Podcasts about Strauss

December 13th, 2025.

In seinem Buch "In der Nähe" begibt sich der Autor Simon Strauß an den Ort seiner Kindheit: Prenzlau in der Uckermark. Er beschreibt, wie Gemeinschaft gelingen kann, wann sie scheitert und welche politische Bedeutung "in der Nähe" sein hat. Strauss, Simon www.deutschlandfunkkultur.de, Lesart

In seinem Buch "In der Nähe" begibt sich der Autor Simon Strauß an den Ort seiner Kindheit: Prenzlau in der Uckermark. Er beschreibt, wie Gemeinschaft gelingen kann, wann sie scheitert und welche politische Bedeutung "in der Nähe" sein hat. Strauss, Simon www.deutschlandfunkkultur.de, Lesart

Hinter dem Allerweltsnamen Franz Schmidt verbirgt sich ein Komponist von großem Format. Der Wiener stand lange im Schatten Mahlers und fand erst nach dessen Tod seine künstlerische Freiheit. Yaltah Worlitzsch über Schmidts Zweite Sinfonie in Es-Dur, ein brillant komponiertes Werk, das sich einreihen kann in spätromantische Sinfonien von Mahler und Strauss. Schon gewusst? Zahlreiche Konzerte der NDR Ensembles finden Sie auf YouTube im Channel "ARD Klassik" oder in der ARD Mediathek. https://www.youtube.com/@ARDKlassik https://www.ardmediathek.de/kultur_klassik Abonnieren Sie "Klassik to Go" und finden Sie weitere spannende Angebote des NDR in der ARD Audiothek! https://www.ardaudiothek.de/sendung/klassik-to-go/10778959/

In seinem Buch "In der Nähe" begibt sich der Autor Simon Strauß an den Ort seiner Kindheit: Prenzlau in der Uckermark. Er beschreibt, wie Gemeinschaft gelingen kann, wann sie scheitert und welche politische Bedeutung "in der Nähe" sein hat. Strauss, Simon www.deutschlandfunkkultur.de, Lesart

This week Albert Evans joins me once again as we go “In Search of Lost Broadway.” Specifically, the 1934 smash-hit musical The Great Waltz, conceived, directed, and lighted by Hassard. Short, with a book by Moss Hart, choreography by Albertina Rasch, based on the Viennese operetta and London hit, Waltzes From Vienna with English lyrics by Desmond Carter, and featuring the music of both Johann Strausses, I and II. If you missed the first episode in this series, you may want to catch up with that before listening to this one. Today, because 2025 marks the 200th anniversary of the birth of Johann Strauss II,  I begin by taking a brief survey of his surprisingly substantial legacy on Broadway,  including  26 Broadway productions featuring his music between 1882 and 1990. Then Albert and I begin to explore the long legacy of The Great Waltz, which includes multiple film and stage productions spanning from the 1930s to the 1970s, with a special focus in this episode on the fourth incarnation of this musical: the 1938 MGM film operetta, also titled The Great Waltz. But is it indeed a movie version of the Broadway show? That's the big question we try to solve. Learn more about your ad choices. Visit megaphone.fm/adchoices

#711 What happens when you flip a jet ski, lose a $500 pair of sunglasses, and decide to build a better solution? You create one of the fastest-growing independent eyewear brands in the country! In this episode hosted by Brien Gearin, Jon Strauss, founder of Neven Eyewear, shares how that frustrating experience sparked a journey that led to a $30 million business. He dives into the challenges of breaking into a monopolized industry, how a bold “Buy One, Get Two Free” offer changed everything, and why customer experience and quality matter more than flashy branding. You'll also hear about Neven's expansion into prescription lenses, their unique partnership with 3,500+ doctors' offices, and what it really takes to scale a direct-to-consumer e-commerce brand from zero to millions! (Original Air Date - 5/2/25) What we discuss with Jon: + Lost sunglasses sparked the idea + Launched with no initial sales + Breakthrough: buy one, get two free + Self-funded, bootstrapped growth + Found key supplier through trial + Navigated FDA eyewear regulations + $30M+ annual revenue milestone + Partnered with 3,500+ doctors' offices + Prioritizes affordability and quality + Strong focus on customer service Thank you, Jon! Check out Neven Eyewear at ⁠NevenEyewear.com⁠. Follow Jon on ⁠Facebook⁠, ⁠Instagram⁠, and ⁠TikTok⁠. Watch the ⁠⁠⁠⁠⁠⁠⁠⁠video podcast⁠⁠⁠⁠⁠⁠⁠⁠ of this episode! To get access to our FREE Business Training course go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠MillionaireUniversity.com/training⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To get exclusive offers mentioned in this episode and to support the show, visit ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠millionaireuniversity.com/sponsors⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Learn more about your ad choices. Visit megaphone.fm/adchoices

For decades Western policymakers have struggled to understand the mindset of the Russian people and their leaders. This episode of The Transatlantic brings together two Russia experts who provide unique perspectives into the challenges American leaders often face when negotiating with Russian officials. Join James Collins, former Ambassador to Russia, and Wayne Merry, the officer in Embassy Moscow who authored a 1993 dissent cable predicting the adversarial turn of post-Soviet Russia, for a wide-ranging conversation about their combined decades inside Russia, a look inside the Vladimir Putin's world, and their thoughts on what will determine the future of Russia. -- Read E. Wayne Merry's Dissent Cable here: https://nsarchive.gwu.edu/document/32704-document-1-wayne-merry-dissent-channel-cable-american-embassy-moscow -- Ambassador James F. Collins is an expert on the former Soviet Union, its successor states, and the Middle East. Ambassador Collins was the U.S. ambassador to the Russian Federation from 1997 to 2001. Prior to joining the Carnegie Endowment, he served as senior adviser at the public law and policy practice group Akin, Gump, Strauss, Hauer & Feld, LLP. Before his appointment as Ambassador to Russia, he served as Ambassador-at-Large and Special Adviser to the Secretary of State for the newly independent states in the mid-1990s and as Deputy Chief of Mission and Chargé d'affaires at the U.S. embassy in Moscow from 1990 to 1993. In addition to three diplomatic postings in Moscow, he held positions at the U.S. embassy in Amman, Jordan, and the consulate general in Izmir, Turkey. He is the recipient of the Secretary of State's Award for Distinguished Service; the Department of State's Distinguished Honor Award; the Secretary of State's Award for Career Achievement; the Department of Defense Medal for Distinguished Public Service; and the NASA Medal for Distinguished Service. Before joining the State Department, Ambassador Collins taught Russian and European history, American government, and economics at the U.S. Naval Academy. -- E. Wayne Merry is Senior Fellow for Europe and Eurasia at the American Foreign Policy Council in Washington, DC. He is widely published and a frequent speaker on topics relating to Russia, Central Asia and the Caucasus, the Balkans, European security and trans-Atlantic relations. In twenty-six years in the United States Foreign Service, he worked as a diplomat and political analyst specializing in Soviet and post-Soviet political issues, including six years at the American Embassy in Moscow, where he was in charge of political analysis on the breakup of the Soviet Union and the early years of post-Soviet Russia. He also served at the embassies in Tunis, East Berlin, and Athens and at the US Mission to the United Nations in New York. In Washington he served in the Treasury, State, and Defense Departments. In the Pentagon he served as the Regional Director for Russia, Ukraine and Eurasia during the mid-nineties. He also served at the Headquarters of the US Marine Corps and on Capitol Hill with the staff of the US Commission for Security and Cooperation in Europe. He was later a program director at the Atlantic Council of the United States

durée : 01:48:55 - Les Nuits de France Culture - par : Albane Penaranda - A l'occasion de la publication en 1971 des "Écrits sur l'histoire" de l'historien Fernand Braudel, Denis Richet propose aux auditeurs de France Culture une prestigieuse table ronde à laquelle participent Claude Lévi-Strauss, Emmanuel Le Roy Ladurie et Raymond Aron. - réalisation : Virginie Mourthé - invités : Fernand Braudel Historien (1902-1985); Emmanuel Le Roy Ladurie Historien, professeur honoraire du Collège de France; Claude Lévi-Strauss Anthropologue et ethnologue français; Raymond Aron Philosophe et sociologue (1905-1983)

Der Rosenkavalier ist wohl die einzige Oper, die direkt im Bett beginnt. "Das lassen wir jetzt mal unkommentiert so stehen", so Julius Heile, und führt stattdessen durch die Rosenkavalier-Suite - ein Destillat aus Walzertaumel, Mozart-Zitaten, dem nostalgischen Klang eines goldenen Wiens und Melodien, die zum Weinen schön sind. Schon gewusst? Zahlreiche Konzerte der NDR Ensembles finden Sie auf YouTube im Channel "ARD Klassik" oder in der ARD Mediathek. https://www.youtube.com/@ARDKlassik https://www.ardmediathek.de/kultur_klassik Abonnieren Sie "Klassik to Go" und finden Sie weitere spannende Angebote des NDR in der ARD Audiothek! https://www.ardaudiothek.de/sendung/klassik-to-go/10778959/

Es war einmal ein Schelm, der hieß Till Eulenspiegel - und Richard Strauss setzte ihm ein musikalisches Denkmal, dass vor Witz und Schalk nur so funkelt. Kaum lugt Till um die Ecke, schon wirbelt er den Marktplatz durcheinander, predigt scheinheilig als Pastor und treibt Spott und Schabernack. Sämtliche Instrument erzählen in bunten Klangfarben von seinen Streichen. Yaltah Worlitzsch führt ein in das kurze, kecke Klangabenteuer voller wunderbarer Unverschämtheit. Schon gewusst? Zahlreiche Konzerte der NDR Ensembles finden Sie auf YouTube im Channel "ARD Klassik" oder in der ARD Mediathek. https://www.youtube.com/@ARDKlassik https://www.ardmediathek.de/kultur_klassik Abonnieren Sie "Klassik to Go" und finden Sie weitere spannende Angebote des NDR in der ARD Audiothek! https://www.ardaudiothek.de/sendung/klassik-to-go/10778959/

Craig Collins welcomes one of his favorite broadcasting friends, Marc Strauss to the show! Marc and Craig discuss many of the topics they have missed out on earlier this year. Become a supporter of this podcast: https://www.spreaker.com/podcast/the-craig-collins-show--6214297/support.

December 6th, 2025.

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

durée : 00:20:55 - Disques de légende du jeudi 04 décembre 2025 - Soprano née 1913 en Bulgarie, puis devenue autrichienne, Ljuba Welitsch est aussi connue pour sa voix que pour son tempérament incendiaire. La voici dans l'un de ses rôles fétiches, "Salomé", qu'elle avait déjà interprété sous la direction de Richard Strauss pour le 80e anniversaire de celui-ci. Vous aimez ce podcast ? Pour écouter tous les autres épisodes sans limite, rendez-vous sur Radio France.

durée : 00:20:55 - Disques de légende du jeudi 04 décembre 2025 - Soprano née 1913 en Bulgarie, puis devenue autrichienne, Ljuba Welitsch est aussi connue pour sa voix que pour son tempérament incendiaire. La voici dans l'un de ses rôles fétiches, "Salomé", qu'elle avait déjà interprété sous la direction de Richard Strauss pour le 80e anniversaire de celui-ci. Vous aimez ce podcast ? Pour écouter tous les autres épisodes sans limite, rendez-vous sur Radio France.

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.

Live aufgezeichnet in Bad Orb. Audio-Podcast mit Henning Strauss & Nina Ruge In dieser Folge spreche ich mit Henning Strauss über die Frage, wie Ernährung zu echter Präventionsmedizin wird und welchen Einfluss sie auf unser biologisches Alter hat. Auf Basis aktueller Forschung erläutere ich, warum epigenetische Prozesse so entscheidend sind, wie Lebensstilfaktoren Alterungsmechanismen bremsen können und weshalb eine gemüsebasierte Ernährung einen zentralen Beitrag zur Healthy Longevity leistet. Die Hörerinnen und Hörer erhalten praxisnahe Orientierung in einem unübersichtlichen Ernährungsdschungel und erfahren, welche Interventionen wirklich wirken. In dieser Folge sprechen wir u.a. über folgende Themen: - Was unterscheidet biologisches vom chronologischen Alter? - Inwieweit kann Ernährung epigenetische Muster positiv beeinflussen? - Welche Lebensmittelgruppen wirken besonders verjüngend auf zellulärer Ebene? - Wie verändern Fasten und Kalorienrestriktion den Zellstoffwechsel? - Welche Bedeutung hat der Schlaf für biologische Regenerationsprozesse? - Welche Risiken entstehen durch hochverarbeitete Lebensmittel? - Wie beeinflusst die Genetik das Krankheitsrisiko im Vergleich zum Lebensstil? - Welche Rolle spielen Mikrobiom und Ballaststoffe für Healthy Longevity? - Wie wirken sich Entzündungsprozesse auf den Alterungsprozess aus? - Welche Ernährungsstrategien eignen sich für Kinder und Familien im Alltag? Du interessierst dich für Gesunde Langlebigkeit (Longevity) und möchtest ein Leben lang gesund und fit bleiben, dann folge mir auch auf den sozialen Kanälen bei Instagram, TikTok, Facebook oder YouTube. https://www.instagram.com/nina.ruge.official https://www.tiktok.com/@nina.ruge.official https://www.facebook.com/NinaRugeOffiziell https://www.youtube.com/channel/UCOe2d1hLARB60z2hg039l9g Disclaimer: Ich bin keine Ärztin und meine Inhalte ersetzen keine medizinische Beratung. Bei gesundheitlichen Fragen wende dich bitte an deinen Arzt/deine Ärztin. STY-251

Elmero Strauss gesels met Anthony Boucher, hoof van die kuber misdaad eenheid in SA

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/

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

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

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/

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

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?

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.