Podcasts about Ramsey

✍️ ⁠⁠⁠Help us make the show better! Take this 6-question survey.⁠⁠⁠ Jade Warshaw and Dr. John Delony answer your questions and discuss: “How do I pay off my debt?” “Do we need to be 'gazelle intense' with our investing?” “Should I help my sister out financially in order for her to come visit for Thanksgiving?” “I am struggling to balance paying off debt and spending time with family. How do I work through this?” “How do my fiancé and I plan to protect both his family business and my security?” “How do I start investing?” “I don't make enough to cover my expenses every month. Can I consolidate my debt before I fall behind?” “How do I stop struggling with personal fulfillment after my divorce?” “I have $140,000 in credit card debt. Should I go into default and use debt relief programs?” Next Steps:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

✍️ ⁠Help us make the show better! Take this 6-question survey.⁠ Ken Coleman and Jade Warshaw answer your questions and discuss: "Should I drop out of college to go into the family business?" "Should we buy a car before paying off debt?" "My husband wants to invest instead of pay off debt" "Should we build a home for my in-laws so we can move into their house?" "Our insurance premium just doubled. Should we look for an alternative?" "Should we cash out our retirement to pay off debt?" "How do I overcome my spending addiction?" Next Steps:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

Today's show features: Jeff Ramsey, CMO of Ourisman Auto Group Brian Kramer, EVP, Dealer Growth & Success at Cars Commerce Dustin Clark, CMO of Andy Mohr Auto Group This episode is brought to you by: Stream Companies – A full-service, fully integrated, tech-enabled advertising agency that drives measurable results through performance marketing, creative and content development, and proprietary AdTech solutions. Our innovative platforms, including the Retail Ready platform and Integrated Marketing Cloud, empower brands to optimize performance and accelerate growth. To learn more, visit https://www.streamcompanies.com/ CDG Circles – A modern peer group for auto dealers. Private dealer chats. Real insights — confidential, compliant, no travel required. Visit ⁠⁠https://cdgcircles.com/⁠⁠ to learn more. Car Dealership Guy is back with our second annual NADA Party—happening in Las Vegas on Thursday, February 5th. It's the hottest ticket at NADA 2026. Spots are limited and unfortunately we can't invite everyone —so RSVP today at ⁠⁠https://carguymedia.com/cdglive⁠⁠ and we hope to see you in Vegas! — Check out Car Dealership Guy's stuff: CDG News ➤ ⁠⁠https://news.dealershipguy.com/⁠⁠ CDG Jobs ➤ ⁠⁠https://jobs.dealershipguy.com/⁠⁠ CDG Recruiting ➤ ⁠⁠https://www.cdgrecruiting.com/⁠⁠ My Socials: X ➤ ⁠⁠https://www.twitter.com/GuyDealership⁠⁠ Instagram ➤⁠⁠ https://www.instagram.com/cardealershipguy/⁠⁠ TikTok ➤ ⁠⁠https://www.tiktok.com/@guydealership⁠⁠ LinkedIn ➤ ⁠⁠https://www.linkedin.com/company/cardealershipguy/⁠⁠ Threads ➤ ⁠⁠https://www.threads.net/@cardealershipguy⁠⁠ Facebook ➤ ⁠⁠https://www.facebook.com/profile.php?id=100077402857683⁠⁠ Everything else ➤ ⁠⁠dealershipguy.com

On December 26, 1996, JonBenét Ramsey — a six-year-old beauty pageant contestant from Boulder, Colorado — was found dead in her family's home, a tragedy that shocked the nation and has remained one of America's most haunting unsolved cases. The discovery came just hours after her parents reported her missing following the appearance of a lengthy ransom note demanding $118,000. Despite intense media scrutiny and years of investigation, the case has been marked by controversy, shifting suspicions between family members, and numerous theories ranging from intruder involvement to internal cover-up. Advances in forensic technology have since reignited public interest, though no one has ever been charged. JonBenét's short life and mysterious death continue to fascinate and frustrate investigators and the public alike, symbolizing the enduring complexities of crime, fame, and media in modern America. Hosts: Jason Beckerman & Derek Kaufman Learn more about your ad choices. Visit podcastchoices.com/adchoices

Send us a textIn this special episode of The Corie Sheppard Podcast, we sit down with Beverly Ramsey-Moore — proud daughter of Black Rock, Tobago, President of Pan Trinbago, and lifelong member and leader of the iconic Katzenjammers Steel Orchestra — as we join with Pan Trinbago to mark the official launch of Panorama 2026.

Ginny Ramsey of the Catholic Action Center talks to Jack about the plan to care for homeless as cold weather makes an early appearance in central Kentucky. The Winter Shelter Program in Lexington has had a delay in opening and won't be operational until next week. See omnystudio.com/listener for privacy information.

There is much debate among academics and policy experts over the power the Constitution affords to the president and Congress to initiate military conflicts. But as Michael Ramsey and Matthew Waxman, law professors at the University of San Diego and Columbia, respectively, point out in a recent law review article, this focus misses the mark. In fact, the most salient constitutional war powers question—in our current era dominated by authorizations for the use of military force—is not whether the president has the unilateral authority to start large-scale conflicts. Rather, it is the scope of Congress's authority to delegate its war-initiation power to the president. This question is particularly timely as the Supreme Court appears growingly skeptical of significant delegations of congressional power to the executive branch.Matt Gluck, Research Fellow at Lawfare, spoke with Waxman and Ramsey about their article. They discussed the authors' findings about the history of war power delegations from the Founding era to the present, what these findings might mean if Congress takes a more assertive role in the war powers context, and why these constitutional questions matter if courts are likely to be hesitant to rule on war powers delegation questions.To receive ad-free podcasts, become a Lawfare Material Supporter at www.patreon.com/lawfare. You can also support Lawfare by making a one-time donation at https://givebutter.com/lawfare-institute.Support this show http://supporter.acast.com/lawfare. Hosted on Acast. See acast.com/privacy for more information.

The Emperor New Clothes - looks familiar. A closer look at valuations Tariffs under fire - Supreme court hearings. And our Guest, Manual Blay – The Dow Theory.com  - Newsletter – Home of the Schannep & Blay Timing Indicators. NEW! DOWNLOAD THIS EPISODE'S AI GENERATED SHOW NOTES (Guest Segment) Manuel Blay is the editor of TheDowTheory.com, a top-ranked investment letter that has garnered a remarkable reputation for assisting investors in navigating Bear markets while maximizing profits during Bull markets. Mr. Blay's investment Letter is frequently quoted by Forbes, MarketWatch, Yahoo Finance, etc. Furthermore, he has extended the application of the Dow Theory beyond stocks to encompass U.S. bonds and precious metals. Throughout his career, Mr. Blay has actively traded for his personal portfolio. Prior to his endeavors as a trader and investment writer, he held a directorial position at an investment fund management company. Check this out and find out more at: http://www.interactivebrokers.com/ Follow @andrewhorowitz  Stocks mentioned in this episode: (DELL), (AMD), (NVDA), (AAPL), (F), (SPY), (QQQ)

Welcome to Citipointe Church Online. We love that you're joining us for our online experience.A God Who Restores | Ps Reuben SowahNovember 9th - 5:00pm ServiceTo connect with or contact us, visit https://citipointechurch.com/connectTo GIVE online, visit https://citipointechurch.com/givingIf you have made a decision today to follow Jesus, please let us know by filling out the form found here: https://citipointechurch.com/i-have-decided/Citipointe Church exists to unmistakably influence our world for good and for God.

Welcome to Citipointe Church Online. We love that you're joining us for our online experience.Big Lives Make a Big Difference | Ps Mark RamseyNovember 9th - 10:15am ServiceTo connect with or contact us, visit https://citipointechurch.com/connectTo GIVE online, visit https://citipointechurch.com/givingIf you have made a decision today to follow Jesus, please let us know by filling out the form found here: https://citipointechurch.com/i-have-decided/Citipointe Church exists to unmistakably influence our world for good and for God.

Friend, God wants to draw us close to Him and His Truth!Join us on the podcast for day 6 of our BRAND NEW 30-day audio devotional: Living a Lifestyle of Prayer. This plan was lovingly created by the team at Help Club for Moms: moms just like you, with a heart for Jesus and for moms. Each devotional was prayerfully written to lead you into the heart of God for prayer, a journey that will strengthen you as a mom and draw you closer to Jesus.

✍️ ⁠Help us make the show better! Take this 6-question survey.⁠ Dave Ramsey and Rachel Cruze answer your questions and discuss: "I've been fired 14 times and no employer will look at me now. What are my options to get out of this cycle?" "I was living with my girlfriend and her family, we broke up and now I have to move out and I don't know what to do" "Should I use my bonus to gain equity in the small business I work for?" "I bought an Airbnb cabin and now I am behind on my bills" "My dad offered to cashflow my first home. How do I structure this the right way?" Next Steps:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

11-07-25 - Guad Squares - David Lee - Jimmy Fallon - Trump - OJ - Alien Fighter Brady - Gordon Ramsey - William ShatnerSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

11-07-25 - Guad Squares - David Lee - Jimmy Fallon - Trump - OJ - Alien Fighter Brady - Gordon Ramsey - William ShatnerSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Ray thinks Jalen Ramsey playing safety for the rest of his career is something that Ramsey needs to think of. Joe thinks Ramsey could be the next Rod Woodson. Kyle Dugger played nearly every snap for the Steelers against the Colts. The Steelers wanted to make a trade, but they didn't want to give up high draft picks for a wide receiver. Ray is picking the Chargers.

Hour 2 with Joe Starkey and Donny Football: Ray thinks Jalen Ramsey playing safety for the rest of his career is something that Ramsey needs to think of. Joe thinks Ramsey could be the next Rod Woodson. Ray is picking the Chargers. Ray doesn't think MVS will debut this Sunday. The Numbers Game in Steelers-Chargers!

Soybeans closed 8-10 cents higher Friday while live and feeder cattle futures saw modest gains, up $2-$4. Heather Ramsey with the ARC Group recaps Friday's trade. Topics: - Prep for USDA data - Space for corn - Demand for soybeans - Logistics - Keys for next week

This week on Screentime John Fardy talks to filmmaker Lynne Ramsey about her long-awaited new film 'Die My Love' which sees Jennifer Lawerence and Robert Pattinson play a couple who really start to fall apart. John also talks to renowned photographer and social activist Misan Harriman who is the subject of the documentary 'Shoot the People' which is on this year's Cork International Film Festival. Plus, Ken Doran reviews 'Predator; Badlands'.

✍️ ⁠⁠Help us make the show better! Take this 6-question survey.⁠ George Kamel and Rachel Cruze answer your questions and discuss: "My parents want me to use my savings to buy them a house" "I'm $65,000 in debt and I feel completely overwhelmed" "My father has a $1.3 million net worth and none of it is invested. How do I help him grow his wealth?" "Should I stop investing in Baby Step 2 and lose out on my employer match?" "I lost everything in my divorce and I don't know how I am going to pay rent this month" "How do I save up for our wedding while I am in Baby Step 2?". Next Steps: ✔️⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠Help us make the show better. Please take this short survey.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

Ramsey Merritt, Improving Students' Turn & Talk Experience ROUNDING UP: SEASON 4 | EPISODE 5 Most educators know what a turn and talk is—but are your students excited to do them?  In this episode, we put turn and talks under a microscope. We'll talk with Ramsey Merritt from the Harvard Graduate School of Education about ways to revamp and better scaffold turn and talks to ensure your students are having productive mathematical discussions.  BIOGRAPHY Ramsey Merritt is a lecturer in education at Brandeis University and the director of leadership development for Reading (MA) Public Schools. He has taught and coached at every level of the U.S. school system in both public and independent schools from New York to California. Ramsey also runs an instructional leadership consulting firm, Instructional Success Partners, LLC. Prior to his career in education, he worked in a variety of roles at the New York Times. He is currently completing his doctorate in education leadership at Harvard Graduate School of Education. Ramsey's book, Diving Deeper with Upper Elementary Math, will be released in spring 2026. TRANSCRIPT Mike Wallus: Welcome to the podcast, Ramsey. So great to have you on. Ramsey Merritt: It is my pleasure. Thank you so much for having me. Mike: So turn and talk's been around for a while now, and I guess I'd call it ubiquitous at this point. When I visit classrooms, I see turn and talks happen often with quite mixed results. And I wanted to start with this question: At the broadest level, what's the promise of a turn and talk? When strategically done well, what's it good for? Ramsey: I think at the broadest level, we want students talking about their thinking and we also want them listening to other students' thinking and ideally being open to reflect, ask questions, and maybe even change their minds on their own thinking or add a new strategy to their thinking. That's at the broadest level.  I think if we were to zoom in a little bit, I think turn and talks are great for idea generation. When you are entering a new concept or a new lesson or a new unit, I think they're great for comparing strategies. They're obviously great for building listening skills with the caveat that you put structures in place for them, which I'm sure we'll talk about later. And building critical-thinking and questioning skills as well.  I think I've also seen turn and talks broadly categorized into engagement, and it's interesting when I read that because to me I think about engagement as the teacher's responsibility and what the teacher needs to do no matter what the pedagogical tool is. So no matter whether it's a turn and talk or something else, engagement is what the teacher needs to craft and create a moment. And I think a lot of what we'll probably talk about today is about crafting moments for the turn and talk. In other words, how to engage students in a turn and talk, but not that a turn and talk is automatically engagement. Mike: I love that, and I think the language that you've used around crafting is really important. And it gets to the heart of what I was excited about in this conversation because a turn and talk is a tool, but there is an art and a craft to designing its implementation that really can make or break the tool itself. Ramsey: Yeah. If we look back a little bit as to where turn and talk came from, I sort of tried to dig into the papers on this. And what I found was that it seems as if turn and talks may have been a sort of spinoff of the think-pair-share, which has been around a little bit longer. And what's interesting in looking into this is, I think that turn and talks were originally positioned as a sort of cousin of think-pair-share that can be more spontaneous and more in the moment. And I think what has happened is we've lost the "think" part. So we've run with it, and we've said, "This is great," but we forgot that students still need time to think before they turn and talk. And so what I see a lot is, it gets to be somewhat too spontaneous, and certain students are not prepared to just jump into conversations. And we have to take a step back and sort of think about that. Mike: That really leads into my next question quite well because I have to confess that when I've attended presentations, there are points in time when I've been asked to turn and talk when I can tell you I had not a lot of interest nor a lot of clarity about what I should do. And then there were other points where I couldn't wait to start that conversation. And I think this is the craft and it's also the place where we should probably think about, "What are the pitfalls that can derail or have a turn and talk kind of lose the value that's possible?" How would you talk about that? Ramsey: Yeah, it is funny that we as adults have that reaction when people say, "Turn and talk."  The three big ones that I see the most, and I should sort of say here, I've probably been in 75 to 100 buildings and triple or quadruple that for classrooms. So I've seen a lot of turn and talks, just like you said. And the three big ones for me, I'll start with the one that I see less frequently but still see it enough to cringe and want to tell you about it. And it's what I call the "stall" turn and talk. So it's where teachers will sometimes use it to buy themselves a little time. I have literally heard teachers say something along the lines of, "OK, turn and talk to your neighbor while I go grab something off the printer."  But the two biggest ones I think lead to turn and talk failure are a lack of specificity. And in that same vein too, what are you actually asking them to discuss? So there's a bit of vagueness in the prompting, so that's one of the big ones.  The other big one for me is, and it seems so simple, and I think most elementary teachers are very good at using an engaging voice. They've learned what tone does for students and what signals tone sends to them about, "Is now the time to engage? Should I be excited?" But I so often see the turn and talk launched unenthusiastically, and that leads to an engagement deficit. And that's what you're starting out with if you don't have a good launch: Students are already sort of against you because you haven't made them excited to talk. Mike: I mean those things resonate. And I have to say there are some of them that I cringe because I've been guilty of doing, definitely the first thing when I've been unprepared. But I think these two that you just shared, they really go to this question of how intentionally I am thinking about building that sense of engagement and also digging into the features that make a turn and talk effective and engaging.  So let's talk about the features that make turn and talks effective and engaging for students. I've heard you talk about the importance of picking the right moment for a turn and talk. So what's that mean? Ramsey: So for me, I break it down into three key elements. And one of them, as you say, is the timing. And this might actually be the most important element, and it goes back to the origin story, is: If you ask a question, and say you haven't planned a turn and talk, but you ask a question to a whole group and you see 12 hands shoot up, that is an ideal moment for a turn and talk. You automatically know that students are interested in this topic. So I think that's the sort of origin story, is: Instead of whipping around the room and asking all 12 students—because especially at the elementary level, if students don't get their chance to share, they are very disappointed. So I've also seen these moments drag out far too long. So it's kind of a good way to get everyone's voice heard. Maybe they're not saying it out to the whole group, but they get to have everyone's voice heard. And also you're buying into the engagement that's already there. So that would be the more spontaneous version, but you can plan in your lesson planning to time a turn and talk at a specific moment if you know your students well enough that you know can get them engaged in.  And so that leads to one of the other points is the launch itself. So then you're really thinking about, "OK, I think this could be an interesting moment for students. Let me think a little bit deeper about what the hook is." Almost every teacher knows what a hook is, but they typically think about the hook at the very top of their lesson. And they don't necessarily think about, "How do I hook students in to every part of my lesson?" And maybe it's not a full 1-minute launch, maybe it's not a full hook, but you've got to reengage students, especially now in this day and time, we're seeing students with increasingly smaller attention spans. So it's important to think about how you're launching every single piece of your lesson.  And then the third one, which goes against that origin story that I may or may not even be right about, but it goes against that sort of spontaneous nature of turn and talks, is: I think the best turn and talks are usually planned out in advance.  So for me it's planning, timing, and launching. Those are my elements to success when I'm coaching teachers on doing a turn and talk. Mike: Another question that I wanted to unpack is: Talk about what. The turn and talk is a vehicle, but there's also content, right? So I'm wondering about that. And then I'm also wondering are there prompts or particular types of questions that educators can use that are more interesting and engaging, and they help draw students in and build that engagement experience you were talking about? Ramsey: Yeah, and it's funny you say, "Talk about what" because that's actually feedback that I've given to teachers, when I say, "How did that go for you?" And they go, "Well, it went OK." And I say, "Well, what did you ask them to talk about? Talk about what is important to think about in that planning process." So I hate to throw something big out there, but I would actually argue that at this point, we have seen the turn and talk sort of devolve into something that is stigmatized that often is vague.  So what if instead of calling everything a turn and talk, you had specific types of turn and talks in your classroom. And these would take a little time to routinize; students would have to get used to them. But one idea I had is: What if you just called one "pick a side"? Pick a side, it tells the students right away what they need to do; it's extremely specific. So you're giving them one or two or—well not one, you're giving them two or three strategies, and you're telling them, "You have to pick one of these. And you're going to be explaining to your partner your rationale as to why you think that strategy works best or most efficiently." Or maybe it's an error analysis kind of thing. Maybe you plant one n as wrong, one n as right. And then you still ask them, "Pick a side here. Who do you agree with?" And then you also get a check for understanding because the students around the room who are picking the wrong one, you're picking up data on what they understand about the topic.  Another one you can do is, you could just call it "justify your thinking." Justify your thinking. So that just simply says to them, "I have to explain to the person next to me why I'm thinking the way that I'm thinking about this prompt or this problem."  So that could also be a "help their thinking." So maybe you put up someone's thinking on the board that is half baked, and now their job is to help that person. So that's a sort of deeper knowledge kind of thing too.  And then the last one is we can turn the "What do you notice? What do you wonder?" [activity] into a routine that is very similar to a turn and talk, where both people have an opportunity to share what they're wondering or what they're noticing.  But I think no matter what you call them, no matter how you routinize them, I think it's important to be more specific than "turn and talk." Mike: You use the word routinized. It's making me think a lot about why we find routines to have value, right? Because once you teach a particular routine, kids know what it is to do said routine. They know what it is to show up when you're doing Which one doesn't belong? They know the role that they play. And I think part of what really jumps out is: If you had a series of more granular turn and talk experiences that you were trying to cultivate, kids actually have a sense of what it is to do a turn and talk if you are helping thinking, or if you are agreeing or disagreeing, or whatever the choice might be. Ramsey: That's right. For me, everything, even when I'm working with middle and high school teachers, I say, "The more that you can put structures in place that remove those sort of barriers for thinking, the better off you're going to be." And so we could talk more too about how to differentiate and scaffold turn and talk. Sometimes that gets forgotten as well.  But I think the other piece I would love to point out here is around—you're right, turn and talk is so ubiquitous. And what that means, what I've seen in schools, if I've seen, I'll go into a school and I might watch four different teachers teach the same lesson and the turn and talk will look and feel differently in each room. So the other advantage to being more specific is that if a student—let's say they went to, because even in an elementary school you might go to a specialist, you might go to art class. And that teacher might use a turn and talk. And what happens is they sort of get this general idea around the turn and talk and then they come into your room with whatever the turn and talk was in the last class or however the teacher used it last year. So to me there's also a benefit in personalizing it to your room as well so that you can get rid of some of that stigma if it wasn't going well for the student before, especially if you then go in and scaffold it. Mike: Let's talk a little bit about those scaffolds and maybe dig in a little bit deeper to some of the different kinds of routinized turn and talks. I'm wondering if you wanted to unpack anything in particular that you think would really be important for a teacher to think about as they're trying to take up the ideas that we've been discussing. Ramsey: And one of the simplest ones to implement is the Partner A, Partner B routine. I think maybe many of your listeners will be like, "Yeah, I use that." But one of the pieces that's really important there is that you really hold students accountable to honoring Partner A's time. So when Partner A is speaking, Partner B needs to be trying to make—you know, not everybody can do the eye contact thing, but there are some things that you can recommend and suggest for them. Maybe they have something to take notes on. So this could be having whiteboards at your rug, it could be clipboards, it could be that they have a turn and talk thought-catcher notebook or folder.  And it doesn't matter what it is, but not everyone has the same processing skills. So we think about turn and talk sometimes as spontaneous, but we're forgetting that 12 students raised their hand and they were eager. What about the other 12 or 15? If they didn't raise their hand, it could be that they're shy but they have something on their mind. But it also could be that you just threw out a prompt and they haven't fully processed it yet. We know kids process things at different times and at different speeds. So incorporating in that—maybe it's even a minute up top. Everybody's taking their silent and solo minute to think about this prompt. Then Partner A is going to go. It's about equity and voice across the room. It's about encouraging listening, it's about giving think time. Mike: Well, I want to stop and mark a couple things.  What occurs to me is that in some ways a podcast interview like this is one long turn and talk in the sense that you and I are both listening and talking with one another. And as you were talking, one of the things I realized is I didn't have a piece of paper with me. And what you were saying really connects deeply because even if it's just jotting down a word or two to help me remember that was a salient point or this is something that I want to follow up on, that's really critical. Otherwise, it really can feel like it can evaporate and then you're left not being able to explore something that might've been really important.  I think the other thing that jumps out is the way that this notion of having a notepad or something to jot is actually a way to not necessarily just privilege spoken communication. That if I'm going to process or if I'm going to try to participate, having something like that might actually open up space for a kid whose favorite thing to do isn't to talk and process as they're talking. Does that make sense? Ramsey: Totally. I had a student in a program I was working with this summer who was 13 years old but was selectively mute. And the student teachers who were working in this room wanted to still be able to do a turn and talk. And they had her still partner with people, but she wrote down sentences and she literally held up her whiteboard and then the other student responded to the sentence that she wrote down on her whiteboard. So that's real.  And to your other point about being able to jot down so you can remember—yeah, we have to remember we're talking about six-, seven-, eight-, nine-year olds. We're fully functioning adults and we still need to jot things down. So imagine when your brain is not even fully developed. We can't expect them to remember something from when they haven't been allowed to interrupt the other. And so I think going on now what you're saying is, that then makes me think about the Partner A, Partner B thing could also sort of tamper down the excitement a little bit if you make another student wait. So you also have to think about maybe that time in between, you might need to reengage. That's my own thinking right now, evolving as we're talking. Mike: So in some ways this is a nice segue to something else that you really made me think about. When we were preparing for this interview, much of what I was thinking about is the role of the teacher in finding the moment, as you said, where you can build excitement and build engagement, or thinking about the kind of prompts that have a specificity and how that could impact the substance of what kids are talking about. But what really jumped out from our conversation is that there's also a receptive side of turn and talk, meaning that there are people who are talking, but we also don't want the other person to just be passive. What does it look like to support the listening side of turn and talk? And I would love it if you would talk about the kinds of things you think it's important for educators to think about when they're thinking about that side of turn and talk. Ramsey: I would say don't forget about sentence starters that have to do with listening. So often when we're scaffolding, we're thinking about, "How do I get them to share out? How do I get them to be able to address this prompt?"  But one of the easiest scaffolds that I've heard for listening—and it works very, very well—is, "What I heard you say is, blank." And so then the receptive student knows that a—tells them they have to be listening pretty carefully because they're about to be asked to repeat what the other person said. And this is an age-old elementary school sort of piece of pedagogy, is a call and response situation. But then we want to give them a stem that allows them maybe to ask a question. So it's, "What I heard you say was, blank. What I'm wondering is, blank." So that takes it to the next thinking level. But again, it's about being really specific and very intentional with your students and saying, "When it's Partner B's turn, you must lead with, 'What I heard you say is,' and only then can you get to your thinking or asking questions." Mike: That's huge. I think particularly when you think about the fact that there may be status issues between Partner A and Partner B. If Partner A is seen as or sees themselves as someone who's good at math and that's less true for Partner B, the likelihood of actually listening in a productive way seems like it's in danger at the very least. So I see these as tools that really do, one, build a level of accountability responsibility, but also level the playing field when it comes to things like status between two students. Ramsey: I would agree with that, yeah.  I think, too, we always want to be mixing our groups. I think sometimes you get, when I think about those sort of people or those students who—you can walk into any classroom and you right away can look around the room, if you've seen enough math teaching, you can see the students who have the most confidence in math.  So another piece to sort of leveling that field is making sure that your turn and talks are not always built on skill or high-level conceptual understanding. So that's where it might be helpful to have a more low-floor task, like a What do you notice? What do you wonder? But using the turn and talk routine of that. So it gives people more of a chance to get involved even when they don't have the highest level. It's kind of like the same idea with a Which one doesn't belong? [task] or a typical number talk. But, so you as the teachers have to be thinking about, "OK, yesterday we did one that was comparing two people's strategies, and I know that some of my students didn't quite understand either one of them. So today, in order to rebuild some of that confidence, I might do a version of a turn and talk that is much more open to different kinds of thinking." Mike: You started to go there in this last conversation we had about supporting the receptive side of turn and talk. I did want to ask if we can go a little bit deeper and think about tools like anchor charts. And you already mentioned sentence prompts, but sentence frames. To what extent do you feel like those can be helpful in building the kinds of habits we're talking about, and do you have any thoughts about those or any other resources that you think are important scaffolds? Ramsey: Yeah. I have seen some really, really wonderful teachers bring in such a simple way of activating an anchor chart and that is especially—it's easier to do an inquiry-based learning, but I think you can do it in any kind of classroom—is, when a student presents their thinking early on in a unit, and let's say we're talking about comparing fractions. And they say, "This is how I compared fractions," and you're annotating and you're charting it up for them as the teacher, you can call that strategy, "Maya's strategy." And so now it has a little bit more stickiness for both the students and for you. Now you know that there's a specific mathematical name for that strategy, but the students don't necessarily need to know that. You could put it in parentheses if you want. But I have seen that be really effective, and I've actually heard other students go, "I'm going to use Maya's strategy for this one," and able to then look and reference it.  I think what happens sometimes with the anchor charts is, we still live in a sort of Pinterest world, and some people want those anchor charts to be beautiful, but they're not actually useful because it was drawn up perfectly and it's lovely and it's pretty, but the students don't have a real connection to it. So the other piece to that is the cocreation of the anchor chart. So it's not just naming the student; it's also going through it step by step. Maybe they're leading through it, maybe you're guiding it. Maybe you're asking probing questions. Maybe you throw in a turn and talk in the middle of that sort of exploration. And then students have a connection to that piece of paper. Anchor charts that have been created during your prep period, I guarantee you will have very little effect. So that's how I feel about those. I also love, I call them like mini anchor charts, but they sit on tables. In recent years I've seen more and more, especially in elementary classrooms—and I've encouraged them at the middle school and the high school level—of putting in a little, I don't really know the best way to describe it for listeners, but it sits on the tabletop, and it's almost like a placard holder. And inside of that you put a mini version of an anchor chart that sits at the students' tables. So if you're doing turn and talks at their desks, and they're sitting in desks of four, and that's right there in front of them with some sentence starters or maybe your very specific routines—pick a side!—and then you have the three steps to picking aside underneath. If that's sitting on the table right in front of them, they are much more likely to reference it than if it's on the wall across the room. That gets a little trickier if you're down at the rug if you're doing turn and talks down at the rug, but hey, you can get a slightly bigger one and stick a few down on the rug around them too if you really need to. Mike: I love that. That seems powerful and yet imminently practical. Ramsey: I've seen it work. Mike: Well, this happens to me every time I do a podcast. I have a lovely conversation, and we get close to the end of it, and I find myself asking: For listeners, what recommendations do you have for people who either want to learn more or would like to get started implementing some of the ideas we discussed today? Ramsey: Sure. I mean the biggest one that I tell both new teachers and veterans when you're looking to sort of improve on your practice is to go watch someone else teach. So it's as simple as asking a colleague, "Hey, do you know anybody who does this really well?" In fact, I've led some [professional development trainings] at schools where I've said, "Who in the room is great at this?" And a few people will throw their hands up, and I go, "Great. Instead of me explaining it, I'm going to have you tell us why you're so successful at that." So the easiest one is to go watch someone who has this down.  But for some of the things that I've mentioned, I would think about not biting off too much. So if you are someone who your turn and talks, you readily admit that they're not specific, they're fully routinized, and they don't go well for you, I would not recommend putting in four new routines tomorrow, the A/B partner thing, and making the anchor charts for the tables all at once. What I always say is try one thing and also be transparent with the students. It goes a really long way, even with seven-year-olds, when you say, "Alright guys, we're going to do a new version of the turn and talk today because I've noticed that some of you have not been able to share as much as I would like you to. So we're going to try this, which is for me, I hope it allows both people to share and afterwards you can let me know how that felt." Students really appreciate that gesture, and I think that's really important if you are going to try something new to sort of be transparent about it. Oftentimes when teachers implement something new, it can feel like, not a punishment, but it's almost like a, "Ooh, why is she changing this up on us?" So letting them know also creates a warmer space too, and it shows them that you're learning, you're growing. Mike: I love that, and I think that's a great place to stop.  Ramsey, thank you so much. It has really been a pleasure talking with you. Ramsey: Thank you. Like you said, I could do it all day, so I really appreciate it. I wish everyone out there well, and thanks again. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Become a supporter of this podcast: https://www.spreaker.com/podcast/the-opperman-report--1198501/support.

Please subscribe to Patreon (through a web browser so Apple doesn't take 30%) for all bonus content plus one extra episode per week! https://www.patreon.com/duragandthedeertag Support the show and get 30% off your first Cornbread Hemp order. Use code DEERTAG at https://www.cornbreadhemp.com/DEERTAG Support the show by going to http://hims.com/DURAG for your personalized ED treatment options. Merch: https://topbananausa.com/durag-and-the-deertag/ @duragandthedeertag @ratboyjames @dru_montana @naim__ali @goodboy_comedy

Two women. Two cities. Two tragedies that never made national headlines. Rosetta Jean-Baptiste was found dead in Ramsey in 1993; Michelle Lynn Howard's body was discovered in Atlantic City almost a decade later. Today, I shed light on their stories, the mysterious circumstances of their deaths, and why their unsolved murders still matter.If anyone has any information about Rosetta Jean-Baptiste's murder, you are urged to call the Bergen County Cold Case Unit at 201-646-2300 or at 201-642-5962. You can also email them at coldcaseunit@bcpo.net.Anyone with information about the murder of Michelle Howard is asked to call the Atlantic County Prosecutor's Office at 609-909-7800, or you can submit a tip at their website www.acpo.org/tips. You can also call Crime Stoppers at 609-652-1234 or 1-800-658-8477 or go to their website www.crimestoppersatlantic.comConnect with us on Social Media!You can find us at:Instagram: @bookofthedeadpodX: @bkofthedeadpodFacebook: The Book of the Dead PodcastTikTok: BookofthedeadpodOr visit our website at www.botdpod.comFeaturing a promo for Autumn's Oddities:If it's creepy and weird, you'll find it here! This is a podcast for the strange and unusual, made by the strange and unusual.Accept no substitutes!Listen hereDavis, E. (2020, November 30). Atlantic County prosecutor asks for help with 19-year old murder case. WPG Talk Radio 95.5 FM. https://wpgtalkradio.com/atlantic-county-prosecutor-asks-for-help-with-19-year-old-murder-case/DeMarco, J. (2021, August 7). COLD CASE: Killer Of Rockland Teen In Notorious Bergen Motel Got Away, Is He Around Today? Daily Voice. https://dailyvoice.com/new-jersey/mahwah/news/cold-case-killer-of-rockland-teen-in-notorious-bergen-motel-got-away-is-he-around-today/814120/McAleer, P. (2001a, November 29). “I just want them. . . caught,” victim's brother says. Press of Atlantic City, C1–C6.McAleer, P. (2001b, December 28). A.C. woman's slaying remains a mystery. Press of Atlantic City, C1.Miranda, C. O. (n.d.). Haiti and the United States during the 1980s and 1990s: refugees, immigration, and foreign policy. Digital USD. https://digital.sandiego.edu/sdlr/vol32/iss3/2/Murdered: Michelle Howard | Atlantic City, NJ | Uncovered. (n.d.). https://uncovered.com/cases/michelle-howard#timelineNew Jersey officials issue new plea for information in 2001 murder of Michelle Howard. (2020, November 30). NBC News. https://www.nbcnews.com/dateline/daughter-fights-justice-19-years-after-mother-was-murdered-body-n1249187Press Staff Reports. (2001, November 28). Police ID woman found dead in Mizpah. Press of Atlantic City, C4.ROSETTA JEAN-BAPTISTE HOMICIDE. (n.d.). In Bergen County Prosecutor's Office. https://www.bcpo.net/rosetta-jean-baptiste/Rosette Jean-Baptiste (1975-1993) - Find a grave. . . (1975, June 22). https://www.findagrave.com/memorial/158700874/rosette-jean-baptisteSamuels, M. (2021, August 6). Surveillance Video Released In 'Cold Blooded' Teaneck Killing. Teaneck, NJ Patch. https://patch.com/new-jersey/teaneck/surveillance-video-released-cold-blooded-2010-teaneck-murderTowner, C., & Towner, C. (2025, February 25). Rosette Jean-Baptiste killed in Ramsey New Jersey - City Towner. City Towner - Travel, History & True Crime Blog. https://citytowner.com/rosette-jean-baptiste-ramsey-nj/If you enjoyed the episode, consider leaving a review or rating! It helps more than you know! If you have a case suggestion, or want attention brought to a loved one's case, email me at bookofthedeadpod@gmail.com with Case Suggestion in the subject line.Stay safe, stay curious, and stay vigilant.

November 3, 2025 - Season 16, Episode 45 of The Terrible Podcast is now in the can. In this Monday morning episode, Alex Kozora and I get right into our overarching thoughts on the Pittsburgh Steelers' Week 9 Sunday home win against the Indianapolis Colts. In our weekly housekeeping portion of this Monday show, which is sponsored by the fine folks at TouringPlans.com, Alex and I talk about the Sunday inactive list, the few injuries sustained by the Steelers in their 27-20 win against the Colts, and the several transactions the team has made since our Friday show. The Steelers defense played extremely well on Sunday against the Colts as they rebounded following the unit's poor Week 8 showing against the Green Bay Packers. Because of that stellar performance by that unit against the Colts, Alex and I start on that side of the football. Alex and I go over the schematic and personnel changes the Steelers made on defense on Sunday against the Colts that resulted in the unit registering numerous takeaways and five sacks of Colts QB Daniel Jones. We discuss the several big plays made by the defense on Sunday and go over some key stats when it comes to the scheme used. While the Steelers defense was far from perfect on Sunday, the good clearly made a difference in the game. Will the Steelers continue to use Jalen Ramsey and Kyle Dugger as their two starting safeties? We discuss that possibility and go over several snap counts on that side of the football. After thoroughly breaking down the play of the Steelers' defense on Sunday, Alex and I then discuss the good, bad, and ugly from the offense against the Colts. That unit was able to produce 24 points off of turnovers and even without registering any explosive plays of 20 yards or longer. We talk about how the offense was clunky overall on Sunday but managed to produce three touchdowns just the same. WR Roman Wilson fumbled away the football late in Sunday's game, so we discuss that play. We also discuss some key metrics related to the play of Steelers QB Aaron Rodgers against the Colts. We make sure to highlight the play of TE Darnell Washington, WR Calvin Austin III , and RB Kenneth Gainwell during this show. The Steelers special team units performed well on Sunday, so Alex and I discuss the contributions in that phase of the game. We also break down the brilliant decision that special teams coordinator Danny Smith made in the second half as part of a kickoff. Ramsey held court with the team on Saturday night, according to Rodgers, so we discuss that little tidbit later in this show. With the annual NFL trade deadline now upon us, Alex and I look at the possibility and probability related to the Steelers trading for a wide receiver. Could Washington Commanders WR Deebo Samuel be an underrated trade option for the Steelers? What other positions might the Steelers consider trading for other than wide receiver? We attempt to answer those questions later in this show. Did the Steelers win convincing enough on Sunday? Alex and I discuss that flawed question and narrative making the rounds on Monday morning. This 103-minute episode also discusses several other minor topics not noted and we wrap things up by answering several emails we received from listeners. steelersdepot.com Learn more about your ad choices. Visit megaphone.fm/adchoices

A new band for everyone involved. They're Canadian, they've opened for Pup, and they sound like a laser gun. Seems like something we're gonna like! It's Pkew Pkew Pkew! Discover bonus eps, merch and more on our Patreon! In this episode: A Laura Dern anecdote! Cool stuff on Ramsey's desk! And we do some Canadian currency math! All this and MORE! Wanna get a shout-out on a future episode? Give us a rating on iTunes! It helps us, and it helps you feel good about yourself!

Swiss cheese agreements. Overspending by big tech - could that be their  downfall? A rate cut in the dark and AI's Impact on Future Workforce. Guest: Vitaliy Katsenelson is discussing the basic math of the markets, including where to actually find bargains. NEW! DOWNLOAD THIS EPISODE'S AI GENERATED SHOW NOTES (Guest Segment) Follow @andrewhorowitz Vitaliy Katsenelson, born  and raised in Murmansk, Russia (the home for Russia‘s northern navy fleet, think Tom Clancy‘s Red October). Immigrated to the US from Russia in 1991 with all his  family three brothers, father, and stepmother. His  professional career is easily described in one sentence: He invest, He educates, he writes, and he could not dream of doing anything else. He is Chief Investment Officer at Investment Management Associates, Inc (IMA), a value investment firm based in Denver, Colorado. After he received his  graduate and undergraduate degrees in finance (cum laude) from the University of Colorado at Denver, and finished his  CFA designation, he wanted to keep learning. He figured the best way to learn is to teach. At first he taught an undergraduate class at the University of Colorado at Denver and later a graduate investment class at the same university that he designed based on his  day job. He found that the university classroom was not big enough, so he started writing. He writes a monthly column for Institutional Investor Magazine and he has  written articles for the Financial Times, Barron‘s, BusinessWeek, Christian Science Monitor, New York Post, and the list goes on. He was profiled in Barron‘s, and has  been interviewed by Value Investor Insight, Welling@Weeden, BusinessWeek, BNN, CNBC, and countless radio shows. Vitaliy has authored the Little Book of Sideways Markets (Wiley, 2010) and Active Value Investing (Wiley, 2007). Follow @vitaliyk Check this out and find out more at: http://www.interactivebrokers.com/ More information available on Horowitz & Company's TDI Managed Growth Strategy Stocks discussed this week (ORCL), AMZN), (MSFT), (DIS), (AMD), (NVDA), (NOK)