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The Ulysses Arc was so paradigm shifting that we need an entire Downtime Arc to unpack it! Dicaprio receives a buffet of information from Andronicus in return for all those spell slots. Dicaprio has a civil conversation with Desdemona. Dicaprio plots with Lace to win the Cold War. STARRING - Austin Yorski: https://bsky.app/profile/austinyorski.bsky.social Laura Kate Dale: https://bsky.app/profile/laurakbuzz.bsky.social Quinn Larios: https://bsky.app/profile/rollot.bsky.social SUPPORT - Patreon.com/AustinYorski Patreon.com/LauraKBuzz Patreon.com/WeeklyMangaRecap AUDIO - https://www.youtube.com/watch?v=MHrF-ZfdwIk Kirby Super Star OC ReMix by TSori & Others: "Until the Next Dance" [Meta Knight: Ending]: https://www.youtube.com/watch?v=aeEvMkYAU1o Katherine Cordova - YouTube Dragon Warrior VII OC ReMix by Bluelighter...: "Deeper in the Heart" [Days of Sadness] (#3762) EarthBound OC ReMix by The Vodoú Queen: "Get Down with Your Bad Self, Mr. Saturn!" [Hi Ho] (#4798) Hollow Knight OC ReMix by DaMonz feat. Christine Giguère: "A Dream" [Dirtmouth] (#4884) Mother 3 OC ReMix by Sebastien Skaf: "Your Warmth" [Theme of Love] (#4850) OC ReMix #499: Little Nemo 'Nemo for Strings' [Dream 1: Mushroom Forest] by Gux Zelda: Breath of the Wild OC ReMix by RebeccaETripp...: "Bard in the Rain" [Kass] (#4813) COMMUNITY - Discord: https://discord.gg/YMU3qUH Wiki: https://dicefunk.ludo.au/
Tracklist: D3FAI, The Rocketman - Small Blind (Original Mix) Marcus Anthony - Can You Feel My Love (Extended Mix) Bryan Kearney, Paul Maddox - See The Light (Original Mix) Maria Healy - Sparkle (Extended Mix) 4 Strings, CJ Stone - I Can't Help Myself (Extended Mix) John Askew - Recalibrate (Will Rees Extended Remix) John O'Callaghan, Bryan Kearney - Restricted Motion (Lostly Extended Remix) Greg Downey - Switch (Extended Mix) Lange, Skye - Drifting Away (RIVER Extended Remix) Armin Van Buuren & Sacha - Set Me Free (Rising Star Extended Remix) DBF - Freestyle Fanatic (Extended Mix) Armin van Buuren, KI/KI - Put Your Bassline (Extended Mix) The Rocketman - You & Me (Take Me Higher) (Extended Mix)
Ciaran Mcauley and Sarah Howells - Fool's Gold [Black Hole]Dan Stone - Majestic (Extended Mix) [FSOE]CLASSIC: Agnelli & Nelson - Embrace [Xtravaganza Recordings]DAVE PEARCE'S TOP 5 5.AFTERUS - Six Degrees (Extended Mix) [REASON II RISE MUSIC]4.Roman Messer & Diandra Faye - I'll Be Waiting [SUANDA]3.Four Tet - Into Dust (Still Falling) (Solarstone Pure Mix) [XL]2.Darren Tate & Mike Koglin - Now Is The Time (Omnia Extended Remix) [Armada Captivating]1.4 Strings & CJ Stone - I Can't Help Myself [Future Sequence]GUEST MIX: April MaizieDream Keeper - April Maizie (Original Mix)Melodia - Argy & Meduza feat. PollyAnna (Talla 2XLC ReWork)ID IDAfraid to Feel: April Maizie ( Extended Mix)Back To Where We Started - G Summers, Robin McIlmoyle (Extended Mix)Anahera - Ferry Corsten Presents Gouryella (Calvin OCommor Rework) vs See The Light - Code 2, Deirdre McLaughlin ( April Maizie Vocal Edit )ID - April Maizie
In 2019, the Canadian government recognized housing as a fundamental human right through the National Housing Strategy Act; however, in the years that have followed, housing affordability has only worsened for low- to moderate-income households. While this Act requires the federal government to address homelessness and core housing need, Canadian housing policies continue to benefit primarily those seeking profit and returns on investment. In this second episode, host Sarah Rowe is joined by lawyer Michèle Biss, Executive Director of the National Right to Housing Network, and political economist Ricardo Tranjan, senior researcher with the Canadian Centre for Policy Alternatives. Together, they discuss the impact of financialization and the importance of implementing both social housing and rent controls to ensure that our housing system protects the most vulnerable. Guest Michèle Biss, Executive Director, National Right to Housing Network Ricardo Tranjan, Ph.D., Senior Researcher, Canadian Centre for Policy Alternatives Host Sarah Rowe, Legal Counsel, Canadian Institute for the Administration of Justice (CIAJ) SERIES OVERVIEW Left Out in the Cold A podcast series from CIAJ's In All Fairness channel Over the past several years, housing has emerged as a hot-button issue in Canadian discourse. How is affordability defined? Why are Indigenous peoples more likely to lack adequate housing? Is housing policy adequately addressing accessibility needs? Left Out in the Cold aims to answer these and other questions over the course of this series. Hosted by Sarah Rowe, Legal Counsel at CIAJ, this series features conversations with legal and policy experts and community advocates on issues facing the Canadian housing sector. Each episode balances conversations about high-level legislative frameworks with the on-the-ground realities of everyday Canadians. Join us in these conversations as we try to root out the causes of housing insecurity in this country. Episode 1 | Left Out in the Cold – Barriers to Adequate Housing and How Indigenous Housing Organizations are Filling the Gaps (Guests: Justin Marchand & Margaret Pfoh) Episode 2 | Left Out in the Cold – Advancing the Right to Housing while Financialization Pulls the Strings (Guests: Michèle Biss & Ricardo Tranjan)
Cinematic Strings Ensemble FANTASTiC | 06 November 2025 | 301.27 MB ‘Cinematic Strings Ensemble’ from Equinox Sounds delivers 100 extraordinary full cinematic string loops with breath-taking and epic results. This […]
In this episode, we trace how the horse-head fiddle has evolved in the People's Republic of China — from a traditional steppe instrument to a cultural symbol reshaped through state representation and modern performance. We discuss how it is made, taught, and performed in China, how it is portrayed in Chinese institutions, and how young Mongols today engage with the instrument as a way to express identity, creativity, and belonging in contemporary China. Our guest, Ying Song from Zhejiang University, is a PhD candidate in sociology whose research focuses on the horse-head fiddle and its role in shaping Mongolian identity. Beyond academia, she has also curated cultural exhibitions and organized numerous Mongolian music-sharing events, which you can find in the link below. Ning Ao is a PhD student at the Centre for East and South-East Asian Studies (ACE) at Lund University. Her research looks at generational differences among Chinese Mongols. Episode producer: Ning Ao Ying Song's Rednote Page Ying Song's Email: songying182@163.com Swedish physician and missionary Joel Eriksson in Inner Mongolia The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia) Asian studies, University of Helsinki (Finland) Centre for Asian Studies, Vytautas Magnus University (Lithuania) Centre for East and South-East Asian Studies, Lund University (Sweden) Centre for East Asian Studies, University of Turku (Finland) Norwegian Network for Asian Studies Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
In this episode, we trace how the horse-head fiddle has evolved in the People's Republic of China — from a traditional steppe instrument to a cultural symbol reshaped through state representation and modern performance. We discuss how it is made, taught, and performed in China, how it is portrayed in Chinese institutions, and how young Mongols today engage with the instrument as a way to express identity, creativity, and belonging in contemporary China. Our guest, Ying Song from Zhejiang University, is a PhD candidate in sociology whose research focuses on the horse-head fiddle and its role in shaping Mongolian identity. Beyond academia, she has also curated cultural exhibitions and organized numerous Mongolian music-sharing events, which you can find in the link below. Ning Ao is a PhD student at the Centre for East and South-East Asian Studies (ACE) at Lund University. Her research looks at generational differences among Chinese Mongols. Episode producer: Ning Ao Ying Song's Rednote Page Ying Song's Email: songying182@163.com Swedish physician and missionary Joel Eriksson in Inner Mongolia The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia) Asian studies, University of Helsinki (Finland) Centre for Asian Studies, Vytautas Magnus University (Lithuania) Centre for East and South-East Asian Studies, Lund University (Sweden) Centre for East Asian Studies, University of Turku (Finland) Norwegian Network for Asian Studies Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/performing-arts
In this episode, we trace how the horse-head fiddle has evolved in the People's Republic of China — from a traditional steppe instrument to a cultural symbol reshaped through state representation and modern performance. We discuss how it is made, taught, and performed in China, how it is portrayed in Chinese institutions, and how young Mongols today engage with the instrument as a way to express identity, creativity, and belonging in contemporary China. Our guest, Ying Song from Zhejiang University, is a PhD candidate in sociology whose research focuses on the horse-head fiddle and its role in shaping Mongolian identity. Beyond academia, she has also curated cultural exhibitions and organized numerous Mongolian music-sharing events, which you can find in the link below. Ning Ao is a PhD student at the Centre for East and South-East Asian Studies (ACE) at Lund University. Her research looks at generational differences among Chinese Mongols. Episode producer: Ning Ao Ying Song's Rednote Page Ying Song's Email: songying182@163.com Swedish physician and missionary Joel Eriksson in Inner Mongolia The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia) Asian studies, University of Helsinki (Finland) Centre for Asian Studies, Vytautas Magnus University (Lithuania) Centre for East and South-East Asian Studies, Lund University (Sweden) Centre for East Asian Studies, University of Turku (Finland) Norwegian Network for Asian Studies Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/chinese-studies
In this episode, we trace how the horse-head fiddle has evolved in the People's Republic of China — from a traditional steppe instrument to a cultural symbol reshaped through state representation and modern performance. We discuss how it is made, taught, and performed in China, how it is portrayed in Chinese institutions, and how young Mongols today engage with the instrument as a way to express identity, creativity, and belonging in contemporary China. Our guest, Ying Song from Zhejiang University, is a PhD candidate in sociology whose research focuses on the horse-head fiddle and its role in shaping Mongolian identity. Beyond academia, she has also curated cultural exhibitions and organized numerous Mongolian music-sharing events, which you can find in the link below. Ning Ao is a PhD student at the Centre for East and South-East Asian Studies (ACE) at Lund University. Her research looks at generational differences among Chinese Mongols. Episode producer: Ning Ao Ying Song's Rednote Page Ying Song's Email: songying182@163.com Swedish physician and missionary Joel Eriksson in Inner Mongolia The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia) Asian studies, University of Helsinki (Finland) Centre for Asian Studies, Vytautas Magnus University (Lithuania) Centre for East and South-East Asian Studies, Lund University (Sweden) Centre for East Asian Studies, University of Turku (Finland) Norwegian Network for Asian Studies Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/music
In this episode, we trace how the horse-head fiddle has evolved in the People's Republic of China — from a traditional steppe instrument to a cultural symbol reshaped through state representation and modern performance. We discuss how it is made, taught, and performed in China, how it is portrayed in Chinese institutions, and how young Mongols today engage with the instrument as a way to express identity, creativity, and belonging in contemporary China. Our guest, Ying Song from Zhejiang University, is a PhD candidate in sociology whose research focuses on the horse-head fiddle and its role in shaping Mongolian identity. Beyond academia, she has also curated cultural exhibitions and organized numerous Mongolian music-sharing events, which you can find in the link below. Ning Ao is a PhD student at the Centre for East and South-East Asian Studies (ACE) at Lund University. Her research looks at generational differences among Chinese Mongols. Episode producer: Ning Ao Ying Song's Rednote Page Ying Song's Email: songying182@163.com Swedish physician and missionary Joel Eriksson in Inner Mongolia The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia) Asian studies, University of Helsinki (Finland) Centre for Asian Studies, Vytautas Magnus University (Lithuania) Centre for East and South-East Asian Studies, Lund University (Sweden) Centre for East Asian Studies, University of Turku (Finland) Norwegian Network for Asian Studies
01. Armin van Buuren - Children [A STATE OF TRANCE] 02. Dirty South - Come Closer (Extended Mix) [THIS NEVER HAPPENED] 03. Monolegato - Don't Escape From The Rave (Extended Mix) [INTERPLAY FLOW] 04. Robby East & Richard Judge - Only Way Is Up (Extended Mix) [THIS NEVER HAPPENED] 05. GRITSYNA - Moon Face 06. Joris Voorn & Goodboys - Utopia (Korolova Extended Remix) [SPECTRUM] 07. Morgan Page & Philip Strand - Highlights (Morgan Page & SIKS VIP Mix) [FUTURE HOUSE MUSIC] 08. MRAK ft. Braev - All Of The Lights [AFTERLIFE] 09. Arni - Insider (Extended Mix) [INTERPLAY UNITY] 10. AMINTO - Get Off The Ground (Anton By Remix) [AMINTO MUSIC] 11. David Guetta & Kiko & Olivier Giacomotto ft. FAANGS - After You (Extended Mix) [SPINNIN'] 12. Drove - Dancing On A Knife (Extended Mix) 13. Alexander Komarov - I Follow You (Extended Mix) [INTERPLAY] 14. Dennis Sheperd & Yelow - Sila (Extended Mix) [A TRIBUTE TO LIFE] 15. FAWZY & Jameson Tullar - Odyssey (Extended Mix) [NARRATOLOGY RECORDINGS] 16. LUMIXT - Slide (Extended Mix) [TRANCEMISSION] 17. Mads Arp feat. Julie Harrington - Slow It Down (Daniel Wanrooy Extended Remix) [BLACK HOLE RECORDINGS] 18. Anton By & AV - Bad Boys (PoLYED Remix) [INTERPLAY GLOBAL] 19. Sz Becca - Angel (Extended Mix) [HI MUSIC] 20. 4 Strings & Matt Bukovski - Stargaze (Extended Mix) [AMSTERDAM TRANCE RECORDS] 21. Carlos Adonis & Ren Faye - Another Galaxy (Extended Dub Mix) [VIBRATE AUDIO] 22. Suncatcher & Exolight & Susanne Teutenberg - Ride The Rain (Extended Mix) [AMSTERDAM TRANCE RECORDS] 23. Av, Maestro Dabici & Noah Seven - Tell Me (Extended Mix) [SUANDA DARK] 24. Kevin Krissen, Robert Junior & Avalanche - Scars In Our Face (Extended Mix) [REACHING ALTITUDE] 25. KSHMR, nilsix & Ryos - Radiate (feat. Hayley May) [DHARMA] 26. Suncatcher & Exolight feat. Ana Criado - Change The Horizon (Extended Mix) [AMSTERDAM TRANCE RECORDS] 27. Aimoon & Dunver - Higher (Extended Mix) [PERFECT EUPHORIA] 28. Alexander Turok & Anton Pallmer - I'm Different (Extended Mix) [2ROCK RECORDINGS] 29. RAM feat. Roxanne Emery - Echoes (Craig Connelly Extended Remix) [BLACK HOLE RECORDINGS] 30. Roman Messer & Diandra Faye - I'll Be Waiting (Extended Mix) [SUANDA MUSIC] 31. Julia Violin, LekSin & Yuri Melnikov - Melody of the Heart (Extended Mix) [TRANCEMISSION]
01. Armin van Buuren - Children [A STATE OF TRANCE] 02. Dirty South - Come Closer (Extended Mix) [THIS NEVER HAPPENED] 03. Monolegato - Don't Escape From The Rave (Extended Mix) [INTERPLAY FLOW] 04. Robby East & Richard Judge - Only Way Is Up (Extended Mix) [THIS NEVER HAPPENED] 05. GRITSYNA - Moon Face 06. Joris Voorn & Goodboys - Utopia (Korolova Extended Remix) [SPECTRUM] 07. Morgan Page & Philip Strand - Highlights (Morgan Page & SIKS VIP Mix) [FUTURE HOUSE MUSIC] 08. MRAK ft. Braev - All Of The Lights [AFTERLIFE] 09. Arni - Insider (Extended Mix) [INTERPLAY UNITY] 10. AMINTO - Get Off The Ground (Anton By Remix) [AMINTO MUSIC] 11. David Guetta & Kiko & Olivier Giacomotto ft. FAANGS - After You (Extended Mix) [SPINNIN'] 12. Drove - Dancing On A Knife (Extended Mix) 13. Alexander Komarov - I Follow You (Extended Mix) [INTERPLAY] 14. Dennis Sheperd & Yelow - Sila (Extended Mix) [A TRIBUTE TO LIFE] 15. FAWZY & Jameson Tullar - Odyssey (Extended Mix) [NARRATOLOGY RECORDINGS] 16. LUMIXT - Slide (Extended Mix) [TRANCEMISSION] 17. Mads Arp feat. Julie Harrington - Slow It Down (Daniel Wanrooy Extended Remix) [BLACK HOLE RECORDINGS] 18. Anton By & AV - Bad Boys (PoLYED Remix) [INTERPLAY GLOBAL] 19. Sz Becca - Angel (Extended Mix) [HI MUSIC] 20. 4 Strings & Matt Bukovski - Stargaze (Extended Mix) [AMSTERDAM TRANCE RECORDS] 21. Carlos Adonis & Ren Faye - Another Galaxy (Extended Dub Mix) [VIBRATE AUDIO] 22. Suncatcher & Exolight & Susanne Teutenberg - Ride The Rain (Extended Mix) [AMSTERDAM TRANCE RECORDS] 23. Av, Maestro Dabici & Noah Seven - Tell Me (Extended Mix) [SUANDA DARK] 24. Kevin Krissen, Robert Junior & Avalanche - Scars In Our Face (Extended Mix) [REACHING ALTITUDE] 25. KSHMR, nilsix & Ryos - Radiate (feat. Hayley May) [DHARMA] 26. Suncatcher & Exolight feat. Ana Criado - Change The Horizon (Extended Mix) [AMSTERDAM TRANCE RECORDS] 27. Aimoon & Dunver - Higher (Extended Mix) [PERFECT EUPHORIA] 28. Alexander Turok & Anton Pallmer - I'm Different (Extended Mix) [2ROCK RECORDINGS] 29. RAM feat. Roxanne Emery - Echoes (Craig Connelly Extended Remix) [BLACK HOLE RECORDINGS] 30. Roman Messer & Diandra Faye - I'll Be Waiting (Extended Mix) [SUANDA MUSIC] 31. Julia Violin, LekSin & Yuri Melnikov - Melody of the Heart (Extended Mix) [TRANCEMISSION]
The Ulysses Arc was so paradigm shifting that we need an entire Downtime Arc to unpack it! Rex argues with Orlando about the future of the Cookie Mountains. Rex meets up with his spy Bolingbroke to discuss relics. Rex helps Viola mount a pufferfish skeleton. STARRING - Austin Yorski: https://bsky.app/profile/austinyorski.bsky.social Laura Kate Dale: https://bsky.app/profile/laurakbuzz.bsky.social Quinn Larios: https://bsky.app/profile/rollot.bsky.social SUPPORT - Patreon.com/AustinYorski Patreon.com/LauraKBuzz Patreon.com/WeeklyMangaRecap AUDIO - https://www.youtube.com/watch?v=MHrF-ZfdwIk Kirby Super Star OC ReMix by TSori & Others: "Until the Next Dance" [Meta Knight: Ending]: https://www.youtube.com/watch?v=aeEvMkYAU1o Katherine Cordova - YouTube Dragon Warrior VII OC ReMix by Bluelighter...: "Deeper in the Heart" [Days of Sadness] (#3762) EarthBound OC ReMix by The Vodoú Queen: "Get Down with Your Bad Self, Mr. Saturn!" [Hi Ho] (#4798) Hollow Knight OC ReMix by DaMonz feat. Christine Giguère: "A Dream" [Dirtmouth] (#4884) Mother 3 OC ReMix by Sebastien Skaf: "Your Warmth" [Theme of Love] (#4850) OC ReMix #499: Little Nemo 'Nemo for Strings' [Dream 1: Mushroom Forest] by Gux Zelda: Breath of the Wild OC ReMix by RebeccaETripp...: "Bard in the Rain" [Kass] (#4813) COMMUNITY - Discord: https://discord.gg/YMU3qUH Wiki: https://dicefunk.ludo.au/
This episode was requested by Patreon patron, Montana Lisette. To join them in their support of the show, and to gain access to a number of patron-exclusive benefits, visit www.patreon.com/thescpfoundationdatabase. ---- An SCP Tale by stormbreath: www.scp-wiki.net/ambrose-transylvania License: creativecommons.org/licenses/by-sa/3.0/ ---- The voice of Waldon Studio was provided by Ilham Kedider. The voice of the Announcer was provided by Kendra 'Izzy' Murray. The voice of Sebastian LaCroix was provided by Joshua Alan Lindsay. The voice of Chaz Ambrose was providedd by Martin Taylor. ---- Sound Credits The sound credits will be available shortly. ---- Music Credits "After Darkness (Cinematic | Horror Music)" by NicoMaximilian / Composer/stock.adobe.com (Adobe Stock Asset ID: #353741973) "Bach Harpsichord Concerto" performed by NC MUSIC/stock.adobe.com (Adobe Stock Asset ID: #538660711) "CLASS" by Million Miles/stock.adobe.com (Adobe Stock Asset ID: #452585440) "Fantasy nº2 for Harpsichord, Flute & Strings" by Inner Music/stock.adobe.com (Adobe Stock Asset ID: #462873913) "Inbox Full" by Floting/stock.adobe.com (Adobe Stock Asset ID: #459507889) "Pipe Organ Horror Music - C22-24893" by Keyframe Audio/stock.adobe.com (Adobe Stock Asset ID: #1509938744) "SEALED" by Fable Tracks/stock.adobe.com (Adobe Stock Asset ID: #452596159) "SMOOTH LOUNGE SAMBA (MI BARCO)" by Resolute Audio/stock.adobe.com (Adobe Stock Asset ID: #638560206) "WOUND" by Axl Audio/stock.adobe.com (Adobe Stock Asset ID: #452598913) The outro music was written by Joshua Alan Lindsay. ---- Enjoy the podcast? Consider supporting us on Patreon! Patrons get access to bonus Joke episodes, outtakes, exclusive merch, and can even request episodes on specific SCP objects. www.patreon.com/thescpfoundationdatabase Listen and read along in one place on our website: www.scpdatapodcast.com/episodes/ambrose-transylvania Follow us on Twitter: twitter.com/SCPDataPodcast Like us on Facebook: www.facebook.com/scpdatapodcast Questions or comments? Email us at SCPDataPodcast@gmail.com
A sacred plant, a living coastline, and a cello that sings in two voices—Sweetgrass brings them together with uncommon clarity. The Cello Sherpa Podcast Host, Joel Dallow, sits down with composer Dawn Avery and cellist Wilhelmina Smith to share how a pandemic idea turned into an immersive album where Mohawk language, indigenous song forms, and contemporary classical textures breathe the same air. Dawn traces her journey from conservatory training to a compositional practice grounded in Mohawk heritage, storytelling, and soundscapes that fold in blues, meditative space, and rock energy. Wilhelmina reflects on early breakthroughs at Curtis, a life-shaping stint in George Crumb's experimental lab, and the chamber instincts that make her a natural collaborator. Together they unpack the title track's symbolism—sweetgrass as strength and tenderness—and the craft behind multitracking cello lines that anticipate each other's rubato, merging voice and instrument into a single, human pulse. We go inside key works, including We Enter Together and Decolonization, a gripping solo journey that threads a healing song, a women's stomp dance, blues gestures, and a Hendrix-tinted national anthem to reframe what “American music” can hold. The conversation widens into a practical guide for making records today: funding with grants and community programs, choosing the right hall and producer, navigating label partnerships, owning your masters, and prioritizing digital releases when physical CDs gather dust. At heart, this is about why artists still record: to plant repertoire for younger players, to carry culture forward with respect, and to keep curiosity at the center of the craft. If you care about new music, indigenous voices, recording workflows, or the evolving music industry, this story offers both inspiration and a roadmap. Subscribe, share with a friend who loves the cello, and leave a review with the track that stayed with you.For more information on Wilhelmina Smith: https://www.wilhelminasmith.com/bio.htmlFor more information on Dawn Avery: https://www.dawnavery.com/You can also find Wilhelmina and Dawn on Instagram and Facebook: @dawnaveryartist @wscelloIf you are looking for in person/virtual cello lessons, or orchestral repertoire audition coachings, check out www.theCelloSherpa.comFollow us on Facebook, Instagram, Threads & YouTube: @theCelloSherpaFor more information on our sponsor: www.CLEAResources.com
To celebrate the centenary of his birth, Kate Molleson explores the life and music of one of most influential figures in all of modern music – Luciano Berio. Berio's music is lyrical and expressive, while never ignoring the most advanced techniques and technologies of his time. He worked with many key figures in 20th Century music while always following his own, very individual path, both through life and in his music, where he constantly pushed at and broke the boundaries he encountered. Music featured: Folk Différences Petite Suite Coro Sequenza IV Canzonetta for piano 4 hands Sequenza III Chamber Music No 1 “Strings in the Earth and Air” Visage Beatles Songs - “Yesterday” Requies Cinque variazioni Calmo (in memorium Bruno Maderna) Thema - Omaggio a Joyce Chemins I (su sequenza II) for harp and orchestra Folk Songs Sequenza V Laborintus II Sinfonia E si fussi pisci Sequenza IX Rendering (2nd mvt, Andante) Altra voce Presented by Kate Molleson Produced by Sam Phillips for BBC Audio Wales & West For full track listings, including artist and recording details, and to listen to the pieces featured in full (for 30 days after broadcast) head to the series page for Luciano Berio (1925-2003): https://www.bbc.co.uk/programmes/m002kz1p And you can delve into the A-Z of all the composers we've featured on Composer of the Week here: http://www.bbc.co.uk/programmes/articles/3cjHdZlXwL7W41XGB77X3S0/composers-a-to-z
4 Strings & CJ Stone - I Can't Help Myself [Future Sequence]Sophie Sugar - Lost In The Ocean [Molekular Sounds]CLASSIC: Alena – Turn It Around (Space Brothers Remix)[ Basic Beat Recordings]DAVE PEARCE'S TOP 5 5.Darren Tate & Mike Koglin - Now Is The Time (Omnia Extended Remix) [Armada Captivating]4.Owl. - You Are My Infinity (Extended Mix) [FSOE]3.Four Tet - Into Dust (Still Falling) (Solarstone Pure Mix) [XL]2.MRPHLNDR - LOVE CODE 101 [ASOT]1.AFTERUS - Six Degrees (Extended Mix) [REASON II RISE MUSIC]GUEST MIX: Salman WaniRoger Shah & Signum - Healesville Sanctuary (Roger Shah Mix)Mhammed El Alami & Emma Horan - WarriorsSalman Wani - IDSalman Wani - IDMhammed El Alami & Salman Wani - WayfarerJorn Van Deynhoven & Susana - Never Mine
15 [10.30] Kitzur Yomi 9:14-end [Tzitzis corner rips. Discarding Tzitzis Changing Strings]
Nestled in the mountains of southwest China's Guizhou Province, Zheng'an County has become the world's guitar capital – producing one out of every seven guitars around the globe. Amid the hum of factories and the rhythm of craftsmanship, a 25-year-old South Korean named Kim Jung-hun has found his place. As a sales manager for a South Korean guitar accessories company, Kim is embracing new opportunities in this guitar town.
Watch The X22 Report On Video No videos found (function(w,d,s,i){w.ldAdInit=w.ldAdInit||[];w.ldAdInit.push({slot:17532056201798502,size:[0, 0],id:"ld-9437-3289"});if(!d.getElementById(i)){var j=d.createElement(s),p=d.getElementsByTagName(s)[0];j.async=true;j.src="https://cdn2.decide.dev/_js/ajs.js";j.id=i;p.parentNode.insertBefore(j,p);}})(window,document,"script","ld-ajs");pt> Click On Picture To See Larger PictureThe people of the US are stilling feeling the inflation effects of the Biden administration, remember inflation is cumulative. Fed cut rates by a quarter point and mortgage apps are picking up steam. The [CB] trying to shutdown Trump's tariffs agenda. The economic foundation is almost complete. The [DS] is keeping the Gov shutdown. Trump is using this against them. He is gaining traction among the D's and those who are dependent on the Gov. Trump is traveling the globe cutting the strings of the [DS]. The [DS] is pushing what they have left, riots are upcoming and war. Trump is leading the [DS] down a path of no return. Soon the D's and the [DS] will cease to exist. Economy https://twitter.com/unusual_whales/status/1983488230319079469 (function(w,d,s,i){w.ldAdInit=w.ldAdInit||[];w.ldAdInit.push({slot:18510697282300316,size:[0, 0],id:"ld-8599-9832"});if(!d.getElementById(i)){var j=d.createElement(s),p=d.getElementsByTagName(s)[0];j.async=true;j.src="https://cdn2.decide.dev/_js/ajs.js";j.id=i;p.parentNode.insertBefore(j,p);}})(window,document,"script","ld-ajs"); Yes, the Federal Reserve cut interest rates by 0.25 percentage points today, October 29, 2025. This brings the target range for the federal funds rate to 3.75%–4.00%, down from the previous 4.00%–4.25%. This marks the second consecutive rate cut this year, aimed at supporting the job market amid economic uncertainties like the ongoing government shutdown. Markets had priced in this move with over 96% probability, and the decision aligns with the FOMC's data-dependent approach to balancing inflation and employment goals. Lower rates prompt refis and dismissal of ARMs Mortgage applications rose 7.1% last week, fueled by a decline in mortgage rates and a significant increase in refinance activity. The 30-year fixed rate dropped to 6.30%, its lowest since September 2024, prompting more borrowers to opt for fixed-rate loans. AI Summary Mortgage applications increased 7.1% from one week earlier, according to data from the Mortgage Bankers Association's (MBA) weekly mortgage applications survey for the week ending October 24, 2025. On an unadjusted basis, the index increased 7% compared with the previous week. The refinance index increased 9% from the previous week and was 111% higher than the same week one year ago. The refinance share of mortgage activity increased to 57.1% of total applications from 55.9% the previous week. Source: housingwire.com https://twitter.com/unseen1_unseen/status/1983339985924231668 show and an attempt to sway the scotus, which will probably backfire as it shows the scotus that Congress retains the power to block Trump if they wanted to do so and if they had enough votes. In other words, by this vote, the Senate told the SCOTUS by their actions that the scotus is not needed in this fight between the congressional branch and the executive branch. It says that if congress does not what the president to have this power, they can simply pass a law stripping him of the power Congress gave to the exec decades ago. https://twitter.com/KobeissiLetter/status/1983361898247532835 the One Big Beautiful Bill Act (H.R. 1, 119th Congress) includes provisions related to tariffs, primarily focused on agricultural trade. Specifically: SEC. 10312 (Sugar Program Updates): This section updates tariff-rate quotas (TRQs) for sugar imports under the Agricultural Adjustment Act of 1938.
LTPetClub: http://ltpetclub247.com Support your body's immune response sand immune system functions today ——— TriTails BEEF: Ribeye Special:http://trybeef.com/andweknow ———— AT sea with LT. 2026. Caribbean: https://www.inspirationtravel.com/event/lt-caribbean-cruise-2026 ————————— ➜ ALL LINKS: https://linktr.ee/andweknow828 ➜ And We Know Website… https://andweknow.com/ ➜ AWK Clothing: https://shop.andweknow.com/ *DONATIONS SITE: https://bit.ly/2Lgdrh5 *Mail your gift to: And We Know 30650 Rancho California Rd STE D406-123 (or D406-126) Temecula, CA 92591 ➜ AWK Shirts and gifts: https://shop.andweknow.com/ ➜ Audio Bible https://www.biblegateway.com/audio/mclean/kjv/1John.3.16 Connect with us in the following ways: + DISCORD Fellows: https://discord.gg/kMt8R2FC4z
Canadian vocalist-composer Caity Gyorgy joins Steve for a conversation about craft, collaboration, and why swing still feels newly minted when the writing is sharp and the band listens hard. Known for quicksilver phrasing and original tunes that travel between club intimacy and orchestral sheen, Gyorgy traces the path from early influences to her new string-driven project and previews her San Francisco debut at the Joe Henderson Lab.What you'll hear• How Caity discovered jazz and shaped her sound through singers like Ella Fitzgerald, Abbey Lincoln, Blossom Dearie, Betty Carter, and June Christy.• Inside Caity Gyorgy with Strings: writing with pianist-arranger Mark Limacher, assembling an all-Canadian orchestra, and channeling arranging touchstones (Don Costa, Nelson Riddle, Gordon Jenkins, Henry Mancini).• Song stories: “That Doesn't Matter” (a cheeky portrait of friendship and creative trust) and “You'll Learn” (a cinematic, voice-memo-to-lyric journey).• What Bay Area audiences can expect at the Joe Henderson Lab: standards from Loesser, Styne, Porter, and Kern alongside Gyorgy's originals, charted with wit and swing.Band for the Joe Henderson LabCaity Gyorgy — vocalsMark Limacher — pianoThomas Heinbach — bassAroma Jr. — drumsAbout the guestA three-time JUNO winner (pronounced “George”), Caity Gyorgy writes and sings with a composer's clarity and a bebop musician's reflexes. Recent releases include the orchestral album Caity Gyorgy with Strings and duo projects with Mark Limacher that showcase her ear for melody and narrative.CreditsHost & production: Steve Roby / Backstage Bay AreaEditing & mix: Backstage Bay AreaMusic excerpts: courtesy of the artist---Show Info & LinksEvent: Caity Gyorgy — Joe Henderson Lab (SFJAZZ Center), San FranciscoDates: Nov 7–9, 2025Set times: Two sets Friday (7:00 PM & 8:30 PM); additional performances across the weekend—see event page for current times and availability.Tickets & info: SFJAZZ event pageArtist website: CaityGyorgy.com
The Horn Signal is proudly brought to you by Bob Reeves Brass. Join hosts John Snell and Preston Shepard as they interview horn players around the world. Today's episode features Julie Pilant, formerly of the Met, now with Utah Symphony. About Julie: Julia Pilant is currently the acting 3rd horn for the Utah Symphony/Utah Opera, and a regular guest with the Los Angeles Chamber Orchestra horn section and the Chamber Music Society of Lincoln Center. Previously, she was the assistant principal horn for the Metropolitan Opera Orchestra for 14 years and a horn instructor for the Bard College Conservatory of Music for 16 years. Prior to holding those positions, she was the principal horn of the Syracuse Symphony Orchestra for 10 years. Ms. Pilant also freelanced for several decades in New York City and performed regularly with Orpheus Chamber Orchestra, Orchestra of St. Luke's, New York City Ballet, and numerous Broadway shows. She has played principal horn for the Saito Kinen/Ozawa and Tokyo Opera Nomori music festivals, the Mito Chamber Orchestra in Japan, and has participated in the Santa Fe Chamber, Affinis (Japan), Sarasota, Festival Napa Valley, Classical Tahoe, Strings, Mainly Mozart, and La Jolla Music Society Summerfest music festivals. In 1994 she won the American Horn Competition. As an equally enthusiastic music educator, she has given masterclasses in schools and festivals across the country, including The Juilliard School, USC, Interlochen Arts Camp, and the Boston University Tanglewood Institute, and is a founding member of the recently formed Coalition of Musicians for Ethical Change. Ms. Pilant received her Bachelor's degree from Eastman School of Music (student of Verne Reynolds), and her Master's and Doctoral degrees from The Juilliard School (student of Julie Landsman).
Intro: One More Night – Can I Feel The Earth Move – Carole King (2:58) Earth Died Screaming – Tom Waits (3:38) Planet Earth – Sun Ra & his Solar Arkestra (4:57) Salt of the Earth – Rolling Stones (4:48) Earthquake – Prince Buster & the All Stars (3:18) Earth Dub – Scientist (4:30) Vishnu Schist – North Sea Radio Orchestra (5:49) Third Stone from the Sun – Jimi Hendrix Experience (6:44) Agnus Dei, from ‘Missa Et Ecce Terrae Motus' – Antoine Brumel, Phillips/Tallis Scholars (3:15) Not to Touch the Earth – The Doors (3:54) Mother Earth – Neil Young & Crazy Horse (4:54) Earth (Gaia) – The Orb (9:48) Cold Earth – Boards of Canada (3:42) Aria VIII, from ‘Der Himmel Lacht! Die Erde Jubiliert!' BWV 31 – J.S. Bach, Leusink/Holton/ Netherlands Bach Collegium (4:38) Earth Saw – $75 Bill (7:19) Earth Sized Worlds – Mandrake Handshake (9:32) Hello Earth – Kate Bush (6:13) Strings in the Earth and Air – Dr Strangely Strange (1:54) Earth – Third Ear Band (9:54) Adoration of the Earth (introduction) from ‘Le Sacre du Printemps (The Rite of Spring') – Igor Stravinsky, Currentzis/MusicAeterna (3:15) Earth Fear – The Prophets (Yabby You) (2:37) Earth Mother – Nucleus (5:14) Outro: Pogles Walk – Vernon Elliott Ensemble
The Ulysses Arc was so paradigm shifting that we need an entire Downtime Arc to unpack it! Doc Hop searches for the GLADYS loom with Lady Falconbridge. Doc Hop explores possibilities for her new hoard with Gertrude. Doc Hop brainstorms solutions to the lair shortage crisis with Schmegglesby. STARRING - Austin Yorski: https://bsky.app/profile/austinyorski.bsky.social Laura Kate Dale: https://bsky.app/profile/laurakbuzz.bsky.social Quinn Larios: https://bsky.app/profile/rollot.bsky.social SUPPORT - Patreon.com/AustinYorski Patreon.com/LauraKBuzz Patreon.com/WeeklyMangaRecap AUDIO - https://www.youtube.com/watch?v=MHrF-ZfdwIk Kirby Super Star OC ReMix by TSori & Others: "Until the Next Dance" [Meta Knight: Ending]: https://www.youtube.com/watch?v=aeEvMkYAU1o Katherine Cordova - YouTube Dragon Warrior VII OC ReMix by Bluelighter...: "Deeper in the Heart" [Days of Sadness] (#3762) EarthBound OC ReMix by The Vodoú Queen: "Get Down with Your Bad Self, Mr. Saturn!" [Hi Ho] (#4798) Hollow Knight OC ReMix by DaMonz feat. Christine Giguère: "A Dream" [Dirtmouth] (#4884) Mother 3 OC ReMix by Sebastien Skaf: "Your Warmth" [Theme of Love] (#4850) OC ReMix #499: Little Nemo 'Nemo for Strings' [Dream 1: Mushroom Forest] by Gux Zelda: Breath of the Wild OC ReMix by RebeccaETripp...: "Bard in the Rain" [Kass] (#4813) COMMUNITY - Discord: https://discord.gg/YMU3qUH Wiki: https://dicefunk.ludo.au/
Stephen A. Smith made claims that all this NBA scandal is Donald Trump leading the way because the league is ‘woke'. We discuss it.
Could the enemy have sent a narcissist into your life on purpose? In this livestream, discover five spiritual signs that your toxic relationship is more than just a test. Grab my new book:
In this episode, Jason Heath interviews Rodney Slatford. Rodney is joined by his friend Mike Coombs, who helped facilitate this conversation. Together, they explore Rodney's remarkable career as a performer, educator, publisher, and advocate for the double bass. As founding Chairman of the Yorke Trust, Rodney Slatford has established himself as a renowned double bass player and teacher. His career includes over 1000 performances worldwide, 30 years with the Nash Ensemble of London, 10 years as co-principal bassist with the English Chamber Orchestra, and recording one of the first solo bass discs with the Academy of St. Martin-in-the-Fields. In 1978, he founded the Isle of Man International Double Bass Competition and Workshop. Rodney served as Head of the School of Strings at the Royal Northern College of Music (1984-2001) before retiring to Norfolk to focus on the Yorke Trust and personal interests. Learn more about Rodney and the great work he is doing with the Yorke Trust here. Connect with DBHQ Join Our Newsletter Double Bass Resources Double Bass Sheet Music Double Bass Merch Gear used to record this podcast Zoom H6 studio 8-Track 32-Bit Float Handy Recorder Rode Podmic Sony Alpha 7 IV Full-frame Mirrorless Interchangeable Lens Camera Sony FE 16-35mm F2.8 GM Lens Sony FE 24-70mm F2.8 GM Lens When you buy a product using a link on this page, we may receive a commission at no additional cost to you. Thank you for supporting DBHQ. Thank you to our sponsors! Upton Bass - From Grammy Award winners and Philharmonic players like Max Zeugner of the New York Philharmonic, each Upton Bass is crafted with precision in Connecticut, USA, and built to last for generations. Discover your perfect bass with Upton Bass today! Carnegie Mellon University Double Bass Studio is a valued part of an innovative fine arts community in a top research university. Students receive weekly private lessons and solo classes with Micah Howard, and Peter Guild teaches weekly Orchestral Literature and Repertoire. They encourage students to seek lessons and guidance from local bassists. Members of the Symphony, the Opera, and the Ballet provide annual classes and individual attention. Visit Micah's website to sign up for a free online trial lesson here. theme music by Eric Hochberg
Meet Saw and Brittany Naing — the husband-and-wife team behind Ojai's new rock-and-roll-tinged barbecue spot, Joplin's, and the culinary force you already know from The Dutchess. Saw is executive chef and partner at The Dutchess, where his Burmese-Indian roots shape one of Ojai's most celebrated menus; at Joplin's, he channels that same precision into brisket and ribs, leaning on good cuts, time, and low, slow heat.Brittany runs the front of house at Joplin's, setting the tone for a room that's equal parts hospitality, comfort food, and guitar-amp energy. Instagram+4The Dutchess+4Saveur+4We talk about the juggle — how you staff and multi-task across two restaurants — and why culture beats chaos in a busy kitchen. Saw traces his path from Bouchon and Tallula's to becoming chef-partner at The Dutchess, and, yes, his years as a guitarist (with a soft spot for nu-metal like Korn) before kitchens became his stage. Brittany shares how the couple met working in LA restaurants, and why Joplin's leans into “food, drinks, and rock & roll” without losing sight of the essentials.Plus: why Niman Ranch ribs, a dialed-in brisket, and a FOH that truly sees guests are the secret to Ojai's newest staple. Instagram+6Variety+6Eater LA+6We talked about the daily grind, weightlifting and superior sides. We did not talk about Mickey Mantle's off-the-field antics, bauxite production in Western Australia or the Flying Dutchman.Learn more at https://www.joplinsojai.com/ or https://www.thedutchessojai.com/
Pam Harris, Exploring the Power & Purpose of Number Strings ROUNDING UP: SEASON 4 | EPISODE 4 I've struggled when I have a new strategy I want my students to consider and despite my best efforts, it just doesn't surface organically. While I didn't want to just tell my students what to do, I wasn't sure how to move forward. Then I discovered number strings. Today, we're talking with Pam Harris about the ways number strings enable teachers to introduce new strategies while maintaining opportunities for students to discover important relationships. BIOGRAPHY Pam Harris, founder and CEO of Math is Figure-out-able™, is a mom, a former high school math teacher, a university lecturer, an author, and a mathematics teacher educator. Pam believes real math is thinking mathematically, not just mimicking what a teacher does. Pam helps leaders and teachers to make the shift that supports students to learn real math. RESOURCES Young Mathematicians at Work by Catherine Fosnot and Maarten Dolk Procedural fluency in mathematics: Reasoning and decision-making, not rote application of procedures position by the National Council of Teachers of Mathematics Bridges number string example from Grade 5, Unit 3, Module 1, Session 1 (BES login required) Developing Mathematical Reasoning: Avoiding the Trap of Algorithms by Pamela Weber Harris and Cameron Harris Math is Figure-out-able!™ Problem Strings TRANSCRIPT Mike Wallus: Welcome to the podcast, Pam. I'm really excited to talk with you today. Pam Harris: Thanks, Mike. I'm super glad to be on. Thanks for having me. Mike: Absolutely. So before we jump in, I want to offer a quick note to listeners. The routine we're going to talk about today goes by several different names in the field. Some folks, including Pam, refer to this routine as “problem strings,” and other folks, including some folks at The Math Learning Center, refer to them as “number strings.” For the sake of consistency, we'll use the term “strings” during our conversation today. And Pam, with that said, I'm wondering if for listeners, without prior knowledge, could you briefly describe strings? How are they designed? How are they intended to work? Pam: Yeah, if I could tell you just a little of my history. When I was a secondary math teacher and I dove into research, I got really curious: How can we do the mental actions that I was seeing my son and other people use that weren't the remote memorizing and mimicking I'd gotten used to? I ran into the work of Cathy Fosnot and Maarten Dolk, and [their book] Young Mathematicians at Work, and they had pulled from the Netherlands strings. They called them “strings.” And they were a series of problems that were in a certain order. The order mattered, the relationship between the problems mattered, and maybe the most important part that I saw was I saw students thinking about the problems and using what they learned and saw and heard from their classmates in one problem, starting to let that impact their work on the next problem. And then they would see that thinking made visible and the conversation between it and then it would impact how they thought about the next problem. And as I saw those students literally learn before my eyes, I was like, “This is unbelievable!” And honestly, at the very beginning, I didn't really even parse out what was different between maybe one of Fosnot's rich tasks versus her strings versus just a conversation with students. I was just so enthralled with the learning because what I was seeing were the kind of mental actions that I was intrigued with. I was seeing them not only happen live but grow live, develop, like they were getting stronger and more sophisticated because of the series of the order the problems were in, because of that sequence of problems. That was unbelievable. And I was so excited about that that I began to dive in and get more clear on: What is a string of problems? The reason I call them “problem strings” is I'm K–12. So I will have data strings and geometry strings and—pick one—trig strings, like strings with functions in algebra. But for the purposes of this podcast, there's strings of problems with numbers in them. Mike: So I have a question, but I think I just want to make an observation first. The way you described that moment where students are taking advantage of the things that they made sense of in one problem and then the next part of the string offers them the opportunity to use that and to see a set of relationships. I vividly remember the first time I watched someone facilitate a string and feeling that same way, of this routine really offers kids an opportunity to take what they've made sense of and immediately apply it. And I think that is something that I cannot say about all the routines that I've seen, but it was really so clear. I just really resonate with that experience of, what will this do for children? Pam: Yeah, and if I can offer an additional word in there, it influences their work. We're taking the major relationships, the major mathematical strategies, and we're high-dosing kids with them. So we give them a problem, maybe a problem or two, that has a major relationship involved. And then, like you said, we give them the next one, and now they can notice the pattern, what they learned in the first one or the first couple, and they can let it influence. They have the opportunity for it to nudge them to go, “Hmm. Well, I saw what just happened there. I wonder if it could be useful here. I'm going to tinker with that. I'm going to play with that relationship a little bit.” And then we do it again. So in a way, we're taking the relationships that I think, for whatever reason, some of us can wander through life and we could run into the mathematical patterns that are all around us in the low dose that they are all around us, but many of us don't pick up on that low dose and connect them and make relationships and then let it influence when we do another problem. We need a higher dose. I needed a higher dose of those major patterns. I think most kids do. Problem strings or number strings are so brilliant because of that sequence and the way that the problems are purposely one after the other. Give students the opportunity to, like you said, apply what they've been learning instantly [snaps]. And then not just then, but on the next problem and then sometimes in a particular structure we might then say, “Mm, based on what you've been seeing, what could you do on this last problem?” And we might make that last problem even a little bit further away from the pattern, a little bit more sophisticated, a little more difficult, a little less lockstep, a little bit more where they have to think outside the box but still could apply that important relationship. Mike: So I have two thoughts, Pam, as I listen to you talk. One is that for both of us, there's a really clear payoff for children that we've seen in the way that strings are designed and the way that teachers can use them to influence students' thinking and also help kids build a recognition or high-dose a set of relationships that are really important. The interesting thing is, I taught kindergarten through second grade for most of my teaching career, and you've run the gamut. You've done this in middle school and high school. So I think one of the things that might be helpful is to share a few examples of what a string could look like at a couple different grade levels. Are you OK to share a few? Pam: You bet. Can I tack on one quick thing before I do? Mike: Absolutely. Pam: You mentioned that the payoff is huge for children. I'm going to also suggest that one of the things that makes strings really unique and powerful in teaching is the payoff for adults. Because let's just be clear, most of us—now, not all, but most of us, I think—had a similar experience to me that we were in classrooms where the teacher said, “Do this thing.” That's the definition of math is for you to rote memorize these disconnected facts and mimic these procedures. And for whatever reason, many of us just believed that and we did it. Some people didn't. Some of us played with relationships and everything. Regardless, we all kind of had the same learning experience where we may have taken at different places, but we still saw the teacher say, “Do these things. Rote memorize. Mimic.” And so as we now say to ourselves, “Whoa, I've just seen how cool this can be for students, and we want to affect our practice.” We want to take what we do, do something—we now believe this could be really helpful, like you said, for children, but doing that's not trivial. But strings make it easier. Strings are, I think, a fantastic differentiated kind of task for teachers because a teacher who's very new to thinking and using relationships and teaching math a different way than they were taught can dive in and do a problem string. Learn right along with your students. A veteran teacher, an expert teacher who's really working on their teacher moves and really owns the landscape of learning and all the things still uses problem strings because they're so powerful. Like, anybody across the gamut can use strings—I just said problem strings, sorry—number strengths—[laughs] strings, all of us no matter where we are in our teaching journey can get a lot out of strings. Mike: So with all that said, let's jump in. Let's talk about some examples across the elementary span. Pam: Nice. So I'm going to take a young learner, not our youngest, but a young learner. I might ask a question like, “What is 8 plus 10?” And then if they're super young learners, I expect some students might know that 10 plus a single digit is a teen, but I might expect many of the students to actually say “8, 9, 10, 11, 12,” or “10, 11,” and they might count by ones given—maybe from the larger, maybe from the whatever. But anyway, we're going to kind of do that. I'm going to get that answer from them. I'm going to write on the board, “8 plus 10 is 18,” and then I would have done some number line work before this, but then I'm going to represent on the board: 8 plus 10, jump of 10, that's 18. And then the next problem's going to be something like 8 plus 9. And I'm going to say, “Go ahead and solve it any way you want, but I wonder—maybe you could use the first problem, maybe not.” I'm just going to lightly suggest that you consider what's on the board. Let them do whatever they do. I'm going to expect some students to still be counting. Some students are going to be like, “Oh, well I can think about 9 plus 8 counting by ones.” I think by 8—”maybe I can think about 8 plus 8. Maybe I can think about 9 plus 9.” Some students are going to be using relationships, some are counting. Kids are over the map. When I get an answer, they're all saying, like, 17. Then I'm going to say, “Did anybody use the first problem to help? You didn't have to, but did anybody?” Then I'm going to grab that kid. And if no one did, I'm going to say, “Could you?” and pause. Now, if no one sparks at that moment, then I'm not going to make a big deal of it. I'll just go, “Hmm, OK, alright,” and I'll do the next problem. And the next problem might be something like, “What's 5 plus 10?” Again, same thing, we're going to get 15. I'm going to draw it on the board. Oh, I should have mentioned: When we got to the 8 plus 9, right underneath that 8, jump, 10 land on 18, I'm going to draw an 8 jump 9, shorter jump. I'm going to have these lined up, land on the 17. Then I might just step back and go, “Hmm. Like 17, that's almost where the 18 was.” Now if kids have noticed, if somebody used that first problem, then I'm going to say, “Well, tell us about that.” “Well, miss, we added 10 and that was 18, but now we're adding 1 less, so it's got to be 1 less.” And we go, “Well, is 17 one less than 18? Huh, sure enough.” Then I give the next set of problems. That might be 5 plus 10 and then 5 plus 9, and then I might do 7 plus 10. Maybe I'll do 9 next. 9 plus 10 and then 9 plus 9. Then I might end that string. The next problem, the last problem might be, “What is 7 plus 9?” Now notice I didn't give the helper. So in this case I might go, “Hey, I've kind of gave you plus 10. A lot of you use that to do plus 9. I gave you plus 10. Some of you use that to do plus 9, I gave you plus 10. Some of you used that plus 9. For this one, I'm not giving you a helper. I wonder if you could come up with your own helper.” Now brilliantly, what we've done is say to students, “You've been using what I have up here, or not, but could you actually think, ‘What is the pattern that's happening?' and create your own helper?” Now that's meta. Right? Now we're thinking about our thinking. I'm encouraging that pattern recognition in a different way. I'm asking kids, “What would you create?” We're going to share that helper. I'm not even having them solve the problem. They're just creating that helper and then we can move from there. So that's an example of a young string that actually can grow up. So now I can be in a second grade class and I could ask a similar [question]: “Could you use something that's adding a bit too much to back up?” But I could do that with bigger numbers. So I could start with that 8 plus 10, 8 plus 9, but then the next pair might be 34 plus 10, 34 plus 9. But then the next pair might be 48 plus 20 and 48 plus 19. And the last problem of that string might be something like 26 plus 18. Mike: So in those cases, there's this mental scaffolding that you're creating. And I just want to mark this. I have a good friend who used to tell me that part of teaching mathematics is you can lead the horse to water, you can show them the water, they can look at it, but darn it, do not push their head in the water. And I think what he meant by that is “You can't force it,” right? But you're not doing that with a string. You're creating a set of opportunities for kids to notice. You're doing all kinds of implicit things to make structure available for kids to attend to—and yet you're still allowing them the ability to use the strategies that they have. We might really want them to notice that, and that's beautiful about a string, but you're not forcing. And I think it's worth saying that because I could imagine that's a place where folks might have questions, like, “If the kids don't do the thing that I'm hoping that they would do, what should I do?” Pam: Yeah, that's a great question. Let me give you another example. And in that example I'll talk about that. So especially as the kids get older, I'm going to use the same kind of relationship. It's maybe easier for people to hang on to if I stay with the same sort of relationship. So I might say, “Hey everybody. 7 times 8. That's a fact I'm noticing most of us just don't have [snaps] at our fingertips. Let's just work on that. What do you know?” I might get a couple of strategies for kids to think about 7 times 8. We all agree it's 56. Then I might say, “What's 70 times 8?” And then let kids think about that. Now, this would be the first time I do that, but if we've dealt with scaling times 10 at all, if I have 10 times the number of whatever the things is, then often kids will say, “Well, I've got 10 times 7 is 70, so then 10 times 56 is 560.” And then the next problem might be, “I wonder if you could think about 69 times 8. If we've got 70 eights, can I use that to help me think about 69 eights?” And I'm saying that in a very specific way to help ping on prior knowledge. So then I might do something similar. Well, let's pick another often missed facts, I don't know, 6 times 9. And then we could share some strategies on how kids are thinking about that. We all agree it's 54. And then I might say, “Well, could you think about 6 times 90?” I'm going to talk about scaling up again. So that would be 540. Now I'm going really fast. But then I might say, “Could we use that to help us think about 6 times 89?” I don't know if you noticed, but I sort of swapped. I'm not thinking about 90 sixes to 89 sixes. Now I'm thinking about 6 nineties to help me think about 6 eighty-nines. So that's a little bit of a—we have to decide how we're going to deal with that. I'll kind of mess around with that. And then I might have what we call that clunker problem at the end. “Notice that I've had a helper: 7 times 8, 70 times 8. A lot of you use that to help you think about 69 times 8. Then I had a helper: 6 times 9, 6 times 90. A lot of you use that to help you think about 6 times 89. What if I don't give you those helpers? What if I had something like”—now I'm making this up off the cuff here, like—“9 times 69. 9 times 69. Could you use relationships we just did?” Now notice, Mike, I might've had kids solving all those problems using an algorithm. They might've been punching their calculator, but now I'm asking the question, “Could you come up with these helper problems?” Notice how I'm now inviting you into a different space. It's not about getting an answer. I'm inviting you into, “What are the patterns that we've been establishing here?” And so what would be those two problems that would be like the patterns we've just been using? That's almost like saying when you're out in the world and you hit a problem, could you say to yourself, “Hmm, I don't know that one, but what do I know? What do I know that could help me get there?” And that's math-ing. Mike: So, you could have had a kid say, “Well, I'm not sure about how—I don't know the answer to that, but I could do 9 times 60, right?” Or “I could do 10 times”—I'm thinking—“10 times 69.” Correct? Pam: Yes, yes. In fact, when I gave that clunker problem, 9 times 69, I said to myself, “Oh, I shouldn't have said 9 because now you could go either direction.” You could either “over” either way. To find 9 I can do 10, or to find 69 I can do 70. And then I thought, “Ah, we'll go with it because you can go either way.” So I might want to focus it, but I might not. And this is a moment where a novice could just throw it out there and then almost be surprised. “Whoa, they could go either direction.” And an expert could plan, and be like, “Is this the moment where I want lots of different ways to go? Or do I want to focus, narrow it a little bit more, be a little bit more explicit?” It's not that I'm telling kids, but I'm having an explicit goal. So I'm maybe narrowing the field a little bit. And maybe the problem could have been 7 times 69, then I wouldn't have gotten that other “over,” not the 10 to get 9. Does that make sense? Mike: It absolutely does. What you really have me thinking about is NCTM's [National Council of Teachers of Mathematics'] definition of “fluency,” which is “accuracy, efficiency, and flexibility.” And the flexibility that I hear coming out of the kinds of things that kids might do with a string, it's exciting to imagine that that's one of the outcomes you could get from engaging with strings. Pam: Absolutely. Because if you're stuck teaching memorizing algorithms, there's no flexibility, like none, like zilch. But if you're doing strings like this, kids have a brilliant flexibility. And one of the conversations I'd want to have here, Mike, is if a kid came up with 10 times 69 to help with 9 times 69, and a different kid came up with 9 times 70 to help with 9 times 69, I would want to just have a brief conversation: “Which one of those do you like better, class, and why?” Not that one is better than the other, but just to have the comparison conversation. So the kids go, “Huh, I have access to both of those. Well, I wonder when I'm walking down the street, I have to answer that one: Which one do I want my brain to gravitate towards next time?” And that's mathematical behavior. That's mathematical disposition to do one of the strands of proficiency. We want that productive disposition where kids are thinking to themselves, “I own relationships. I just got to pick a good one here to—what's the best one I could find here?” And try that one, then try that one. “Ah, I'll go with this one today.” Mike: I love that. As we were talking, I wanted to ask you about the design of the string, and you started to use some language like “helper problems” and “the clunker.” And I think that's really the nod to the kinds of features that you would want to design into a string. Could you talk about either a teacher who's designing their own string—what are some of the features?—or a teacher who's looking at a string that they might find in a book that you've written or that they might find in, say, the Bridges curriculum? What are some of the different problems along the way that really kind of inform the structure? Pam: So you might find it interesting that over time, we've identified that there's at least five major structures to strings, and the one that I just did with you is kind of the easiest one to facilitate. It's the easiest one to understand where it's going, and it's the helper-clunker structure. So the helper-clunker structure is all about, “I'm going to give you a helper problem that we expect all kids can kind of hang on.” They have some facility with, enough that everybody has access to. Then we give you a clunker that you could use that helper to inform how you could solve that clunker problem. In the first string I did with you, I did a helper, clunker, helper, clunker, helper, clunker, clunker. And the second one we did, I did helper, helper, clunker, helper, helper, clunker, clunker. So you can mix and match kind of helpers and clunkers in that, but there are other major structures of strings. If you're new to strings, I would dive in and do a lot of helper-clunker strings first. But I would also suggest—I didn't create my own strings for a long time. I did prewritten [ones by] Cathy Fosnot from the Netherlands, from the Freudenthal Institute. I was doing their strings to get a feel for the mathematical relationships for the structure of a string. I would watch videos of teachers doing it so I could get an idea of, “Oh, that move right there made all the difference. I see how you just invited kids in, not demand what they do.” The idea of when to have paper and pencil and when not, and just lots of different things can come up that if you're having to write the string as well, create the string, that could feel insurmountable. So I would invite anybody out listening that's like, “Whoa, this seems kind of complicated,” feel free to facilitate someone else's prewritten strings. Now I like mine. I think mine are pretty good. I think Bridges has some pretty good ones. But I think you'd really gain a lot from facilitating prewritten strings. Can I make one quick differentiation that I'm running into more and more? So I have had some sharp people say to me, “Hey, sometimes you have extra problems in your string. Why do you have extra problems in your string?” And I'll say—well, at first I said, “What do you mean?” Because I didn't know what they were talking about. Are you telling me my string's bad? Why are you dogging my string? But what they meant was, they thought a string was the process a kid—or the steps, the relationships a kid used to solve the last problem. Does that make sense? Mike: It does. Pam: And they were like, “You did a lot of work to just get that one answer down there.” And I'm like, “No, no, no, no, no, no. A problem string or a number string, a string is an instructional routine. It is a lesson structure. It's a way of teaching. It's not a record of the relationships a kid used to solve a problem.” In fact, a teacher just asked—we run a challenge three times a year. It's free. I get on and just teach. One of the questions that was asked was, “How do we help our kids write their own strings?” And I was like, “Oh, no, kids don't write strings. Kids solve problems using relationships.” And so I think what the teachers were saying was, “Oh, I could use that relationship to help me get this one. Oh, and then I can use that to solve the problem.” As if, then, the lesson's structure, the instructional routine of a string was then what we want kids to do is use what they know to logic their way through using mathematical relationships and connections to get answers and to solve problems. That record is not a string, that record is a record of their work. Does that make sense, how there's a little difference there? Mike: It totally does, but I think that's a good distinction. And frankly, that's a misunderstanding that I had when I first started working with strings as well. It took me a while to realize that the point of a string is to unveil a set of relationships and then allow kids to take them up and use them. And really it's about making these relationships or these problem solving strategies sticky, right? You want them to stick. We could go back to what you said. We're trying to high-dose a set of relationships that are going to help kids with strategies, not only in this particular string, but across the mathematical work they're doing in their school life. Pam: Yes, very well said. So for example, we did an addition “over” relationship in the addition string that I talked through, and then we did a multiplication “over” set of relationships and multiplication. We can do the same thing with subtraction. We could have a subtraction string where the helper problem is to subtract a bit too much. So something like 42 minus 20, and then the next problem could be 42 minus 19. And we're using that: I'm going to subtract a bit too much and then how do you adjust? And hoo, after you've been thinking about addition “over,” subtraction “over” is quite tricky. You're like, “Wait, why are we adding what we're subtracting?” And it's not about teaching kids a series of steps. It's really helping them reason. “Well, if I give you—if you owe me 19 bucks and I give you a $20 bill, what are we going to do?” “Oh, you've got to give me 1 back.” Now that's a little harder today because kids don't mess around with money. So we might have to do something that feels like they can—or help them feel money. That's my personal preference. Let's do it with money and help them feel money. So one of the things I think is unique to my work is as I dove in and started facilitating other people's strings and really building my mathematical relationships and connections, I began to realize that many teachers I worked with, myself included, thought, “Whoa, there's just this uncountable, innumerable wide universe of all the relationships that are out there, and there's so many strategies, and anything goes, and they're all of equal value.” And I began to realize, “No, no, no, there's only a small set of major relationships that lead to a small set of major strategies.” And if we can get those down, kids can solve any problem that's reasonable to solve without a calculator, but in the process, building their brains to reason mathematically. And that's really our goal, is to build kids' brains to reason mathematically. And in the process we're getting answers. Answers aren't our goal. We'll get answers, sure. But our goal is to get them to build that small set of relationships because that small set of strategies now sets them free to logic their way through problems. And bam, we've got kids math-ing using the mental actions of math-ing. Mike: Absolutely. You made me think about the fact that there's a set of relationships that I can apply when I'm working with numbers Under 20. There's a set of relationships, that same set of relationships, I can apply and make use of when I'm working with multidigit numbers, when I'm working with decimals, when I'm working with fractions. It's really the relationships that we want to expose and then generalize and recognize this notion of going over or getting strategically to a friendly number and then going after that or getting to a friendly number and then going back from that. That's a really powerful strategy, regardless of whether you're talking about 8 and 3 or whether you're talking about adding unit fractions together. Strings allow us to help kids see how that idea translates across different types of numbers. Pam: And it's not trivial when you change a type of number or the number gets bigger. It's not trivial for kids to take this “over” strategy and to be thinking about something like 2,467 plus 1,995—and I know I just threw a bunch of numbers out, on purpose. It's not trivial for them to go, “What do I know about those numbers? Can I use some of these relationships I've been thinking about?” Well, 2,467, that's not really close to a friendly number. Well, 1,995 is. Bam. Let's just add 2,000. Oh, sweet. And then you just got to back up 5. It's not trivial for them to consider, “What do I know about these two numbers, and are they close to something that I could use?” That's the necessary work of building place value and magnitude and reasonableness. We've not known how to do that, so in some curriculum we create our whole extra unit that's all about place value reasonableness. Now we have kids that are learning to rote memorize, how to estimate by round. I mean there's all this crazy stuff that we add on when instead we could actually use strings to help kids build that stuff naturally kind of ingrained as we are learning something else. Can I just say one other thing that we did in my new book? Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. So I actually wrote it with my son, who is maybe the biggest impetus to me diving into the research and figuring out all of this math-ing and what it means. He said, as we were writing, he said, “I think we could make the point that algorithms don't help you learn a new algorithm.” If you learn the addition algorithm and you get good at it and you can do all the addition and columns and all the whatever, and then when you learn the subtraction algorithm, it's a whole new thing. All of a sudden it's a new world, and you're doing different—it looks the same at the beginning. You line those numbers still up and you're still working on that same first column, but boy, you're doing all sorts—now you're crossing stuff out. You're not just little ones, and what? Algorithms don't necessarily help you learn the next algorithm. It's a whole new experience. Strategies are synergistic. If you learn a strategy, that helps you learn the next set of relationships, which then refines to become a new strategy. I think that's really helpful to know, that we can—strategies build on each other. There's synergy involved. Algorithms, you got to learn a new one every time. Mike: And it turns out that memorizing the dictionary of mathematics is fairly challenging. Pam: Indeed [laughs], indeed. I tried hard to memorize that. Yeah. Mike: You said something to me when we were preparing for this podcast that I really have not been able to get out of my mind, and I'm going to try to approximate what you said. You said that during the string, as the teacher and the students are engaging with it, you want students' mental energy primarily to go into reasoning. And I wonder if you could just explicitly say, for you at least, what does that mean and what might that look like on a practical level? Pam: So I wonder if you're referring to when teachers will say, “Do we have students write? Do we not have them write?” And I will suggest: “It depends. It's not if they write; it's what they write that's important.” What do I mean by that? What I mean is if we give kids paper and pencil, there is a chance that they're going to be like, “Oh, thou shalt get an answer. I'm going to write these down and mimic something that I learned last year.” And put their mental energy either into mimicking steps or writing stuff down. They might even try to copy what you've been representing strategies on the board. And their mental effort either goes into mimicking, or it might go into copying. What I want to do is free students up [so] that their mental energy is, how are you reasoning? What relationships are you using? What's occurring to you? What's front and center and sort of occurring? Because we're high-dosing you with patterns, we're expecting those to start happening, and I'm going to be saying things, giving that helper problem. “Oh, that's occurring to you? It's almost like it's your idea—even though I just gave you the helper problem!” It's letting those ideas bubble up and percolate naturally and then we can use those to our advantage. So that's what I mean when [I say] I want mental energy into “Hmm, what do I know, and how can I use what I know to logic my way through this problem?” And that's math-ing. Those are the mental actions of mathematicians, and that's where I want kids' mental energy. Mike: So I want to pull this string a little bit further. Pun 100% intended there. Apologies to listeners. What I find myself thinking about is there've got to be some do's and don'ts for how to facilitate a string that support the kind of reasoning and experience that you've been talking about. I wonder if you could talk about what you've learned about what you want to do as a facilitator when you're working with a string and maybe what you don't want to do. Pam: Yeah, absolutely. So a good thing to keep in mind is you want to keep a string snappy. You don't want a lot of dead space. You don't want to put—one of the things that we see novice, well, even sometimes not-novice, teachers do, that's not very helpful, is they will put the same weight on all the problems. So I'll just use the example 8 plus 10, 8 plus 9, they'll—well, let me do a higher one. 7 times 8, 70 times 8. They'll say, “OK, you guys, 7 times 8. Let's really work on that. That's super hard.” And kids are like, “It's 56.” Maybe they have to do a little bit of reasoning to get it, because it is an often missed fact, but I don't want to land on it, especially—what was the one we did before? 34 plus 10. I don't want to be like, “OK, guys, phew.” If the last problem on my string is 26 plus 18, I don't want to spend a ton of time. “All right, everybody really put all your mental energy in 36 plus 10” or whatever I said. Or, let's do the 7 times 8 one again. So, “OK, everybody, 7 times 8, how are you guys thinking about that?” Often we're missing it. I might put some time into sharing some strategies that kids use to come up with 7 times 8 because we know it's often missed. But then when I do 70 times 8, if I'm doing this string, kids should have some facility with times 10. I'm not going to be like, “OK. Alright, you guys, let's see what your strategies are. Right? Everybody ready? You better write something down on your paper. Take your time, tell your neighbor how….” Like, it's times 10. So you don't want to put the same weight—as in emphasis and time, wait time—either one on the problems that are kind of the gimmes, we're pretty sure everybody's got this one. Let's move on and apply it now in the next one. So there's one thing. Keep it snappy. If no one has a sense of what the patterns are, it's probably not the right problem string. Just bail on it, bail on it. You're like, “Let me rethink that. Let me kind of see what's going on.” If, on the other hand, everybody's just like, “Well, duh, it's this” and “duh, it's that,” then it's also probably not the right string. You probably want to up the ante somehow. So one of the things that we did in our problem string books is we would give you a lesson and give you what we call the main string, and we would write up that and some sample dialogs and what the board could look like when you're done and lots of help. But then we would give you two echo strings. Here are two strings that get at the same relationships with about the same kind of numbers, but they're different and it will give you two extra experiences to kind of hang there if you're like, “Mm, I think my kids need some more with exactly this.” But we also then gave you two next-step strings that sort of up the ante. These are just little steps that are just a little bit more to crunch on before you go to the next lesson that's a bit of a step up, that's now going to help everybody increase. Maybe the numbers got a little bit harder. Maybe we're shifting strategy. Maybe we're going to use a different model. I might do the first set of strings on an area model if I'm doing multiplication. I might do the next set of strings in a ratio table. And I want kids to get used to both of those. When we switch up from the 8 string to the next string, kind of think about only switching one thing. Don't up the numbers, change the model, and change the strategy at the same time. Keep two of those constant. Stay with the same model, maybe up the numbers, stay with the same strategy. Maybe if you're going to change strategies, you might back up the numbers a little bit, stick with the model for a minute before you switch the model before you go up the numbers. So those are three things to consider. Kind of—only change up one of them at a time or kids are going to be like, “Wait, what?” Kids will get higher dosed with the pattern you want them to see better if you only switch one thing at a time. Mike: Part of what you had me thinking was it's helpful, whether you're constructing your own string or whether you're looking at a string that's in a textbook or a set of materials, it's still helpful to think about, “What are the variables at play here?” I really appreciated the notion that they're not all created equal. There are times where you want to pause and linger a little bit that you don't need to spend that exact same amount of time on every clunker and every helper. There's a critical problem that you really want to invest some time in at one point in the string. And I appreciated the way you described, you're playing with the size of the number or the complexity of the number, the shift in the model, and then being able to look at those kinds of things and say, “What all is changing?” Because like you said, we're trying to kind of walk this line of creating a space of discovery where we haven't suddenly turned the volume up to 11 and made it really go from like, “Oh, we discovered this thing, now we're at full complexity,” and yet we don't want to have it turned down to, “It's not even discovery because it's so obvious that I knew it immediately. There's not really anything even to talk about.” Pam: Nice. Yeah, and I would say we want to be right on the edge of kids' own proximal development, right on the edge. Right on the edge where they have to grapple with what's happening. And I love the word “grapple.” I've been in martial arts for quite a while, and grappling makes you stronger. I think sometimes people hear the word “struggle” and they're like, “Why would you ever want kids to struggle?” I don't know that I've met anybody that ever hears the word “grapple” as a negative thing. When you “grapple,” you get stronger. You learn. So I want kids right on that edge where they are grappling and succeeding. They're getting stronger. They're not just like, “Let me just have you guess what's in my head.” You're off in the field and, “Sure hope you figure out math, guys, today.” It's not that kind of discovery that people think it is. It really is: “Let me put you in a place where you can use what you know to notice maybe a new pattern and use it maybe in a new way. And poof! Now you own those relationships, and let's build on that.” And it continues to go from there. When you just said—the equal weight thing, let me just, if I can—there's another, so I mentioned that there's at least five structures of problem strings. Let me just mention one other one that we like, to give you an example of how the weight could change in a string. So if I have an equivalent structure, an equivalent structure looks like: I give a problem, and an example of that might be 15 times 18. Now I'm not going to give a helper; I'm just going to give 15 times 18. If I'm going to do this string, we would have developed a few strategies before now. Kids would have some partial products going on. I would probably hope they would have an “over,” I would've done partial products over and probably, what I call “5 is half a 10.” So for 15 times 18, they could use any one of those. They could break those up. They could think about twenty 15s to get rid of the extra two to have 18, 15. So in that case, I'm going to go find a partial product, an “over” and a “5 is half a 10,” and I'm going to model those. And I'm going to go, “Alright, everybody clear? Everybody clear on this answer?” Then the next problem I give—so notice that we just spent some time on that, unlike those helper clunker strings where the first problem was like a gimme, nobody needed to spend time on that. That was going to help us with the next one. In this case, this one's a bit of a clunker. We're starting with one that kids are having to dive in, chew on. Then I give the next problem: 30 times 9. So I had 15 times 18 now 30 times 9. Now kids get a chance to go, “Oh, that's not too bad. That's just 3 times 9 times 10. So that's 270. Wait, that was the answer to the first problem. That was probably just coincidence. Or was it?” And now especially if I have represented that 15 times 18, one of those strategies with an area model with an open array, now when I draw the 30 by 9, I will purposely say, “OK, we have the 15 by 18 up here. That's what that looked like. Mm, I'll just use that to kind of make sure the 30 by 9 looks like it should. How could I use the 15 by 18? Oh, I could double the 15? OK, well here's the 15. I'm going to double that. Alright, there's the 30. Well, how about the 9? Oh, I could half? You think I should half? OK. Well I guess half of 18. That's 9.” So I've just helped them. I've brought out, because I'm inviting them to help me draw it on the board. They're thinking about, “Oh, I just half that side, double that side. Did we lose any area? Oh, maybe that's why the products are the same. The areas of those two rectangles are the same. Ha!” And then I give the next problem. Now I give another kind of clunker problem and then I give its equivalent. And again, we just sort of notice: “Did it happen again?” And then I might give another one and then I might end the string with something like 3.5 times—I'm thinking off the cuff here, 16. So 3.5 times 16. Kids might say, “Well, I could double 3.5 to get 7 and I could half the 16 to get 8, and now I'm landing on 7 times 8.” And that's another way to think about 3.5 times 16. Anyway, so, equivalent structure is also a brilliant structure that we use primarily when we're trying to teach kids what I call the most sophisticated of all of the strategies. So like in addition, give and take, I think, is the most sophisticated addition. In subtraction, constant difference. In multiplication, there's a few of them. There's doubling and having, I call it flexible factoring to develop those strategies. We often use the equivalent structure, like what's happening here? So there's just a little bit more about structure. Mike: There's a bit of a persona that I've noticed that you take on when you're facilitating a string. I'm wondering if you can talk about that or if you could maybe explain a little bit because I've heard it a couple different times, and it makes me want to lean in as a person who's listening to you. And I suspect that's part of its intent when it comes to facilitating a string. Can you talk about this? Pam: So I wonder if what you're referring to, sometimes people will say, “You're just pretending you don't know what we're talking about.” And I will say, “No, no, I'm actually intensely interested in what you're thinking. I know the answer, but I'm intensely interested in what you're thinking.” So I'm trying to say things like, “I wonder.” “I wonder if there's something up here you could use to help. I don't know. Maybe not. Mm. What kind of clunker could—or helper could you write for this clunker?” So I don't know if that's what you're referring to, but I'm trying to exude curiosity and belief that what you are thinking about is worth hearing about. And I'm intensely interested in how you're thinking about the problem and there's something worth talking about here. Is that kind of what you're referring to? Mike: Absolutely. OK. We're at the point in the podcast that always happens, which is: I would love to continue talking with you, and I suspect there are people who are listening who would love for us to keep talking. We're at the end of our time. What resources would you recommend people think about if they really want to take a deeper dive into understanding strings, how they're constructed, what it looks like to facilitate them. Perhaps they're a coach and they're thinking about, “How might I apply this set of ideas to educators who are working with kindergartners and first graders, and yet I also coach teachers who are working in middle school and high school.” What kind of resources or guidance would you offer to folks? Pam: So the easiest way to dive in immediately would be my brand-new book from Corwin. It's called Developing Mathematical Reasoning: Avoiding the Trap of Algorithms. There's a section in there all about strings. We also do a walk-through where you get to feel a problem string in a K–2 class and a 3–5 [class]. And well, what we really did was counting strategies, additive reasoning, multiplicative reasoning, proportional reasoning, and functional reasoning. So there's a chapter in there where you go through a functional reasoning problem string. So you get to feel: What is it like to have a string with real kids? What's on the board? What are kids saying? And then we link to videos of those. So from the book, you can go and see those, live, with real kids, expert teachers, like facilitating good strings. If anybody's middle school, middle school coaches: I've got building powerful numeracy and lessons and activities for building powerful numeracy. Half of the books are all problem strings, so lots of good resources. If you'd like to see them live, you could go to mathisfigureoutable.com/ps, and we have videos there that you can watch of problem strings happening. If I could mention just one more, when we did the K–12, Developing Mathematical Reasoning, Avoiding the Trap of Algorithms, that we will now have grade band companion books coming out in the fall of '25. The K–2 book will come out in the spring of '26. The [grades] 3–5 book will come out in the fall of '26. The 6–8 book will come out and then six months after that, the 9–12 companion book will come out. And those are what to do to build reasoning, lots of problem strings and other tasks, rich tasks and other instructional routines to really dive in and help your students reason like math-y people reason because we are all math-y people. Mike: I think that's a great place to stop. Pam, thank you so much for joining us. It's been a pleasure talking with you. Pam: Mike, it was a pleasure to be on. Thanks 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
Many people have strong opinions about the announcement made at the end of the last episode. DiCaprio Devereaux reveals her lair action. Doc Hop grants her first wish as a catastrophic dragon. Rex Maximus demonstrates the power of The Sweat Band of Ri'Chard Psymons, mind flayer aerobics instructor. STARRING - Austin Yorski: https://bsky.app/profile/austinyorski.bsky.social Laura Kate Dale: https://bsky.app/profile/laurakbuzz.bsky.social Quinn Larios: https://bsky.app/profile/rollot.bsky.social SUPPORT - Patreon.com/AustinYorski Patreon.com/LauraKBuzz Patreon.com/WeeklyMangaRecap AUDIO - https://www.youtube.com/watch?v=MHrF-ZfdwIk Kirby Super Star OC ReMix by TSori & Others: "Until the Next Dance" [Meta Knight: Ending]: https://www.youtube.com/watch?v=aeEvMkYAU1o Katherine Cordova - YouTube Dragon Warrior VII OC ReMix by Bluelighter...: "Deeper in the Heart" [Days of Sadness] (#3762) EarthBound OC ReMix by The Vodoú Queen: "Get Down with Your Bad Self, Mr. Saturn!" [Hi Ho] (#4798) Hollow Knight OC ReMix by DaMonz feat. Christine Giguère: "A Dream" [Dirtmouth] (#4884) Mother 3 OC ReMix by Sebastien Skaf: "Your Warmth" [Theme of Love] (#4850) OC ReMix #499: Little Nemo 'Nemo for Strings' [Dream 1: Mushroom Forest] by Gux Zelda: Breath of the Wild OC ReMix by RebeccaETripp...: "Bard in the Rain" [Kass] (#4813) COMMUNITY - Discord: https://discord.gg/YMU3qUH Wiki: https://dicefunk.ludo.au/
I'm always tinkering with new ways to record and find sounds I've never produced before. Today I'm experimenting with ways of using a mic to capture more nuance and articulation in my picking hand when I record.The results are pretty startling in terms of how the dynamic range of the instrument is extended. More soon, Janek Get full access to Janek's Newsletter at janekgwizdala.substack.com/subscribe
In what ways are you an artist?...Today, Abbie, Annie, and Dorianne discuss ‘The Art of Collaboration: Chamber Music Rehearsal Techniques and Team Building,' Annie and Dorianne's new book that introduces themes of co-leadership and empathy which are relevant for all small group communication. Particularly, Abbie, Annie, and Dorianne talk about ‘We Presence,' LBAD (Live, Breath, and Die), and “trying out everyone's ideas as if they were your own.”...Violinist Annie Fullard, celebrated for her "gleaming artistry, bravura, and sensitivity," stands as a pioneering force in chamber music education and advocacy. As Director and Sidney M. Friedberg Chair of Chamber Music at The Peabody Institute, Johns Hopkins University, and Distinguished Artist and Charles and Mary Jean Yates Chair in Chamber Music at The Robert McDuffie Center for Strings at Mercer University, she continues to shape the next generation of chamber musicians while advancing the art form's reach and impact. Annie is co-author, with Dorianne Cotter-Lockard, PhD, of the highly anticipated guidebook 'The Art of Collaboration: Chamber Music Rehearsal Techniques and Team Building' (Oxford University Press, February 2025). Beyond the concert hall, Fullard views the empathy and connectivity of chamber music as a metaphor for the kind of communication that we should strive for between cultures and nations. As a founding member of the Cavani String Quartet, Fullard has earned international recognition through extensive touring and prestigious honors including the Naumburg Chamber Music Award, the Cleveland Quartet Award (Eastman), and top prizes at the Banff International, Fischoff, Coleman, and Carmel Chamber Music competitions. Dorianne Cotter-Lockard served as a divisional C-level leadership team member of a Fortune 100 company. She holds a PhD in Human and Organizational Systems from Fielding Graduate University, an M.B.A. from New York University, and a Bachelor of Music degree from the Eastman School of Music. Dorianne teaches theories and applications of mindful leadership, ethics in healthcare, and creativity at work, and supervises student research at Saybrook University. She is a faculty member at Munich Business School, developing and teaching leadership and organization courses for the Conscious Business Education initiative. She conducts research on the topics of team collaboration, leadership, spirituality in the workplace, coaching, and music education through the Institute for Social Innovation, Fielding Graduate University, and is a member of the International Consortium of Integral Scholars. In addition to her consulting and coaching practice, Dorianne serves as faculty to certify SQ21 Spiritual Intelligence coaches, is certified through the International Coach Federation, and is a certified Emotional Intelligence coach. ...Stories Lived. Stories Told. is created, produced & hosted by Abbie VanMeter.Stories Lived. Stories Told. is an initiative of the CMM Institute for Personal and Social Evolution....Music for Stories Lived. Stories Told. is created by Rik Spann....Explore all things Stories Lived. Stories Told. here.Explore all things CMM Institute here.
What do alien encounters, Robin Hood arrows, and finely tuned bows have in common? They all collide in this wild episode as Brandon and Shags welcome Jared Westfall of Creed Archery Supply. From running a pro shop to prepping for prime Midwest whitetail season, this one hits the mark.From working inside a prison to owning one of Missouri's premier archery shops, Jared Westfall built a dream around bows, bucks, and building a legacy. Brandon and Shags talk gear, passion, and hunting season in this can't-miss episode.For more info:Creed Archery Supply WebsiteCreed Archery Supply FacebookCreed Archery Supply InstagramSpecial thanks to:Living The Dream Outdoor PropertiesSuperior Foam Insulation LLCDoolittle TrailersScenic Rivers TaxidermyConnect with Driftwood Outdoors:FacebookInstagramYouTubeEmail:info@driftwoodoutdoors.com
Start with the picture: tech titans quietly building bunkers while the rest of us watch AI sprint ahead and our living rooms turn into ad servers. That tension—between private safety and public risk—frames a candid hour where we press on what's hype, what's harmful, and what's actually helpful. We dig into why billionaire doomsday prep resonates right now, and what it signals about trust, resilience, and the future they anticipate versus the future we'll all inhabit.Then we wade into the strangest corner of AI culture: a talkative bot that minted meme-coin millions, wrote its own gospel, and flirts with legal personhood. We separate sentience from simulation, explain how charisma and coherence can mask a total lack of empathy, and ask the uncomfortable questions about liability, rights, and regulation when autonomous-seeming agents start moving money and minds. If attention is the new currency, this is the stress test for platforms, investors, and policymakers.On the ground level, we assess a “free” 55-inch TV that tracks what you watch, for how long, what you search, what you buy, and who's standing in front of the screen. Is a slick dual-display and soundbar worth perpetual surveillance? We break down the real ad-tech economics, what you give up, and why “everyone already tracks you” isn't a good reason to go further. For balance, our Gadgets & Gear segment spotlights the Power Cube Titan—a solid-state power bank with fast charging, wireless pads, Apple Watch support, international adapters, and pass-through power. Safer chemistry and fewer bricks in your bag? That's convenience we can get behind.We wrap with a spirited Wild Turkey 101 rye tasting that splits the table on value and profile, plus a look at Discord's data breach and the rising trend of blaming third-party vendors. If you care about AI safety, privacy, cybersecurity, practical travel tech, and honest gear takes, you'll feel right at home. Enjoy the ride, then tell us where you stand: bunker, bot, or big screen? Subscribe, share with a friend, and leave a quick review to help more curious listeners find the show.Support the show
Watch The X22 Report On Video No videos found (function(w,d,s,i){w.ldAdInit=w.ldAdInit||[];w.ldAdInit.push({slot:17532056201798502,size:[0, 0],id:"ld-9437-3289"});if(!d.getElementById(i)){var j=d.createElement(s),p=d.getElementsByTagName(s)[0];j.async=true;j.src="https://cdn2.decide.dev/_js/ajs.js";j.id=i;p.parentNode.insertBefore(j,p);}})(window,document,"script","ld-ajs");pt> Click On Picture To See Larger PictureChina and the [CB] system played their hand, they tried to box in Trump and it failed. Trump placed tariffs on China and China folded very quickly. Fed does not want to have another rate cut. OBBB helping people with taxes. Banks are now investing in the US. The [DS] is panicking, Obama does not like that Trump is using the military to go have to his soldiers. Remember Obama said we need a civilian military as strong as the US military, he has failed. [DS] has been weakened, Trump called out the [DS] and said there will be no WWIII. Strings have been cut and the [DS] does not have the leverage. Peace World Wide. Economy https://twitter.com/WallStreetMav/status/1977715666036707358 China Walks Back Export Control Announcement – USTR Jamieson Greer Explains China then sent a clarification statement saying current licensing and trade agreements would be honored. On his flight to Israel, President Trump said, “I think I know what happened, I know what happened” and downplayed the trade action. U.S Trade Representative Jamieson Greer gives some background. Source: theconservativetreehouse.com Rare Earth Stocks Go Vertical After Report Pentagon To Go On $1 Billion Critical Mineral "Buying Spree" According to filings from the Defense Logistics Agency (DLA), the U.S. Department of Defense has moved to secure up to $1 billion in critical minerals — from cobalt and antimony to scandium and tantalum — as part of a global race to reduce dependence on China, according to Financial Times. One former defense official summed it up: “They're definitely looking for more, and they're doing it in a deliberate and expansive way.” The Pentagon's urgency is clear. “China's ability to turn off the supply of these critical minerals would have a direct, palpable and adverse effect on US ability to field the kind of high-tech capabilities that we're going to need for any kind of strategic competition or conflict,” said Stephanie Barna of Covington & Burling in Washington. The One Big Beautiful Bill Act (OBBA) adds fuel — $7.5 billion earmarked for critical minerals, including $2 billion to fortify the national stockpile and another $5 billion to expand U.S. supply chains. As one former official put it, offices handling mineral security are now “flush with cash.” Source: zerohedge.com A Hawkish Fed Official Is Rethinking His Stance on Rate Cuts Raphael Bostic has spent most of 2025 as one of the Federal Reserve's most steadfast inflation hawks. The Atlanta Fed president projected just one interest rate cut for the year when most of his colleagues on the Fed's policymaking committee anticipated three. Even after the central bank trimmed rates by a quarter of a percentage point in September, Bostic said he would support delaying further rate cuts until 2026. Source: barrons.com IRS Releases 2026 Tax Adjustments, Changes Under 'Big, Beautiful Bill' The standard deduction will rise to $16,100 for single taxpayers and $32,200 for married couples filing jointly in the 2026 tax year. The 2025 standard tax deduction was also raised to $15,750 for single filers and $31,500 for couples filing jointly. Marginal tax brackets were also adjusted for inflation - with the top tax rate remaining at 37% for single taxpayers making $640,600, and joint filers making over $768,000. Other tax brackets are as follows: 35% for incomes over $256,225 for individuals and $512,
Jennifer Roig-Francolí shares her journey from a young violinist finding solace in her art, to a place of spiritual exploration and self-discovery. We discuss the challenges she faced in her artistic life, including a pivotal moment when she realized she was not using her creativity in a healthy way, and the profound neck pain that changed her path. Through the Alexander Technique, Jennifer found not just relief from her physical discomfort, but also a new way to reconnect with her creativity. Jennifer discusses her creative childhood, Suzuki training and meteoric run of competitions and solo work, before the ambition dissolved, orchestra life set in, and her relationship with music dimmed. When no treatment could alleviate her stubborn neck pain, a friend urged Jennifer to revisit the Alexander Technique. Within a few lessons, the pain vanished and something deeper shifted – mood, movement, and a sense of ease that didn't require effort.Together, we unpack what Alexander work actually is beyond posture, and Jennifer shares a simple on-air exercise that anyone can try in seconds, demonstrating how noticing without fixing often melts strain and steadies the voice. Jennifer is the creator of the Art of Freedom Method built around five pillars – purpose, mind, body, spirit, artistry – to help musicians and non-musicians create from presence rather than pressure, and author of Make Great Music with Ease: The Secret to Smarter Practice, Confident Performance, and Living a Happier Life.Find out more about The Art of Freedom and Jennifer herecreativityfound.co.ukResearched, edited and produced by Claire Waite BrownMusic: Day Trips by Ketsa Undercover / Ketsa Creative Commons License Free Music Archive - Ketsa - Day TripsAffordably advertise on this podcast by emailing claire@creativityfound.co.uk, or book a call here. I would love some financial support to help me to keep making this podcast. Visit buymeacoffee.com/creativityfoundSupport the showWant to be a guest on Creativity Found? Send me a message on PodMatch, here Podcast recorded with Riverside and hosted by Buzzsprout
Cette semaine, Alexis remplace Marjorie Hache à la tête de RTL2 Pop-Rock Station. De 22h à minuit, l'émission a proposé ce lundi une programmation dense et éclectique mêlant nouveautés, classiques et découvertes. La soirée a démarré avec Kasabian et leur titre "Hippie Sunshine", premier extrait d'un nouvel album attendu au printemps 2026. Ont suivi Kid Kapichi et "Get Down", Pantera et "Walk", Cage the Elephant, The Undertones, et Aretha Franklin avec "Think", tiré de la B.O. du film "The Blues Brothers". En seconde heure, le choix de Francis Zégut s'est porté sur Stoned Jesus et "Shadowland", extrait de leur album "Songs to Sun". L'émission s'est conclu avec "The Happy Dictator" de Gorillaz enregistré avec les Sparks et "Strength of Strings" le long format du jour, signé Gene Clark extrait de l'album "No Other". Kasabian - Hippie Sunshine Queen - Bicycle Race Eiffel - Te Revoir Marilyn Manson - Tainted Love Kid Kapichi - Get Down Aretha Franklin - Think Travis - Side Cage The Elephant - In One Ear The Undertones - Jimmy Jimmy Pantera - Walk Derek & The Dominos - Layla (Edit) Alabama Shakes - Another Life The Black Keys - Sister Nathan Evans - Cotton Eye Joe Sum 41 - Landmines Biffy Clyro - Hunting Season Aerosmith - Love In An Elevator Janis Joplin ; Big Brother & The Holding Company - Summertime Stoned Jesus - Shadowland Al Green - Let's Stay Together Prophets Of Rage - Legalize Me Die Spitz - Riding With My Girls Judas Priest - Breaking The Law Tropical Fuck Storm - You Let My Tyres Down Oasis - Little By Little Gorillaz - The Happy Dictator Feat. Sparks Gene Clark - Strengh Of StringsHébergé par Audiomeans. Visitez audiomeans.fr/politique-de-confidentialite pour plus d'informations.
The siblings confront impossible beings from beyond the material world. DiCaprio Devereaux makes some closing remarks at the end of the party. Doc Hop spits game to seal the dating deal. Rex Maximus attempts to internalize some desert. STARRING - Austin Yorski: https://bsky.app/profile/austinyorski.bsky.social Laura Kate Dale: https://bsky.app/profile/laurakbuzz.bsky.social Quinn Larios: https://bsky.app/profile/rollot.bsky.social SUPPORT - Patreon.com/AustinYorski Patreon.com/LauraKBuzz Patreon.com/WeeklyMangaRecap AUDIO - https://www.youtube.com/watch?v=MHrF-ZfdwIk Kirby Super Star OC ReMix by TSori & Others: "Until the Next Dance" [Meta Knight: Ending]: https://www.youtube.com/watch?v=aeEvMkYAU1o Katherine Cordova - YouTube Dragon Warrior VII OC ReMix by Bluelighter...: "Deeper in the Heart" [Days of Sadness] (#3762) EarthBound OC ReMix by The Vodoú Queen: "Get Down with Your Bad Self, Mr. Saturn!" [Hi Ho] (#4798) Hollow Knight OC ReMix by DaMonz feat. Christine Giguère: "A Dream" [Dirtmouth] (#4884) Mother 3 OC ReMix by Sebastien Skaf: "Your Warmth" [Theme of Love] (#4850) OC ReMix #499: Little Nemo 'Nemo for Strings' [Dream 1: Mushroom Forest] by Gux Zelda: Breath of the Wild OC ReMix by RebeccaETripp...: "Bard in the Rain" [Kass] (#4813) COMMUNITY - Discord: https://discord.gg/YMU3qUH Wiki: https://dicefunk.ludo.au/
On this episode of Ojai Talk of the Town, I sit down with composer, songwriter, and sound designer Stephen Geering — whose music you've likely heard even if you haven't heard his name. Growing up in a deeply musical family (his mother, Jenny, was a concert pianist and teacher), Stephen began his musical education at age seven, learning piano and classical music in Chicago and Ravinia.In Geer MusicFrom there, he forged a path that spans studio albums, video game scoring, commercial work, and soundtrack composition. After postgraduate studies in scoring at UCLA under Don Ray, his original songs began to draw attention, which opened doors to composing for television, commercials, and ultimately the booming world of interactive gaming.In Geer Music+2IMDb+2We dive into his time creating music for major studios and game publishers, his creative process when shifting between musical genres and media formats, and how he maintains artistic identity in commercial work. Stephen also shares how he and his wife Dawn — an attorney — chose Ojai as home, and how they became involved in nurturing music education and youth programs such as the Ojai Music Festival's Bravo! Program with their daughter.We talk of ambition and adaptation, of composing as storytelling, and of the joys and challenges of being both a commercial and personal artist. We did not talk about new discoveries at Pompeii, Germanic diphthongs or Czech nymph fishing.He also also offers sound (sorry, couldn't resist) for young people seeking a career in music. If you've ever wondered how a musician builds a life out of sound, this is a conversation you won't want to miss. To learn more about Stephen and his fascinating career, point your browser to ...https://www.ingeermusic.com/about.html
On today's episode #222, EA goes private, Game Pass suffers mass cancellations after price hikes, and Wolverine gets a trailer. Plus, Marvel Rivals is still ‘not a gooner game', October is a heavy hitter for GOTY, and Ben plays the unannounced sequel, Elden Thring.
Loving our adult children—helping without hovering or holding on
Desdemona reveals what she brought to the shindig. DiCaprio Devereaux loses her perfect pearl. Doc Hop sneaks an ape into an ape-free zone. Rex Maximus risks serious magical consequences to maximize his muscles. STARRING - Austin Yorski: https://bsky.app/profile/austinyorski.bsky.social Laura Kate Dale: https://bsky.app/profile/laurakbuzz.bsky.social Quinn Larios: https://bsky.app/profile/rollot.bsky.social SUPPORT - Patreon.com/AustinYorski Patreon.com/LauraKBuzz Patreon.com/WeeklyMangaRecap AUDIO - https://www.youtube.com/watch?v=MHrF-ZfdwIk Kirby Super Star OC ReMix by TSori & Others: "Until the Next Dance" [Meta Knight: Ending]: https://www.youtube.com/watch?v=aeEvMkYAU1o Katherine Cordova - YouTube Dragon Warrior VII OC ReMix by Bluelighter...: "Deeper in the Heart" [Days of Sadness] (#3762) EarthBound OC ReMix by The Vodoú Queen: "Get Down with Your Bad Self, Mr. Saturn!" [Hi Ho] (#4798) Hollow Knight OC ReMix by DaMonz feat. Christine Giguère: "A Dream" [Dirtmouth] (#4884) Mother 3 OC ReMix by Sebastien Skaf: "Your Warmth" [Theme of Love] (#4850) OC ReMix #499: Little Nemo 'Nemo for Strings' [Dream 1: Mushroom Forest] by Gux Zelda: Breath of the Wild OC ReMix by RebeccaETripp...: "Bard in the Rain" [Kass] (#4813) COMMUNITY - Discord: https://discord.gg/YMU3qUH Wiki: https://dicefunk.ludo.au/
Feeling Stressed & Anxious? Get our FREE 3 Day Stress & Anxiety Detox here -> https://womensmeditationnetwork.com Join Premium! Ready for an ad-free meditation experience? Join Premium now and get every episode from ALL of our podcasts completely ad-free now! Just a few clicks makes it easy for you to listen on your favorite podcast player. Become a PREMIUM member today by going to --> https://WomensMeditationNetwork.com/premium Join our Premium Sleep for Women Channel on Apple Podcasts and get ALL 5 of our Sleep podcasts completely ad-free! Join Premium now on Apple here --> https://bit.ly/sleepforwomen Join our Premium Meditation for Kids Channel on Apple Podcasts and get ALL 5 of our Kids podcasts completely ad-free! Join Premium now on Apple here → https://bit.ly/meditationforkidsapple Hey, I'm so glad you're taking the time to be with us today. My team and I are dedicated to making sure you have all the meditations you need throughout all the seasons of your life. If there's a meditation you desire, but can't find, email us at Katie Krimitsos to make a request. We'd love to create what you want! Namaste, Beautiful,
This content is for Members only. Come and join us by subscribing here In the meantime, here's some more details about the show: It's a warm welcome then to the man himself: Dr. Brad Stone - the JazzWeek Programmer of the Year 2017, who's here every Thursday to present The Creative Source - a two hour show, highlighting jazz-fusion and progressive jazz flavours from back then, the here and now, plus occasional forays into the future. Please feel free to get in touch with Brad with any comments or suggestions you might have; he'll be more than happy to hear from you: brad@soulandjazz.com or follow him via Facebook or Bluesky. Enjoy! The Creative Source 2nd October 2025 Artist - Track - Album - Year Eric Alexander & Vincent Herring A Peck a Sec Split Decision 2025 Jahari Stampley What a Time What a Time 2025 Brandon Woody Real Love Pt. 1 For the Love of It All 2025 Jaleel Shaw The Invisible Man Painter of the Invisible 2025 David Kikoski Trio Moontide Weekend at Smalls 2025 Don MacDonald Sofia's Coming Out Short Stories 2025 Susan Krebs & The Local Outfit I Just Don't Know What to Do Little Did I Dream 2025 Carmen Bradford with The Compass Jazz Orchestra Weep No More Carmen Sings Carmen: Echoes of Carmen McRae 2025 Ledisi You Got What It Takes (feat. Gregory Porter) for Dinah 2025 Rob Clearfield Voice in the Wilderness (Part 1) Voice in the Wilderness 2025 Brad Mehldau Everybody Cares, Everybody Understands Ride Into the Sun 2025 Brad Mehldau Somebody Cares, Somebody Understands Ride Into the Sun 2025 Rob Clearfield Voice in the Wilderness (Part 2) Voice in the Wilderness 2025 George Coleman Stella By Starlight with Strings 2025 Todd Zimberg Not a Tango Not a Tango 2025 David Bode Libertango Good Hang 2025 James Danderfer Oh Brother If Not Now 2025 Conrad Herwig Reflections Facing South 2025 Paul Cornish Palindrome (feat. Jeff Parker) You're Exaggerating 2025 Ron Blake Lift Every Voice and Sing Scratch Band 2025 Holly Palmer For the Love of It Metamorphosis 2025 Holly Palmer OMW! Metamorphosis 2025 Lucian Ban/John Surman/Mat Maneri Up There Cantica Profana: The Bela Bartók Recordings 2025 The post The Creative Source (#CreativeSource) – 2nd October 2025 appeared first on SoulandJazz.com | Stereo, not stereotypical.
Free newsletter + 7 Shadow Work Questions to change your life: https://www.clarkkegley.com/shadow-work Stoked to announce, the NEW My Best Journal program is officially LIVE! It's your complete framework to coach yourself, create the 2.0 you, and actually change your life. Want more growth in 1 month than most people get in a year? Check it out here: https://www.mybestjournal.com The Best of Series | 10-years In The Making: • THE BEST OF - Clark Kegley | Top Videos on... 00:00 Shadow Work: The Puppet & The Strings 00:27 How to use this video 00:40 Free Guide 00:52 PART 1: The Self-Sabotage Loop 01:52 What IS Your Shadow? 03:09 Warning Signs: Out of Balance 04:42 Good Signs: In Balance 07:56 Carl Jung's Model of Shadow 08:25 PART 2: The Five Questions 09:40 Q1 13:10 Q2 15:48 Q3 17:37 Q4 19:32 Q5 21:22 Do This Next MY FAVORITE TOOLS
The warforged audition concludes. Then a cool fight happens at the party. DiCaprio Devereaux breaks uncomfortable news to her father. Doc Hop becomes Starscourge Radahn. Rex Maximus reveals his lair actions. STARRING - Austin Yorski: https://bsky.app/profile/austinyorski.bsky.social Laura Kate Dale: https://bsky.app/profile/laurakbuzz.bsky.social Quinn Larios: https://bsky.app/profile/rollot.bsky.social SUPPORT - Patreon.com/AustinYorski Patreon.com/LauraKBuzz Patreon.com/WeeklyMangaRecap AUDIO - https://www.youtube.com/watch?v=MHrF-ZfdwIk Kirby Super Star OC ReMix by TSori & Others: "Until the Next Dance" [Meta Knight: Ending]: https://www.youtube.com/watch?v=aeEvMkYAU1o Katherine Cordova - YouTube Dragon Warrior VII OC ReMix by Bluelighter...: "Deeper in the Heart" [Days of Sadness] (#3762) EarthBound OC ReMix by The Vodoú Queen: "Get Down with Your Bad Self, Mr. Saturn!" [Hi Ho] (#4798) Mother 3 OC ReMix by Sebastien Skaf: "Your Warmth" [Theme of Love] (#4850) OC ReMix #499: Little Nemo 'Nemo for Strings' [Dream 1: Mushroom Forest] by Gux Zelda: Breath of the Wild OC ReMix by RebeccaETripp...: "Bard in the Rain" [Kass] (#4813) COMMUNITY - Discord: https://discord.gg/YMU3qUH Wiki: https://dicefunk.ludo.au/
Cutting the apron strings is never easy — but it's exactly what Ellen Marie Bennett did to grow a $300 idea into a multimillion-dollar apron & kitchen essentials company, Hedley & Bennett. In this episode, we talk about her Mexican and English heritage, taking imperfect first steps, scaling without outside funding, staying scrappy, and balancing the roles of founder, chef, TV personality, and mom of two. You'll also hear her top chef hacks for busy parents and how motherhood shaped her leadership. Learn more about your ad choices. Visit megaphone.fm/adchoices
Rob Reiner talks with Terry Gross about directing the new sequel to Spinal Tap, the mockumentary about a heavy metal band. He'll also talk about his remarkable life and career, like directing When Harry Met Sally and starring in All in the Family. Also, singer songwriter and guitarist Billy Strings is one of the rare bluegrass musicians who can fill arenas with tens of thousands of fans. He's been working to get to where he is for a long time. "I slept with my guitar when I was four or five years old, I'd put it right under the blankets with me, and I used to kiss it good night." Strings spoke with Fresh Air's Sam Briger and brought his guitar to the studio. Learn more about sponsor message choices: podcastchoices.com/adchoicesNPR Privacy Policy
The Grammy-winning singer, songwriter and guitarist has one foot in traditional bluegrass and another in improvisational jam music. He has a new album, Live at the Legion, and he brought his guitar to our studio. He spoke with Sam Briger about healing himself through songwriting, performing the day his mom died, and how being a father has changed him as a musician. "I sing now from a place of freedom and joy in my belly," Strings says. Also, jazz critic Martin Johnson reviews an album from harpist Brandee Younger. Learn more about sponsor message choices: podcastchoices.com/adchoicesNPR Privacy Policy
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