Banting's "Oops, I Meant"Representing a context using the grouping symbols to communicate Demonstrate how mathematicians communicate with symbols earlUsing the equals sign correctly to mean "equal" vs "Do it"" No more unnecessarily difficult practiceCheck out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

Jake, Mike, Ali, and Eric talk about the shape of the letter "C", being prioritized within the industry, promotions and pay increases, internal struggles, bad apologies, a horrible Mazda recall, a clutch pedal that is "too hard", rodent damage, guided fault findings and charge backs, management/corporate operations, and of course, many tangents and jokes! Check us out on Spotify, Apple Podcasts, Google Cast, IHeartRadio, YouTube and many other streaming platforms! Twitter and Instagram @Customer_States, Email us at CustomerStatesPodcast@gmail.com to send us a voice memo, Listener Mail, topic idea or picture, or to get your very own #SellTheBell and our Customer States… Stickers! Check out our website at www.CustomerStatesPodcast.com! Find us on Facebook at Facebook.com/CustomerStatesPodcast, YouTube by searching Customer States… Podcast, and help support us at Anchor.fm/customerstates Big thanks to Bruce Vayn for the amazing original music! Check him out: FB @Bruce Vayn, @brucevayn on IG, @bruce_vayn on Twitter, and email him for all your musical needs at brucesvayn@gmail.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/customerstates/message Support this podcast: https://podcasters.spotify.com/pod/show/customerstates/support

Order of operations seems more rote memorizable than figure-out-able, or is it? In this episode Pam and Kim discuss the pitfalls of teaching order of operations as an acronym to memorize, and offer a better alternative.Talking Points:It's about communication rather than a thing to memorize.The notation is social knowledge.The order is logical mathematical knowledge and therefore figure-out-able!Open-middle problems for meaningful practice.Check out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

As I mentioned in one of the prior segments of UnMind: In zazen, as well as in Zen writ large, we embrace a directive from the first great Ch'an poem by Master Kanchi Sosan: To move in the One WayDo not reject even the world of senses and ideasIndeed embracing them fully is identical with true enlightenment This is the most direct testament I have come across to refute the charge that Zen is somehow anti-intellectual. Those of us who take up the Zen way do, however, recognize the limitations of the discriminating mind in dealing with nonduality, but we do not dismiss intellectualization outright. Our ability to analyze, dissect, and reconstruct information is one of the most powerful tools we have in confronting the various confounding issues we face in life. But it cannot solve the mystery of existence alone. Something else – call it intuition? — has to come into play on a level beyond thought. As Matsuoka Roshi would often say, “Zen goes deeper.” In this segment, I will attempt to address a subject suggested by one of our members, considering the distinctions I have found in my experience teaching Zen over the years, versus my professional background in design, formally beginning with my BS and MS training at the Institute of Design, Illinois Tech in Chicago — acronym ID+IIT if you want to look it up — followed by my tenure teaching at the U of I, Chicago Circle Campus, and the School of the Art Institute of Chicago. Another complementary influence was my training in end-user research, primarily for new product development, with a Chicago-based firm. It was one of my main sources of income while in university, and the firm with which I moved to Atlanta in 1970. The integration of end-user research with each stage of creative development, from raw concept through refined concept, form, features, and styling, and so on, became the subject of my Master's thesis, and is now the gold standard in the industry, the most obvious example being the end-user-participation approach to debugging initial releases of software apps. As a starting point, one notable difference in design and Zen training may be that those who teach design on a professional level, and those who pursue it for advanced degrees, tend to refer to the overall method and approach as “design thinking,” which stresses analytical training to apply design as a generalist endeavor, rather than as a specialty. The premise is that the method employed in defining and solving any given problem of the applied design profession is thought to be basically applicable to any other problem-solving activity, in general terms. In research circles, the term “methodology” is often used to refer to the method followed in conducting the study; it actually means the study of method itself. Which is one area of intense focus in design itself, one of its more well-known proponents being Victor Papanek. For example, the method employed in designing and building a chair is basically the same as that utilized in writing a book, both of which I have personally done. Of course, since the materials required, and the functions of the end product differ; the details of the process differ accordingly. But the overarching steps in the process are similar in nature, as in all problem-solving initiatives. The steps usually taken are roughly parallel to those for solving quadratic equations, acronym PEMDAS. Indulge my stretching the analogy a bit, but the recommended sequence for doing the mathematical operations is to solve the Parentheses, Exponents, Multiplication, Division, Addition, and finally the Subtraction, and in that order; otherwise the answer is not likely to be correct. Metaphorically, solving the “parentheses” and “exponents” of the equation first, I take as roughly equivalent to defining the purpose and function of the end product: Who is the audience for this book, again? What is the point in designing yet another chair? What is the implicit thrust, or “root” of the problem, in other words? Once the project's underlying charge and challenge is clarified, then the ideation can begin; brainstorming and mind-mapping: consideration of all the possible materials available, such as hardwoods and furniture fasteners, in the case of the chair. Or the arc of the narrative of the book: What is in the first chapter; how do we end the last chapter; how many pages or words? Both of which I think we can regard as a kind of “multiplication” process. It may expand into future phases, with issues around getting the book, or the chair, published or manufactured, respectively. Once everything that may prove to be pertinent to the design and production of the new thing has been teased out through free association — and documented so as not to be lost — the exercise shifts to dividing the formless mosaic of the mind-map into relatively distinct groupings, much like Buddhism's five aggregates of sentient awareness. This I take as a form of “division.” Dividing the holistic concept into digestible bites in order to further develop the finer details. What options are there for furniture feet, finishes, and fabrics, if the chair is to be upholstered? What is the most logical sequence of chapters for the table of contents; how detailed do we need to make the footnotes or endnotes? Prioritizing the categories to take them one at a time, we then examine each set individually as to their completeness, and flesh them out, including elements we may not have thought of in the first go-round. This is the role of “addition,” kicking in once we have neatly divided the whole into discrete parts, each of which benefits from individual embellishment. For the chair, this may include line extensions such as choices in fabric, variable sizes and features such as adjustability of an ergonomic model. For the book, it may include illustrations, graphic inserts and, these days, links to online content. Finally, we get to the “subtraction,” the last in the sequence. For the book, this would comprise the familiar editing process, in the form of major block edits, detailed line edits, and excising text that may not earn the space it occupies in terms of contribution to the story line. For a chair, as a one-off and especially for mass production, it might entail identifying and eliminating unnecessary secondary operations in manufacturing, which prove unnecessary to the quality of the finished product. In all creative processes, whether in a group or individual endeavor, these steps flow from first considering, defining, and redefining, the initial problem; then mapping out all the various aspects, dimensions, and components of the problem; sorting elements into relatively discrete groupings; then adding any overlooked components to flesh out the various categories; and, finally, editing: prioritizing, setting aside and/or eliminating any and all areas and items of concern that may be safely postponed for later consideration, focusing on those that are most central to a solution, and demanding immediate attention, before moving on to more peripheral issues. This cycle is not a one-and-done, of course; the evolution of the book or chair often requires recycling through the earlier steps repeatedly, until the final design has moved from concept to execution. Such methods, like everything else these days, have now become ubiquitous online, where we find such apps as “Google docs” listed in 3,400,000,000 search results for “online group methods.” To conclude this segment, let me add that I feel that my training in the Bauhaus method of design thinking at ID+IIT combined with training in research methodology uniquely positioned me to take on the propagation of Zen as an identified problem, and to focus on the definition of that problem, as it evolved over nearly 50 years to date. The research model enabled me to apply group process to the administrative side, studying the requirements of establishing a 501c3 not-for-profit corporation in compliance with the rules and regs of the IRS, and to manage the many dysfunctional aspects of board of directors' governance. That the ASZC has been in virtually continuous operation is, I think, testament to the validity of this approach. In the next segment, we will segue into consideration of these same approaches to the teaching of the unteachable, Zen. Stay tuned and keep practicing.* * * Elliston Roshi is guiding teacher of the Atlanta Soto Zen Center and abbot of the Silent Thunder Order. He is also a gallery-represented fine artist expressing his Zen through visual poetry, or “music to the eyes.”UnMind is a production of the Atlanta Soto Zen Center in Atlanta, Georgia and the Silent Thunder Order. You can support these teachings by PayPal to donate@STorder.org. Gassho.Producer: Shinjin Larry Little

We were taught so retardedly (and still) in school. Math... why is "PEMDAS" formula is (the answer) instead of left to right? https://podcasters.spotify.com/pod/show/donnathon-dobson/episodes/Whatever-Talk-196-Fiction-Is-Nonfiction-e2ctiiv/a-aan46sa

We were taught so retardedly (and still) in school. Math... why is "PEMDAS" formula is (the answer) instead of do it the we told, left to right?  ⁠https://podcasters.spotify.com/pod/show/donnathon-dobson/episodes/Whatever-Talk-196-Fiction-Is-Nonfiction-e2ctiiv/a-aan46sa⁠

The boys don't even PEMDAS. Connor's absence causes a stir. Who would be a good replacement in a Longest Yard reboot?

Marina and Amanda break down the second half of Chapter 1, The Hellfire Club. Basketball shorts, PEMDAS, and singing somehow make their way into this one. Stay Strange. --- Support this podcast: https://podcasters.spotify.com/pod/show/starcourtstudyhall/support

This math ain't mathing! Chamar and Andrew are back with yet another episode as we continue our coverage of Young Justice with episodes 22-24 of the Outsiders season. The Anti-Life Equation is solved and Granny Goodness shows her work!As always, we are here to ask the big questions: Does the story make sense? How does it compare to the comic? Is it a good addition to the universe? And most importantly, can we use PEMDAS to solve this?Follow Yet Another DC Animated Podcast on social media @yadcanimatedpod. Also, join our Patreon and support our journey through the DC Animated Universe starting at $1!Yet Another DC Animated Podcast is a proud part of the Forgotten Entertainment Company.

Before Wicked the movie. Before Ariana Grande. I got to interview Broadway actor Ethan Slater, who received a Tony nomination for his starring role in SpongeBob Squarepants: The Broadway Musical.At the time this interview took place, Ethan was getting ready to release Edge of the World, a concept album he wrote with Drama Desk nominee Nick Blaemire (tick, tick...BOOM!, Glory Days). The recording stars Ethan, Nick, Tony winner Norbert Leo Butz (My Fair Lady, Big Fish), and Tony nominee Lilli Cooper (Tootsie, Spring Awakening).In this interview Ethan is Baring It All about:Starring on & Auditioning for BroadwayThe inspiration behind Edge of the WorldChildhood MemoriesFan QuestionsEdge of the World is available on Broadway Records.More on Ethan Slater:Ethan Slater is an actor, writer and musician (mostly) based in New York. He was nominated for a Tony Award, and won the Drama Desk Award for playing SpongeBob in The SpongeBob Musical, which also happened to be his Broadway debut! As a writer, some upcoming projects include the films Intervenors and Silent Mode, both of which he co-wrote and co-stars in. He's released two EPs of original music, available on Spotify (or wherever you listen to stuff). As an actor, other theater includes: Who's Your Baghdaddy..., PEMDAS, Camelot (Lincoln Center), and when theater returns this fall (!), he will be playing Lee Harvey Oswald/The Balladeer in Assassins at Classic Stage Company. Some TV/film credits: Fosse/Verdon (FX), Law and Order (NBC), Murphy Brown (CBS), SpongeBob: Live On Stage (Nickelodeon), Evol, Untitled Vanessa Del Rio Biopic (upcoming), Kurt. (upcoming).Special Thanks:Liz Skoller PRTheme Song by Bobby CroninPodcast Logo by Liam O'DonnellEdited by Adam RothenbergConnect with Me:Website: www.callmeadam.comFacebook: @CallMeAdamNYCInstagram: @CallMeAdamNYCMentioned in this episode:GME (Good Morning Entrepreneurs) CommericalI want to tell you a personal behind the curtain story that I may not have fully shared here. For the past two years, I have been part of an amazing community built for and by entrepreneurs called My Sexy Business. We have a wonderful weekly live streaming show called GME (Good Morning Entrepreneurs). As an Associate Producer and Roving Reporter, I can easily say this show is for you, the entrepreneur who is in search of community and getting your questions answered. Our Co-Hosts and Roving Reporters share life experiences that will hopefully make you feel less alone on your entrepreneurial journey. We'd love for you to join us every Friday at 8 a. m. Eastern Standard Time at https://www.mysexybusiness.com/gme

Today, Grey & Crystal discuss Supernatural Episode 3.15 - Time is On My Side. We talk about: dreading season 7, consulting the Impala for immortality tips, and PEMDAS. Warnings for mentions of antiblack racism (11:49-12:49), disordered eating (27:35-30:06), rape (1:15:30-1:16:03) (1:57:19-1:57:27), and child sexual abuse (1:18:46-1:19:33) Submit your questions for the Q&A before April 1, 2023 at 11:59pm! Episode Transcript: https://bustyasianbeautiespod.carrd.co/#transcripts Give us a Tip! Ko-fi: https://ko-fi.com/bustyasianbeautiespod Check out our merch! Redbubble: https://www.redbubble.com/people/babpod/shop Follow us! Twitter: https://twitter.com/beautiespodcast Tumblr: https://bustyasianbeautiespod.tumblr.com/ Email us! Email Address: bustyasianbeautiespod@gmail.com Podcast art is made by cyvvang! Instagram: https://www.instagram.com/cyvvang/ Redbubble: https://www.redbubble.com/people/cyvvang/shop --- Send in a voice message: https://podcasters.spotify.com/pod/show/bustyasianbeautiespod/message

Legendary: A Marvel Deck Building Game x James 2:15-17 x James 3:9Your daily crossover of faith and fandom! Experience daily Biblical encouragement from nerdy Christian podcasters, bloggers and content creators. Join the Nerd of Godcast community at www.NOGSquad.com

Welcome back to BizQuik! In this week's episode, Julie skillfully breaks down the definition of ROI (Return On Investment), its function as a data-driven metric that's essential to you, your business, and its investors, and the functionality of how to determine the success of your business. She even does a little 5th grade math (PEMDAS) to demonstrate how (easy it is) to measure your ROI correctly.   Themes: Data-driven decisions. Performance. Internal and external funding.   Support our show by visiting our Patreon page (https://www.patreon.com/BizQuik)   Shout out to FeedSpot (https://blog.feedspot.com/small_business_podcasts/) - The internet's largest human curated database of blogs and podcasts.   Need some help with customer service or social media management?  Check out Certivium (https://www.certivium.com/)   Find out everything you want to know about us and our businesses on our website SBPACE.com.  You can also find us on the following social media platforms:   Facebook (SB PACE) Instagram (@sb.pace) LinkedIn (@sb-pace) TikTok (@sb.pace) YouTube  (SB PACE)   If you like our intro, hit up Pat Hilton on Instagram (@pathiltonlive)   You can buy our book, Seriously?  Now What?!  A Small Business Guide to Disaster Preparedness, on Amazon.   BizQuik is a Traxler-Harris production. #Podcast #entrepreneurship #startup #businessowners #businesscoach   

Kyle and Kevin talk about a report from the Inquirer that Dennard Wilson was actually fired, Flyers fans are organizing a protest, and PEMDAS. Philly comedian Mike Rainey comes on to talk about his new book On Percs, Facebooking while intoxicated, his Chase Utley rehab story, buying farts, and falling in love with the 1996 Olympic women's gymnastics team.  Buy Mike's book On Percs: https://www.onpercs.com/ Listen to Mike's podcast with comedian Tim Butterly, Dad Meat: https://www.youtube.com/c/dadmeat Listen to Lil Stinkers on Patreon: https://www.patreon.com/lilstinkers Please subscribe to the show ([Apple Podcasts] [Spotify] [Amazon Music] [Google Play] [Stitcher] [iHeartRadio] [RSS]), leave a 5 star review, and follow us on Facebook and Twitter: @CrossingBcast Check out the other shows on the Crossing Broad Podcast Network including: Crossed Up: A Phillies Podcast, Snow the Goalie: A Flyers Podcast, and It's Always Soccer in Philadelphia. Learn more about your ad choices. Visit megaphone.fm/adchoices

Award-winning winemaker, consultant, engineer, and professed math geek Genevieve Rodgers of PEMDAS Winery Solutions joined host Ed Mysogland on this episode of How To Sell a Business Podcast. Genevieve gave an overview of the major roles in a winery business, the key elements that impact the winery's success (it's not just about the wine), how wineries get financing, what questions buyers should be asking, how the winery creates value, risk management, and much more. How To Sell a Business Podcast is produced and broadcast by the North Fulton Studio of Business RadioX® in Atlanta. PEMDAS Winery Solutions PEMDAS Solutions offers winery consulting solutions to meet clients needs. Services include: winery business development, design, winemaking consulting, financial forecasting, winery business education and project management. With over twenty years of experience in the wine industry, PEMDAS Solutions has the knowledge and experience that helps clients create and grow successful businesses in the wine and spirits industry. PEMDAS has worked with wineries, vineyards, cideries and spirits producers from startups to existing businesses. Their clients are small (less than 1,000 cases) to mid-size (500,000 cases) and span the globe. If you are looking for someone who has experience working in all aspects of this exciting industry, PEMDAS Solutions can help. Company website | LinkedIn | Facebook | Instagram | Twitter Genevieve Rodgers, Owner, PEMDAS Winery Solutions Genevieve Rodgers, owner of PEMDAS Winery Solutions, a winery and business consulting company in the US, has over twenty years of experience in winemaking and start-up winery business consulting. Genevieve brought her engineering and business management background to Sonoma, California in 1997 to help start her family's winery. She went on to manage the estate vineyard, produce award winning wine and start her own winery before adding winery business consulting to her repertoire. Genevieve has experience in all aspects of the wine business from vineyard design to sales and marketing and is an award winning winemaker with experience making wines from over a dozen grape varieties. She is fortunate to help people all over the world realize their winery business dreams. Genevieve holds a Bachelors of Science in Mechanical Engineering from the University of California at Davis, a Masters in Business Administration from Chapman University, California, USA and an advanced, Level 3, Certification in Wine from the Wine & Spirits Education Trust. LinkedIn Ed Mysogland, Host of How To Sell a Business Podcast The How To Sell a Business Podcast combines 30 years of exit planning, valuation, and exit execution working with business owners. Ed Mysogland has a mission and vision to help business owners understand the value of their business and what makes it salable. Most of the small business owner's net worth is locked in the company; to unlock it, a business owner has to sell it. Unfortunately, the odds are against business owners that they won't be able to sell their companies because they don't know what creates a saleable asset. Ed interviews battle-tested experts who help business owners prepare, build, preserve, and one-day transfer value with the sale of the business for maximum value. How To Sell a Business Podcast is produced virtually from the North Fulton studio of Business RadioX® in Alpharetta.  The show can be found on all the major podcast apps and a full archive can be found here. Ed is the Managing Partner of Indiana Business Advisors. He guides the development of the organization, its knowledge strategy, and the IBA initiative, which is to continue to be Indiana's premier business brokerage by bringing investment-banker-caliber of transactional advisory services to small and mid-sized businesses. Over the last 29 years, Ed has been appraising and providing pre-sale consulting services for small and medium-size privately-held businesses as part of the brokerage process. He has worked with entrepreneurs of every pedigree and offers a unique insight into consulting with them toward a successful outcome. Connect with Ed: LinkedIn | Twitter | Facebook  

January 16-20, 2023 No School Monday, January 16 (Martin Luther King Jr. Holiday) Chinese New Year Class Cultural Day (Wed, Jan 18) Colonial Day (January 27)- Volunteers Needed March 9- Girls Talk (Pizza, Pajamas, Presentation, Pals) Flag Deck (Parents can watch) Every Friday at 8:10 on the blacktop A Thank You From Mrs. DeMarco: Hello Mr. Gray's 5th Grade Parents and Happy New Year! I would like to thank you all for the generous gift card. How kind of you to think of me this holiday season! I am grateful to be your child's science teacher! Thank you again, Ms. De Marco

Episode 171 of the Cast Worthy Podcast "Evidence be Damned (PEMDAS)" was recorded Sunday December 18th via #streamyard.On this episode the gangs all here, Steve exits early to celebrate his Queen Nikki on her birthday.FIFA tells Ukraine.... They're not advertising their message of peace? Watch this space: Meg the Stallion vs. Tory Lanez.... Getting to look like a Telenovela day after day. We killed Tory on the pod but do we now owe him an apology? North Carolina Central wins the Celebration Bowl and is the best HBCU in football sending Prime winless in Bowl games at Jackson. The crew discusses his move to Colorado.R.I.P. Twitch. We didn't know him but rest in peace. Check on your people, Black men stop suffering in silence. Will Smith back at it with his new film Emancipation. James Gunn is single handedly ruining the DC Universe. White Lotus Finale..... Was TRASH! The VP approves of Black Adam?? A DC film? The royal family documentary. VP dishes on the new documentary on Harry and Meghan. The crew talks NFLAs always the CastWorthy content can be found on most streaming platforms including Spotify, Apple Podcasts, Spreaker and more. Video of the recordings can be found on Youtube and live interaction is available weekly on Sunday mornings via FB live and Youtube live.

Start trilling those lips and happy-patting those thighs, because this episode we're letting our stimming freak flags fly and we can't be the only ones making a ruckus in the hallway.    In what will surely need a follow-up episode, this ADHD learning corner we're laying the groundwork on hyper/hyposensitivities and stimming, a.k.a self-stimulatory behaviors–and no, we don't mean masturbating (you wish). Kristin gets them itchy legs and reveals the PEMDAS of her Perfect Hug (PH), Grace loses her Potter's Poddies privileges and enjoys the process of a burp, and we both ask the important questions, such as, “do friends hug?” and, “how's your relationship holding up to the corn song?”    We'll eventually do a part 2 that will include a more thorough breakdown of autistic vs. ADHD stims, sensory-seeking vs. sensory-avoiding behaviors, and other things we forgot. But until then, drape yourself in velvet and fidget your way through part 1 of this chaotic stimisode.  Resources Sensory Processing Problems in Children with ADHD, a Systematic Review; 2011 Korean Neuropsychiatric Association   Stimming and Fidgeting Helps Some People with ADHD to Pay Attention - CHADD   Don't Stop the Movement! - CHADD   Vocal Stimming and ADHD: What, Why, and How to Manage (psychcentral.com)   ADHD Stimming: Why It Helps & What to Know (psycom.net)   Tawny Frogmouth Call & Sounds - YouTube  

We're talking acronyms. The GOAT. RADAR. Pemdas.

Goodbye, Mars! Join us as we reminisce about the good times we had with these delightful orphans, such as [WAR CRIME], [ANCIENT REVIVED EVIL], and [LIBERALISM]. It's good, I think! As I drop Sara off in the collective soup, I feel drawn to it... My psychoframe is glowing... (Here is the tier list maker we used and here is our Official Ranking!) Watching - Nothing! Featuring - Max | Sara Check out our other stuff! - Pod of Greed | Slappers Only | Never Mind the Trollocs | Fearbaiting | Fwd:Fwd:Re:Zero | Special Grade Snax | Henry Kissinger is Pokemon Going to Die | The Wonder Yeerks Twitter Discord Noise Space

In this episode, Britton shares a storytelling trick that he has been using for the past year in order to remember what he did on every day of his life. Then, in a very STEM featured section, we figure out how to use PEMDAS and if Pluto is a planet. --- Support this podcast: https://anchor.fm/pod-trivia/support

Pointless information --- Support this podcast: https://anchor.fm/thisishearmeout/support

On this episode: Host Rachel Blood and guest Makenzi Johnson talk Easter break, rank the Bridgerton siblings, tell sentimental dad jokes.

some rambling thoughts about the lack program, abundance, snow shoeing, and PEMDAS? unclear. listening is a bad idea

1 – On a floor

1 – On a floor

The guys talk about the Super Bowl, the Olympics, and gift bags. They also become vest guys and try and figure out why there are three Pinocchio movies coming out in the next year.Follow the show on twitter: @passthegravypod, @AlexJMiddleton, @NotPatDionne, and @RobertBarbosa03

With starting a new job last week, I have had a lot of introductions to make the past several days at work. And new associates ask a lot of the same questions. Where was I before this? What is my experience? Do I have a wife and kids? What do I do outside of work? All of that is standard fare. But when I tell them we have seven children with an eighth due January, the reaction is almost always the same. "Wow, that's crazy!" "Don't you know how that happens?" "Are you done yet?" "Let me guess. You guys are either Catholic or you're Mormon." "Man. I don't know how you do it." Of course, none of these things people say are new to my wife Lauren and me. But rarely have I had so many of these conversations back-to-back in so short a time. And the number of times this script has played out in the past two weeks has me thinking. The answers - particularly from guys who are my age and younger - seem scripted because they are in a certain sense. And the script these young bucks are following comes from the broader mainstream culture in America. To be clear, Lauren and I did not arrive at our decision to welcome this many children because we wanted to be countercultural first and foremost. Rather, our ambition was to let the Bible inform our attitude and perspective on children as blessings from the Lord. As soon as you try explaining that to someone you only just met, you run the risk of seeming legalistic - particularly if the young man you are talking with regards himself as a Christian also. And we do not want to be legalistic. When we strive to let God's Word inform our attitudes and convictions, we do not confine ourselves to what the Bible says about children. And we are not saved by works - least of all the work involved in having and raising children, however many or few. We are saved by God's grace through faith in our Lord Jesus Christ. What God has already done and is doing and promises to do in Christ is the object of our faith. Even so, I find myself thinking of PEMDAS, the order of operations for solving mathematical equations. Parenthesis, exponents, multiplication, division, addition, and subtraction; get one or two of these out of order, or forget about one or more, and the math is not going to come out right. So first we start with the Doctrine of Creation. "In the beginning God" is how the first book of the Bible, Genesis, sets the stage. And from there we learn that God is the Creator, that man was made by God in the image of God, that mankind was created male and female, that marriage was instituted by God, and that God gave the command to "be fruitful and multiply, fill the Earth and subdue it." --- Send in a voice message: https://anchor.fm/garrett-ashley-mullet/message Support this podcast: https://anchor.fm/garrett-ashley-mullet/support

It finally happened. A listener professed their love to both or either Kim and Aliya. Thank you, Freddie, for writing in! Be sure to subscribe and join us each week! Submit your science questions at info@considerthismedia.com Learn more about Consider This Media at www.considerthismedia.com

Ethan Slater is an actor, writer and musician (mostly) based in New York. He was nominated for a Tony Award, and won the Drama Desk Award for playing SpongeBob in The SpongeBob Musical, which also happened to be his Broadway debut! As a writer, some upcoming projects include the films Intervenors and Silent Mode, both of which he co-wrote and co-stars in. He's released two EPs of original music, available on Spotify (or wherever you listen to stuff). As an actor, other theater includes: Who's Your Baghdaddy..., PEMDAS, Camelot (Lincoln Center), and when theater returns this fall (!), he will be playing Lee Harvey Oswald/The Balladeer in Assassins at Classic Stage Company. Some TV/film credits: Fosse/Verdon (FX), Law and Order (NBC), Murphy Brown (CBS), SpongeBob: Live On Stage (Nickelodeon), Evol, Untitled Vanessa Del Rio Biopic (upcoming), Kurt. (upcoming). IG: @ethanslater TW: @ethansaslater Nick Blaemire is a writer and performer based in Brooklyn. At 23 years old, Nick wrote the Broadway one-night-sensation rock musical Glory Days, which has since had over 50 productions around the world -- and will re-open in Japan in Fall 2021. He has written five other original musicals: A Little More Alive (commissioned by Broadway Across America, produced at Williamstown, Kansas City Rep, Barrington Stage, and is optioned as a feature film); Soon (premiered at Signature Theatre, upcoming at the Prima Theatre Fall 2021); Fallout (with Kyle Jarrow), Edge of the World (with Ethan Slater) and Space Dogs (with Van Hughes, upcoming Winter 2022 Off-Broadway at MCC Theatre). Nick has released three EPs of pop songs, all available on iTunes, Spotify, etc. As an actor, he most recently completed the National Tour of Falsettos as Mendel, recurred on Dash & Lily on Netflix, and was nominated for a Drama Desk Award for his performance as Jon in the Off-Broadway Revival of Tick, Tick...Boom!. IG: @blaemire TW: @nickblaemir Learn more about your ad choices. Visit podcastchoices.com/adchoices

Silva and Matty reach new heights as they talk about edibles, drug tests, and PEMDAS.

Let's get to it !! Rory & Mal do a short recap of their Labor Day weekends, and then immediately get into their review of the highly anticipated Certified Lover Boy album that released hours after they recorded last week's episode, track by track (6:45) ! They also get into the leaked Kanye track featuring Andre3000's verse about his late mother (45:45), which leads into a discussion about the guys own relationships with their mothers (55:45) . Rory gives Mal a wild math lesson ( 1:13:55) , the guys give flowers to the beloved Michael K Williams (1:26:45), + more! Like, comment, subscribe! And don't forget to text us questions for next week at 917-810-2295!

The Vagine Queens are back! It's episode 9 guys! Last week we missed you for good reason. One of us was on "Period, Sis", the podcast with none other than Mandii B. Fun times! Check that show out for lots of Women's Health information. This week we discuss ATM (not at the bank), and the Order of Operations. Who remembers PEMDAS? One of us didn't, but thankfully there is no math involved here. Listen as we review which direction to take your penetrative activities. Can you get pregnant from pre-ejaculate? Listen to the reasoning and how it could be possible. Lastly, if you have a messy after sex cleanup ("pump and dump"), and need a remedy you'll hear us discuss a new product that can help you, and potentially reduce BV for those who suffer infections after sex. (The jury is out, but we would love to do a study if the brand would agree!) That's all for this week! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thevaginequeens/support

In this week's episode, Alyssa sits down with suicide and abuse survivor, Johnny Crowder, to talk about the seemingly "small things” that are hugely important to have in trauma recovery. Johnny opens up about his own journey from abuse survivor to now hosting his own podcast and being the CEO and founder of an app designed to help mitigate trauma symptoms. Johnny is an amazing warrior with so much love to give! Support the Podcast Learn More About Johnny Crowder   Transcript:   Alyssa Scolari [00:23]: Hello, hello Friends. How are we doing today? I am trying to get back into the podcast swing of things. I have had a couple of weeks break from recording. We went on vacation. We bought a house. We have been packing and getting ready to move and all those good things and it's been really busy but all good stuff. Really, really excited. Of course, the moving process is like triggering trauma symptoms out of the wazoo but that's a conversation for another podcast because today, we have very special guest. I am looking forward to this episode. We have with us Johnny Crowder. Now, Johnny is amazing. He is a 28 year old suicide and abuse survivor. He is a TEDx speaker, a touring musician, mental health and sobriety advocate and the founder and CEO of Cope Notes. Cope Notes is a text based mental health platform that provides daily support to users in nearly 100 countries around the world, which is awesome. I love that. I can't wait to talk more about that. Armed with 10 years of clinical treatment, a psychology degree from the University of Central Florida and a decade of peer support and public advocacy through the National Alliance of Mental Illness, Johnny's youthful vigor for mental health has impacted millions of lives across the globe. Since his first keynote in 2011, Johnny's refreshingly candid perspective has attracted praise from hundreds of outlets, including Upworthy, CNN, and Forbes. Even when commanding a virtual stage or touring with his metal band, Prison, his infectious positivity and firsthand experience with multiple mental illnesses, ranging from bipolar disorder and OCD to schizophrenia, uniquely equipped him to provide realistic yet hopeful insight into the pains of hardship with authenticity, levity, and unconventional wit. So that was quite a bio. So hello, Johnny, welcome. Johnny Crowder [02:48]: Howdy. Alyssa Scolari [02:50]: You're a rock star. I mean, holy smokes, everything that you've been through ... I've really been looking forward to this conversation, even though it's taken us a little while to schedule and to get here, just because of the things that you're doing and the resiliency that you have. So can you take us back, how did you get to be the person that you are today? Johnny Crowder [03:17]: Lots of- Alyssa Scolari [03:19]: That's a loaded question, I know. Johnny Crowder [03:20]: Yeah. I'm trying to think lots of music. Lots of exercise, I'm looking back and I just think like, we all like to ... we all wish life was simple enough and binary enough to point to one thing and be like, "Oh, that was the thing that defined me," but I'm a pretty outspoken proponent of the fact that all of the little things make a big difference too, so it's interesting when I do interviews, and people want to talk about like the few big things, like tell us about your suicide attempts or tell us about being raped. I'm like, there were thousands of little moments in between, that shaped me, that I don't always get to talk about. So whenever someone is like, "How did you become who you are?" My brain runs like an infinite inventory of all of these tiny little decisions that I've made, but ultimately, an easy way to describe it is every time I experienced some kind of pain, I stubbornly decided there had to be a way to justify it. I had to use the pain or else the pain would have been for nothing, so that's why I think my life has progressed in the way that it has, is every time I hurt myself like I stubbed my toe and I think, man, I'm going to start a committee that's going to look at every corner in my house so that people don't stub their toes anymore. I just think that way. Alyssa Scolari [04:42]: Yeah. So basically, what you do is you have chosen to find meaning from the pain, take it and do something with it. Johnny Crowder [04:56]: Yeah, and there's a blurry line there too. When I was growing up, if someone would have said like, "Search for purpose and your pain," I'd be like, "Shove off. I don't want to talk about that," because I was caught up on the fact that it wasn't fair that I was experiencing pain, but once you can get past that hurdle, which is much easier said than done, you've kind of realize you do have a choice. Either I experienced that pain for no reason, and it will benefit no one and I learned nothing or I can leverage that so that there's some type of fruits, so that when I look back on my life, I don't wish I was hurt more so that I could have learned more, produce more good things. It's a way of like retroactively justifying the pain that you've experienced. I think anybody can do it, it just takes some pretty heavy mental lifting. Alyssa Scolari [05:44]: Absolutely and I think there's a lot in what you said, I think you're right. It's one of those things where would we prefer to live without our abuse? Johnny Crowder [05:55]: Yeah. Alyssa Scolari [05:56]: Yeah, that would be pretty fucking awesome. Please, I'll take that. I think so many people struggle, myself included at times with the mentality of it's not fair. It's not fair. This isn't fair. How did you ... and this is also a loaded question, so I understand that it's more complex than just a simple question, but how did you get into that mindset, because I think so many of us stay stuck in, "Well, this isn't fair." Especially living in a world where there's no justice. Johnny Crowder [06:39]: Yeah. I'm trying to think it wasn't like .... I think the way people envision people who are resilient is like, they wake up every day and they're like, "Oh, I'm just going to climb this mountain every day." I was talking to a buddy of mine, who I really admire, her name is Kristen. She's been doing this like advocacy for a lot longer than I have, so I asked her a lot of questions and she mentioned something like ... something along the lines of you can't be courageous, if you don't experience fear. Courage is overcoming fear. So if you're not afraid, then there's like a synapse, not firing in your brain. You should experience fear at some point, some things are scary and I kind of view my story so far that way like, it wasn't about training myself to think it is fair and I do deserve this. That would have been really unhealthy, right? Much like not experiencing fear is really unhealthy. So, the first thing you have to do is kind of either speak with someone who has been through something that you have, like talk to a peer about it and kind of validate that it's not your fault, and you didn't attract ... you didn't like law of attraction your way into being abused or something like that. There's a lot of that nonsense going around. So once you get past that piece, where you can just look straight at it, and you say, "That's not fair," then it's almost like that issue is put to rest. You're not wrestling with whether or not you deserved it anymore. Once you can lay that down, you can use all of that energy you were using on that problem for something more productive. Alyssa Scolari [08:30]: Right, it's about overcoming like it's not fair, but all the energy that you're taking, sitting in this almost ... I almost see it as a sense of denial, right? Because the more we sit in that spot of, "This is unfair, how could this have happened? I didn't deserve this." It's like, yes, yes, yes to all of it but we get stuck there, and when we get stuck there, then we're not using the energy that we have to push forward and create light for ourselves. Johnny Crowder [09:05]: We're also ... In talking about it, we're like skipping the step that is most crucial, which is like understanding that ... some people might not agree, but for me, it was understanding that I was right about not deserving the abuse. Alyssa Scolari [09:23]: Absolutely. Johnny Crowder [09:23]: Think about it ... most people never actually hear that they're right in feeling that they were hurt. A lot of it is like, "Well, what exactly happened and what did you do and what were you wearing and how long did you know that person," and if you let them in, maybe they didn't mean it like that. There's lots of like, it's whatever the opposite of victim blaming is. It's like, aggressor excusing. So, people experience a lot of that where they say, "Well think about it from his perspective," and even, these friends are trying to help too, so don't get it twisted, like they're trying to comfort you and help it not sting as much. Without someone who's experienced trauma, just hearing, "You know what, you're right." No, it's not fair at all and nobody deserves that. Without actually hearing that, it's so tough to get to the point where you can do something with it because you're too busy wrestling with the idea that it could have been your fault or maybe it was fair and maybe that pain was justified. You can only lay that down once you realize like, "Wow, I am right," and you feel validated in that frustration. Alyssa Scolari [10:38]: Yeah, you're 1,000% correct and I think back to the one time in my life that I reported one of my abusers, there was a full investigation, multiple victims and at the end, of course, there was not enough to try this man and the police officer said to me ... and I laugh about it, because that's just what I do, that's how I cope, but the police officer said to me, "Well, you kind of have to see it from his perspective." If you ... would you want your entire career ruined by people accusing you of this when there's no evidence? I mean, you're right, if it's not blaming you directly, right, then we're saying, "Well, you have to look at things from his perspective and not necessarily always a he," right? I want to be clear, there are women and non-binary folks who also can be abusers. We spend a lot of time doing that and we also spend a lot of time where I get a lot of ... and I don't know if you've had an experience with us, like, well, you have to just move on with your life. Johnny Crowder [12:03]: Yeah. Alyssa Scolari [12:04]: That comes before the, "You're justified in feeling what you feel," right? We don't get that. Johnny Crowder [12:04]: Yeah. Alyssa Scolari [12:09]: People skip right to like, "Well, you got to move on with your life." Johnny Crowder [12:12]: Dude, I love you describing it that way because I'm ... Do you remember PEMDAS from school? Alyssa Scolari [12:19]: Yeah, Please Excuse My Dear Aunt Sally. Johnny Crowder [12:21]: Parentheses, exponents, multiply, divide, addition, subtraction. Alyssa Scolari [12:21]: Subtraction. Johnny Crowder [12:29]: I didn't use the correct form of each of those words, but yeah, PEMDAS. So if you wind up doing the addition part of the equation first, it screws up the whole answer, you get the wrong answer every time unless you go in the order of operations and I'm viewing this like healing and coping process as exactly that. If you jump straight to, "Hey, buddy, you got a job to do. You got a life to live. Get back out there and experience it without the validation part," or without even feeling like you were justified in bringing it up to somebody. That's another step that I think a lot of people skip, is they don't ... like friends and family who try to help, someone who has been through something traumatic. We don't often like applaud people for saying something about it in the first place and that's almost always like, in the top three hardest parts of experiencing something traumatic is like mentioning it to someone and we forget to congratulate that person, which sounds like a weird word but to commend them for the strength that took to bring it up because we're too busy trying to help them get out of the mud, I do this all the time too, even with little innocuous stuff, like my buddy is like, "Dude, my boss is such a jerk," and I'm like, "Well, the job market is really fluid right now and you might be able to find something great." I'm like, "What did I say that? Why did I skip straight past my friend's pain point into a potential solution that they didn't ask for?" I do that all the time and I think it's ... in a weird way, it's how we care for each other. I don't want to hear that you're hurting, I want to fast forward to when you're not hurting anymore because I love you, and we forget that a lot of steps are being neglected when we do that. Alyssa Scolari [14:14]: Yeah. Yes. I feel like that is part of what makes trauma, right, because not everybody who experience this abuse can develop PTSD and not everybody becomes traumatized, but sometimes I feel when the support system doesn't kind of slow down and be with people in that pain and rushes people to recover or, what's the word that I'm looking for? Negates its significance and negates the importance of even speaking about it, which really has been my entire life growing up, right? I would say ... I remember the first time I told somebody in my family I had an eating disorder and the response was like, "No you don't." Johnny Crowder [14:59]: Yeah. Alyssa Scolari [14:59]: I was like, "Okay, all right. Here we go." So I think that that just continues to traumatize people. That's how people end up even more traumatized. Johnny Crowder [15:12]: Dude and think about it too, you just made me realize something, the opposite of validating someone and being like, "Wow, that is ... you are experiencing disordered eating." I'm like, "Man, what's been going on and tell me about it, and I want to understand it." The opposite of validating it is like gaslighting you into saying that it's not happening, and I picture like all of this ... I mean, I don't know your story, but I picture all of the courage and effort and mentally weighing the pros and cons of bringing it up in the first place and what does this mean and do I have to ... Am I going to have to go to treatment or are people going to look at me differently? Then is my behavior even going to change or is my disordered ... is my eating even that disordered, other people have much more disordered eating than me? So all these thoughts raced through your head for ... and Lord knows how long you struggle with this and then you finally bring it up, and it's kind of like a fireworks finale or whatever, where it just like ... and then like, doesn't even shoot, like the mortar doesn't even shoot off the ground. You're like, "What the heck?" Alyssa Scolari [16:21]: Those just happens. Johnny Crowder [16:23]: I think people forget the lead up to saying something like that, like it's not just someone casually mentioning it like at least in my personal experience, before I mentioned stuff like this to people. There's like a whole ... I mean, I'm writing like a mental dissertation about ... it's like a term paper in my mind, where I'm like, weighing out all of the potential ... and I'm so anxious about the outcome I'm bringing up, that it's exacerbating what I'm experiencing in the first place. So to mention it and have someone go, "Well, I mean, other people will have a lot more disordered eating than you." You just are like, "Oh, did I just waste five semesters on a paper that no one is going to read?" Alyssa Scolari [17:12]: I may just go burn this paper. Johnny Crowder [17:14]: Yeah. That's tough. Alyssa Scolari [17:16]: Right, figuratively speaking. So, for you, did you have that support from your family? I know that you had mentioned that you're a sexual abuse survivor and a suicide attempt survivor. So did you have that support growing up with your family, friends? Johnny Crowder [17:41]: So all my family is still alive, so I do my very best to speak kindly of everybody. Alyssa Scolari [17:48]: Understood. Johnny Crowder [17:49]: I grew up in a family that was not necessarily conducive to healthy mental and emotional patterns. Alyssa Scolari [17:59]: Understood. Johnny Crowder [17:59]: When I was ... I'll just say this, but you can kind of extrapolate out the type of family that I grew up in, when I was younger. So I had really debilitating OCD and it was getting to the point where I couldn't function normally. I couldn't get dressed, I couldn't make food, I couldn't leave my house sometimes. I couldn't touch doorknobs or people or step on cracks. There were like, hundreds of things that I couldn't do. It was really interfering with my daily life to the point where I couldn't function. My brothers, while, we didn't really talk about this, they knew that something was up with me and they knew what bothered me. So there was this one time we went to subway and they took my sandwich and licked it. The entire sandwich, like a foot long sandwich, they licked it because they knew that I couldn't eat it. To them, it was hilarious. They're like, "Oh, look, he just got this sandwich and now, he can't have it," and there were kids in school who would lick their hands and put it on me or spin on me and because they knew it would bother me so much to the point where I would have a behavioral outburst and be sent to the principal's office and I would get in trouble every time, because I was the one who had a behavioral outburst. So, it was tough with my family because I think there was a level of denial from my parents where they were like no son of mine, whatever. My mom just told me recently that my dad didn't believe that I had asthma. When I was a kid I had to use like the nebulizer like the huge thing. I use preventative medicine. I had to use like a Diskus every day and take medication and albuterol like it was really, really debilitating asthma. My dad was like, "No, he doesn't." So the family that I grew up in was kind of like a rub some dirt in it kind of family and my mom ... What's really cool is my mom in recent years, so she does, like stenography for students like for live events and stuff. So like if a student, a deaf student is attending classes at a college, my mom will attend the class and type on a stenograph everything that's being spoken. So it's like closed captioning for students. Alyssa Scolari [20:19]: Right. Johnny Crowder [20:19]: We wound up having to take psychology courses, because students were taking those courses. So now she's learning about like social work and about abnormal psychology. In this point in my life, I think she's like, "Oh, crap, we got to do something about this." So my mom has been kind of like the success story of beginning to ... especially in my teens and 20s, wrapping her head around, or at least making a conscious effort to ditch that denial pattern and try to understand what I was going through. Alyssa Scolari [20:53]: Yeah, which is awesome. Johnny Crowder [20:53]: Yeah. Alyssa Scolari [20:54]: I mean, right. It can't change the past, but that certainly is like, awesome, moving forward for you. Johnny Crowder [21:02]: Yeah. In my opinion, she's like the Most Improved Player, like how you get that trophy or whatever. Alyssa Scolari [21:09]: Yes. Johnny Crowder [21:11]: She'll come to my band's shows now and she tells her friends like, "Oh, my son runs a mental health technology company." So it's cool to see like the growth and change. She literally texted me today, and growing up, I never thought that I would really talk to my family, like moving forward after I moved out and it's cool to like ... I literally saw her this weekend and it's cool that we can maintain contact now in a way that we couldn't before. Alyssa Scolari [21:38]: Yeah, huge improvements. Johnny Crowder [21:41]: Yeah. Alyssa Scolari [21:42]: Does that also help you through the recovery process? Johnny Crowder [21:47]: I think yes, because I know a lot of people in my life, very close friends and family members who have kind of kept me at arm's length, because especially when you're younger, everything is viewed as like, you're a freak- Alyssa Scolari [22:05]: 1000% Johnny Crowder [22:06]: If you're experiencing these mental health issues, and people don't really dig any deeper, they don't take seriously what you are saying to them. I had lost hope in a lot of interpersonal relationships. I figured, I'm a lot healthier now than I was 10, 15 years ago but there are people who will never talk to me again, maybe because of my behavior when I was really sick and for the rest of my life, I will feel somewhat penalized for behavior that I was not ... I wasn't even sentient through some of that. I was in like, full blown psychosis and it's a challenge to know that I've lost some very close friends because of behavior patterns that I had no control over. Seeing my relationship with my mom slowly repair itself over the course of several years, it gives me hope that maybe some of the people who I lost through my psychosis I might wind up reconnecting with in the future, because now I'm capable of maintaining relationship in a way that I wasn't when I was younger. Alyssa Scolari [23:17]: Yeah, yeah. The things that you're saying are really speaking to me. I think part of the place where I'm at in my recovery is, I think acknowledging that I will forever feel penalized for things that I did 10 years ago and I was very, very sick. There are people and family members who still like exactly like you said, keep me at arm's length, right? I'm the freak of the family. I don't get invited to things. People don't ask me anything about the work that I do. People don't really know. Johnny Crowder [23:59]: Yeah, really, I don't want to open up a can of worms. Alyssa Scolari [24:01]: Yeah. You don't want to know. Johnny Crowder [24:03]: Don't even ask for how she is. I don't want to ... Alyssa Scolari [24:05]: No, I don't even want to know, right? Johnny Crowder [24:06]: Yeah. Alyssa Scolari [24:07]: They don't ask they don't call and for me, it's been one of those like coming to terms of like this also, the way other people choose to react and I think that a lot of trauma survivors need to hear this, is also not our fault and it's not fair. That too is not fair. It's not fair that we were traumatized but it's also not fair, the way other people reacted, Johnny Crowder [24:33]: Dude, this is real. It's tough like I- Alyssa Scolari [24:37]: This is the hard stuff. Johnny Crowder [24:38]: I look back and I know I had some very close friends that when I was hallucinating very severely, I was essentially living in just a completely different reality than my friends were. Those friends that I was very close with, especially in high school, I've tried reaching out to, talking to mutual friends to see if I could like try to see them again. They're just not willing to see me because in their mind, they have a very distinct vision of how I behave and I remember not too long ago, this is several years ago, but still pretty recent, I met up with a friend from high school who had that opinion of me still. It was just by chance, we both wound up being at our mutual friend's house at the same time. Alyssa Scolari [25:26]: So this was not planned. Johnny Crowder [25:27]: Yeah, and we spoke, and at the end, she was saying goodbye to everybody and stuff. She gave me a hug and she was like crying a little bit and I was like, "What's going on?" She was like, "I know, people who didn't come, because you're here, because they thought that you are today, like you were in high school and they didn't get to see the version of you that exists today. They have to live with that old version, and that's sad, to me." That's what she said and when she left, I was like, not only was it incredibly kind of her to acknowledge the work that I've done, and that I am different now, but for her to view it like that, not like, "Oh, you need to get out there and prove to them that you're different, like giving me a task." She said, "It's sad for them, that they don't get to see the progress you've made," and there was something so sweet and genuine about that, that I try to cling to whenever I feel left out or excluded. I think, I'm sad that those people don't get to know the version of me that exists today. The true version of me. Alyssa Scolari [26:50]: There absolutely, I think is a level of grief there. Also, even just hearing, right, I don't know this person who said that to you. I will probably never know this person, but even just knowing too, that there are people out there that will say things like that is hugely comforting. Johnny Crowder [27:10]: Yeah, we were never close too, me and this person, we just always ran in similar circles and had mutual friends, but we never were like close enough for her to be that heartfelt with me. I think it made it mean so much more because she wasn't doing it to be nice or to blow smoke or because she was my friend. It was like her genuine- Alyssa Scolari [27:30]: It was her genuine reaction. So, today, right, because I want to go back to something that we were talking about earlier, just so we can clarify, right, because we were talking about getting to a certain point in our recovery, where we can say like, this wasn't my fault and I didn't deserve it and I'm justified in feeling the way that I feel. I am justified in all of these emotions. Once you get to that point like today, where you're at today, right, hugely successful human being doing incredible things affecting millions of people for the better, changing lives. Do you still have moments where you struggle with that or is that like something you've completely like, come to terms with and are at peace with? Johnny Crowder [28:25]: Dude, I am ... Maybe it's because I'm cynical or skeptical or whatever word you want to use, but every time I hear someone say that they're fully past everything, it's not that I doubt the human minds ability to overcome, right? I doubt a perfect record. I doubt anyone having 100%. If you're at 99, you're a superhero but 100, you're a robot. So at least for me, personally, I shouldn't be speaking about other people's records. I'll say for me, it is not 100%. It is not a 90%. It's a pretty common ... I mean, it brings me back to what my buddy Kristen said about fear. It's like to be courageous, you face fear on a daily basis and I do that regularly and there's ... I mean, even people who have experienced trauma, like when you go out, you meet someone with your abuser's name or something. Keep in mind, what are they supposed to do about it, right? It's not their responsibility to address that. There's so many little individual things that you have to carry on a personal level, like you hear a song come on the radio and you're like, "That song was playing when we were driving to ..." It throws you back into something and you just build the rock climbing muscles you need over time to like climb out of that hole and I heard this really cool phrase, I'm going to butcher it but it's something along the lines of building the ability to bridge the gap between being thrown into that head space and recovering. So, let's say you hear a song and it triggers you and then, you spend 18 hours in this place where you're just overwhelmed by emotion. Then, after a couple of years of hearing that song every once in a while and being triggered another ways, then that gap goes from 18 hours to 45 minutes. Then, a couple of years later, you experience some other stuff and then, maybe that goes to three hours and seven minutes. It's not going to be linear but over time, there will be a general trend, if you consciously work at it where you can bridge that gap so I'm constantly experiencing stimulus that is extremely mentally and emotionally taxing and I don't task myself with avoiding that stimulus or with immediately overcoming every time that pops up. I do task myself with improving my recovery time. Alyssa Scolari [31:13]: Yeah. Yeah. I love that. I love the way you put it and importantly, very importantly it's not linear, right? Sometimes it is going to be that you're lost for 18 hours after you get triggered. Sometimes, it's going to be 45 minutes. It really is sometimes about muscle, building up ... like you would be building up a muscle, like your training muscles at the gym but also life is hard and even after we are abused, there are still things that can leave us triggered and traumatized, right? Just because we've experienced childhood abuse does not exempt us from the other painful things that life brings. Johnny Crowder [31:54]: Yeah, dude, I picture it a lot like a sunburn. If you've ever had a real bad sunburn and then someone comes and gives you a hug and pats you on the back and you're like ... I think there's a misconception around trauma where it's like, well, only things related to your trauma are really going to be harder for you, everything else is going to be normal. That's like saying, well, only the sun can hurt your sunburn. No, lots of different stuff. I mean, my shirt rubbing against my back hurts my sunburn. Alyssa Scolari [32:26]: Everything. Right, when you have sunburn, everything hurts it. Johnny Crowder [32:29]: Yeah. So it's difficult to describe to someone who hasn't experienced that, it's not just things in that specific category, that might exacerbate what I'm feeling. Basically, anything that touches that thing, I'm just already sore. I'm pre-sore. So if you go out into the world, and you wear a shirt or you lean against a chair or something, and it doesn't hurt your back, probably because you don't have a sunburn. I have a sunburn, so you might not be able to see it because it's covered by my shirt, but I might not be able to wear a backpack, even though you can and I will be able to later, because I won't be as sunburned and it won't hurt as bad, but right now, it's tough to explain to someone that something as seemingly innocuous and not related to your pain as a backpack could exacerbate the pain that they can't even see. Alyssa Scolari [33:28]: Yeah. Yeah, I think that's a beautiful way of putting it. A really, really beautiful way of putting it and it really drives home exactly what it feels like. It's brilliant. I'm going to have to marinate on that, actually because I think it's ... Johnny Crowder [33:44]: Me too. I just said it right now and I'm like, "Dang, that kind of works." So, I immediately thought it too. Alyssa Scolari [33:48]: You just came up with that. Johnny Crowder [33:49]: Yeah. Alyssa Scolari [33:51]: I have been here to witness this brilliance, because it is an incredible way of putting it. It really truly is and even for non-trauma survivors, I think it's a wonderful way to help people to understand what it can be like, so thank you for that. So, I want to ask you about what you're doing now, tell me what you're doing? So I read about it in your bio. Tell me more about Cope Notes because I love this idea. Johnny Crowder [34:18]: I appreciate the kind words. They are not lost on me and I don't want to fast forward into this part without saying thank you for being so supportive. Cope Notes is, in just a sentence or two, we use daily text messages to improve mental and emotional health. Then every text that we send is written by a peer with lived experience. It's reviewed by mental health professionals and then, delivered at random times to train your brain to think in healthier patterns. So, you're going through your day and you're sitting at a stoplight or your boss is yelling at you or whatever, and your phone buzzes and it's an interruption to a negative thought pattern, so an exercise or adrenaline pump or a psychology fact and it breaks that pattern of negative thought, negative emotion. Provides a catalyst for positive thoughts so that as the weeks and months and years pass, with that consistent positive stimulus, your brain starts to prioritize new neural pathways associated with those coping strategies. So that might have sounded a little tech and psychology heavy but really, we just use text messages to help you cope with anxiety, loneliness, stress, fear, depression, you name it. Alyssa Scolari [35:32]: Right, you're rewiring the brain, which all the listeners out there ... you all know this is my candy. I love talking about this stuff. Johnny Crowder [35:43]: Yeah. Alyssa Scolari [35:45]: Because right, what you're doing is A, you're providing support in the moment for people who often feel very, very alone but I think on a long term goal, what you're doing is you're rewiring that brain, you're forming new neural pathways, which helps hugely in trauma recovery, because as we know, trauma literally changes the brain. Johnny Crowder [36:09]: Yup. That's the coolest part that I don't think a lot of people know. You've done your readings. So you know this stuff, but I bet maybe half the listeners have, and they already know this and half of this is going to be new information. We don't say change your brain as in this like ephemeral metaphorical thing. It's like literally, physical parts of your brain are moving and rearranging themselves physically, like you can observe it and that's what's always fascinates ... so, I went to school for psych. It's always fascinated me that the brain doesn't metaphorically change or figuratively change, like literally the folds and the synapses and stuff, it's like this living breathing organism and that's me. Alyssa Scolari [36:55]: Yeah. I think that's one of the first things that I teach my clients who step into my office for help with trauma is like, "Okay, well, first, let's validate this and let's talk about what's happening in your brain," because this isn't like ... right, because then it becomes, if not, people then go into like, "Well, what's wrong with me? Why am I acting like this?" It's like, "Well, this is what's happening in your brain right now." Johnny Crowder [37:17]: Yup. Alyssa Scolari [37:17]: It gets a real thing. Your brain has literally changed itself. Johnny Crowder [37:22]: That's so awesome. Alyssa Scolari [37:23]: Yes. I love all brain stuff. So then, Cope Notes is also a podcast, right? Johnny Crowder [37:31]: Yeah, so there's the Cope Notes podcast and we are between seasons at this current moment at the time of recording, but there's like 40 episodes that are already up, that listeners can go check out and basically, we created the podcast to give people who don't commonly have a voice in the mental health conversation and opportunity to speak. So if like every ... and trust me, I work with a lot of clinicians, I love clinicians. Clinicians have changed my life but pretty much every podcast, mental health podcast I listened to is like doctor this and doctor that and researcher this and researcher that. I'm like, let's hear from the tattoo artists and the barbers, and the janitors- Alyssa Scolari [38:12]: The people who have been in it. Yes. Johnny Crowder [38:13]: Yeah, what are their experiences with mental health, because the longer we relegate mental health to be this, like clinical phenomenon and not like very much a lifestyle conversation, the longer stigma will prevail? Alyssa Scolari [38:28]: Absolutely, because it's not ... mental health doesn't just stop at Dr. John Smith, right, who has this PhD. Again, not that that's not a wonderful thing, right? I'm a therapist. Great, we like clinicians, but we normalize mental health and when we start hearing from people who are typically ... sent messages that they're not allowed to talk about this stuff, so when we start asking them to use their voice, that's affecting real change and real fight against stigma. Johnny Crowder [39:03]: Dude, and think about this too, how many people have experienced something related to mental health, which is literally everybody who then feel like, "Well, my opinion isn't really valid, like, I'm only a nanny or I'm only a graphic designer," and that's what we're trying to really attack is you don't need a doctorate to share your opinions and thoughts and experiences and your coping strategies with people. Your voice is valid in the mental health conversation, regardless of whether or not you think it's valid. Alyssa Scolari [39:37]: Yes, and nobody ... right, regardless of who is speaking and whatever degree they may have, nobody can tell you how to navigate your journey better than you. Johnny Crowder [39:52]: That's honestly ... to speak candidly, that is such annoying advice. I'm picturing myself when I was younger. So, I saw a number of different care providers and I was seeing therapists and psychiatrists and stuff, that was like a common theme where it was like, I had to take responsibility and I was like, "No, no, make it someone else's job." I so didn't want to hear it, but it's kind of like what we were talking about earlier, there is this very bizarre sense of freedom in that too, where if you can shift it from ... there's lots of this like, obligation talk like, "Well, no one else is going to do it for you, you got to do it," and it feels very drill-sergeanty. That doesn't really resonate with me. I know, it works for some people, but the way that ... the framing that helps me is I don't have an obligation to help myself, I have an opportunity to help myself and that feels to me so much more hopeful and positive and less like incriminating. It's not making it my fault. It's like, "Hey, dude, you don't have to wait for somebody else to do this. You can start doing stuff today." I'm like, "Oh, for real?" There's like an empowering sentiment to it, that it took me maybe a decade to wrap my head around. Alyssa Scolari [41:13]: Yeah, I think that it's much more empowering to phrase it like that and I think, I like changing the wording of that kind of stuff. I'm a big fan of that, but also in like, every day, right? The people who will like come into my office and be like, "I have to go to work." It's like, you don't have to do anything. You actually don't, right? I work with teenagers, right? Johnny Crowder [41:37]: That's awesome. Alyssa Scolari [41:38]: I work with teenagers, and they come in and they're like, "I have to empty your fucking dishwasher tonight." I'm like, "You actually don't. You don't have to. Just because somebody told you to, doesn't mean you have to. You get to, you choose to," right? That doesn't mean that we're exempt from consequences but you don't have to do anything because none of us like being told what to do. So the second we switch that from, "This is your responsibility. This is your obligation," right? To like, "No, this is what you can do. You can get up and go to work today or you can call out, right? You can do whatever you want to do." Johnny Crowder [42:16]: Dude, that line is so hard to find. I'm looking back on my early days in OCD treatment. There's a difference ... a lot of people say, "You can do it, you can do it," because I would say like, "Oh, I can't step on cracks." If someone says, you can step on cracks, it's negating what I say but if you say it exactly like you said it, you said, "You can step on cracks. You don't have to, you can choose not to step on cracks," but don't say that you can't because you and I both know that if you had to, you could step on a crack. So you ... like once you remind somebody that they're making the choice, because like, "Oh, well, my OCD says I can't step on the cracks," and my doctor is like, "Well, that's not you. That's your OCD." Alyssa Scolari [43:02]: That's not you, yeah. Johnny Crowder [43:04]: So you can choose to say, "Yes, OCD, I will avoid cracks," or you can say, "You know what, today I'm going to step on a crack because I choose what I do, not you." It's a crazy, empowering feeling. Alyssa Scolari [43:18]: It is. It's the best. No, I think that shift, right, it's subtle but it packs a punch in terms of treatment and recovery and all that good stuff. So I know I have ... I've kept you on here for a while. Thank you. There's so many good things for us to talk about. I feel like we have only barely scratched the surface. So, if people want to find you, they can ... because you have the Cope Notes app, right? It's an app that you offer. Johnny Crowder [43:49]: No, it's actually not an app. Alyssa Scolari [43:50]: It's not an app, what is- Johnny Crowder [43:52]: It's just, you go to copenotes.com and you type in your phone number. So nothing to download, no appointments or anything like that. No software updates. You just go to the website, copenotes.com and you type in your number and voila. Alyssa Scolari [44:05]: Beautiful and then, people also ... your podcast, people can find you basically wherever. Johnny Crowder [44:12]: Yeah, the Cope Notes podcast is wherever you listen to podcasts and then also a couple shameless plugs, I did get a head talk about Cope Notes and about some of the neuroscience stuff that we talked about today. So if there are any nerds listening like us right now, definitely go on YouTube and just search Johnny Crowder TED talk and you'll find. Then also, I do a fair amount of music still. Music has been a part of my life. It's like my primary coping mechanism. So if anyone enjoys rock or metal, or even if you don't, please go look up the band, Prison. We have a record called still alive. We talk a lot about suicide prevention. We have literally have a song called mental illness. Definitely go check out the band, because we talk about a lot of the stuff that we've discussed here, but maybe in a little more aggressive package, but it's still pretty cool. Alyssa Scolari [45:13]: I love it. Now, if I ... so the link where I read your bio, can I just ... if I link that in the show notes, people will be able to find all that, right, because I'm checking it out now and it has a link for Prison. It has the Cope Notes. It has your TED Talk all that good stuff. Johnny Crowder [45:31]: Yeah, you share whatever you think makes the most sense. Alyssa Scolari [45:35]: Perfect. So for the listeners out there, there will be a link in the show notes, so go check that out and then you will have access all in one page to everything that Johnny is talking about today. Johnny, thank you so much for being on the show. I appreciate it. This is my first episode back after taking a couple weeks off. So it was a good one. Thank you so much for your vulnerability. Johnny Crowder [46:03]: Absolutely and thanks for having me, but also for people listening. I just don't want any listener to overlook the fact that they just spent 45 minutes listening to a conversation like this that speaks about your character, just like my friend who mentioned that thing to me in confidence, that made me feel like, "Wow, I didn't even know she thought on that level." The fact that you've spent 45 minutes listening to this and engaging with this conversation speaks volumes about the type of person you are and the work that you're doing in your life. So don't just turn this off or listen to another podcast straight away, like stew in this for a minute or two after this finishes playing and realize like you're doing really important work and making a huge difference by spending your time this way and we both applaud you. Alyssa Scolari [46:53]: 1,000%. I agree with that you, as the listeners are phenomenal human beings fighting every day to make life a little bit lighter, and that is what this podcast is all about. So thank you, we appreciate all of you and take good care. I will be holding everybody in the light, and until next week. Thank you, Johnny. Thanks for listening everyone. For more information please head over to lightaftertrauma.com or you can also follow us on social media, on Instagram, we are @lightaftertrauma and on Twitter it is @lightafterpod. Lastly, please head over to patreon.com/lightaftertrauma to support our show. We are asking for $5 a month, which is the equivalent to a cup of coffee at Starbucks. So please head on over again, that's patreon.com/lightaftertrauma. Thank you and we appreciate your support.

Hay & Tay discuss math.

A grade-school math problem went viral last month when math teachers around the world couldn't agree on how to find the answer. The equation was short, and seemingly called for the old formula of PEMDAS. So why was it so confusing? And if math teachers can't agree, can the rest of us assume we've learned enough math to practically apply it? We have some fun with math and explore how we do, and don't, use what we were taught in school. Our guests: Amanda Tucker , assistant professor in the Department of Mathematics at the University of Rochester Ajamu Kitwana , vice president and director of community impact at ESL Federal Credit Union Brian Koberlein , astrophysicist and science writer with the National Radio Astronomy Observatory

Hey, do you love when we talk about hood movies? Well we have one for you this week AND neither of us have actually seen it! This movie actually caused a rare thing to happen, Brent & PJ had beef over the ending! Who do you agree with? Also discussed are alias names, the ending of the first Ace Ventura film, PEMDAS, Cappadonna's new album cover, various ways to torture rapists, WWE 2K games, Hustle Tests are caught up on and Brent has one of his biggest laughs ever because of a very morbid joke. Are you surprised though? Thanks for listening! All Our Links - https://linktr.ee/homevideohustlepodcast Support The Show - https://www.patreon.com/homevideohustle Get HVH Merch - https://www.teepublic.com/user/hvhpodcast Check The YouTube Page - https://www.youtube.com/channel/UCfN67zqLBcbJNJw1cHI0Hlw Music By: Trade Voorhees - http://tradevoorhees.com/ Promo: For Screen and Country Podcast - https://www.ageofradio.org/forscreenandcountry/ Age of Radio Page - https://www.ageofradio.org/homevideohustle/ Learn more about your ad choices. Visit megaphone.fm/adchoices

(Image: https://bit.ly/2QqRNJ4) “Green Eggs and Ham by Dr. Seuss” A furry creature with a top hat bends over to inspect a plate of food with green eggs and ham amidst an orange background.    Hosts: Weston Scott & Adam Niemann Theme Songs by Chris Lambert Show Graphic by Chris Lambert Edited by Adam Niemann  with Additional Audio Here: https://coolwebsite.pizza/additionalaudio

PEMDAS. 6/2(1+2) Three stories from Perrysburg. Two lousy, one beautiful. Gino's is the latest to say NO ONE WANTS TO WORK. Be a better customer please. Demi Lovato's dust up with a California froyo store has shaken the matter in my brain. Alex may have stumbled across a wedding venue. She's OK :) Phillipe ran into a famous person at his gym. MEGA FAMOUS. Maybe never to The Nevers. Chauvin predictions as we await the verdict. 

RG and Buses&More review the trends that happened over the weekend. PEMDAS, Paul vs Askren, DogecoinDay420, MiniToon building livestream and MORE!

Here's what's trending - Lizzo and Chris Martin sliding in DM's, PEMDAS and math online, and Aiden and his leather chair returning to Sex and the City.

Kiss My Math: Showing Pre-Algebra Who's BossCHALLENGE: Investigate the Commutative and Associative Properties of Addition and Multiplication. Dive into that!

Why do so many people have opinions about other people's household and other people's sexuality? Mind your business. Wash your hands. Wash your legs. Follow the ladies on Twitter & Instagram: @IfNeedBePodcast Send us anything you would like to hear the ladies talk about. Be sure to leave a rating and review on your favorite podcast listening app!

Join Marty as he sits down with Chris Stewart, CEO of Suredbits, to discuss: - An update on DLCs - The US Presidential Election DLCs - Oracle problems and solutions - DLCFDs - Stablecoins - Transaction fees - Is Ethereum beating Bitcoin? - PEMDAS - much more Shoutout to this week's sponsors. Cash App. Start #stackingsats today. Use the promo code: "stackingsats" to receive $10 and contribute $10 to OWLS Lacrosse when you download the app. Atoms. Atoms is a shoe company making the most comfortable ideal everyday shoe for the individual with low time preference. Head over to Atoms.com/tftc to get a free pair of socks at checkout.

Should the marginalized play the blame game? Listen as we mathematically breakdown the equations & variables that add obstacles to deficient systems for many. Don’t forget your (Pemdas), please excuse my dear aunt sally for tutoring me because mom and dad are not capable. Current Umoja President, Camrynn Harper shares her thoughts on how choices may triumph over faulty systems or vice versa. This is a NO CALCULATOR segment of the equity test.

Our Fall cornucopia of emails contains such succulent questions as: How future-proof should your new smart home be? To prebuilt PC or not to prebuilt PC? Where are all the HDMI 2.1 accessories? How do you wrangle a monitor and a TV in Windows? Plus, a whole bunch of tech that we--and you--have been thankful for in this trying year.Support the Pod! Contribute to the Tech Pod Patreon and get access to our booming Discord, your name in the credits, and other great benefits! You can support the show at: https://patreon.com/techpod

In this episode of the May Contain Action Podcast, Trevor and Paul talk with Hehe ! Trevor, Paul and Hehe discuss family life, having an incredible set up and PEMDAS! This episode is brought to you by Manscaped, the leader in below the belt grooming. Use code MCA for 20% off and free shipping on your next order at manscaped.com!

|| A New Untold Story: Ep. 213 || The boys discuss their old teachers, classmates, women cum tactics, and malls. || Producer: Tyler Goochman

We recorded this on Friday the 13th. SO GOD BLESS!

CFB PICKS // BRUNSWICK NEWS GOLF INSIDER SAVANNAH LEIGH JOINS THE SHOW // TWITTER TRENDING TOPICS: KIM NG, PEMDAS, CHARLES KOCH, SECRET SERVICE 130, TOMMY TUBBERVILLE, ELON MUSK See omnystudio.com/listener for privacy information.

I see a lot of logic problems. Do you remember PEMDAS (please excuse my dear aunt sally) that taught us all the order of operations for a math problem? The fact is, even if you add and subtract correctly, if you do them in the wrong order, you have a logic problem that will give you the wrong answers. This is also true in the way we we think. If you ask crappy questions "What's wrong with me?" you're going to get a crappy answer. Today is a mini masterclass on getting better results by asking better questions.

Many people get the order of operations wrong with dropshipping. That's why in this dropshipping step by step video we're going to tell you exactly what you need to do and in what order. Learn more about high ticket dropshipping: https://www.youtube.com/playlist?list... View all Dropshipping Success Stories: https://www.youtube.com/playlist?list... #highticketdropshipping OUR COURSES ⭐ Membership Group: https://BuildAssetsOnline.com/Membership   ⭐ Kindle Course: https://BuildAssetsOnline.com/Kindle   ⭐ Dropshipping Course: https://BuildAssetsOnline.com/Asset   ⭐ Free Blog Course: https://BuildAssetsOnline.com/Blast   ⭐ Online Asset Playbook: https://BuildAssetsOnline.com/Playbook   RECOMMENDED SOFTWARE, TOOLS, AND APPS (some affiliate links): ⭐ WPX Hosting: https://BuildAssetsOnline.com/WPX   ⭐ GeneratePress: https://BuildAssetsOnline.com/Generate   ⭐ Fiverr: https://BuildAssetsOnline.com/Fiverr   ⭐ Canva: https://BuildAssetsOnline.com/Canva   ⭐ Aweber: https://BuildAssetsOnline.com/Aweber   ⭐ ThriveThemes: https://BuildAssetsOnline.com/Thrive   ABOUT US Joe and Mike Brusca own and operate a digital portfolio of over 10 websites including 4 high ticket dropshipping stores. The duo have created over 6 high ticket dropshipping stores, all in operation and profitable. 3 have been sold for a total of over $300,000K ABOUT US Joe and Mike Brusca own and operate a digital portfolio of over 10 websites including 4 high ticket dropshipping stores. The duo have created over 6 high ticket dropshipping stores, all in operation and profitable. 3 have been sold for a total of over $300,000K

Basic Programming

In this weeks episode the guys discuss current events and talk about pass traumas about Math.

  Chip and Cern bust out their fingers & toes, abacus, and protractors to take on the math problem that broke the internet. The math problem is basic: "8÷2(2+2)=?" Chip and Cern are over confidant and roll out their PEMDAS getting the answer of 1. After some more digging and Googling, Chip and Cern find a new way to handle this problem.    Chip and Cern learn about some BODMAS. Which is the better way to do PEMDAS because division and multiplication are interchangeable and should be done left to right. Chip and Cern do some digging and find the answer to be 16. Google says the answer is 16 which leads Chip and Cern down the BODMAS path. Chip’s wife even comes in to comment on this math problem which threw Chip and Cern for a loop.    Chip and Cern then start looking at the old graphing calculators TI-83+ which, rather than doing actual math on Chip and Cern would load with games to pass the time in math. No wonder Chip barely passed in high school.    Chip and Cern have some fresh new merch! Tee shirts, hoodies, iPhone and Samsung phone cases and more! Check out the Chip and Cern Merch Store at https://teespring.com/chip-and-cern-heads-unisex-tee   Be sure to spread the word around and tell your friends about the Chip and Cern Show. The radio is dying, and podcasts are coming, so be ready. You can plug your phone into your car and listen when driving around.   If you want a free sticker, shoot an email to chipandcernshow@gmail.com, and we will give you one.    As always we appreciate you spreading the word with your friends, coworkers, family and churchgoing community members. The Hits are great into to the Chip and Cern Show, so share those!

In this episode, we cover Beyoncé, Chance the Rapper, watching your words, and the correct use of PEMDAS! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Caleb Drahosh All who are in Christ have been given the Holy Spirit and the Holy Spirit has given each a spiritual gift. It is important that these spiritual gifts–along with everything that is given by God–not be used haphazardly, but decently and in order, for the building up of the church. Why? Because God is a God of peace; he is not a God of confusion. Confusion and chaos in the local church come as a result of self-focus, but peace and order are established when we love one another.

Its Cinco de Self-Care and in honor of the 5th of May this episode is scratching the surface on the number 5. Whether you're recovering from one to many tequila shots or balancing your chi with bachata, you're going to want to listen. While Erin is far from a mathematician and in fact still can't tell you what PEMDAS stood for, she jumps about of her comfort zone to bring light to the vibrational and frequencies associated with Numerology. Five is the number of humanity and represents the elements of our collective experience. The conversation touches on discovering your birth code, numerical triads and five in the tarot. One thing is for sure, this is not your mama's discussion on numbers.Send Questions or Drop a Line to: erin@thestonefx.comSlide into those DMs at: @stonefxBook Appointments or Learn More at: www.thestonefx.com Support the show (http://www.thestonefx.com)

In the first episode of On The Ave Podcast we talk about Bill Cosby, Brett Kavanaugh, The American Justice System, Mac Miller, Rape Culture, Mental Health and more. We even touch base of PEMDAS (order of operations folks). Listen to episode one now.

We Discuss Cereal and Soup and make bad music. Please Enjoy My Dumb Awkward Study (of cereal) PEMDAS

Bro do you even know PEMDAS

This week Gabe Salamida, Megan Lewis, Fr. Ryan Halford, and Grace Krause join Fr. Brad for some rollicking trivia. They discuss Space Jam, The Lord of the Rings, and Papal Pomp & Circumstance. There's a lot of banter, and some pretty funny stories. If you know Fr. Ryan, you know he loves intentionally awkward moments....here you go. Support the show (https://www.patreon.com/quizzicalpapist)

There's a whole new world of technology out there in 2017, and Samara's ready to take the jump to digital. Not only that, she's also going to college! Join us as we follow her through the tumultuous world that is a mysterious "Modern Biology" class trying to prove the existence of the soul, and talk about why absolutely none of this makes sense. We'll also talk about fire safety, PEMDAS, research ethics boards, and how Euridyce deserved better than Orpheus.

Growing up with a learning disability, I had a lot of trouble remembering info. However, I had this strange obsession with counting syllables. I found a correlation with the rhythm in songs and the syllables in tasks. I would pair them together to match any song and task perfectly as a tool for memory retrieval... being doing so for 24 years; I now help other people with memory retrieval issues :)

Tag Me Tuesdays-#353  December 19 The Strong Within Daily Affirmation Podcast I Know When To Stop I took a break from a personal Facebook page for a few years, and while most would think that would be the end of my life as we know it…it actually was a peaceful time. No constant berating of political posts, no constant complaining of how bad their lives are when their fries weren't put in their to-go order bag at the drive through, and no competition contests on who's smarter…better…or whatever people feel they need to do to prove their worth to the world. But this past year I created a new personal account, so I could begin living again (sarcasm implied there incase you missed it)…because I almost didn't know what to do with myself without any social media…but in all seriousness I wanted to be able to participate in the great things on social media like seeing new family pictures, where people have moved to, and all the great things going on in their lives. And that definitely trumps all the negativity I see people swimming in, daily on their posts. I usually refrain from talking about sports, politics, or math as those are touchy subjects for most. One of my friends posted a math riddle with cute snowflakes, candy canes, and wine glasses…and I was fooled into doing more math than I wanted to…with such cute symbols it had to be fun right??? I answered the math riddle to the best of my ability…but those cute snow flakes and candy canes had me mesmerized to keep looking. As with any riddle, there will be small changes that you may not notice to make the problem a brain teaser…and looking a little closer I saw one of the inconsistencies and changed my answer. To make a long story short I think I changed my answer like 4 or 5 times. Now math wasn't my strong point in school, in fact I thought I was stupid because I didn't understand math very well. My father was an engineer and when he would try to tutor me, he would say “why don't you get this?” And I know he wasn't saying it meanly, math was easy for him, and he couldn't understand why I wasn't good at. And so I told myself I was stupid at math and made sure to not do my homework or think about math any more than I had to. And thus I got the grades that would prove to myself that I wasn't any good at it. I created a self-fullfiling prophecy for math. Anyways back to the math riddle. In this problem there's addition and multiplication, but in this problem there were no brackets or parenthesis saying which order should be done first…and so the riddle tricks you in two ways…first you don't think any parenthesis are needed and just do the math problem from left to right…or if you had remembered the order of operations that we learned in elementary school that exponents are done first, then multiplication, then division, then addition, and then subtraction…which teachers had created an acronym to help students remember the order of operations easier by shortening it to the word PEMDAS…which I never learned that acronym actually. And the interesting thing about doing a little research, is some people will claim that PEMDAS isn't always correct. And in a video I was watching on YouTube (which I will include on the post on my site), the narrator said that while the order of operations isn't technically wrong, it's morally wrong because it turns humans into robots. But I'm digressing because it's not about whether I was right or wrong it was about a little Facebook fisticuff argument I got into…and whether I should have kept my mouth closed or engaged the way I did. I had posted my last answer on my friend's post, and someone had said something right before me which seemed condescending to everyone on the post, as he said “the answer is 15 for those of you struggling.” I had a different answer because I had forgotten about parenthesis since they weren't in the riddle, and answered it as if it was left to right. I had found the small differences they tricked you with by changing addition to a multiplication sign, and changing the icons just a little bit to trick you if you didn't notice the small inconsistencies. So, I went about my business, and that same person made sure to then comment on my post saying the answer is 15. And my blood was boiling. I hate when people try to correct me instead of just saying their answer and being ok with their answer. It's not that I don't want people to educate me, but the way this guy's post above mine sounded and then feeling to comment on my post…just felt like him boasting about how smart he was. I came to a crossroads as I wanted to say something rude to him, and so I had a conversation in my mind debating whether to say something or not…my brain was screaming at me…”Chris leave it alone. There's nothing good that will come from this. It will just create more issues than you really want to deal with.” And the devil on my shoulder said… “you know what ‘eff' it, do it anyways. Say what you want to.” And so I wrote something that got my point across, but wasn't snarky as I said, Joe maybe we are different, but I like to figure things out on my own, even if I'm wrong.” (The person's name was changed to protect the guilty). And like any good social media fight…that person responded almost immediately as if waiting to goad anyone willing to say anything against him that wasn't praising him for answering the math riddle the way that he did. And so he responded… “you're right, we are different. I learned how to do that math in the 1st grade.” And now I knew he was lying…who learned order of operations in 1st grade??? Except maybe Doogie Howser, of course. So the fight was on, and again the dilemma came up…should I let it be or should I engage? Now I took it further than I needed to…but the whole time I tried to remember to be kind and calm. I think sometimes we enjoy getting into arguments to win, and maybe that is what I was trying to do, but I think my way of winning wasn't trying to prove who was right, but just in moral decency and kindness to another human. So my next response was…”Joe I can tell math is one of your strengths.  It's not one of mine. That's awesome you are good at math. One of my strengths is loving people, not trying to prove how much smarter I am than them.” And so we went back and forth a little bit as he called me a special snowflake… I thanked him for showing me how real level of education. I remember in elementary school they said the best way to beat a bully is to not play his game, so “I said I'm sending good energy his way no matter how he felt about me.” He replied back he couldn't wait to laugh at me when the real world slapped me in the face. And to which I replied…keep watching then…waiting to laugh. Anyways, the humor behind this story is when is it appropriate to stop…if to start at all. I have to remember that sometimes even when I'm trying to be kind… I still may be trying to correct them and get my way. And even if it's with kind intentions, that still is a sort of manipulation in its own way. I am not saying it's bad…but I am also not letting the person be themselves. I guess I hope that I can help people to see their anger and unkindness and change their ways. Who knows, maybe it might change them in small subtle ways…not immediately but down the road but maybe when they step away from autopilot of how they engage people. So the question I want to ask all of us…is why are we pursuing a certain outcome? What if we were to pause for a moment instead of getting into autopilot fight or flight mode and ask ourselves, “what do I really want to accomplish here?” We can't control others and their motives, but we can take a look at ours and instead of going to battle, ask “what's more important?” There's the saying, “you can be right, or you can be happy.” And what I take it to mean, is that sometimes we spend so much time fighting to prove how right we are, and how wrong others are…that in the end it's not about a truth but it's really just our ego speaking, “saying pay attention to me…look at how important I am.” I'm not angry at the person who I had a disagreement with. I understand his dilemma. And while I may be reaching here and making assumptions, I think there are some hard things going on in his life, and it's easier to carry that with us wherever we go—than to find the light in our darkness. Whether it be his work environment, his home life, or maybe the personal struggles he's dealing with…its easy to take allow negativity to cling to us as we spread it without knowledge…because we have let that negativity consume us. So, let's be wiser today. Even if it's keeping our mouths closed. Sometimes it may be living in accordance with an old saying… “It's better to keep one's mouth shut and be thought a fool than to open it and remove all doubt.” Today's Personal Commitment:What's the only the tool that gets sharpened with more use? Your tongue Are there times you should have held your tongue? Are there times when you put your foot in your mouth and wish you had taken time to think before speaking? I know when I was younger, my mouth moved faster than my brain. At least it seemed like it, and I would use the phrase it's better to ask for forgiveness than permission as an excuse for me not thinking. There are good merits on both sides of the story, sometimes we need to say things without thinking about them so it gets out and can be discussed, and sometimes we need to hold our tongues to allow less chaos to enter an interaction. Today, before you speak…take a moment to take a deep breath…and then respond. See if you can do this EVERY time you are about to speak. That will take a lot of mindfulness, but I think it can a valuable lesson for you in processing things differently. Who knows you might find you'll have to apologize less and you might come to some better conclusions. Only one way to find out. So see if you can do it one day out of the week, each week, for the next month and see what revelations you come to. Who knows maybe you won't have to get into Facebook arguments to get your kicks out of life next time. I Know When To Stop     Thanks for listening.  I'm sending great energy your way as we become Strong Within together, Personal Development Life Coach- Chris O'Hearn Contact info- email: chris@strongwithin.com  phone:865-219-3247     Music by: - Zest by basematic (c) copyright 2011 Licensed under a Creative Commons Attribution (3.0) license. - I Have Often Told You Stories (guitar instrumental) by Ivan Chew (c) copyright 2013 Licensed under a Creative Commons Attribution (3.0) license. Location: Knoxville, Tennessee USA but available worldwide

Learn a mnemonic to help you remember the rules of PEMDAS and play a fun game based upon those rules. SPONSOR: Use http://www.betterment.com/mathdude and receive a $25 account bonus!

Learn how square roots are used in the real world and how you can easily estimate their value in your head.

Students explain order of operations to the tune of "I'll Be Missing You."

Another debut from two 6th graders, Kermit and Freckles (not their real names).  Watch these two simplify a problem using the order of operations (also known as PEMDAS and GEMDAS). “Kermit” did 100% of the editing and this was her first time ever using Camtasia Studio!