Podcast appearances and mentions of Thomas West

There are four candidates in Pittsburgh's mayoral race, and we're asking each person why they think they're the right person to lead our city. This week, Host Megan Harris is talking with Corey O'Connor. He's served as Allegheny County Controller — the county's top financial watchdog — since 2022, and was an elected member of City Council for over 10 years in District 5. He's also the son of our late former Mayor Bob O'Connor. This is the second installment of our "Mayoral Mondays" series. Stay turned over the next month as we talk to the Republican candidates — former police officer Tony Moreno and Lawrenceville small business owner Thomas West. Plus, listen to part one, where incumbent Mayor Ed Gainey makes his pitch for why he deserves a second term. Get more from City Cast Pittsburgh when you become a City Cast Pittsburgh Neighbor. You'll enjoy perks like ad-free listening, invitations to members only events and more. Join now at membership.citycast.fm. Learn more about the sponsors of this April 21st episode: Babbel - Get up to 60% off at Babbel.com/CITYCAST Aura Frames - Get $35-off plus free shipping on the Carver Mat frame with Promo Code CITYCAST Pittsburgh Opera Perrico Gardens Allegheny County Want more Pittsburgh news?  Sign up for our daily morning Hey Pittsburgh newsletter. We're on Instagram @CityCastPgh. Text or leave us a voicemail at 412-212-8893. Interested in advertising with City Cast? Find more info here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Four men are vying to lead the city of Pittsburgh, so ahead of the primary on May 20, we're asking each of them to tell us why they think they're the best person for the job. We're kicking things off with our current mayor, Ed Gainey. He served in the state house for almost a decade and, in 2021, became the only challenger to ever beat out an incumbent mayor. We talk to Gainey about his biggest achievements and challenges in office so far, and why he believes he deserves another term. This is the first installment of our new "Mayoral Mondays" series. Stay turned over the next month as we talk to Gainey's Democratic challenger, County Controller Corey O'Connor, as well the Republican candidates — former police officer Tony Moreno and Lawrenceville small business owner Thomas West. Learn more about the sponsors of this April 14th episode: Prolonlife.com/city - Use this link for 15% off Franklin Street Market Liberty Magic Become a member of City Cast Pittsburgh at membership.citycast.fm. Want more Pittsburgh news?  Sign up for our daily morning Hey Pittsburgh newsletter. We're on Instagram @CityCastPgh. Text or leave us a voicemail at 412-212-8893. Interested in advertising with City Cast? Find more info here. Learn more about your ad choices. Visit megaphone.fm/adchoices

A toilet exploded in the City-County Building — and it might be a warning sign about other city-owned property. The Republican race for mayor is heating up for the first time in decades and we're giving you the need-to-knows from an 11-hour planning meeting that will shape how Pittsburghers buy and rent their spaces. Plus, Mayor Ed Gainey joins us to explain exactly who's been holding up progress on getting taxes from the city's biggest nonprofits. Notes and references from today's show: Moreno launches another Republican bid for mayor of Pittsburgh [WESA] Pittsburgh businessman Thomas West announces run for mayor on GOP ticket [TribLive] Can Inclusionary Zoning Fix Pittsburgh's Housing Crisis? [City Cast Pittsburgh] How Lawrenceville's Solving Its Affordability Problem [City Cast Pittsburgh] Inclusionary zoning plan prevails before commission after 11-hour meeting [PublicSource] Employee hurt by exploding toilet at city hall [WPXI] Life for Punxsutawney Phil is No Piece of Cake! PETA Offers ‘Weather Reveal' Dessert to Replace Exploited Groundhog [PETA] We're doing a survey to learn more about our listeners. We'd be grateful if you took the survey at citycast.fm/survey—it's only 7 minutes long. You'll be doing us a big favor. Plus, anyone who takes the survey will be eligible to win a $250 Visa gift card–and City Cast City swag. Learn more about the sponsors of this January 31st episode: The Frick Pittsburgh Museums and Gardens Pittsburgh Opera Pitt Athletics Pittsburgh Marathon - Use code CITYCAST15 for 15% off any event Become a member of City Cast Pittsburgh at membership.citycast.fm. Want more Pittsburgh news? Sign up for our daily morning Hey Pittsburgh newsletter. We're also on Instagram @CityCastPgh! Interested in advertising with City Cast? Find more info here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Jeff interviews Thomas West, church planter and pastor of Joy Church Salem, where they discuss fundamental concepts which shape a Christian worldview. FOLLOW US: https://linktr.ee/elijahfireshow /// ElijahFire and ElijahStreams are part of Elijah List Ministries. Thank you for making the always-free Elijah List Ministries possible! Click here to learn how to partner with us: https://secure.qgiv.com/for/elijahfirepodcast

ROUNDING UP: SEASON 3 | EPISODE 8 As a field, mathematics education has come a long way over the past few years in describing the ways students come to understand number, quantity, place value, and even fractions. But when it comes to geometry, particularly concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry. BIOGRAPHIES Rebecca Ambrose researches how children solve mathematics problems and works with teachers to apply what she has learned about the informal strategies children employ to differentiate and improve instruction in math. She is currently a professor at the University of California, Davis in the School of Education. RESOURCES Geometry Resources Curated by Dr. Ambrose Seeing What Others Cannot See Opening the Mind's Eye  TRANSCRIPT Mike Wallus: As a field, mathematics education has come a long way over the past few years in describing the ways that students come to understand number, place value, and even fractions. But when it comes to geometry, especially concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry.  Well, welcome to the podcast, Rebecca. Thank you so much for joining us today. Rebecca Ambrose: It's nice to be here. I appreciate the invitation. Mike: So, I'd like to start by asking: What led you to focus your work on the ways that students build a meaningful understanding of geometry, particularly shape? Rebecca: So, I taught middle school math for 10 years. And the first seven years were in coed classrooms. And I was always struck by especially the girls who were actually very successful in math, but they would tell me, “I like you, Ms. Ambrose, but I don't like math. I'm not going to continue to pursue it.” And I found that troubling, and I also found it troubling that they were not as involved in class discussion. And I went for three years and taught at an all-girls school so I could see what difference it made. And we did have more student voice in those classrooms, but I still had some very successful students who told me the same thing. So, I was really concerned that we were doing something wrong and that led me to graduate school with a focus on gender issues in math education. And I had the blessing of studying with Elizabeth Fennema, who was really the pioneer in studying gender issues in math education. And as I started studying with her, I learned that the one area that females tended to underperform males on aptitude tests—not achievement tests, but aptitude tests—was in the area of spatial reasoning. And you'll remember those are the tests, or items that you may have had where you have one view of a shape and then you have a choice of four other views, and you have to choose the one that is the same shape from a different view. And those particular tasks we see consistent gender differences on. I became convinced it was because we didn't give kids enough opportunity to engage in that kind of activity at school. You either had some strengths there or not, and because of the play activity of boys, that may be why some of them are more successful at that than others.  And then the other thing that informed that was when I was teaching middle school, and I did do a few spatial activities, kids would emerge with talents that I was unaware of. So, I remember in particular this [student,] Stacy, who was an eighth-grader who was kind of a good worker and was able to learn along with the rest of the class, but she didn't stand out as particularly interested or gifted in mathematics. And yet, when we started doing these spatial tasks, and I pulled out my spatial puzzles, she was all over it. And she was doing things much more quickly than I could. And I said, “Stacy, wow.” She said, “Oh, I love this stuff, and I do it at home.” And she wasn't the kind of kid to ever draw attention to herself, but when I saw, “Oh, this is a side of Stacy that I didn't know about, and it is very pertinent to mathematics. And she needs to know what doorways could be open to her that would employ these skills that she has and also to help her shine in front of her classmates.” So, that made me really curious about what we could do to provide kids with more opportunities like that little piece that I gave her and her classmates back in the day. So, that's what led me to look at geometry thinking. And the more that I have had my opportunities to dabble with teachers and kids, people have a real appetite for it. There are always a couple of people who go, “Ooh.” But many more who are just so eager to do something in addition to number that we can call mathematics. Mike: You know, I'm thinking about our conversation before we set up and started to record the formal podcast today. And during that conversation you asked me a question that involved kites, and I'm wondering if you might ask that question again for our listeners. Rebecca: I'm going to invite you to do a mental challenge. And the way you think about it might be quite revealing to how you engage in both geometric and spatial reasoning. So, I invite you to picture in your mind's eye a kite and then to describe to me what you're seeing. Mike: So, I see two equilateral triangles that are joined at their bases—although as I say the word “bases,” I realize that could also lead to some follow-up questions. And then I see one wooden line that bisects those two triangles from top to bottom and another wooden line that bisects them along what I would call their bases. Rebecca: OK, I'm trying to imagine with you. So, you have two equilateral triangles that—a different way of saying it might be they share a side? Mike: They do share a side. Yes. Rebecca: OK. And then tell me again about these wooden parts. Mike: So, when I think about the kite, I imagine that there is a point at the top of the kite and a point at the bottom of the kite. And there's a wooden piece that runs from the point at the top down to the point at the bottom. And it cuts right through the middle. So, essentially, if you were thinking about the two triangles forming something that looked like a diamond, there would be a line that cut right from the top to the bottom point. Rebecca: OK. Mike: And then, likewise, there would be another wooden piece running from the point on one side to the point on the other side. So essentially, the triangles would be cut in half, but then there would also be a piece of wood that would essentially separate each triangle from the other along the two sides that they shared. Rebecca: OK. One thing that I noticed was you used a lot of mathematical ideas, and we don't always see that in children. And I hope that the listeners engaged in that activity themselves and maybe even stopped for a moment to sort of picture it before they started trying to process what you said so that they would just kind of play with this challenge of taking what you're seeing in your mind's eye and trying to articulate in words what that looks like. And that's a whole mathematical task in and of itself. And the way that you engaged in it was from a fairly high level of mathematics.  And so, one of the things that I hope that task sort of illustrates is how a.) geometry involves these images that we have. And that we are often having to develop that concept image, this way of imagining it in our visual domain, in our brain. And almost everybody has it. And some people call it “the mind's eye.” Three percent of the population apparently don't have it—but the fact that 97 percent do suggests for teachers that they can depend on almost every child being able to at least close their eyes and picture that kite. I was strategic in choosing the kite rather than asking you to picture a rectangle or a hexagon or something like that because the kite is a mathematical idea that some mathematicians talk about, but it's also this real-world thing that we have some experiences with.  And so, one of the things that that particular exercise does is highlight how we have these prototypes, these single images that we associate with particular words. And that's our starting point for instruction with children, for helping them to build up their mathematical ideas about these shapes. Having a mental image and then describing the mental image is where we put language to these math ideas. And the prototypes can be very helpful, but sometimes, especially for young children, when they believe that a triangle is an equilateral triangle that's sitting on, you know, the horizontal—one side is basically its base, the word that you used—they've got that mental picture. But that is not associated with any other triangles. So, if something looks more or less like that prototype, they'll say, “Yeah, that's a triangle.” But when we start showing them some things that are very different from that, but that mathematicians would call triangles, they're not always successful at recognizing those as triangles. And then if we also show them something that has curved sides or a jagged side but has that nice 60-degree angle on the top, they'll say, “Oh yeah, that's close enough to my prototype that we'll call that a triangle.”  So, part of what we are doing when we are engaging kids in these conversations is helping them to attend to the precision that mathematicians always use. And that's one of our standards. And as I've done more work with talking to kids about these geometric shapes, I realize it's about helping them to be very clear about when they are referring to something, what it is they're referring to. So, I listen very carefully to, “Are they saying ‘this' and ‘that' and pointing to something?” That communicates their idea, but it would be more precise as like, I have to ask you to repeat what you were telling me so that I knew exactly what you were talking about. And in this domain, where we don't have access to a picture to point to, we have to be more precise. And that's part of this geometric learning that we're trying to advance. Mike: So, this is bringing a lot of questions for me. The first one that I want to unpack is, you talked about the idea that when we're accessing the mind's eye, there's potentially a prototype of a shape that we see in our mind's eye. Tell me more about what you mean when you say “a prototype.” Rebecca: The way that that word is used more generally, as often when people are designing something, they build a prototype. So, it's sort of the iconic image that goes with a particular idea. Mike: You're making me think about when I was teaching kindergarten and first grade, we had colored pattern blocks that we use quite often. And often when we talked about triangles, what the students would describe or what I believed was the prototype in their mind's eye really matched up with that. So, they saw the green equilateral triangle. And when we said trapezoid, it looked like the red trapezoid, right? And so, what you're making me think about is the extent to which having a prototype is useful, but if you only have one prototype, it might also be limiting. Rebecca: Exactly. And when we're talking to a 3- or a 4-year-old, and we're pointing to something and saying, “That's a triangle,” they don't know what aspect of it makes it a triangle. So, does it have to be green? Does it have to be that particular size? So, we'll both understand each other when we're talking about that pattern block. But when we're looking at something that's much different, they may not know what aspect of it is making me call it a triangle” And they may experience a lot of dissonance if I'm telling them that—I'm trying to think of a non-equilateral triangle that we might all, “Oh, well, let's”—and I'm thinking of 3-D shapes, like an ice cream cone. Well, that's got a triangular-ish shape, but it's not a triangle. But if we can imagine that sort of is isosceles triangle with two long sides and a shorter side, if I start calling that a triangle or if I show a child that kind of isosceles triangle and I say, “Oh, what's that?” And they say, “I don't know.” So, we have to help them come to terms with that dissonance that's going to come from me calling something a triangle that they're not familiar with calling a triangle. And sadly, that moment of dissonance from which Piaget tells us learning occurs, doesn't happen enough in the elementary school classroom. Kids are often given equilateral triangles or maybe a right triangle. But they're not often seeing that unusual triangle that I described. So, they're not bumping into that dissonance that'll help them to work through, “Well, what makes something a triangle? What counts and what doesn't count?” And that's where the geometry part comes in that goes beyond just spatial visualization and using your mind's eye, but actually applying these properties and figuring out when do they apply and when do they not apply. Mike: I think this is probably a good place to shift and ask you: What do we know as a field about how students' ideas about shape initially emerge and how they mature over time? Rebecca: Well, that's an interesting question because we have our theory about how they would develop under the excellent teaching conditions, and we haven't had very many opportunities to confirm that theory because geometry is so overlooked in the elementary school classroom. So, I'm going to theorize about how they develop based on my own experience and my reading of the literature on very specific examples of trying to teach kids about squares and rectangles. Or, in my case, trying to see how they describe three-dimensional shapes that they may have built from polydrons. So, their thinking tends to start at a very visual level. And like in the kite example, they might say, “It looks like a diamond”—and you actually said that at one point—but not go farther from there.  So, you decomposed your kite, and you decomposed it a lot. You said it has two equilateral triangles and then it has those—mathematicians would call [them] diagonals. So, you were skipping several levels in doing that. So, I'll give you the intermediate levels using that kite example. So, one thing a child might say is that “I'm seeing two short sides and two long sides.” So, in that case, they're starting to decompose the kite into component parts. And as we help them to learn about those component parts, they might say, “Oh, it's got a couple of different angles.” And again, that's a different thing to pay attention to. That's a component part that would be the beginning of them doing what Battista called spatial structuring. Michael Battista built on the van Hiele levels to try to capture this theory about how kids' thinking might develop. So, attention to component parts is the first place that we see them making some advances.  And then the next is if they're able to talk about relationships between those component parts. So, in the case of the kite, they might say, “Oh, the two short sides are equal to each other”—so, there's a relationship there—“and they're connected to each other at the top.” And I think you said something about that. “And then the long sides are also connected to each other.” And that's looking at how the sides are related to the other sides is where the component parts start getting to become a new part. So, it's like decomposing and recomposing, which is part of all of mathematics.  And then the last stage is when they're able to put the shapes themselves into the hierarchy that we have. So, for example, in the kite case, they might say, “It's got four sides, so it's a quadrilateral. But it's not a parallelogram because none of the four sides are parallel to each other.” So now I'm not just looking at component parts and their relations, but I'm using those relations to think about the definition of that shape. So, I would never expect a kid to be able to tell me, “Oh yeah, a kite is a quadrilateral that is not a parallelogram,” and then tell me about the angles and tell me about the sides without a lot of experience describing shapes. Mike: There are a few things that are popping out for me when I'm listening to you talk about this. One of them is the real importance of language and attempting to use language to build a meaningful description or to make sense of shape. The other piece that it really makes me think about is the prototypes, as you described them, are a useful starting place. They're something to build on.  But there's real importance in showing a wide variety of shapes or even “almost-shapes.” I can imagine a triangle that is a triangle in every respect except for the fact that it's not a closed shape. Maybe there's an opening or a triangle that has wavy sides that are connected at three points. Or an obtuse triangle. Being able to see multiple examples and nonexamples feels like a really important part of helping kids actually find the language but also get to the essence of, “What is a triangle?” Tell me if I'm on point or off base when I'm thinking about that, Rebecca. Rebecca: You are right on target. And in fact, Clements and Sarama wrote a piece in the NCTM Teaching Children Mathematics in about 2000 where they describe their study that found exactly what you said. And they make a recommendation that kids do have opportunities to see all kinds of examples. And one way that that can happen is if they're using dynamic geometry software. So, for example, Polypad, I was just playing with it, and you can create a three-sided figure and then drag around one of the points and see all these different triangles. And the class could have a discussion about, “Are all of these triangles? Well, that looks like a weird triangle. I've never seen that before.” And today I was just playing around with the idea of having kids create a favorite triangle in Polypad and then make copies of it and compose new shapes out of their favorite triangle. What I like about that task, and I think can be a design principle for a teacher who wants to play around with these ideas and get creative with them, is to give kids opportunities to use their creativity in making new kinds of shapes and having a sense of ownership over those creations. And then using those creations as a topic of conversation for other kids. So, they have to treat their classmates as contributors to their mathematics learning, and they're all getting an opportunity to have kind of an aesthetic experience. I think that's the beauty of geometry. It's using a different part of our brain. Thomas West talks about Seeing What Others Cannot See, and he describes people like Einstein and others who really solved problems visually. They didn't use numbers. They used pictures. And Ian Robertson talks about Opening the Mind's Eye. So, his work is more focused on how we all could benefit from being able to visualize things. And actually, our fallback might be to engage our mind's eye instead of always wanting to talk [chuckles] about things.  That brings us back to this language idea. And I think language is very important. But maybe we need to stretch it to communication. I want to engage kids in sharing with me what they notice and what they see, but it may be embodied as much as it is verbal. So, we might use our arms and our elbow to discuss angle. And well, we'll put words to it. We're also then experiencing it in our body and showing it to each other in a different way than [...] just the words and the pictures on the paper. So, people are just beginning to explore this idea of gesture. But I have seen, I worked with a teacher who was working with first graders and they were—you say, “Show us a right angle,” and they would show it to us on their body. Mike: Wow. I mean, this is so far from the way that I initially understood my job when I was teaching geometry, which was: I was going to teach the definition, and kids were going to remember that definition and look at the prototypical shape and say, “That's a triangle” or “That's a square.” Even this last bit that you were talking about really flips that whole idea on its head, right? It makes me think that teaching the definitions before kids engage with shapes is actually having it backwards. How would you think about the way that kids come to make meaning about what defines any given shape? If you were to imagine a process for a teacher helping to build a sense of triangle-ness, talk about that if you wouldn't mind. Rebecca: Well, so I'm going to draw on a 3-D example for this, and it's actually something that I worked with a teacher in a third grade classroom, and we had a lot of English language learners in this classroom. And we had been building polyhedra, which are just three-dimensional shapes using a tool called the polydrons. And our first activities, the kids had just made their own polyhedra and described them. So, we didn't tell them what a prism was. We didn't tell them what a pyramid was or a cube. Another shape they tend to build with those tools is something called an anti-prism, but we didn't introduce any of those terms to them. They were familiar with the terms triangle and square, and those are within the collection of tools they have to work with. But it was interesting to me that their experience with those words was so limited that they often confused those two. And I attributed it to all they'd had was maybe a few lessons every year where they were asked to identify, “Which of these are triangles?” They had never even spoken that word themselves. So, that's to have this classroom where you are hearing from the kids and getting them to communicate with each other and the teacher as much as possible. I think that's part of our mantra for everything. But we took what they built. So, they had all built something, and it was a polyhedra. That was the thing we described. We said it has to be closed. So, we did provide them with that definition. You have to build a closed figure with these shapes, and it needs to be three-dimensional. It can't be flat. So, then we had this collection of shapes, and in this case, I was the arbiter. And I started with, “Oh wow, this is really cool. It's a pyramid.” And I just picked an example of a pyramid, and it was the triangular pyramid, made out of four equilateral triangles. And then I pulled another shape that they had built that was obviously not any—I think it was a cube. And I said, “Well, what do you think? Is this a pyramid?” And they'd said, “No, that's not a pyramid.” “OK, why isn't it?” And by the way, they did know something about pyramids. They'd heard the word before. And every time I do this with a class where I say, “OK, tell me, ‘What's a pyramid?'” They'll tell me that it's from Egypt. It's really big. So, they're drawing on the Egyptian pyramids that they're familiar with. Some of them might say a little something mathematical, but usually it's more about the pyramids they've seen maybe in movies or in school.  So, they're drawing on that concept image, right? But they don't have any kind of mathematical definition. They don't know the component parts of a pyramid. So, after we say that the cube is not a pyramid, and I say, “Well, why isn't it?,” they'll say, “because it doesn't have a pointy top.” So, we can see there that they're still drawing on the concept image that they have, which is valid and helpful in this case, but it's not real defined. So, we have attention to a component part. That's the first step we hope that they'll make. And we're still going to talk about which of these shapes are pyramids. So, we continued to bring in shapes, and they ended up with, it needed to have triangular sides. Because we had some things that had pointy tops, but it wasn't where triangles met. It would be an edge where there were two sloped sides that were meeting there. Let's see. If you can imagine, while I engage your mind's eye again, a prism, basically a triangular prism with two equilateral triangles on each end, and then rectangles that attach those two triangles. Mike: I can see that. Rebecca: OK. So, usually you see that sitting on a triangle, and we call the triangles the base. But if you tilt it so it's sitting on a rectangle, now you've got something that looks like a tent. And the kids will say that. “That looks like a tent.” “OK, yeah, that looks like a tent.” And so, that's giving us that Level 1 thinking: “What does it look like?” “What's the word that comes to mind?” And—but we've got those sloped sides, and so when they see that, some of them will call that the pointy top because we haven't defined pointy top. Mike: Yes. Rebecca: But when I give them the feedback, “Oh, you know what, that's not a pyramid.” Then the class started talking about, “Hmm, OK. What's different about that top versus this other top?” And so, then they came to, “Well, it has to be where triangles meet.” I could have introduced the word vertex at that time. I could have said, “Well, we call any place where sides meet a vertex.” That might be [a] helpful word for us today. But that's where the word comes from what they're doing, rather than me just arbitrarily saying, “Today I'm going to teach you about vertices. You need to know about vertices.” But we need a word for this place where the sides meet. So, I can introduce that word, and we can be more precise now in what we're talking about. So, the tent thing didn't have a vertex on top. It had an edge on top. So now we could be precise about that. Mike: I want to go back, and I'm going to restate the thing that you said for people who are listening, because to me, it was huge. This whole idea of “the word comes from the things that they are doing or that they are saying.” Did I get that right? Rebecca: Yeah, that the precise terminology grows out of the conversation you're having and helps people to be clear about what they're referring to. Because even if they're just pointing at it, that's helpful. And especially for students whose first language might not be English, then they at least have a reference. That's why it's so hard for me to be doing geometry with you just verbally. I don't even have a picture or a thing to refer to. But then when I say “vertex” and we're pointing to this thing, I have to try as much as I can to help them distinguish between, “This one is a vertex. This one is not a vertex.” Mike: You brought up earlier supporting multilingual learners, particularly given the way that you just modeled what was a really rich back-and-forth conversation where children were making comparisons. They were using language that was very informal, and then the things that they were saying and doing led to introducing some of those more precise pieces of language. How does that look when you have a group of students who might have a diverse set of languages that they're speaking in the same classroom? Rebecca: Well, when we do this in that environment, which is most of the time when I'm doing this, we do a lot of pair-share. And I like to let kids talk to the people that they communicate best with so that if you have two Spanish speakers, for example, they could speak in Spanish to each other. And ideally the classroom norms have been established so that that's OK. But that opportunity to hear it again from a peer helps them to process. And it slows things down. Like, often we're just going so fast that people get lost. And it may be a language thing; it may be a concept thing. So, whatever we can do to slow things down and let kids hear it repeatedly—because we know that that repeated input is very helpful—and from various different people. So, what I'll often do, if I want everybody to have an opportunity to hear about the vertex, I'm going to invite the kids to retell what they understood from what I said. And then that gives me an opportunity to assess those individuals who are doing the retell and also gives the other students a chance to hear it again. It's OK for them to see or hear the kind of textbook explanation for vertex in their preferred language. But again, only when the class has been kind of grappling with the idea, it's not the starting point. It emerges as needed in that heat of instruction. And you don't expect them to necessarily get it the first time around. That's why these building tasks or construction tasks can be done at different levels. So, we were talking about the different levels the learner might be at. Everybody can imagine a kite, and everybody could draw a kite. So, I'm sort of differentiating my instruction by giving this very open-ended task, and then I'm trying to tune into what am I seeing and hearing from the different individuals that can give me some insight into their geometrical reasoning at this point in time. But we're going to keep drawing things, and we're going to keep building things, and everybody's going to have their opportunity to advance. But it's not in unison. Mike: A few things jumped out. One, as you were describing the experiences that you can give to students, particularly students who might have a diversity of languages in the same classroom, it strikes me that this is where nonverbal communication like gesturing or using a visual or using a physical model really comes in handy.  I think the other piece that I was reminded of as I was listening to you is, we have made some progress in suggesting that it's really important to listen to kids' mathematical thinking. And I often think that that's taken root, particularly as kids are doing things like adding or subtracting. And I think what you're reminding [me] is, that holds true when it comes to thinking about geometry or shape; that it's in listening to what kids are saying, that they're helping us understand, “What's next?” “Where do we introduce language?” “How can we have kids speaking to one another in a way that builds a set of ideas?”  I think the big takeaway for me is that sometimes geometry has kind of been treated like this separate entity in the world of elementary mathematics. And yet some of the principles that we find really important in things like number or operation, they still hold true. Rebecca: Definitely, definitely. And again, as I said, when you are interested in getting to know your children, seeing who's got some gifts in this domain will allow you to uplift kids who might otherwise not have those opportunities to shine. Mike: I think that's a great place to stop. Rebecca, thank you so much for joining us. It's been a pleasure talking to you. Rebecca: This has really been fun. And I do want to mention one thing: that I have developed a list of various articles and resources. Most of them come from NCTM, and I can make that available to you so that people who are interested in learning more can get some more resources. Mike: That's fantastic. We'll link those to our show notes. Thank you again very much for helping us make sense of this really important set of concepts. Rebecca: You're welcome. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

Jeff interviews Thomas West, church planter and pastor of Joy Church Salem, where they discuss Thomas' testimony, ministry journey and how you were made on purpose, for a purpose. FOLLOW US: https://linktr.ee/elijahfireshow /// ElijahFire and ElijahStreams are part of Elijah List Ministries. Thank you for making the always-free Elijah List Ministries possible! Click here to learn how to partner with us: https://secure.qgiv.com/for/elijahfirepodcast

Thomas West teaches from Matthew 6:9-13 and Luke 11:2-4 on the Christian's struggle with temptation in a dangerous world, and the ways God allows Christians to prove and improve their faith.

What is the most affordable LGBTQ+ friendly city in Delaware?Once upon a time, it was home to the tallest Lego tower in the world, standing at 113 feet or 11 stories, with 500,000 Lego bricks, it was the first state to sign the US Constitution and one of its nicknames is “Home of Tax Free Shopping.” Hello, Total Wine & Spirits!It's where Henry Heimlich of the infamous Heimlich Maneuver, was born, and when he was a plant worker for Chrysler it was once the home of Bob Marley and it was named after Thomas West, the third Baron De La Warr who was later known as Lord Delaware.This is Queer Money episode #469. And today, we're sharing the most affordable, LGBTQ+ friendly cities in Delaware.Get the dynamic list of Affordable LGBTQ+ Friendly Cities in the U.S. here. Watch this episode on YouTubeDon't miss the other states we've covered in this Gay Cities seriesFollow us:Queer Money YouTubeQueer Money InstagramQueer Money on Tiktok

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss the importance of the Founding in our modern political arena before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  While important elements of the older American way of life still animate parts of the country, the Founders' political theory has been abandoned today in several critical ways. Americans are no longer guaranteed equal protection of the laws, and the basic idea of consent has been undermined by an emerging oligarchic element that encourages division on the most important political questions.  See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss the importance of the Founding in our modern political arena before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  While important elements of the older American way of life still animate parts of the country, the Founders' political theory has been abandoned today in several critical ways. Americans are no longer guaranteed equal protection of the laws, and the basic idea of consent has been undermined by an emerging oligarchic element that encourages division on the most important political questions.  See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss whether or not the government should have control over the market before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  A just economic system, according to the Founding, protected the right of citizens to possess and acquire property. The Founders sought to secure this right through exclusive ownership of property by private citizens, the encouragement of free markets as far as is compatible with the rights and interests of citizens, and a stable standard of money. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss whether or not the government should have control over the market before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  A just economic system, according to the Founding, protected the right of citizens to possess and acquire property. The Founders sought to secure this right through exclusive ownership of property by private citizens, the encouragement of free markets as far as is compatible with the rights and interests of citizens, and a stable standard of money. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss the role of the government in regulating marriage before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The Founders viewed sex as a vital political topic because it generates children. In order to ensure children were raised well, they supported laws and customs that channeled this passion into stable, monogamous marriages that recognized the natural differences between the sexes. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss the role of the government in regulating marriage before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The Founders viewed sex as a vital political topic because it generates children. In order to ensure children were raised well, they supported laws and customs that channeled this passion into stable, monogamous marriages that recognized the natural differences between the sexes. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss whether the government should legislate morality before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The Founders understood that republican government not only depended upon citizens who possess justice, moderation, and industry, but it also required some citizens to possess more assertive virtues like courage and prudence. They sought to develop a virtuous character in American citizens through criminal law enforcement, political speeches and ceremonies, education, and support for religion. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss whether the government should legislate morality before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The Founders understood that republican government not only depended upon citizens who possess justice, moderation, and industry, but it also required some citizens to possess more assertive virtues like courage and prudence. They sought to develop a virtuous character in American citizens through criminal law enforcement, political speeches and ceremonies, education, and support for religion. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss their favorite Founders before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The Founders believed government has a duty to protect citizens against threats from fellow citizens through the enforcement of criminal and civil laws, from foreign nations through national defense, and from government itself through the constitutional arrangements and the due process of law. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss their favorite Founders before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The Founders believed government has a duty to protect citizens against threats from fellow citizens through the enforcement of criminal and civil laws, from foreign nations through national defense, and from government itself through the constitutional arrangements and the due process of law. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss how far we've strayed from the Founder's understanding of rights before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  Two new categories of rights predominate today that conflict with the natural rights of the Founding. The first is a right to positive goods like housing and healthcare; the second is a right to be honored, or at least not to be criticized. The former erodes the property rights of citizens, while the latter restricts freedom of speech. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss how far we've strayed from the Founder's understanding of rights before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  Two new categories of rights predominate today that conflict with the natural rights of the Founding. The first is a right to positive goods like housing and healthcare; the second is a right to be honored, or at least not to be criticized. The former erodes the property rights of citizens, while the latter restricts freedom of speech. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss the importance of a "common view of justice" before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  A free society requires a people united in their understanding of the fundamental purpose of government and principles of justice. For the Founders this meant a political community committed to protecting everyone's equal natural rights through laws that do not grant special exemptions or play favorites. See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan discuss the importance of a "common view of justice" before introducing David Azerrad and Thomas West. In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  A free society requires a people united in their understanding of the fundamental purpose of government and principles of justice. For the Founders this meant a political community committed to protecting everyone's equal natural rights through laws that do not grant special exemptions or play favorites. See omnystudio.com/listener for privacy information.

Jonathan and Thomas West, co-authors of A Kids Book About Gay Parents, talk about showing the world that ALL kinds of families are beautiful and possible! .A Kids Book About Gay Parents (view book)Full Book Description:Growing up, the authors of this book didn't see families that looked like theirs. As the gay dads to 4 adopted kiddos, they're here to show the world that ALL kinds of families are beautiful and possible! These dads share their journey in becoming parents and the empowering message that no matter who you are, you can build a family—all you need is love (and maybe ice cream and silliness) to make it happen.About the Author:Jonathan (he/him) and Thomas (he/him) West are married, gay dads to 4 adopted children, live in Vermont, and are committed to sharing their lives to bring about the change they want to see in the world. Jonathan is a CTO of a software company, and Thomas is a retired US Army veteran and stay-at-home dad.*If you want to be on a future episode of A Kids Book About: The Podcast or if you have a question you'd like us to consider, have a grownup email us at listen@akidsco.com and we'll send you the details.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan introduce the The Real American Founding online course, sharing some personal anecdotes from their time as students of Thomas West.  In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The political theory of the American Founding is based on the principle that no one is born with a right to rule another human being. This theory requires government to proceed by consent and to secure the rights of its citizens; and, it requires every citizen to fulfill his corresponding duties under the law of nature.See omnystudio.com/listener for privacy information.

On this episode of The Hillsdale College Online Courses Podcast, Kyle and Juan introduce the The Real American Founding online course, sharing some personal anecdotes from their time as students of Thomas West.  In this course, Thomas West, one of the leading scholars on the American Founding, is joined by David Azerrad, his former student and now colleague, to examine the principles of the Founders, explore the urgent political questions they faced, and reveal the choices they made to secure free government in America.    The goal of their conversation is to move beyond a simple recitation of the abstract principles of the Founding and bring their political theory to life so we can see how the Founders approached the perennial problems of politics.  The political theory of the American Founding is based on the principle that no one is born with a right to rule another human being. This theory requires government to proceed by consent and to secure the rights of its citizens; and, it requires every citizen to fulfill his corresponding duties under the law of nature.See omnystudio.com/listener for privacy information.

09.25.23 Pam Cook is joined by Former State Rep. Thomas West. Hear about West's new position and the goals he has when he begins.

Dr. Maya Soetoro-Ng is a peace educator and professor at the University of Hawaii at Manoa. She is also the co-founder of three nonprofits: Ceeds of Peace, The Institute for Climate and Peace, and Peace Studio. This special conversation released on the International Day of Peace brings Maya together with her peace-building partners to examine the core values, principles, and ethos behind these organizations who are working hard to deliver #ActionsforPeace all year long! Once you've listened to the full conversation, click here to hear more from The Peace Studio's Co- Executive Directors: Mariano Avila and Thomas West. Learn more about our work at The Peace Studio: https://thepeacestudio.org/what-we-do/

This week, David's daughter covers him in love, Gavin has thoughts on summer camp, and our guests this week Jonathan and Thomas West join us to talk about their new book, how they got into the podcast racket, and what actually goes on in the showers in the military. Thanks for listening, please leave a review or rating to help us out! For more content check us out on Instagram, TikTok, and Facebook @gaytriarchspodcast. Email us at gaytriarchspodcast@gmail.comSign up for our newsletter here: http://eepurl.com/isYSsM

Find more at joyeugene.com !

This week Joe and Paul welcome Jonathan and Thomas West, aka Daddy & Papa, to talk about their upcoming book, "A Kid's Book About Gay Parents," (part of the "A Kid's Book About" series).  We discuss their personal quest to grow their family in the gay old-fashioned way — adoption. They share the joy, heartbreak, wisdom and blessings that come with creating and nurturing a family. In today's world, conventionality is irrelevant and its all about LOVE.  That's what counts!  Their family mantra is "Acceptance Through Visibility!" and these daddies walk the walk!  Anyone who is a parent, who wants to be a parent, or who ever had a parent will appreciate their unique yet universal point of view.  And of course, all our Tuggers, Tuggettes and Tuggums know that we can't pass up a good laugh about farts!Website;  https://daddyandpapa.com/Book Series website:  https://akidsco.com/Instagram:  @daddyandpapaTikTok: @thedaddyandpapaYouTube:  @thedaddyandpapa @tugayspod  #lgbt #lgbtq #lgbtqia+ #sandiego #gaysandiego #gaycommedy #gayparenting #allaboutlove #lgbtqia+parents Gay San Diego comedy LGBT LGBTQ LGBTQIA+@tugayspod tugayspod@yahoo.com#lgbt #lgbtq #lgbtqia+ #sandiego #gaysandiego #gaycommedyGay San Diego comedy LGBT LGBTQ LGBTQIA+Producers: Nick Stone & Andy Smith

Thomas West is a Senior Partner for Signature Estate & Investment Advisors, an independent RIA based out of Los Angeles that oversees nearly $16 billion in assets under management, with $570 million of those assets from 250 households being managed by Thomas' practice. Thomas stands out for his innovative approach to supporting seniors who are searching for suitable housing and healthcare options while facing medical and cognitive challenges in their later years and has developed a unique offering called the Lifecare Affordability Plan, which has been tremendously successful in providing added value to his clients and their elderly parents. Listen in as Thomas shares how he realized that "one-legger" senior couples, where one spouse is healthy and the other is not, face unique challenges in making healthcare decisions with significant financial ramifications and how this led him to create the Lifecare Affordability Plan to provide guidance to senior couples dealing with medical and cognitive issues. We also discuss why over 90% of the assets managed by his firm are held on a non-discretionary basis (which has increased client communication and portfolio customization), why his firm doesn't charge more for trading assets on a discretionary basis and charges less for clients who allow them to manage with discretion, and how his definition of success has shifted from focusing on production to the impact of his elder planning work, which in turn motivates him to work harder. For show notes and more visit: https://www.kitces.com/328

The fourth and final divisional OHL playoff roundtable hones in on the Central Division, with special guests Thomas West of Rogers tv Barrie, Matt Cullen from Sauga 960 AM and Matt Sookram and Kortney Kenney from The Frontline Podcast.

In This Episode:Thomas West joins the podcast to discuss the political theory of the American Founding and its reliance on natural law and natural rightswhy students of the American Founding must read more public laws and state laws and constitutions to fully understand the Founding erahow the Founders fit liberty and equality together in a truly coherent way Texts Mentioned:The Political Theory of the American Founding  by Thomas WestThe Declaration of IndependenceVirginia Declaration of RightsVindicating the Founders: Race, Sex, Class and Justice in the Origins of America by Thomas WestThe Federalist Papers by Alexander Hamilton, James Madison, and John JayThe ConstitutionThe Real American Founding: A Conversation course with David Azerrad and Thomas WestBecome a part of ISI:Become a MemberSupport ISIUpcoming ISI Events

TOPICS: The effectual truth of identity politics, the breakdown of higher education, & Laura Ingalls Wilder and the "Little House" seriesHost Scot Bertram talks with Thomas West, Professor of Politics at Hillsdale College, about his recent essay titled, "The Effectual Truth of Identity Politics". John M. Ellis joins the show to discuss his book, THE BREAKDOWN OF HIGHER EDUCATION: HOW IT HAPPENED, THE DAMAGE IT DOES, AND WHAT CAN BE DONE, now in paperback. And Dedra Birzer, Lecturer of History at Hillsdale, begins a brief series on Laura Ingalls Wilder and the "Little House" series of books.Thomas West (0:45), John Ellis (12:12), and Dedra Birzer (35:00)See omnystudio.com/listener for privacy information.

TOPICS: The effectual truth of identity politics, the breakdown of higher education, & Laura Ingalls Wilder and the "Little House" series Host Scot Bertram talks with Thomas West, Professor of Politics at Hillsdale College, about his recent essay titled, "The Effectual Truth of Identity Politics". John M. Ellis joins the show to discuss his book, THE BREAKDOWN OF HIGHER EDUCATION: HOW IT HAPPENED, THE DAMAGE IT DOES, AND WHAT CAN BE DONE, now in paperback. And Dedra Birzer, Lecturer of History at Hillsdale, begins a brief series on Laura Ingalls Wilder and the "Little House" series of books. Thomas West (0:45), John Ellis (12:12), and Dedra Birzer (35:00)

TOPICS: The effectual truth of identity politics, the breakdown of higher education, & Laura Ingalls Wilder and the “Little House” series Host Scot Bertram talks with Thomas West, Professor of Politics at Hillsdale College, about his recent essay titled, “The Effectual Truth of Identity Politics”. John M. Ellis joins the show to discuss his book, […]

Thomas West, the Rogers TV host for the OHL's Barrie Colts,  the radio voice of the OJHL's Pickering Panthers, and play by play commentator for the IBL's Toronto Maple Leafs, and freelance sports reporter.

Dr. Thomas West, Professor of Politics at Hillsdale College, joins host Scot Bertram to discuss the thinking and teaching of Plato.See omnystudio.com/listener for privacy information.

I'm very pleased to talk to Thomas J. West on the pod [...] The post MTT114: Adapting The Band And Orchestra Program To A Blended Learning Modelling with Thomas West appeared first on Midnight Music.

Larry Arnn and Thomas West join Hugh Hewitt to discuss Plato.See omnystudio.com/listener for privacy information.

Larry P. Arnn and Thomas West join Hugh Hewitt to discuss Socrates.See omnystudio.com/listener for privacy information.

TOPICS: The coronavirus and the Constitution, "Above The Law The Inside Story of How the Justice Department Tried to Subvert President Trump," and Walker PercyHost Scot Bertram shares portions of a conversation among Hillsdale politics professors regarding the coronavirus and the Constitution. Featured are Kevin Portteus, Adam Carrington, & Thomas West. Former Acting Attorney General of the United States Matthew Whitaker takes us through his new book, "Above the Law: The Inside Story of How the Justice Department Tried to Subvert President Trump". And Hillsdale English professor David Whalen introduces us to American writer Walker Percy.See omnystudio.com/listener for privacy information.

When it comes to improving your health as a man, your first stop may be your general practictioner or cardiologist with a urologist as your last stop. But what if I told you that urological problems such as BPH and erectile dysfunction could be symptoms of something more serious like diabetes or heart disease? Dr. Benjamin Dehner, Chief of Urology at St. Thomas West in Nashville, joins the show for an indepth look at the benefits of owning your urological health, how to catch the warning signs of a deeper issue and advancements in early diagnosis for prostate cancer.

When it comes to improving your health as a man, your first stop may be your general practictioner or cardiologist with a urologist as your last stop. But what if I told you that urological problems such as BPH and erectile dysfunction could be symptoms of something more serious like diabetes or heart disease? Dr. Benjamin Dehner, Chief of Urology at St. Thomas West in Nashville, joins the show for an indepth look at the benefits of owning your urological health, how to catch the warning signs of a deeper issue and advancements in early diagnosis for prostate cancer.

Welcome to the History of computing podcast. Today we're going to review A Brief History of Time - no, not that brief history of time. But instead how time has evolved in computing.  We love old things still being used on this podcast. Time is important; so important that it's epic! Or epoch more specifically. The epoch is a date and time from which a computer measures the time on the system. Most operating systems derive their time from the number of seconds that have passed since January 1st, 1970 when the clock struck midnight, when time began - likely the Catch-22 that the movie was made based on, later that year. This queue is taken from Unix Epoch time.  Different systems use different time as their epoch. MATLAB uses January 0, 1BC - which is all you need to know about Matlab developers, really. COBOL used January 1, 1601, likely indicating that was the year Cobol was written. OK so it isn't - but I'm guessing it's when many of the philosophies of the language were first conceived. Time must seem like it started on January first 2001 to Apple's Cocoa framework, which began epoch then. My least favorite would be AmigaOS, which started Epoch time on January first 1978 - Nothing good happened in 1978. Jaws 2 and Halloween were released that year. Yuck. Well, Animal House was pretty good. But I could do without Boogie Oogie Oogie. And I could do without Andy Gib's Shadow Dancing. Disco died the next year. As did the soul of anyone that had to use an Amiga.  Due to how many modern encryption protocols work, you want to keep time in sync between computers. A skew, or offset in that time, by even microseconds can impact the ability to decrypt data. This lead to the Network Time Protocol, or NTP for short. NTP NTP was designed by David L. Mills of the University of Delaware. It is a networking protocol that provides for clock synchronization between computer systems over standard data networks. NTP has been running since 1985, making it one of the oldest Internet protocols still in use today, with the most updated specs defined in RFC 958.  `date +%s` NTP has had a number of updates over the years, although they have slowed as it became more popular. NTP 0 was released in 1985, the same year as the Goonies, Pale Rider, the Breakfast Club and ironically Back to the Future. Given that NTP was free, it's also ironic that Dire Straits released Money for Nothing the same year it was released. Simple Minds, Aha, and Tears for Fears ruled the airwaves that year, with Tears for Fears proving that Everyone wants to rule the world, but despite being free, NTP is the one on all computers, thus outlasting the rest and being the one that ended up ruling the world.  Version 1 came in 1988, 2 in 1989, , 3 in 1992, and NTPv4 was drafted in 2010 but has not yet been published given how dependent we as an IT industry now is on NTP. To better understand how dependent we are, let's look at the three main platforms: In Windows, you can just “Double-click the system clock and then click on the Internet Time tab.”  On Mac, open System Preferences > Date & Time which configures the /usr/libexec/timed launchdaemon And on Linux, open System > Admin >Time and Date. These screens allow you to enter an NTP Server. NTP is short for Network Time Protocol.  NIST Internet Time Service (ITS) provides 24 names of Network Time Servers, and each vendor often operates their own, such as time.apple.com. Each machine then operates a time zone offset. You know Apple's time servers because you can read them plain as day by default if you cat /private/etc/ntp.conf - it just outputs server time.apple.com. I'd tell you how to do it in Windows but it would blow your mind. OK, I'll do it anyways: Just reg query HKLMSYSTEMCurrentControlSetServicesW32TimeParameters and then read the value of the NtpServer field in the output. OK, not mind blowing. But what is mind blowing? The Big Bang is mind blowing. Not the TV show; that's not. NTP uses 64-bit timestamps. Those consist of a 32-bit portion used for seconds and a 32-bit portion used for a fraction of a second, meaning that it rolls every 232 seconds, which is 136 years. NTPv4 will still need to get ratified by February 7th, 2036, if only to cover the first rollover. NTPv4 moving to a 128-bit date format should take us until the next Big Bang when this stuff won't matter any more.  Mills was an interesting cat. He got his PhD in Computer Sciences from the University of Michigan in 1971, where he worked on ARPA projects wrote terminal software that provided connections to the IBM360 mainframe. He also worked on the Exterior Gateway Protocol. He initially invented NTP in 1981 and was a professor in computer science at the University of Delaware from 1986 to 2008. He's still an emeritus professor at the University of Delaware.  In 1610 (a few years after the COBOL epoch), the English naval officer Samuel Argall named the Delaware River and Delaware Bay after then governor of Virginia, Thomas West. West happened to be the 12th Baron De La Warr. Did you know that Delaware was the first state to ratify the constitution on December 7th 1787? Delaware is the diamond state, and the second smallest state in the Union. The state insect is a lady bug. Ryan Phillippe is probably more famous than NTP, even though he killed disco with his awful acting in Studio 54. Henry Heimlich is from Delaware. Hopefully you don't need to use his infamous maneuver as often as NTP gets updated. Elisabeth Shue is also from Delaware. The Karate Kid was awesome. But that's it. No one else of note. Joe Biden, Senator from Delaware from 1973-2009 and Vice President from 2009 to 2017 - he's not from Delaware, he's from Scranton. In case you're curious, that's not in Delaware.  Following the retirement of Mills from the University of Delaware, the reference implementation is currently maintained as an open source project led by Harlan Stenn, who has submitted bug fixes and portability improvements to the NTP codebase since the 1980s. He's been allowed to focus on time because of the Network Time Foundation, which can be found at https://www.nwtime.org. What's next for NTP? For one, ratifying NTS.  Network Time Security (NTS), draft RFC 7384, lets users or servers authenticate to the Network Time Protocol (NTP). This involves a key exchange over TLS that protects against man in the middle attacks, using standard PKI as well as a TLS handshake that then allows time synchronization via extension fields. 

Dr. Arnn and Dr. Thomas West join Hugh Hewitt to discuss "The Allegory of the Cave" and "The Myth of Er" in Plato's Republic, and "The Apology of Socrates."See omnystudio.com/listener for privacy information.

Dr. Arnn and Dr. Thomas West join Hugh Hewitt to discuss The Republic of Plato.See omnystudio.com/listener for privacy information.

Dr. Arnn and Dr. Thomas West join Hugh Hewitt to begin their discussion of Socrates and Plato.See omnystudio.com/listener for privacy information.