Podcasts about Rumsey

My guests this week are Dustyn Martincich & Phoebe Rumsey who have edited and authored (along with a number of other contributors) a recent book titled Dance In Musical Theatre — A History of the Body in Movement. As anyone who has listened to this podcast regularly knows, much like the authors of this book, I believe that dance has always been one of the most important and key elements of musical theater—from Oklahoma! and West Side Story to Spring Awakening and Hamilton. By pulling together a range of diverse authors and perspectives, this book not only tracks the emergence of the dancer as a key figure in the genre, it also connects the contributions of past and present choreographers from the beginning of the 20th century and right up to today.  Dustyn Martincich is a Professor of Theatre and Dance at Bucknell University. Her research interests involve investigating narrative, collaborative, and interdisciplinary possibilities in theatre and dance performance and musical theatre dance studies that focuses on the work of the ensemble. She has movement directed, choreographed, and performed for concert dance and theatrical stages. She has been recently published in Studies in Musical Theatre, and in edited collections like Gender Sex, and Sexuality in Musical Theatre (edited by Kelly Kessler), Dueling Grounds: Revolution and Revelation in the Musical Hamilton (edited by Paul Laird and Mary Jo Lodge), and Toni Morrison: Forty Years in The Clearing (edited by Carmen Gillespie). Phoebe Rumsey is a Senior Lecturer in Musical Theatre and Course Leader of the BA (Hons) Musical Theater degree at the University of Portsmouth in the United Kingdom. She received her PhD from The Graduate Center, CUNY, and holds an MA in Performance Studies from NYU, an MA in Theatre from UNLV, and a BFA in Contemporary Dance from Simon Fraser University. A scholar and practitioner, her research has been published in The Routledge Companion to Theatre and Politics, Studies in Musical Theatre, The Routledge Companion to the Contemporary Musical and Reframing The Musical: Race, Culture, and Identity (Palgrave). She is the author of Embodied Nostalgia: Social Dance, Communities and the Choreographing of Musical Theatre (Routledge). Along with her engagement in academic studies Dr. Rumsey has worked extensively as a performer and choreographer. How to become a PATRON of Broadway Nation! This podcast is made possible in part by the generous support of our Patron Club Members, including long-time patron Judy Hucka. For just $7.00 a month, you will receive exclusive access to never-before-heard, unedited versions of many of the discussions that I have with my guests — in fact, I often record nearly twice as much conversation as ends up in the edited versions. You will also have access to additional in-depth discussions with my frequent co-host, Albert Evans, that have not been featured on the podcast. All patrons receive special “on-air” shout-outs and acknowledgment of your vital support of this podcast. And if you are very enthusiastic about Broadway Nation, there are additional PATRON levels that come with even more benefits. If you would like to support the work of Broadway Nation and receive these exclusive member benefits, please just click on this link: https://broadwaynationpodcast.supercast.tech/ Thank you in advance for your support! Learn more about your ad choices. Visit megaphone.fm/adchoices

Rounding Up Season 3 | Episode 6 – Argumentation, Justification & Conjecture Guests: Jody Guarino and Chepina Rumsey Mike Wallus: Argumentation, justification, conjecture. All of these are practices we hope to cultivate, but they may not be practices we associate with kindergarten, first-, and second-graders. What would it look like to encourage these practices with our youngest learners? Today we'll talk about this question with Jody Guarino and Chepina Rumsey, authors of the book Nurturing Math Curiosity with Learners in Grades K–2. Welcome to the podcast, Chepina and Jody. Thank you so much for joining us today. Jody Guarino: Thank you for having us. Chepina Rumsey: Yeah, thank you. Mike: So, I'm wondering if we can start by talking about the genesis of your work, particularly for students in grades K–2. Jody: Sure. Chepina had written a paper about argumentation, and her paper was situated in a fourth-grade class. At the time, I read the article and was so inspired, and I wanted it to use it in an upcoming professional learning that I was going to be doing. And I got some pushback with people saying, “Well, how is this relevant to K–2 teachers?” And it really hit me that there was this belief that K–2 students couldn't engage in argumentation. Like, “OK, this paper's great for older kids, but we're not really sure about the young students.” And at the time, there wasn't a lot written on argumentation in primary grades. So, we thought, “Well, let's try some things and really think about, ‘What does it look like in primary grades?' And let's find some people to learn with.” So, I approached some of my recent graduates from my teacher ed program who were working in primary classrooms and a principal that employed quite a few of them with this idea of, “Could we learn some things together? Could we come and work with your teachers and work with you and just kind of get a sense of what could students do in kindergarten to second grade?” So, we worked with three amazing teachers, Bethany, Rachael, and Christina—in their first years of teaching—and we worked with them monthly for two years. We wanted to learn, “What does it look like in K–2 classrooms?” And each time we met with them, we would learn more and get more and more excited. Little kids are brilliant, but also their teachers were brilliant, taking risks and trying things. I met with one of the teachers last week, and the original students that were part of the book that we've written now are actually in high school. So, it was just such a great learning opportunity for us. Mike: Well, I'll say this, there are many things that I appreciated about the book, about Nurturing Math Curiosity with Learners in Grades K–2, and I think one of the first things was the word “with” that was found in the title. So why “with” learners? What were y'all trying to communicate? Chepina: I'm so glad you asked that, Mike, because that was something really important to us when we were coming up with the title and the theme of the book, the message. So, we think it's really important to nurture curiosity with our students, meaning we can't expect to grow it in them if we're not also growing it in ourselves. So, we see that children are naturally curious and bring these ideas to the classroom. So, the word “with” was important because we want everyone in the classroom to grow more curious together. So, teachers nurturing their own math curiosity along with their students is important to us. One unique opportunity we tried to include in the book is for teachers who are reading it to have opportunities to think about the math and have spaces in the book where they can write their own responses and think deeply along with the vignettes to show them that this is something they can carry to their classroom. Mike: I love that. I wonder if we could talk a little bit about the meaning and the importance of argumentation? In the book, you describe four layers: noticing and wondering, conjecture, justification, and extending ideas. Could you share a brief explanation of those layers? Jody: Absolutely. So, as we started working with teachers, we'd noticed these themes or trends across, or within, all of the classrooms. So, we think about noticing and wondering as a space for students to make observations and ask curious questions. So, as teachers would do whatever activity or do games, they would always ask kids, “What are you noticing?” So, it really gave kids opportunities to just pause and observe things, which then led to questions as well. And when we think about students conjecturing, we think about when they make general statements about observations. So, an example of this could be a child who notices that 3 plus 7 is 10 and 7 plus 3 is 10. So, the child might think, “Oh wait, the order of the addends doesn't matter when adding. And maybe that would even work with other numbers.” So, forming a conjecture like this is, “What I believe to be true.” The next phase is justification, where a student can explain either verbally or with writing or with tools to prove the conjecture. So, in the case of the example that I brought up, 3 plus 7 and 7 plus 3, maybe a student even uses their fingers, where they're saying, “Oh, I have these 3 fingers and these 7 fingers and whichever fingers I look at first, or whichever number I start with, it doesn't matter. The sum is going to be the same.” So, they would justify in ways like that. I've seen students use counters, just explaining it. Oftentimes, they use language and hand motions and all kinds of things to try to prove what they're saying works. Or sometimes they'll find, just really look for, “Can I find an example where that doesn't work?” So, just testing their conjecture would be justifying. And then the final stage, extending ideas, could be extending that idea to all numbers. So, in the idea of addition in the commutative property, and they come to discover that they might realize, “Wait a minute, it also works for 1 plus 9 and 9 plus 1.” They could also think, “Does it work for other operations? So, not just with addition, but maybe I can subtract like that, too. Does that make a difference if I'm subtracting 5, takeaway 2 versus 2 takeaway 5. So, just this idea of, “Now I've made sense of something, what else does it work with or how can I extend that thinking?” Mike: So, the question that I was wondering about as you were talking is, “How do you think about the relationship between a conjecture and students' justification?” Jody: I've seen a lot of kids … so, sometimes they make conjectures that they don't even realize are conjectures, and they're like, “Oh, wait a minute, this pattern's happening, and I think I see something.” And so often they're like, “OK, I think that every time you add two numbers together, the sum is greater than the two numbers.” And so, then this whole idea of justifying … we often ask them, “How could you convince someone that that's true?” Or, “Is that always true?” And now they actually having to take and study it and think about, “Is it true? Does it always work?” Which, Mike, in your question, often leads back to another conjecture or refining their conjecture. It's kind of this cyclical process. Mike: That totally makes sense. I was going to use the words virtuous cycle, but that absolutely helps me understand that. I wonder if we can go back to the language of conjecture, because that feels really important to get clear on and to both understand and start to build a picture of. So, I wonder if you could offer a definition of conjecture for someone who's unfamiliar with the term or talk about how students understand conjecture. Chepina: Yeah. So, a conjecture is based on our exploration with the patterns and observations. So, through that exploration, we might have an idea that we believe to be true. We are starting to notice things and some language that students start to use. Things like, “Oh, that's always going to work” or “Sometimes we can do that.” So, there starts to be this shift toward an idea that they believe is going to be true. It's often a work in progress, so it needs to be explored more in order to have evidence to justify why that's going to be true. And through that process, we can modify our conjecture. Or we might have an idea, like this working idea of a conjecture, that then when we go to justify it, we realize, “Oh, it's not always true the way we thought. So, we have to make a change.” So, the conjecture is something that we believe to be true, and then we try to convince other people. So, once we introduce that with young mathematicians, they tend to latch on to that idea that it's this really neat thing to come up with a conjecture. And so, then they often start to come up with them even when we're not asking and get excited about, “Wait, I have a conjecture about the numbers and story problems,” where that wasn't actually where the lesson was going, but then they get excited about it. And that idea that we can take our patterns and observations, create a conjecture, and have this cyclical thing that happens. We had a second-grade student make what she called a “conjecture cycle.” So, she drew a circle with arrows and showed, “We can have an idea, we can test it, we can revise it, and we can keep going to create new information.” So, those are some examples of where we've seen conjectures and kids using them and getting excited and what they mean. And yeah, it's been really exciting. Mike: What is hitting me is that this idea of introducing conjectures and making them, it really has the potential to change the way that children understand mathematics. It has the potential to change from, “I'm seeking a particular answer” or “I'm memorizing a procedure” or “I'm doing a thing at a discreet point in time to get a discreet answer.” It feels culturally very different. It changes what we're talking about or what we're thinking about. Does that make sense to the two of you? Chepina: Yeah, it does. And I think it changes how they view themselves. They're mathematicians who are creating knowledge and seeking knowledge rather than memorizing facts. Part of it is we do want them to know their facts—but understand them in this deep way with the structure behind it. And so, they're creating knowledge, not just taking it in from someone else. Mike: I love that. Jody: Yeah, I think that they feel really empowered. Mike: That's a great pivot point. I wonder if the two of you would be willing to share a story from a K–2 classroom that could bring some of the ideas we've been talking about to life for people who are listening. Jody: Sure, I would love to. I got to spend a lot of time in these teachers' classrooms, and one of the days I spent in a first grade, the teacher was Rachael Gildea, and she had led a choral count with her first-graders. And they were counting by 10 but starting with 8. So, like, “Eight, 18, 28, 38, 48 … .” And as the kids were counting, Rachael was charting. And she was charting it vertically. So, below 8 was written 18, and then 28. And she wrote it as they counted. And one of her students paused and said, “Oh, they're all going to end with 8.” And Rachael took that student's conjecture. So, a lot of other conjectures or a lot of other ideas were shared. Students were sharing things they noticed. “Oh, looking at the tens place, it's counting 1, 2, 3,” and all sorts of things. But this one, particular student, who said they're all going to end in 8, Rachel took that student's—the actual wording—the language that the student had used, and she turned it into the task that the whole class then engaged in. Like, “Oh, this student thought or thinks it's always going to end in 8. That's her conjecture, how can we prove it?” And I happened to be in her classroom the day that they tested it. And it was just a wild scene. So, students were everywhere: at tables, laying down on the carpet, standing in front of the chart, they were examining it or something kind of standing with clipboards. And there was all kinds of buzz in the classroom. And Rachael was down on the carpet with the students listening to them. And there was this group of girls, I think three of them, that sort of screamed out, “We got it!” And Rachel walked over to the girls, and I followed her, and they were using base 10 blocks. And they showed her, they had 8 ones, little units, and then they had the 10 sticks. And so, one girl would say, they'd say, “Eight, 18, 28,” and one of the girls was adding the 10 sticks and almost had this excitement, like she discovered, I don't know, a new universe. It was so exciting. And she was like, “Well, look, you don't ever change them. You don't change the ones, you just keep adding tens.” And it was so magical because Rachael went over there and then right after that she paused the class and she's like, “Come here everyone, let's listen to these girls share what they discovered.” And all of the kids were sort of huddled around, and it was just magical. And they had used manipulatives, the base 10 blocks, to make sense of the conjecture that came from the coral count. And I thought it was beautiful. And so, I did coral counts in my classroom and never really thought about, “OK, what's that next step beyond, like, ‘Oh, this is exciting. Great things happen with numbers.'” Mike: What's hitting me is that there's probably a lot of value in being able to use students' conjectures as reference points for potential future lessons. I wonder if you have some ideas or if you've seen educators create something like a public space for conjectures in their classroom. Chepina: We've seen amazing work around conjectures with young mathematicians. In that story that Jody was telling us about Rachael, she used that conjecture in the next lesson to bring it together. It fits so perfectly with the storyline for that unit, and the lesson, and where it was going to go next. But sometimes ideas can be really great, but they don't quite fit where the storyline is going. So, we've encouraged teachers and seen this happen in the classrooms we've worked in, where they have a conjecture wall in their classroom, where ideas can be added with Post-it notes have a station where there are Post-it notes and pencil right there. And students can go and write their idea, put their name on it, stick it to the wall. And so, conjectures that are used in the lesson can be put up there, but ones that aren't used yet could be put up there. And so, if there was a lesson where a great idea emerges in the middle, and it doesn't quite fit in, the teacher could say, “That's a great idea. I want to make sure we come back to it. Could you add it to the conjecture wall?” And it gives that validation that their idea is important, and we're going to come back to it instead of just shutting it down and not acknowledging it at all. So, we have them put their names on to share. It's their expertise. They have value in our classroom. They add something to our community. Everyone has something important to share. So, that public space, I think, is really important to nurture that community where everyone has something to share. And we're all learning together. We're all exploring, conjecturing. Jody: And I've been to in those classrooms, that Chepina is referring to with conjecture walls, and kids actually will come in, they'll be doing math, and they'll go to recess or lunch and come back in and ask for a Post-it to add a conjecture like this … I don't know, one of my colleagues uses the word “mathematical residue.” They continue thinking about this, and their thoughts are acknowledged. And there's a space for them. Mike: So, as a former kindergarten, first-grade teacher, I'm seeing a picture in my head. And I'm wondering if you could talk about setting the stage for this type of experience, particularly the types of questions that can draw out conjectures and encourage justification? Jody: Yeah. So, as we worked with teachers, we found so many rich opportunities. And now looking back, those opportunities are probably in all classrooms all the time. But I hadn't realized in my experience that I'm one step away from this ( chuckles ). So, as teachers engaged in instructional routines, like the example of coral counting I shared from Rachael's classroom, they often ask questions like: “What do you notice? Why do you think that's happening? Will that always happen? How do you know? How can you prove it will always work? How can you convince a friend?” And those questions nudge children naturally to go to that next step when we're pushing, asking an advancing question in response to something that a student said. Mike: You know, one of the things that occurs to me is that those questions are a little bit different even than the kinds of questions we would ask if we were trying to elicit a student's strategy or their conceptual understanding, right? In that case, it seems like we want to understand the ideas that were kind of animating a student's strategy or the ideas that they were using or even how they saw a mental model unfolding in their head. But the questions that you just described, they really do go back to this idea of generalizing, right? Is there a pattern that we can recognize that is consistently the same or that doesn't change. And it's pressing them to think about that in a way that's different even than conceptual-based questions. Does that make sense? Jody: It does, and it makes me think about … I believe it's Vicki Jacobs and Joan Case, who do a lot of work with questioning. They ask this question, too: “As a teacher, what did that child say that gave you permission to ask that question?” Where often, I want to take my question somewhere else, but really all of these questions are nudging kids in their own thinking. So, when they're sharing something, it's like, “Well, do you think that will always work?” It's still grounded in what their ideas were but sort of taking them to that next place. Mike: So, one of the things that I'm also wondering about is a scaffold called “language frames.” How do students or a teacher use language frames to support argumentation? Chepina: Yeah, I think that communication is such a big part of argumentation. And we found language frames can help support students to share their ideas by having this common language that might be different than the way they talk about other things with their friends or in other subjects. So, using the language frames as a scaffold that supports students in communicating by offering them a model for that discussion. When I've been teaching lessons, I will have the language written out in a space where everyone can see, and I'll use it to model my discussion. And then students will use it as they're sharing their ideas. And that's been really helpful to get language at all grade levels. Mike: Can you share one or two examples of a language frame? That's something you would use in say, a K, 1, or a 2 classroom, Chepina? Chepina: Yeah. We've had something like, we'll put, “I notice” and then a blank line. (“I notice ______.) And so, we'll have them say, “I notice,” and then they'll fill it in. Or “I wonder” or “I have a different idea.” So, helping to model, “How do you talk in a community of learners when you're sharing ideas? Or if you have a different idea and you're disagreeing.” So, we'll have that actually written out, and we can use it ourselves or help students to restate what they've said using that model so that then they can pick up that language. Mike: One of the things that stands out for me is that these experiences with argumentation and conjecture, they obviously have benefits for individual student's conceptual understanding and for their communication. But I suspect that they also have a real benefit for the class as a collective. Can you talk about the impact that you've seen in K–2 classrooms that are thinking about argumentation and putting some of these practices into place? Jody: Sure. I've been really fortunate to get to spend so much time in classrooms really learning from the teachers that we worked with. And one of the things I noticed about the classrooms is the ongoing curiosity and wonder. Students were always making sense of things and investigating ideas. And the other thing that I really picked up on was how they listened to each other, which, coming from a primary background, is challenging for kids to listen to each other. But they were really attentive and attuned, and they saw themselves as problem-solvers, and they thought their role was to things out. That's just what they do at school. But they thought about other kids in those ways, too. “Well, let me see what other people think” or “Let me hear Chepina's idea because maybe there's something that's useful for me.” So, they really engaged in learning, not as an isolated, sort of, “Myself as a learner,” but as part of a community. The classrooms were also buzzing all the time. There was noise and movement. And the kids, the word I would say is “intellectually engaged.” So, not just engaged, like busy doing things, but really deeply thinking. Chepina: The other thing we've seen that has been also really exciting is the impact on the teachers as they become more curious along with the students. So, in our first group, we had the teachers, the K–2 teachers, and we saw that they started to say things when we would meet because we would meet monthly. And they would start to say things like, “I noticed this, and I wonder if this is what my student was thinking?” So, when they were talking about their own students and their own lessons and the mathematics behind the problems, we saw teachers start to use that language and become more curious, too. So, it's been really exciting to see that aspect as we work with teachers. Mike: So, I suspect that we have many listeners who are making sense of the ideas that you're sharing and are going to want to continue learning about argumentation and conjecture. Are there particular resources that you would recommend that might help an educator continue down this path? Chepina: Yeah. We are both so excited that our first book just came out in May, and we took all the things that we had learned in this project, exploring alongside teachers, and we have more examples. There are strategies, there's examples of the routines that we think it's often we stop too soon. Like, “Here are some ideas of how to keep going with these instructional routines,” and we have templates to support teachers as they take those common routines further. So, we also have some links of our recent articles, and we have some social media pages. We can share those. Mike: That's fabulous. We will post all of those links and also a link to the book that you all have written. I think this is probably a great place to stop. Chepina and Jody, I want to thank you both so much for joining us. It's really been a pleasure talking with you. Jody: Thank you for the opportunity. It's been great to share some of the work that we've learned from classrooms, from students and teachers. Chepina: Yeah. Thank you, Mike. It's been so fun to talk to you. 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. © 2024 The Math Learning Center | www.mathlearningcenter.org 

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This is Play That Rock n' Roll's interview with '80 Influencer / Content Creator, Jordan Rumsey aka CantBuyMe80s on Tiktok & Instagram! In this conversation, we celebrate the Halloween season by counting down the best '80s Horror Movie Soundtracks! We also discuss Jordan's success on social media, and some of her favorite aspects of '80s pop culture. Jordan's Links: https://msha.ke/cantbuyme80s?fbclid=PAZXh0bgNhZW0CMTEAAaYCcN-l9aNOMxCIyiWYJ6TuZUtfHNqq76KFq68sYubd6sj6A3jC_aYnlPk_aem_UNPmzCxHLdm67aGxjXxqNw Jordan on Instagram: https://www.instagram.com/cantbuyme80s_/?hl=en Our Links: https://linktr.ee/playthatpodcast Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Future of UX podcast, we welcome Ryan Rumsey, founder of Second Wave Dive, to explore the evolving role of design in today's dynamic business environments. Ryan shares his unique insights on design leadership, the importance of understanding business models, and how design maturity must adapt to different organizational contexts. Listeners will gain valuable strategies on bridging the gap between creative thinking and business strategy, effectively positioning themselves in a rapidly changing landscape, and preparing for the future of design in an AI-driven world. Whether you're a junior designer or a seasoned leader, this episode is packed with actionable advice to help you thrive and evolve in your career. Ryan's Resources: CDO Schoolhttps://thecdo.school10% coupon code: R3F3RR4LPRMy personal sitehttps://www.ryanrumsey.comWhat I'm reading right now The Universal Traveler: A Soft-Systems Guide to Creativity, Problem-Solving, and the Process of Reaching Goals by Don Koberg and Jim BagnallThe Long Way to a Small Angry Planet by Becky ChambersWhat I'm listening to:Scritpnotes: a podcast about screenwritingA lot of Chappel Roan. :)

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Tune in to this week's “Back to the 80s” with Toscano and Chang, featuring special guest Jordan Rumsey from the popular TikTok channel Can'tbuyme80s_Jordan is a Gen Z'er who has fallen in love with all things 80s, especially fashion. She's bringing back the iconic styles of the decade and making them fresh for today's trends. Join us as we chat with Jordan about her passion for the 80s and how she's inspiring others to embrace this unforgettable era.Plus, on today's show, Toscano and Chang will be talking about the legendary female performers and singers of the 80s who set the world on fire! Don't miss this exciting episode, and be sure to follow Jordan's TikTok channel, Can'tbuyme80s_, for more 80s fashion inspiration!Become a supporter of this podcast: https://www.spreaker.com/podcast/back-to-the-80s-radio--5883226/support.

On the podcast this week, we bring a fascinating conversation between the Bishop of Ramsbury, in Salisbury diocese, Dr Andrew Rumsey, and the podcaster and mindset coach David Watson, about church buildings and the contribution that they make to communities. Dr Rumsey is the co-lead bishop for church buildings; his recent folk album, Evensongs, was recorded in a 12-th century church in Wiltshire (Podcast, 20 October 2023). He is the author of the author of the highly praised books Parish: An Anglican theology of place (Books, 21 July 2017) and English Grounds: A pastoral journal (Books, 11 March 2022). This podcast first appeared on the David Watson Podcast, which explores the interesting people of this world, and what makes them tick. Find his podcast at https://www.youtube.com/@davidwatsonpodcast, at https://www.davidwatson.life/podcast-1, and on podcast platforms. Try 10 issues of the Church Times for £10 or get two months access to our website and apps, also for £10. Go to www.churchtimes.co.uk/new-reader

IS THE LOCH NESS MONSTER REAL? – For decades people have wondered if the legend was real. Now, the truth is finally uncovered! MISSING – Someone murdered the sweet babysitter. The case remains unsolved, but I know what happened! SCHOOL BUS CREEPER – Two young brats fear for their life when they notice a scary man following their bus. DON'T LET THE BED BUGS BITE – She has a bed bug phobia and is particular about where she sleeps. Is Cordelia's Bed & Breakfast safe? THE HUNGER – A pervert, a hitman and a homeless shelter worker all have something terrifying in common. I'M YOUR BEST BUDDY – A high schooler buys a rare toy at an auction and soon discovers the cryptic reason they were recalled. DARK NIGHT AIRLINES – The new airline has incredibly cheap airfare! There must be a catch. THE BLACK EYED CHILDREN – The night the mysterious black eyed children assaulted a small town in Kentucky. WELCOME TO PARADISE – The town was called paradise, but it was anything but…because of this. THE HAUNTED PORTRAIT – Is this the most haunted object in the world? THE PILL – The pill contains the cure for writer's block, but it has a terrifying side effect! THE SWEETHEART KILLER – A necking couple is alarmed by the report of an escaped patient from a local mental hospital. A RUINED DAY – He's having a horrible day. Things couldn't possibly get worse, could they? IT COMES OUT AT NIGHT – Why are the people of Rumsey, Kentucky afraid to go outside at night? THE END OF THE RAINBOW - A gambler discovers the terrifying secret of what really lurks at the end of the rainbow. All stories were written and narrated by Steve Hudgins "Hudgins is a Horror-Meister to reckon with!" VICTOR MILLER - Writer of Friday the 13th Here are 6 simple ways to help support the show: 1.) Contribute directly to the show here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/support⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 2.) Buy some of Steve's books: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/books⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 3.) Buy some of Steve's audiobooks: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/audiobooks⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 4.) Buy some Maniac on the Loose Merchandise: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/store⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 5.) Shop for organic food at Thrive Market using this link & get 40% off your first order: ⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/thrive⁠⁠⁠⁠⁠⁠ 6.) Please Subscribe. Share. Tell everyone you know about the show! --- Support this podcast: https://podcasters.spotify.com/pod/show/maniacontheloose/support

IT COMES OUT AT NIGHT – Why are the people of Rumsey, Kentucky afraid to go outside at night? All stories were written and narrated by Steve Hudgins "Hudgins is a Horror-Meister to reckon with!" VICTOR MILLER - Writer of Friday the 13th Here are 6 simple ways to help support the show: 1.) Contribute directly to the show here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/support⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 2.) Buy some of Steve's books: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/books⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 3.) Buy some of Steve's audiobooks: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/audiobooks⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 4.) Buy some Maniac on the Loose Merchandise: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.maniacontheloose.com/store⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 5.) Shop for organic food at Thrive Market using this link & get 40% off your first order: ⁠⁠⁠⁠https://www.maniacontheloose.com/thrive⁠⁠⁠⁠ 6.) Please Subscribe. Share. Tell everyone you know about the show! --- Support this podcast: https://podcasters.spotify.com/pod/show/maniacontheloose/support

In this episode, Paul and Sean catch up with Ryan Rumsey just moments after his poignant keynote at the 2024 ITX Product + Design Conference. During his keynote and follow-up conversation, Ryan explained that the biggest challenges product builders face are people challenges, “deeply rooted in our own personal experiences and feelings.” Ryan Rumsey is … The post 144 / Embracing the Human Dynamic in Product Design, with Ryan Rumsey appeared first on ITX Corp..

Let's crack the code of proving design's impact on the bottom line... For this, we first have to go back to 2012. That year, a groundbreaking discovery was made at CERN. The existence of the Higgs Boson, a particle that had eluded scientists for over 40 years, was finally proven. You know what? I feel that this elusive quest is very similar to our own pursuit in the world of service design: proving the undeniable business value of design. We see its impact all around us, but providing it with hard evidence remains a struggle. Our guest this week, Ryan Rumsey, may hold the key that gets us closer to unlocking this mystery. One reason the Higgs Boson took so long to find was that the researchers were unsure where to look. As former Apple executive, author of "Business Thinking for Designers," and founder of the Chief Design Officer School, Ryan proposes that we, just as the researchers at CERN, may have been looking in the wrong place all along. Many companies, he argues, don't actually need (good) design to turn a profit, which makes it difficult to isolate its added value. But fear not, there are tested and tried methods to uncover the correlation between our work and its impact on the bottom line. As you'll hear in this episode, it might not be as complex as we sometimes are made to believe; it could simply be a matter of putting in the work. The discovery of the Higgs Boson faced similar challenges, requiring unwavering determination and persistence. This is an episode about business speak, statistics and our self-worth. And somehow, it's still quite entertaining if you ask me. So if you're even remotely interested being able to clearly articulate the value you bring to your organization, you don't miss out on this one! I echo Ryan's argument that every design professional, even those in-house, should embrace an entrepreneurial spirit. Understanding marketing, positioning, and even sales can be immensely beneficial. Ryan is truly one of a kind, and I'm always grateful to be able to learn from him. I hope you enjoy our conversation as much as I did. ~ Marc --- [ 1. GUIDE ] --- 00:00 Welcome to Episode 206 07:00 OKRs & KPIs 13:00 Rethinking Measurement 16:00 Strategy Mapping 22:00 Statistician Thinking 29:30 Measuring Impact 32:00 Google's Money Machine 33:30 The Implication 37:00 Beyond Best Service 37:30 Apple vs Dell: Design? 42:00 Management & Narrative 48:30 Design vs. Innovation 49:30 Minto Pyramid 52:30 EasyJet Example 57:30 Defining Good Work 1:02:45 Community Matters 1:08:00 Key Takeaways 1:09:30 How You Can Help Ryan --- [ 2. LINKS ] --- https://www.linkedin.com/in/ryanrumsey/ https://www.letsjumpship.com/ --- [ 3. CIRCLE ] --- Join our private community for in-house service design professionals. ⁠https://servicedesignshow.com/circle

Front Office Sports Writer, David Rumsey on the $21 Billion antitrust battle over NFL Sunday Ticket. Plus, TheGUNzShow is "Yallin and Ballin" in studio with the latest on Dave Grohl calling out Taylor Swift's live performances and why he's over Connor McGregor. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Neil Ashton podcast, Neil interviews Dr. Chris Rumsey,  Research Scientist at NASA Langley Research Center.  Chris is one of the main CFD experts at NASA Langley is globally reconised as a leader in CFD, particularly for aeronautical applications. The conversation focuses on computational fluid dynamics (CFD) and turbulence modeling. They discuss Chris's career, his role in public dissemination of CFD methods, and his involvement in the Turbulence Modeling website. They also explore the High Lift Prediction Workshop and the role of machine learning in CFD and turbulence modeling. The conversation provides insights into working at NASA and the challenges and advancements in CFD and turbulence modeling. In this conversation, Neil and Chris Rumsey discuss the progress and challenges in solving the problem of high-lift aerodynamics in aircraft design. They explore the concept of certification by analysis and the role of computational fluid dynamics (CFD) in reducing the need for expensive wind tunnel and flight tests. They also delve into the use of machine learning in CFD and the challenges of reproducibility. The conversation then shifts to conferences, with Neil and Chris sharing their experiences and favorite events. They conclude by discussing career advice for aspiring aerospace professionals and the unique aspects of working at NASA.00:00 Introduction to the Neil Ashton podcast01:09 Focus on Computational Fluid Dynamics and Turbulence Modeling06:51 Chris Rumsey's Journey to NASA09:13 From Art to Aeronautical Engineering13:08 Transitioning to Turbulence Modeling15:34 The Origins of the Turbulence Modeling Website20:40 Verification and Validation in Turbulence Modeling24:34 The Role of Machine Learning in Turbulence Modeling26:00 Advancements in High Lift Prediction27:28 Challenges in High Lift Prediction28:25 Thoughts on Working at NASA29:42 Certification by Analysis: Reducing the Cost of Aircraft Certification31:09 The Role of Machine Learning in CFD and Certification by Analysis34:03 The Value of Conferences in Networking and Specialized Learning40:30 Career Advice for Aspiring Aerospace Professionals48:45 Curating and Documenting Knowledge in the Aerospace Community

We, as humans, DO love to use animal names as insults, don't we? You might call your cheating ex boyfriend a "dog", you might call someone going to the police a "rat". Hell, you may even go as far as to call people who support Trump "sheep". It's called speciesism - look it up. Among those brutish insult-names, is the humble Snake, which is what you might call someone treacherous or sneaky. Snakes have had a bad rap since...well, the Bible, I guess. Tempting Eve and all that. But elsewhere in the world, other cultures gave them more respect, and viewed them as signs of fertility, rebirth and even healing. Look at any good hospital for the rod of Asclepius (the god of healing), which is encircled by a snake. WE NEED SNAKES! Here to defend the Snake like a knight in shining armour, is Dan Rumsey - snake expert and relocator, who has been obsessed with them his entire life. Join Alice and Dan as they discuss gliding snakes, snail-eating snakes, and being tired of these "motherfuckin' snakes on this motherfuckin' plane". Our charity of the week this week is the fabulous Aussie Ark - an incredible wildlife rehabilitation and habitat restoration organisation that are championing the unique species of Australia by helping them get back on their feet (spoiler alert: the Europeans didn't help...). Find out more about their mission at: www.aussieark.org.au. And, you guessed it, our incredible sponsor of the show is none other than Blue Panda Clothing - the stylish and sustainable option this summer for all of your animal-clothes needs. Great presents for your animal-obsessed friend or a great treat for you (you deserve it!) - shop ethically online at www.bluepanda.co.uk!

The NBA's new media rights deal is reportedly the final step before the League potentially expands. Guest Hosts Chris Daniels and David Rumsey from Front Office Sports discuss the League's upcoming rights deal, including the dollar figures, timeline and Amazon's potential involvement.Chris and David also talk about the pending League expansion. They discuss how institutional and international capital could affect things and what we should expect for the Sonics return at this point.For more on David Rumsey, visit frontofficesports.com or @_DavidRumsey on X. Thanks to our current partners, Rise Above, the Hall Group, Epic Seats, Simply Seattle, the Edgewater Hotel and the Swinomish Casino and Lodge.  To get discounts on great sports and entertainment tickets from Epic Seats, use the code Coachk.  And use Iconic15 for discounts on Sonics gear, Storm gear and more from Simply Seattle.

In this episode of “This Is Purdue,” we're talking to Jennifer Rumsey, Chair and CEO of Cummins Inc.  Jennifer discusses her experience as a Purdue mechanical engineering student and how that led her to four internships with Cummins during her Boilermaker journey. Her story is unique because not many people can say they interned for a company and later served in the most senior role — CEO — of that same company.  Hear her share the importance of leading a 105-year-old company into the future and the long-lasting legacy she hopes to leave at Cummins. This includes Cummins' Destination Zero strategy to go further, faster to reduce the greenhouse gas and air quality impacts of its products. You'll also hear her biggest lessons and advice for fellow women in STEM and why she believes inclusivity and representation are necessary for shaping our society for the better. Plus, Jennifer shares what it means to see her own two daughters follow in her footsteps and pursue degrees in mechanical engineering at Purdue.  Don't miss Jennifer's incredible story of how she climbed the ladder from intern to CEO and the role Purdue has played in her life. 

Guest: Jennifer Rumsey, chair and CEO, Cummins Inc. Topic: In her nearly two years as CEO, Jennifer Rumsey has guided engine maker and power provider Cummins Inc. through challenges domestic and global, from navigating an ever-changing business climate in China to agreeing to pay nearly $2 billion in penalties for Clean Air Act violations even as the company focuses on its Destination Zero plan for carbon neutrality by 2050. Follow the Truck Tech Podcast Other FreightWaves Shows Learn more about your ad choices. Visit megaphone.fm/adchoices

This is one of FIVE Meet the Candidate interviews featuring the five RIA Board of Directors candidates for the 2024 elections. Please take a moment to watch each video! Voting is open to RIA members March 18 through March 25; links to vote will be sent via email. Election results will be announced on March 27, with the new board members installed at the RIA Convention in Dallas April 8-10. To register for the RIA convention, visit convention.restorationindustry.org. --- Send in a voice message: https://podcasters.spotify.com/pod/show/michelle-blevins/message

This is one of FIVE Meet the Candidate interviews featuring the five RIA Board of Directors candidates for the 2024 elections. Please take a moment to watch each video! Voting is open to RIA members March 18 through March 25; links to vote will be sent via email. Election results will be announced on March 27, with the new board members installed at the RIA Convention in Dallas April 8-10. To register for the RIA convention, visit convention.restorationindustry.org. --- Send in a voice message: https://podcasters.spotify.com/pod/show/michelle-blevins/message

“I feel like it's gotten to the point where we're so scared of crossing a boundary that we just say nothing.” -        Hannah Rumsey, developmental editor & writing coach for Sara Connell Coaching, Inc., creator and host of the podcast “Friends Missing Friends”, and today's guest on Fierce Conversations with Toby. Find the video interview here! Transcripts available at https://tobydorr.com/podcast-schedule/ Hannah Rumsey talks with those who have experienced the death of friends, grief experts, and more, to normalize the complex grief of losing a friend in a world that often doesn't understand. “I lost a dear friend several years ago. Now, my goal is to create a loving community of people who know what it's like to grieve a friend. It's a specific, unique type of loss, and I think it's important that we come together and talk about it. If you're grieving or missing a friend, I'm here for you. I understand.” About Hannah Rumsey: Hannah studied Creative Writing at VCU and Northwestern University and has a Certificate in Editing from the University of Washington. In her spare time, she loves podcasting, watching movies (and complaining about how the book was better), filmmaking, and all things comedy. She lives in Chicago, IL.  Some of our fierce topics today: [05:52] Hannah's podcast is about the beautiful relationship between friends. [09:04 ]Learn how her friend composed her podcast theme song. [13:59] None of us can avoid death. It's just beautiful that you provide an outlet for such a difficult and ignored topic. Nobody wants to talk about death, but when I listen to your podcast, I hear beautiful stories that inspire me. Links mentioned in this episode: Hannah Rumsey https://www.friendsmissingfriends.com/ https://www.hannahrumsey.com/ ____________________________________ Toby Dorr: Books and Audiobook Website   Patreon YouTube Instagram Facebook Or head to https://linktr.ee/fierceconversations for all things Fierce Conversations with Toby. Credits: Created by Toby Dorr. Produced by Number Three Productions, a division of GracePoint Publishing. Theme song: Lisa Plasse: Composer, arranger, and flutist Caroline Parody: Piano Tony Ventura: Bass For more information on these fabulous musicians, please go to https://tobydorr.com/theme-song/ 

With Taylor Swift taking over the NFL, Prime Time in Colorado, or the ongoing saga between the PGA Tour and LIV Golf, it is easy to say that a lot has happened this year. No one is more aware of that than our two newsletter co-authors, Eric Fisher and David Rumsey. As we continue our review of 2023, Fisher and Rumsey join FOS Today to share their favorite stories of the year—and with so much to talk about, make sure you check out this jam-packed episode.

Maya Rumsey - @melissamayapottery keeps it fun while making functional ceramics such as mugs, pitchers, earrings and other jewelry. We talk about local art community, the ancient history of early Etsy, and giant printmaking, along with how to choose the perfect vessel to drink your coffee, and how to truly determine if something is actually art.

Two-time CASBS fellow Fred Turner engages CASBS board of directors chair Abby Smith Rumsey before a live audience to discuss her new book "Memory, Edited: Taking Liberties with History." When the erasure or distortion of collective memory through storytelling hijacks fact, truth, and history itself, what kind of information infrastructures can effectively confront those false narratives? Turner and Rumsey explore the tensions between history and storytelling and resulting implications for political beliefs, actions, and our collective sense of reality.ABBY SMITH RUMSEYCASBS website bio | Personal website | Talk at Long Now Foundation in partnership with CASBS MIT Press web page for Memory, Edited: Taking Liberties with HistoryCASBS Q&A with Rumsey (2022)FRED TURNERStanford University profile | Fred Turner's books |  on Google Scholar |"Machine Politics: The Rise of the Internet and a New Age of Authoritarianism," Harper's Magazine (2019)  Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford UniversityExplore CASBS: website|Twitter|YouTube|LinkedIn|podcast|latest newsletter|signup|outreach​

As authoritarianism continues to rise around the world, the stories we tell ourselves about our collective history become a battleground for competing visions of the future. Drawing extensively from Russian history in the 20th century, Rumsey offers a framework to discuss our current social and political tensions and how our increasing polarization could shape our future.

As authoritarianism continues to rise around the world, the stories we tell ourselves about our collective history become a battleground for competing visions of the future. Drawing extensively from Russian history in the 20th century, Rumsey offers a framework to discuss our current social and political tensions and how our increasing polarization could shape our future.

In this chat, you are going to hear my unfiltered shock at how little I actually know about Maya's personal life - proof that you do not have to overshare on the internet in order to use social media for strategic business growth, how Maya has pivoted her audience over the years through drastically different styles of making, and (equally exciting for me), how she changes her business model throughout the year based on what her personal life needs - Hallelujah! Guest Resources:Maya's  Instagram - @melissamayapotteryWebsite - https://melissamayapottery.com/collections/online-workshops-and-consultationsFollow The Maker's Playbook on Instagram @themakersplaybookHave questions about the show or want to say Hi? Email us at: podcast (at) makers-playbook (dot) com

EPISODE 1786: In this KEEN ON show, Andrew talks to Abby Smith Rumsey, author of MEMORY, EDITED, about what we should remember and what we should forget about historyAbby Smith Rumsey is an intellectual and cultural historian. She focuses on the impact of information technologies on perceptions of history, time, and identity, the nature of evidence, and the changing roles of libraries and archives. Her most recent book is When We Are No More: How Digital Memory is Shaping our Future (2016). Rumsey served as director of the Scholarly Communication Institute at the University of Virginia; Director of Programs at the Council on Library and Information Resources; and manager of programs relating to preservation of and access to cultural heritage collections at the Library of Congress. She served on the National Science Foundation's Blue Ribbon Task Force on the Economics of Digital Preservation and Access; the American Council of Learned Societies' Commission on the Cyberinfrastructure for the Humanities and Social Sciences; and the Library of Congress's National Digital Information Infrastructure Program. Board service includes: Chair, the Center for Advanced Studies in the Behavioral Sciences; the Radcliffe Institute's Schlesinger Library Advisory Council; the Stanford University Library Advisory Committee; the Society of Architectural Historians; the Rare Book School at the University of Virginia; and the Harvard Board of Overseers Committee to Visit the Harvard University Library. Rumsey received a BA from Harvard College and MA and PhD in Russian and intellectual history from Harvard University.Named as one of the "100 most connected men" by GQ magazine, Andrew Keen is amongst the world's best known broadcasters and commentators. In addition to presenting KEEN ON, he is the host of the long-running How To Fix Democracy show. He is also the author of four prescient books about digital technology: CULT OF THE AMATEUR, DIGITAL VERTIGO, THE INTERNET IS NOT THE ANSWER and HOW TO FIX THE FUTURE. Andrew lives in San Francisco, is married to Cassandra Knight, Google's VP of Litigation & Discovery, and has two grown children.

In this episode, I read a Facebook post describing a fight between Texas Past Grand Masters and a Grand Master who was at the forefront of all the excitement generated in 2022. Learn how this is related to Palm Springs Lodge No.693. Here is the Facebook post from a Texas Grand Master Brad Billings, My Brothers all,   I, like many of you, have heard rumors floating around for the past several weeks. Last night I received alleged charges against me that “Grand Master, G. Clay Smith, received and accepted.” These charges relate to my conduct as Grand Master. To be completely honest, I have anticipated these charges from the moment I stood in defiance of a small group of Past Masters and in defense of Rumsey and our Masonic Law.   On July 5th, the Grand Master sent all Texas Masons a letter proclaiming that “it is time for all dissensions throughout the Masons in Texas to come to an immediate end.” That statement was signed by the Grand Master and all the Grand Trustees. It is now clear that the Grand Master's statement was nothing more than mere words on a piece of paper.   There seems to be a small group of Past Grand Masters who are upset with the excitement the 2022 team brought to Freemasonry. They want to go back to what they know and control. That small group responded with secret charges against R.W Rumsey. And it appears these charges are stemming from the same source.   I will defend myself against the charges. But it seems pretty clear that I am being railroaded just like R.W. Rumsey. Luckily, Masonry taught me to have a deep and abiding faith in Divine Providence and I know it is all for our good. (somehow).   My thoughts on this:       1-This has probably been happening for far longer than what this is letting on to, it's just that this Grand Master is choosing to stand up to them and fight back.         2-This is happening far more than you might expect. Trust me, I've heard similar stories coming from other states.          3-Many Grand Lodges are talking the talk but are quietly conducting business as usual. What does that mean? Simple! Get more membership by any means possible. If you want to get a better idea, just read Past Grand Master Dwight L. Smith's two articles called “Wither Are Traveling and Why This Confusion in the Temple. These articles were written in 1965 and still hold true to this day.        4-Why do I even bring this up you might ask? Because my brethren and I are experiencing something similar to this as we speak. Not the same circumstances but the same idea.       Which brings me to the reason for this podcast episode. I will be publishing some episodes that I recently recorded with one of the brothers from my lodge and we will be talking about some of the history of our lodge, both good and bad, and where we are now. Please listen and share and don't be afraid to speak your truth. Stay strong Keep studying the mysteries of Freemasonry and stand your ground   Follow me on Instagram @masonicmuscle If you want to come on the show or wish to write in, you can reach me at Masonicmsucel357@gmail.com   #mysteries #masonic #muscle #masonicmusclepodcast #secret #grandmaster #masonry #freemasonry #texasfreemasonry #california #freedom #rights #rites #fight #love #ethical #moral #legal --- Support this podcast: https://podcasters.spotify.com/pod/show/cesar-rubio5/support

In this episode Levi and Paula have a conversation with Noah Rumsey. They discuss the importance of asking questions to those who have gone before us. Noah also talks about bringing your questions about your calling to God. Hosted by:  Levi Tidwell and Paula Rye Produced by: Tyler Sanders (@tylerwsanders) and The Called Collective (@thecalledcollective)  Edited by: Nathan York and Haley Fouts Graphics created by: Hannah Harris (@hannahrae.of.sunshine) Facilities Provided by: Indiana Wesleyan University The Called Collective seeks to equip the next generation of ministry leaders. We accomplish this by resourcing teens and pastors for the work of ministry. The Called Collective Social Network is designed for High School teens called to ministry in order for them to learn ministry skills, share in community with students across the world, and develop their call. Please check out the Called Collective. Website: thecalledcollective.org C2 Social Network: members.thecalledcollective.org Podcasts: Fresh Text - A weekly podcast where two pastor-scholars come up with sermon ideas . Every Monday, 1 hr typically. Listen now on Apple Podcasts or Spotify: https://linktr.ee/freshtextpodcast Modern Parables - A weekly podcast where four pastors create sermon illustrations from cultural topics. Every Tuesday, 30-1hr typically. Listen now on Apple Podcasts or Spotify: https://linktr.ee/modernparables Good Days with Eddy Shigley and Charlie Alcock - A weekly podcast where they will share a Ministry Principle and how it has played out in their years of ministry. Every Wednesday, 20-25 minutes typically. Listen now on Apple Podcasts or Spotify: https://linktr.ee/GoodDayswithEddyandCharlie The Defining Yes. A Women in Ministry Podcast - A weekly podcast where women called into ministry share their stories. Every Thursday, 30 minutes typically. Listen now on Apple Podcasts or Spotify: https://linktr.ee/thedefiningyes Coffee and Calling - A weekly podcast where a pastor, missionary, professor, or student shares their calling story. Every Friday, 30-35 minutes typically. Listen now on Apple Podcasts or Spotify: https://linktr.ee/coffeeandcalling The Called Collective is a ministry sponsored by The School of Theology & Ministry (STM) at Indiana Wesleyan University. The School of Theology & Ministry has been equipping pastors, missionaries, and ministry leaders at the undergraduate level for over 100 years. We are relentless in our mission to advance the Kingdom by equipping women and men for a lifetime of transformation service.

The MLB regular season is over, and the playoff picture is finally clear for 2023. Newsletter co-authors Eric Fisher and David Rumsey take a look at which teams made the cut, and how the new rules will affect the postseason. Fisher and Rumsey also discuss the scenes in Boulder after Colorado played USC, and the takeaways from this year's Ryder Cup. Plus, senior writer Owen Poindexter sat down with Joel Beckerman — composer of some of the most iconic theme songs in sports.

It's time to hit Milwaukee! Hiding place of mobsters apparently and the former home of notorious serial killer Jeffrey Dahmer. Nestled in there with a supposed connection to both is Shaker's Cigar Bar that boasts a healthy stock of spirits of all kinds. You have a small girl bothering you in the bathroom, some men causing a nuisance in the basement, and a murdered sex worker who re-arranges things in the upstairs AirBNB. A lot of rumors have made Shaker's Cigar Bar a popular haunt, but does it have the history to back it up? Find out! We'd appreciate it if you took a moment to help our podcast by rating and reviewing on apple and NOW on Spotify! Don't forget to check our show notes for our social links! Definitely check out our Instagram (@hauntedorhoaxpod). We post all photos and videos talked about in the show there!Haunted or Hoax Social Medias:WebsiteInstagramTwitterFacebookSources for this Episode:TELEVISION & MEDIA: WEBSITES:http://hauntedhouses.com/wisconsin/shakers-cigar-bar/https://q985online.com/most-haunted-bar-wisconsin/https://onmilwaukee.com/articles/shakersovernighthttps://spectrumnews1.com/wi/milwaukee/news/2021/10/14/milwaukee-s-haunted-barhttps://milwaukeerecord.com/city-life/spent-night-milwaukees-haunted-cigar-bar/https://www.hangmantours.com/single-post/shakers-a-haunted-historyhttps://www.travelwisconsin.com/article/things-to-do/wisconsins-gangster-tourhttps://en.wikipedia.org/wiki/Joseph_Schlitz_Brewing_Companyhttp://www.davidrumsey.com/maps6523.htmlhttps://www.davidrumsey.com/luna/servlet/detail/RUMSEY~8~1~1954~190067:Map-Of-Milwaukee---Population-In-18

In this episode I sit down with my kids and we take a little detour from the regular format as we did last season for the family interlude. The thought process behind this idea is more thoroughly explained in Episode 11.  The summary would be: It would be very interesting and cool  if one day you wanted to go back and reflect on who you were when you were younger and had access to an annual snapshot of yourself as you grow and change. I am going to sit down with my children once a year and do a short show for those reasons, until they will no longer have it, hopefully that will not be the case. 

Tonight I will be speaking to Jake. Jake writes "My encounter goes all the way back to when I was about 12 years old in Greenfield, Tennessee, which is a small town in the northwest portion of the state. When I was growing up, I would spend a great deal of my time playing out in the woods. This one time, which is when I had my encounter, I was walking along the sand creeks as I often did. These creeks run for miles and miles through the woods, and I was probably about a mile out from my house. Anyway, I was alone and walking around a bend when I thought I saw a bear. I had never seen a bear out there, nor had I ever heard of any being in the area, so I was really shocked to it see it. After I walked around the bend, I was probably fifty feet from it, which, being a kid with no experience with bears, I figured I was at a safe distance, so I stood there to watch it. I quickly realized that it had a deer underneath it and it appeared to be eating it, although it had its back to me, and I couldn't really tell what it was doing. After watching it for about twenty seconds, I realized it had arms and was pulling the deer apart. And right as I realized that, this thing stood up, and I knew then that this thing was not a bear at all. I immediately took off running back to my house and never told anyone this encounter until now. I never saw it's face or anything because it had its back to me the whole time, but it certainly wasn't a bear and it certainly wasn't a man. It was probably around 7' tall or so and had jet black hair. Actually, at the time, I didn't even think that I'd seen a sasquatch. I went years thinking there was some kind of monster living in the woods and didn't want to tell anyone out of fear of being ridiculed. I have gone back into those woods since then, although I never went back to that location. I never saw anything again, though, but I was always uneasy after that. Fast forward a few years, I ended up joining the Army and became homeless after I got out of the service due to losing everything during a tornado. I then began walking between towns to look for work, but I wasn't having much luck at finding any work. However, I realized walking and sleeping under the stars seemed to be helping with my PTSD, so I decided to walk across America to see if any opportunities would arise, as well as being my kind of therapy. Alone and unsupported, I spent the next three years traveling on foot from Tennessee to Delaware, to California, to Florida, to Alaska, back to Florida, and back to California again. During that time, I had, what I believe to be, two other encounters. I never saw anything during those two encounters, but I did have rocks thrown at me and heard sticks banging against trees. One of those times was near Silver Creek, Mississippi and the other was just north of Rumsey, California." Check out Jakes book called "Walking America: A 10,000 Mile Journey of Self-Healing" Jakewalksamerica.com   You can also get it on Amazon: https://www.amazon.com/Walking-America-Mile-Journey-Self-Healing/dp/B086PPJJKZ