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Are you one of the many people who enjoys a morning cup of coffee? If so, listen to the beginning of this episode which explains why you should smell your coffee when you drink it because it can help you think better and be more productive. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6881620/ In many urban areas, the number one use of land is for – parking. In fact, the United States has 4 parking spaces for every car. So, it makes you wonder then why it is so hard to find a parking spot when you need one. You are about to find out why from my guest Henry Grabar. He is a staff writer at Slate, and author of the book Paved Paradise: How Parking Explains the World (https://amzn.to/3RyHcbq). Listen and you will understand why parking is such a big deal. Microbes are those tiny organisms you can't see without using a microscope. This includes things such as germs, bacteria, and fungi. Microbes have a reputation of being something dangerous – that can cause illness. While that is true for some microbes, most of them don't cause harm and some are even good for you. This should come as good news since you have trillions of microbes on you and inside of you. Here to take us on a journey through the invisible world of microbes is Jake Robinson. He is a microbial ecologist and author of the book Invisible Friends: How Microbes Shape our Lives and the World Around Us (https://amzn.to/44pGRwR) Many people claim to have food allergies – that actually don't have them. They just think they do. What they really have is a food intolerance and there is a big difference. Listen as I explain. https://www.mayoclinic.org/diseases-conditions/food-allergy/expert-answers/food-allergy/faq-20058538 Learn more about your ad choices. Visit megaphone.fm/adchoices
Damian Mericka
You might feel overwhelmed by circumstances, if that's ever happened to anybody, because there's a lot of pressure to perform in the world, academically, socially, and when we take to the water of hearing and chanting, like we're doing here on Youth Jam, it's a natural way we feel revived. What to speak of, we grow. I mean, there are so many ways in which, by watering the heart and the seed within the heart, which is the sincerity to become closer, to come closer to Kṛṣṇa, then it happens quite naturally, as naturally as when you water a plant, it grows. Some of the ways that are naturally effective are to hear in the association of like-minded devotees who are more advanced than oneself. That was a suggestion that Caitanya Mahāprabhu gave to Sanātana Gosvāmī, and it's also mentioned in the Bhāgavatam, a phrase that I picked out when reading Prabhupāda's purports. He said that the holes of the ear appear to be very small, but actually, once the sound goes in, it's as big as the sky. It's unlimited. It's not that you'll fill up, "I've heard enough and now that's it," but you can continue hearing and hearing, you'll never find a satiation point. So, these two points are helpful in calibrating how we continue our devotional service and how to position ourselves so we make advancement here, in the association of like-minded devotees who are more advanced than oneself. If you're the smartest one in the room, you're in the wrong room. Try to be in the room where there are people more advanced than you. (excerpt from the presentation) ------------------------------------------------------------ To connect with His Grace Vaiśeṣika Dāsa, please visit https://www.fanthespark.com/next-steps/ask-vaisesika-dasa/ ------------------------------------------------------------ Add to your wisdom literature collection: https://iskconsv.com/book-store/ https://www.bbtacademic.com/books/ https://thefourquestionsbook.com/ ------------------------------------------------------------ Join us live on Facebook: https://www.facebook.com/FanTheSpark/ Podcasts: https://podcasts.apple.com/us/podcast/sound-bhakti/id1132423868 For the latest videos, subscribe https://www.youtube.com/@FanTheSpark For the latest in SoundCloud: https://soundcloud.com/fan-the-spark ------------------------------------------------------------ #vaisesikaprabhu #vaisesikadasa #vaisesikaprabhulectures #spirituality #bhaktiyoga #krishna #spiritualpurposeoflife #krishnaspirituality #spiritualusachannel #whybhaktiisimportant #whyspiritualityisimportant #vaisesika #spiritualconnection #thepowerofspiritualstudy #selfrealization #spirituallectures #spiritualstudy #spiritualexperience #spiritualpurposeoflife #spiritualquestions #spiritualquestionsanswered #trendingspiritualtopics #fanthespark #spiritualpowerofmeditation #spiritualgrowthlessons #secretsofspirituality #spiritualteachersonyoutube #spiritualhabits #spiritualclarity #bhagavadgita #srimadbhagavatam #spiritualbeings #kttvg #keepthetranscendentalvibrationgoing #spiritualpurpose
Dr. Jillian Roberts is a Professor at the University of Victoria, a registered psychologist in B.C., and an author who has written a string of successful children's books in the Just Enough and The World Around Us series. Her latest book, The Friendship Guide, is a book that helps kids learn how to make friends and how to be a good friend. Pre-order The Friendship Guide: https://www.orcabook.com/The-Friendship-Guide The Just Enough series, World Around Us series, and other books: https://www.drjillianroberts.com/books/ Dr. Roberts' website: https://www.drjillianroberts.com/ Mindkey Health: MindKeyHealth.com
In this episode of the Business of Business podcast, hosts Staci, Jennifer, and Jack Dempsey discuss the evolving landscape of business in the face of economic challenges. They share personal experiences and insights on how entrepreneurs can adapt, thrive, and find opportunities amidst uncertainty. The conversation emphasizes the importance of resilience, creativity, and collaboration in navigating change, drawing lessons from past economic crises to inform current strategies.Nugget Alerts- The current economy is forcing businesses to rethink their strategies.- Adaptability is crucial for survival in changing times.- Understanding consumer behavior is key to navigating challenges.- Past experiences can provide valuable lessons for current situations.- Maintaining a positive mindset helps in overcoming stress and uncertainty.- Building relationships with clients can lead to new opportunities.- Creativity in marketing can breathe new life into a business.- Collaboration with other businesses can foster growth and innovation.- Focusing on helping others can lead to mutual benefits.- Every challenge presents an opportunity for growth.#businessofbusiness#twodaughters#thedad#entrepreneur#thedempseys#businesspodcast #nuggetalertDempsey, Weiss & AssociatesMeeting the insurance and financial needs of business owners & individuals in NJ & PA since 1989.J. Faith Hair StudioLocated in south NJ, J Faith Hair Studio is the place to go to become the best version of yourself.Flying High Agility & Dog TrainingHelping people & their pets since 2003. We come to you!Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Email us at: TwoDaughtersAndTheirDad@gmail.com Please download our Best of Nuggets eBook here. Like and follow us on Facebook Jennifer Faith Dempsey has been in the beauty industry for over 10 years. For the last 5m years, she has owned J. Faith Hair Studio. She brings her experience on how she balances entrepreneurship and motherhood. Check out Jen's blog.Staci Joy Dempsey is an insurance agent, a mom, and a busy non-profit volunteer. She truly understands what it means to be an entrepreneur. Staci serves as the podcast's host.Jack Dempsey is the dad who heads up this busy family. He is a founding partner in Dempsey, Weiss & Associates, an Elmer, NJ-based insurance and investment firm that began more than 30 years ago.
This week, we're diving into a surprising truth: airports are the most democratic spaces in society. Think about it—everyone passes through them, from business tycoons to backpackers, families returning home, and adventurers chasing the sun. In this episode, we explore what Dublin Airport, a global hub unmatched by any other city its size, reveals about Ireland's place in the world. With over 50 transatlantic flights a week and connections to places as unexpected as Nashville, Dublin Airport tells a fascinating story about how interconnected and diverse Irish society has become. Airports aren't just gateways—they're barometers of economic growth, diversity, and even innovation. Why is Ireland exporting microchips instead of machinery? And what does all this mean for a country that's striving to avoid the perils of economic monoculture? Join the gang! https://plus.acast.com/s/the-david-mcwilliams-podcast. Hosted on Acast. See acast.com/privacy for more information.
Mark Rober discovered his passion for engineering as a kid, tinkering with gadgets and building creative contraptions. A former NASA engineer turned YouTube sensation, he now runs CrunchLabs, where he develops hands-on science kits to spark curiosity and innovation in young minds. Rober shares his Brief But Spectacular take on being amazed at the world around us. PBS News is supported by - https://www.pbs.org/newshour/about/funders
Mark Rober discovered his passion for engineering as a kid, tinkering with gadgets and building creative contraptions. A former NASA engineer turned YouTube sensation, he now runs CrunchLabs, where he develops hands-on science kits to spark curiosity and innovation in young minds. Rober shares his Brief But Spectacular take on being amazed at the world around us. PBS News is supported by - https://www.pbs.org/newshour/about/funders
Mark Rober discovered his passion for engineering as a kid, tinkering with gadgets and building creative contraptions. A former NASA engineer turned YouTube sensation, he now runs CrunchLabs, where he develops hands-on science kits to spark curiosity and innovation in young minds. Rober shares his Brief But Spectacular take on being amazed at the world around us. PBS News is supported by - https://www.pbs.org/newshour/about/funders
This coming year, 2025, is a year of opportunity for us to watch and partner with Jesus as he is changing the world around us.
Host Tiffany Rafii is joined by artist, designer, and maker Amy Devers, host and producer of Clever, to discuss building a podcast platform that gives listeners a window into our own humanity. In this episode, Amy shares insights from her career as a designer, educator, and podcast host, and how she has navigated and overcome barriers in each field. She also discusses nurturing creativity and the importance of uplifting one another within the design industry and beyond. With extensive experience in both the creative and educational fields, Amy expresses her passion for creative exploration and her dedication to helping others unlock their full potential. Tune in for an engaging conversation as Amy reflects on her journey and what has led her to become a true champion of creativity and storytelling.The Design Board, by UpSpring, is a proud member of SANDOW Design Group's SURROUND Podcast Network, home to the architecture and design industry's premier shows.
The Disciples Mind: https://renew.org/product/the-disciples-mind-thinking-like-a-disciple-of-jesus/ Today's episode will help us thoughtfully engage with culture by combining biblical wisdom, creativity, and a balanced approach to grace and truth. Engaging Culture Thoughtfully: Balancing Faith and Modern Challenges Join us in this insightful episode as we delve into the complex ways Christians can thoughtfully engage with culture. Spearheaded by Chad Ragsdale and Daniel McCoy, the discussion brings forth historical and biblical perspectives on navigating cultural tensions. Explore themes of accommodation, hostility, isolation, and counter-culture, and get a deeper understanding of Christian postures like quietism, activism, and evangelism. Based on 1 Peter 2:11-12, learn about living as exemplary citizens, balancing grace and truth, compassion and courage, and practicing creative, effective discipleship. Through personal anecdotes and practical applications, this episode provides valuable insights for balancing ethical issues, avoiding false dichotomies, and fostering unity in a fragmented world. Engage with us to think well, act compassionately, and lead courageously in today's society. Get our Premium podcast feed featuring all the breakout sessions from the RENEW gathering early. https://reallifetheologypodcast.supercast.com/ Check out RENEW.org eBooks: https://renew.org/resources/free-ebooks/ Check out RENEW.org Events: https://renew.org/resources/events/ Interested in more content from RENEW? Sign up for our newsletter: https://renew.org/resources/newsletter-sign-up/ Key Takeaways 00:00 Introduction and Welcome 00:46 Framing the Discussion: Loving God with Our Minds 02:52 Cultural Matrix: Engaging with the World 06:44 Postures vs. Gestures: Contextual Approaches 10:17 Conflict and Cultural Engagement 20:23 Daniel McCoy's Perspective 21:48 Devil vs. God: Destruction and Unity 28:39 The Essence of Creativity 29:39 Church Unity and the Shema 30:32 The Beauty of Church Diversity 31:21 The Central Preposition of Christmas 32:36 Renew.org: Bridging Theology and Discipleship 33:17 Creativity in Addressing Cultural Issues 43:25 Balancing Grace and Truth 48:47 Evangelicalism and Activism 54:36 Avoiding False Dichotomies 55:28 Interactive Q&A Session See below for a longer description: In this episode, Chad Ragsdale, academic dean and professor at Ozark Christian College, and Daniel McCoy, editorial director for Renew.org, discuss their co-authored book, which tackles how disciples can love God with their minds and engage culture thoughtfully, grounded in biblical wisdom. Chad kicks off the session by introducing himself and thanking the audience. He sets the stage for the conversation: how followers of Jesus can think critically and engage effectively with the world around them. He introduces a framework called the "cultural matrix," explaining how Christians approach culture along two axes: being "in the world" but "not of the world." Ragsdale describes different postures: accommodation (adjusting to culture) and hostility (opposing culture), noting both are still rooted within the world. He contrasts these with anti-culture (like the Amish, who isolate) and counter-culture (those who create alternative communities). These stances aren't wrong on their own but become problematic when they turn into rigid, inflexible approaches. Most people, Ragsdale says, fall somewhere between these extremes, combining approaches like quietism (accommodation + isolation), activism (counter-culture + hostility), and evangelism (counter-culture + accommodation). The key is flexibility—adapting to context while maintaining biblical balance, avoiding a one-size-fits-all mentality. Daniel McCoy then steps in, emphasizing the importance of creating a better culture as part of the Christian mission. He contrasts the destructive nature of the devil with God's creativity, which restores and unites. Creativity, McCoy explains, reflects God's work, combining virtues like courage and compassion to transcend the binary choices the world offers. He uses examples like parenting and church worship to show how Christians can integrate traditional and contemporary elements to build something more beautiful. During the Q&A, Ragsdale and McCoy address how these cultural postures relate to apologetics and the balance of grace and truth. Ragsdale emphasizes that apologetics should focus on addressing deeper hurts rather than simply winning arguments. He also stresses the need for fully integrating both grace and truth, sharing personal stories to illustrate how to live out these principles. They also touch on trends in evangelicalism, noting how younger Christians often lean towards activism. Ragsdale cautions against tribalism, urging ongoing self-examination and thoughtful engagement instead of falling into divisive either-or thinking. In closing, Ragsdale encourages the audience to keep asking questions, challenging their own views and others', and pursuing a more nuanced understanding of biblical truth. In summary, this episode offers practical wisdom for Christians on engaging culture thoughtfully and biblically, urging a balance of grace and truth, creativity, and a spirit of inquiry. Be sure to like, subscribe and follow on social media! You can find us on: Instagram: @the.renew.network Facebook: Renew.org Youtube: https://www.youtube.com/@RENEWnetwork Twitter: @therenewnetwork TikTok: the.renew.network Rumble: https://rumble.com/c/RENEW
It's easy to get caught up in the world around us when there are so many outlets that fight for our attention, but we get to choose how to respond. The way we respond to the people and the world around us matters, and we have a good and gracious God who has the words, the peace, and the understanding we need to do just that. We only need to ask him.
GCU interviews Author Lauren Lacey @thelaurenlacey on her upcoming book release THE WORLD AROUND US. We'll get to know more about the Atlanta author whose stories are crafted to make readers laugh, cry, and feel the warmth of a happily-ever-after.Join hosts @authoruntamed and @booksandsoul1 on Wednesday, November 20th at 9 pm EST only on the Get Caught Up Podcast audio platform! Follow us IG: @getcaughtuppodcast and Facebook at Get Caught Up Author Podcast, TikTok, and YouTubeSponsorships anchor.fm/getcaughtup Donations Cash App $UP2016 --- Support this podcast: https://podcasters.spotify.com/pod/show/getcaughtup/support
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It's your favorite Northern One, coming back with episode two of our deep dive into how artistic representation began to change and why. In this episode, we sing songs about badgers; and the Northern One goes back to the early Victorian period to look at how the invention of the daguerreotype triggered an artistic revolution: when artists no longer had to strive for photorealism (because a photograph could be taken), they began to move from representing the rich and powerful to capturing and intensifying the world around them. For the first time, plebs appeared in art! And hookers! And pickpockets! And poor people! To follow along, please look up Edward Frith's Ramsgate Sands and Derby Darby day; Cruikshank's London Comes to Town; and Rodgers, Hammerstein, Hart, Gilbert and Sullivan's celebrated South Sea Badgers musical. Fact. Buy us a coffee - and we'll stop doing this stuff. Maybe.
Please enjoy this special episode by our Elder, Paola Guzman entitled "Tikkun Olam" - Healing the World Around Us.
Robert Monson is a writer, musician, and scholar that looks closely at Black and womanist theologies as well as Black disability theology. His work engages Black religious identities, Christian nationalism, disability, and more. He is currently a PhD student and is a host for two podcasts: Black Coffee and Theology and Three Black Men: Theology, Culture, and the World Around Us. Visit Robert Monson online: https://www.threads.net/@robert_the_contemplative https://musingsfromabrokenheart.substack.com/ Visit Sacred Writes online: https://www.sacred-writes.org/luce-cohort-summer-2024
The subject of physical and cognitive performance is what everyone is talking about right now. Maybe not overtly, but the headlines grabbing the news are the Olympics in Paris, and President Joe Biden ending his campaign for re-election. The centerpiece of both is about performance. Maybe not overtly, but when people watch the Olympics, they're observing athletes at the peak of human physical performance, and noticing how the difference between medaling and not can come down to the smallest differences in this performance. The discussion surrounding President Biden's re-election campaign has been largely centered around his cognitive performance. With former President Trump just three years younger, it was less about the actual age and much more about the physical and cognitive performance.The bottom line is that there are real-world consequences for maintaining, or not maintaining, high performance. I've often talked about the four pillars of healthy aging: high performance physical function, high performance cognitive ability, high performance immune function and youthful aesthetics. Each plays an important role in not the years we live, but the way we engage with the world. In this episode, I talk about some of the ways that people can maintain high performance and some of the cutting edge science that is starting to be explored to help people do so. Enjoy the episode!Follow Dr. Bob Hariri on his platforms here:Web: www.pilotinghealth.comInstagram: https://www.instagram.com/drbobhariri/X: https://twitter.com/DrBobHaririTikTok: https://www.tiktok.com/@pilotinghealthLinkedIn: https://www.linkedin.com/in/drbobhariri/
******Support the channel****** Patreon: https://www.patreon.com/thedissenter PayPal: paypal.me/thedissenter PayPal Subscription 1 Dollar: https://tinyurl.com/yb3acuuy PayPal Subscription 3 Dollars: https://tinyurl.com/ybn6bg9l PayPal Subscription 5 Dollars: https://tinyurl.com/ycmr9gpz PayPal Subscription 10 Dollars: https://tinyurl.com/y9r3fc9m PayPal Subscription 20 Dollars: https://tinyurl.com/y95uvkao ******Follow me on****** Website: https://www.thedissenter.net/ Facebook: https://www.facebook.com/thedissenteryt/ Twitter: https://twitter.com/TheDissenterYT This show is sponsored by Enlites, Learning & Development done differently. Check the website here: http://enlites.com/ Dr. Mark Rank is Herbert S. Hadley Professor of Social Welfare at the George Warren Brown School of Social Work at Washington University in St. Louis. Dr. Rank is widely recognized as one of the foremost experts and speakers on issues of poverty, inequality, and social justice. He is the author of several books, the latest one being The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World around Us. In this episode, we focus on The Random Factor. We discuss what “randomness” means, how ancient people thought about chance and luck, the role of change in biological evolution, and whether randomness is studied in the social sciences. We talk about chance in human history; scientific discoveries and technological innovations; the lottery of life; the role of gender, race, and social class in life outcomes; poverty and economic inequality; and careers, marriage, and professional success. We discuss why many people dismiss the role of chance and luck in their lives, how individual agency fits into the picture, why politicians should keep randomness in mind when designing social policy, and reframing meritocracy. -- A HUGE THANK YOU TO MY PATRONS/SUPPORTERS: PER HELGE LARSEN, JERRY MULLER, BERNARDO SEIXAS, ADAM KESSEL, MATTHEW WHITINGBIRD, ARNAUD WOLFF, TIM HOLLOSY, HENRIK AHLENIUS, FILIP FORS CONNOLLY, DAN DEMETRIOU, ROBERT WINDHAGER, RUI INACIO, ZOOP, MARCO NEVES, COLIN HOLBROOK, PHIL KAVANAGH, SAMUEL ANDREEFF, FRANCIS FORDE, TIAGO NUNES, FERGAL CUSSEN, HAL HERZOG, NUNO MACHADO, JONATHAN LEIBRANT, JOÃO LINHARES, STANTON T, SAMUEL CORREA, ERIK HAINES, MARK SMITH, JOÃO EIRA, TOM HUMMEL, SARDUS FRANCE, DAVID SLOAN WILSON, YACILA DEZA-ARAUJO, ROMAIN ROCH, DIEGO LONDOÑO CORREA, YANICK PUNTER, CHARLOTTE BLEASE, NICOLE BARBARO, ADAM HUNT, PAWEL OSTASZEWSKI, NELLEKE BAK, GUY MADISON, GARY G HELLMANN, SAIMA AFZAL, ADRIAN JAEGGI, PAULO TOLENTINO, JOÃO BARBOSA, JULIAN PRICE, EDWARD HALL, HEDIN BRØNNER, DOUGLAS FRY, FRANCA BORTOLOTTI, GABRIEL PONS CORTÈS, URSULA LITZCKE, SCOTT, ZACHARY FISH, TIM DUFFY, SUNNY SMITH, JON WISMAN, WILLIAM BUCKNER, PAUL-GEORGE ARNAUD, LUKE GLOWACKI, GEORGIOS THEOPHANOUS, CHRIS WILLIAMSON, PETER WOLOSZYN, DAVID WILLIAMS, DIOGO COSTA, ANTON ERIKSSON, ALEX CHAU, AMAURI MARTÍNEZ, CORALIE CHEVALLIER, BANGALORE ATHEISTS, LARRY D. LEE JR., OLD HERRINGBONE, MICHAEL BAILEY, DAN SPERBER, ROBERT GRESSIS, IGOR N, JEFF MCMAHAN, JAKE ZUEHL, BARNABAS RADICS, MARK CAMPBELL, TOMAS DAUBNER, LUKE NISSEN, KIMBERLY JOHNSON, JESSICA NOWICKI, LINDA BRANDIN, NIKLAS CARLSSON, GEORGE CHORIATIS, VALENTIN STEINMANN, PER KRAULIS, KATE VON GOELER, ALEXANDER HUBBARD, BR, MASOUD ALIMOHAMMADI, JONAS HERTNER, URSULA GOODENOUGH, DAVID PINSOF, SEAN NELSON, MIKE LAVIGNE, JOS KNECHT, ERIK ENGMAN, LUCY, YHONATAN SHEMESH, MANVIR SINGH, PETRA WEIMANN, PEDRO BONILLA, CAROLA FEEST, STARRY, MAURO JÚNIOR, 航 豊川, TONY BARRETT, AND BENJAMIN GELBART! A SPECIAL THANKS TO MY PRODUCERS, YZAR WEHBE, JIM FRANK, ŁUKASZ STAFINIAK, TOM VANEGDOM, BERNARD HUGUENEY, CURTIS DIXON, BENEDIKT MUELLER, THOMAS TRUMBLE, KATHRINE AND PATRICK TOBIN, JONCARLO MONTENEGRO, AL NICK ORTIZ, NICK GOLDEN, AND CHRISTINE GLASS! AND TO MY EXECUTIVE PRODUCERS, MATTHEW LAVENDER, SERGIU CODREANU, BOGDAN KANIVETS, ROSEY, AND GREGORY HASTINGS!
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Bertha Vasquez spent most of her career in the classroom teaching science to middle schoolers in Miami-Dade County. She's a passionate advocate for the scientific method and the many ways it's made life better for humanity. And she's a strong believer in skepticism when it comes to understanding the world around us, especially when extraordinary claims are made. These days Ms. Vasquez has taken on the role of Director of Education at the The Center for Inquiry, and Director of its Teacher Institute for Evolutionary Science. The CFI's roots go back to the 1970s when Carl Sagan, Isaac Asimov, and other critical thinkers began seeing the need to mitigate growing belief in pseudoscience and paranormal claims using rational means and methods.
Is the Gospel Worth Believing? In this powerful sermon, we explore what it truly means to be convinced of the Gospel and how that conviction shapes our mission. Learn why your commitment to sharing Christ's message is directly tied to your belief in it. Discover practical insights on:How to lovingly engage a world that may not always welcome your faithWhy the Gospel is worth the risk of rejectionStrategies for sharing your faith in any environmentWhether you're a long-time believer or just exploring Christianity, this message will challenge and inspire you to examine what you really believe about the Gospel and how it impacts your life and the lives of those around you. Don't miss this thought-provoking discussion on faith, mission, and the power of the Gospel to transform lives!
Seb Bunney is an interesting character and critical thinker. He moved away from home in England to Whistler, British Columbia, to chase his love of mountain biking. On this episode of The Your Life! Your Terms! Show we dive into his new book, The Hidden Cost of Money: How Financial Forces Shape Our Lives & The World Around Us. We discuss short-term vs. long-term thinking, Bitcoin, the illusion of freedom and the link between money and behaviour. You can find Seb on Twitter @SebBunney and at LookingGlassEducation.com
Ever try to get your dog or cat to recognize themselves in the mirror? This episode begins with an explanation as to why the result is almost always disappointing. https://www.livescience.com/4272-elephant-awareness-mirrors-humans.html You hear a lot of concerns expressed about people's cellphone use. Are we spending too much time on our phones? What are people doing on their phones? Is it causing harm? Here to discuss some of the research about cellphone use and what it does to people is Faye Begheti. She is a practicing neurology doctor and neuroscientist at Oxford University Hospitals and author of the book The Phone Fix: The Brain-Focused Guide to Building Healthy Digital Habits and Breaking Bad Ones (https://amzn.to/3yJUhIM). Listen as she explains that it is not so much about simply being on your phone – it's more about what you are doing while you are on it. Paradoxes are those quirky little things that often seem to make no sense but actually help us think differently and problem solve better. For example, if I tell you I always tell lies – is that a lie? How can it be the truth if I always tell lies? Here to help you better understand paradoxes and why we have them is George Szpiro. He is a journalist with a PhD in mathematical economics and author of the book Perplexing Paradoxes: Unraveling Enigmas in the World Around Us (https://amzn.to/4aEASGo). Several years ago I spent a weekend teaching myself to juggle. It wasn't easy but with a little persistence (about a weekend's worth for me), the basics can be mastered. And it turns out that knowing how to juggle is good for you in a lot of ways. Listen and I will tell you how. https://www.ox.ac.uk/news/2009-10-12-juggling-enhances-connections-brain PLEASE SUPPORT OUR SPONSORS! Indeed is offering SYSK listeners a $75 Sponsored Job Credit to get your jobs more visibility at https://Indeed.com/SOMETHING Luckily for those of us who live with the symptoms of allergies, we can Live Claritin Clear with Claritin-D! eBay Motors has 122 million parts for your #1 ride-or-die, to make sure it stays running smoothly. Keep your ride alive at https://eBayMotors.com We really like The Jordan Harbinger Show! Check out https://jordanharbinger.com/start OR search for it on Apple Podcasts, Spotify or wherever you listen! Learn more about your ad choices. Visit podcastchoices.com/adchoices
It's comforting to think that we can be successful because we work hard, climb ladders, and get what we deserve, but each of us has been profoundly touched by randomness. Chance is shown to play a crucial role in shaping outcomes across history, throughout the natural world, and in our everyday lives. In The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World around Us (University of California Press, 2024), Dr. Mark Robert Rank draws from a wealth of evidence, including interviews and research, to explain how luck and chance play out and reveals how we can use these lessons to guide our personal lives and public policies. The Random Factor traverses luck from macro to micro, from events like the Cuban Missile Crisis to our personal encounters and relationships. From his perspective as a scholar of poverty, Dr. Rank also delves into the class and race dynamics of chance, emphasizing the stark disparities it brings to light. This transformative book prompts a new understanding of the twists and turns in our daily lives and encourages readers to fully appreciate the surprising world of randomness in which we live. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. 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
It's comforting to think that we can be successful because we work hard, climb ladders, and get what we deserve, but each of us has been profoundly touched by randomness. Chance is shown to play a crucial role in shaping outcomes across history, throughout the natural world, and in our everyday lives. In The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World around Us (University of California Press, 2024), Dr. Mark Robert Rank draws from a wealth of evidence, including interviews and research, to explain how luck and chance play out and reveals how we can use these lessons to guide our personal lives and public policies. The Random Factor traverses luck from macro to micro, from events like the Cuban Missile Crisis to our personal encounters and relationships. From his perspective as a scholar of poverty, Dr. Rank also delves into the class and race dynamics of chance, emphasizing the stark disparities it brings to light. This transformative book prompts a new understanding of the twists and turns in our daily lives and encourages readers to fully appreciate the surprising world of randomness in which we live. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology
It's comforting to think that we can be successful because we work hard, climb ladders, and get what we deserve, but each of us has been profoundly touched by randomness. Chance is shown to play a crucial role in shaping outcomes across history, throughout the natural world, and in our everyday lives. In The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World around Us (University of California Press, 2024), Dr. Mark Robert Rank draws from a wealth of evidence, including interviews and research, to explain how luck and chance play out and reveals how we can use these lessons to guide our personal lives and public policies. The Random Factor traverses luck from macro to micro, from events like the Cuban Missile Crisis to our personal encounters and relationships. From his perspective as a scholar of poverty, Dr. Rank also delves into the class and race dynamics of chance, emphasizing the stark disparities it brings to light. This transformative book prompts a new understanding of the twists and turns in our daily lives and encourages readers to fully appreciate the surprising world of randomness in which we live. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies
It's comforting to think that we can be successful because we work hard, climb ladders, and get what we deserve, but each of us has been profoundly touched by randomness. Chance is shown to play a crucial role in shaping outcomes across history, throughout the natural world, and in our everyday lives. In The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World around Us (University of California Press, 2024), Dr. Mark Robert Rank draws from a wealth of evidence, including interviews and research, to explain how luck and chance play out and reveals how we can use these lessons to guide our personal lives and public policies. The Random Factor traverses luck from macro to micro, from events like the Cuban Missile Crisis to our personal encounters and relationships. From his perspective as a scholar of poverty, Dr. Rank also delves into the class and race dynamics of chance, emphasizing the stark disparities it brings to light. This transformative book prompts a new understanding of the twists and turns in our daily lives and encourages readers to fully appreciate the surprising world of randomness in which we live. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy
It's comforting to think that we can be successful because we work hard, climb ladders, and get what we deserve, but each of us has been profoundly touched by randomness. Chance is shown to play a crucial role in shaping outcomes across history, throughout the natural world, and in our everyday lives. In The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World around Us (University of California Press, 2024), Dr. Mark Robert Rank draws from a wealth of evidence, including interviews and research, to explain how luck and chance play out and reveals how we can use these lessons to guide our personal lives and public policies. The Random Factor traverses luck from macro to micro, from events like the Cuban Missile Crisis to our personal encounters and relationships. From his perspective as a scholar of poverty, Dr. Rank also delves into the class and race dynamics of chance, emphasizing the stark disparities it brings to light. This transformative book prompts a new understanding of the twists and turns in our daily lives and encourages readers to fully appreciate the surprising world of randomness in which we live. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/politics-and-polemics
David Griscom and Matthew Whalan join Ben Burgis to listen to Ben's debate on the Munk Debates podcast with neoconservative commentator Jamie Kirchick on, "Be it resolved, the campus protesters are on the right side of history."Before that, Ben and the crew talk about Biden's reception by anti-war students at Morehouse (where Ben used to teach) and Ben's Jacobin review of Mark Robert Rank's interesting but flawed book "The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World Around Us." Rank stops short of realizing that, if wealth and poverty have as much to do with the luck of the draw as he says, capitalism is indefensible.Finally, and on the subject of capitalism and the alternative to it, in the postgame for patrons, we take a look at some one-star reviews of the Communist Manifesto.Read the "Random Factor" review:https://jacobin.com/2024/05/random-factor-inequality-capitalism-reviewFollow David on Twitter: @DavidGriscomFollow Matthew on Twitter: @VernonWhalanFollow Ben on Twitter: @BenBurgisFollow GTAA on Twitter: @Gtaa_ShowBecome a GTAA Patron and receive numerous benefits ranging from patron-exclusive postgames every Monday night to our undying love and gratitude for helping us keep this thing going:patreon.com/benburgisRead the weekly philosophy Substack:benburgis.substack.comVisit benburgis.com
In this episode re-run, HEP's Luke Kemper talks to artist Sally Newton at South Harringay School, where she has painted two large staircase murals. They spoke about how she became an artist, what it's like to paint a curriculum on the walls, and how students react to art, among other things. If you'd like to see more of Sally's work, you can check out her website at www.sallynewton-mural-artist.com. If you like what you hear, get in touch! Maybe she can paint a mural at your school as well! Special thanks Ian, Kelly, and Joe at South Harringay for their time and hospitality.
Danielle and Wajahat speak with social welfare professor and author Mark Robert Rank about his latest book: Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World Around Us.We discuss why luck matters when discussing public policy and our views on the American identity. Waj and Danielle also unpack the latest with Israel and Gaza and how it's effecting the 2024 election! This and more on the next democracyish.Hosts: Danielle Moodie & Wajahat Ali Executive Producer: Adell Coleman Senior Producer: Quinton Hill Distributor: DCP Entertainment Hosted on Acast. See acast.com/privacy for more information.
Big Idea: What happens when we follow God's leading and not the world around us? In the Beginning: Jacob Genesis 31:1-21 I. Situational awareness matters 1-3 Now Jacob heard what Laban's sons were saying: “Jacob has taken all that was our father's and has built this wealth from what belonged to our father.” And Jacob saw from Laban's face that his attitude toward him was not the same as before. The Lord said to him, “Go back to the land of your ancestors and to your family, and I will be with you.” II. Know the facts and talk it out 4-16 Jacob had Rachel and Leah called to the field where his flocks were. He said to them, “I can see from your father's face that his attitude toward me is not the same as before, but the God of my father has been with me. You know that with all my strength I have served your father and that he has cheated me and changed my wages ten times. But God has not let him harm me. If he said, ‘The spotted sheep will be your wages,' then all the sheep were born spotted. If he said, ‘The streaked sheep will be your wages,' then all the sheep were born streaked. God has taken away your father's herds and given them to me. “When the flocks were breeding, I saw in a dream that the streaked, spotted, and speckled males were mating with the females. In that dream the angel of God said to me, ‘Jacob!' and I said, ‘Here I am.' And he said, ‘Look up and see: all the males that are mating with the flocks are streaked, spotted, and speckled, for I have seen all that Laban has been doing to you. I am the God of Bethel, where you poured oil on the stone marker and made a solemn vow to me. Get up, leave this land, and return to your native land.' ” Then Rachel and Leah answered him, “Do we have any portion or inheritance in our father's family? Are we not regarded by him as outsiders? For he has sold us and has certainly spent our purchase price. In fact, all the wealth that God has taken away from our father belongs to us and to our children. So do whatever God has said to you.” III. Finish strong 17-21 So Jacob got up and put his children and wives on the camels. He took all the livestock and possessions he had acquired in Paddan-aram, and he drove his herds to go to the land of Canaan, to his father Isaac. When Laban had gone to shear his sheep, Rachel stole her father's household idols. And Jacob deceived Laban the Aramean, not telling him that he was fleeing. He fled with all his possessions, crossed the Euphrates, and headed for the hill country of Gilead. So What? Life is hard God is always there The choice to listen and act rests with us Next Steps: Believe - I surrender my all to the glory of God and in faith to King Jesus. Become - I will seek to find where God is moving in my life and align with His movement. Be Sent - I will live out obedience in my actions and follow Him wherever He leads. Growth Group Questions: When did your faith compel you to stand out against the crowd? What are some examples of situations where it can be challenging to follow God's leading instead of the world around you? How can you develop situational awareness to discern whether we are following God's leading or the world's? What are some benefits of following God's leading even when it goes against the norm? How can you effectively relate to others when you are following God's leading when they don't understand or agree with you? What practical steps can you take to strengthen your faith and courage to step out from the crowd and follow God's leading? Pray for the Holy Spirit to use us to demonstrate what a life lived for Jesus looks like to the world around us.
Nikki Mark is the author of a highly moving memoir titled Tommy's Field: Love, Loss, and the Goal of a Lifetime, about the unexpected passing of her 12-year-old son Tommy and her unconventional journey to create a legacy for Tommy and to heal her heart. In this heartfelt memoir, Nikki, who has led operations for high-powered hospitality and sports team start-ups, captures the power of play, inspiration, unity, and healing as she transformed neglected land in a Los Angeles public park into a state-of-the-art athletic field. Nikki is now the founder and president of the TM23 Foundation, which she created to honor Tommy, his love of soccer, and his spirit of play with others. Be sure to tune in to this touching, inspiring interview that illumines the extraordinary impact of a mother's determination to create a legacy to honor her cherished, beloved son!IN THIS EPISODE, YOU'LL HEAR ABOUT THINGS LIKE:The spiritual awakening Nikki experienced three days before Tommy died.Nikki's transformative experience with world-famous medium Pamala Oslie, one week after Tommy passed.Signs Tommy sent Nikki from the very beginning, that let her know that her was still with her. How Nikki and her friends raised funds to create a state-of-the-art athletic field in Tommy's honorWhy Nikki decided that she needed soul therapy instead of talk therapy. The remarkable string of incidents that convinced Nikki that Tommy was guiding her. The alternative healing methods Nikki pursued, and how “feeling lighter” became Nikki's personal gauge to feeling better.SOME QUESTIONS IRENE ASKS NIKKI:Why did you decide to get soul therapy instead of talk therapy?What was the highly charged and unexpected drama you encountered on your journey towards building Tommy's Field?How do you know that you and Tommy are still learning and growing together?Why do we need to heal ourselves first in order to heal the world?What is your tip for finding joy in life?
Mark Rank is back with a new book, The Random Factor: How Chance and Luck Profoundly Shape the World Around Us. While a lot of people tell themselves their success - or failure - is entirely due to their own actions, he discusses with Danielle how much of our lives come down to chance...and what chance really means.See omnystudio.com/listener for privacy information.
Why does our society produce more poverty than other wealthy countries? Why don't we - or why can't we - change our incentives? Questions like this drive MARK RANK, in his books, POORLY UNDERSTOOD: What America Gets Wrong About Poverty, and THE POVERTY PARADOX:Understanding Economic Hardship Amid American Prosperity, and in his latest, THE RANDOM FACTOR: How Chance & Luck Profoundly Shape Our Lives and the World Around Us.
Why does our society produce more poverty than other wealthy countries? Why don't we or why can't we change our incentives? I speak with MARK RANK, about his books, THE POVERTY PARADOX and POORLY UNDERSTOOD: What America Gets Wrong About Poverty, and his latest, THE RANDOM FACTOR: How Chance & Luck Profoundly Shape Our Lives & the World Around Us. Learn more at bit.ly/3JdYuWZ
In a world grappling with complex challenges, corporations have the potential to be powerful forces for good. But it takes courageous leadership to set audacious goals and rally entire organizations to drive meaningful change.On this episode of Mission Forward, Carrie Fox sits down with Lisa Gibby, Deputy Executive Vice President and Chief Communications Officer at Nestlé. As the first person to hold this role, Lisa is responsible for building and maintaining trust in Nestlé's global brand across 186 markets - no small task.Lisa shares her journey from running her own small communications firm to leading anti-poverty efforts at Bono's ONE Campaign to now sitting on Nestlé's executive board and ESG council. Her story is one of pursuing purpose at every scale.Under Lisa's leadership, Nestlé has made bold moves—like being one of the first companies to publish a roadmap to reach net-zero emissions. Setting such ambitious public goals created some organizational nervousness, but it also rallied and engaged employees in a shared mission.The conversation touches on navigating complex social issues as a global company, the importance of humility and embracing failure as part of the process, and how a new generation of consumers passionate about sustainability gives hope for the future.At its core, this is a discussion about the power and responsibility of communications to drive positive impact. It's about having the courage to set big goals, the focus to build alignment and momentum, and the wisdom to know you can't do it alone. Lisa leaves us with an empowering message - that everyone has an opportunity to contribute as a force for good, and even failure is part of the journey forward.Tune in for an inspiring look at purpose-driven leadership and the role we can all play in building a better world, one bold goal at a time. Our great thanks to Lisa for joining us for this conversation. (00:00) - Welcome to Mission Forward (00:58) - Introducing Lisa Gibby (08:20) - Changing the Face of Board Leadership (12:10) - The Fine Line of Communicating Progress (18:50) - Lessons Learned (21:06) - The World Around Us, and hope for the future
Our experiences of the world are diverse, often changing as we move across borders from one country to another. They can also vary based on language or subtle shifts in climate. Yet, we rarely consider what causes these differences and divisions. In this episode we speak to geographer Maxim Samson at De Paul University in the US about the unseen boundaries that can shape our collective and personal perceptions of the world – what he calls "invisible lines".This episode was written and produced by Mend Mariwany with assistance from Katie Flood. Eloise Stevens does our sound design, and our theme music is by Neeta Sarl. Gemma Ware is the executive producer. Full credits available here. A transcript will be available shortly. Subscribe to a free daily newsletter from The Conversation.Further readingRemoving urban highways can improve neighborhoods blighted by decades of racist policies Wallacea is a living laboratory of Earth's evolution – and its wildlife, forests and reefs will be devastated unless we all actAfrica's got plans for a Great Green Wall: why the idea needs a rethink Hosted on Acast. See acast.com/privacy for more information.
Covering The News of the Day from a distinctly Christian perspective. Patreon: https://www.patreon.com/JoshuaHaymes/membership Welcome to the very first episode of The Standard (Brought to you by The Forge Press)! We are starting the Standard Podcast because we believe that Christ is King over all of creation, including politics and culture! Therefore we believe that it is our duty as Christians to hold politics and culture up to The Standard of God's word so that we may gain a better understanding of how best to engage a lost and dying world with The Gospel of Jesus Christ. Reforming Culture begins with a commitment to God and to His Word as the Ultimate and all-sufficient Standard for all of faith and life. Stories of the day: FIRST STORY: Use of abortion pills skyrockets to compose vast majority of abortions https://republicsentinel.com/articles/use-of-abortion-pills-skyrockets-to-compose-vast-majority-of-abortions?lctg= SECOND STORY: The Daily Wire's Andrew Klavan claims that saying Christ is King is an Anti-Semitic dog whistle and that some people are headed for heaven apart from Christ.
Rounding Up Season 2 | Episode 14 – Three Resources to Support Multilingual Learners Guest: Dr. Erin Turner Mike Wallus: Many resources for supporting multilingual learners are included with curriculum materials. What's too often missing though is clear guidance for how to use them. In this episode, we're going to talk with Dr. Erin Turner about three resources that are often recommended for supporting multilingual learners. We'll unpack the purpose for each resource and offer a vision for how to put them to good use with your students. Mike: Well, welcome to the podcast, Erin. We are excited to be chatting with you today. Erin Turner: Thank you so much for inviting me. Mike: So, for our listeners, the starting point for this episode was a conversation that you and I had not too long ago, and we were talking about the difference between having a set of resources which might come with a curriculum and having a sense of how to use them. And in this case, we were talking about resources designed to support multilingual learners. So, today we're going to talk through three resources that are often recommended for supporting multilingual learners, and we're going to really dig in and try to unpack the purpose and offer a vision for how to put them to use with students. What do you think? Are you ready to get started, Erin? Erin: I am. Mike: Well, one of the resources that often shows up in curriculum are what are often referred to as sentence frames or sentence stems. So, let's start by talking about what these resources are and what purpose they might serve for multilingual learners. Erin: Great. So, a sentence stem, or sometimes it's called a sentence starter, this is a phrase that gives students a starting place for an explanation. So, often it includes three or four words that are the beginning part of a sentence, and it's followed by a blank that students can complete with their own ideas. And a sentence frame is really similar. A sentence frame just typically is a complete sentence that includes one or more blanks that again, students can fill in with their ideas. And in both cases, these resources are most effective for all students who are working on explaining their ideas, when they're flexible and open-ended. So, you always want to ensure that a sentence stem or a sentence frame has multiple possible ways that students could insert their own ideas, their own phrasing, their own solutions to complete the sentence. The goal is always for the sentence frame to be generative and to support students' production and use of language—and never to be constraining. Erin: So, students shouldn't feel like there's one word or one answer or one correct or even intended way to complete the frame. It should always feel more open-ended and flexible and generative. For multilingual learners, one of the goals of sentence stems is that the tool puts into place for students some of the grammatical and linguistic structures that can get them started in their talk so that students don't have to worry so much about, “What do I say first?” or “What grammatical structures should I use?” And they can focus more on the content of the idea that they want to communicate. So, the sentence starter is just getting the child talking. It gives them the first three words that they can use to start explaining their idea, and then they can finish using their own insights, their own strategies, their own retellings of a solution, for example. Mike: Can you share an example of a sentence frame or a sentence stem to help people understand them if this is new to folks? Erin: Absolutely. So, let's say that we're doing number talks with young children, and in this particular number talk, children are adding two-digit numbers. And so, they're describing the different strategies that they might use to do either a mental math addition of two-digit numbers, or perhaps they've done a strategy on paper. You might think about the potential strategies that students would want to explain and think about sentence frames that would mirror or support the language that children might use. So, a frame that includes blanks might be something like, “I broke apart (blank) into (blank) and (blank).” If you think students are using 10s and 1s strategies, where they're decomposing numbers into 10s and 1s. Or if you think students might be working with open number lines and making jumps, you might offer a frame like, “I started at (blank), then I (blank),” which is a really flexible frame and could allow children to describe ways that they counted on on a number line or made jumps of a particular increment or something else. The idea again is for the sentence frame to be as flexible as possible. You can even have more flexible frames that imply a sequence of steps but don't necessarily frame a specific strategy. So, something like, “First I (blank), then I (blank)” or “I got my answer by (blank).” Those can be frames that children can use for all different kinds of operations or work with tools or representations. Mike: OK, that sets up my next question. What I think is interesting about what you shared is there might be some created sentence frames or sentence stems that show up with the curricular materials I have, but as an educator, I could actually create my own sentence frames or sentence stems that align with either the strategies that my kids are investigating or would support some of the ideas that I'm trying to draw out in the work that we're doing. Am I making sense of that correctly? Erin: Absolutely. So many curricula do include sample sentence frames, and they may support your students. But you can always create your own. And one place that I really like to start is by listening to the language that children are already using in the classroom because you want the sentence starters or the sentence frames to feel familiar to students. And by that, I mean you want them to be able to see their own ideas populating the sentence frames so that they can own the language and start to take it up as part of the repertoire of how they speak and communicate their ideas. So, if you have a practice in your classroom, for example, where children share ideas and maybe on chart paper or on the whiteboard you note down phrases from their explanations—perhaps labeled with their name so that we can keep track of who's sharing which idea—you could look across those notations and just start to notice the language that children are already using to explain their strategies and take that as a starting point for the sentence frames that you create. And that really honors children's contributions. It honors their natural ways of talking, and it makes it more likely that children will take up the frames as a tool or a resource. Mike: Again, I just want to say, I'm so glad you mentioned this. In my mind, a sentence frame or a sentence stem was a tool that came to me with my curriculum materials, and I don't know that I understood that I have agency and that I could listen to kids' thinking and use that to help design my own sentence frames. One question that comes to mind is, do you have any guardrails or cautions in terms of creating them that would either support kids' language or that could inadvertently make it more challenging? Erin: So, I'll start with some cautions. One way that I really like to think about sentence frames is that they are resources that we offer children, and I'm using “offer” here really strategically. They're designed to support children's use of language. And when they're not supportive, when children feel like it's harder to use the frame to explain their idea because the way they want to communicate something, the way they want to phrase something doesn't fit into the frame that we've offered, then it's not a useful support. And then it can become a frustrating experience for the child as the child's trying to morph or shape their ideas, which makes sense to them, into a structure that may not make sense. And so, I really think we want to take this idea of offering and not requiring frames really seriously. Erin: The other caution that I would offer is that frames are not overly complex. And by that, I mean if we start to construct frames with multiple blanks where it becomes more about trying to figure out the teacher's intention and children are thinking, “What word would I put here? What should I insert into this blank?” Then we've lost the purpose. The purpose is to support generative language and to help children communicate their ideas, not to play guessing games with children where they're trying to figure out what we intend for them to fill in. This isn't necessarily a caution, but maybe just a strategy for thinking about whether or not sentence frames could be productive for students in your classroom— particularly for multilingual learners—is to think about multiple ways that they might complete the sentence stem or that they might fill in the sentence frame. And if as a teacher we can't readily come up with four or five different ways that they could populate that frame, chances are it's too constraining and it's not open-ended enough. Erin: And you might want to take a step back toward a more open-ended or flexible frame. Because you want it to be something that the children can readily complete in varied ways using a range of ideas or strategies. So, something that I think can be really powerful about sentence frames is the way that they position students. For example, when we offer frames like, “I discovered that…” or “I knew my answer was reasonable because…” or “A connection I can make is… .” Those are all sentence starters. The language in those sentence starters communicates something really powerful to multilingual learners and to any student in our classroom. And that's that we assume as a teacher that they're capable of making connections, that they're capable of deciding for themselves if their answer is reasonable, that they're capable of making discoveries. So, the verbs we choose in our sentence frames are really important because of how they position children as competent, as mathematical thinkers, as people with mathematical agency. Erin: So, sometimes we want to be really purposeful in the language that we choose because of the way that it positions students. Another kind of positioning to think about is that multilingual learners may have questions about things in math class. They may not have clarity about the meaning of a phrase or the meaning of a concept, and that's really true of all students. But we can use sentence frames to normalize those moments of uncertainty or struggle for students. So, at the end of a number talk or at the end of a strategy sharing session, we can offer a sentence frame like, “I had a question about…” or “Something I'm still not sure of is … .” And we can invite children to turn and talk to a partner and to finish that sentence frame. Erin: That's offering students language to talk about things that they might have questions about, that they might be uncertain about. And it's communicating to all kids that that's an important part of mathematics learning—that everyone has questions. It's not just particular students in the classroom. Everyone has moments of uncertainty. And so, I think it's really important that when we offer these frames to students in our classrooms, they're not positioned as something that some students might need, but they're positioned as tools and resources that all students can benefit from. We all can benefit from an example of a reflection. We all can learn new ways to talk about our ideas. We all can learn new ways to talk about our confusions, and that's not limited to the children that are learning the language of instruction. Otherwise, sentence frames become something that has low status in the classroom or is associated with students [who] might need extra help. And they aren't taken up by children if they're positioned in that way, at least not as effectively. Mike: The comparison that comes to mind is the ways that in the past manipulatives have been positioned as something that's lower status, right? If you're using them, it means something. Typically, at least in the past, it was something not good. Whereas I hope as a field we've gotten to the place where we think about manipulatives as a tool for kids to help express their thinking and understand and make meaning, and that we're communicating that in our classrooms as well. So, I'm wondering if you can spend just a few minutes, Erin, talking about how an educator might introduce sentence frames or sentence stems and perhaps a little bit about the types of routines that keep them alive in the classroom. Erin: Yes, thanks for this question. One thing that I found to be really flexible is to start with open-ended sentence frames or sentence stems that can be useful as an attachment or as an enhancement to a routine that children already know. So, just as an example, many teachers use an “I notice, I wonder”- or “We know, we wonder”-type of routine. Those naturally lend themselves to sentence starters. “I notice (blank), I wonder (blank).” Similarly, teachers may be already using a same and different routine in their classroom. You can add or layer a sentence frame onto that routine, and then that frame becomes a tool that can support students' communication in that routine. So, “These are the same because… .” “These are different because… .” And once students are comfortable and they're using sentence frames in those sorts of familiar routines, a next step can be introducing sentence frames that allow children to explain their own thinking or their own strategies. Erin: And so, we can introduce sentence frames that map onto the strategies that children might use in number talks. We can introduce sentence frames that can support communication around problem-solving strategies. And those can be either really open-ended like, “First…, then I…”-type frames or frames that sort of reflect or represent particular strategies. In every case, it's really important that the teacher introduces the frame or the sentence starter in a whole group. And this can be done in a couple of ways. You can [chorally] read the frame so that all children have a chance to hear what it sounds like to say that frame. And as a teacher, you can model using the frame to describe a particular idea. One thing that I've seen teachers do really effectively is when children are sharing their strategy, teachers often revoice or restate children's strategies sometimes just to amplify it for the rest of the class or to clarify a particular idea. Erin: As part of that revoicing, as teachers we can model using a sentence frame to describe the idea. So, we could say something like, “Oh, Julio just told us that he decomposed (blank) into two 10s and three 1s,” and we can reference the sentence frame on the board or in another visible place in the classroom so that children are connecting that mathematical idea to potential language that might help them communicate that idea. And that may or may not benefit Julio, the child [who] just shared. But it can benefit other children in the classroom [who] might have solved the problem or have thought about the problem in a similar way but may not yet be connecting their strategy with possible language to describe their strategy. So, by modeling those connections as a teacher, we can help children see how their own ideas might fit into some of these sentence frames. Erin: We also can pose sentence frames as tool to practice in a partner conversation. So, for example, if children are turning and talking during a number talk and they're sharing their strategy, we can invite children to practice using one of two sentence frames to explain their ideas to a partner. And after that turn and talk moment, we can have a couple of children in the class volunteer their possible ways to complete the sentence frame for the whole group. So, it just gives us examples of what a sentence frame might sound like in relation to an authentic activity. In this case, explaining our thinking about a number talk. And that sort of partner practice or partner rehearsal is really, really important because it gives children the chance to try out a new frame or a new sentence starter in a really low-stress context, just sharing their idea with one other peer, before they might try that out in a whole-class discussion. Mike: That's really helpful, Erin. I think one of the things that jumps out for me is, when you initially started talking about this, you talked about attaching it to a routine that kids already have a sense of like, “I notice” or “I wonder” or “What's the same?” or “What's different?” And what strikes me is that those are routines that all kids participate in. So again, we're not positioning the resource or the tool of the sentence frame or the sentence starter as only for a particular group of children. They actually benefit all kids. It's positioned as a normal practice that makes sense for everybody to take up. Erin: Absolutely. And I think we need to position them as ways to enhance things in classrooms for all students. And partner talk is another good example. We often send students off to talk with a partner and give them instructions like, “Go tell your partner how you solve the problem.” And many children aren't quite sure what that conversation looks like or sounds like, even children for whom English is their first language. And so, when we offer sentence frames to guide those interactions, we're offering a support or a potential support for all students. So, for partner talk, we often not only ask kids to explain their thinking, but we say things like, “Oh, and ask your partner questions.” “Find out more about your partner's ideas.” And that can be challenging for 7- and 8-year-olds. So, if we offer sentence frames that are in the form of questions, we can help scaffold those conversations. Erin: So, things like, “Can you say more about?” or “I have a question about?” or “How did you know to?” If we want children asking each other questions, we need to often offer them supports or give them tools to support that conversation. And that helps them to learn from each other. It helps them to listen to each other, which we know benefits them in multiple ways. And I just want to share one final example about sentence frames that I think is so powerful. There are really different purposes for frames. They can be about reflection. They can be about asking questions of partners. We can use sentence frames to agree and disagree, to compare and contrast. Erin: One teacher that I've worked with uses sentence frames to guide end-of-lesson reflections. And after children have talked to a partner or shared ideas with a partner, she asked them to complete sentence frames that sound like this: “One thing I learned from my partner today is (blank).” Or “A new idea I got from my partner today was (blank).” And what I love about this is, it positions all kids as having valuable ideas, valuable contributions to offer the class. And if I'm in a partnership with a multilingual learner, I'm thinking deeply about what I learned from that partner, and I'm sharing with the teacher orally or in writing and sharing with the class what I learned from that child. And so, the sentence frame helps me because it gives me a support to think about that idea and to express that idea, but it really helps elevate other children in the classroom who might not always be seen in that way by their peers. So, I think there are just really powerful ways that, that we can use these tools. Mike: I love that. I'm wondering if we can shift now to a different kind of resource, and this one might be a little less obvious. What we were talking about when we had this conversation earlier was the use of a repeated context across a series of lessons and the extent to which that, in itself, can actually be really supportive of multilingual learners. So, I'm wondering if we can talk about an example and share the ways that this might offer support to students? Erin: Perfect. So, repeated contexts are wonderful because they offer a rich, really complex space for students to start thinking mathematically, for them to pose questions of their own, and for them to make mathematical observations and solve problems. And the benefit of a repeated context or a context that sort of returns over a sequence of lessons or even across a sequence of units, is that children can start to inhabit the story in the context. They start to learn who the characters are. They learn about the important features of the context, perhaps locations or objects in the context or relationships or key quantities. And every time that that context is reintroduced, the sense-making that they've done previously is a really powerful starting point for the new mathematical ideas that they can explore. And these repeated contexts are especially powerful when they're introduced with multiple supports. So, for multilingual learners, if we can introduce context with narrative stories, with pictures or images, with videos, with physical artifacts, whatever we can do to give children a sense of this, in most cases, imaginary worlds that we're creating, we support their sense-making. Erin: And this is really different from curricula or programs that offer a new context with each word problem. Or perhaps with each page in a student book, there's a new context introduced. And for multilingual learners and really for all students, every time we introduce a new context, we have to make sense of what's happening in this story. What's happening in the situation? Who are the people? What does this new word mean that I haven't encountered before? And so, we limit our time to really think deeply about the mathematical ideas because we're repeating this space of sense-making around the context. And in classrooms we often don't have that time to unpack context. And so, what happens when we use new contexts every time is that we tend to fast track the sense-making, and children can start to develop all sorts of unproductive ways to dig into problems like looking for a particular word that they think means a particular operation because we just don't give them the time and space to really make sense of the story. And so, because we have this limited time in classrooms, when we can reintroduce context, it really offers that space to students. Mike: Do you have an example that might help illustrate the point? Erin: Absolutely. So, in second-grade curriculum that I have reviewed, there's a context around a character, “Jesse and [the] Beanstalk.” It's sort of an adaptation of the classic tale of “Jack and the Beanstalk.” And in this story, Jesse has beans that he gets from an interaction or a sale in a farmers market. And these beans, of course, grow into a giant beanstalk that has a friendly giant that lives at the top. And this beanstalk produces large, giant beans, which have all kinds of seeds inside of them. And this context is used over a series of units. It actually spans most of the school year to give children an opportunity to explore multiple mathematical ideas. So, they make representations of these giant beans with strips of paper, and they use cubes to measure the beans. So, they're looking at linear measurement concepts. They compare the length of different beans, so they're doing addition and subtraction to compare quantities. They find out how many seeds are inside of the beans, and they add those quantities together. So, they're doing all sorts of multi-digit operations, adding the beans. Erin: And then the context further develops into making bracelets with the seeds that are inside these bean pods, and they group these seeds in groups of 10. So, they have the chance to think about, “How many 10s can we make out of a larger quantity?” Later on, their bracelet-making business expands, and they have to think about how to package these seeds into 100s, 10s, and ones. So, it's a really rich context that develops over time. And children begin to learn about the people in the story, about the activities and the practices that they engage in, and they have the chance to ask their own questions about their story and to make their own connections, which is really powerful. As the story develops, you can see how children develop a sense of curiosity about what's happening, and they become invested in these stories, which really supports the mathematical work. Mike: So, I want to walk back to our friend Jesse, and I'm glad to hear it's a friendly giant in this particular case. What you were making me think about as you were talking is the way that we introduce the context probably is really important. Could you shed some light on how you think about introducing a context? Erin: So, asking children to share connections that they can make is really important. When we introduce context with different representations, it's really important to ask children to make connections as a place to start. So, we want to ask them what they already know about this context in particular, or similar context. What connections can they make to their own experiences? We want to ask them to share what they wonder about the context, what they're curious about, what they notice, what observations they can make. And when we have different representations like a story and a picture or a video or an artifact, we give children more possibilities for making those kinds of connections. One thing that we can also do to really support children's connections to the context is, as a context develops over time, we can create anchor charts or other written records with children that represent their perspectives on the key features of the context. Erin: So, for example, if we go back to “Jesse and the Beanstalk,” after solving a couple of problems about “Jesse and the Beanstalk” and being introduced to that story, we can pause and talk with children about what they see as key aspects of this story. What are things they want to remember? When we come back to Jesse in a few weeks, who are the people [who] we want to remember in this story? What are some important quantities in this story? What are some other important features of this story? And this is not an anchor chart that we create ahead of time as teachers. It's really important that children own these ideas and that they get to start to identify the key quantities, the key features of the situation from their perspective, because then that can become a resource for their thinking later on. We don't have to re-explain the context completely every time. We can refer to these written records that we've co-created with children. Mike: Well, let's close by talking about one more resource that educators will often find in their curriculum materials. Things like lists of academic vocabulary, or perhaps even cards with vocabulary words printed on them. I wonder how you think educators should understand the value of these particular resources. Erin: These vocabulary cards can take the form of cards that can be inserted into a chart or even anchor charts themselves. And one thing that I think that's really important, especially when we're thinking about using this tool with multilingual learners, is that these include multiple representations of a concept. We always need to make sure that the cards include a picture or a diagram or a visual image of the term, in addition to an example of how the term can be used. So, that might be a phrase, it might be a symbolic representation of the term. It might be a whole sentence that uses the word to give children an idea of how to use the language in context, which is really important. And one thing that I've seen teachers do really effectively is to create large vocabulary cards with blank space, so that as these cards are introduced in the context of a lesson or activity when they would be relevant, children have the opportunity to share their own ideas about the term. Erin: And that blank space on the card can be filled with connections that children make. So, children might know that term in another language. That can be added to the vocabulary card. Children might connect that term to another similar idea mathematically or a similar idea in daily life. So, they might know another meaning of the word. That can be added to this blank space so that it becomes a shared and collaboratively generated artifact and not just a static card on the wall of the classroom that is beautiful, but that children may not really use to support their sense-making. So, co-creating these cards with children I've seen to be really powerful, especially if we want them to be used by children and owned by children. And that leaving blank space can help with that. Mike: So, you're taking this conversation to a place I hoped we might go, which is just to help paint a picture of what it might look like for a teacher to introduce this resource, but then also sustain it, how to bring it to life in the classroom. What does that look like? Or maybe what does that sound like, Erin? Erin: So, I think when vocabulary card is first introduced, just like with many things in math classrooms, we want children to share what they already know. So, what does this word make you think of? Where do you see this word? Where have you heard this word? What are some other things we've done together in our mathematical work that relate to this word? You want children to share versions of the word in other languages. You want them to share real-world context, connections, anything that they can to connect to their experiences. And it's important that we introduce small sets of words at a time. So, if we're working on a unit on multiplication, we might have words related to “factor” and “multiple” and “products” that become additions to our word wall or to our anchor charts. And that we encourage children to use those words in particular activities in those units. Erin: So, for example, if we're doing a number talk as part of a unit on multiplication, we might remind children of particular words that have been introduced in prior lessons and encourage them to try to take up those words in their explanations. “See if you can use the word ‘factor' today as you're sharing your strategy with a partner.” “See if you can use the word ‘product' today.” And then invite children to share examples of what that sounded like in their partner talk. Or what that looked like when they were writing about their explanation. And it's these constant invitations or repeated invitations that really make these words come to life in classrooms so that they don't just live on the wall. It's also really important that these words are highly visible and accessible for students. So, oftentimes teachers will display key vocabulary words alongside a whiteboard or underneath a whiteboard. Or children might have their own copy of a small set of keywords that they're working on to paste inside of their notebooks. If they're not highly accessible, it really limits children's opportunities to use them on a regular basis. Erin: So, another way to introduce new vocabulary terms or to support students to use them in context is to connect specific words to a routine that is already in place in your classroom. So, one of my favorites for its potential to help kids use new vocabulary is a routine like, “Which One Doesn't Belong?” But same and different routines that many teachers use also work great for this reason. So, just as an example, if we're doing a “Which One Doesn't Belong?” routine, and the four images that we're using are geometric shapes, we might be able to come up with a list of vocabulary words that would help children describe their decisions about which of the shapes doesn't belong. And we could locate those words alongside our whiteboard or in a visible place in the classroom and just invite children as you're deciding which shape doesn't belong, as you're thinking about how you're going to explain your decision to your partner, think about how you could use some of these words. So, we could have words that describe different kinds of angles or other properties of shapes depending on what we're working on in the curriculum. But that's a way to show children the relevance of particular terms in a routine that they're familiar with and that they're engaged in in the classroom. And that's a way to keep these terms alive. Mike: That's the thing that I really appreciate about what you just shared, Erin. If I'm autobiographical and I think back to my own practice, I recognize the value, and I aspired for these things to be useful. What you did just now is help paint a picture of what it looks like, not just to introduce the language or support the language, but also to keep these alive in classroom practice. I did have a question that occurred to me. Similar to sentence frames and sentence stems, is there any kind of caution that you would offer when people think about using these? Erin: Definitely. For me, the most important caution is to not overemphasize formal mathematical vocabulary in classrooms, particularly for multilingual learners. Obviously, we want children to be developing mathematical language, and that's something we want for all children. But if we overemphasize the use of formal terminology, that can constrain communication for students who are developing the language. And we never want students' lack of familiarity or their lack of comfort with a particular vocabulary term to stop their communication or to hinder their communication. We would much rather have children explaining their ideas using all sorts of informal language and gestures and reference to physical models. The important thing is the idea and that children have the opportunity to communicate those ideas. And this formal mathematical language that might be represented in vocabulary cards or on anchor charts will come. It's part of the process, but they most importantly need opportunities to communicate their ideas. Mike: Well, this has been a really enlightening conversation, Erin, and I'm wondering if before we go, if you have any particular recommendations for educators who are looking to build on what they heard today and continue to take up new ideas of how to support their multilingual learners? Erin: There's a wonderful set of resources out of the Understanding Language Project at Stanford University, and they have a number of math language routines designed to support multilingual students. Some of them are related to introducing context, which we talked about today. They have a version of a “Three Reads” routine for introducing new contexts that people might find useful. But there's a whole collection of language routines on their website that teachers might find really useful. I always go to TODOS as one of my most meaningful resources for thinking deeply and critically about supporting multilingual learners. Erin: So, I think that site and all of the books and the journals and the conferences that they develop should definitely be included. And many of the other colleagues that you've had on the podcast have wonderful resources to share, too. So, I think I would start with those two. Mike: Well, thank you so much for joining us, Erin. It really has been a pleasure talking with you. Erin: Oh, it's been a pleasure. Thank you again for inviting me. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org
Jack visits with Mark Robert Rank, the author of the forthcoming book, The Random Factor: How Chance and Luck Profoundly Shape Our Lives and the World Around Us."What shapes our economic fortunes? Perhaps what immediately comes to mind are attributes such as education, skills or labour-market experience. Demographics such as age and your parents' socioeconomic status might also be considered."Yet surprisingly, according to a wide range of social scientists, these factors are only able to explain about 35 per cent of the variance in earnings. In other words, 65 per cent of the differences in individual income defy our standard assumptions."— Quote from an essay by Dr. Rank.
Mac Dominick shares how you and I can survive this crazy and chaotic world through Jesus Christ. Watch Mac Dominick's presentation from the Columbus Prophecy Conference on DVD https://www.swrc.com/mac-dominic-2023-ohio-conference.html
Through The Truth Project, Focus on the Family's Del Tackett helped millions of viewers learn how to “be transformed by the renewing of your mind” by looking at life through a Biblical perspective. Now, through The Engagement Project, our guest is ready to help you take the next step –– to engage the world around you. Not in the way we've been doing it –– but –– in a new and fresh way. The way God wants.
Join us this hour as we hear an update on the case involving Christian bakers. Oral arguments just took place on a case whose outcome will have a huge impact on religious liberty. We then hear from a man who is passionate about instilling a biblical worldview into the hearts and minds of the next generation. With staggering numbers that indicate a severe mental health crisis with Gen Z, our guest will remind them and us there this is no reason to be hopeless in a world spinning backwards. Join us to think critically and biblically this hour.See omnystudio.com/listener for privacy information.
Immerse yourself in our latest episode where we unravel the intriguing connections between physical well-being, the art of martial discipline, and the transformative power of personal and social awareness. Our conversation takes you through a series of enlightening discussions, each shedding light on how these diverse aspects influence our lives and shape our perspectives. From candid life reflections to deep philosophical musings, this episode is a tapestry of ideas and insights, subtly linked by an unspoken theme that weaves through every topic. It's more than just talk; it's a journey of discovery, inviting you to ponder, question, and grow along with us. Get ready to be inspired, challenged, and entertained. - [00:26] Round Table Discussion and Community Engagement - [00:58] Progress on Writing a Book - [02:39] Personal Anecdotes and Life Updates - [03:11] Insights on Physical Wellness and Martial Arts - [06:19] Reflections on Personal Growth and Societal Insights - [13:53] Planning Future Retreats and Community Events - [19:15] Exploring the Podcast Journey and Community Evolution - [21:27] Deep Dive into Personal Philosophies and Humor - [40:46] Concluding Thoughts and Announcements Instagram: https://www.instagram.com/dualisticunity/ TikTok: https://www.tiktok.com/@dualisticunity Twitter: https://twitter.com/dualisticunity Facebook: https://www.facebook.com/dualisticunity Twitch: https://twitch.tv/DualisticUnity
Shawn Siegele and Colm Kelly discuss a variety of non-football-related topics including what TV History would change if they could rewrite a storyline storyline of any TV show, What's Better, American Ninja Warrior, Reto Quatro Elementos, or the Great British Bake Off! Who's the best Derry Girls character? and What impact did the Good Friday Agreement have on Ireland and Northern Ireland's future generations? Plus a lot more! Subscribe to the RotoViz YouTube Channel here! HOSTS RotoViz Radio Executive Producer Colm Kelly (@OvertimeIreland) RotoViz co-owner Shawn Siegele (@FF_Contrarian) SPONSORS BetterHelp - This episode is brought to you by BetterHelp. Give online therapy a try at betterhelp.com/ROTOVIZ and get on your way to being your best self. Underdog Fantasy – Get a 100% deposit match on your first deposit up to $100 when you sign up at Underdogfantasy.com using this link or the promo code ROTOVIZ. Listeners of RotoViz Radio can save 10% on a one-year RotoViz subscription by visiting RotoViz.com/podcast or by using the promotional code "rvradio2023" at the time of purchase. Gametime - Download the Gametime app, create an account, and use code ROTOVIZ for $20 off your first purchase. SHOW NOTES RotoViz Radio provides the power for RotoViz Overtime. Email: RotoVizRadio@gmail.com @RotoVizOvertime on Twitter Learn more about your ad choices. Visit podcastchoices.com/adchoices
Drinking coffee in the morning is a pleasant habit for many of us. However, this episode begins by explaining why you might want to smell your coffee as well as drink it to help you think better and be more productive. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6881620/ In many metropolitan areas, parking is the number one land use. The U.S. has 4 parking spaces for every car on the road! So why is it so hard to find a spot when you need one? That is what Henry Grabar is here to explain and discuss. Henry is a staff writer at Slate, and author of the book Paved Paradise: How Parking Explains the World (https://amzn.to/3HG2xLg). Listen and you will understand why parking is a much bigger deal than you ever realized. Microbes are those little tiny organisms that you can't see without a microscope -things like germs, bacteria, fungi. We have a tendency to think of them as dangerous or things that cause illness and disease. Yet, actually most of them don't cause any harm and some are even good for you. And by the way, you have trillions of microbes on you and inside of you. Here to take us on a tour into the invisible world of microbes is Jake Robinson Jake is a microbial ecologist and author of the book Invisible Friends: How Microbes Shape our Lives and the World Around Us (https://amzn.to/44pGRwR) While some people do have food allergies, there aren't as many as you might think. A lot of people who claim to be allergic to certain foods actually have an intolerance to the food. But that is not an actual allergy. Listen as I explain the difference. https://www.mayoclinic.org/diseases-conditions/food-allergy/expert-answers/food-allergy/faq-20058538 PLEASE SUPPORT OUR SPONSORS! Discover Credit Cards do something pretty awesome. At the end of your first year, they automatically double all the cash back you've earned! See terms and check it out for yourself at https://Discover.com/match If you own a small business, you know the value of time. Innovation Refunds does too! They've made it easy to apply for the employee retention credit or ERC by going to https://getrefunds.com to see if your business qualifies in less than 8 minutes! Innovation Refunds has helped small businesses collect over $3 billion in payroll tax refunds! Let's find “us” again by putting our phones down for five. Five days, five hours, even five minutes. Join U.S. Cellular in the Phones Down For Five challenge! Find out more at https://USCellular.com/findus Learn more about your ad choices. Visit podcastchoices.com/adchoices
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