Alexander Schmid Podcast

In this episode, Mr. Wes Schantz and I consider the Great Bay portion of Zelda: Majora's Mask. We specifically consider: (a) the developmental arc of the game and how children develop and learn; (b) we further consider the theme of death and its relationship to life and learning; (c) we conclude with our first description of the Gerudo people and all the potential complications and social-problems they present. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this first conversation on the final book of the Harry Potter series, Ms. Sarah Miller, Mr. Wes Schantz, and I discuss: (a) the theme of death and how it relates to maturity; (b) continuing contrasts drawn between Voldemort's methods and Harry's, and Rufus Scrimgeour's and Harry's as well; and (c) we examine Harry and Voldemort's particular connections with their respective animal-familiars. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this episode with Mr. Kozlowski, Mr. Schantz, and Mr. Schmid we investigate: (a) the theme of repetition and its relationship to the Platonic theory of recollection and the process of maturing or growing-up; (b) we consider what can change through repetition and what cannot and what can be lost; (c) we conclude by considering major symbols of perfection/heavenly achievement in the game: the gold dust used to permanently improve one's sword (logos) and the "milk" (Chateau Romani). And more! --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this conversation with Ms. Sarah Miller, Mr. Wes Schantz, and I consider the ultimate chapters of J.K. Rowling's penultimate volume of Harry Potter. Specifically, we consider (a) the personal and mythological significance of Dumbledore's death, (b) the transformation of Harry and whether he is more Christ-like or Disciple-like, and (c) Snape and his ability to wound (sectumsempra) and heal wounds (vulnera sanentur). --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this conversation, Mr. Wes Schantz and I have the pleasure of being joined by Mr. Benjamin Kozlowski. We consider the Temple at Snowfall (Temple 2/4); the themes of "dark shadows" and the cyclical nature of time in this world; and what the value of specific side-quests are to the overall enjoyment of the game. Additional Links: 1) OCARINA OF TIME - A Masterclass In Subtext: https://www.youtube.com/watch?v=GyUcwsjyd8Q 2) CGI Animated Short Film HD "Majora’s Mask - Terrible Fate " by EmberLab | CGMeetup: https://www.youtube.com/watch?v=dqc4gno0Hso 3) Final Fantasy VII Complete Story Explained: https://www.youtube.com/watch?v=vDCtX9D6n84 4) The Legend of Zelda: A Link to the Past Complete Story Explained: https://www.youtube.com/watch?v=kCLWHH5wQKE&list=PL_Sp78D4KuUcfGaZukykmZ1tbMGGJjhfF&index=7 --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this final lecture on Virgil's "Aeneid", we discuss (a) the vitriolic hate which Juno (through Allecto) spreads into the hearts of Queen Amata, Turnus, and the Latin people en masse; (b) we witness the original skirmish between farmers and Trojans and the opening of the Gates of War; and (c) we witness the epic, rage-filled, conclusion of Virgil's "Aeneid" and how all has come full circle since the beginning of Homer's "Iliad". --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture we conclude Shakespeare's tragic masterpiece, "Macbeth". We specifically consider (a) the theme of nature itself rising against Macbeth's unnatural deeds, (b) the role of imagination and prophecy in the decisions and actions of Macbeth, and (c) the rapid denouement of the action of the play and just how quickly both minds and kingdoms can unravel. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture we discuss, (a) the portentous arrival of the Trojans to Latium (Ausonia, Hesperia), (b) the omens which gather about the Trojan visit and which prefigure the specter of war, and (c) we again witness the dreadful wrath of Juno and its malign effects on all encountered. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

 In this lecture we consider (a) the differing sounds emitted from Elysium (singing) and Tartatus (screams) and their connections to Dante's "Inferno"; (b) we meet Anchises again, in memory, and from his memory we learn of the future of Rome; and (c) we leave through the Gate of Ivory, the gate of false dreams, which has plagued interpreters of this poem for millennia.  --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture, we consider (a) the burning of Aeneas' ships and several connections between his "Aeneid" and Homer's "Iliad" and "Odyssey"; (b) Aeneas' "golden ticket" (golden-bough) into the underworld, and (c) the more developed Dis (Hades/Underworld) of Virgil in comparison to Homer's from his "Odyssey". --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture, we discuss: (a) The murder of King Duncan and its immediate after-effects; (b) the clumsy cover-up attempt of Macbeth and additional murder of Banquo; and (c) the increasingly obvious mental effects of Macbeth's increasingly evil choices. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture, we continue to observe (a) Dido's descent into madness; (b) Aeneas' lame attempts at excusing his "escape at night" from Dido, and (c) the ability for deceit and emotion run rampant to create a "living hell" wherever one is! --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture we discuss (a) the geo-politcal situation Macbeth begins with: the treason of Macdonwald; the alliance with Sueno and the Norweyans (Vikings), and the perfidious acts of the Thane of Cawdor; (b) we consider whether Macbeth himself is determined (fated) to become king or whether his actions, and their consequences, lead to this eventuality, and (c) the inhumanity necessary for both Lady Macbeth and Macbeth himself must themselves embody to stick to their equivocating reasoning! --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this episode, Mr. Wes Schantz and I consider the Mountain and Goron Villages. Therein we learn lessons about (a) birth and death and the cycle of life, (b) how death and dying and possibly even malfeasance contribute to the production of masks; and (c) how the gameplay and exploratory aspects of this game contribute to its implicit commentary on narrative and what a life really is. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this episode, Ms. Sarah Miller, Mr. Wes Schantz and I consider (a) Tom Riddle's ability to manipulate and frame people, (b) the nature of horcruxes and Slughorn's role in their utilization by Voldemort; and (c) what are the "uniquely deadly weapons" which Harry has been handed by Voldemort? --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture, I discuss (a) Dido's heated passion and its relation to fire-imagery, (b) the connection between fire-imagery and rage and lust, and how the burning of Troy is in some way relating to the burning lust of Paris and Helen, and (c) discuss the plot of Juno and Venus to "marry" Dido and Aeneas and its immediate aftermath. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture, we consider (1) further theatrical conventions of Shakespeare's time, and the relationship between the current king (James I) and the construction and themes of Macbeth; (2) the sorrowful history of James' parents (Lord Darnley and Mary, Queen of Scots) and his fascination with witches, demons, and the supernatural, and (3) we explain the relationship between the the Viking King Sueno, Macdonwald, and the Thane of Cawdor and their battle with the lion/eagle Macbeth. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this lecture, we consider (a) Aeneas' journey from fallen Troy through Thrace, Delos, Crete, the Strophades, Buthrotum, and finally to Sicily/"Drepanum's Unhappy Coast"; (b) Aeneas' several attempts at founding a city against fate, reception of helpful and confusing prophecies and ultimately (c) the unexpected death of his father, Anchises. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In this introductory lecture to Shakespeare's "Mabeth", we consider (a) Shakespeare's birth, family, and death, (b) his time and place on the Elizabethan stage, and (c) his corpus of work and how it has been transmitted and maintained over time. --- Send in a voice message: https://anchor.fm/alexander-schmid9/message Support this podcast: https://anchor.fm/alexander-schmid9/support

In recent days, following strikes in both Oakland and Los Angeles, teachers unions have demanded increasingly onerous restrictions be placed on California charter schools while also increasingly demonizing charter schools based on misinformation. Some of the common claims made and addressed in this podcast are the following: (a) charter schools are not public and do not choose a representative sample of the population; (b) charter schools siphon necessary resources from traditional public schools and only serve caucasian populations, and (c) charter schools function to serve corporate interests at the expense of students, particularly underserved students. None of these positions is tenable in light of the data below and the reasoning shared.  Sources: 1) https://edsource.org/2019/proposed-legislation-would-substantially-curb-growth-of-california-charter-schools/609087 2) http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB1507 3) http://www.publiccharters.org/sites/default/