Podcasts about Strauss

Tutita Casa, Anna Strauss, Jenna Waggoner & Mhret Wondmagegne, Developing Student Agency: The Strategy Showcase ROUNDING UP: SEASON 4 | EPISODE 7 When students aren't sure how to approach a problem, many of them default to asking the teacher for help. This tendency is one of the central challenges of teaching: walking the fine line between offering support and inadvertently cultivating dependence.  In this episode, we're talking with a team of educators about a practice called the strategy showcase, designed to foster collaboration and help students engage with their peers' ideas.  BIOGRAPHIES Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Mhret Wondmagegne, Anna Strauss, and Jenna Waggoner are all recent graduates of the University of Connecticut School of Education and early career elementary educators who recently completed their first years of teaching. RESOURCE National Council of Teachers of Mathematics  TRANSCRIPT Mike Wallus: Well, we have a full show today and I want to welcome all of our guests. So Anna, Mhret, Jenna, Tutita, welcome to the podcast. I'm really excited to be talking with you all about the strategy showcase. Jenna Waggoner: Thank you.  Tutita Casa: It's our pleasure.  Anna Strauss: Thanks.  Mhret Wondmagegne: Thank you. Mike: So for listeners who've not read your article, Anna, could you briefly describe a strategy showcase? So what is it and what could it look like in an elementary classroom? Anna: So the main idea of the strategy showcase is to have students' work displayed either on a bulletin board—I know Mhret and Jenna, some of them use posters or whiteboards. It's a place where students can display work that they've either started or that they've completed, and to become a resource for other students to use. It has different strategies that either students identified or you identified that serves as a place for students to go and reference if they need help on a problem or they're stuck, and it's just a good way to have student work up in the classroom and give students confidence to have their work be used as a resource for others. Mike: That was really helpful. I have a picture in my mind of what you're talking about, and I think for a lot of educators that's a really important starting point.  Something that really stood out for me in what you said just now, but even in our preparation for the interview, is the idea that this strategy showcase grew out of a common problem of practice that you all and many teachers face. And I'm wondering if we can explore that a little bit. So Tutita, I'm wondering if you could talk about what Anna and Jenna and Mhret were seeing and maybe set the stage for the problem of practice that they were working on and the things that may have led into the design of the strategy showcase. Tutita: Yeah. I had the pleasure of teaching my coauthors when they were master's students, and a lot of what we talk about in our teacher prep program is how can we get our students to express their own reasoning? And that's been a problem of practice for decades now. The National Council of Teachers of Mathematics has led that work. And to me, [what] I see is that idea of letting go and really being curious about where students are coming from. So that reasoning is really theirs. So the question is what can teachers do? And I think at the core of that is really trying to find out what might be limiting students in that work. And so Anna, Jenna, and Mhret, one of the issues that they kept bringing back to our university classroom is just being bothered by the fact that their students across the elementary grades were just lacking the confidence, and they knew that their students were more than capable. Mike: Jenna, I wonder if you could talk a little bit about, what did that actually look like? I'm trying to imagine what that lack of confidence translated into. What you were seeing potentially or what you and Anna and Mhret were seeing in classrooms that led you to this work. Jenna: Yeah, I know definitely we were reflecting, we were all in upper elementary, but we were also across grade levels anywhere from fourth to fifth grade all the way to sixth and seventh. And across all of those places, when we would give students especially a word problem or something that didn't feel like it had one definite answer or one way to solve it or something that could be more open-ended, we a lot of times saw students either looking to teachers. "I'm not sure what to do. Can you help me?" Or just sitting there looking at the problem and not even approaching it or putting something on their paper, or trying to think, "What do I know?" A lot of times if they didn't feel like there was one concrete approach to start the problem, they would shut down and feel like they weren't doing what they were supposed to or they didn't know what the right way to solve it was. And then that felt like kind of a halting thing to them. So we would see a lot of hesitancy and not that courage to just kind of be productively struggling. They wanted to either feel like there was something to do or they would kind of wait for teacher guidance on what to do. Mike: So we're doing this interview and I can see Jenna and the audience who's listening, obviously Jenna, they can't see you, but when you said "the right way," you used a set of air quotes around that. And I'm wondering if you or Anna or Mhret would like to talk about this notion of the right way and how when students imagined there was a right way, that had an effect on what you saw in the classroom. Jenna: I think it can be definitely, even if you're working on a concept like multiplication or division, whatever they've been currently learning, depending on how they're presented instruction, if they're shown one way how to do something but they don't understand it, they feel like that's how they're supposed to understand to solve the problem. But if it doesn't make sense for them or they can't see how it connects to the problem and the overall concept, if they don't understand the concept for multiplication, but they've been taught one strategy that they don't understand, they feel like they don't know how to approach it. So I think a lot of it comes down to they're not being taught how to understand the concept, but they're more just being given one direct way to do something. And if that doesn't make sense to them or they don't understand the concepts through that, then they have a really difficult time of being able to approach something independently. Mike: Mhret, I think Jenna offered a really nice segue here because you all were dealing with this question of confidence and with kids who, when they didn't see a clear path or they didn't see something that they could replicate, just got stuck, or for lack of a better word, they kind of turned to the teacher or imagined that that was the next step. And I was really excited about the fact that you all had designed some really specific features into the strategy showcase that addressed that problem of practice. So I'm wondering if you could just talk about the particular features or the practices that you all thought were important in setting up the strategy showcase and trying to take up this practice of a strategy showcase. Mhret: Yeah, so we had three components in this strategy showcase. The first one, we saw it being really important, being open-ended tasks, and that combats what Jenna was saying of "the right way." The questions that we asked didn't ask them to use a specific strategy. It was open-ended in a way that it asked them if they agreed or disagreed with a way that someone found an answer, and it just was open to see whatever came to their mind and how they wanted to start the task. So that was very important as being the first component.  And the second one was the student work displayed, which Anna was talking about earlier. The root of this being we want students' confidence to grow and have their voices heard. And so their work being displayed was very important—not teacher work or not an example being given to them, but what they had in their mind. And so we did that intentionally with having their names covered up in the beginning because we didn't want the focus to be on who did it, but just seeing their work displayed—being worth it to be displayed and to learn from—and so their names were covered up in the beginning and it was on one side of the board.  And then the third component was the students' co-identified strategies. So that's when after they have displayed their individual work, we would come up as a group and talk about what similarities did we see, what differences in what the students have used. And they start naming strategies out of that. They start giving names to the strategies that they see their peers using, and we co-identify and create this strategy that they are owning. So those are the three important components. Mike: OK. Wow. There's a lot there. And I want to spend a little bit of time digging into each one of these and I'm going to invite all four of you to feel free to jump in and just let us know who's talking so that everybody has a sense of that.  I wonder if you could talk about this whole idea that, when you say open-ended tasks, I think that's really important because it's important that we build a common definition. So when you all describe open-ended tasks, let's make sure that we're talking the same language. What does that mean? And Tutita, I wonder if you want to just jump in on that one. Tutita: Sure. Yeah. An open-ended task, as it suggests, it's not a direct line where, for example, you can prompt students to say, "You must use 'blank' strategy to solve this particular problem." To me, it's just mathematical. That's what a really good rich problem is, is that it really allows for that problem solving, that reasoning. You want to be able to showcase and really gauge where your students are. Which, as a side benefit, is really beneficial to teachers because you can formatively assess where they're even starting with a problem and what approaches they try, which might not work out at first—which is OK, that's part of the reasoning process—and they might try something else. So what's in their toolbox and what tool do they reach for first and how do they use it? Mike: I want to name another one that really jumped out for me. I really—this was a big deal that everybody's strategy goes up. And Anna, I wonder if you can talk about the value and the importance of everybody's strategy going up. Why did that matter so much? Anna: I think it really helps, the main thing, for confidence. I had a lot of students who in the beginning of starting the strategy showcase would start kind of like at least with a couple ideas, maybe a drawing, maybe they outlined all of the numbers, and it helps to see all of the strategies because even if you are a student who started out with maybe one simple idea and didn't get too far in the problem, seeing up on the board maybe, "Oh, I have the same beginning as someone else who got farther into the problem." And really using that to be like, "I can start a problem and I can start with different ideas, and it's something that can potentially lead to a solution." So there is a lot of value in having all of the work that everyone did because even something that is just the beginning of a solution, someone can jump in and be like, "Oh, I love the way that you outlined that," or "You picked those numbers first to work on. Let's see what we can use from the way that you started the problem to begin to work on a solution." So in that way, everyone's voice and everyone's decisions have value. And even if you just start off with something small, it can lead to something that can grow into a bigger solution. Mike: Mhret, can I ask you about another feature that you mentioned? You talked about the importance, at least initially, of having names removed from the work. And I wonder if you could just expand on why that was important and maybe just the practical ways that you managed withholding the names, at least for some of the time when the strategy showcase was being set up. Can you talk about both of those please? Mhret: Yes, yeah. I think all three of us when we were implementing this, we—all kids are different. Some of them are very eager to share their work and have their name on it. But we had those kids that maybe they just started with a picture or whatever it may be. And so we saw their nerves with that, and we didn't want that to just mask that whole experience. And so it was very important for us that everybody felt safe. And later we'll talk about group norms and how we made it a safe space for everyone to try different strategies. But I think not having their names attached to it helped them focus not on who did it, but just the process of reasoning and doing the work. And so we did that practically I think in different ways, but I just use tape, masking tape to cover up their names. I know some of—I think maybe Jenna, you wrote their names on the back of the paper instead of the front. But I think a way to not make the name the focus is very important. And then hopefully by the end of it, our hope is that they would gain more confidence and want to name their strategy and say that that is who did it. Mike: I want to ask a follow up about this because it feels like one of the things that this very simple, but I think really important, idea of withholding who created the strategy or who did the work. I mean, I think I can say during my time in classrooms when I was teaching, there are kids that classmates kind of saw as really competent or strong in math. And I also know that there were kids who didn't think they were good at math or perhaps their classmates didn't think were good at math. And it feels like by withholding the names that would have a real impact on the extent to which work would be considered as valuable. Because you don't know who created it, you're really looking at the work as opposed to looking at who did the work and then deciding whether it's worth taking up. Did you see any effects like that as you were doing this? Jenna: This is Jenna. I was going to say, I know for me, even once the names were removed, you would still see kids sometimes want to be like, "Oh, who did this?" You could tell they still are almost very fixated on that idea of who is doing the work. So I think by removing it, it still was definitely good too. With time, they started to less focus on "Who did this?" And like you said, it's more taking ownership if they feel comfortable later down the road. But sometimes you would have, several students would choose one approach, kind of what they've seen in classrooms, and then you might have a few other slightly different, of maybe drawing a picture or using division and connecting it to multiplication. And then you never wanted those kids to feel like what they were doing was wrong. Even if they chose the wrong operation, there was still value in seeing how that was connected to the problem or why they got confused. So we never wanted one or two students also to feel individually focused on if maybe what they did initially—not [that it] wasn't correct, but maybe was leading them in the wrong direction, but still had value to understand why they chose to do that. So I think just helping, again, all the strategies work that they did feel valuable and not having any one particular person feel like they were being focused on when we were reflecting on what we put up on display. Mike: I want to go back to one other thing that, Mhret, you mentioned, and I'm going to invite any of you, again, to jump in and talk about this, but this whole idea that part of the prompting that you did when you invited kids to examine the strategies was this question of do you agree or do you disagree? And I think that's a really interesting way to kind of initiate students' reflections. I wonder if you can talk about why this idea of, "Do you agree or do you disagree" was something that you chose to engage with when you were prompting kids? And again, any of you all are welcome to jump in and address this, Anna: It's Anna. I think one of the reasons that we chose to [have them] agree or disagree is because students are starting to look for different ways to address the problem at hand. Instead of being like, "I need to find this final number" or "I need to find this final solution," it's kind of looking [at], "How did this person go about solving the problem? What did they use?" And it gives them more of an opportunity to really think about what they would do and how what they're looking at helps in any way. Jenna: And then this is Jenna. I was also going to add on that I think by being "agree or disagree" versus being like, "yes, I got the same answer," and I feel like the conversation just kind of ends at that point. But they could even be like, "I agree with the solution that was reached, but I would've solved it this way, or my approach was different." So I think by having "agree or disagree," it wasn't just focusing on, "yes, this is the correct number, this is the correct solution," and more focused on, again, that approach and the different strategies that could be used to reach one specific solution that was the answer or the correct thing that you're looking for. Tutita: And this is Tutita, and I agree with all of that. And I can't help but going back just to the word "strategy," which really reflects students' reasoning, their problem solving, argumentation. It's really not a noun; it's a verb. It's a very active process. And sometimes we, as teachers, we're so excited to have our students get the right answer that we forget the fun in mathematics is trying to figure it out.  And I can't help but think of an analogy. So many people love to watch sports. I know Jenna's a huge UConn women's basketball… Jenna: Woohoo! Tutita: …fan, big time. Or if you're into football, whatever it might be, that there's always that goal. You're trying to get as many more points, and as many as you can, more points than the other team. And there are a lot of different strategies to get there, but we appreciate the fact that the team is trying to move forward and individuals are trying to move forward. So it's that idea with the strategy, we need to as teachers really open up that space to allow that to come out and progressively—in the end, we're moving forward even though within a particular time frame, it might not look like we are quite yet. I like the word "yet." But it's really giving students the time that they need to figure it out themselves to deepen their understanding. Mike: Well, I will say as a former Twin Cities resident, I've watched Paige Bueckers for a long time, and… Tutita: There we go. Mike: …in addition to being a great shooter, she's a pretty darn good passer and moves the ball.  And in some ways that kind of connects with what you all are doing with kids, which is that—moving ideas around a space is really not that different from moving the ball in basketball. And that you have the same goal in scoring a basket or reaching understanding, but it's the exchange that are actually the things that sometimes makes that happen. Jenna: I love it. Thank you.  Tutita: Nice job. Mike: Mhret, I wanted to go back to this notion that you were talking about, which is co-naming the strategies as you were going through and reflecting on them. I wonder if you could talk a little bit about, what does co-naming mean and why was it important as a part of the process? Mhret: Mm-hmm. Yeah. So, I think the idea of co-naming and co-identifying the strategies was important. Just to add on to the idea, we wanted it all to be about the students and their voice, and it's their strategy and they're discussing and coming up with everything. And we know of the standard names of strategies like standard algorithm or whatever, but I think it gave them an extra confidence when it was like, "Oh, we want to call it—" I forgot the different names that they would come up with for strategies. Jenna: I think they had said maybe "stacking numbers," something like that. They would put their own words. It wasn't standard algorithm, but like, "We're going to stack the numbers on top of each other," I think was maybe one they had said. Mhret: Mm-hmm. So I think it added to that collaboration within the group that they were in and also just them owning their strategy. And so, yeah. Mike: That leads really nicely into my next question. And Anna, this is one I was going to pose to you, but everyone else is certainly welcome to contribute.  I'm wondering if you could talk a little bit about what happened when you all started to implement this strategy showcase in your classroom. So what impacts did you see on students' efficacy, their confidence, the ways that they collaborated? Could you talk a little bit about that? Anna: So I think one of the biggest things that I saw that I was very proud of was there was less of a need for me to become part of the conversation as the teacher because students were more confident to build off of each other's ideas instead of me having to jump in and be like, "Alright, what do we think about what this person did?" Students, because their work became more anonymous and because everyone was kind of working together and had different strategies, they were more open to discussing with each other or working off of each other's ideas because it wasn't just, "I don't know how to do this strategy." It was working together to really put the pieces together and come to a final agree or disagree.  So it really helped me almost figure out where students are, and it brought the confidence into the students without me having to step in and really officiate the conversation. So that was the really big thing that I saw at least in some of my groups, was that huge confidence and more communication happening. Mhret: Yeah. This is Mhret. I think it was very exciting too, like Anna was saying, that—them getting excited about their work, and everything up on the board is their work. And so seeing them with a sticky note, trying to find the similarities and differences between strategies, and getting excited about what someone is doing, I think that was a very good experience and feeling for me because of the confidence that I saw grow through the process of the kids, but also the collaboration of, "It's OK to use what other people know to build upon the things that I need to build upon." And so I think it just increased collaboration, which I think is really important when we talk about reasoning and strategies. Mike: Which actually brings me to my next question, and Jenna, I was wondering if you could talk a little bit about: What did you see in the ways that students were reasoning around the mathematics or engaging in problem solving? Jenna: Yeah, I know one specific example that stood out was—again, that initial thing of when we gave a student a problem, they would look to the teacher and a little bit later on in the process when giving a problem, we had done putting the strategies up, we'd cocreated the names, and then they were trying a similar problem independently. And one of my students right off the bat had that initial reaction that we would've seen a few weeks ago of being like, "I don't know what to do." And she put a question mark on the paper. So I gave her a minute and then she looked at me and I said, "Look at this strategy. Look at what you and your classmates have done to come together." And then she got a little redirection, but it wasn't me telling her what to do. And from there I stepped away and let her just reference that tool that was being displayed. And from there, she was able to show her work, she was able to choose a strategy she wanted to do, and she was able to give her answer of whether she agreed or disagreed on what she had seen. So I think it was just again, that moment of realizing that what I needed to step in and do was a lot smaller than it had previously been, and she could use this tool that we had created together and that she had created with her peers to help her answer that question. Anna: I think to add onto that, it's Anna, there was a huge spike in efficiency as well because all these different strategies were being discovered and brought to light and put onto the strategy showcase. Maybe if we're talking about multiplication, if some student had repeated addition in the beginning and they're repeatedly adding numbers together to find a multiplication product, they're realizing, "Oh my goodness, I can do this so much more efficiently if I use this person's strategy or if I try this one instead." And it gives them the confidence to try different things. Instead of getting stuck in the rut of saying, "This is my strategy and this is the way that I'm going to do it," they became a little more explorative, and they wanted to try different things out or maybe draw a picture and use that resource to differentiate their math experience. Mike: I want to mark something here that seems meaningful, which is this whole notion that you saw this spike. But the part that I'm really contemplating is when you said kids were less attached to, "This is my strategy" and more willing to adopt some of the ideas that they saw coming out of the group. That feels really, really significant, both in terms of how we want kids to engage in problem solving and also in terms of efficacy. That really I think is one to ponder for folks who are listening to the podcast, is the effect on students' ability to be more flexible in adopting ideas that may not have been theirs to begin with. Thank you for sharing that. Anna.  I wonder if you could also spend a bit of time talking about some of the ways that you held onto or preserve the insights and the strategies that emerged during a showcase. Are there artifacts or ways that a teacher might save what came from a strategy showcase for future reference? Anna: So, I think the biggest thing as a takeaway and something to hold onto as a teacher who uses the strategy showcase is the ability to take a step back and allow students to utilize the resources that they created. And I think something that I used is I had a lot of intervention time and time where students were able to work in small groups and work together in teams and that sort of thing, keeping their strategies and utilizing them in groups. Remember when this person brought up this strategy, maybe we can build off of that and really utilizing their work and carrying it through instead of just putting it up and taking it down and putting up another one. Really bringing it through. And any student work is valuable. Anything that a student can bring to the table that can be used in the future, like holding onto that and re-giving them that confidence. "Remember when this person brought up that we can use a picture to help solve this problem?" Bringing that back in and recycling those ideas and bringing back in not just something that the teacher came up with, but what another student came up with, really helps any student's confidence in the classroom. Mike: So I want to ask a question, and Tutita and Mhret, I'm hoping you all can weigh in on this. If an educator wanted to implement the strategy showcase in their classroom, I want to explore a bit about how we could help them get started. And Tutita, I think I want to start with you and just say from a foundational perspective of building the understanding that helps support something like a strategy showcase, what do you think is important? Tutita: I actually think there are two critical things. The first is considering the social aspect and just building off of what Anna was saying is, if you've listened carefully, she's really honoring the individual. So instead of saying, "Look," that there was this paper up there—as teachers, we have a lot on our walls—it's actually naming the student and honoring that student, even though it's something that as a teacher, you're like, "Yes, someone said it! I want them to actually think more about that." But it's so much more powerful by giving students the credit for the thinking that they're doing to continue to advance that. And all that starts with assuming that students can. And oftentimes at the elementary level, we tend to overlook that. They're so cute—especially those kindergartens, pre-K, kindergarten—but it's amazing what they can do. So if you start with assuming that they can and waiting for their response, then following up and nurturing that, I think you as teachers will get so much more from our students and starting with that confidence. And that brings me to the next point that I think listeners who teach in the upper elementary grades or maybe middle school or high school might be like, "Oh, this sounds great. I'll start with them." But I want to caution that those students might be even more reticent because they might think that to be a good math student, you're supposed to know the answer, you're supposed to know it quickly, and there's one strategy you're supposed to use. And so, in fact, I would argue that probably those really cute pre-K and kindergartners will probably be more open because if anyone has asked a primary student to explain what they have down on paper, 83 minutes later, the story will be done.  And so it might take time. You have to start with that belief and just really going with where your class and individuals are socially. Some of them might not care that you use their name. Others might, and that might take time. So taking the time and finding different ways to stay with that belief and make sure that you're transferring it to students once they have it. As you can hear, a lot of what my coauthors mentioned, then they take it from there. But you have to start with that belief at the beginning that elementary students can. Mike: Mhret, I wonder if you'd be willing to pick up on that, because I find myself thinking that the belief aspect of this is absolutely critical, and then there's the work that a teacher does to build a set of norms or routines that actually bring that belief to life, not only for yourself but for students. I wonder if you could talk about some of the ways that a teacher might set up norms, set up routines, maybe even just set up their classroom in ways that support the showcase. Mhret: Yeah. So practically, I think for the strategy showcase, an important aspect is finding a space that's accessible to students because we wanted them to be going back to it to use it as a resource. So some of us used a poster board, a whiteboard, but a vertical space in the room where students can go and see their work up I think is really important so that the classroom can feel like theirs. And then we also did a group norm during our first meeting with the kids where we co-constructed group norms with the kids of like, "What does it look like to disagree with one another?" "If you see a strategy that you haven't used, how can you be kind with our words and how we talk about different strategies that we see up there?" I think that's really important for all grades in elementary because some kids can be quick to their opinions or comments, and then providing resources that students can use to share their idea or have their idea on paper I think is important. If that's sticky notes, a blank piece of paper, pencils, just practical things like that where students have access to resources where they can be thinking through their ideas.  And then, yeah, I think just constantly affirming their ideas that, as a teacher, I think—I teach second grade this year and [they are] very different from the fourth graders that I student taught—but I think just knowing that every kid can do it. They are able, they have a lot in their mind. And I think affirming what you see and building their confidence does a lot for them. And so I think always being positive in what you see and starting with what you see them doing and not the mistakes or problems that are not important. Mike: Jenna, before we go, I wanted to ask you one final question. I wonder if you could talk about the resources that you drew on when you were developing the strategy showcase. Are there any particular recommendations you would have for someone who's listening to the podcast and wants to learn a little bit more about the practices or the foundations that would be important? Or anything else that you think it would be worth someone reading if they wanted to try to take up your ideas? Jenna: I know, in general, when we were developing this project—a lot of it again came from our seminar class that we did at UConn with Tutita—and we had a lot of great resources that she provided us. But I know one thing that we would see a lot that we referenced throughout our article is the National Council of Teachers of Mathematics. I think it's just really important that when you're building ideas to, one, look at research and projects that other people are doing to see connections that you can build on from your own classroom, and then also talking with your colleagues. A lot of this came from us talking and seeing what we saw in our classrooms and commonalities that we realized that we're in very different districts, we're in very different grades and what classrooms look like. Some of us were helping, pushing into a general ed classroom. Some of us were taking kids for small groups. But even across all those differences, there were so many similarities that we saw rooted in how kids approach problems or how kids thought about math. So I think also it's just really important to talk with the people that you work with and see how can you best support the students. And I think that was one really important thing for us, that collaboration along with the research that's already out there that people have done. Mike: Well, I think this is a good place to stop, but I just want to say thank you again. I really appreciate the way that you unpack the features of the strategy showcase, the way that you brought it to life in this interview. And I'm really hopeful that for folks who are listening, we've offered a spark and other people will start to take up some of the ideas and the features that you described. Thanks so much to all of you for joining us. It really has been a pleasure talking with all of you. Jenna: Thank you.  Anna: Thank you Mhret: Thank you.  Tutita: Thank you so much. 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

What does a livable future look like 100 years from now? If we unlocked unlimited green energy, what would we actually do with it? And are our dreams of a renewable-energy utopia sometimes just as delusional as the old fossil-fueled, drill-baby-drill mentality?Alex Leff of the Human Nature Odyssey podcast hosts this special Crazy Town highlights compilation. Alex revisits some of the most thought-provoking moments from Crazy Town, weaving in new commentary and context. Together, we explore energy literacy, the promises and pitfalls of a renewable-energy transition, and why toasting a simple slice of bread is much harder than you might think.Along the way, we meet an Olympic athlete trying to toast bread with nothing but a bicycle. We also step inside a billionaire's latest invention—a time-travel device designed to fling us one hundred years into the future.Stay tuned for Part 2, where we take the full leap into the time machine and imagine what life a century from now could really look like in a post high-energy future.Sources/Links/Notes:The Toaster Challenge, Olympic Cyclist Vs. Toaster: Can He Power It?, 2015Tom Murphy, Galactic-Scale Energy, Do the Math, 2011.Tom Murphy, Limits to Economic Growth, Nature Physics, August, 2022.Solar Freakin' Roadways, Indiegogo, 2014Human Nature Odyssey podcastRelated episode(s) of Crazy Town:Episode 3 "1.21 Jigawatts: Energy Literacy and the Real Scoop on Fossil Fuels"Episode 5 "Solar Freakin' Roadways: How Technological Optimism Undermines Sustainability"Episode 106 "Blinded by the Light - Facing Reality with Renewable Energy"ADDITIONAL MUSICModified version of "Also sprach Zarathustra, Op. 30" by Strauss, from classicals.de — licensed under CC BY 4.0

Fun size Strauss on News Radio KKOBSee omnystudio.com/listener for privacy information.

It only took us five years but we finally got Stefan Seidel on the podcast. We have been talking about him and his scholarship for a while. Today we finally get to ask him about his recent technology regulation paper, his view on grounded theorizing in information systems, his forthcoming special issue on Ethics, Regulation, and Policy that will start processing submissions in late 2026--and his bet with Nick Berente about who wins the race to 8000 citations. Episode reading list Seidel, S., Frick, C. J., & vom Brocke, J. (2025). Regulating Emerging Technologies: Prospective Sensemaking through Abstraction and Elaboration. MIS Quarterly, 49(1), 179-204. Recker, J., Zeiss, R., & Mueller, M. (2024). iRepair or I Repair? A Dialectical Process Analysis of Control Enactment on the iPhone Repair Aftermarket. MIS Quarterly, 48(1), 321-346. Seidel, S., & Urquhart, C. (2013). On Emergence and Forcing in Information Systems Grounded Theory Studies: The Case of Strauss and Corbin. Journal of Information Technology, 28(3), 237-260. Strauss, A. L., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2nd ed.). Sage. Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Aldine Publishing Company. Seidel, S., Berente, N., Guo, H., Oh, W. (2026): Ethics, Regulation, and Policy: The Challenge to Institutions in the Digital Age. MIS Quarterly Special Issue, submissions due November 2026. Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology. Organizational Research Methods, 16(1), 15-31. Berente, N., Gu, B., Recker, J., & Santhanam, R. (2021). Managing Artificial Intelligence. MIS Quarterly, 45(3), 1433-1450. Butler, T., Gozman, D., & Lyytinen, K. (2023). The Regulation of and Through Information Technology: Towards a Conceptual Ontology for IS Research. Journal of Information Technology, 38(2), 86-107 Gümüsay, A. A., & Reinecke, J. (2024). Imagining Desirable Futures: A Call for Prospective Theorizing with Speculative Rigour. Organization Theory, 5(1), https://doi.org/10.1177/26317877241235939. Grisold, T., Berente, N., & Seidel, S. (2025). Guardrails for Human-AI Ecologies: A Design Theory for Managing Norm-Based Coordination. MIS Quarterly, 49(4), 1239-1266. Seidel, S., Recker, J., & vom Brocke, J. (2013). Sensemaking and Sustainable Practicing: Functional Affordances of Information Systems in Green Transformations. MIS Quarterly, 37(4), 1275-1299.

English Edition: WHAM, BOOM, CLAC, WHOOSH - sound can represent many things, so why not experimental data? James Trayford and Chris Harrison want to show that you can, with their project called Audio Universe. And we're going to hear some of the sound samples during my conversation with them.Links:https://www.audiouniverse.org the project's home pagehttps://github.com/james-trayford/straus The Sonification software STRAUSShttps://joss.theoj.org/papers/10.21105/joss.07875 The article on STRAUSS in the Journal of Open Source Software (JOSS)https://arxiv.org/abs/2311.16847 the ArXiv articlehttps://strauss.readthedocs.io/en/latest/ documentationSome sound/video samples:https://www.youtube.com/watch?v=RjkAoqgJvYg&t=572s Caribbean Audio Universe Tour of the Solar System, stars appearinghttps://www.youtube.com/watch?v=4jH1WNpDi10&t=1632s tour of the solar system, planet orbit sequencehttps://www.youtube.com/watch?v=Z0rsZiIqcbc Spectral Data Cubehttps://www.youtube.com/watch?v=DKZkPPhaty0 light curves with different sound designshttps://www.youtube.com/watch?v=78S0lkSc7so warming stripeshttps://soundcloud.com/audio-universe-685767042/sonification-predatorprey-cycles-goats-and-wolvesGet in touchThank you for listening! Merci de votre écoute! Vielen Dank für´s Zuhören! Contact Details/ Coordonnées / Kontakt: Email mailto:peter@code4thought.org UK RSE Slack (ukrse.slack.com): @code4thought or @piddie Bluesky: https://bsky.app/profile/code4thought.bsky.social LinkedIn: https://www.linkedin.com/in/pweschmidt/ (personal Profile)LinkedIn: https://www.linkedin.com/company/codeforthought/ (Code for Thought Profile) This podcast is licensed under the Creative Commons Licence: https://creativecommons.org/licenses/by-sa/4.0/

Att terrorism inte definieras av FN är ett problem. Det menar Henrik Lagerlund som funderar över några försök att nagla fast begreppet. Bland andra Benjamin Netanyahus. Lyssna på alla avsnitt i Sveriges Radios app. ESSÄ: Detta är en text där skribenten reflekterar över ett ämne eller ett verk. Åsikter som uttrycks är skribentens egna.Det sägs ofta att den enes frihetskämpe är den andres terrorist. Yasser Arafat, grundaren av PLO och själv kallad terrorist av både Israel och USA, sa i FN 1974 att: “Skillnaden mellan en revolutionär och en terrorist ligger i anledningen till att var och en kämpar. Den som står upp för en rättvis sak och kämpar för sitt lands frihet och befrielse ... kan omöjligen kallas terrorist.” Men riktigt så enkelt är det förstås inte.Orden “terrorism” eller “terrorist” härstammar från det sena 1700-talets franska revolution och terrorvälde. Terrorn beskrevs då som något som infördes uppifrån för att folket skulle kunna återfödas, eller, som de själva sa, för att etablera “en generell tendens mot det goda”. Orden användes på liknande sätt om den så kallade “röda terrorn” av bolsjevikerna under det ryska inbördeskriget 1918. Det var också en sorts statsterror riktad mot medlemmarna i kontrarevolutionen; den så kallade “vita rörelsen”. Terrorismen bestod av massdeportationer och arresteringar av så kallade dissidenter.Terrorism som vi känner den idag och som begås av enskilda personer mot stater eller statens invånare är ett mycket senare fenomen som började växa fram omkring andra världskriget. På 60- och 70-talen framträder många av de sammanslutningar som kom att associeras med begreppet, grupper som PLO, ETA, IRA, RAF, FLQ och så vidare. Deras motiv var främst nationalistiska eller ideologiska.En av den första organisationerna av den här typen var den paramilitära sionistiska rörelsen Irgun som angrep både araber och britter i ett försök att etablera en judisk stat på båda sidor om Jordanfloden. 1938 sprängde de landminor på en fruktmarknad i Haifa och dödade 74 människor, 1946 sprängde de King David hotellet i Jerusalem och dödade 91 personer och 1948 anföll de tillsammans med Sternligan den arabiska byn Deir Yassin och dödade 254 av dess invånare. Båda dessa terroristgrupper absorberades i den israeliska armén 1948. Och Irguns ledare Menachem Begin blev senare Israels premiärminister 1977—1983 och fick dela på Nobels fredspris.Idag är nog den religiöst motiverade terrorismen mest spridd. Exempel på sådan är attacken mot Tokyos tunnelbana 1995 av den buddhistiska sekten Aum Shinrikyo. Enligt polisen var attacken ett sätt att påskynda apokalypsen, men enligt åklagaren var avsikten att störta regeringen och installera sektledaren Shoko Asahara. Ingen vet säkert. Ett annat exempel är bombdådet i Oklahoma City 1995. Enligt Timothy McVeigh var bombningen ett sätt att hämnas på FBI för belägringen i Waco, Texas. En brand uppstod då FBI försökte storma en bondgård där en sekt känd som Davidianernas vistades. 76 personer, varav 26 barn, dog i branden. Det mest kända terrordådet med religiöst motiv är naturligtvis attacken på World Trade Center i New York av al-Qaida den 11 september 2001.Än idag finns det ingen vedertagen definition av terrorism inom FN utan istället en rad olika konventioner och deklarationer som fördömer terrorism som en kriminell handling. Ett problem med det är att begreppet ständigt politiseras och sålunda används på olika sätt världen över. Under en intervju med ABC News 1998 sade Osama bin Laden att: “Terrorism kan vara lovvärt och det kan vara förkastligt. Att skrämma en oskyldig person och terrorisera dem är förkastligt och orättvist […] Den terrorism vi utövar är av det lovvärda slaget, för den är riktad mot tyrannerna och angriparna och Allahs fiender […] som begår förräderi mot sina egna länder och sin egen tro och sin egen profet och sin egen nation.” I ett senare brev till det amerikanska folket publicerat i den brittiska tidningen Observer 2002 rättfärdigade han 11 september-attackerna på vanliga människor med att de själva valt den regering som stöder Israel och de på så sätt kan anses vara medskyldiga till den amerikanska statens handlingar. Demokratin användes alltså som ett sätt göra ”oskyldiga” människor till skyldiga, vilket skulle trolla bort begreppet terrorisms relevans.Tanken att det är just oskyldiga som attackeras är nämligen avgörande i alla försök att definiera terrorism. Det är en attack på vanliga människor och inte soldater eller personer som direkt deltar i en konflikter. I en av sina böcker om terrorism skriver en annan av Israels senare premiärministrar – Benjamin Netanyahu – att terrorism är en ny form av organiserat våld mot demokratiska stater som vuxit fram sedan 1960-talet. Han ger också följande definition: ”Terrorism är ett medvetet och systematiskt angrepp på civila för att ingjuta rädsla för politiska syften.”Med politiska syften avser han även ideologiska och religiösa motiv. 11 september-attackerna faller inom denna definition. Det var en medveten attack på civila. Den var religiöst motiverat och den ingöt mycket rädsla. Det är svårt att säga om motivet var att ingjuta rädsla eller om det var att åstadkomma en politisk förändring i USA:s politik. Kanske är det en svaghet med definitionen att den är oklar, men den innehåller den centrala idén att den verkliga måltavlan inte är den direkta, det vill säga de civila som attackeras direkt inte är de egentliga målen. Det är kanske det som är så fruktansvärt med terrorism. De dödade eller skadade bara är medel för något annat mål som är politiskt eller religiöst.Filosofer har främst fastnat för två frågor när det gäller terrorism: dels hur den ska definieras, dels om den under vissa omständigheter går att rättfärdiga. Nästan alla verkar dock överens om att det senare inte är möjligt, just på grund av att det förutsätts att offren är civila. Som i den australiensiske filosofen Tony Codys inflytelserika definition där terrorism beskrivs som ”en organiserad användning av våld för att angripa icke-stridande eller deras egendom för politiska ändamål.” Med ”icke-stridande” menas personer som inte deltar i själva konflikten och sålunda är oskyldiga.Ett av skälen till att detta betonas är att terrorism inte bara är något som riktas emot demokratier som Netanyahu hävdar utan också förekommer i krig och även kan begås av stater. Vanliga exempel i diskussionen är de allierades terrorbombningar av Tyskland, framför allt Dresden, under andra världskriget, eller atombomben över Nagasaki. Enligt många filosofer exempel på statsterrorism.I mitten av 2020-talet, i samband med den intensiva diskussionen om huruvida den laddade termen folkmord beskrev Israels agerande i Gaza, fanns alltså redan ett annat begrepp som i etablerade definitioner mer än väl kunde förklara allvaret i handlingarna: Terrorism. Som jag tolkar skeendet faller det under Codys definition, men kanske rent av under Netanyahus egen.Henrik Lagerlundprofessor i filosofiLitteraturBenjamin Netanyahu: Fighting Terrorism: How Democracies Can Defeat Domestic and International Terrorists. Farrar, Strauss & Giroux, 2005. (Reviderad upplaga efter 11 september).C.A.J. Coady: The Meaning of Terrorism. Oxford University Press, 2021.

Send us a textWhat is liberal education? It's the prompt that has launched one thousand essays, and in a 1959 lecture at the University of Chicago, the (in)famous Leo Strauss gave his answer. Despite fleeing Nazi Germany and coming to the United States, Strauss wasn't afraid of criticizing the positivism, historicism, and relativism of the American academy. And as is evident in reading his lecture "What is Liberal Education?" neither was he afraid of calling into question the value and feasibility of modern democracy. Wyoming Catholic College professor Pavlos Papadopoulos joins Jonathan and Ryan to discuss Strauss, his relation to the Great Books movement, and his views on the relation between liberal education and mass democratic society.Leo Strauss's What Is Liberal Education? https://archive.org/details/LeoStraussOnLiberalEducation/Strauss-WhatIsLiberalEducation/Josef Pieper's Leisure, The Basis of Culture: https://bookshop.org/a/25626/9781586172565New Humanists is brought to you by the Ancient Language Institute: https://ancientlanguage.com/Links may have referral codes, which earn us a commission at no additional cost to you. We encourage you, when possible, to use Bookshop.org for your book purchases, an online bookstore which supports local bookstores.Music: Save Us Now by Shane Ivers - https://www.silvermansound.com

November 29th, 2025.

Tom Haberstroh, Amin Elhassan and producer Anthony Mayes go deep into the memory banks with Truth Teller Ethan Strauss of ⁠House of Strauss⁠, as Klay Thompson chirping at Ja Morant and Kenyon Martin coming after Draymond Green stir up old memories of Ethan's beat reporter days. After a behind the scenes look at working for the many headed hydra that is ESPN, we also question fan bandwidth in the wake of Netflix canceling Starting 5 and wonder if the NBA Cup will ever actually matter. Basketball Illuminati is now part of the Count The Dings Network. ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Join the Count The Dings Patreon⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to support the show, get ad free episodes and exclusive content at⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.patreon.com/countthedings⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ILLUMINATI MERCH HAS RETURNED⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ - Check it out here:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://bit.ly/CTDMERCH⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Subscribe to Basketball Illuminati! On⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Apple⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Spotify⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Watch Truth Teller Interviews on YouTube⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Email us: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠basketballilluminati@gmail.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Twitter: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@bballilluminati⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Instagram: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@basketballilluminati⁠ Learn more about your ad choices. Visit megaphone.fm/adchoices

CannCon and Ashe in America open this episode of the Badlands Book Club with the beginning of Chapter 11, Part 1 of The Fourth Turning, diving into Strauss and Howe's blueprint for how societies and individuals should prepare for a coming crisis era. They read through and discuss the authors' seasonal model of history, focusing on how America should “move with” the current unraveling, avoid outdated behaviors from prior eras, and begin quietly preparing for the demands of the next Fourth Turning. The chapter explores the dangers of linear thinking, the need to recognize the signs of a secular winter, and the importance of personal responsibility, civic renewal, cultural uplift, and institutional pruning before a crisis takes hold. Along the way, Ashe and CannCon relate the text to modern politics, media dysfunction, generational shifts, and the hijacking of societal cycles by today's ruling class, layering in humor, eye-rolls, personal stories, debate, and real-time reactions. They also discuss upcoming Book Club selections, holiday plans, and viewer chat, making this a dense but lively walkthrough of one of the most consequential chapters in the book.

This week, I sat down with Jacu Strauss, Architect, Designer and Creative Director of Lore Group - the team behind iconic hotels like Sea Containers London, Pulitzer Amsterdam, Riggs Washington DC, Lyle, and 100 Shoreditch.Jacu's journey is extraordinaryFrom growing up in the Kalahari Desert, dreaming up imaginary worlds, teaching himself to draw and paint, and spending Christmases in his grandfather's 20 room desert hotel… to studying architecture at the Bartlett, landing a role with Tom Dixon, designing Sea Containers having never done a hotel before, and ultimately shaping some of the most distinctive hotels on the planet.This is creativity, curiosity, and courage in its purest form.In this episode, Jacu and I dive into…Growing up in the Kalahari and learning to “create his own world”How a childhood surrounded by nature, storms and stars shaped his visual imaginationBecoming an architect… in the middle of the 2008 crashJoining Tom Dixon's studio and learning the power of storytelling in designWinning the pitch for Sea Containers London without ever having designed a hotel beforeWhy hospitality is the ultimate playground of art + scienceHow he builds hotels where guests write their own storiesThe importance of imperfection in design (“interiors should be about people”)Why comfort beats everything — “great bed, great shower, great materials”The unseen touches behind Lore Group hotelsHis philosophy on reducing waste, reusing buildings, and designing sustainablyHow to design when everyone has an opinion - and why the question “Why are we doing this?” matters more than anythingCreativity, boundaries, and the real joy of experimentationThe culture required to make creative teams flourish rather than fear mistakesQuotes from Jacu“I grew up in the Kalahari Desert… I had to create my own world” “Creativity is just problem solving” "Attitude is everything” “You can't fool people in a hotel” “It's not just about the end product - it's about the journey” “Interiors should be about people. Imperfection is the most beautiful thing” “Smell is sometimes the first impression… sometimes even before you walk into a space” “I want guests to write their own story, not have an experience forced on them” "If you skip the first step - experimentation - it's difficult to complete a project successfully” “There are no rules in design. You have to create your own rules all the time” Why this episode is worth your timeIf you've ever walked into a hotel and thought, “Why does this just… feel good?”This conversation is the answer.Jacu brings a rare blend of thoughtful philosophy, meticulous craft, and playful human insight. It's a deep dive into the creative mind behind some of hospitality's most beautiful spaces and a reminder that design is really about people, comfort, and emotion, not just aesthetics.It's poetic, practical, and properly inspiringShow PartnersA big shout out to Today's show partner, RotaCloud, the people management platform for shift-based teams.RotaCloud lets managers create and share rotas, record attendance, and manage annual leave in minutes — all from a single, web-based app.It makes work simple for your team, too,...

Every hundred or so episodes, I feel compelled to pay a return visit to beloved Hungarian diva Sylvia Sass, for there's always something new and delicious to discover! I've cleaned up another former bonus episode and expanded it with a half-dozen extra tracks, from Verdi to Mozart, from her definitive Bluebeard's Castle to arie antiche topped with a bracing blast of verismo. Then I link up with the previously published bonus episode which samples live excerpts from the two legendary 1976 Verdi performances (Giselda and Violetta) that put Sass on the fast track to operatic superstardom, then pivot to selections from stage works by Offenbach, Respighi, and Gounod that generously flout all of Sylvia's musical and vocal virtues. Especially treasurable are a number of performances of art song by Liszt, Schumann, Schubert, Strauss, Wagner, and Kodály that explore more deeply her career-long commitment to art song. Plus that, three pop selections recorded between 1983 and 2004, simply irresistible to me and (I hope) to you as well! Sass lovers, you're in for a feast! Countermelody is a podcast devoted to the glory and the power of the human voice raised in song. Singer and vocal aficionado Daniel Gundlach explores great singers of the past and present focusing in particular on those who are less well-remembered today than they should be. Daniel's lifetime in music as a professional countertenor, pianist, vocal coach, voice teacher, and author yields an exciting array of anecdotes, impressions, and “inside stories.” At Countermelody's core is the celebration of great singers of all stripes, their instruments, and the connection they make to the words they sing. By clicking on the following link (https://linktr.ee/CountermelodyPodcast) you can find the dedicated Countermelody website which contains additional content including artist photos and episode setlists. The link will also take you to Countermelody's Patreon page, where you can pledge your monthly or yearly support at whatever level you can afford.

In this episode, host and producer of The Psychology of Self-Injury podcast, Dr. Nicholas Westers, shares his own thoughts about how media portray nonsuicidal self-injury (NSSI) as well as suicide and mass shootings. He walks us through media guidelines for responsibly reporting and depicting each in the news, including the first ever NSSI media guidelines he published with ISSS colleagues. This marks the second solo episode of the podcast.Media Guidelines:Suicide: Read the suicide reporting guidelines published by the World Health Organization (WHO) here, learn about ethical reporting guidelines for media put forth by the American Foundation for Suicide Prevention (AFSP) here, and visit reportingonsuicide.org to review those offered by Suicide Awareness Voices of Education (SAVE).Mass Shootings: Read about media guidelines for responsible reporting on mass shootings put forth by the Radio Television Digital News Association (RTDNA) at www.rtdna.org/mass-shootings or visit reportingonmassshootings.org (this link is not currently active but could be reactivated in the future).Nonsuicidal Self-Injury (NSSI): Read about our International Society for the Study of Self-Injury (ISSS) media guidelines for NSSI and self-harm below. Watch Dr. Westers' interview with the British Journal of Psychiatry, the journal that published these guidelines here. See excellent resources provided by the Self-Injury & Recovery Resources (SIRR) at Cornell University at selfinjury.bctr.cornell.edu, including resources for the media here. Below are additional resources referenced in this episode.Westers, N. J., Lewis, S. P., Whitlock, J., Schatten, H. T., Ammerman, B., Andover, M. S., & Lloyd-Richardson, E. E.(2021). Media guidelines for the responsible reporting and depicting of non-suicidal self-injury. The British Journal of Psychiatry, 219(2), 415-418.Westers, N. J. (2024). Media representations of nonsuicidal self-injury. In E. E. Lloyd-Richardson, I. Baetens, & J. Whitlock (Eds.), The Oxford handbook of nonsuicidal self-injury (pp. 771-786). Oxford University Press.Phillips, D. P. (1974). The influence of suggestion on suicide: Substantive and theoretical implications of the Werther effect. American Sociological Review, 39(3), 340–354.Niederkrotenthaler, T., Voracek, M., Herberth, A., Till, B., Strauss, M., Etzersdorfer, E., Eisenwort, B., & Sonneck, G. (2010). Role of media reports in completed and prevented suicide: Werther v. Papageno effects. The British Journal of Psychiatry, 197(3), 234– 243.Follow Dr. Westers on Instagram and Twitter/X (@DocWesters). To join ISSS, visit itriples.org and follow ISSS on Facebook and Twitter/X (@ITripleS).The Psychology of Self-Injury podcast has been rated as one of the "10 Best Self Harm Podcasts" and "20 Best Clinical Psychology Podcasts" by Feedspot  and one of the Top 100 Psychology Podcasts by Goodpods. It has also been featured in Audible's "Best Mental Health Podcasts to Defy Stigma and Begin to Heal."

Alan Strauss digs into alternative assets, a “multi-trillion dollar industry” that's going mainstream. “Investors should have something…that is a substitute for traditional equities,” but still have growth, he argues. He calls alternatives a “time-tested approach” and discusses opportunities for investment. ======== Schwab Network ========Empowering every investor and trader, every market day.Subscribe to the Market Minute newsletter - https://schwabnetwork.com/subscribeDownload the iOS app - https://apps.apple.com/us/app/schwab-network/id1460719185Download the Amazon Fire Tv App - https://www.amazon.com/TD-Ameritrade-Network/dp/B07KRD76C7Watch on Sling - https://watch.sling.com/1/asset/191928615bd8d47686f94682aefaa007/watchWatch on Vizio - https://www.vizio.com/en/watchfreeplus-exploreWatch on DistroTV - https://www.distro.tv/live/schwab-network/Follow us on X – https://twitter.com/schwabnetworkFollow us on Facebook – https://www.facebook.com/schwabnetworkFollow us on LinkedIn - https://www.linkedin.com/company/schwab-network/About Schwab Network - https://schwabnetwork.com/about

Listen in as City Manager Steve Schoeny and City Attorney Darren Shulman chat with Catherine “Cathy” Strauss - Ice Miller's Office Managing Partner, Board of Directors member, and proud Upper Arlington resident.They cover everything from who's most accomplished in Eminem choreography, to early support for the Bob Crane Community Center, and why we're currently living in UA's golden years.

Gut ein Jahr nach unserem Podcast-Feature „Schaut auf diese Stadt" hat Simon Strauss nun ein Buch über seine Erfahrungen in der brandenburgischen Kleinstadt Prenzlau vorgelegt. Strauss erzählt, was aus dem AfD-Abgeordneten geworden ist, der für Deutschland niemals in den Krieg ziehen wollte, hat den Firmenchef der AWP-Werke wiedergetroffen, der seinen neuen Stolz auf alte Wunden erklärt, und warum der Schlüssel für alle politischen Fragen unserer Zeit in einer Stadt wie Prenzlau liegen könnte.

CannCon and Ashe in America continue their deep dive into The Fourth Turning, unpacking Chapter 10, Part 2 with energy, humor, and hard-hitting analysis. This episode breaks down the generational archetypes, 13ers entering midlife, Millennials stepping into adulthood, and the emerging New Silent generation, and explores how each group shapes (and survives) the unfolding crisis era. Ashe and CannCon reflect on the accuracy of Strauss & Howe's predictions, from millennial collectivism and workplace shifts to Gen X's hardened pragmatism and the rising urgency for societal reconstruction. With sponsor breaks, personal anecdotes, boomer vs. 13er commentary, COVID-era parallels, and spirited discussions about culture, economics, duty, and the looming generational handoff, the hosts weave the book's themes into the present moment. This session marks the near-completion of the book, setting the stage for the final stretch of the series and the transition into the next title in the club.

Engeland se voormalige kaptein, Andrew Strauss, sê die span gaan swaar leun op wedstrydwenners soos kaptein Ben Stokes, Joe Root en Harry Brook in die reeks om die As. Engeland het die As laas in 2015 gewen en kon in 2011 laas in Australië wen, terwyl die Aussies hul laaste drie tuisreekse ingepalm het. Hierdie seisoen se reeks begin Vrydag in Perth. Strauss het op die Sky Sports Cricket Podcast gesê Engeland se kolflys is nie sterk genoeg nie:

durée : 01:28:54 - Raphaela Gromes, une grande violoncelliste au service de compositrices - par : Aurélie Moreau - Fortissima, le disque de la brillante violoncelliste Raphaela Gromes paru en septembre chez Sony Classical, invite à découvrir des œuvres de compositrices, dont la Sonate d'Henriëtte Bosmans, au programme aujourd'hui avec Strauss, Schumann, Klengel… Vous aimez ce podcast ? Pour écouter tous les autres épisodes sans limite, rendez-vous sur Radio France.

Here's the audio for the YouTube show with Wos on, primarily, what we glean from Steph Curry's DIVORCE…from Under Armour. Like, subscribe, listen…House of Strauss is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.houseofstrauss.com/subscribe

The dramatic tale of the third Ashes Test of 2005, told through the players eyes - featuring Michael Vaughan, Freddie Flintoff, Andrew Strauss, Simon Jones, Glenn McGrath, Justin Langer and Adam Gilchrist. A gripping, tense encounter which built to such a climax that the Old Trafford ground was full by 9am on the fifth day with 20,000 people locked out. And despite England's brilliant efforts with bat (Vaughan and Strauss) and ball (Flintoff and especially Jones with some sensational deliveries ) they could not quite break Australia's resolve. In perhaps his finest innings, Ricky Ponting resisted England for six hours on the final day until dismissed, ninth out with four overs to go. But Australia's last pair of Brett Lee and McGrath held out to keep the series score poised at 1-1 with two to play. Watch the video on YOUTUBE at https://youtu.be/30CQN6-xSN8 #ashes #england #australia #classic Learn more about your ad choices. Visit podcastchoices.com/adchoices

First of all, congrats to Tom P for winning our NFL picks contest for Week 10. His reward is what many would regard as a punishment: A 30 minute phone conversation with me. Hit me up at houseofstrauss@substack.com if you wish to collect. My conversational shortcomings aside, it's been great speaking with subscribers who've won so far. Getting to know you through these weekly NFL competitions has been edifying. Starting this week, we're making prizes more tangible by adding $100 Ticketmaster gift cards for weekly winners, and the prizes will grow as the crowd does. So if you've enjoyed playing, invite your friends to join the HoS NFL and NBA lobbies and let's make this community even bigger.Perhaps Tom P and I will discuss this latest podcast with top level NBA reporter Yaron Weitzman, author of A Hollywood Ending. Yaron's new book on the awkward/sordid LeBron Laker Era has my total recommendation. For a sense of how hot the material is, the Lakers preemptively threatened to sue over the contents, alleging that the author's description of now former owner Jeanie Buss was “misogynistic.” My contention is that Magic Johnson comes off far worse in the book than Jeanie, a topic we get into in this episode. Enjoy…House of Strauss is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.houseofstrauss.com/subscribe

durée : 00:03:50 - Les punchlines de la philo - par : Thibaut de Saint-Maurice - "Je hais les voyages et les explorateurs" : c'est une phrase percutante, car elle semble, a priori, se placer à l'encontre de la démarche anthropologique. Que veut nous dire Claude Lévi-Strauss en ouvrant son livre "Tristes tropiques" sur cette punchline ? Vous aimez ce podcast ? Pour écouter tous les autres épisodes sans limite, rendez-vous sur Radio France.

The story of the most gripping Ashes Test ever played, the Edgbaston white-knuckle ride of 2005, which went literally to the wire, England eventually winning it by two runs. It featured so much drama - Glenn McGrath slipping on a ball before play, Ricky Ponting putting England in, England walloping 407 in a day, Freddie Flintoff hitting 10 sixes in the match and producing one of the greatest overs in Test history, Shane Warne's miracle ball to Andrew Strauss and then Australia all but seizing a one-wicket victory until Steve Harmison's final intervention. Features brillaint Channel 4 match footage and commentary and contributions from Flintoff, McGrath, Warne, Strauss, Michael Vaughan, Simon Jones, Brett Lee, Justin Langer and Adam Gilchrist. Available to watch on YouTube at https://youtu.be/GaPMtsF_Dcs Learn more about your ad choices. Visit podcastchoices.com/adchoices

Aujourd'hui, j'ai le plaisir de recevoir Vincent Strauss, ancien patron de COMGEST et un véritable colosse de la finance.Dans cet épisode, j'ai demandé à Vincent de me présenter ses nouvelles convictions d'investissement pour 2026, notamment à l'ère des discussions de plus en plus présentes sur la bulle de l'IA...***

If you are ready to UNSUBSCRIBE™ from judgment and feel confident in who you are, this episode will speak directly to you. I sit down with Kathryn Henry for a powerful conversation about letting go of judgment, releasing fear, building confidence, and creating a life that aligns with your values.This conversation blends healing, personal growth, emotional intelligence, and mindset shifts. It gives you practical UNSUBSCRIBE™ tools to remove what drains your energy so you can move forward with clarity and ease.Kathryn Henry is known not only for her wildly successful corporate career as an executive for organizations like Gap, Levi & Strauss, and Lululemon, but also for her grounded wisdom and her ability to help people release old stories. She shares the moments that changed her life, how she stopped judging herself, and how letting go created space for her to grow, lead, and live more intentionally.If you are searching for guidance on healing, confidence, boundaries, emotional wellness, or personal reinvention, this episode will meet you exactly where you are.If this conversation resonates with you, share it with someone who needs encouragement or clarity. Sharing helps the podcast grow and helps more people find UNSUBSCRIBE™.CONNECT WITH KATHRYN:INSTAGRAMWEBSITECONNECT WITH GINNY:INSTAGRAMMerch, Speaking, VIP Day, brand partnerships: UnsubscribeOfficial.comSign up for the NEWSLETTERSponsored by Thrifty Traveler. Find mistake fares, hidden deals, and cheap flights AND save $20 on your first year with THIS LINK.Follow the podcast for weekly conversations that help you grow, heal, and UNSUBSCRIBE™ from what no longer serves you.Leave a 5 star review to support the show.

Nous sommes le 10 octobre 1844, à Vienne. Dans le Wiener Zeitung, un quotidien créé 140 ans plus tôt, on peut lire : « Invitation à une soirée dansante qui aura lieu le mardi 15 octobre, même en temps d'intempérie, au Casino Dommayer, à Hietzing. Johann Strauss, le jeune, aura l'honneur de diriger, pour la première fois, son orchestre et exécutera plusieurs œuvres d'ouverture et airs d'opéra et quelques-unes de ses propres compositions. Johann Strauss fils s'en remet à la clémence et à la faveur du très honorable public. » Le casino Dommayer, en ce milieu du XIXe siècle, est une salle de tout premier plan, très fréquentée par la bonne société viennoise. Strauss y présentera sa valse opus 1, Sinngedichte (Épigramme), en clôture de programme. C'est un hommage flamboyant à ses maîtres et inspirateurs, notamment son père. Le concert est un triomphe pour le jeune homme qui, dix jours plus tard, fêtera ses vingt ans. Il symbolise aussi l'irréparable séparation artistique du père et du fils. Revenons, aujourd'hui, sur une destinée peu commune : celle d'une dynastie musicale : les Strauss… Avec nous : Hélène de Lauzun, spécialiste de l'histoire de l'Autriche. « Johann Strauss, l'empereur de la valse » Editions Tallandier. Sujets traités: :Johann Strauss , dynastie, musicale, Vienne, Valse Merci pour votre écoute Un Jour dans l'Histoire, c'est également en direct tous les jours de la semaine de 13h15 à 14h30 sur www.rtbf.be/lapremiere Retrouvez tous les épisodes d'Un Jour dans l'Histoire sur notre plateforme Auvio.be :https://auvio.rtbf.be/emission/5936 Intéressés par l'histoire ? Vous pourriez également aimer nos autres podcasts : L'Histoire Continue: https://audmns.com/kSbpELwL'heure H : https://audmns.com/YagLLiKEt sa version à écouter en famille : La Mini Heure H https://audmns.com/YagLLiKAinsi que nos séries historiques :Chili, le Pays de mes Histoires : https://audmns.com/XHbnevhD-Day : https://audmns.com/JWRdPYIJoséphine Baker : https://audmns.com/wCfhoEwLa folle histoire de l'aviation : https://audmns.com/xAWjyWCLes Jeux Olympiques, l'étonnant miroir de notre Histoire : https://audmns.com/ZEIihzZMarguerite, la Voix d'une Résistante : https://audmns.com/zFDehnENapoléon, le crépuscule de l'Aigle : https://audmns.com/DcdnIUnUn Jour dans le Sport : https://audmns.com/xXlkHMHSous le sable des Pyramides : https://audmns.com/rXfVppvN'oubliez pas de vous y abonner pour ne rien manquer.Et si vous avez apprécié ce podcast, n'hésitez pas à nous donner des étoiles ou des commentaires, cela nous aide à le faire connaître plus largement. Hébergé par Audiomeans. Visitez audiomeans.fr/politique-de-confidentialite pour plus d'informations.

Eric and Eliot pay their respects to the late Vice President Dick Cheney before welcoming their guest Laura Field to discuss her book Furious Minds: The Making of the MAGA New Right. They explore the origins of the effort to create an intellectual ecosystem for Trumpism starting with the Claremont Institute and Michael Anton's infamous "Flight 93" article in the Claremont Review of Books. Laura explains the influence of philosopher Leo Strauss on these early efforts as well as Strauss's student Harry Jaffa. They discuss the emergence of post-liberalism, Catholic integralism, and the arguments made on behalf of these positions by Patrick Deneen and Adam Vermeule. They also discuss national conservatives, techno-monarchists, and advocates of Red Caesarism like Peter Thiel and Curtis Yarvin. Finally, they touch on the openly theocratic efforts of Christian nationalists to fit into the Trumpist universe, and the overlaps and contradictions among these various Trumpist movements. Furious Minds: The Making of the MAGA New Right https://a.co/d/eeTmFrT Eric's Reflections on Vice President Dick Cheney:  https://thedispatch.com/article/dick-cheney-conservatism-republican-party/

Hugh Bonneville is one of the most familiar faces on British TV and film. You might know him as the Earl of Grantham from Downton Abbey, or the long-suffering Mr Brown in the Paddington films, or the baffled Ian Fletcher in the London Olympics sitcom Twenty Twelve and its BBC-centred sequel W1A.Hugh was captivated by acting from an early age, staging his own plays at home and even making the tickets to sell to his family.More recently he's has branched out into writing, with a memoir Playing Under the Piano and a children's book Rory Sparkes and the Elephant in the Room, which is inspired by some of the events of his childhood.Hugh's selection of music includes works by Beethoven, Strauss, Elgar and Faure.Presenter: Michael Berkeley Producer: Clare Walker

We eagerly await Anthony Mayes' return from honeymoon for our regular pods, but I was able to do the live YouTube show with 2Way. This was a good one with Ryan Glasspiegel on MLB vs. NBA, Sydney Sweeney vs. GQ journalist, and whatever this week in culture/politics means going forward. Enjoy + like/subscribe…House of Strauss is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.houseofstrauss.com/subscribe

durée : 01:31:45 - Les Nuits de France Culture - par : Albane Penaranda, Mathias Le Gargasson, Antoine Dhulster - Il est des livres qui marquent une génération de lecteurs. "Tristes Tropiques" de Claude Lévi-Strauss, est de ce ceux-là. En 1977, plus de 20 ans après sa parution, trois collaborateurs poursuivent les réflexions entamées par le célèbre ethnologue sur l'évolution et le devenir des sociétés humaines. - réalisation : Rafik Zénine, Vincent Abouchar, Emily Vallat - invités : François Pouillon Anthropologue, directeur d'études à l'EHESS; Michel Izard

In this gripping continuation of The Fourth Turning, CannCon and Ashe in America dive into Chapter 10 of Strauss and Howe's prophetic masterpiece, exploring how much of their “future history” has already come to pass. From 9/11 to COVID, government shutdowns, financial collapse, and even the concept of “polycrisis,” the hosts trace how the authors seemingly predicted America's unraveling in eerie detail. They dissect the generational archetypes...Boomers, Gen X, Millennials - and how each plays a role in the coming civic rebirth or collapse. Between laughs about “cougars,” Taco Bell runs, and the Great American Restoration Tour, Ashe and CannCon examine whether the crisis climax has already begun and what kind of America might emerge on the other side. Equal parts historical reflection and philosophical debate, this episode merges humor, scholarship, and faith in the way only Badlands Book Club can.

Sharing the audio from the great YouTube live show with Amin (Like and Subscribe!). There will be a Substack pod gap this week, because Producer Anthony Mayes is on his honeymoon. Congrats to Mayes, we'll be back at it soon, and the next 10 days or so should be more devoted to writing. House of Strauss is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.houseofstrauss.com/subscribe

La caída del viejo orden mundial es inminente En 1997, William Strauss, un abogado egresado de Harvard, y Neil Howe, un historiador y economista de la Universidad de Berkley, se unieron para crear un libro "profético" basado en datos y estadísticas. La teoría central de Strauss y Howe sostiene que la historia avanza en ciclos que duran aproximadamente de 80 a 90 años. Estos ciclos se dividen en cuatro fases o "giros", cada uno con una duración de 20 a 25 años. El libro se titula El Cuarto Giro, y esta fase final está concebida como una fase de crisis total. No tengo la verdad absoluta, solo comparto mis investigaciones, experiencias y conclusiones, pero a ti te toca escoger que pensar. Si lo que digo o escribo resuena en tu interior, entonces experiméntalo y saca tus propias conclusiones. Ernestoard.blogspot.com

PayPal. A Fortune 500 company. 13 years. 8 different CMOs. One brand strategist. How does a 25-person firm retain a client like that? Sasha Strauss says it comes down to one thing: treating every single touchpoint as a brand experience. From the way his team answers emails to how they structure invoices, everything is intentional. Even for billion-dollar clients, they include language like "we're honored to do this work" and "if you need a payment plan, we can work with you." In this Get Yourself Optimized episode, Sasha breaks down:  → Why brand strategy is NOT advertising or marketing (and what it actually is)  → How to leverage heritage assets that competitors can't replicate  → The "teach, don't sell" approach that converts the toughest audiences  → Why he teaches at three universities despite running a thriving agency This episode is packed with actionable strategies you can implement immediately. Tune in!

This is a free preview of a paid episode. To hear more, visit www.houseofstrauss.comGreat House of Strauss friend Bomani Jones joins the show to discuss his perspective on the NBA's gamble scandal, the predicament of modern leagues and how complicity impacts us media types. Topics include!Is it weird that the Portland Trailblazers haven't had a press conference about this? * Why the conflict of interest with media and sports betting isn't JUST about the money* Weirdly, sports gambling isn't THAT much of the sports league revenue pie* Would Adam Silver redo his infamous 2014 sports gambling New York Times Op Ed * Good risk calculators can't understand bad risk calculators * Does the public care at all about these scandals? Or does the media just pretend scandal away? * Why isn't sports betting a right/left issue?* Are we no longer able to be scandalized? * Does Bomani Jones feel swindled by NBC not having Michael Jordan in studio?* Did the leagues NEED to do sports gambling?* Did the sports media NEED to do sports gambling?

The Blue Danube has been performed for some pretty lofty audiences – kings and queens, emperors and empresses, presidents and prime ministers. But a performance earlier this year topped them all: it was aimed at the stars. The waltz was composed by Johann Strauss II, who was born 200 years ago today. His birthday was one of the motivations for the performance. The other was the 50th anniversary of ESA – the European Space Agency. So the broadcast was mostly symbolic – not a real attempt to contact other civilizations. The waltz was performed by the Vienna Symphony Orchestra in late May. It was transmitted to space by one of ESA’s tracking stations. The waltz was beamed toward Voyager 1. It’s the most-distant working spacecraft in history – more than 15 billion miles from Earth – so far that it took 23 hours for the waltz to reach it. Voyager carries a golden phonograph record inscribed with several musical works – but not the Strauss waltz. Voyager is passing through Ophiuchus, near the constellation’s brightest star, Rasalhague. It’s about half way up in the west-southwest at nightfall, and it’s easy to see. It’s a bit more than 48 light-years away. So if anyone there happens to point a radio telescope toward Earth in late 2073, perhaps they’ll hear the strains of The Blue Danube waltzing through the galaxy. Script by Damond Benningfield

La de Johann Strauss II es una historia de éxitos. El famoso compositor austriaco se convirtió en un grande de la música y es todavía recordado como el “rey del vals”. No hay concierto de Año Nuevo en Viena que no culmine con ‘El Danubio azul', su obra más célebre, y la ‘Marcha Radetzky' de su padre, su tocayo, con el que acabó rivalizando y al que superó en reconocimiento. Isabel Margarit y Ana Echeverría Arístegui dedican a Strauss hijo este episodio del podcast de ‘Historia y Vida' coincidiendo con el 200 aniversario de su nacimiento.

This weekend American and Chinese officials are meeting to try and ease tensions over trade after China's recent decision to restrict rare-earth exports. How has China gained the upper hand? Anxiety about screen time is focused on young people, but the elderly are addicted to devices too. And the wonder of waltzes, from Strauss to “Strictly Come Dancing”.Listen to what matters most, from global politics and business to science and technology—Subscribe to Economist Podcasts+For more information about how to access Economist Podcasts+, please visit our FAQs page or watch our video explaining how to link your account. Hosted on Acast. See acast.com/privacy for more information.

This weekend American and Chinese officials are meeting to try and ease tensions over trade after China's recent decision to restrict rare-earth exports. How has China gained the upper hand? Anxiety about screen time is focused on young people, but the elderly are addicted to devices too. And the wonder of waltzes, from Strauss to “Strictly Come Dancing”.Listen to what matters most, from global politics and business to science and technology—Subscribe to Economist Podcasts+For more information about how to access Economist Podcasts+, please visit our FAQs page or watch our video explaining how to link your account. Hosted on Acast. See acast.com/privacy for more information.

Today on Suspension of the rules, Isaac, Ari, and Kmele are joined by Ethan Strauss from the House of Strauss podcast, a podcast about sports, politics, the future and technology. They get into some fun conversations about recent NBA gambling scandals and Nazis. Then Ethan joins us for the airing of grievances. Tangle is coming live — TONIGHT!We're just a few days away from Tangle News: Live! at the Irvine Barclay Theatre on Friday, October 24 — and I couldn't be more excited. This show is shaping up to be one of our biggest events yet, and tickets are going fast. Today we have an exciting new announcement: We're giving away VIP tickets to the show! If you win, you'll meet me and our panelists after the show for a private reception, where you'll have a chance to ask your questions personally. You can enter the VIP Giveaway here!Ad-free podcasts are here!To listen to this podcast ad-free, and to enjoy our subscriber only premium content, go to ReadTangle.com to sign up!You can subscribe to Tangle by clicking here or drop something in our tip jar by clicking here. Our Executive Editor and Founder is Isaac Saul. Our Executive Producer is Jon Lall.This podcast was hosted by: Isaac Saul and edited and engineered by Dewey Thomas. Music for the podcast was produced by Diet 75.Our newsletter is edited by Managing Editor Ari Weitzman, Senior Editor Will Kaback, Lindsey Knuth, Kendall White, Bailey Saul, and Audrey Moorehead. Hosted on Acast. See acast.com/privacy for more information.

This Day in Legal History: Nixon Vetoes War Powers ResolutionOn October 24, 1973, President Richard Nixon vetoed the War Powers Resolution (H.J. Res. 542), a landmark piece of legislation passed by Congress to reassert its constitutional authority over decisions to deploy U.S. armed forces abroad. The resolution came in the wake of growing public and congressional frustration over the Vietnam War and secret military actions in Southeast Asia. The law required the President to notify Congress within 48 hours of deploying troops and prohibited armed forces from remaining in conflict for more than 60 days without congressional authorization. Nixon, in a written veto message, declared the measure “unconstitutional and dangerous,” arguing that it infringed on the President's Article II powers as Commander-in-Chief.Despite Nixon's objections, Congress overrode the veto on November 7, 1973, with bipartisan support, thereby enacting the War Powers Resolution into law. This override marked a rare and forceful assertion of legislative authority over foreign military engagements. The resolution aimed to correct what many in Congress saw as decades of executive overreach in matters of war and peace. However, its constitutional legitimacy has remained contested. Presidents from both parties have often complied only in part—or ignored it altogether—asserting that the resolution unlawfully limits executive authority.While the War Powers Resolution was intended to prevent unilateral military action, it has had limited practical effect in restraining presidents from engaging in hostilities without express congressional approval. Legal scholars continue to debate its enforceability and the constitutional balance it attempts to strike. The 1973 veto and subsequent override encapsulate enduring tensions between the executive and legislative branches over control of U.S. military power.Two federal judges—Julien Neals of New Jersey and Henry Wingate of Mississippi—recently admitted that erroneous rulings issued from their chambers were the result of law clerks or interns improperly using AI tools. The judges revealed in letters to the Administrative Office of the U.S. Courts that the flawed opinions contained fictitious citations or parties due to unvetted generative AI research. Judge Neals said a law school intern used ChatGPT, which led to nonexistent case quotes in a June 30 order, violating his chambers' unwritten policy against AI use. He has since formalized that policy. Judge Wingate reported that a law clerk used Perplexity AI to help draft a July 20 restraining order, which contained completely inaccurate case details. He acknowledged the draft “should have never been docketed” and is now requiring dual reviews of all drafts and hard-copy verification of cited cases.Legal scholars were critical of the situation, arguing that the use of AI does not relieve judges of their duty to verify citations and legal reasoning. Professors Stephen Gillers and Bruce Green both questioned how such oversights could occur and whether this reflects a broader trend of judges signing off on unverified drafts. Senator Chuck Grassley, who initiated an inquiry into the incidents, urged the judiciary to develop robust AI policies to prevent similar breakdowns in judicial accuracy. Interim guidance from the Administrative Office of the U.S. Courts now cautions against using AI for core judicial tasks and emphasizes user accountability.Judges Admit to Using AI After Made-Up Rulings Called Out (1)Rep.-elect Adelita Grijalva (D-Ariz.) has filed a lawsuit seeking to compel the House of Representatives to officially swear her in, and the case has been assigned to Judge Trevor N. McFadden, a Trump-appointed federal judge in Washington, D.C. Grijalva, who won a special election on September 23 to succeed her late father, Raúl Grijalva, has not yet been seated, and Speaker Mike Johnson (R-La.) has delayed scheduling her swearing-in. Her formal entry into Congress would reduce the Republican majority and enable Democrats to trigger a vote on releasing Jeffrey Epstein-related documents.Judge McFadden is known for conservative rulings, though his record includes some independent decisions, such as restoring the Associated Press' White House access. Grijalva's legal team is examining the implications of his assignment to the case.Grijalva argues that the delay is not just procedural but prevents her from doing the basic work of a representative. Without a formal swearing-in, she lacks an office budget, staff, constituent services, and a working phone line. The number for her late father's office still routes to outdated voicemails. In contrast, Speaker Johnson downplayed the significance of the delay, suggesting Grijalva can still serve constituents informally. The case, Ariz. v. House of Representatives, now centers not only on procedural norms but also on the balance of political power in a narrowly divided House.Grijalva's Lawsuit to Force House Swearing-In Draws Trump JudgeNew York Attorney General Letitia James is expected to plead not guilty today in federal court to charges of bank fraud and making a false statement to a financial institution. The indictment accuses her of misrepresenting a 2020 Norfolk, Virginia property as a second home to secure a lower mortgage interest rate—saving nearly $19,000—when she allegedly used the home as a rental investment. James denies wrongdoing and plans to challenge the charges, calling them baseless.The case marks a dramatic turn for James, a Democrat who last year won a $450 million civil fraud judgment against Donald Trump. Although the monetary penalty was overturned on appeal, the court upheld the underlying fraud finding. James is one of several public figures who have clashed with Trump and are now facing criminal charges under his administration, alongside former FBI Director James Comey and former National Security Adviser John Bolton.Critics, including a third of Republicans according to a Reuters/Ipsos poll, believe Trump is weaponizing federal law enforcement to target perceived enemies. The lead prosecutor in the James case, U.S. Attorney Lindsey Halligan, was appointed by Trump after he replaced a prior prosecutor who raised concerns about the strength of the case. James' team argues Halligan is unlawfully serving in the role and has already moved to dismiss the charges. The case will be heard by U.S. District Judge Jamar Walker, a Biden appointee.NY Attorney General Letitia James, a Trump adversary, to plead not guilty to mortgage charge | ReutersThis week's closing theme is by Johann Strauss, Jr.This week's closing theme features Johann Strauss Jr. and a spirited dive into the Wiener Klänge im Walzertakt mit Johann Strauss – I (”Viennese Sounds in Waltz Time with Johann Strauss – I”). Known as the “Waltz King,” Strauss Jr. was born on October 25, 1825, in Vienna and became the most celebrated composer of light dance music in the 19th century. While his father, Johann Strauss Sr., founded the family's musical dynasty, it was Strauss Jr. who elevated the Viennese waltz to international acclaim, transforming what had been a lively but modest ballroom dance into a glittering art form.Strauss Jr. composed over 500 works, including waltzes, polkas, and operettas, many of which captured the charm and social energy of Habsburg Vienna. His most famous pieces—like The Blue Danube, Tales from the Vienna Woods, and Vienna Blood—remain fixtures in concert halls and New Year's galas to this day. The selection in Wiener Klänge im Walzertakt offers a snapshot of this legacy, blending elegance, momentum, and melodic wit with unmistakable Viennese flair.Beyond their musical appeal, these waltzes represent a cultural moment: a fading empire still wrapped in gilded pageantry, danced into memory by the music of Strauss. They also underscore Strauss Jr.'s gift for orchestration—light but never shallow, sentimental yet never saccharine. His music invites listeners not just to hear, but to move, swirl, and feel the rhythm of a society twirling on the edge of modernity.As we close this week, let the shimmering 3/4 time of Johann Strauss Jr. remind us of both the power of beauty and the politics of public joy. In the same way his music bridged popular entertainment and sophisticated art, so too does this moment ask us to consider how culture can move between courts, crowds, and chambers alike.Without further ado, Viennese Sounds in Waltz Time with Johann Strauss, the first movement – enjoy! This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.minimumcomp.com/subscribe

I was talking to The Fifth Column co-host Kmele just as the big NBA gambling/poker scandal broke, and he had questions. So we decided to do a short podcast where Kmele, who's a huge NBA fan, quizzed me about what the hell is going on with the state of the NBA and this persistent sort of scandal sports writ large is facing. Topics include…* Why would anyone place a bet on Terry Rozier?* How much gambling money is in the NBA and NBA media?* Why is LeBron James getting brought up?* Why we think LeBron is probably innocent here* What the hell is Chauncey Billups involved in?* Political component to Trump's FBI going after the NBA? * Does the public care? House of Strauss is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.houseofstrauss.com/subscribe

Do you have a budget for your clothes?   Most style advice assumes the problem is overspending: closets overflowing with unworn items, tags still on. But when I polled my LinkedIn network, 86% said they don't buy enough clothes and wear things too long. In networking conversations, easily half the women I talk with budget exactly zero dollars for their own wardrobes.   Here's what generational theory reveals: Each generation absorbed specific messages about when it's "appropriate" to invest in appearance.

Members of the House of Strauss community are, as noted, invited to do our NBA season over/unders contest over at Sports Predict. Personally, I am agonizing over the Warriors and their O/U of 46.5. We discuss this in the pod with Steve, plus other NBA trend subjects. Topics include…* Shoutout to Sid Kali for winning last week in NFL picks. Email me at houseofstrauss@substack.com if you wish to collect a prize* What's my overall strategy for making NBA picks now that I'm not deep in the weeds?* Steve is trying to break the NBA with an idea that, in my opinion, broke the MLB* The Rockets' style is gaining traction, but is it good for the sport? * That Houston Rockets O/U* I have a non analytical reason to love the Orlando Magic OVER* Steve and I disagree on the Lakers* Is weather is a HUGE underrated influence on quarterback performance?Oh, and again, details for entering the contest: The NBA Smart Predictor ChallengeThink you've got one of the sharpest NBA minds around?Here's your chance to prove it — and maybe pocket up to $1,000 while doing what you already love: thinking deeply about basketball.How It WorksThis is the Season Win Totals Challenge — a simple but revealing test of who really understands the league.You'll see the projected win totals for all 30 NBA teams for the 2025–26 season.Your job: for each team, pick Over or Under. Before the first game begins of the season begins. That's it.Scoring• Winner: Whoever gets the most correct picks.• Tie-breaker: If multiple people nail the same number of teams, we go to total net wins differential — meaning how right you were and by how much. It's a clean way to separate luck from skill. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.houseofstrauss.com/subscribe

I don't think there's anyone out there quite like Jordan Rogers, so I had to pod with him. The man went from recovering heroin addict to successful sports marketing executive at Nike, and now he's in the media space, spilling industry secrets. We could have podcasted on these topics for many hours, and perhaps will do so in the future. Topics include but aren't limited to…* Jordan's insider perspective on my Nike's End of Men* “It's not the consumer who decides. It's the shareholder who decides”* “Undecided Whale” explains Bad Bunny doing the Super Bowl halftime show* When internal ideology gets in the way of the business* Why Jordan thinks men should work in a female dominated marketing space* What I learned from the women in my industry* Is there an upside to “Enragement is Engagement”? * Why the Kobe 4 is one of history's most important athletic shoes* Why the successful signature athlete is an impossible feat* If A'Ja Wilson can't move units now…* How Nike botched the Caitlin Clark moment* The devaluing of “signature athlete”* The awkwardness of corporations marketing a female athlete's looks* Did Nike actually botch the Steph Curry situation? House of Strauss is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.houseofstrauss.com/subscribe

durée : 00:03:57 - Le Pourquoi du comment : philo - par : Frédéric Worms - Pourquoi remonter nos origines ? L'arbre généalogique révèle un paradoxe entre filiation biologique et distinction sociale, symbolique et linguistique. Frédéric Worms s'inspire des travaux de l'anthropologue Claude Lévi-Strauss. - réalisation : Luc-Jean Reynaud

Jeff Strauss established himself as an L.A. player as a writer for multiple seasons on the show "Friends." After a long career as a writer & producer, he shifted gears and started at the bottom again, working his way up the culinary ladder, now running the best Bar in L.A., Oy Bar - and the best sandwich shop, Jeff's Table.

The history of denim takes us back to the 16th century and Neme, France. However, it is not until 1872 that denim fabric was transformed into the iconic clothing item that we now know as blue jeans. In 1872 a tailor, by the name of Jacob Davis, was asked to make a pair of pants for a miner that would last longer. He added copper rivets to the key stress points on the paints. He was working for Levi Strauss, a Bavarian-born dry goods merchant. It was the peak of the Gold Rush. The pant design became an instant success. Davis asked Strauss to help him fund his design patent. Strauss agreed. The patent was issued in 1873 and a business partnership was established. Levi Strauss Jean company was formed. The world was never the same.  #BardsFM_TheAmericanBrand #LeviStraussJeans #TheOneNotTheNinety-Nine Bards Nation Health Store: www.bardsnationhealth.com BardsFM CAP, Celebrating 50 Million Downloads: https://ambitiousfaith.net Morning Intro Music Provided by Brian Kahanek: www.briankahanek.com MYPillow promo code: BARDS Go to https://www.mypillow.com/bards and use the promo code BARDS or... Call 1-800-975-2939.  White Oak Pastures Grassfed Meats, Get $20 off any order $150 or more. Promo Code BARDS: www.whiteoakpastures.com/BARDS Windblown Media 20% Discount with promo code BARDS: windblownmedia.com Founders Bible 20% discount code: BARDS >>> TheFoundersBible.com Mission Darkness Faraday Bags and RF Shielding. Promo code BARDS: Click here EMPShield protect your vehicles and home. Promo code BARDS: Click here EMF Solutions to keep your home safe: https://www.emfsol.com/?aff=bards Treadlite Broadforks...best garden tool EVER. Promo code BARDS: TreadliteBroadforks.com No Knot Today Natural Skin Products: NoKnotToday.com Health, Nutrition and Detox Consulting: HealthIsLocal.com Destination Real Food Book on Amazon: click here Images In Bloom Soaps and Things: ImagesInBloom.com Angeline Design: AngelineDesign.com DONATE: Click here Mailing Address: Xpedition Cafe, LLC Attn. Scott Kesterson 591 E Central Ave, #740 Sutherlin, OR  97479