Podcasts about arkansaw

The state of UNC - after playing six games in two weeks, UNC is in the middle of a 10-day break as the Tar Heels are set to go to Atlanta this weekend to take on Kentucky. This break allows us to talk about where UNC is after playing their first nine games of the season, leaving them with a 7-2 record.The Blue Devils are now 6-3 with a win against UNC Charlotte and back-to-back losses to Arkansaw and Georgia Tech. During their nine-game stretch, the Blue Devils looked disjointed, and they have an ankle injury to Tyrese Proctor. Duke rebounded to beat Hofstra, but will they be ready to battle Baylor on December 20th? As I mentioned during the last show, another loss will make this Duke team the first to have four losses before Christmas in the previous 41 years of basketball.Episode five has been another fantastic Blue Blood TV episode. Thank you to my partners, Darryl Brunson and Will Phelan, for rocking with us this past hour. If you like this podcast, share it with your friends. If you want to donate, please help us continue bringing you great content. Feel free to contribute by hitting the donate button on the home page of BlueBloodRivalry.com.Support the show

Ben Hayes gave a nice push for Arkansaw Kid at the mile this weekend.

Back again to tell us their personal tales of the Arkansaw High Country Race are my good friends Zach Smith and Matthew Roeleveld.Zach and Matthew raced the South Loop this year which features 487 miles of gorgeous, backcountry Arkansawyer roads mixed with a healthy 32,000 foot dose of elevation gain. In Part 2 of Talkin' High Country, Zach and Matthew revel us with their experiences while on the course, the long days and longer nights they endured, the new friendships they forged, and their renewed sense of appreciation and connection for riding bikes in Arkansaw.I couldn't be more proud of these two for their valiant efforts and I hope you enjoy this intimate conversation with two of my closest friends!

Hey everyone! And welcome back to Ope! Bikes. My guests this evening are Zach Smith and Matthew Roeleveld from St. Louis, MO. Zach and Matthew are both small business owners and two dudes who are genuinely stoked on riding and racing bikes. Not only do they excel at cycling, but they're also amazing fathers, friends, and family men. I've known these guys for a few years now and I'm grateful to be included in our “DaddyFriendGroup” activities which includes racing bikes, talking about bikes, and doing our best to raise our wild children in this wild world.In two weeks time, Zach and Matthew are headed South to Hot Springs, AR for the 2024 rendition of the Arkansaw High Country Race. Both of them are registered for the South Loop this year which boasts 487 miles and 32,000 elevation gain of pure Arkansaw joy and pain. Having completed the course last year, Zach comes into this conversation with a little more knowledge and understanding of what awaits each of them. However Matthew, having never completed the course or participated in an ultra-distance bikepacking event in Arkansaw, comes into the conversation with an open heart, open mind, and a bit of 'what the hell did I get myself into?'.During the conversation, I question Zach and Matthew on their bike and bag setup for this year's race, what their mental and physical preparation has looked like, their overall strategy while out on the course, and what feedback they hope to get out of this year's event. If you've done the Arkansaw High Country Race before then you understand how challenging yet rewarding it can be, and I love hearing what each racer hopes to learn about themselves in the process.

My guest today is none other than Chuck Campbell. Chuck is a retired science teacher who lives in Russellville, AR and is someone who is passionate about the state's natural and human history. This passion Chuck possesses is something that inspired him to create the Arkansaw High Country Route, a 1,000 mile tour through some of the most beautiful and challenging parts of The Natural State. Not only is this route recognized and established by the Adventure Cycling Association, but since 2019 riders and racers from all of the world have been descending upon the great state of Arkansas to try their hand at completing the route while vying for the opportunity to call themselves the holder of the Fastest Known Time. That honor has been held by legends of the sport including Rebecca Rusch, Ted King, Scotti Lechuga and, most recently, Ernie Lechuga.In this conversation Chuck takes listeners back to the days of gravel riding and bikepacking before it was cool and before anyone knew what the Arkansaw High Country Route even was. Chuck also peels back the curtain on his passion for teaching and showcasing the beauty of his home state and we also sit in the saddle with him as he details his experience on The Tour Divide. To close out the conversation, Chuck and I chat about this year's race, how it's evolved over the last few years, and what racers can expect as they roll into Hot Springs for the grand depart on October 7th. Chuck has been someone I've admired and have been curious about since I first started racing in Arkansas a couple years ago…and I hope Chuck's passion and cycling background captivates you as much as it did me.

Today's episode features the one, the only Lindsay Shepard. I met Lindsay in 2021 while riding together during the Arkansaw High Country Race. Since then Lindsay has been one of the most inspiring and most influential members of the bikepacking community that I've had the opportunity to follow and become friends with.Lindsay is no stranger to hard things. She's been adventuring on her bike since 2014, having completed the Tour Divide, the French Divide, and the American Trail Race. Most recently Lindsay set sail on what we'll call the Arkansaw Singlespeed Yo-Yo Extravaganza which consisted of Ozark Gravel DOOM, the Quachita Triple Crown, and the Arkansaw High Country Race. A 'Yo-Yo' is when a rider or racer completes the course in one direction and then turns around to finish the course in the opposite direction. Altogether, Lindsay racked up an estimated 3,200 miles and 280,000 feet of elevation gain before it was all said and done.During our conversation, Lindsay and I touch on how she was introduced to riding a bike, her entrance into ultra-distance bikepacking, why she chooses to tackle such difficult events, and what she discovers about herself in the process.

What do you think of when you hear the state, Arkansas? This is Clay Newcomb's beloved homeland, and on this episode he dives deep into the long-standing national image of Arkansas. It hasn't always been great. Scholars say it was the most picked on state in America in the 20th century and to this day remains the most “hillbilly” state per the internet. But is that truth, or just the results of branding and strong stereotypes? Clay interviews Dr. Books Blevins, Dr. Jeanie Whayne, and Dr. Bob Cochran to get to the bottom of this image. It's fascinating, entertaining, and in the end you may wish you were bare-footed and grinning ear-to-ear, living the highlife in Arkansas. Clay visits one of the nation's premiere American art museums, Crystal Bridges, in Arkansas. He visits the Walmart museum to talk to Sam Walton's hologram, and lastly, he'll release a never before heard interview with Arkansas's first son, Bill Clinton -- for real. All this will prove that there are really two Arkansas's -- the stereotype and the real thing. We really doubt you're going to want to miss this one. Connect with Clay and MeatEater Clay on Instagram MeatEater on Instagram, Facebook, Twitter, and Youtube Shop Bear Grease MerchSee omnystudio.com/listener for privacy information.

En español Javier Garcia starts the green John Deere tractor and slowly moves it forward toward the rows of onions and squash. The blades behind the tractor dig into the soil, uprooting weeds and turning the earth as it goes. Garcia is one of a small but growing number of Latino farmers in Minnesota. According to the agricultural census, Minnesota is home to about 112,000 farmers. Of those, 650 identify as Hispanic or Latino. Garcia arrived to the U.S. in 1993 from his home in the Mexican state of Michoacán. Like many who immigrate here, he was looking for a better life. As he talks about being a farmer, the wind blows against the battered remains of one of the greenhouses. It was partially demolished by a tornado that touched down weeks earlier. Paul Middlestaedt for MPR News Javier Garcia drives his tractor drives through the fields at their farm Agua Gorda. “I never imagined I would own land here. But it's given me the motivation (to keep going) because in Mexico we didn't have land where we could grow crops,” Garcia says. Garcia now owns 54 acres in Long Prairie, Minn., That's the equivalent of roughly 54 football fields. This year's crop includes rows of onion, Roma tomatoes and zucchini. Inside one of the greenhouses, Garcia uses a hoe to clear weeds between the rows of habanero and poblano peppers. He admits having had different plans for the crops this year. “The weather was very drastic this year. I had hoped to plant sections of one vegetable. But it wasn't possible,” he says. Paul Middlestaedt for MPR News Javier Garcia with his wife Marina Corona, at their farm Agua Gorda. The largest section is dedicated to honeydew melons. He has a contract to sell the melons to schools in Minneapolis and St. Paul. The rows of honeydews will yield 13 pallets weighing 700 pounds each. Of the 54 acres, only about nine are being used. Although he owns and farms his land, Garcia still works at the dairy — full-time in the winter and part-time during the farming season — in order to make ends meet. When it's time to harvest, his adult children and grandchildren all pitch in. But he admitted, he also gets some unwanted help. “The deer also help us harvest. I don't like it, but what can I do,” Garcia says. The deer show up and feast on the melons just as they ripen. Garcia will stay out until 11 p.m. or midnight guarding the crop.  Paul Middlestaedt for MPR News Javier Garcia put labels to identify the crops they planted at their farm Agua Gorda. “But they surprise me. I leave and they show up at dawn when I'm home sleeping,” Garcia says with a laugh. In Mexico, his experience with agriculture was limited to raising corn. Growing vegetables and other types of crops was something completely new when he began 10 years ago.  After working several years harvesting crops in California's Central Valley followed by landscaping work in Los Angeles, Garcia moved to Minnesota. The idea for Agua Gorda, named after his hometown in Mexico, was planted in 2011. A group of 10 met to develop plans to form a farming cooperative. Every year, one or two men would drop out. Many left because they realized it would involve a lot of work and commitment, Garcia said. A decade later, Garcia is the only one who saw that dream bear fruit. Latino farmers like Garcia are not common. But more and more are joining the ranks. Up the road Just up the road on a neighboring plot of land, sisters Alicia Lopez de Gutierrez and Yesenia Lopez Ybarra have begun their second year as farmers. Along with their husbands, they work two acres of land. Lopez de Gutierrez admitted that she convinced her sister and brother-in-law to join them in the farming venture. Lopez de Gutierrez says she began farming on a small plot in a community garden in Long Prairie. And going from a community garden to working two acres can be challenging. She is no stranger to farming. In Mexico, her father had crops and animals and she and her siblings had to help out. So, when she heard of a program offered by the Latino Economic Development Corporation, she reached out.  Initially, Lopez de Gutierrez said she was interested in having a certified organic farm. But given they were barely starting out and the certification process involves a lot of work, they were advised to hold off. “But because we didn't have much experience, we were advised to give it (farming) a try and if it worked, then we could move forward with the organic certification,” Lopez de Gutierrez says. Paul Middlestaedt for MPR News Sisters Yesenia Lopez Ybarra (L) and Alicia Lopez Gutierrez(R) are in their second year of farming. Their goal is to become certified organic and making farming a fulltime job. Everyone works Elizabeth Montesinos walks along the rows of crops at the family's Santa Rosa Farm located in Arkansaw, Wis. She talks with the expertise of someone who has been farming her entire life. Montesinos talks about how certain areas of soil on the more than 70 acres have a higher humidity content; the complexity of being a certified organic farm; and the technique they are using so that tomato plants grow up instead of sprawling out and falling to the ground. People mistakenly believe she runs the farm by herself. “They ask me how a woman does this alone. I tell them I'm not alone,” Montesinos says. Caroline Yang for MPR news Working on the farm is a family affair. Co-owners of Santa Rosa Farm Elizabeth Montesinos, her husband Alejandro Tapia, and his brother Carlos Tapia pose for a portrait with family members in Arkansaw, Wis. on June 25. The misconception arises because she attends meetings, takes the classes and does all the paperwork. Santa Rosa is a family farm owned by her brother-in-law Carlos Tapia; her husband Alejandro Tapia and herself. They're a team, she says. Like Garcia at Agua Gorda, they also have other jobs. But the dream is to make the farm a main source of income. Surviving on farming alone is difficult, Carlos Tapia says. “The first year, I tried farming full-time, but financially it didn't work out. So, I have a full-time job and we do this (farming) part-time,” Tapia says . Adds Montesinos, “A farm doesn't provide enough for you to support yourself or to pay your bills.” The family bought the farm — located about an hour and 20 minutes from St. Paul, four years ago. That was also when Carlos and his family moved from California to Minnesota. Caroline Yang for MPR news Carlos Tapia, co-owner of Santa Rosa Farm in Arkansaw, Wis. talks about his tomato plants on June 25. Elizabeth and Alejandro live in St. Paul with their children. It's also where they have their roofing business. But every weekend the entire family heads to the farm. Being a family farm means everyone works — including Hunter, the black, blockhead lab. Hunter is always nearby, Montesinos says. Wild animals — including bears — live in the area. And Hunter's job is security. When they are on the ATVs, Hunter is with them, usually out front. “When we see him stop in front of the ATV and begin barking, we have to stop because he is seeing an animal or some other sort or danger,” Montesinos says. The family also has a one-year-old chocolate lab, who is still learning the ropes. Hansel is una traviesa, Montesinos says. In other words, she gets into trouble. And as if on cue, Hansel goes over to the wild ducks. She attempts to check them out by sniffing them. The ducks angrily show their displeasure.  The youngest family members, Montesinos' son Emiliano and her nephews Rafael and Carlos, all pre-teens, also help out. Caroline Yang for MPR news Emiliano Tapia (front) and Carlos Tapia drive through Santa Rosa Farm in Arkansaw, WI, on June 25. “They come out on the ATVs to where we are and ask if we want water or soda,” Montesinos says. Like all farmers they deal with the elements and also with the deer who live in the adjoining forest. The first year they planted broccoli and cauliflower near the trees. She says being new farmers they planted crops everywhere without giving it much thought. “They (the deer) ate all of it. Deer won't eat the entire plant, they walk and eat part of this one and go to the next one,” Montesinos says. As a result, they couldn't sell the crop. She learned that deer don't like certain smells and certain crops. They now use different crops to build a natural fort. They put garlic and onions and the corn planted for feed along the outer edges.  “You have to camouflage your vegetables,” she says. And while the deer still get in, they don't do as much damage. When asked if she ever imagined she'd be an owner of a farm and working the land, Montesinos laughs. “You know, it's funny. In Morelos, I studied medicine. And now my dad and siblings will say, ‘you studied medicine and now you work on a farm, in the mud,'” she says. Caroline Yang for MPR news Elizabeth Montesinos talks about farming while standing in a field of garlic at Santa Rosa Farm in Arkansaw, Wis. on June 25. At the mercy of the weather Back at Agua Gorda, Garcia looks to the future. He plans to add livestock that he can sell. And plant nut trees. And at some point, sell his produce directly to the public at a farmer's market. As a farmer, Garcia is at the mercy of the weather. Last year a late freeze wiped out 80 percent of the watermelons and all of the cucumbers. After that loss, his wife, Marina Corona, asked him when enough was enough. Garcia had a somewhat philosophical answer. “I'm content with what's left, and I keep moving forward,” Garcia says. “Don't give up, because those who give up, lose.” Paul Middlestaedt for MPR News Javier Garcia sits in a makeshift shelter on Agua Gorda's farm to protect him from sunlight. Vicki Adame covers Minnesota's Latino communities for MPR News via Report for America, a national service program that places journalists into local newsrooms to report on undercovered issues and communities.

As we hit the half way point in our Psalm 119 season, we take time to interview Hunter Beless, on what it looks like to hide God's word in our hearts.Hunter is the founder and host of Journeywomen, the author of Read It, See It, Say It, Sing It, and lives with her husband and 3 kids in Arkansaw.Sign up for our Monthly Newsletter!Click here if you'd like to receive monthly updates from us.In Other News…Connect with us Facebook, Instagram or TwitterSarah is blogging about Psalm 119 here: https://sarahdargue.orgFelicity blogs here: https://boysbooksandthehomeofthebrave.blog/ Email us: podcastingsisters@gmail.comSponsorship DetailsThis podcast is sponsored by 10ofthose.com. 10ofthose.com hand pick the best Christian books that point to Jesus and sell them at discounted prices. The more you buy the cheaper they get! Check them out at 10ofthose.com. 10ofThose are generously offering a further 15% discount across their store when you use the voucher code TWOSISTERS. You need to log in to their website, write the code in and then click apply when you get to checkout.  Our partnership bookstore can be found hereWhether you're parenting small children, commuting to work or heading out for a run, join us for our Bible based podcast as two sisters do a 20 minute bible study, on the go, going through a book of the Bible week by week.

Fascistic cult of man, MO dems show some fight, a whole new City of Branson, and Springfield school board reorganization update. Support your Local Abortion Fund: Arkansas Abortion Support Network www.arabortionsupport.org/ Missouri Abortion Fund www.mofund.org/ Find an abortion fund or services near you: National Network of Abortion Funds abortionfunds.org www.hootnhollerpod.com www.patreon.com/hootnhollerpod @hootnhollerpod on Twitter and Instagram facebook.com/hootnhollerpod hootnhollerpod@gmail.com Theme: "When the Moon Comes Down in Blood" As sung by Reba Dearmore, Mountain Home, Arkansas on January 7, 1969. Cat. #0647 (MFH #709) in the Max Hunter Folk Song Collection at Missouri State University. maxhunter.missouristate.edu/songinforma…aspx?ID=647 Outro: "Prison Burned" As performed by Jerry Mercer, Forum, Arkansas on May 7, 1950. Reel 50, Item 5 (FolkProjectr50t5use) in the Ozark Folksong Collection at the University of Arkansas. digitalcollections.uark.edu/digital/col…/380/rec/22 Outro: "Lucille from Springfield" - By Bob Withers of Springfield, Missouri. Dubbed from a copy of @DollarCountry Presents: Ozarks, a mixtape of rare 45 singles from Missourah and Arkansaw. Check out Dollar Country at dollarcountry.org. You can find the tape and their "I Like Music That Sounds Like Shit" bumper stickers at dollarcountry.bigcartel.com/

Billy Long is very upset and Mike Moon has a lot of time on his hands. It's real sucky out there, look after one another. Support Trans kids in Texas and throughout the South. Support your Local Abortion Fund: Arkansas Abortion Support Network www.arabortionsupport.org/ Missouri Abortion Fund www.mofund.org/ Find an abortion fund or services near you: National Network of Abortion Funds abortionfunds.org www.patreon.com/hootnhollerpod @hootnhollerpod on Twitter and Instagram facebook.com/hootnhollerpod hootnhollerpod@gmail.com Theme: "When the Moon Comes Down in Blood" As sung by Reba Dearmore, Mountain Home, Arkansas on January 7, 1969. Cat. #0647 (MFH #709) in the Max Hunter Folk Song Collection at Missouri State University. maxhunter.missouristate.edu/songinforma…aspx?ID=647 Outro: "Five Miles Out" - By Bob Rogers of Springfield, Missouri. Dubbed from a copy of @DollarCountry Presents: Ozarks, a mixtape of rare 45 singles from Missourah and Arkansaw. Check out Dollar Country at dollarcountry.org. You can find the tape and their "I Like Music That Sounds Like Shit" bumper stickers at https://dollarcountry.bigcartel.com/

Her work as a Makeup Artist is internationally known.She has worked for: Pop Sugar, Refinery 29, Forever 21, Harper Collins, ESPN, L'Oreal and people such as Gloria Steinem, Kerry Washington, Naomi Campbell & John Legend.She has worked at Fashion week in London, Paris & New York. She runs luxury Bridal beauty team. She is also a beauty expert for Allure magazine and licensed esthetician. She has her own online store with highly recommended products.Welcome, Lavonne.Episode highlights:[02:18] - How she got into makeup school and the beauty profession. Refers to MTV music awards[05:15] - Studied at Empire academy in makeup. Trained by expert Donna Mee[05:50] - Corrective beauty vs makeup. Instaglam vs Oval face epitome of beauty[08:00] - Style came in decades. Different style of makeup. Artist develop craft over time[08:30] - Golden ratio of beauty. Beauty mask, geometrically balanced[10:15] - Shape of face, highlighting and countering. Each person different[10:55] - Explains how she works as makeup artist for such well known institutions and A-list celebrities[16:45] - SUV, folding table, suitcase for travelling/working on the road. Flying she condenses her work tools even more[18:15] - Speaks about sanitation of tools. Pre and Post pandemic[19:30] - Based in Little Rock, Arkansaw. Works between NYC/LA/Arkansaw[20:10] - Makeup and Hair for department store website[21:40] - Has a beauty salon in her house. Esthetician school and skincare. Has her license. Fascials, waxing, bridal sweet at her home studio[22:35] - Difference between makeup and skincare[24:28] - 2 week job with New Balance in Miami & Malibu, helping with production[25:35] - Evolution of style and equipment, along with advice for makeup artists[26:35] - Sustainable, Green, Vegan, Gluten Free, Animal cruelty free product[28:15] - Enjoyable and pressurising working with Celebrities. Explains why. A celebrity booking means a lot of research for Lavonne. She comes well prepared![31:00] - New York Fashion week and London Fashion week. Has also appeared on TV[31:55] - Worked on the teams of Pat McGrath and Val Garland, top 2 makeup artists in the world[34:25] - Story about working for and meeting Kerry Washington & John Legend before he made it big[36:30] - Speaks about selfcare as a makeup artist, but many hardly wear makeup[37:50] - Harvard defined Methuselah gene, stops black women ageing as fast[38:40] - Bridal work, speaks of importance of selfcare, since they too get photographed[40:45] - Lavonne gives her personalised recommendations for different skin tones. Makeup and skincare for oily skin, pale skin, darker skin[41:30] - Lavonne beauty offers virtual consultations, online. Call her for your beauty needs[42:37] - Most embarrassing moment as a makeup artist[47:00] - On Pat McGrath's team for Fashion Week Paris and working with Naomi Campbell.  Amazingly proud moment for Lavonne[49:00] - Transition, different sources of income. Pandemic forced some to reevaluate including Lavonne. Retail Products, Digital Products, Workshops[50:00] - e-books : watch out for Lavonne's 'How to Potty Train your child in 48 hours'[51:10] - Speaks about lifestyle of a Makeup artist and she never gets bored of travelling for her work. She is truly passionate about what she does[51:50] -  Idea of being a Beauty Travel Influencer. She is now verified on Instagram[53:00] - Lavonne offers services worldwide. Just contact her[54:50] - Loves travelling, culture, and integrating this love with her work[57:05] - Explains where she can be found on social media:Handle: @Lavonnebeautyw: www.lavonnebeauty.com

Dr. Seth Wood, with rides such as the Tour Divide among many other ultra distance biking events, set the Arkansaw High Country Race OKT/FKT for SINGLE SPEED at 7 days, 12 hours, 18 minutes! He has a great story to tell, a large part of which includes continuing his biking experience after having been struck by a vehicle and severely injured in 2013.(Photo Credit: Kai Caddy)

Ashley Carelock, known for such things as winning the Fat Bike World Championship in 2018 and being the record holder for the Colorado Trail Race, firmly left her mark in the Arkansaw High Country Race record book as holding the women's FKT for the race at 7 days, 9 hours. (Photo Credit: Kai Caddy)

In this episode I interview Will Robins, who is based in Arkansaw and is the President of two agencies, Sharpnd (www.sharpnd.com) and ContentHOW (www.Contenthow.com). During the interview we discuss the challenges of successfully managing client expectations early on in a project, and also getting the right balance of working ON your business, compared to working IN your business. www.FunnelFellaRadio.com

Welcome to Ozarks' History & Stories. Please support us on Patreon Our Website, Ozarks' History. Our Email Ozarks' History Ozarks' History Research page - Scroll down to Henry Rowe Schoolcraft. Our Bookstore: Rude Pursuits and Rugged Peaks: Schoolcraft's Ozark Journal, 1818-1819. Edited by Professor Milton D. Rafferty Journal of a Tour Into the Interior of Missouri and Arkansaw: From Potosi, Or Mine a Burton, in Missouri Territory, in a South-West Direction, Toward the Rocky Mountains: Performed in the Years 1818 And 1819 (Classic Reprint) Journal of a Tour into the Interior of Missouri and Arkansaw, from Potosi, or Mine a Burton, in Missouri Territory, in a South-West Direction, toward the Rocky Mountains, Performed in the Years 1818 and 1819.London: Richard Phillips and Company, 1821. Complete version and original spelling has been retained. Text via Missouri State University Department of History A View of the Lead Mines of Missouri - by Henry Rowe Schoolcraft - Google Books A History of the Ozarks, Volume 1: The Old Ozarks - Dr. Brooks Blevins - One of the best Ozark Historians --- Send in a voice message: https://podcasters.spotify.com/pod/show/vincent-s-anderson/message Support this podcast: https://podcasters.spotify.com/pod/show/vincent-s-anderson/support

Brannon Pack, communitarian, long-time bike advocate and cycling coordinator for Experience Fayetteville, talks about his biking experiences and what this year’s high country race looks like. You can get more information on Facebook @arkansaw high country race and on Instagram @arhighcountryrace.Follow the link below to register:https://rivervalley.ozarkoffroadcyclists.org/races-tours/arkansaw-high-country-race

Cherri Perron went from meeting Bill Clinton in high school, one of five black students in her college program to being diagnosed with lupus - an autoimmune disease overwhelmingly affecting women of color. She is dedicated to helping people living with lupus and not letting it define her. I spoke to her about lupus and the topic of race in Arkansaw, where she lived under Jim Crow law.

Tobi Fairley joins us to share her wisdom on designing the life that allows you to be healthy, happy and profitable. We talk about finding internal validation, embracing the interdependent nature of humanity, using interior design to design your life, how to not lie to yourself about your desire to change, race relations in rural Arkansaw, what makes a marriage last and much more.Follow Tobi Fairley on Instagram | https://Instagram.com/TobiFairleyVisit Tobi's website | https://TobiFairley.comListener TribeWe have our own private social network for listeners of the Unmistakable Creative podcast. You can meet other listeners, discuss episodes, and even have the opportunity to have your favorite episode re-aired on a Friday! Just visit https://unmistakablecreative.com/tribe to sign up.UNMISTAKABLE CREATIVE PRIMEWe are launching Unmistakable Creative Prime, exclusive access to all our new monthly courses, group coaching calls, live chats with former guests as well as access to a keyword search engine of our entire podcast catalogue and much, much more. To find out more, visit https://UnmistakableCreative.com/Prime See acast.com/privacy for privacy and opt-out information.

Imitating hot blonde Jennifer, Darren "Whackhead" Simpson calls an American dating calling service in search for his next victim. He connects with poor James - a tractor mechanic from Arkansaw. And with Christmas around the corner, what better way to ring in the festive season that with naughty Santa. RELATED: Whackhead Prank: Jennifer is back and is on a hunt for a new man We particularly enjoyed James' rendition of Jingle Bells! Whackhead's Prank, Weekdays at 8.10am on Kfm Mornings!

It was the edge of the United States, closer to Spanish territory than the nearest military installation of the United States. William Lovely had been placed as agent to the Cherokees in the West, tasked with ending the bloody conflict between them and the Osages. With poor communication with the government back east and no real authority, he had to make it up as he went. His actions are apparent to this day.

Episode 13 of The Teaching Space Podcast is an interview with Elizabeth Hutchinson from the Schools' Library Service in Guernsey. Podcast Episode 13 Transcript Welcome to The Teaching Space podcast, coming to you from Guernsey in the Channel Islands.  Hello, and welcome to Episode 13 of The Teaching Space Podcast. It's Martine here, thank you so much for joining me. In today's episode, I'm interviewing Elizabeth Hutchinson from the Schools' Library Service in Guernsey.  Martine: Welcome, Elizabeth. Elizabeth: Hello there, nice to be here. Martine: Lovely to have you here. Rather than me do the introductions, I'm going to kick off with a question to you. Who are you and what do you do? Elizabeth: Okay. I'm Head of the Schools' Library Service in Guernsey. I'm a librarian, and I support the school libraries across the Bailiwick of Guernsey. We look after and support all primary schools, all secondary schools, and we even fly across to Alderney to support them too. Martine: Fantastic. It's a busy job then, by the sounds of things. Elizabeth: It is. I've got a nice little team, which is good. We sort of share the schools between us. We each allocate, I allocate schools to individual librarians so that schools expect to see the same person most of the time. Of course we're sharing across our resources too, so it's a bit of an unusual role for us to play because it's a support service that we offer, but we work very closely with schools and teachers, which is our aim really. Martine: What do people think the role of the school librarian is, and what is it really? Two questions in one there. Elizabeth: Okay, well our service is slightly different, we are providing the professional school librarian role. Throughout the years that I've worked at Schools' Library Service, there is a very clear misconception on what a school librarian does. There are two people that you would see within a school library, one is a library assistant whose job is to issue the books and look after the day to day running of the school library. The other one is the professional school librarian, and their role is very different from what most people think a librarian does. Our role as a school librarian is just to work alongside the teachers and the curriculum. Our role is to support information literacy, which is the ability for anyone to find access, evaluate, give credit, and use good quality information. We provide resources and support in accessing those resources. There are the book loans from the Schools' Library Service that you can get from your own school library, but there's also the online resources. Our role is to support the students in using those effectively. What we find is that students are very good at doing that Google search, that question into Google and hoping that the answer's going to pop out. As you progress through your academic schooling you need to be using better quality academic resources or be very highly skilled in evaluating the resources that you're finding. We work with them to make sure that they understand a keyword search, that they understand that in any academic source you cannot type a question, that you have to think about what you're looking for, and actually how you tweak those keywords to actually find what you need. The more students look online for information, the less skilled they get at actually finding what they really need. That's where we're sort of, our main aim at the moment is, is to support that. Is that the new Guernsey curriculum has changed incredibly recently to look at the skillset. This is what school librarians have always done, the skill of research. We are now in a brilliant position to be able to go, well the skills that we have are the skills that we can teach your students, and what you've highlighted that you need at the moment. It's interesting times for a school librarian I think. Martine: It strikes me that the role of the school librarian has changed dramatically over the past sort of 20 years or so, but ultimately as you said, it comes down to research and helping students learn how to research properly. I guess it's not the sort of fundamentals of the role that's changed, it's where you're looking for the information has changed a little bit perhaps. Elizabeth: Oh absolutely. If you think about when we were back at school. Our research was probably the school library, but it was books. You could always copy and paste, but you'd actually have to hand write it. The chances of you being caught for doing that was quite unlikely unless the teacher was probably going down to the library to check the books that you were copying from. We live in a world now where information is really freely available and really easy to access. It's even easier to plagiarise but even easier to get caught. It's those skills, that skillset that has suddenly become very usable and shareable and people want them. It's a much wider world out there, and actually far more opportunities. Our skillset has had to adapt and change, but it has in a very exciting way, opened doors that I couldn't have imagined at the beginning of my career. Martine: It's a good time to be a school librarian, is what you're saying? Elizabeth: Absolutely, really exciting. Do you know, just the opportunity to share ideas on social media, talk to experts in our profession in a way that was just not possible before, has up-skilled all of us in a way that just wasn't possible. Having a personal learning network on social media has not only helped me to understand my role a bit more, but also helped me learn about things that I can then share with the students that I teach and the teachers that I work with. The worlds of research has really opened up in the last sort of few years and it is exciting times, yeah. I love it. Martine: It's really interesting to hear you talking about social media in that way as well, because I'm in huge agreement with you there, in that I get a massive amount of my CPD directly from Twitter because of all the links people share, and the Twitter chats that go on, and things like that. Technology is really exciting right now and it's great to hear about how the role of the school librarian has adapted to accommodate. Elizabeth: I think as well is that as part of learning and teaching research, I think it's important that we do include these technologies or these tools, because like you said, I too get a lot of my professional development from Twitter, but it's that digital literacy that is also around in school today that we're teaching. Actually if we can help students navigate resources like Twitter within the classroom, it then becomes less of a problem outside. Martine: Definitely. Elizabeth: So instead of us shying away from it, we need to be confident in using it ourselves as teachers to be able to then help the students navigate it. I think I was talking to somebody recently about the negativity, and the bullying, and the trolling that goes on, but actually if we had more people on social media that were brave enough to say, "Hey, that's not a nice thing to say." We drowned out the negatives with the positive then it would be a much better place to be. You can only learn those skills through usage. Actually, if we can learn to use it in a safer environment within the classroom then it would stand the students in better stead for the future I think. Martine: I'm in complete agreement with what you just said, and it almost leads onto a discussion about a topic I want to cover in a future podcast episode, which is this misconception that young people today are digital natives. Everyone seems to think, particularly amongst certain teachers I come across, that the kids today, they all know how to do anything online and they're very comfortable with technology. Yes, in terms of navigating an iPhone or some sort of smartphone, they can do that very easily, but they aren't particularly savvy when it comes to social media, and using technology and social media and things like that professionally. It's all about social. Is that something you've come across in your role at all? Elizabeth: Oh yeah, without a doubt. You know? Even to the extent of just good research, there's a lack of understanding amongst teachers that it is important that they check where their sources are coming from. The only way that that can happen is if we encourage teachers to insist on referencing. I know it sounds boring, do you know? I've had one teacher tell me that it stops the flow of the essay or the research - Martine: Really? Elizabeth: It spoils it, you know? For the understanding that actually where your information is coming from is important to the teacher makes the child then understand the importance for themselves. Once you learn how to reference, it doesn't take that long. If you collect your references as you go through, it is part and parcel of academic writing. Whether you like it or not, that's what we're doing at school, we are writing academically. Even the youngest of students, none of them are generally writing for pleasure. You can create the opportunity to write for pleasure alongside doing the research correctly and it should all just flow into it. You find that international baccalaureate students generally tend to be really good at their referencing because it's an essential part of the course. Teachers who teach GCSE and A Level, it's not. A lot of these students are spoon fed, and I get it, I do understand. Teachers are in a very difficult position that they are judged by their outcomes and teaching to the test and all of this, I get it. I do. But we're not doing our children any favours if we are not helping them to take responsibility for where their information's coming from. We talk about recently the fake news and you live in an internet bubble. I find that really interesting, it's something that I'm particularly interested in myself is that we go back to the social media question, is that we tend to follow the people who have the same ideas as us, share the same views, and reinforce what we believe to be true. That's a really dangerous position to put yourself into, that it's safe because you're not going to read anything that you disagree with, but actually, if we don't teach and encourage our students to actually look beyond that immediate understanding to get a more rounded view, then we are going to ... We're in a very scary position where we can be manipulated into believing that this is the only way for the world to work, or this religion is right, or that political party is correct. Actually, you can only get a full view of the world if you actually understand how you can actually access other sources of information that are going to give you a slightly different view. I find it, that to prevent students or not encourage students to actually go beyond that question into Google, we're opening a huge chasm that we might not ever be able to shut. Actually now is the time to take responsibility and start saying, "This is a serious situation and we as teachers and educators need to actually do something about it when we can," and we can do something about it, you know? Teach them to reference, understand plagiarism, understand the fact that you need to give credit for somebody else's work. All of this is about looking at how we behave online and how we gather our information for our own learning. It has to come and start in a school setting. Martine: The idea of living in an internet bubble, as you described it, is just absolutely terrifying. I mean if you don't ever have to challenge what you see, what you read, what you hear, how are you ever going to learn? It's very, very worrying. Elizabeth: Yeah, it is interesting because I think people forget. I think if you don't live in an information world where you're teaching people to find information, I think it's very easy to forget that ... I think we've had recently, sort of Facebook have tried to change it, but where they were feeding you the things that you want to find rather than what you chose to find. I think you need to be a little bit savvy about ... Or understanding that that is actually what goes on. Martine: Definitely. What you said about referencing and how if you do it as you go along, it's not difficult, that is so true. I'm a Google Certified Trainer, and so I use Google Docs for most academic writing activities with my learners, and it is so easy to reference in Google Docs. It really is straightforward. I shared a video on social a couple of days ago that showed how to do it in about 90 seconds. It was a demonstration that took that long, you know? It is easy, simple and straightforward. As long as you know how to do it, then I don't really understand why people wouldn't be doing it, particularly in Google Docs. Elizabeth: Well exactly. If you are a person who uses Word, there's a referencing tab in Word, which is equally as quick, do you know? When you think back to the dissertations we used to write and you'd spend three or four days putting in your references, literally if you're collecting them as you go along, it's a less than 10-second job to create your bibliography. Why would you not use that, you know? Martine: Exactly. Elizabeth: It is so simple these days. Martine: Talking about things being speedy, how can your school librarian save you time? This is a question on behalf of the teachers, how can your school librarian save you time? Elizabeth: That's an interesting question because I had a discussion with somebody the other day and the things that I thought teachers would understand was time-saving. Turns out to be not so. Martine: Right. Elizabeth H.: Let me explain. Schools' Library Service provides what we call project loans. Teachers can email us and say, "I'm doing Victorians next term with my year six students. I have three or four higher learners and I have about two that will need lower level books." We put together a nice little box, we deliver it to the school, which then lands in their library and they go and collect it and they start using it. That is time-saving. Martine: Yes, I would think so, yeah. Elizabeth: If you are a teacher who sends an email ... So this is what was pointed out to me, if you are a teacher that sends an email once a term and this box magically appears, you forget that actually, it takes time to curate those resources and put what you need into a box and issue it and get it out to you. There is a little bit of lack of understanding of what you are getting on the basic level from a school library, you know? Martine: Okay, yeah. Elizabeth: Obviously we're talking about the fact that we're Schools' Library Service and we have a centralized collection. If your school library itself has the resources that you need you could just ask your school librarian to do the same thing. I understand that there are people probably listening to your podcast that don't have a Schools' Library Service or do have a librarian in their library but had not ever thought to have that conversation. So please do. If you want resources for your classroom, then start with your school librarian or contact your Schools' Library Service and books will magically appear and save you time, because then you don't have to go and look for them. Martine: Which is fabulous. Elizabeth: It is. Other time-saving initiatives that we've looked at and started doing recently is helping teachers and classes connect with other students in classes across the world. The Guernsey curriculum is all about outside, and we're learning outside the classroom, and learning from experts beyond the walls of your classroom. A lot of teachers don't have time to find those connections and those collaborations, and it is one of the things that Schools' Library Service has worked hard at, at building up our contacts and opening the doors of the classroom. For instance, in the last few years, we have connected our students with students in India who were doing an Indian topic. They were able to talk to and ask questions of Indian students who are the same age as them. They were able to share the information about what Guernsey is like to those same students. It sort of puts a different perspective on what creating a good question looks like. For me as a librarian, my role is not only to connect these students, but it's also to make sure that the skillset is right, so going back to that information literacy role for this particular Indian collaboration we made sure that the children understood what made a good question. Them being able to ask those questions directly to somebody else changes your understanding of what makes a good question. What we found interesting was that some of the questions weren't so good and they got a very poor response or a poor answer. Actually, as the session went on you could see the children were changing the questions as they carried on. Their questioning got better, so it's about learning real ... What is it called? Real-world learning, and it does make a difference. Martine: What a fantastic learning experience for them. I bet there'll remember that for the rest of their lives, that session where they talked to kids in India. I mean that's great. Elizabeth: Yeah, and it's learning on all sorts of different levels. We had a class locally talking to experts on African penguins, and they were taken around a nature reserve via Skype. It was, again, so different from that experience of reading the information from a book or online, you know? We save teachers' time by creating and generating these connections and collaborations, and enabling them to have innovative lessons in a way that they wouldn't have done before, you know? I think for me our role has changed, you wouldn't automatically think that a school librarian is about collaboration, but anybody that you collaborate with is a learning opportunity, and librarians are about learning and finding information. If finding information is found via a person, then that's just as good as finding it in a book or online, do you know? It's all-encompassing. Martine: That's fantastic. I'm really starting to get a feel for how that role has developed. I'm certainly sensing from you the passion you have for sharing your experience of it. I'm also getting a real technology vibe from you too. I work very closely with our librarian at the College of Further Education and she's very, very tech savvy, and that's what we work closely on, technology for learning. I've always been amazed at how if you go for the kind of old, as we've identified, misconception of the school librarian ... I mean our librarian, Rachel, is the exact opposite of that. She's really techy, and she's always looking for the latest innovation to enhance learning. I've always been really impressed with that. I mean clearly with what you've been describing, you're a massive advocate for technology for learning as well, but how else do you work with teachers to enhance their understanding of technology for learning and sort of bring new tools to them and things like that? How do you work with teachers in that way? Elizabeth: Our big aim over the last couple of years is to make sure that we understand the tools because unless you understand the tools you can't then help and support teachers to use them. Through our connections online, so usually via Twitter, we have been listening and hearing about what other librarians have been using with their teachers. The latest tools that we have really used widely across the schools is Padlet and Flipgrid. Martine: I love both of those. Elizabeth: Just really useful tools. It's not about how the tool can engage the learner, it's about how it can enhance the teaching. The two together work well in partnership. It's not about providing a piece of innovation or tool that ticks the box that you've actually used technology, it's about how it's going to enhance your learning. Martine: Absolutely, I couldn't agree more. Elizabeth: For one example, we run book groups in our schools, so the librarian goes along, sometimes it's part of a lesson, other times it's a book group that is run at a lunchtime. Usually what we try and do is get them to read the same book so that then there's a book discussion. I've got two examples of Padlet enhancing what we were doing, one in primary and one in secondary. In the primary setting we had an author visiting, so Caroline Lawrence, she writes The Roman Mysteries. She had come as one of our Book Week authors last year. Our book group then decided that they were going to read one of her books and I then approached her, because she had been here, to say, "Do you know our students are reading your book, would you mind talking to them about it?" After a bit of a discussion and agreement that she would, we decided that we were going to use Padlet as our platform. Now Padlet is, for those of you that don't know, is like a post-it board online. Basically, you click a plus button and you can add a comment. It also allows other people to comment on your post-it. What we'd agreed with this book ground was that we were going to write questions for Caroline and look back the next week and see what she responded. I happened to manage to get in touch with Caroline just on the day that we were going to be doing the Padlet and told her what time we were going to be on and sent her the link. She appeared during that Padlet session. Martine: That's so cool. Elizabeth: The students were typing the questions and she was responding real time. Martine: I love it. Well, you cannot imagine the excitement of these students. You know, we sometimes worry, don't we, that if you allow something to happen live, we're at risk of students being silly or something going badly wrong, but I do believe genuinely that if you give students the opportunity and you've talked to them about the fact that you're going online and everybody could see, they genuinely behave in a way that is suitable. It's a brilliant learning, there were some amazing questions from that Padlet that we couldn't have got had she not answered real time, because one question led to another, to another. She was brilliant, she responded to as many of those questions as she could. Initially, we had lots of, "You're here. Ooh, exciting." You know? That is part and parcel of expressing how you're feeling about it, not something that's bad because you've been set a task to ask a question. It's about monitoring it and allowing it to happen naturally. Martine: It's just so memorable, like the example earlier with the Indian students, those students will remember that forever. Elizabeth: Of course they will. Of course, they will. Martine: So good. Elizabeth: They have come back and they've wanted to read more Caroline Lawrence books. The impact of that session was not just the fact that they ended up creating brilliant questions, but they were also engaged enough to sort want to continue and read more, and that's what it's all about, reading for pleasure. Okay, so the second example is a book called Wonder that has had international acclaim over the last few months and has actually been made into a book. For those of you that don't know, it's a story about a little boy who has severe facial disfigurements and it's written from several perspectives throughout the book, so it's written from his own perspective, his sister's, his friend's. It's about bullying, friendship, it's about understanding, empathy. It's gone down really well across the schools. We had planned to read the book with our book group in one of our secondary schools. I have a librarian friend who lives in Arkansaw. He is a librarian in a secondary school, so I said that we were going to read this book, did he fancy running a book club on Padlet. We agreed that this would be good, we set up the Padlet, the students themselves discussed the book across Padlet. When I look at the understanding that these children had and their shared ideas, and the variation of voices, it just gives me a tingle when I look at it, you know? We've got children from Nebraska, we've got children from Arkansaw, we've got children from Guernsey all talking about understanding and the importance of empathy. It doesn't matter whether you're from America or from England, those messages are all the same and show the students how people aren't any different. There may be different cultures and different ways of living, but actually, our friendships and our understanding of each other is all very similar. If that's what sharing an online book group is all about, then let's do more of it. Martine: Absolutely. I mean that's just such a great example of how technology for learning is so much more than simply getting learners engaged. I think a lot of people think, like you said, "Oh, we've got to tick a box, we've got to use technology. We've been told we have to." That's kind of one level that I think some people go to. Then the next level is, "Oh well, you know they're always on their phone, so let's use them in sessions and that will engage them." But it is so much more than that. Elizabeth: It is, yeah. Martine: That's exactly what you've just described. I love Flipgrid by the way. Elizabeth: Yeah, me too. Martine: I used it with my adult learners quite recently, because I teach our initial teacher training program at the College of Further Education, and we have one little bit of research that we have to do that isn't terribly exciting, they have to research a couple of different pieces of legislation that affect the role of the teacher. It's really not that exciting. Normally I get them to do it, a written approach to it and so on. This time I allocated the laws and codes of practice and regulations out to various members of the group and I sent them away to do their research. Of course, they noted their sources, so very important. Elizabeth: Good, good. Martine: Essential, as one of them was doing the copyright law so ... So yeah, they went away and they researched and they recorded a 90-second summary video on our Flipgrid sharing what they'd found out. It was so good, it went so well. Normally when they come to do that part of the assignment when they do it on their own, it's very challenging for them because it's just not the exciting subject that they want to be writing about, they want to be writing about the fun stuff of teaching. They did such a great job of it and it was because of the Flipgrid approach to research that we did. They were all quite nervous about using it, interestingly. Elizabeth: Yeah, people don't like having themselves videoed do they? Martine: No. Elizabeth: Actually, that is a skill in itself. Martine: Oh yes. Elizabeth: Condensing what you want to say in 90 seconds. Martine: Exactly. Elizabeth: It's a bit like learning on Twitter, that you have to say it in 140 characters, although I think it's a bit more now isn't it? Martine: It's 280 now I think. Elizabeth: 280, yeah. Actually, those are interesting skills in themselves. If you are anything like me, I'm a bit of a waffler when I write, and actually being made to restrict myself means that you learn to make sure you take the important bits rather than the bits that aren't important. That's where it does help. We also used Flipgrid to, again, talk about ... Again, it was, Wonder was a great book for us. The students in America asked the students in Guernsey what five words could they use to describe the book. We got lots of videos where the students are literally sitting in front of the camera giving five words. The work that's gone into that is far more than those 25 seconds that it takes them to say the words because they've actually had to think about which five words they wanted to choose, and why they were important, and how that was going to sound when they recorded it. They worked really hard at finding those five words. If we had set them a topic where we had just asked them and they were just going to write them down, I don't think you would've got the same engagement, but because they were going to share those with the world, they were then very careful about which five they chose, you know? It does add that extra element, it does add the audience that the children don't have in a school setting very often. Martine: I think for Guernsey students this becomes particularly important because we are living on a very small island and our community isn't as multicultural as perhaps we would like it to be, so students aren't exposed to perhaps as much diversity as students in other parts of the world would be exposed to. By opening the world up to them via technology or social media or whatever, I think it can do nothing but add value. Elizabeth: I've got another example that I'd love to share is that we do a lot of Google Hangouts. There's a thing called Mystery Hangouts where the librarians work together to find a school that would like to connect. You then organise it with the teachers. The teachers know where the other school is, but the students aren't told. The game is that they have to ... They can only ask questions that have a yes or a no answer, and they have to find the other school before they are found. Martine: I love it. Elizabeth: We ran this with Saint Anne's in Alderney, a year 10 group. It was all very exciting. Just to put it in perspective, normally when I used to go to Saint Anne's as the school librarian, I was the school librarian, nobody took any notice of me whatsoever as I walked down the corridors. I went in, I did my job, I worked with the teachers. It was all very similar to what it normally was. This day that I arrived in Alderney there was a buzz about the school, the whole school had heard that this game was going to take place. Everybody wanted to know what was going on. I was a little bit scared because it was actually our first attempt and wasn't sure that everything was going to work, but it thankfully worked beautifully. The game itself gave them good communication skills, it gave them research skills because they had to look at maps and atlases, and think about the questions that they were asking. The big deal for me from that one session was at the end where they were asked to share some information about where they lived, and the American students were very used to doing this kind of thing. They've never done it internationally before, but they'd obviously done Mystery Hangouts with other states in the US. These students had written lists of information about where they lived. We hadn't prepared our students that way. I did worry at that moment where there were lots of arms crossing and there's nothing to tell you about Alderney here. I thought, "Oh dear," you know? "This is where it all falls flat." Until one American student asked the Alderney students what they did after school. Their response was very negative, but it was, "We just go to the beach." They were the perfect words because again it was Arkansaw, they are 13 hours away from any beach. Martine: Oh wow. Elizabeth: They were just so amazed that Alderney students had a beach on their doorstep. The opportunity to pick up the laptop and take the laptop to the window and show the Arkansaw students the beach just suddenly made the Alderney students understand that they had a place in the world. Understand that they had something worth sharing. Martine: And how lucky they are to live in such a beautiful place. Elizabeth: Absolutely. Absolutely. It was a pivotal moment in my understanding of why we do what we do. Martine: Wow. Elizabeth: If I do nothing else in my career, it was a turning point, it was this is why this is so important. We live on a small island, you're right, Alderney is even smaller, but there are children who live in villages, there are children who live in cities, and actually seeing how other children live and it's a way of learning, it has huge potential, doesn't it? It is just an opportunity for us to open the world to them without them having to leave their classrooms, and to share their understanding of their place in the world is something that's really important. The more I can do with that the better as far as I'm concerned. Martine: Brilliant. The working title for this episode and I think I've just decided I'm going to stick with it, is Why It's Time to Get to Know Your School Librarian, and there it is. That's why it's time to get to know your school librarian because your school librarian can help you make amazing learning happen. Thank you, Elizabeth for sharing all of the things you've shared in this episode. That's been fab. Where can people find you online? Elizabeth: Schools' Library Service, Guernsey Schools' Library Service Blog Elizabeth on Twitter Elizabeth's blog Martine: Thank you so much, Elizabeth, that was excellent. You are welcome back on the show anytime. Elizabeth: Thank you, I really enjoyed it.

Show notes and video coming soon at www.redpandas.com.au/ep76 Mark Fortune is a big believer in small business. Growing up around a small business as a kid, Mark gets firsthand the challenges of competitive pressure, time & cost constraints. It’s only fitting then he now runs his own firm called Fortune Marketing in Arkansaw in the US to help other small businesses in turn. He is also an amazon best selling author of the book Local Lead Generation http://fortunemarketinginc.com/ Video & show notes sooon: www.redpandas.com.au/ep76

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.

Brooks Blevins, professor of Ozarks Studies at Missouri State University, explores Arkansas's image and stereotypes through the years. Recorded in 2009.