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Team Trajectories on today's dynasty fantasy football podcast! Borg and Betz discuss the trajectories of NFL teams and the dynasty path forward for young WRs like Matthew Golden, Emeka Egbuka, and Brian Thomas Jr. They also discuss how to acquire RB depth in dynasty and players to trade for. Join Borg, Betz, and a Baller each week to take your Dynasty fantasy football game to the next level and dominate your league -- Fantasy Football Podcast for May 27th, 2026. Connect with The Fantasy Footballers: Visit us on the Web Support the Show Follow on X Follow on Instagram Join our Discord Love the show? Leave us a review wherever you listen Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.
Spoiler: you were never meant to do this alone. In the final episode of Joy Lab's Resilience series, Dr. Aimee Prasek and Dr. Henry Emmons explore the most powerful — and most underrated — ingredient in lasting resilience: deep, meaningful connection. They unpack the neuroscience of belonging, the illusion of separation that quietly wrecks our wellbeing, and two surprisingly accessible practices: shared-joy and moral elevation. These practices can open us to greater connection right now, no personality overhaul required. The takeaway from this episode is that deep connection isn't a bonus feature of a resilient life. It's the foundation. And the good news? You're already wired for it. Try It Free
We're in our Element of Resilience and we're going somewhere most mental health conversations completely skip: the heart. Dr. Henry Emmons and Dr. Aimee Prasek unpack why mental health has been so brain-centric for so long, what the field of neurocardiology is revealing about the heart's role in how we feel, think, and connect, and why ancient healing traditions were frankly ahead of the curve on all of this. Then they walk through three practical, research-backed heart-centered practices to support your mental health: self-acceptance, loving-kindness, and compassion. Henry also shares a simple, portable exercise called The Three Kindnesses that you can do anywhere, anytime. Whether you've been with us throughout this series or this is your first episode, this one is a great entry point into what Joy Lab is really about. Try It Free
A Chicano educator from Los Angeles has spent nearly 20 years building the infrastructure that schools won't — the kind that catches students before they fall through the cracks. Hector Flores is the CEO of the Latino Film Institute, home to the Youth Cinema Project, a filmmaking mentorship program now operating in 21 California school districts across 61 classrooms. YCP brings professional filmmakers into English classes to guide students from concept to screen over a full school year. The results — in test scores, reclassification rates, graduation, and lives redirected — are impossible to ignore. Find ALIFI at latinofilm.org. Arts integration in schools has been underfunded, undervalued, and cut first for decades. This episode is the case against that pattern — told through data, two schools that are outperforming their affluent neighbors, and a story about a kid living in a motel who just won Best High School Actor.
In this episode of the Joy Lab Podcast, Dr. Aimee Prasek and Dr. Henry Emmons dig into one of the most counterintuitive resilience skills we can build: turning toward negative emotions instead of running from them. This isn't about wallowing. It's about befriending the feelings that are already there so they can actually move through you, instead of getting lodged and piling up. We're talking fear (the emotion at the core of so many others), the science of emotions vs. feelings, why your emotional immune system needs exposure to develop, and three grounded steps (embody, observe, yield) to help you navigate the next emotional flurry before it becomes a blizzard. This one pairs beautifully with our Grief Series (starting at Episode 248) and our last episode on the observer self. Whether you're new to this work or deep in it, there's something here for you. Try It Free
Calming the mind sounds simple, right? And yet most of us would rather do almost anything other than sitting quietly with our thoughts. In this episode, Dr. Aimee Prasek and Dr. Henry Emmons dig into the science of Automatic Negative Thoughts (ANTs), the surprising research on just how much we think, and the powerful practice of the observer self: the part of your mind that can step back, see what's happening, and choose differently. This episode makes the case that our relationship with our own minds might be the most important resilience work we do. Try It Free
What does it actually mean to be resilient? Spoiler: it's not about white-knuckling through hard times or being the type of person who just 'endures' everything. In this episode, Dr. Aimee Prasek and Dr. Henry Emmons kick off Joy Lab's month-long exploration of Resilience. They'll share a science-grounded, warmly human look at what resilience really is, where it comes from, what depletes it, and, most importantly how to keep filling it back up. About: The Joy Lab Podcast blends science and soul to help you cope better with stress, ease anxiety, and uplift mood. Join Dr. Henry Emmons and Dr. Aimee Prasek for practical, mindfulness-based tools and positive psychology strategies to build resilience and create lasting joy. If you enjoyed this episode, please rate and review us wherever you listen to your favorite podcasts! Important notes: Joy Lab Program: Take the next leap in your wellbeing journey with step-by-step practices to help you build and maintain the elements of joy in your life. Subscribe to our Newsletter: Join us over at Joylab.coach for exclusive emails, updates, and additional strategies. Like and follow Joy Lab on Socials: Instagram TikTok Linkedin Watch this episode on YouTube Key moments: [00:00:00] — Welcome & introduce Resilience as this month's Element of Joy. [00:00:35] — Defining Resilience: Dr. Catherine Panter-Brick's definition: "a process to harness resources to sustain wellbeing" Resilience isn't a fixed state; it doesn't require the absence of illness, a certain mood, or a feeling of confidence. You can be resilient even when you feel completely unresilient. [00:01:40] — Henry's Take: Resilience as a Natural, Inborn Quality Henry frames resilience as something every human already carries — we wouldn't be here without it. He describes it as a capacity to face life's challenges with enough skill to deal with them "more or less successfully" (emphasis on more or less), get back up after being knocked down, and still hold onto some equanimity and connection to joy. [00:03:20] — Why Equanimity and Joy Are Part of Real Resilience: Aimee highlights that joy and equanimity aren't commonly included in definitions of resilience — and argues they should be. She makes the case that teaching people to simply endure hardship without attending to their relationship with it leads to only survival, not wellbeing. Personal story: her family's history of survival alongside deep, untended grief. [00:05:25] — The Research: Resilience Is Inborn and Universal- Aimee reviews longitudinal research on resilience: no single demographic, personality trait, or biological factor strongly predicts resilience. Chronic stress and difficult childhoods can "dent or delay" it, but they don't break it. The Joy Lab approach: tapping into the factors that boost resilience in meaningful, joyful ways. [00:07:10] — Henry's "Resilience Container" Model: Henry introduces a central metaphor for the episode- imagine a container in your brain/body holding a "magical elixir" that keeps you afloat. The size of that container differs between people — influenced by genetics and early environment. But the most important thing isn't container size — it's how well you keep refilling it. [00:08:10] — Factor #1: Genetics. Some resilience (and vulnerability) runs in families. Depression, for example, has a clear genetic component — but it's one piece of a much larger picture, not a sentence. [00:08:50] — Factor #2: Early Environment. How safe, nurtured, and emotionally respected we felt as children sets a tone for our emotional life. It's not something we can change retroactively, but its impact doesn't have to be permanent. Joy Lab's work is explicitly about shifting that emotional set point. [00:10:30] — Nobody Is Immune — But That's Not the End of the Story. Even the most naturally resilient person can be brought to their knees by a relentless string of losses or prolonged stress. The goal: reduce the drain and actively refill. It's a dynamic system. [00:11:50] — You Have to Test Resilience to Build It: The Biosphere 2 Story Aimee tells the story of Biosphere 2, the closed experimental ecosystem in Arizona — where trees given perfect growing conditions (no wind, no stress) grew fast and then simply collapsed. Scientists eventually discovered that wind stress causes trees to form stress wood (reaction wood): dense, concentrated cells that structurally reinforce the tree. [00:13:55] — Eustress: The Good Stress That Builds You Up. Aimee introduces eustress (eu = Greek for "good") — the kind of stress that actually strengthens us. Like exercise for muscles, or cardiovascular training: the system doesn't improve without being challenged. Our nervous systems, emotional resilience, and capacity to handle difficulty follow the same pattern. You are biologically laying down stronger capacity every time you navigate a challenge and come through the other side. [00:16:10] — Stress Isn't the Enemy — Imbalance Is. Henry clarifies: stress itself isn't the problem. It becomes a problem when it's too intense, lasts too long, or when we don't respond to it well. Our bodies are built to handle stress — in appropriate doses. [00:16:50] — The Brain Chemistry of Resilience: Norepinephrine & Serotonin. Henry breaks down two key neurochemicals: norepinephrine (the brain's version of adrenaline — activates focus and alertness under stress) and serotonin (his candidate for the "magic elixir" in the resilience container — a coolant that counterbalances overactivation). When these get depleted or thrown out of balance by chronic stress, we feel it — sluggish, run-down, depressed. [00:18:20] — Our Collective Resilience Depletion Right Now. Henry names what many are feeling: after years of pandemic stress, ongoing political turmoil, and a relentless churn of bad news, people are depleted on a large scale. What began as activation has, over time, curdled into exhaustion. This is a collective resilience crisis — and it calls for collective attention. [00:19:40] — Aimee on Equanimity and Agency in Brain Chemistry. Aimee connects the brain chemistry back to the equanimity point: even at the biological level, we have influence. This is self-care with scientific grounding. She invites listeners into the Joy Lab Program (free through the month of May 2026) to put these ideas into practice. [00:21:30] — Closing Quote: Alan Watts on Your Inborn Nature .Aimee closes with a reflection from Alan Watts on seeing yourself as part of nature — as extraordinary and as fundamental as trees, clouds, fire, and galaxies. A reminder that your resilience isn't something you have to earn. It's already what you are. Sources and Notes: Joy Lab Program: Take the next leap in your wellbeing journey with step-by-step practices to help you build and maintain the elements of joy in your life. Chemistry of Calm (Dr. Emmons' book referenced in this series) Dr. Catherine Panter-Brick- Yale faculty page Resilience definitions, theory, and challenges: interdisciplinary perspectives Annual Research Review: Positive adjustment to adversity -Trajectories of minimal-impact resilience and emergent resilience Effects of a 12-week endurance training program on the physiological response to psychosocial stress in men: a randomized controlled trial No man is an island: social resources, stress and mental health at mid-life How does the brain deal with cumulative stress? A review with focus on developmental stress, HPA axis function and hippocampal structure in humans Just think: The challenges of the disengaged mind (this is the study of people shocking themselves out of boredom) Emotion Suppression and Mortality Risk Over a 12-Year Follow-up Cumulative Stress and Health The Times of Our Lives: Interaction Among Different Biological Periodicities Full transcript here. Please remember that this content is for informational and educational purposes only. It is not intended to provide medical advice and is not a replacement for advice and treatment from a medical professional. Please consult your doctor or other qualified health professional before beginning any diet change, supplement, or lifestyle program. Please see our terms for more information. If you or someone you know is struggling or in crisis, help is available. Call the NAMI HelpLine: 1-800-950-6264 available Monday through Friday, 10 a.m. – 10 p.m., ET. OR text "HelpLine" to 62640 or email NAMI at helpline@nami.org. Visit NAMI for more. You can also call or text SAMHSA at 988 or chat 988lifeline.org.
Today, we're diving into a topic that should be getting far more attention: Cardiovascular disease in women. Heart disease is one of the leading causes of death in women—yet it's often under-addressed, oversimplified, and misunderstood in clinical practice. Most women are told: “Eat better. Take this prescription.” But that approach misses something critical. Full citation list: • Hall, Kevin D., et al. “Ultra-Processed Diets Cause Excess Calorie Intake and Weight Gain: An Inpatient Randomized Controlled Trial of Ad Libitum Food Intake.” Cell Metabolism, vol. 30, no. 1, 2019, pp. 67–77.e3. Supports the core causal point that ultra-processed foods drive higher intake and weight gain even under controlled feeding conditions; this is not a women-specific lipid paper, but it is the cleanest experimental anchor for why UPFs create a high-throughput metabolic environment. • El Khoudary, Samar R., et al. “Menopause Transition and Cardiovascular Disease Risk: Implications for Timing of Early Prevention: A Scientific Statement From the American Heart Association.” Circulation, vol. 142, no. 25, 2020, pp. e506–e532. Supports the midlife women's frame: across the menopause transition, LDL-C and ApoB rise, metabolic risk shifts, and cardiovascular prevention needs to become more deliberate during this window. This supports the “why I care about lipids in endocrine care” part of the episode. • Derby, Carol A., et al. “Lipid Changes During the Menopause Transition in Relation to Age and Weight: The Study of Women's Health Across the Nation.” American Journal of Epidemiology, vol. 169, no. 11, 2009, pp. 1352–61. Foundational SWAN paper establishing that the menopause transition itself — not just chronological aging — is associated with adverse lipid shifts in midlife women. This is the original observation that the timing argument rests on. • Wu, Bingjie, et al. “Trajectories of Blood Lipids Profile in Midlife Women: Does Menopause Matter?” Journal of the American Heart Association, vol. 12, no. 22, 2023, e030388. Supports the claim that LDL-C, total cholesterol, and ApoB follow distinct trajectory patterns through the menopause transition, with subgroups of women showing rising lipids in the years before the final menstrual period — useful for the timing argument that body and symptom changes can precede the obvious lab story. • Matthews, Karen A., et al. “Age at Menopause in Relationship to Lipid Changes and Subclinical Carotid Disease Across 20 Years: Study of Women's Health Across the Nation.” Journal of the American Heart Association, vol. 10, no. 18, 2021, e021362. Supports the point that ApoB and Apo A1 changes cluster around the final menstrual period and that adverse lipid shifts in the early postmenopausal years track with subclinical carotid disease later — connects menopausal timing to the longer cardiovascular arc rather than a one-time lab blip. • De Oliveira-Gomes, Diana, et al. “Apolipoprotein B: Bridging the Gap Between Evidence and Clinical Practice.” Circulation, vol. 150, no. 1, 2024, pp. 62–79. Supports the practical ApoB explanation: ApoB reflects atherogenic particle burden and outperforms LDL-C for ASCVD risk prediction in many settings, but adoption lags because clear apoB targets and triggers are still lacking in mainstream guidelines. Good support for the public-service “what the hell is ApoB anyway?” section. • Williamson, Laura. “The Slowly Evolving Truth About Heart Disease and Women.” American Heart Association News, 9 Feb. 2024, heart.org/en/news/2024/02/09/the-slowly-evolving-truth-about-heart-disease-and-women. Supports the broader clinical framing that women remain underrecognized or undertreated in cardiovascular care and that women's heart disease still needs better public and clinical communication. This is more public-facing than mechanistic, but useful for your opening frame. Dr. Brendan McCarthy is the founder and Chief Medical Officer of Protea Medical Center in Arizona. With over two decades of experience, he's helped thousands of patients navigate hormonal imbalances using bioidentical HRT, nutrition, and root-cause medicine. He's also taught and mentored other physicians on integrative approaches to hormone therapy, weight loss, fertility, and more. If you're ready to take your health seriously, this podcast is a great place to start.
We just aren't quite right without a regular probing. Join us as we collect the data on the following:Does ordering the death of Sim represent the end of Archer's innocence and high ideals?Would the Dominion defeat The Borg in an all-out war?Does the possessing the Spatial Trajector mean the Soong-type fleshdroids will be the next Iconians?"Let's launch a probe into it!"#StarTrek #LocutorsOfTrek #deepspacenine #startrekTNG #startrekvoyager #starfleetacademy #strangenewworlds #lowerdecksA PROUD PART OF THE SWEAR2POD NETWORK
DeAnn Huinker & Melissa Hedges, Math Trajectories for Young Learners, Part 2 ROUNDING UP: SEASON 4 | EPISODE 15 Research confirms that early mathematics experiences play a more significant role than we once imagined. Studies suggest that specific number competencies in 4-year-olds are strong predictors of fifth grade mathematics success. So what does it look like to provide meaningful mathematical experiences for our youngest learners? Today, we'll explore this question with DeAnn Huinker from UW-Milwaukee and Melissa Hedges from the Milwaukee Public Schools. BIOGRAPHY Dr. DeAnn Huinker is a professor of mathematics education in the Department of Teaching and Learning and directs the University of Wisconsin-Milwaukee Center for Mathematics and Science Education Research. Dr. Huinker teaches courses in mathematics education at the early childhood, elementary, and middle school levels. Dr. Melissa Hedges is a curriculum specialist who supports K–5 and K–8 schools for the Milwaukee Public Schools. RESOURCES Learning Trajectories website, featuring the work of Doug Clements and Julie Sarama Math Trajectories for Young Learners book by DeAnn Huinker and Melissa Hedges TRANSCRIPT Mike Wallus: A note to our listeners: This episode contains the second half of my conversation with DeAnn Huinker and Melissa Hedges about math trajectories for young learners. If you've not already listened to the first half of the conversation, I encourage you to go back and give it a listen. The second half of the conversation begins with DeAnn and Melissa discussing practices that educators can use to provide students a more meaningful experience with skip-counting. Melissa Hedges: One of the things, Mike, that I would add on that actually I just thought about is when you were talking about the importance of us letting the children figure out how they want to approach that task of organizing their count is it's coming from the child. And Clements and Sarama talk about the beautiful work about the trajectory, [which] is that we see that the mathematics comes from the child and we can nurture that along in developmentally appropriate ways. The other idea that popped into my mind is it's kind of a parallel to when our children get older and we want to teach them a way to add and a way to subtract, and I'm going to show you how to do it and you follow my procedure. I'm going to show it. You follow my procedure. We know that that's not best practice either. And so we're really looking at, how do we grab onto that idea of number sense and move forward with it in a way that's meaningful with children from as young as 1 and 2 all the way up? Mike: DeAnn, I was going to ask a question to follow up on something that you said just now when you said even something like skip-counting should be done with quantities. And you, I think, anticipated the question I was going to ask, which is: What are the implications of this idea of connecting number and quantity for processes that we have used in the past, like rote counting or skip-counting? And I think what you're saying is we need to attend to those things that, like the counting sequence, we should not create an artificial barrier between speaking the words in sequence and quantity. Am I reading you right or is there more nuance than I'm describing? DeAnn Huinker: I think you're right on target, Mike. (laughs) Connecting those things to quantity. And I mean, the one that's always salient for me is skip-counting. Skip-counting is such a rote skill for so many children that they don't realize when they go, "5, 10, 15" that they actually have seen, "Oh, there's five [items], there's five more items, there's five more items." So it's making that connection to quantity for something like skip-counting, but also on the counting trajectory, then we start thinking about, "What's a ten? And what makes a ten?" And, "What is 30? And how many tens are composing or embedded in that number 30?" And again, it's not just to rotely say, "3 tens." No. "Show me those objects. Can you make those tens?" Because sometimes we find disconnects. Kids will tell us things and then we say, "Can you show me?" And it doesn't match. (laughs) So we continually start thinking about quantities and putting [objects] with quantities. Let me add one more thing. In the counting trajectory—and this was very intentional for Melissa—is when we have kids count, we'd like to give them like 31 or 32 counters to see whether [...] they can actually bridge that decade and to go beyond. The other thing that we did, so getting like beyond a ten, also we find when kids get to the number 100, they stop. They just think that's the end. I got to 100, I'm going to stop. And then we say, "Oh, what would be the next number?" And some will say 110, some will say 200, some will give us something else that we find bridging 100 is on the trajectory. And that's actually a really critical point. And again, we want it with quantities with objects. Mike: I really appreciate this part of the conversation because I think for a teacher who's listening, it helps really get to the specific types of details that would allow them to create the kind of experiences that we think matter for children. I do want to take a step back though and talk about what's going on for students under the hood, so to speak. So as they're engaging in meaningful counting, what are the cognitive processes that they're learning to coordinate? Melissa: This is Melissa. So I'll start that one and then invite DeAnn to jump in as I work my way through my thinking. One of the pieces that, in addition to everything we talked about with all of the skills and ideas and understanding that comes to bear when little ones count, one of the big pieces that we're starting to talk and learn about a whole lot more is this idea of executive functioning. And so executive functioning are those skills that help us manage our attention, help us manage our behavior. They help us stay focused. They help us complete tasks, keep track of things. So hopefully as I'm saying this, what you have in your mind is a little one counting and you're thinking, "Oh my gosh, how do they know where to start?" "How do they know when to stop?" "How do they know when this has been counted with that hasn't been counted?" "What am I going to say next?" All of that tends to be couched very strongly in this idea of executive functions. So when we watch kids count, we know that they're really drawing on those executive functions. And it's actually a really beautiful marriage. So again, we're looking for kids to—are they able to stay on task? Can they keep track? Do they monitor themselves as they go? If someone—this happens a lot—if someone bumps into their collection and their collection gets a little shaky because their desk got moved or someone kicked a counter across the floor, do they remember where that goes and what that stood for in quantity? And for us, that really kind of comes down to some of those higher order skills and in particular, those ideas of the executive functions. So part of what we notice is that in particular with counting, though all of mathematics, much of what we do and ask kids to do, it takes planning, it takes self-monitoring, and it takes kind of a sense of control and agency over their work. We've talked a little bit about some of that other stuff in the way that it's the work of the child, and that's why we will always ask teachers to step back and just watch, just watch what they do, just watch what they do, because it gives us insight into so many skills, understandings, and kind of where they're at. DeAnn: Yeah. This is DeAnn. I was thinking of that same thing, Melissa, about this is the work of the child, right? As adults, we're kind of prone sometimes to say, "Let me show you how to do it." But if we want to develop these executive function skills, these ideas and cognitive abilities under the hood, we have to give children opportunities. They need the time to think about how to organize that collection. That's always a great one to kind of think about. As adults, we're like, "Well, just line them up." And it's like, oh no, that's actually huge for a child to realize lining them up or organizing them in some way is a strategy, just like we do with larger numbers. It's a strategy for little kids. So again, that work needs to come from the child and they need to do some trial and error and adjustments in order to develop those things under the hood. And as adults, we can't take that opportunity away from children. We need to create the opportunities so they can explore more of their world and the quantitative world that we live in. Mike: Everything that we're talking about has some pretty major implications for instructional practice, but what I find myself thinking about is my own time teaching kindergarten. And when I reflect on that, I sometimes found myself falling into something that I would call a readiness trap. And what I mean by that is I had this notion that kids had to have a certain set of skills in place before they were ready to do something like counting a collection. And I think what you're going to tell me is that perhaps I had it backwards. Am I right? DeAnn: So this is DeAnn and I'm thinking, well, maybe it's not so much backwards, but it's a different perspective. So Melissa and I really struggle with this concept of readiness, and that's because we really frame our work from a developmental perspective. And as we think about learning trajectories, that's what they are. Learning trajectories is a developmental view of children's learning. So what really changes the question for us. We don't ask the question, "Are children ready?" What we ask is, "Oh, where are children currently in their learning?" And then we can start at that spot and then think about the experiences that would help support the next step in their learning. So from a learning trajectory perspective, we really view differences in children's understanding and abilities as just different starting points, OK? They're not deficits, nothing that needs to be remediated. Kids are ready to learn every single day. It's really us as adults. We have to reframe our preconceptions and train ourselves to really look at what children can do, not what they can't do. And that's where learning trajectories are so powerful because they help us identify those starting points and then they help us as educators know more clearly what is the next developmental milestone that we should be working on with that child. So it's our responsibility to be ready for the children that come to us, not the other way around. Mike: I really appreciate this idea of the progression as a series of starting points. I think that's a really helpful framing device, and it certainly puts the work that we do in the kind of light that you're advocating for. One of the other things I wanted to talk about is in the book [Math Trajectories for Young Learners], you all make reference to how important it is to develop a playful pedagogy. And I wonder if we could just try to talk about, "Well, what does that mean? What might that look like in a classroom?" Melissa: So this is Melissa. I think in any district or agency that's supporting young children, this is a very hot topic, the idea of play or playful pedagogy. And what I like to do is to think that we can use play as a teaching platform and not just as a break from learning. Play actually can kind of lay the foundation for a lot of those learning experiences. I think it's powerful because playful learning, it nurtures important habits of mind that we can develop in some ways, but for our little ones, they develop very naturally through the idea of play. So we think about curiosity, creativity, problem solving, flexibility, persistence, all of that comes up as kids are playing. And so I think that both DeAnn and I would agree that the idea around playful pedagogy and mathematics learning trajectories really partner well because the trajectories help us see that mathematics develops over time based on experience and opportunity. So the trajectories don't replace play so much as [...] strengthen educators in recognizing during times when kids are playing or during those playful moments that an educator can have a stronger perspective or a more keen eye, I guess, on what they're noticing with their children. And when we think about playful pedagogy, where we're headed is not free play, but this idea of guided play. So in guided play, the teacher's going to set up the environment, they'll have a learning goal in mind. So for example, if I'm working and deepening my understanding as a classroom teacher around the counting trajectory, I'm going to have an idea of where my children are on the trajectory and what questions might I pose during play or ponderings might I provide to the children during play. So it's not me taking over that time or the teacher taking over that time, but it's really supporting or pushing the learning through some subtle prompts or some shared discoveries or maybe some purposeful questions. So, for example, if the kids are in the block area and they're building a tower or they just have blocks all over the floor, they're making a road, I might ask them, "How long is your road?" or "How tall is your tower?" and let them kind of ponder with that. And then, this is always a fun one, "What would happen if I put two more on?" or "What would happen if your tower grew by two more blocks? or "What would happen if three of them fell off?" And really just engaging in some of those playful conversations—not to take over the play, but to capitalize on the playful moment. Mike: I love that, particularly the notion of, "What if three fell off?" or "What if I had four more blocks and I wanted to make it bigger or longer?" It's a lovely way of organically injecting or assessing kids' thinking within the context as opposed to imposing a task in a way that it just has an entirely different feel to it. And yet at the same time, it's really informed by the trajectory in a way that helps it be like, "This is the right point for me to ask that particular question." Melissa: Exactly. So I can kind of give an example if, I'm thinking of maybe a 5-year-old and so, one of the levels of our counting trajectory is being able to do 1 more or 1 less, and it really sits around that idea of hierarchical inclusion. So if the kids are playing and I know that that's where this child might need or this group of children are ready to take that next step, those are questions I can pose in a very—you're right—in a very low-stress, not-high-stakes setting, and it's still very valuable information. Mike: Actually, that's a great segue because I wanted to ask the two of you about some of the ways that teachers are using the learning trajectories and the assessment protocols that are found in the book to monitor their students' growth. So I wonder if you could say a little bit more about that. DeAnn: This is DeAnn. I'll start and then I'll pass it back to Melissa. So, you ask us about the assessment protocols. So maybe we should explain what an assessment protocol is. One thing that we've done with the trajectories that were developed by Doug Clements and Julie Sarama, we've taken those trajectories, but as we're thinking about making them useful for teachers, we actually have developed some structured assessment protocols that are aligned to the trajectory with [tasks] and prompts that we can use with children to help find those starting points. As I mention in the book, we have five assessment protocols in there, like one for counting, one for subitizing, one for adding and subtracting and so on. And then teachers can take these and use them to [say], "Let me ask this question. Oh, they did great there. Let me jump up a couple levels. Let me ask a question there." Or maybe I want to back up to a previous level and ask so that we can kind of get a sense of those starting points for then building instruction. All right, and then Melissa, you can share how else teachers are using them in and out in the district. Melissa: I think one of the important aspects that I firmly believe in when a teacher approaches their teaching of mathematics through the lens of a learning trajectory, a mathematics learning trajectory, is that it really does lay the foundation for equitable teaching and learning opportunities. So not only does it lay the path for a developmental approach, it's also incredibly equitable in that we've looked at trajectories as identifying children's strengths. And in that way, it's not what they don't know, it's, "Where are they, and what are those [experiences] that they need?" So it's not that somebody is never going to learn it. Again, they need more experience and opportunity. And that's, I think, probably been one of the biggest takeaways as we've looked at how we are using trajectories here in the Milwaukee Public Schools, in particular the counting trajectory. So to get a really nice handle on where children are developmentally, if we have, for example, in a first grade classroom where they're moving into composing that unit of 10, and we know that we've got kids that are struggling with cardinality, even counting collections of one, two, three, four, five [objects], we know that that's going to be a struggle. So what is it that we can do to accelerate some of those learning opportunities and give more learning opportunities for children so when they get to those big key milestones, we have an idea of why they may be struggling? And it's not that they can't; it's not that they won't; it's not that they don't understand. They just need more experience and more opportunity and more guidance with that work. So that's one of the ways I think that has really allowed us to support our teachers and have our teachers feel a great sense of autonomy in making instructional decisions for their students. That it's not, "The book is telling me to do this or this is telling me to do that." It's, "Here is something that's really honored a developmental approach to what kids know, and how can I take that then and apply that in my classroom with my students?" The other thing that it really has helped us do on a big broad level is think about, "Where do we want children to work towards by the end of 3-year-old kindergarten or 4-year-old kindergarten or 5-year-old kindergarten or first grade or second grade in a way that, again, matches the developmental nature of children's mathematical growth?" Mike: What I really appreciate about what you shared is there's certainly the systems level way of thinking about using this as a tool, but I appreciate the fact that as an educator who might be reading the book, I can also see directly into my own classroom practice and think about moves that I can make to support students and also to understand where they are and what comes next for them. That's super helpful. Melissa: Yeah. It's those small little moments. It's really as, just staying keyed in and tuned to those small moments. Mike: I'm going to ask a question at this point in the interview that I suspect is difficult to narrow down an answer, but I want to give it a try just because there's so much from my reading of the book that was powerful. And at the same time, I'm hoping that we can give people a chance to think about how they might start to take action. So here's the question: If you were to, say, recommend one or two small-scale practices for listeners who want to take the ideas we're talking about and put them into action in their classrooms, what might you recommend? DeAnn: This is DeAnn. I'll get us started. First of all, [...] developing this book really came out of our own work with teachers. We have spent many, many hours with teachers of the young grades and helping them to improve their practice. And then with them, we started learning about the trajectories and learning with them as they started thinking about and applying these to the classrooms. So a place to start for one's own professional learning and to deepen your understanding is just to pick a trajectory and just read through it. "Ooh, what's happening with children that are 1-, 2-years-old, all the way up through children who are 6, 7, and 8." And just reading through this progression of levels and then starting to deepen your knowledge of what are these kind of steps that we're taking them through. And I'll use an example. I think one of the biggest surprises I had for myself in this work is I never really understood before studying the trajectories that counting then leads to unitizing, which then leads to looking at groups, which then takes us to place value. And we talk about counting as being the on-ramp to place value. And I didn't really think about that connection until I just started reading and studying the counting learning trajectory myself and thinking about, "How do children go across all these levels?" Mike: I want to just jump in and say thank you for saying that because that's something that I've been pondering as I've been listening to you all the way back, DeAnn, to when you talked about connecting skip-counting to physical quantities. What struck me about that is that it allows me to start to imagine a unit that's not just 1, right? If I'm skip-counting by 2s, and I have 2, that's kind of the starting point for unitizing, which—I think the other thing that jumps out is, that's actually eventually going to lead to a deeper understanding of, say, multiplication. So there's a lot in this that really when you understand what's going on across that trajectory, it really helps you understand what's critical about what kids are learning and what also is critical about the kind of experience that I as an educator want to make sure that I'm offering to students. DeAnn: I'll just build on that a little bit. (laughs) Melissa might too, is, "Wow, counting is amazing." And I think Melissa would say, "Counting is the foundation of everything." But that counting is much more than I think most of us as adults realized. That counting does take us through this idea of making these groups and then thinking about units and units of 10, understanding the place value or our base ten system and understanding place value. It's just amazing when you really start to dig into a little deeper about the math, and the math learning, but how it goes across so many years. Mike: Melissa, how about you? Do you have a recommendation or do you want to build on something that DeAnn shared? Melissa: I think what I'll recommend might be a build on. One of the best ways that I would encourage folks to get into understanding how a trajectory could be a really powerful tool in the classroom is pick a child, or one or two children, and give that trajectory a try. Just do it as written, don't stray from it. Just kind of give it a feel, and see what it is that you're learning about your children or child as they work through that trajectory. Because again, it's those small moments when we're looking for those small transitions. Like, if a child—one of the tasks in the counting trajectory assessment is counting a collection of 31. And what do we notice? Do they try to count by 2s? Do they just count by 1s? Do they begin to do some of that grouping of 10 and 10 and 10 and 1 more? One of the most fascinating things we found out as we've watched kids work through the trajectory is when they get a collection, a little bit of a larger collection, let's say 43, they might begin to do some of that grouping and they'll go, "10, 20, 30, 40." And then they hit what we would say as "41" and they say "50, 60, 70". (laughs) So I would encourage folks just to probably start with where DeAnn started us, which is understand the mathematics a little bit that you're looking for, read through that trajectory, get a feel for what that progression is looking like. Maybe you start to very naturally think of a child that you know, maybe they're kind of sitting here, maybe they're kind of sitting there, and then give that trajectory a try, and see what you learn about your kids. The other thing that I would say is that we've got a lovely set of videos in the book. There's over 50 videos of many of us doing little tasks with children that will help illustrate what some of those assessment tasks look like or what kids' thinking sounds like. The other lovely part is that we've provided some activities as well. So if you're thinking, "Oh, somebody is at this level or I'm looking to expand my teaching of number and quantity in my classroom," there's lots of really lovely tested, tried-and-true tasks in there that a teacher could pick up and use tomorrow. Mike: I think one of the things I'd like to do before we close is just give you all an opportunity to share with listeners where they could go if they wanted to buy the book and learn a little bit more. And then I'll also offer, is there anything else that you think might be a reference point for teachers who want to continue learning about the things you've shared today? DeAnn: So the book we're talking about, Math Trajectories for Young Learners is published by NCTM, so the National Council of Teachers of Mathematics. It can be purchased from them. They even have a nice little website, nctm.org/trajectories, and that will take you right to a website that can give you access for ordering the book. I will also point out that it's available certainly in paperback, but it can also be purchased in digital formats. So you can download a PDF or something to read on your Kindle or some other reading device. Mike: I think that's a great place to stop. DeAnn and Melissa, thank you so much for your time. It's really been a pleasure talking with you today. DeAnn: Always a pleasure talking with you and thinking with you, Mike, about children's learning. Melissa: Completely agree. Thank you again for having us, Mike. 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. © 2026 The Math Learning Center | www.mathlearningcenter.org
When Apollo 8 returned from humanities first trip to the moon in 1968, they didn't waste any time about it: there were two more complete Apollo missions to fly before Apollo 11, a mere seven and a half months later. Artemis II is finally headed to the moon — and that truly is wonderful! — almost three and a half YEARS after Artemis I. Even the trajectory of Artemis II — let alone the entire program — seems a little too chill.
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. 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
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/asian-american-studies
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/gender-studies
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. Learn more about your ad choices. Visit megaphone.fm/adchoices
The Violence of Protection: Policing, Immigration Law, and Asian American Women (Duke UP, 2026) examines U.S. laws designed to rescue immigrant survivors from gender and sexual violence only if they agree to cooperate with policing. Drawing upon ethnographic stories with legal and social service advocates who work with Asian immigrant women, the book engages abolition feminisms and antiblackness to critique "victim" as a genre of the human in law and produced through racial configurations of the model minority myth and the good/bad immigrant paradigm. Author Lee Ann S. Wang is an Assistant Professor of Asian American Studies. She is also a Co-PI on the research initiative, Anti-Asian Violence: Origins and Trajectories, housed at UC Berkeley's Center for Race and Gender. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/book-of-the-day
In this insightful sermon, Minister Eli Saucedo addresses the challenges of parenting by exploring the concepts of triggers, tendencies, and trajectories. He emphasizes the importance of understanding personal triggers—those emotional landmines that can lead to overreactions—and how they influence parenting tendencies. Minister Saucedo warns that unaddressed triggers can perpetuate unhealthy cycles, affecting not only the parent-child relationship but also the child's future behavior. He encourages parents to reflect on their reactions and consider the long-term trajectory of their family life. By identifying and healing from past wounds, parents can create a healthier environment for their children, breaking generational cycles of dysfunction. Saucedo concludes with a call to action, urging parents to write down their triggers, tendencies, and desired trajectories to facilitate personal growth and positive change.Minister Eli Saucedo | March 24, 2026The Fountain Apostolic ChurchSOW (2026)Learn more at tfachurch.com/plus
DeAnn Huinker & Melissa Hedges, Math Trajectories for Young Learners, Part 1 ROUNDING UP: SEASON 4 | EPISODE 14 Research confirms that early mathematics experiences play a more significant role than we once imagined. Studies suggest that specific number competencies in 4-year-olds are strong predictors of fifth grade mathematics success. So what does it look like to provide meaningful mathematical experiences for our youngest learners? Today, we'll explore this question with DeAnn Huinker from UW-Milwaukee and Melissa Hedges from the Milwaukee Public Schools. BIOGRAPHY Dr. DeAnn Huinker is a professor of mathematics education in the Department of Teaching and Learning and directs the University of Wisconsin-Milwaukee Center for Mathematics and Science Education Research. Dr. Huinker teaches courses in mathematics education at the early childhood, elementary, and middle school levels. Dr. Melissa Hedges is a curriculum specialist who supports K–5 and K–8 schools for the Milwaukee Public Schools. RESOURCES Math Trajectories for Young Learners book by DeAnn Huinker and Melissa Hedges Learning Trajectories website, featuring the work of Doug Clements and Julie Sarama School Readiness and Later Achievement journal article by Greg Duncan and colleagues Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11 journal article by Bethany Rittle-Johnson and colleagues TRANSCRIPT Mike Wallus: Welcome back to the podcast, DeAnn and Melissa. You have both been guests previously. It is a pleasure to have both of you back with us again to discuss your new book, Math Trajectories for Young Learners. Melissa Hedges: Thank you for having us. We're both very excited to be here. DeAnn Huinker: Yes, I concur. Good to see you and be here again. Mike: So DeAnn, I think what I'd like to do is just start with an important grounding question. What's a trajectory? DeAnn: That's exactly where we need to start, right? So as I think about, "What are learning trajectories?," I always envision them as these road maps of children's mathematical development. And what makes them so compelling is that these learning pathways are highly predictable. We can see where children are in their learning, and then we can be more intentional in our teaching when we know where they are currently at. But if I kind of think about the development of learning trajectories, they really are based on weaving together insights from research and practice to give us this clear picture of the typical development of children's learning. And as we always think about these learning trajectories, there are three main components. The first component is a mathematical goal. This is the big ideas of math that children are learning. For example, counting, subitizing, decomposing shapes. The second component of a learning trajectory are developmental progressions. This is really the heart of a trajectory. And the progression lays out a sequence of distinct levels of thinking and reasoning that grow in mathematical sophistication. And then the third component are activities and tasks that align to and support children's movement along that particular trajectory. Now, it's really important that we point out the learning trajectories that we use in our work with teachers and children were developed by Doug Clements and Julie Sarama. So we have taken their trajectories and worked to make them more usable and applicable for teachers in our area. So what Doug and Julie did is they mapped out children's learning starting at birth—when children are just-borns, 1-year-olds, 2-year-olds—and they mapped it out up till about age 8. And right now, last count, they have about 20 learning trajectories. And they're in different topics like number, operations, geometry, and measurement. And we have to put in a plug. They have a wonderful website. It's learningtrajectories.org. We go there often to learn more about the trajectories and to get ideas for activities and tasks. Now, we're talking about this new book we have on math trajectories for young children. And in the book, we actually take a deep dive into just four of the trajectories. We look at counting, subitizing, composing numbers, and adding and subtracting. So back to your original question: What are they? Learning trajectories are highly predictable roadmaps of children's math learning that we can use to inform and support developmentally appropriate instruction. Mike: That's an incredibly helpful starting point. And I want to ask a follow-up just to get your thinking on the record. I wonder if you have thoughts about how you imagine educators could or should make use of the trajectories. Melissa: This is Melissa. I'll pick up with that question. So I'll piggyback on DeAnn's response and thinking around this highly predictable nature of a trajectory as a way to ground my first comment and that we want to always look at a trajectory as a tool. So it's really meant as an important tool to help us understand where a child is and their thinking right now, and then what those next steps might be to push for some deeper mathematical understanding. So the first thing that when we work with teachers that we like to keep in mind, and one of the things that actually draw teachers to the trajectories is that they're strength-based. So it's not what a child can't do. It's what a child can do right now based off of experience and opportunity that they've had. We also really caution against using our trajectories as a way to kind of pigeonhole kids or rank kids or label kids because what we know is that as children have more experience and opportunity, they grow and they learn and they advance along that trajectory. So really it's a tool that's incredibly powerful when in the hands of a teacher that understands how they work to be able to think about where are the children right now in their classroom and what can they do to advance them. And I think the other point that I would emphasize other than what moves children along is experience and opportunity. Children are going to be all over on the trajectory—that's been our experience—and they're in the same classroom. And it's not that some can't and some won't and some can; it's just some need more experience and some need more opportunity. So it's really opened up the door many ways to view a more equitable approach to mathematics instruction. The other thing that I would say is, and DeAnn and I had big conversations about this when we were first using the trajectories, is: Do we look at the ages? So the trajectories that Clements and Sarama develop do have age markers on them. And we were a bit back and forth on, "Do we use them?," "Do we not?," knowing that mathematical growth is meant to be viewed through a developmental lens. So we had them on and then we had them off and then we shared them with teachers and many of our projects and the teachers were like, "No, no, no, put the ages back on. Trust us. We'll use them well." (laughs) And so the ages are back onto the trajectories. And what we've noticed is that they really do help us understand how to take either intentional steps forward or intentional steps back, depending on what kids are showing us on that trajectory. The other spot that I would maybe put a plugin for on where we could use a trajectory and what would be an appropriate use for it would be for our special educators out there and to really start to use them to support clear, measurable IEP goals grounded in a developmental progress. So that's kind of what our rule of thumb would be around a "should" and "shouldn't" with the trajectories. Mike: That's really helpful. You mentioned the notion of experiences and opportunities being critical. So I wanted to take perhaps a bit of a detour and talk about what research tells us about the impact of early mathematics experiences, what impact that has on children. I wonder if you could share some of the research that you cite in the book with our listeners. DeAnn: Sure. This is DeAnn, and in the book we cite research throughout all of the chapters and aligned to all of the different trajectories. But as we think about our work, there really are a few studies that we anchor in, always, as we think about children's learning. And the research evidence is really clear that early mathematics matters. The math that children learn in these early years in prekindergarten, kindergarten, first grade—I mean, we're talking 4-, 5-, 6-year-olds, 7-year-olds—that their math learning is really more important than a lot of people think it is. OK? So as we think about these kind of anchor studies that we look at, one of the major studies in this area is from Greg Duncan and his colleagues, and there was a study published in 2007. And what they did is they examined data from thousands of children drawing information from six large-scale studies, and they found that the math knowledge and abilities of 4- and 5-year-olds was the strongest predictor of later achievement. I mean, 4- and 5-year-olds, that's just as they're starting school. Mike: Wow. DeAnn: Yeah. One of the surprising findings was that they found early math knowledge and abilities was a stronger predictor than social emotional skills, stronger than family background, and stronger than family income. That it was the math knowledge that was predictive. Mike: That's incredible. DeAnn: Yes. A couple other surprising things from this study was that early math was a stronger predictor than early reading. Now, we know reading is really important, and we know reading gets a lot of emphasis in the early grades, but math is a stronger predictor than reading. And then one last thing I'll say about this study is that early math not only predicts later math achievement, it also predicts later reading achievement. So that is always a surprise as we share that information with teachers, that early math seems to matter as much and perhaps more than early reading abilities. There's a couple other studies I'll share with you as well. So there's this body of research that talks about [how] early math is very predictive of later learning, but we're teachers, we're educators. We like to know, "Well, what math seems to be most important?" So there was a study in 2016 that looked at children's math learning in prekindergarten, 4-year-olds, and then looked at their learning again back in fifth grade. And what was unique about this study is they looked closely at what specific math topics seemed to matter the most. And what they found was that advanced number competencies were the strongest predictors of later achievement. Now, what are advanced number competencies? So these are the three that really stood out as being important. One was being able to count a set of objects with cardinality. So in other words, counting things, not just being able to recite a count sequence, no. So not verbal rote counting, but actually counting things, putting those numbers to objects. Another thing that they found [that] was really important was being able to count forward from any number. So if I said, "Start at 7 and keep counting," "Start at 23 and keep counting," that that was predictive of later learning. And the reason for that is when kids can count forward from a number, it helps them understand the structure of the number system, something we're always working on. And then the third thing that they found as part of advanced number competencies was conceptual subitizing. Now, what that is, is being able to see a number such as 5 as composed of subgroups, like 5 being composed of 4 and 1 or 3 and 2. So subitizing is being able to see the parts of a number, and that was really important for these 4-year-olds to begin working on for later learning. All right. One more, Mike, that I can share? Mike: Fire away! Yes. DeAnn: OK. So this last area of research that I want to share is actually really important as we think about the work of teachers in kindergarten and first grade in particular. So what these researchers did is they looked at children's learning at the beginning of kindergarten and then at the end of first grade. So, wow, think of the math kids learn from 5, 6 years old. And they found that these gains in what children can do was more predictive of later achievement than just what knowledge they had coming in. So learning gains, what children do and learn in math in kindergarten and first grade, is predictive of their mathematical success up through third grade. And then another study took it even further and said: Wait a minute, what they learn in kindergarten and first grade even predicts children's math achievement into high school. So there's just a growing body of research and evidence that early math is really important. The math learning of 4-year-olds, 5-year-olds, 6-year-olds, and 7-year-olds really builds this foundation that determines children's mathematical success many years later. Mike: This feels like a really great segue to a conversation about what it means to provide students opportunities for meaningful counting. That feels particularly significant when I heard all of the ideas that you were sharing in the research. I'm wondering if you could talk about the features of a meaningful counting experience. If we were to try to break that down and think about: What does that mean? What does that look like? What types of experiences count as meaningful when it comes to counting? Could you all talk about that a little bit? Melissa: Yeah, that's a great question, Mike. This is Melissa. So I think what's interesting about the idea of meaningful counting is, the more DeAnn and I studied the trajectory and spent time working with teachers and students, we came to the conclusion that the counting trajectory in particular is anchored, or a cornerstone of that counting trajectory is really meaningful counting. That once a skill is acquired—and we'll talk a little bit more about meaningful counting—but once that skill is acquired, it just builds and develops as kids grow and have more experience with number and quantity. So when we think about meaningful counting, the phrase that we like to use is that "Numbers represent quantity." And it's just not that kids are saying numbers out loud, it's that when they say "5," they know what 5 means. They know how many that is. They can connect it to a context that they can go grab five of something. They might know that 5 is bigger than 2 or that 10 is bigger than 5. So they start to really play with this idea of quantity. And specifically when we're talking about kids engaging in meaningful counting, there's really key skills and understandings that we're looking and watching for as children count. The first one DeAnn already alluded to, is this idea of cardinality. So when I count how many I have—1, 2, 3, 4, 5—if that's the size of my set, when someone asks me, "How many is it?," I can say "5" without needing to go back and count. So I can hold that quantity. Another one is stable count sequence. So we used to call it rote count sequence. And again, DeAnn referenced the idea that, really, when we're asking kids to count, we're asking more than just saying numbers. So we think about the stability and the confidence in their counting. One of the pieces that we've started to really watch very carefully and think carefully about with our children as we're watching many of them count is their ability to organize. So it's not the job of the teacher to organize the counter, to tell the child how to lay out the counters. It really is the work of the child because it brings to bear counting, saying the numbers, maintaining cardinality, as well as sets them up and sets us up to see where they at with that one-to-one correspondence. So can they organize a set of counters in such a way that allows them to say one number, one touch, one object? And then as they continue to coordinate those skills, are they able to say back and hold onto the idea of quantity? So the other ideas that we like to consider, mostly because they're embedded in the trajectory and we've seen them become incredibly important as we work with children, is the idea of producing a set. So when I ask a child, "Can you give me five?," they give me five, or are they able to stop when they get to five? Do they keep counting? Do they pick up a handful of counters and dump it in my hand? So all of those things are what we're looking for as we're thinking about the idea of producing a set. And then finally, even for our youngest ones, we really place a fair importance on the idea of representing a count. So can they demonstrate, can they show on paper what they did or how many they have? So we leave with a very rudimentary math sketch. So if they've counted a collection of five, how would they represent five on that paper? What that allows then the teacher to do is to continue to leverage where the trajectory goes as well as what they know about young children to bring in meaningful experiences tied to writing numbers, tied to having conversations about numbers. So the kids aren't doing worksheets, they're actually documenting something very important to them, which is this collection of whatever it is that they just counted in a way that makes sense to them. And so I think the other part that I like to talk about when we think about meaningful counting is this idea of hierarchical inclusion. It's that idea that children understand that numbers are nested one within each other and that each number in the count sequence is exactly 1 higher than what they said before. So, many times our reference with that is with our teachers are those little nesting dolls. So we think about 1 and then we wrap 2 around it and then we wrap 3 around it. So when we think about the number 3, we're thinking, "Well, it's actually the quantity of 2 and 1 more." And we see that as a really powerful understanding in particular as our children get older and we ask them not just what is 1 more or 1 less, but what is 10 more or 10 less, that they take that and they extend that in meaningful ways. So again, the idea of meaningful counting, regardless of where we are on the trajectory, it's the idea that numbers represent quantities. And the neat thing about the trajectory—the counting trajectory in particular—is that they give us really beautiful markers as to when to watch for these. So we tend to talk about the trajectories as levels. So we'll say at level 6 on our counting trajectory is where we see cardinality first start to kind of show up, where we're starting to look for it. And then we watch that idea of cardinality grow as children get older, as they have more experience and opportunity, and as they work with larger numbers. Mike: That's incredibly helpful. So I think one of the things that really jumped out, and I want to mark this and give you all an opportunity to be a little bit more explicit than you already were—this importance of linking numbers and quantities. And I wonder if you could say a bit more about what you mean, just to make sure that our listeners have a full understanding of why that is so significant. DeAnn: All right, this is DeAnn. I'll jump in and get started, and Melissa can add on. As we first started to study the learning trajectory, the one thing we noticed was the importance of connecting things to quantity. Even some of the original levels didn't necessarily say "quantity," but we anchor our work to developing meaning for our work. And we always think about, even when we're skip-counting, it should be done with objects that we should be able to see skip-counting as quantities, not just as words that I'm reciting. So across the trajectory, we put this huge emphasis on always connecting them to items, to things, or to actions and to movements so that it's not just a word, but that word has some meaning and significance for the child. Mike: I think that takes me to the other bit of language, Melissa, that you said that I want to come back to. You said at one point when you were describing meaningful counting experiences, you said, "One number, one touch, one object." And I wonder if you could unpack that, particularly "one touch," for young children and why that feels significant. Melissa: That's a great question. And I'll come at this through a lens of watching many, many children count and working with lots and lots of teachers. When children are counting a set, many times they'll look and they'll go, "1, 2, 3, 4, 5, 6, 7, 8, 9," and then however many are in the collection, they'll just say, "9" by just looking. And one of the things that we've noticed is that sometimes we need to explicitly give permission to children to do what they need to do with that collection to find out how many. Sometimes they're afraid to touch the items. Sometimes they don't know that they can. And we don't come right out and say, "Go ahead and touch them." But we just say, "Gosh, is there another way that you could find out how many?" And what we notice are some amazing and interesting ways kids organize their collections. So sometimes to be able to get to that "one touch, one, number one object," they'll lay them out in a row. Sometimes they'll lay them out in a circle and they'll mark the one that they started with. Sometimes, with our little guys in particular, we like to give them collections where they have to sit things up, so like, the little counting bears. So if the bears are lying down, the kids will be very intentional in, "I set it up and I count it. I set it up and I count it. " And they all, many times, have to be facing the same direction as well. So the kids are very particular about, "How does this fit into the counting experience?" And I would say that's one thing that's been really significant for us in understanding that it really is the work of the child to do that "one touch, one object, one count" in a way that matters to them. And that a teacher can very easily lay it out and say, "Find out how many. Remember to touch one and tell me the number." Then it's not coming from the child. Then we don't know what they know. So that's been a really, really interesting aspect for us to watch in kids is, "How are they choosing to go into and enter into counting that?" And we look at that as problem solving from our youngest, from our 3-year-olds, all the way up, is: "What are you going to do with that pile of stuff in front of you?" And that's an authentic problem for them, and it's meaningful. Mike: I think what jumps out about that from me is the structure of what you just described is actually an experience and it's an opportunity to make sense of counting versus what perhaps has typically happened, which is a procedure for counting that we're asking kids to replicate and show us again. And what strikes me is you're advocating for a sensemaking opportunity because that's the work of the child. As opposed to, "Let me show you how to do it; you do it again and show it back to me," but what might be missing is meaning or connection to something that's real and that sets up what we think might be a house of cards or at the very least it has significant implications as you described in the research. Melissa: One of the things, Mike, that I would add on that actually I just thought about is, when you were talking about the importance of us letting the children figure out how they want to approach that task of organizing their count, is: It's coming from the child. And Clements and Sarama talk about, the beautiful work about the trajectory is that we see that the mathematics comes from the child and we can nurture that along in developmentally appropriate ways. The other idea that popped into my mind is: It's kind of a parallel to when our children get older and we want to teach them a way to add and a way to subtract. And I'm going to show you how to do it and you follow my procedure. I'm going to show it; you follow my procedure. We know that that's not best practice either. And so we're really looking at: How do we grab onto that idea of number sense and move forward with it in a way that's meaningful with children from as young as 1 and 2 all the way up? Mike: I hope you've enjoyed the first half of our conversation with DeAnn and Melissa as much as I have. We'll release the second half of our conversation on April 9th. 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. © 2026 The Math Learning Center | www.mathlearningcenter.org
This week’s podcast summarizes some highlights in scientific research and includes a recognition of Rare Disease Week and actions taken by the FDA to ease the criteria for evaluating genetic therapies for rare genetic disorders, the best study to date on the mortality in autism, genetic prediction of outcome in individuals with a diagnosis, and Uta Frith’s commentary on the concept of “spectrum”. https://pubmed.ncbi.nlm.nih.gov/41773580 https://pubmed.ncbi.nlm.nih.gov/41651809 https://pubmed.ncbi.nlm.nih.gov/41661606 https://archive.ph/fPscR
Editor-in-Chief Cecelia E. Schmalbach, MD, MSc, is joined by senior author Romaine F. Johnson, MD, MPH, and Associate Editor M. Boyd Gillespie, MD, to discuss whether childhood obesity is associated with increased severity of obstructive sleep apnea during adolescence, as outlined in the paper "Association Between Weight Gain Trajectories and Severe Obstructive Sleep Apnea Among Adolescents" which published in the February 2026 issue of Otolaryngology–Head and Neck Surgery. To read the full article, click here.
Darshan H. Brahmbhatt, Podcast Editor of JACC: Advances, discusses a recently published original research paper on Long-Term Cardiovascular Health Trajectories Associated With Cardiovascular Disease and Mortality in Older Adults.
LPL's Chief Economist, Dr. Jeffrey Roach highlights what lies ahead for businesses and the economy as Fed officials highlight potential financial risks, the potential for a rebound in growth, and tariff impacts on our trading partners. Tracking: #1069779
Robots aren't just software. They're AI in the physical world. And that changes everything.In this episode of TechFirst, host John Koetsier sits down with Ali Farhadi, CEO of Allen Institute for AI, to unpack one of the biggest debates in robotics today: Is data enough, or do robots need structured reasoning to truly understand the world?Ali explains why physical AI demands more than massive datasets, how concepts like reasoning in space and time differ from language-based chain-of-thought, and why transparency is essential for safety, trust, and human–robot collaboration. We dive deep into MOMO Act, an open model designed to make robot decision-making visible, steerable, and auditable, and talk about why open research may be the fastest path to scalable robotics.This conversation also explores:• Why reasoning looks different in the physical world• How robots can project intent before acting• The limits of “data-only” approaches• Trust, safety, and transparency in real-world robotics• Edge vs cloud AI for physical systems• Why open-source models matter for global AI progressIf you're interested in robotics, embodied AI, or the future of intelligent machines operating alongside humans, this episode is a must-watch.
Send us a textWhat if kindness could rebuild a city block by block—and it started with a free concert? We sit down with Stephan Palmer, founder and CEO of Youth on Fire, to trace the journey from community shows in Hartford to a full-scale mentoring and family support network changing how youth grow, learn, and lead. Stephan's approach is disarmingly simple: build trust first, then layer in faith, academics, and real-world creativity. When a mentor says, “We're the GPS; you pick the destination,” kids stop bracing for judgment and start mapping their futures.You'll hear how a silent middle schooler lit up over Naruto and, session by session, found his voice, his footing, and a passion for service—now volunteering at coat and school supply drives and bringing friends into the fold. We dig into Hartford's unique pressures—parents working multiple jobs, kids feeling unseen—and how Youth on Fire answers with relevant skills: music production, fashion design, podcasting, branding, and entrepreneurship. Cross-promotion becomes a classroom, and collaboration becomes a credential. As confidence rises, grades follow, and the spark of possibility grows into a plan.Partnerships make the model scalable. Schools secured grants and Apple labs that transformed a single laptop into a media hub. A cosmetology school and a retailer help single dads step into interviews with dignity. State leaders supported licensing, MOUs, and family-centered work that stabilizes homes and lifts outcomes. Stefan shares future plans to add a women's component and thoughtfully expand beyond Connecticut, while keeping the core promise intact: listen deeply, act practically, and let youth leadership drive the ripple effect.If stories of real transformation give you hope, this one delivers—with concrete tools, candid moments, and a roadmap any community can adapt. Subscribe, share this episode with someone who cares about kids and families, and leave a review so more people can find it. Your ripple starts here.Support the show
In this episode of the Crazy Wisdom Podcast, host Stewart Alsop interviews Aurelio Gialluca, an economist and full stack data professional who works across finance, retail, and AI as both a data engineer and machine learning developer, while also exploring human consciousness and psychology. Their wide-ranging conversation covers the intersection of science and psychology, the unique cultural characteristics that make Argentina a haven for eccentrics (drawing parallels to the United States), and how Argentine culture has produced globally influential figures from Borges to Maradona to Che Guevara. They explore the current AI landscape as a "centralizing force" creating cultural homogenization (particularly evident in LinkedIn's cookie-cutter content), discuss the potential futures of AI development from dystopian surveillance states to anarchic chaos, and examine how Argentina's emotionally mature, non-linear communication style might offer insights for navigating technological change. The conversation concludes with Gialluca describing his ambitious project to build a custom water-cooled workstation with industrial-grade processors for his quantitative hedge fund, highlighting the practical challenges of heat management and the recent tripling of RAM prices due to market consolidation.Timestams00:00 Exploring the Intersection of Psychology and Science02:55 Cultural Eccentricity: Argentina vs. the United States05:36 The Influence of Religion on National Identity08:50 The Unique Argentine Cultural Landscape11:49 Soft Power and Cultural Influence14:48 Political Figures and Their Cultural Impact17:50 The Role of Sports in Shaping National Identity20:49 The Evolution of Argentine Music and Subcultures23:41 AI and the Future of Cultural Dynamics26:47 Navigating the Chaos of AI in Culture33:50 Equilibrating Society for a Sustainable Future35:10 The Patchwork Age: Decentralization and Society35:56 The Impact of AI on Human Connection38:06 Individualism vs. Collective Rules in Society39:26 The Future of AI and Global Regulations40:16 Biotechnology: The Next Frontier42:19 Building a Personal AI Lab45:51 Tiers of AI Labs: From Personal to Industrial48:35 Mathematics and AI: The Foundation of Innovation52:12 Stochastic Models and Predictive Analytics55:47 Building a Supercomputer: Hardware InsightsKey Insights1. Argentina's Cultural Exceptionalism and Emotional Maturity: Argentina stands out globally for allowing eccentrics to flourish and having a non-linear communication style that Gialluca describes as "non-monotonous systems." Argentines can joke profoundly and be eccentric while simultaneously being completely organized and straightforward, demonstrating high emotional intelligence and maturity that comes from their unique cultural blend of European romanticism and Latino lightheartedness.2. Argentina as an Underrecognized Cultural Superpower: Despite being introverted about their achievements, Argentina produces an enormous amount of global culture through music, literature, and iconic figures like Borges, Maradona, Messi, and Che Guevara. These cultural exports have shaped entire generations worldwide, with Argentina "stealing the thunder" from other nations and creating lasting soft power influence that people don't fully recognize as Argentine.3. AI's Cultural Impact Follows Oscillating Patterns: Culture operates as a dynamic system that oscillates between centralization and decentralization like a sine wave. AI currently represents a massive centralizing force, as seen in LinkedIn's homogenized content, but this will inevitably trigger a decentralization phase. The speed of this cultural transformation has accelerated dramatically, with changes that once took generations now happening in years.4. The Coming Bifurcation of AI Futures: Gialluca identifies two extreme possible endpoints for AI development: complete centralized control (the "Mordor" scenario with total surveillance) or complete chaos where everyone has access to dangerous capabilities like creating weapons or viruses. Finding a middle path between these extremes is essential for society's survival, requiring careful equilibrium between accessibility and safety.5. Individual AI Labs Are Becoming Democratically Accessible: Gialluca outlines a tier system for AI capabilities, where individuals can now build "tier one" labs capable of fine-tuning models and processing massive datasets for tens of thousands of dollars. This democratization means that capabilities once requiring teams of PhD scientists can now be achieved by dedicated individuals, fundamentally changing the landscape of AI development and access.6. Hardware Constraints Are the New Limiting Factor: While AI capabilities are rapidly advancing, practical implementation is increasingly constrained by hardware availability and cost. RAM prices have tripled in recent months, and the challenge of managing enormous heat output from powerful processors requires sophisticated cooling systems. These physical limitations are becoming the primary bottleneck for individual AI development.7. Data Quality Over Quantity Is the Critical Challenge: The main bottleneck for AI advancement is no longer energy or GPUs, but high-quality data for training. Early data labeling efforts produced poor results because labelers lacked domain expertise. The future lies in reinforcement learning (RL) environments where AI systems can generate their own high-quality training data, representing a fundamental shift in how AI systems learn and develop.
Het ziet er naar uit dat we binnen enkele weken gaan meemaken dat astronauten voor het eerst sinds 1972 verder de ruimte in zullen reizen dan alleen in een baan rond de aarde. Om goed voorbereid te zijn als u binnenkort met de borrelnootjes achter de tv of laptop zit, leek het me aardig om in deze aflevering wat feiten op een rijtje te zetten.Artemis (NASA):https://www.nasa.gov/humans-in-space/artemis/NASA Moon to Mars architecture:https://www.nasa.gov/moontomarsarchitecture/Over the moon: How the Trump-Musk feud helps the lunar mission:https://www.politico.com/news/2025/06/06/musk-trump-nasa-spacex-moon-00391742Here's how Artemis 2 astronauts will exercise, sleep and use the toilet on their moon mission:https://www.space.com/artemis-2-orion-spacecraft-moon-astronaut-mockupStuur uw naam (of die van uw (klein)kind) mee naar de maan:https://www3.nasa.gov/send-your-name-with-artemis/Trajectories in the Earth-Moon space with symmetrical free return properties:https://ntrs.nasa.gov/api/citations/19630007117/downloads/19630007117.pdfFree return trajectories:https://en.wikipedia.org/wiki/Free-return_trajectoryVoedsel in de ruimte:https://www.nasa.gov/ochmo/food-in-space/Fabrique des Lumières Amsterdam:https://www.fabrique-lumieres.com/nlDe Zimmerman en Space podcast is gelicenseerd onder een Creative Commons CC0 1.0 licentie.http://creativecommons.org/publicdomain/zero/1.0
Dr Pierce Salguero sits down with Nick Canby, visiting assistant professor at Brown University and a clinical psychologist specializing in meditation and psychedelics. Together, we dive into Nick's research on the self — what is it and what it's like to lose it. Along the way, we mention some of the downsides of experiencing oneness and the complications of defining a mental health disorder. If you want to hear scholars and practitioners engaging in deep conversations about the dark side of Asian religions and medicines, then subscribe to Black Beryl wherever you get your podcasts. Also check out our members-only benefits on Substack.com to see what our guests have shared with you. Enjoy the show! Resources mentioned in this episode: Previous episode on meditation challenges with Willoughby Britton and Jared Lindahl List of Publications from the Varieties of Contemplative Experience study Canby et al., "The Teacher Matters: The Role and Impact of Meditation Teachers in the Trajectories of Western Buddhist Meditators Experiencing Meditation-Related Challenges" Pierce's forthcoming volume, "Meditation Sickness: A Sourcebook on the Dangers of Buddhist Practice" Previous episode on madness and religious experience with Richard Saville-Smith Nick's clinical practice Nick's profile on Cheetah House Complete list of Nick's publications Become a paid subscriber on blackberyl.substack.com to unlock our members-only benefits, including downloading: Article summarizing Nick's dissertation research on "loss of self" experiences Pierce Salguero is a transdisciplinary scholar of health humanities who is fascinated by historical and contemporary intersections between Buddhism, medicine, and crosscultural exchange. He has a Ph.D. in History of Medicine from the Johns Hopkins School of Medicine (2010), and teaches Asian history, medicine, and religion at Penn State University's Abington College, located near Philadelphia. website 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
Dr Pierce Salguero sits down with Nick Canby, visiting assistant professor at Brown University and a clinical psychologist specializing in meditation and psychedelics. Together, we dive into Nick's research on the self — what is it and what it's like to lose it. Along the way, we mention some of the downsides of experiencing oneness and the complications of defining a mental health disorder. If you want to hear scholars and practitioners engaging in deep conversations about the dark side of Asian religions and medicines, then subscribe to Black Beryl wherever you get your podcasts. Also check out our members-only benefits on Substack.com to see what our guests have shared with you. Enjoy the show! Resources mentioned in this episode: Previous episode on meditation challenges with Willoughby Britton and Jared Lindahl List of Publications from the Varieties of Contemplative Experience study Canby et al., "The Teacher Matters: The Role and Impact of Meditation Teachers in the Trajectories of Western Buddhist Meditators Experiencing Meditation-Related Challenges" Pierce's forthcoming volume, "Meditation Sickness: A Sourcebook on the Dangers of Buddhist Practice" Previous episode on madness and religious experience with Richard Saville-Smith Nick's clinical practice Nick's profile on Cheetah House Complete list of Nick's publications Become a paid subscriber on blackberyl.substack.com to unlock our members-only benefits, including downloading: Article summarizing Nick's dissertation research on "loss of self" experiences Pierce Salguero is a transdisciplinary scholar of health humanities who is fascinated by historical and contemporary intersections between Buddhism, medicine, and crosscultural exchange. He has a Ph.D. in History of Medicine from the Johns Hopkins School of Medicine (2010), and teaches Asian history, medicine, and religion at Penn State University's Abington College, located near Philadelphia. website Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/buddhist-studies
Dr Pierce Salguero sits down with Nick Canby, visiting assistant professor at Brown University and a clinical psychologist specializing in meditation and psychedelics. Together, we dive into Nick's research on the self — what is it and what it's like to lose it. Along the way, we mention some of the downsides of experiencing oneness and the complications of defining a mental health disorder. If you want to hear scholars and practitioners engaging in deep conversations about the dark side of Asian religions and medicines, then subscribe to Black Beryl wherever you get your podcasts. Also check out our members-only benefits on Substack.com to see what our guests have shared with you. Enjoy the show! Resources mentioned in this episode: Previous episode on meditation challenges with Willoughby Britton and Jared Lindahl List of Publications from the Varieties of Contemplative Experience study Canby et al., "The Teacher Matters: The Role and Impact of Meditation Teachers in the Trajectories of Western Buddhist Meditators Experiencing Meditation-Related Challenges" Pierce's forthcoming volume, "Meditation Sickness: A Sourcebook on the Dangers of Buddhist Practice" Previous episode on madness and religious experience with Richard Saville-Smith Nick's clinical practice Nick's profile on Cheetah House Complete list of Nick's publications Become a paid subscriber on blackberyl.substack.com to unlock our members-only benefits, including downloading: Article summarizing Nick's dissertation research on "loss of self" experiences Pierce Salguero is a transdisciplinary scholar of health humanities who is fascinated by historical and contemporary intersections between Buddhism, medicine, and crosscultural exchange. He has a Ph.D. in History of Medicine from the Johns Hopkins School of Medicine (2010), and teaches Asian history, medicine, and religion at Penn State University's Abington College, located near Philadelphia. website Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology
Dr Pierce Salguero sits down with Nick Canby, visiting assistant professor at Brown University and a clinical psychologist specializing in meditation and psychedelics. Together, we dive into Nick's research on the self — what is it and what it's like to lose it. Along the way, we mention some of the downsides of experiencing oneness and the complications of defining a mental health disorder. If you want to hear scholars and practitioners engaging in deep conversations about the dark side of Asian religions and medicines, then subscribe to Black Beryl wherever you get your podcasts. Also check out our members-only benefits on Substack.com to see what our guests have shared with you. Enjoy the show! Resources mentioned in this episode: Previous episode on meditation challenges with Willoughby Britton and Jared Lindahl List of Publications from the Varieties of Contemplative Experience study Canby et al., "The Teacher Matters: The Role and Impact of Meditation Teachers in the Trajectories of Western Buddhist Meditators Experiencing Meditation-Related Challenges" Pierce's forthcoming volume, "Meditation Sickness: A Sourcebook on the Dangers of Buddhist Practice" Previous episode on madness and religious experience with Richard Saville-Smith Nick's clinical practice Nick's profile on Cheetah House Complete list of Nick's publications Become a paid subscriber on blackberyl.substack.com to unlock our members-only benefits, including downloading: Article summarizing Nick's dissertation research on "loss of self" experiences Pierce Salguero is a transdisciplinary scholar of health humanities who is fascinated by historical and contemporary intersections between Buddhism, medicine, and crosscultural exchange. He has a Ph.D. in History of Medicine from the Johns Hopkins School of Medicine (2010), and teaches Asian history, medicine, and religion at Penn State University's Abington College, located near Philadelphia. website Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/spiritual-practice-and-mindfulness
What's up everybody and welcome to another episode of the golf guru show, I am your host, Jason Sutton and I am the Guru, I am also the director of instruction at the beautiful Colleton River club in Bluffton, SC where it is my mission to break down high performers in the teaching and coaching business and all fields of study, unpack and tease out what makes them great and successful from daily habits, their continuous growth journey, to how they help and train with their students. Make sure that you download this episode and hit that purple subscribe button so you don't miss out of future episodes that will be coming your way. All I ask is that you share this podcast on social or with your friends and with other coaches and players that might benefit from the information. After listening to the audio, go check out the video on youtube channel as well. This is a special episode as it is a webinar put on by the Carolinas Section in which I am the Committee Chairman. This webinar is titled Career Trajectories in Instruction and was hosted by boss and Director of Golf Eric Shultz who just won the Professional Development award for the section. You can follow him on IG @ericschultz7109. Our panel for this webinar is myself, Eric Alpenfelds, top 100 instructor and Director of Instruction at the Pinehurst Golf Academy and Joe Steadman, Director of Instruction at The Country Club of NC and is a rising star in our section. Joe has a very cool story of how he got into golf and instruction throught a special forces military background. You can follow him on IG @joesteadmangolf. This convo has alot of great information for young and old coaches alike and I wanted to share with all of you. I hope you enjoy this webinar with Eric, Eric, Joe and myself.....enjoy Learn more about your ad choices. Visit megaphone.fm/adchoices
Today I sit down with Nick Canby, visiting assistant professor at Brown University and a clinical psychologist specializing in meditation and psychedelics. Together, we dive into Nick's research on the self — what is it and what it's like to lose it. Along the way, we mention some of the downsides of experiencing oneness and the complications of defining a mental health disorder.If you want to hear scholars and practitioners engaging in deep conversations about the dark side of Asian religions and medicines, then subscribe to Black Beryl wherever you get your podcasts. Also check out our members-only benefits on Substack.com to see what our guests have shared with you. Enjoy the show!Resources mentioned in this episode: Previous episode on meditation challenges with Willoughby Britton and Jared Lindahl List of Publications from the Varieties of Contemplative Experience studyCanby et al., "The Teacher Matters: The Role and Impact of Meditation Teachers in the Trajectories of Western Buddhist Meditators Experiencing Meditation-Related Challenges"Pierce's forthcoming volume, "Meditation Sickness: A Sourcebook on the Dangers of Buddhist Practice" Previous episode on madness and religious experience with Richard Saville-SmithNick's clinical practiceNick's profile on Cheetah HouseComplete list of Nick's publications Become a paid subscriber on blackberyl.substack.com to unlock our members-only benefits, including downloading:Article summarizing Nick's dissertation research on “loss of self” experiences50% off “Varieties of Ego-Dissolution” online course (research overview of the types of self-boundary dissolution and their impacts)
Episode #428: This panel gathers five voices from Myanmar's unraveling present—specialists in food, economy, energy, education, and digital life—who together trace the anatomy of a country still fighting to exist. Their stories intertwine across fields once filled with promise, now marked by loss, adaptation, and the quiet persistence of rebuilding. Thin Lei Win, a journalist and food systems expert, bridges the elemental links between nourishment and truth. She describes a nation abundant in resources yet starved by political neglect, where conflict and inflation have turned meals into measures of survival. For her, recovery begins with food sovereignty and regenerative farming— but also with journalism that insists on accountability, exposing the human costs of repression and keeping the language of truth alive. Economist Sean Turnell, once an adviser to Aung San Suu Kyi, recalls the fragile optimism of Myanmar's reform years before the economy imploded. The coup, he says, erased progress overnight, returning the country to extraction and scarcity. Yet he believes that when democracy returns, stability and investment will quickly follow, because the will to rebuild already exists. From the energy sector, Guillaume De Langre describes stalled electrification and broken trust, yet sees in renewable technologies and decentralized grids the outline of a fairer, more resilient future. Education reformer Thura echoes that belief in renewal, recounting how teachers and students who refused the junta reimagined schooling underground and online— an act of defiance that made learning itself a form of resistance. And in the digital realm, Bradley charts the turn from openness to surveillance, yet also the rise of encrypted communities that protect connection and expression. Together, these voices reveal that even in collapse, Myanmar's pulse endures— in food and light, in words and classrooms, in the stubborn will to begin again.
Katarina Zeder, MD, PhD, joins CHEST® Journal Podcast Moderator Matt Siuba, DO, MS, to discuss her research into the ways in which longitudinal pulmonary arterial pressure trajectories inform clinical outcome in patients undergoing kidney transplantation. DOI: 10.1016/j.chest.2025.05.024 Disclaimer: The purpose of this activity is to expand the reach of CHEST content through awareness, critique, and discussion. All articles have undergone peer review for methodologic rigor and audience relevance. Any views asserted are those of the speakers and are not endorsed by CHEST. Listeners should be aware that speakers' opinions may vary and are advised to read the full corresponding journal article(s) for complete context. This content should not be used as a basis for medical advice or treatment, nor should it substitute the judgment used by clinicians in the practice of evidence-based medicine.
Beat reporter Coty Davis and Detroit News contributor Tarohn Finley discuss Jaden Ivey's injury timeline and Houston Rockets beat reporter Brian Barefield of USA Today Rockets Wire is the special guest.
Trajectories of Fidgety Movements in Infants with and without medical complexity.This paper is a finalist for AACPDM's highest honour - the Gayle G Arnold award, chosen and highlighted by the scientific review committee for it's high quality.We look ahead at The American Academy for Cerebral Palsy and Developmental Medicine (AACPDM) Conference - the 79th Annual Meeting!“Celebrating Resilience” October 15-18, 2025, to be held in New Orleans, LA.
Thank you for joining us!#GladTidings #WelcomeToTheFamily #WeAreGTJoin us for service in person or online every Wednesday at 7pm (EST) and Sundays at 9am & 11am(EST)2009 Fullers Cross Rd. Ocoee, Fl 34761If you would like to get connected to what God is doing at Glad Tidings Church, text GUEST to 407-993-2496 If you would like to support GT financially you can give through the OcoeeGT app, or online through our website by clicking here http://www.ocoeegt.com/giving. Text ‘WEAREGT' to 73256 to give using your mobile device.For more information about Glad Tidings Church, visit ocoeegt.com face or follow us on our social media platforms below.Instagram- https://www.instagram.com/wearegt.church/Facebook- https://www.facebook.com/GladTidingsChurchOcoee
ANGELA'S SYMPOSIUM 📖 Academic Study on Witchcraft, Paganism, esotericism, magick and the Occult
Explore the teachings of the Temple of Set, one of the most influential yet misunderstood esoteric movements of the modern era. From Michael A. Aquino's Diabolicon to the mysterious Leviathan Working, this lecture uncovers the philosophy of Xeper (self-becoming), the myth of Lucifer/Set, and the Temple's quest for self-deification. Drawing on peer-reviewed scholarship and rare sources, we trace how Setianism reshaped the Left-Hand Path and challenged mainstream ideas of religion, magic, and identity.If you're curious about Satanism, esotericism, or the deeper currents of occult philosophy, this is a journey into the heart of one of the most radical magical traditions of our time.CONNECT & SUPPORT
In this episode I discuss how the gospel writers develop both the messianic and divine identity of Jesus, building up from their sources. I discuss my preferred theory to the Synoptic problem, the Farrer Hypothesis. It postulates that Mark was the first written gospel, Matthew used Mark as a source and added his own material, and Luke used both Mark and Matthew as a source. I then explore a recent proposal made by James Barker who argues that John knew the Synoptic gospels. Advocating for the Farrer theory, he explores ‘Synoptic trajectories', showing how each successive evangelist developed their source material, and shows how the line runs through John, which was a creative rewriting of the Synoptics. I apply these theories to the opening verse of each gospel. Mark 1:1 acknowledges that Jesus is Messiah, possibly alludes to Genesis 1-2, and sets the beginning of Jesus' ministry with John the Baptist. Matthew agrees but pushes Jesus' origins back to David through Abraham while narrating the divine conception of Jesus. Luke further develops the divine and messianic Christology of Mark and Matthew, tracing Jesus' lineage back to Adam, boldly affirming his messianic status, and more extensively narrating Jesus' divine conception. John agrees with all of this and takes the final step, showing Jesus participating in creation while retaining his Davidic, Messianic Christology. Media Referenced:James Barker interview: https://libertarianchristians.com/episode/ep-181-how-the-gospel-writers-copied-each-other-with-james-barker/Helen Bond interview: https://libertarianchristians.com/episode/ep-167-the-gospels-as-biography-with-helen-bond/Paul and Divine Christology: https://libertarianchristians.com/episode/ep-127-paul-believed-that-jesus-was-god-with-chris-bruno/ The Protestant Libertarian Podcast is a project of the Libertarian Christian Institute and a part of the Christians For Liberty Network. The Libertarian Christian Institute can be found at www.libertarianchristians.com.Questions, comments, suggestions? Please reach out to me at theprotestantlibertarian@gmail.com. You can also follow the podcast on Twitter: @prolibertypod, and YouTube, @ProLibertyPod, where you will get shorts and other exclusive video content. For more about the show, you can go to theprotestantlibertarianpodcast.com. If you like the show and want to support it, you can! Go to libertarianchristians.com, where you can donate to LCI and buy The Protestant Libertarian Podcast Merch! Also, please consider giving me a star rating and leaving me a review, it really helps expand the show's profile! Thanks!
Our culture is showing surprising signs of shifting back toward biblical values—from rising church attendance to public figures praising Christian ideas. This Youth Pastor breakout explores how Christians can respond with both gratitude and purpose. Zach Mabry looks at key cultural wins like the overturning of Roe v. Wade, renewed respect for biological reality, and growing openness to faith. But more importantly, we'll discuss how to use these moments as gospel opportunities—without confusing cultural change for the Kingdom of God. Be equipped to share the "why" behind today's values and stay focused on our mission: making disciples of Jesus.SWO25 Teaching SessionsPlease leave a review on Apple or Spotify to help others grow in their faith. Click here to get our Colossians Bible study.
Today I sit down with Willoughby Britton and Jared Lindahl, the interdisciplinary team from Brown University that is responsible for the “Varieties of Contemplative Experience” study on the challenges and adverse effects of meditation. We talk about the design, findings, and outcomes of the study, and how it opened up a new field of interdisciplinary investigation. Along the way we ask: if someone suffers harm from practicing meditation, whose fault is it? What is the ultimate cause? And who gets to interpret the experience? If you want to hear scholars and practitioners engaging in deep conversations about the dark side of Asian religions and medicines, then subscribe to Black Beryl wherever you get your podcasts. Also check out our members-only benefits on Substack.com to see what our guests have shared with you. Enjoy the show!Resources mentioned in this episode: Complete Varieties of Contemplative Experience study publications listWilloughby on the Mind & Life PodcastWilloughby & Jared on The Trauma-Sensitive Mindfulness Podcast“The Varieties of Contemplative Experience: A Mixed-Methods Study of Meditation-Related Challenges in Western Buddhists” (2017)“The Roles and Impacts of Worldviews on the Onset and Trajectory of Meditation-Related Challenges” (2022)“The Teacher Matters: The Role and Impact of Meditation Teachers in the Trajectories of Western Buddhist Meditators Experiencing Meditation-Related Challenges” (2025)“Progress or Pathology? Differential Diagnosis and Intervention Criteria for Meditation-Related Challenges: Perspectives from Buddhist Meditation Teachers and Practitioners.”CheetahHouse.orgBecome a paid subscriber on blackberyl.substack.com to unlock our members-only benefits, including downloads of these PDFs:“Challenging and Adverse Meditation Experiences: Toward A Person-Centered Approach” (2021)“Prevalence of meditation-related adverse effects in a population-based sample in the United States” (2021)
IN THIS EPISODE~ Doug has both a). his extended stay at an undisclosed tropical island locale and b). his computer repair issues completed, so Rob and Doug are BACK with a full slate of Assassination Research-related topics to dive into! Among the MANY topics discussed: A little-known witness comes forward in 1967 to Jim Garrison, and describes encountering a man running-- with a rifle-- through Dealey Plaza shortly before The Hit; A woman reports her car being hit with gunfire-- in Dealey Plaza-- one week prior to The Assassination, and an Iowa man and his wife claim to find some very intriguing "artifacts" in and around the Grassy Knoll with a metal detector in 1978. We will go on a deep dive/deep discussion of the recent release of the Administrative Files of infamous CIA Operative George Joannides: What did this release teach us? How much of the "legend" lines up with this limited release? Did these pages prove any of our prior speculation to in fact, be fact? We discuss the documents dealing with Joannides' pre-HSCA "retirement" in detail, along with a discussion of the the limited clarity actually provided by this documents release. PLUS~ Bullets! Magic bullets! Shells! Trajectories! Firing lines! Firing positions! Firing orders! Firing signals! Plus listener emails and MUCH, MUCH MORE! JOIN US! Written & Hosted by Rob Clark & Doug Campbell. Recorded & Engineered by Curado "Little Momo" Scaranucci, Jr. for Drop-D Podcast Productions.Become a supporter of this podcast: https://www.spreaker.com/podcast/quick-hits-the-jfk-assassination--3682240/support.
Team Trajectories on today's dynasty fantasy football podcast! Borg and Betz discuss the trajectories of NFL teams and how the play-calling could change in 2025. They also discuss whether to take team needs or best player available in rookie drafts. Join Borg, Betz, and a Baller each week to take your Dynasty fantasy football game to the next level and dominate your league -- Fantasy Football Podcast for May 28th, 2025.Get instant access to the Dynasty Pass at UDKPlus.comConnect with The Fantasy Footballers:Visit us on the WebSupport the ShowFollow on XFollow on InstagramJoin our DiscordLove the show? Leave us a review wherever you listen
Check the episode transcript hereABOUT CALEB DAVIDCaleb is the Principal of David Commercial Real Estate. Creating space for people to be seen, heard and known makes Caleb David come alive. His love for the Front Range community, partnership, and connecting with people has helped Caleb to become one of the leading brokers in the Colorado Springs market. He provides reliable expertise in office, medical, retail, industrial and land markets. As an investor and owner of commercial real estate himself, Caleb brings a unique perspective and solid advice to his local, national and international clients. An epicurean at heart, Caleb loves traveling and sitting down to a delicious meal with friends and family. THIS TOPIC IN A NUTSHELL: Caleb's journey to Commercial Real Estate Flex warehouse deal in Colorado SpringsImportance of maintaining a broader perspective in brokerageCommercial real estate Insights and multiple sectors Acquisition of CRE property and value-add planMarket awareness and understanding local dynamicsStrategies for evaluating tenants Connect with Caleb KEY QUOTE: “As a broker, my job is not to just be like, hey, let's go find you something. It's like, no, let's find the best opportunity and get you connected with all of the right people that can help you financially get to the place where in three years when I come to visit you, you're still smiling.” ABOUT THE WESTSIDE INVESTORS NETWORK The Westside Investors Network is your community for investing knowledge for growth. For real estate professionals by real estate professionals. This show is focused on the next step in your career... investing, for those starting with nothing to multifamily syndication. The Westside Investors Network strives to bring knowledge and education to real estate professionals that is seeking to gain more freedom in their life. The host AJ and Chris Shepard, are committed to sharing the wealth of knowledge that they have gained throughout the years to allow others the opportunity to learn and grow in their investing. They own Uptown Properties, a successful Property Management, and Brokerage Company. If you are interested in Property Management in the Portland Metro or Bend Metro Areas, please visit www.uptownpm.com. If you are interested in investing in multifamily syndication, please visit www.uptownsyndication.com. #CommercialRealEstate #CRE #CommercialProperty #OfficeSpace #RetailSpace #IndustrialRealEstate #CREDeals #CREMarket #CREDevelopment #CommercialBroker #RealEstateBroker #CREBroker #TopBroker #BrokerLife #RealEstateAdvisor #CREBrokerage #LicensedBroker #CommercialSector #UrbanDevelopment #CommercialGrowth #MixedUseDevelopment #BusinessRealEstate #CorporateRealEstate #RealEstateDevelopment #RealEstateInvestor #CREInvestor #InvestInRealEstate #RealEstatePortfolio #CashFlow #PassiveIncome #WealthBuilding CONNECT WITH CALEB:LinkedIn: www.linkedin.com/calebdavid Instagram: www.instagram.com/calebdavidFacebook: www.facebook.com/calebdavid TikTok: @caleb25david CONNECT WITH US For more information about investing with AJ and Chris: · Uptown Syndication | https://www.uptownsyndication.com/ · LinkedIn | https://www.linkedin.com/company/71673294/admin/ For information on Portland Property Management: · Uptown Properties | http://www.uptownpm.com · Youtube | @UptownProperties Westside Investors Network · Website | https://www.westsideinvestorsnetwork.com/ · Twitter | https://twitter.com/WIN_pdx · Instagram | @westsideinvestorsnetwork · LinkedIn | https://www.linkedin.com/groups/13949165/ · Facebook | @WestsideInvestorsNetwork · Tiktok| @WestsideInvestorsNetwork · Youtube | @WestsideInvestorsNetwork
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