Podcasts about Voluntary

In this episode, Martin Lewis unpacks what's really happening with energy prices and the energy price cap—what it means for your bills right now, what's likely coming next, and the practical steps you can take to protect your household finances. From fixed vs variable tariffs to whether now is the right time to switch. We dive into the surprising world of lost and forgotten money, shining a spotlight on the billions that could be sitting unclaimed in old accounts, refunds, or schemes many of us have simply forgotten about. Martin explores where this money commonly hides, including dormant bank and savings accounts and unclaimed pension pots from previous jobs. Tell Us is all about when you have found money you didn't know you had. From rediscovered savings accounts to surprise payouts decades later, the episode celebrates the unexpected windfalls—including a caller who found money in her knicker draw. Steffan Powell is presenting instead of Adrian Chiles this week. In Mastermind Martin asks him about reclaiming student loan overpayments before guiding listeners through how to check if they've paid too much and how to get that cash back. It's quick, practical, and could put real money back in your pocket. If you want to ask Martin a question, you now can! His Question Time podcast lets you ask Martin absolutely anything and everything (within reason!) – so if you've always wanted to know his favourite ice cream flavour, if he's ever pondered the meaning of life, or have a very complicated question about your personal finances, email it to MartinLewisPodcast@bbc.co.uk.

What happens when an HR professional finds themselves on the other side of redundancy?   In this episode of The Business of Healthcare Podcast, Tara is joined by Sarah Boxall, HR and recruitment professional with more than 20 years of experience across the private sector, local government, higher education, and the NHS.   Sarah offers a unique perspective on navigating organisational change, career uncertainty, and the realities of looking for work during a period of significant transformation across the health and care system. Sarah shares practical advice for anyone facing change, considering their next career move, or supporting others through workforce transitions.   In this episode, Sarah discusses: What redundancy feels like from the employee perspective, even when the process is handled well The emotional reality of delivering difficult news as an HR professional Why uncertainty can be more challenging than change itself How to approach job searching during periods of organisational disruption The importance of maintaining an up-to-date CV Understanding the "hidden job market" and where opportunities are often found Using LinkedIn effectively to build connections and discover new roles Identifying your non-negotiables when considering your next career move Managing mindset, resilience, and confidence during periods of career transition Why flexibility, purpose, and job satisfaction matter as much as salary   This is an honest and practical conversation for anyone navigating workforce change, supporting colleagues through uncertainty, or considering what comes next in their own career.   Find Sarah on LinkedIn here.

This one hits different. We open with pure, unfiltered Bears collapse therapy — watching that second-seed hype train completely derail while the kingdom crumbles in real time. Then we flip straight into the green and gold summer grind: voluntary OTAs that feel more like a siege, June 1st deadweight finally off the books, and a defense that's already locking down the division before pads even go on. Key Discussion Points The poetic burial of Chicago's season and Caleb's cape getting lost in the snow Packers OTAs breakdown: 3-4 alignment, Jacob Bournes, edge pressure, and that "iron in the clay" mentality Post-June 1st roster clarity — clean books, young offensive line pieces, and smooth audibles Why this summer work already feels like the rest of the division is on the clock Sponsor Integration This episode is brought to you by PrizePicks! Use code PACKDADDY and visit https://prizepicks.onelink.me/LME0/PACKDADDY to get started with America's #1 fantasy sports app. This is classic Packernet After Dark energy — late-night vibes, strong opinions, and that raw summer hype only true Packers fans understand. Call to Action Tell me — how good does it feel watching the Bears fall apart while we're quietly building a machine? Drop your hottest take below. Make sure you're subscribed and leaving reviews — every one helps the show grow. Advertising Contact To advertise on this podcast please email: ad-sales@libsyn.com Or go to: https://advertising.libsyn.com/packernetpodcast Support the Show & Explore My Projects Help keep the show growing and check out everything I'm building across the Packers and NFL world: Support: Patreon: www.patreon.com/pack_daddy Venmo: @Packernetpodcast CashApp: $packpod Projects: Grade NFL Players ➜ fanfocus-teamgrades.lovable.app Packers Hub ➜ packersgames.com Create NFL Draft Big Boards ➜ nfldraftgrades.com Watch Draft Prospects ➜ draftflix.com Screen Record ➜ pause-play-capture.lovable.app Global Economics Hub ➜ global-economic-insight-hub.lovable.app Go Pack Go!

This one hits different. We open with pure, unfiltered Bears collapse therapy — watching that second-seed hype train completely derail while the kingdom crumbles in real time. Then we flip straight into the green and gold summer grind: voluntary OTAs that feel more like a siege, June 1st deadweight finally off the books, and a defense that's already locking down the division before pads even go on. Key Discussion Points The poetic burial of Chicago's season and Caleb's cape getting lost in the snow Packers OTAs breakdown: 3-4 alignment, Jacob Bournes, edge pressure, and that "iron in the clay" mentality Post-June 1st roster clarity — clean books, young offensive line pieces, and smooth audibles Why this summer work already feels like the rest of the division is on the clock Sponsor Integration This episode is brought to you by PrizePicks! Use code PACKDADDY and visit https://prizepicks.onelink.me/LME0/PACKDADDY to get started with America's #1 fantasy sports app. This is classic Packernet After Dark energy — late-night vibes, strong opinions, and that raw summer hype only true Packers fans understand. Call to Action Tell me — how good does it feel watching the Bears fall apart while we're quietly building a machine? Drop your hottest take below. Make sure you're subscribed and leaving reviews — every one helps the show grow. Advertising Contact To advertise on this podcast please email: ad-sales@libsyn.com Or go to: https://advertising.libsyn.com/packernetpodcast Support the Show & Explore My Projects Help keep the show growing and check out everything I'm building across the Packers and NFL world: Support: Patreon: www.patreon.com/pack_daddy Venmo: @Packernetpodcast CashApp: $packpod Projects: Grade NFL Players ➜ fanfocus-teamgrades.lovable.app Packers Hub ➜ packersgames.com Create NFL Draft Big Boards ➜ nfldraftgrades.com Watch Draft Prospects ➜ draftflix.com Screen Record ➜ pause-play-capture.lovable.app Global Economics Hub ➜ global-economic-insight-hub.lovable.app Go Pack Go!

"This is a cautionary tale about how extremism and fascism can creep up on us. It always begins with hate speech and dehumanization... from verbal violence, it's a very short leap to physical violence." — Dr. Georgette Bennett ABOUT THIS EPISODE Dr. Georgette Bennett is an award-winning sociologist, widely published author, former NBC News correspondent, and founder of both the Tanenbaum Center for Inter-Religious Understanding and the Multifaith Alliance for Syrian Refugees — which has mobilized more than $660 million in humanitarian aid. Her latest book, Half Jew, Full Life, tells the extraordinary story of Holocaust survivor Gary "Pips" Phillips, a distant relative who became a surrogate father to Georgette after her own father's death. Pips was classified by the Nazis as a Mischling — half-Jewish — yet voluntarily embraced his Jewish identity at the very moment it could be fatal. Mike and Georgette discuss Pips's four arrests and three escapes, the Nazis who unexpectedly saved his life, the challenge of writing a third-person memoir from psychiatric recordings, and why this story carries urgent lessons about identity, denial, and the creep of extremism. KEY TAKEAWAYS 1. A Holocaust story unlike any other. Pips was a Mischling first degree — an Aryan mother, a Jewish father — who voluntarily chose to be Jewish by becoming a bar mitzvah the very week the Nuremberg Laws were enacted. Almost nothing has been written about people in this category. 2. Nazis both persecuted and saved him. Pips was arrested four times and escaped three times. In key moments, individual Nazis — motivated by love, lust, or personal connection — intervened to save his life, complicating the black-and-white narrative of the Holocaust. 3. Survival was his career. Living underground in Berlin among 6,500 Jews who went into hiding, Pips navigated a world where you couldn't buy food or rent a room without papers stamped with a "J." Every day was a question of where to eat and where to sleep. 4. Psychiatric tapes became the primary source. Pips recorded his life story across dozens of sessions with his psychiatrist. Georgette had them transcribed while he was still alive, giving the book an authentic first-person voice despite being written in third person. 5. Trauma never fully heals. Pips's wife Olga, an Auschwitz survivor, processed her experience through silence and ultimately took her own life in 2005. Pips's own trauma surfaced decades later as severe palpitations with no physical cause. 6. Identity is a lifelong negotiation. Pips spent his entire life seeking acceptance as a Jew despite never formally converting. The title Half Jew, Full Life comes from his own declaration: "I don't want to be a half Jew. I want to be a full Jew." 7. A cautionary tale for today. The book traces how extremism begins with hate speech and dehumanization, and how denial during that phase allows violence to escalate — a pattern Georgette sees playing out in the present day. 8. The American Dream, chapter two. After the war, Pips arrived in America as a waiter and bicycle messenger and ended up co-owning the largest photo agency in the world, hobnobbing with celebrities like Natalie Wood and Raquel Welch — never having owned a camera. GET THE BOOK Half Jew, Full Life by Dr. Georgette Bennett Buy on Amazon: https://amzn.to/4v8qrFD Buy on Bookshop.org: https://bookshop.org/a/54587/9781949846744 CONNECT WITH GEORGETTE Website: https://www.bennettny.com LinkedIn: https://www.linkedin.com/in/georgette-bennett-764786184/ CONNECT WITH YOUR HOST Mike Carlon | Uncorking a Story Website: https://uncorkingastory.com/ YouTube: https://www.youtube.com/@uncorkingastory Instagram: https://www.instagram.com/uncorkingastory/ Facebook: https://www.facebook.com/uncorkingastory TikTok: https://www.tiktok.com/@uncorkingastory Twitter/X: https://twitter.com/uncorkingastory LinkedIn: https://www.linkedin.com/company/uncorking-a-story/ SUBSCRIBE & LEAVE A REVIEW — It helps more readers and writers find the show! Apple Podcasts: https://podcasts.apple.com/us/podcast/uncorking-a-story/id563636205 Spotify: https://open.spotify.com/show/5HZiAEtFlhAzk60Z4eAkhY RSS Feed: https://feeds.megaphone.fm/uncorkingastory Uncorking a Story is produced by Mike Carlon. New episodes drop every Tuesday. Learn more about your ad choices. Visit megaphone.fm/adchoices

An episode from East River Baptist Church, a conservative, independent body of King James Bible believers located on the Northeast side of Houston, Texas.If you are looking for a church in the Houston Texas area that preaches the Truth from God's Word, reach out to us at any time. We would love to hear from you at (281) 399-3030 or on our website ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://ERBCTexas.org/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ You may also write to them at:East River Baptist ChurchP.O. Box 983New Caney, TX 77357 This message is part of the KJV Bible Preaching Churches Podcast, a ministry dedicated to making faithful, King James Bible preaching available to all; especially those who may have limited access to sound biblical teaching.Our purpose is simple: to exalt the Lord Jesus Christ, uphold the authority of the Holy Scriptures, and point souls to the truth of God's Word. Every message shared through this podcast comes from likeminded, Bible-believing churches and ministries that hold firmly to the King James Bible as the final authority in faith and practice.This podcast is used as a Gospel resource and teaching tool, including outreach efforts to individuals who are incarcerated. We believe God's Word is living, powerful, and able to work in hearts wherever it is heard.If you are a pastor, preacher, or church that faithfully preaches from the King James Bible and would like to learn more about being part of this podcast, or if you have questions about this ministry, you are welcome to reach out.The KJV Bible Preaching Churches Podcast is directly supported by Doss Metrics LLC | Ministry Services based out of Cleveland Texas. If you have any questions regarding this podcast, or the churches hosted on the podcast, please reach out to us directly at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠dossmetrics@gmail.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or write to us at: Doss Metrics | KJV Bible Preaching Churches Podcast1501 McBride Rd.Cleveland, TX 77328 God Bless#KJV #BaptistChurches #BiblePreaching #KJVPreaching #KingJamesBible #ChurchSermons #ChristianPodcasts #BibilicalTeaching #EastRiverBaptistChurch #RogerHoots

Send us Fan MailIn this episode of Her Theology, I'm joined by theologian and ethicist Dr Andrew Sloane to discuss voluntary assisted dying, euthanasia, physician-assisted suicide, palliative care, dignity, suffering and the Christian view of death.Voluntary assisted dying is now legal across most of Australia, and the conversation is only growing. But how should Christians think about it? Is euthanasia an act of compassion? What is the difference between voluntary assisted dying, palliative care, withdrawing treatment and physician-assisted suicide? And what does Scripture teach us about human dignity, suffering, autonomy, community and death?In this conversation, we discuss: the difference between euthanasia, physician-assisted suicide and voluntary assisted dying  why palliative care is not the same as euthanasia  where voluntary assisted dying laws currently sit in Australia  why Canada and the Netherlands raise serious ethical concerns  autonomy, suffering and the slippery slope argument  whether Christians should support voluntary assisted dying  what it means to die with dignity  the difference between prolonging life and prolonging dying  why medicine should be understood as care, not just cure  how Christians should think about death as an enemy  the biblical basis for human dignity and the image of God  why community matters when we care for the dying  how the church can tell better stories about death, care and hope This is a deeply personal and theological conversation about one of the most important ethical issues facing Australia today.If you are wrestling with questions around euthanasia, assisted dying, palliative care, end-of-life care, suffering, medical ethics or Christian bioethics, this episode will help you think biblically, carefully and compassionately.Topics covered: voluntary assisted dying, euthanasia, physician-assisted suicide, palliative care, Christian ethics, medical ethics, dignity, death, suffering, end-of-life care, pro-life ethics, Australia VAD laws, Canada euthanasia laws, Christian view of death, image of God, autonomy, community and care.Articles and links mentioned:https://www.morling.edu.au/staff/andrew-sloanehttps://www.abc.net.au/news/2026-03-29/annaliese-holland-opens-up-voluntary-assisted-dying/106503200https://publicchristianity.org/author/andrewsloane/Follow @hertheology on Instagram & YouTube. Head to hertheology.com to find out more.

+++ Rekord-Emissionen bei Drei-Länder-WM erwartet +++ Zwei-Klassen-System bei Krankenversicherung +++ Mehr Schummeln an der Uni durch KI +++ Städte beeinflussen Wetter +++**********Weiterführende Quellen zu dieser Folge:WM hinterlässt „größten CO2-Fußabdruck“Somebody get me a doctor: Voluntary health insurance, social background and subjective health in Europe, 2002–2022Generative AI use and misuse call for assessment reform in higher educationDivergent urban storm response to convective, frontal and tropical systems**********Ihr könnt uns auch auf diesen Kanälen folgen: TikTok und Instagram .

Kevin Frazier argues that any mandatory AI vetting must originate from Congress, as the President lacks the constitutional authority. He suggests deepening technical expertise and maintaining voluntary cooperation with AI labs. (16/16)1978 NETHERLANDS IBM 360

Voluntary water conservation efforts could become involuntary if there's no significant rain by June 1; Mayor touts several ongoing downtown revitalization projects; Morrilton Curbside promoting local dining this summer; Presyterian Church to host speaker on new homeless park in SWLR; mural being painted at new local restaurant; we feature "Wonderview Word," a student-produced program of goings-on in the Wonderview School District.

Why would Craig Grialou and Zach Gershman consider the idea of shirtless fans? Who knows. But they join Darren Urban (Dani Sureck is on assignment) to chat about the initial OTAs and top takeaways like the mammoth Andrew Billings and Max Melton's big third year, 13 personnel and Tip Reiman, Jacoby Brissett and how that situation could play out, cornerbacks galore, Michael Wilson and MHJ and how the stats look for a winning team, Trey McBride's thirst to win, Mack Wilson's health as he plays basketball, and the Wemby vs. everyone else conundrum.See omnystudio.com/listener for privacy information.

Why would Craig Grialou and Zach Gershman consider the idea of shirtless fans? Who knows. But they join Darren Urban (Dani Sureck is on assignment) to chat about the initial OTAs and top takeaways like the mammoth Andrew Billings and Max Melton's big third year, 13 personnel and Tip Reiman, Jacoby Brissett and how that situation could play out, cornerbacks galore, Michael Wilson and MHJ and how the stats look for a winning team, Trey McBride's thirst to win, Mack Wilson's health as he plays basketball, and the Wemby vs. everyone else conundrum.See omnystudio.com/listener for privacy information.

Northwest Bible Church - May 17, 2026 - Matthew - Alan Conner Matthew 6:16-18 Fasting Intro A. DEFINITION OF FASTING. 1. A Christian's voluntary abstinence from food for spiritual purposes.   2.  A broader use.     B. PRACTICE OF FASTING 1. OT practice a. Mandatory for the Day of Atonement. b. Voluntary fasting for other occasions. 2. NT practice.   a. Christ fasted for 40 days, Matthew 4:2.      b. Pharisees.  Luke 18:12 ‘I fast twice a week;  c. Apostles and others.   Acts 13:2-3; 14:23. C. PURPOSE OF FASTING 1. To humble the flesh in order to humble the soul. Psalms 35:13; Isaiah 58:6; Joel 2:12-13 2. To seek God for a blessing.   Isaiah 58:4 3. To intensify our prayers.   Psalms 42:1-2 D. ABUSES OF FASTING (Matthew 6:16). 1. Fasting as a hypocrite.   Matthew 6:16 2. Merit in physical abuse.   Colossians 2:20-23 3. Secularizing danger.      E. PROPER FASTING (Matthew 6:17-18). 1. Don't advertise it.    2. God will reward you.  

(19:44) Report: Cowboys WR George Pickens not present for Monday’s voluntary workout sessionSee omnystudio.com/listener for privacy information.

This is a live episode recorded at the 2026 Great Plains Stakeholder Workshop, hosted by the National Fish and Wildlife Foundation. The workshop brought together many of the country's leading grasslands conservationists, scientists, funders, and policy experts to tackle a huge question: what would it look like to create a bold, practical, long-term plan for conserving North America's grasslands over the next 30 years? My guests are two people helping to lead that effort: Dr. Holly Bamford, Chief Conservation Officer at the National Fish and Wildlife Foundation (known as NFWF for short), and Marshall Johnson, Chief Conservation Officer for the National Audubon Society. Both have spent years working at the intersection of science, conservation, agriculture, and partnership-building, and both bring a realistic but hopeful perspective to the future of the Great Plains. In this conversation, we dig into the current state of the Great Plains and grasslands conservation more broadly– from grassland loss and declining bird populations to the creative partnerships helping ranchers, nonprofits, businesses, and government agencies work together toward solutions. We discuss the importance of voluntary conservation, the complicated economics facing ranching communities, the role of programs like the Farm Bill, and why grass-based agriculture and healthy wildlife habitat are far more interconnected than many people realize. Holly and Marshall also share stories from their own lives that explain how they each became so deeply connected to these landscapes– from prairie chicken blinds in Minnesota to the wide-open grasslands of the American West. More than anything, this conversation is about long-term thinking. What does it look like to create a 30-year vision for one of the most ecologically important and underappreciated landscapes in North America? What gives these conservation leaders hope? And what keeps them up at night? There's a lot of realism in this discussion, but there's also a surprising amount of optimism, practicality, and momentum. I learned a ton from this conversation, and I think you will too. Be sure to check out the episode notes for links to the organizations, initiatives, and resources we discuss throughout the episode. Thank you again to the amazing team at the National Fish and Wildlife Foundation for inviting me to moderate this discussion. --- National Fish and Wildlife Foundation National Audubon Society Dr. Holly Bamford Marshall Johnson Full episode notes and links: https://mountainandprairie.com/great-plains --- THANK YOU TO OUR SPONSORS: Mountain & Prairie is listener supported via Patreon, and brought to you with support from the Freeflow Institute, The Nature Conservancy in Colorado, and the Well Done Foundation for their generous sponsorship. --- TOPICS DISCUSSED: 0:00 - Introducing a live convo 3:25 - Looking behind instead of ahead 5:40 - Why grasslands 6:57 - The state of grasslands today 10:22 - The meadowlark 12:47 - Rancher relationships 22:41 - Money is the key 25:20 - Farm Bill feelings 29:15 - Prairie potholes 36:20 - Voluntary conservation easements 39:24 - Accounting for change 43:41 - Data collection 48:40 - The next 30 years --- ABOUT MOUNTAIN & PRAIRIE: Mountain & Prairie - All Episodes Mountain & Prairie Shop Mountain & Prairie on Instagram Upcoming Events About Ed Roberson Leave a Review on Apple Podcasts

Jana Dean & Heather Byington, Supporting Multilingual Learners During Number Talks ROUNDING UP: SEASON 4 | EPISODE 17 What might it be like to engage in a number talk as a multilingual learner? How would you communicate your ideas, and what scaffolds might support your participation?  Today, we're talking with Jana Dean and Heather Byington about ways educators can support multilingual learners' engagement and participation during number talks.  BIOGRAPHIES Heather Byington has taught all grade levels over the span of her 27-year career as a bilingual public educator. She currently teaches middle school mathematics and English language support classes in Lacey, Washington. She is also a student at Washington State University pursuing a PhD in Mathematics Education.  Jana Dean currently serves as CEO of the Mathematics Education Collaborative and supports a fantastic team of middle school math teachers in North Thurston Public Schools. Her research focuses on the intersection of content learning and language learning.  RESOURCES Judit Moschkovich research  Math Between Us blog "Number Talks: A Whole Class Routine for Learning Language for Learning Mathematics" article  Mathematics Education Collaborative website  jdean@mec-math.org Jana Dean email TRANSCRIPT Mike Wallus: Welcome to the podcast, Jana and Heather. I am so excited to be talking with you both today. Jana Dean: Good morning. Yeah, thanks for having us.  Heather Byington: Thanks so much for having us.  Mike: Absolutely.  Jana, before we begin talking about the ways that teachers can support multilingual learners during number talks, I wonder if you can offer a working definition that would help educators visualize what a number talk actually looks like. Jana: Yeah, I'd be happy to do that. A number talk in terms of how we worked with the routine in this project consisted of the teacher providing some sort of visual prompt, starting either with a visual pattern of dots or a computation problem. And then the students get wait time, time to think about how they might solve that problem. And then as they share their strategies, the teacher records and asks them questions about their reasoning for why they approached the problem in the way that they approached it. The teacher creates what I like to think of as a visual mediator of student ideas. So the students' ideas become visible as they share them. So children who are listening can listen to the dialog or conversation between the person sharing and the teacher, but the ideas actually become visible as they're being shared. And the teacher always verifies with the student whether or not they've been understood. And the goal is not for the student to be right, but for the teacher and student to understand each other.  Mike: That's really helpful. Heather, is there anything else you'd add to that?  Heather: In terms of the way that we worked with it with multilingual learners and increasing their opportunities for engagement in the routine, we always gave them an option of talking to a partner and rehearsing their answer before they volunteered to share with the whole group. We prioritized calling on multilingual learners if they volunteered. And we also did a final reflection at the end. So those were some enhancements that we added onto the routine.  Mike: I think that's really helpful and I'm excited to talk a little bit more about the details of those, Heather.  One of the things that really struck me as we were preparing for this conversation was reading about the ways that some of the multilingual learners you worked with, how they described their experience during number talks. And it helped me to see the experience from their perspective and rethink some of the ways that I'd facilitated number talks in the past. And I'm wondering if you could share a bit about some of the feelings students told you that they were experiencing.  Jana: Yeah. One of the things we suspected before we started was that as a language learner myself, talking about ideas that you're just forming in a language you're in the process of learning can be really intimidating. It's very challenging. So they were nervous. And when I interviewed fourth graders about their experience in number talks, even facilitated with language acquisition in mind, they talked about how much courage it took them to share their ideas.  They also talked about and could very keenly remember moments when they had made a contribution that their teacher made use of or a time when they made a contribution that another student made use of later. So there was a lot of pride they felt in having shared their ideas once they found ways to do that.  They also talked about how much easier it was to share our ideas than it was to share my idea. And so if, for instance, we had given them the opportunity—and like Heather said, we almost always gave them the opportunity to talk with a partner—they would often share using the pronoun "we." "This is how we thought of it." And we picked up on that and began to ask them if it was OK to attribute a group of students with a unique idea rather than an individual. And that was also consistent with many of their home cultures. It's not every culture in which individual contributions are elevated, but rather when you dare to speak, you're definitely speaking for the group, for a collective. So that collective understanding was really important.  There was one child, and I'm really curious about how representative he was of many. He always talked to the same friend, and every time he shared, he, I'm going to say, nailed it. He really had it figured out what it was that he was going to say. And there was one particular day when he did a beautiful job sharing, and I asked him about that day and he said, "To be honest, that day I really didn't want to share, but I knew my teacher wanted to hear my idea, so I did anyway." And so there's that element of love and respect for their teacher that I think was also really motivating for them.  Heather: Yeah. Can I add something quickly to that?  So one aspect of that, I think that idea of a student sharing because it meant a lot to the teacher, we also tried to utilize individual conferring with students as much as possible and gave them opportunities to confer with us, whether it was just checking in briefly before the number talk started, encouraging them or maybe telling them, "Hey, you can share the idea with me after the number talk if that feels more comfortable to you." So it's giving them multiple opportunities to do that and encouraging them to share their thoughts.  Mike: What I appreciate about what you all are doing is even in this initial part of the conversation, really getting specific about the practices and the way that those practices played out for kids. And I think as an educator, one of the things that I've come to over all my years teaching is the need to have humility and also continue to be a learner. And that sometimes really leads me to questions about intent versus impact.  Heather, I wonder if you could talk about the parts of the number talk routine or facilitation practices that may have unintentionally provoked some of the anxiety that kids were experiencing.  Heather: So for multilingual learners, when I think about what they will need, the supports that they may need to be able to engage in a routine like a number talk, I think about first the processing time that they might need to understand and think about different ways of solving that prompt. And then I think about their understanding of the prompt. And then the other thing I think about is their ability to communicate their thoughts and ideas with others. So naturally, if it seems like there's a lot of pressure because of time, if they don't have much time, if they feel that pressure to do that processing and think of those ideas and share them quickly, that may provoke anxiety because this, of course, is still a language that they're still developing. So that ability to share with a partner and rehearse those ideas and process that with a partner, that really becomes, as Jana mentioned, more of a team effort.  And then being able to rehearse the words that they're going to use and the way they're going to convey that message and communicate it to others, that again reduces the anxiety because it's a lot less pressure to share my thoughts and ideas with one person than with a whole group. And if I share those thoughts with one person and they seem to understand what I mean, then now I might feel confident enough to share with more people. So I just think that naturally when it's a time constrained activity, that that naturally can provoke anxiety.  Mike: Yeah. I mean, that absolutely makes sense. I will say as a child who was not quick, even in my first language, the impact of that was profound, let alone trying to both process in a language that I was learning and feel like I was under pressure to produce an idea and describe it. That absolutely makes sense.  Jana: I want to back up a bit and quote something that you said, Heather, partway through our working together, which was that Heather had some familiarity with number talks before we started working together, but had a healthy skepticism as well. And at one point she said that she wondered if we might not actually be hurting students when we are facilitating a routine that they cannot find entry into. And so it became really like a guiding light or principle of our work together to work hard to help them find entry into the routine. And something that I didn't realize until a year after we began working together and I was really closely tracking the experiences of the multilingual learners themselves—and this is kind of back to your question about intent and impact—when we listen to children's mathematical ideas with the intent of not correcting them, trying to figure out what's right and what makes sense to them, we have to ask them questions about what their ideas are. And for many of the multilingual learners, engaging in that process itself was a huge lift language-wise. So I'm not just going to be able to say the answer or tell my teacher my strategy; I'm going to have to stick with my teacher until my teacher actually gets it. And a few of the multilingual learners that I followed over the course of a year actually said to me, "I don't like it when my teacher doesn't understand me." So while we absolutely, 100%, our intention is golden. It is about understanding them. But putting them in that position of that negotiating meaning with us until we do understand takes a great deal of trust on the part of the student. And so it's on us to develop that trust so that they're willing to do that with us.  Mike: I think that's a good segue because Jana, going into this, you mentioned three big ideas as starting points for supporting multilingual learners. One was negotiated meaning, one was the notion of voluntary sharing, and the last was the idea of using ambiguity as a resource. And I wonder if we can start this next part of the podcast with having you describe each of these for the listeners.  Jana: Yeah, absolutely.  Voluntary sharing means I've made a commitment to not ever put you on the spot as a student. And so any one of us who has learned a second language—which I've learned a couple, none of them to a super high level—but most people can relate to, say, standing in line in a grocery store and rehearsing what you're going to say so that you ask for the bag you want rather than the receipt that you don't want. There's a process in coming to speak, and I think there's a process in coming to speak publicly for just about every learner, especially about ideas that you're in the process of forming, but that pressure—and I've had many, many students over the year thank me for being the kind of teacher in a kind of classroom where they knew that I wasn't going to call on them unless they had volunteered to share. So the level of distraction, I think that that, again, well-intentioned pressure causes, is absolutely not worth it, and especially not for our multilingual learners.  Negotiated meaning really is the process of coming to understand each other, and we do it all the time. Unfortunately, often in classrooms, we end up in discourse routines that are actually not about teachers understanding students. They're about teachers asking questions for which students are supposed to have answers, which then the teacher evaluates. So what I would argue that the number talk routine turns that discourse pattern, which is often called I.R.E.—initiate, respond, evaluate—absolutely on its head. The child volunteers their idea, the teacher responds by trying to understand it as best they can, and then the student is the evaluator of whether or not the teacher actually understood them.  Mike: Heather, I was hoping we could go granular on a couple pieces that I heard you talk about too. You talk a lot about something very practical, the value of predictability, and I wonder if you can talk about how predictability impacted students and what does that mean for the teacher?  Heather: Absolutely.  When facilitating these number talks with this goal of engaging multilingual learners or helping them find those entry points, I found it helpful as a facilitator to utilize similar types of approaches to statements I would make during the routine, and then similar ways of asking students if I was seeing things the way that they were seeing them. It seemed to help the students that we were really hoping to engage to feel more comfortable with what was happening in the routine and to lean in more to that engagement. So I think that that is one thing as a facilitator to be aware of.  Jana, can you think of anything else that we haven't talked about yet?  Jana: There's the whole knowing the rules of the game aspect of really any classroom routine or instructional routine. So if the student knows how this thing goes, whatever "this thing" is, then that lifts off some of the cognitive load in terms of participation because they don't have to be figuring out how to participate. Judit Moschkovich writes about this a lot in her research, and I think she calls it the "sociocultural aspect of learning mathematics," and she uses the word "ecological". So the environment itself really matters. And in community, our social environment is made up of all kinds of routines. So I think that part of it is important. My favorite metaphor for it is learning a new card game. The first time you play the game, it is no fun because all you're doing is trying to figure out how the cards move, how the turns go, what the rules are, and how you can play. You can't do any strategy at all. But then as you learn the game, then you can really engage in it in a thoughtful way and have fun with it. So I really think that classroom routines are like that and not only for multilingual learners, but I have the privilege of being an instructional coach now in a middle school and have seen teachers engage in routines that I can tell are 100% soothing of trauma that students have as they come into the classroom, just because they know what to expect. So not only are those kinds of regular routines really helpful for multilingual learners, but they're also trauma-informed teaching. And when I say "routine," it can be easy to misunderstand and think it's boring. It has to be an open-ended routine so that something inside it that is engaging and fun can happen.  Heather: There are a couple of other things that occurred to me in terms of the students participating in the routine. I know that they started to see that we were elevating the status of gestures in terms of the communication to be another way to visualize the thinking in terms of the processing for themselves, but also a way to help others see what they were seeing and to understand their ideas. So that was one aspect of the routine that they could count on, that they could utilize gestures if needed, and that we would reinforce that. If they didn't have a mathematics label for the terminology that would typically be used in that conversation about those mathematics ideas, they could rely on describing what they understood, and then either I, the teacher, the facilitator, or another student, providing those words and the opportunity to practice that specific mathematics language within that routine. So those were some other things that were predictable and happened across all of the different number talks that happened, no matter what the prompt was.  Mike: You're making me think that part of what a teacher might do in response to this conversation is really to think about some of the things that they want to make normal, right? Like this notion of using gestures is both normal and accepted and valued. The idea that you are going to use rough draft, informal language, and that's OK, and that's a way that we get to more technical language of mathematics, and that's normal. And so thinking about what are the things that I want to become normal and predictable for kids, maybe homework recommendation number one for an educator that might be listening in.  Heather: So another thing that was predictable was the utilization of color-coding. And this is something that many teachers probably do already. But we did, when we were recording the students' ideas, we used different colors for each student, and that made it more accessible. Again, it was a support for our students to be able to distinguish between different chunks of information on the board as they were looking at each other's responses and reflecting on those responses. So really reading that.  Mike: Can I ask for a clarification on that, Heather?  Heather: Absolutely.  Mike: I think what you mean is that you use different [colors] to represent different students' contributions. So if a student shared something, you might write it in red, and if it was a different student, it might be in green. And then you can distinguish what contribution each student made.  Heather: Yes. Yes, that was a predictable aspect of the routine, as well as Jana had mentioned earlier, attributing the ideas to students using their initials. And if multiple students contributed to that idea and the original person who was sharing said that, yes, they would like to attribute more people, then we included all the people's initials who contributed to that idea that was shared in that number talk for that idea, that communication.  Mike: Speaking of contribution, I want to name something that we talked about in our preparation for this that seems incredibly simple but felt like it was really significant. You all talked about the importance of the teacher consistently—not just once, not just a handful of times—but consistently, on the regular stating to kids that they wanted to hear from all students. And I wonder if you can just talk about what did this sound like to make that happen and what was the impact on kids? Jana, I think this is one I'd love for you to start with.  Jana: Yeah, absolutely. It is simple. All you say is, "I'm so glad to be with you today. And let's remember that while we may not hear from everyone today, it's our goal to hear from almost everyone over the course of the week." And if you as a teacher have made a commitment to voluntary sharing, it's essential to say that, to really tell them that you do want to hear their voices. You need to tell them that. Otherwise, they're not going to know that you want to hear their voice. And like I shared a little while ago, there was one student who actually said to me, "I didn't want to share that day, and I knew my teacher wanted to hear from me, and so I did." And then in reflecting back on that share, to get at students' perspectives on what number talks have been like for them—they were fourth graders, only 10 years old. I showed them video of themselves participating in the number talk, and you should have seen the smile on that kid's face. The pride he had in having taken that risk because his teacher wanted him to. People rise to the expectations that we have for them, 100%, maybe not 100% of the time, but if we don't have that expectation, they don't get to choose to rise to the expectation. And you can't make anyone talk when they're not ready to talk yet.  Mike: Heather?  Heather: I also think that part of that goes back to something that we were talking about a little while ago, and that is establishing the norms in the community of learners. And in addition to communicating that to the whole group, our goal is to hear everyone's ideas over the course of the week. Something also as simple as when they were getting ready to do a pair-share and rehearse their thoughts with each other before launching into the whole-group discussion, also reminding them, "Hey, make sure that we're taking turns when we're sharing in that pair." So again, just to reinforce that we value everybody's contribution, we value everybody's voice and everybody needs to have a turn.  Mike: Can you say more about why it's important to offer kids the option to talk with a classmate before they do any whole-group sharing? Why does that matter so much, particularly for multilingual learners? And either one of you, feel free to jump in and take this.  Heather: I'll start. My understanding is that when the originators of these number talks created this idea that they wanted, that idea of agency and giving students choice was really an important priority to them. And so I feel like part of the rationale for that is to give students choices as often as possible in this routine to elevate students to co-learners with the teacher. So I feel like that's kind of where it starts.  Mike: Jana, is there anything you want to add to that one?  Jana: Well, we've already mentioned the value of rehearsal before sharing with the whole group, but there's also another aspect of it that we may not have touched on yet, which is: As that person listens to us and we actually negotiate meeting and clear up ambiguity, we feel seen, heard, and understood. And if I feel seen, heard, and understood by Heather, it's going to be easier for me to share my idea with Mike, who I don't know quite as well as I know Heather. And so there's really a relational aspect of it that is about feeling understood.  Mike: I want to ask another question about something that feels eminently practical. You all talk about recommending that educators call on multilingual learners early in number talks. And I wonder if you could say more about the why behind that recommendation.  Heather: So as a learner of a new language, I may only have one way of explaining my thinking about that problem or the way that I'm seeing that. And if I have taken that risk and I've raised my hand, if somebody else answers first or maybe two other people answer first, maybe they've taken the only way that I knew to answer and share my thinking about this prompt. So for me, as a facilitator in that setting, that was really important for me to prioritize those volunteers if they raise their hand and call on them as one of the first contributors. I've also seen in some classes that I've been in, some math classes, if a student is not yet fluent in English, sometimes their classmates think that they don't know math, that they don't have ideas to share in math. So I also think that calling on those students first also, again, sets the norms in this community of learners that, again, we all have valid and valuable ideas to share.  And so Jana and I saw in particular with the pair-shares, we saw students starting to choose to work with students who still spoke primarily another language. And Jana captured on video where she had a student who didn't speak Spanish and a student who primarily spoke Spanish and they were sharing ideas with each other in that pair-share to get ready for the whole-group discussion. And honestly, I think that that worked more effectively because of that idea that everybody has valuable ideas to share. So I also think that that was another part of that idea of calling on those students first and making sure that they had a lot of opportunities to share their ideas.  Mike: Yeah. I'm really glad you mentioned that. You're making me think about this notion called positioning, meaning that the choices that we make—whether they're spoken or unspoken, like who we call on first or who gets called on more—they are sending a message to students. And often that message may not be the one we intended. So in this case, it really does show how the choices that you all were making in calling on multilingual learners early, it may have disrupted some narratives that people could have formed about how much those kids had to contribute to a mathematical conversation. I'm so glad you shared that.  Jana, I want to ask you this next question. It's something that, if I'm not mistaken, Heather brought up earlier, and I wanted to dig into it a little bit more if we could. You referenced the value of making gestures something that's a normal, accepted, valued practice, and I want to take a bit of time to clarify that. Perhaps for some folks who might not have a clear picture in their own mind of what we mean by that, can you say more about what we mean by gestures and maybe some examples of the ways that gestures either help students to communicate or even how they contributed to the conversation that was happening during the number talk where there might've been something that was lost if gestures weren't in play?  Jana: One thing I know for sure is that lately I've been learning from Heather about how some mathematical ideas are actually perhaps communicated better with gesture than verbally. And yet we have this traditional notion that there's some kind of language for expressing mathematics that's fancy and only occurs from the neck up, but that's not how we usually talk. So why would we tell people who are trying to explain their ideas that they can't use gesture as part of a person-to-person conversation? Gesture by no means keeps you from developing formal language. It actually helps you develop formal language. So one example of using gesture, it came up particularly during dot talks when we first started the routine, and the dot talks were a fabulous way to encourage and introduce that norm that gestures are welcome. But if a student is describing an array of dots and they say, "three on top," and then they use their hand to indicate it's horizontal, we would affirm, "Thank you so much for using your hands." I can tell that the three on top are in a horizontal line. And then, Heather is fabulous, and I've learned a lot about this from her at gesturing "horizontal" by bringing her hand across the space in front of her horizontally. And then everyone [says] "horizontal," and everyone gestures and says "horizontal" with them. And so we're pairing what's an academic word that is often very hard for students with any language background to remember with a physical gesture.  Mike: That's really helpful. As you all were talking about this, one of the things that I started thinking about is how there are ways that I use gestures to indicate a lot of mathematical ideas like partitioning into groups, indicating that I'm talking about a group and another group and another group, which is basically the seeds of multiplication or unitizing. How I'll gesture as a way to show that I'm combining or separating. How I gesture to show the way that I'm counting things. That all of those are ways that actually enhance what I might be saying and actually communicate that meaning more clearly both to my teacher and to the other students who are in the room.  Heather: Absolutely. Yeah. Another example of that, as you were talking about that, that I use all the time as a seventh grade mathematics teacher and we're working a lot with integers, is the idea of 0 in a horizontal hand as 0. And thinking about if that's 0 and I'm navigating between positive and negative numbers, what will that look [like] visually? And as you said, I just think that gestures are another tool for thinking and understanding and processing information and sometimes communicating that information.  Mike: Heather, I want to come back to you for something that, again, really struck me as important when we were preparing for this. You said that you recommend educators close their number talks with an opportunity for kids to make connections between strategies that emerged. And I wonder if you can just talk about: Why is it important to provide that opportunity for kids to make connections, particularly for our multilingual learners? Heather: So first of all, I have a firm belief that development of conceptual understanding is really valuable in mathematics. And as we are engaging in this routine, in this whole-group discussion, and we're considering all these different possible ways of solving a prompt or seeing a prompt, then when we get to the end, it feels like that we should reflect on the different ideas that have been shared and draw some conclusions about what we can say across all of these different ideas as part of that development of conceptual understanding of what is happening there mathematically. In addition to that, in terms of student engagement, some of our students are multilingual learners. That was the time in the routine that they actually felt the most confident to contribute their thoughts and ideas. So maybe they didn't often raise their hand to speak in that whole-group discussion, but they did raise their hand to share something they noticed from the artifact, some kind of commonality or something that stood out to them.  So again, that was another opportunity for them to feel like they had a valid contribution, that their contribution needed to be heard. So those are a couple of good reasons why I feel like that final reflection is really important in particular for multilingual learners.  Mike: Well, Jana, before we close this conversation, I'm wondering if there are any resources that you'd recommend to a listener who wants to keep learning about the ideas and the practices that we've been discussing today. Is there anything that you could point them in the direction of, or perhaps even something that you'd invite them to try out as a first step?  Jana: Yes, absolutely. I have a couple of ideas. One would be to go to a blog I write that's called mathbetweenus.org. And I've published a short article there ["Number Talks: A Whole Class Routine for Learning Language for Learning Mathematics"] that is specifically about the adjustments we've made to the routine.  Also, I am now CEO of the Mathematics Education Collaborative, and we recently developed a grassroots workshop in making number talks meaningful. It only takes 2 hours. It's an introduction to the routine, ensuring that it's more than just something fun, but actually results in building number sense for students. It's a low-cost way for an individual teacher to get started. And then you can also go to our website at the Mathematics Education Collaborative, which is [www.mec-math.org] and reach out to us and see if you're interested in having us come to your district or your region. Or you can email me at jdean@mec-math.org. So lots of ideas.  Mike: I think that's a great place to stop. I can't thank you both enough for joining me and being willing to have such an in-depth and detailed conversation. Jana and Heather, it's really been a pleasure talking with you both. Thank you.  Jana: You're welcome.  Heather: Thank you so much.  Jana: Thanks for your curiosity.  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

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(00:00-26:11) – Query & Company opens a Monday with Jake Query and producer Eddie Garrison discussing Jake’s Indy Mini Marathon experience and how he didn’t have any soreness in comparison to the manual labor Eddie endured yesterday. Jake also touches on the NBA Playoffs with some teams advancing to the semifinals over the weekend. (26:11-36:50) – The NBA discussion continues with Jake lamenting at the fact that the Pacers are due for some good fortune this weekend in the NBA Draft Lottery. He loops in Eddie to discuss how the Eastern Conference isn’t on the same level as the Western Conference right now. (36:50-47:37) – The first hour of Query & Company concludes with Jake Query and producer Eddie Garrison giving away a pair of tickets for a listener to go see the Sonsio Grand Prix this weekend at the Indianapolis Motor Speedway! (47:37-1:13:38) – The Dean, Mike Chappell, from CBS4 & FOX59 joins Jake Query to discuss the news that Anthony Richardson Sr. has reporter to involuntary workouts despite requesting for a trade. Will the Indianapolis Colts release him if they can’t find a trade partner? Would this be too much of a distraction for the organization to keep him going into regular season? Plus, they touch on why there hasn’t been movement on a Kenny Moore II trade yet and how this draft class for the Colts doesn’t consist of the typical prospects Chris Ballard targets. (1:21:08-1:24:16) – Jake’s cousin reached out to him over the weekend asking for advice for planning for the Indy 500. Jake explains why it is going to be nearly impossible at this rate for his cousin to attend the race in a couple of weeks. (1:24:16-1:33:09) – Hour number two of Query & Company concludes with Jake and Eddie giving away some more tickets! This time, to qualifications for the Indianapolis 500! (1:33:09-2:00:12) – The IndyStar’s Dustin Dopirak makes an appearance on Query & Company this afternoon to chat with Jake Query debating if the Indiana Pacers would consider trading their lottery pick for a veteran to make an instant impact. Dustin shares his opinion on Andrew Nembhard’s role being unique and his thoughts on how Indiana will be viewed in the Eastern Conference once they are fully healthy next season. Finally, they also debate who could be representing the Pacers on Sunday at the Draft Lottery. (2:00:12-2:13:15) – For the final time today, Jake and Eddie give away a pair of tickets for a listener to go attend Carb Day by playing get to know your listener! (2:13:15-2:22:06) – Today’s show ends with JMV joining Jake Query in studio to preview his show!Support the show: https://1075thefan.com/query-and-company/See omnystudio.com/listener for privacy information.

Mentor Sessions Ep. 067: The Big Lie Masking America's 50-Year Economic Collapse, Boomers Hoarding All Assets With No Buyers Left, and Why AI Demands Expertise| Michael Green & Jeffrey TuckerWhat if the problem isn't the policy — it's the system itself?Michael Green and Jeffrey A. Tucker sit down for a rare, wide-ranging conversation that cuts to the root of what's wrong with modern economics, monetary policy, and the assumptions most people never think to challenge. From the structural shifts that began in the mid-20th century to the invisible architecture of today's financial system, this discussion pulls back the curtain on ideas that mainstream economists refuse to touch.In this conversation, you'll learn why participation in the current financial system doesn't equal understanding of it, what economic data from 1950 reveals about where we are today, how the incentives baked into modern money shape behavior at every level of society, why Bitcoin represents a genuine alternative rather than just another asset, and what both Green and Tucker believe must change before any real economic reform is possible. If you've ever felt like the official explanations don't add up — this conversation will give you the framework to understand why.⏱️ Timestamps:00:00 - The Dual Income Trap: How Two Incomes Masked America's Decline00:01:02 - Introducing Michael Green & Jeffrey Tucker00:01:36 - Jeffrey Tucker: The Real Story Behind Household Income Stats00:06:33 - 1950 (20%) vs 1990s (65%): Rise of Dual Income Households00:10:05 - Michael Green on Expenses, Childcare & True Economic Health00:13:46 - $30,000/Year Childcare: The Hidden Cost Destroying Families00:17:41 - Golden Handcuffs: Corporate Jobs & Benefits Trap00:20:05 - Retirement System That Forces Boomer Asset Hoarding00:23:57 - Demographic Crisis: No Buyers Left for Boomer Assets00:27:28 - Housing Market Breakdown & Reverse Mortgages00:32:45 - Why Individualism Over Community Broke the System00:39:56 - Antitrust Failure, Consolidation & Real Capitalism00:42:33 - Corporate Consolidation Crushing Competition (Food, Healthcare, Tech)00:49:57 - Voluntary vs Coercive Exchanges: Capitalism's Hidden Flaw00:55:19 - COVID Mandates & Why Libertarianism Keeps Failing01:00:11 - How Intellectual Property Created Tech Monopolies01:02:48 - Michael Green on the Philadelphia Society01:05:13 - History of Women Entering the Labor Force01:17:02 - Future Outlook: Community Return & Economic Self-Correction01:22:25 - AI, Job Market Shifts & Deflationary Bust Warning

Clarance Thomas speech; Comparing to Leviticus 10; Defining "progressivism"; Political and social reform?; Government; Police powers; FORCE; vs Kingdom of God; Equity; Where your rights come from; One purse; "Socialism"; Defining "religion"; Love requires sacrifice; Priests; Freewill offerings; Power in the hands of the people; Waiting for election day?; Commentary on Iran; Babylon?; Nonsense; Rome's progressivism; Stealing from the wealthy; Is poverty a virtue?; Weakening the poor; Equity in outcome; Cursing your children; Not to be like the governments of the gentiles; Anti-Christ; Forceful reform?; Nimrod the "hunter" or provider; Idolatry; Gen 10:9; Human resources; Right to own?; Cities of blood; Abimelech; King as father; Desiring benefits at expense of neighbor; Bismark source of progressivism; Voluntarism; Knowing your neighbors; Breaking commandments; Economy dependent on corruption; Legalizing private religion; Being ready; Moses in the desert; Sacrificing for others; Federal Reserve; The ways of Christ; Strengthening society; Colossians 3:5; Children of disobedience; Speculating on Donald Trump; Abimelech; Legal Charity; Christ's solution; Q from Kat: Is Russia socialist government?; Dangerous doing business in Russia?; Legislating morality?; Treaties; "We The People"; Making everyone successful; Sweden's socialism; Having the heart of Christ; "IOR" - Vatican bank?; What would Christ do?; Q from Kat: Moneychangers collecting taxes?; Porters of the Temple; Saul's forced offering; Turning the world upside-down; Christ's ordination; Q from Kat: "Overthrew"?; Voluntary associations; False messiah?; Understanding Altars; American socialists; Biting your neighbor; The seed of Abraham; Show up for others.

40 South Auckland factory workers are in limbo with the mattress company they work for in voluntary administration. Australian mattress makers, A-H Beard have been in business for 126 years. Workers at the Wiri factory were told to take their belongings and leave yesterday. E Tu representative Mat Danaher spoke to Lisa Owen.

Welcome back to Truth, Lies & Work, the award-winning podcast where behavioral science meets workplace culture. Part of the HubSpot Podcast Network. This week, we explore Microsoft's new retirement strategy, NVIDIA's radical management secrets, and the one wellbeing investment most businesses are overlooking. Plus, we debunk a legendary psychological model and answer your burning questions about toxic top performers and small business culture.

The Army is changing when soldiers can request voluntary retirement. Under the new policy, soldiers can submit voluntary retirement requests at least 12 months, and no more than 24 months, before their preferred retirement date. Army officials say the change will allow the service to better predict personnel losses, synchronize personnel movement cycles and support soldiers transitioning out of the military. Soldiers who are being considered for a new assignment or have received official orders for a permanent change of station will not be able to submit a voluntary retirement request. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Back in February, Bob was a guest on the Bad Roman podcast, talking about his booklet Chaos Theory from a Christian point of view. This is a rebroadcast of that discussion.Mentioned in the Episode and Other Links of Interest:The Bad Roman podcast.Bob's pamphlet, Chaos Theory.Help support the Bob Murphy Show.

CNBC Business News Update with Jessica Ettinger - market numbers and news featuring CNBC expert analysis and sound from top business names. Visit https://www.cnbc.com/ for more. Hosted by Simplecast, an AdsWizz company. See https://pcm.adswizz.com for information about our collection and use of personal data for advertising.

Nick Wilson and Jonathan Peterlin breakdown of the polarizing media narratives surrounding the Cleveland Browns quarterback situation highlight the competition between Deshaun Watson and Shedeur Sanders. The discussion examines why national analysts remain high on Watson's potential despite his past struggles, contrasted with a more skeptical local perspective. Recent practice reports are also reviewed, detailing Watson's performance and his reputation as a practice-field standout. 01:00 - Watson Starting Hopes 05:11 - Quarterback Competition Odds 11:45 - Practice Performance Recaps

Hour 1 of Baskin and Phelps

On a football Tuesday edition of Cleveland Browns Daily with Beau Bishop and Nathan Zegura, the guys break down the Browns' first day of voluntary minicamp including a complete recap of the QB room's performance (start of the show). Hear from HC Todd Monken after practice (24:07), Z goes one on one with GM Andrew Berry (1:16:35), a visit to New York for the latest on the Jets and pick number two with ESPN NFL Nation Jets Reporter Rich Cimini (51:33) plus Daniel Jeremiah's final big board (1:05:02).See omnystudio.com/listener for privacy information.

Ken Carman reacts to Andrew Berry's comments regarding Myles Garrett's absence from voluntary spring workouts. He explains why the veteran edge rusher is treated differently and explores the potential motives behind Garrett's decision. Additionally, Carman addresses his own pronunciation struggles with NFL Draft prospects like Germie Bernard and KC Concepcion. 01:22 - Traffic Report 02:41 - Draft Prospect Pronunciations 03:49 - Myles Garrett Absence Debate

Ken Carman and Anthony Lima evaluate the Cleveland Browns' draft priorities at pick number six, debating the merits of adding a wide receiver versus an offensive lineman. They also analyze the Cavaliers' playoff run, comparing James Harden to Darius Garland, and address Andrew Berry's comments on Myles Garrett's absence from voluntary workouts. 01:51 - Chisenhall Comparisons 06:29 - Cavaliers Arena Atmosphere 10:00 - Cavs Postseason Intensity 19:58 - Harden versus Garland 23:40 - Browns Draft Strategy 34:15 - Berry on Myles Garrett

Rick Stroud and Steve Versnick on the Lightning's prep for tonight's Game 2 after they lost the first game on Sunday. Charle-Eduoard D'Astous is doubtful after leaving game 1 injured. The Rays lose to the Reds after making several mental errors and the Buccaneers start voluntary workouts with the NFL Draft just 2 days away. Hosted on Acast. See acast.com/privacy for more information.

Nick Wilson and Jonathan Peterlin reacted to the Cavs win over the Raptors in Game 2. Also, they react to Todd Monken's press conference from the start of voluntary veteran minicamp.

Hour 4 in full

What if poetry is not optional to human flourishing, but essential to it? In this second dialogue, John Vervaeke and Adam Walker explore poetry as a way of knowing reality rather than merely describing it. Their conversation moves through imagination, inexhaustible meaning, beauty, sacredness, freedom, embodiment, and the possibility of a new renaissance in culture. Along the way, they discuss voluntary necessity, spiritual senses, participatory knowing, and why modern notions of freedom can become hollow when detached from gratitude, devotion, and love. This is a rich and wide-ranging episode for listeners interested in philosophy, literature, spirituality, and the future of meaning. Adam Walker is a public scholar and recent Harvard PhD graduate whose work explores the spiritual dimensions of poetry. After stepping away from the traditional academy, he founded Versed, a platform devoted to making serious literary study accessible to everyday readers through teaching, close reading, and conversation. Adam Walker Website: https://www.adamgagewalker.com/ YouTube: https://www.youtube.com/@closereadingpoetry Versed: https://versedcommunity.mn.co/ Support The Lectern Patreon: https://www.patreon.com/johnvervaeke Teachable: https://lectern.teachable.com/p/lectern-lounge Follow John Vervaeke Website: https://johnvervaeke.com/ X: https://x.com/DrJohnVervaeke YouTube: https://www.youtube.com/@johnvervaeke/videos Timecodes 00:00 Introduction 01:27 "The imaginal is not about entertainment. It's about attainment." 02:20 Poetry as a practical path to meaning 04:40 Why poetry is quietly subversive 05:30 Inexhaustible meaning and the sacred 08:20 Is imagination a way of knowing reality? 12:40 Why great poetry turns toward infinity 15:00 The landscape of intelligibility 20:20 Can poetry educate wisdom? 21:30 Coleridge and the power of symbol 24:20 Voluntary necessity explained 30:20 The modern misunderstanding of freedom 31:30 How digital culture exploits the will 34:40 The advent of the sacred 36:20 Wordsworth and awakening through nature 41:20 What are the spiritual senses? 52:20 Beyond the religion vs. secular binary 58:20 Why renaissances need shared language 1:02:20 Symbolic thought and Meditations on the Tarot 1:16:20 Meaning crisis, madness, and sanity 1:18:30 Closing reflections

Explosive reporting in the San Francisco Chronicle made public sexual assault allegations against California Representative (and erstwhile candidate for governor) Eric Swalwell. On Today's Show:Jane Manning, director at Women's Equal Justice and former sex crimes prosecutor, explains why the Manhattan D.A. is investigating him, and how this case may shed light on what she says are New York's antiquated sexual assault laws.

On this episode of the Best Podcast Available, Browns DE Alex Wright joins Jason Gibbs for an exclusive interview on the first week of voluntary team activities! Browns play-by-play voice Andrew Siciliano and Gibbs also discuss the biggest Browns news ahead of the draft in two weeks and have a discussion about The Masters.See omnystudio.com/listener for privacy information.

Browns' beat reporter Mary Kay Cabot of Cleveland.com joins Ken Carman and Anthony Lima to discuss Myles Garrett's decision to skip voluntary workouts and how new head coach Todd Monken is handling the roster. They also evaluate a hypothetical quarterback competition and the Browns' draft strategy regarding a potential trade from the sixth pick.

Award-winning columnist Dejan Kovacevic, a lifelong veteran of the Pittsburgh sports scene, delivers 'Daily Shot' show each weekday morning, covering the Steelers, Penguins and Pirates! It's available bright and early, and timed to match your commute, never longer than 20 minutes! Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Ken Carman and Anthony Lima engage in a spirited debate regarding Myles Garrett's decision to skip the Browns' voluntary workouts. They weigh the importance of symbolic leadership against the reality of voluntary NFL sessions while comparing Garrett's approach to Lamar Jackson's presence in Baltimore. The discussion also covers NBA trade rumors involving Giannis Antetokounmpo and the logistics of early-season MLB scheduling. 01:50 - Myles Garrett OTA Debate 05:41 - Voluntary vs Mandatory Participation 09:20 - Symbolism of Leader Presence 12:45 - Lamar Jackson Attendance Contrast 18:20 - Defensive Coaching Transition Discussion 24:21 - Caller Adam on Garrett 33:11 - Giannis Antetokounmpo Trade Rumors 37:21 - MLB Early Season Logistics 40:37 - Previewing Jason Lloyd Interview

Ken Carman and Anthony Lima debate the significance of Myles Garrett missing voluntary workouts. They discuss Albert Breer's perspective on how attendance symbols leadership and compare Garrett's absence to quarterbacks like Lamar Jackson being present for their teams.

De'Von Achane NOT present for voluntary workouts

(00:30) Ravens OC Declan Doyle: “If you want to say that you’re going to win a championship… those are your goals and your expectations — certainly that’s going to take work.” (02:20) Ravens QB Lamar Jackson reports for first day of voluntary workouts (22:34) Buccaneers QB Baker Mayfield: Entering final year of 3-year, $100M contract extension (30:40) Lavonte David: “"I'm telling you, Baker was going through a lot. Baker had a lot of injuries that you didn't expect a quarterback to play through.” (41:18) Chiefs acquired QB Justin Fields via trade with Jets (50:25) Former Colts QB Andrew Luck refutes former teammate's claim that GM Chris Ballard influenced his decision to retire (55:32) Vikings will not begin GM search until after NFL DraftSee omnystudio.com/listener for privacy information.

In hour one, Shams latest report on the Bucks clarifies the Heat's trade package in February. Should they offer the same package this summer? De'Von Achane is holding out of voluntary workouts. Appel joins the show to discuss Achane, the Marlins and The Masters.

Voluntary workouts began at the Dolphins facility today but Achane was not in attendance. Crowder thinks it's the right thing to do but are the Dolphins making the right decision by paying him?

Ken and Lima react to the start of voluntary workouts in Berea, highlighting the arrival of Quinshon Judkins and Deshaun Watson. They debate the significance of Myles Garrett's absence compared to Lamar Jackson attending Ravens workouts, questioning if it indicates a culture issue. The conversation also explores how team culture relates to winning across Cleveland sports franchises.

Nick Wilson and Jonathan Peterlin examine Myles Garrett's decision to skip voluntary OTAs on Afternoon Drive and debate the impact on team leadership. They also react to trade speculation from Mike Florio and analyze Andrew Berry's public commitment to keeping the star defensive end in Cleveland. 01:57 - Garrett Misses Voluntary OTAs 07:47 - Florio On Potential Trade 11:12 - Berry Vows Keeping Garrett

Nick and Jonathan discuss Myles Garrett's absence from OTAs. Then, they're joined by The MMQB's Albert Breer, and they get into the Browns options with the sixth overall pick in the NFL Draft.

The Ravens began their voluntary offseason conditioning program on Monday, and key players such as Lamar Jackson, Derrick Henry, Kyle Hamilton, Mark Andrews, Roquan Smith, Zay Flowers and others all reported for the workouts. Team insiders Garrett Downing and Clifton Brown break down the significance of the workouts and players who stand to most benefit from the offseason program.See omnystudio.com/listener for privacy information.