Podcasts about b people

Hello I am taking the rest of 2024 and the beginning of January 2025 off

“I am the greatest song writer alive from Campbellton Road… Grady Baby” ~ Sean Garrett Super producer, artist, and songwriter Sean Garrett skips class with Lalaa Shepard of The Progress Report to speak about growing up in ATL, writing hits for Beyonce, Ciara, Chris Brown, Mary J Blige, Polo Da Don, Scott Storch, Fergie, Kelis, Jamie Foxx, Bangladesh, Gucci Mane, Mario, remembers the late music mogul Chubbie Baby, recalls relationship with Michael Jackson, speaks on new single “Baddie” featuring Jacquees, importance of men being vulnerable to women, offers financial advise, and shares untold stories about artists and producers in the music industry!

5 B. People Followed Paris Olympics, IOC-Commissioned Research Shows

12th December: Crypto & Coffee at 8

Hello…thanks for listening! So I had an episode last year titled 'Coping during the holidays as an introvert and an HSP' but I put it out later than I anticipated. I have new deets and tips that I wanted to add and some that I wanted to omit from last year and I wanted it to be more consise as well as separated into three categories. I have tips on surviving during the holidays as an introvert with: Because introverts heavily dislike small talk. Rolling eye emoji. Lol! A: People-ing Heavily (Those work holiday parties and family gatherings that we don't have a choice 'not' to attend.) B: People-ing Mildly Those work holiday parties and family gatherings that we have a choice to attend but we want to 'show face' or support the friend or family member throwing it. (Hint: Ask to help out or find a quiet area or corner of the house or step outside for a 'breather' until you're at your capacity and/or you can leave with a 'clean slate'. C: If you're away from family (location wise) due to work for example but you wanted to be with your family and friends. There's Friendsgiving and hopefully a new term to start, Friends-mas anyone? ;-) D: Non-people-ing (Maybe you work in an extroverted job and this is your only day to yourself and you couldn't visit your family or you didn't want to make a visit this year!) This is YOUR day! You can order-in and stream a flick or go to eat at a Chinese restaurant for example. Take a load off and 'recharge'! After all you'll be back at your 'extroverted job' the day after Thanksgiving or Xmas! I hope you enjoy this episode! ---------------------------- Show Notes and Mentions: Ep 36 Coping During the Holidays as an Introvert ---------------- This podcast episode is brought to you by my Podcast Series titled "Work How YOU Are"! I got the idea for this Podcast Series after purchasing many, many courses and digital products and Coaching just to find out in the end and many several dollars later that the most of these programs did *not work for me. I felt like "why do these programs seem to work for everyone else but not me?" And "Am I broken?" We're not broken y'all...the 'process' is. Because we're all individuals and what works best for one of us doesn't mean that it will work best for all of us. Can I get an Amen? ....for example, I am an introvert, and a highly sensitive person and an empath, a Manifesting-Generator in Human Design and most recently, that I have an ADHD brain (!) One speaker will talk about 'Shiny Object' and why it's not a "bad" thing, One speaker will talk about working with ADHD, And another on working as in Introvert in an Extroverted job, and many more! Wanna know more and be the first to know when everything drops?! Join my email list ⁠here⁠! ---------- If this episode was of value to you, please rate me 5 stars! I podcast for the joy of helping others and for sharing information with others! :) All of my info is in my linktree link below! Thanks for listening, I appreciate you and cheers to speaking up and for making your voice heard! My linktree link: https://linktr.ee/elizabeth_west My IG: ⁠⁠⁠https://www.instagram.com/imelizabethwest/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/elizabeth-west47/message

Psalms 139:14Type A people are the ones up front. They motivate and inspire others. Type B people work behind the scenes. They're the thinkers, with an attention to detail. We may each be a personality type but we're all created by God for a unique purpose.

Novo and the gang forget to turn off another recording and end up staying at the bar past close for after hours, where they have another random conversation about everything and nothing, featuring our take and advice on how to complete your projects and not get stuck in the middle, the little differences and nuances between Type A and B people, and why at the end of the day, we need each other... This Episode is brought to you by: Novella “Adul(ter)ation” – follow adult entertainer Jessica Amber Star as she embarks on a journey that will change her life forever…She not only finds herself in the industry, but figures out a way to transform herself and eventually become…reborn…find out how ⁠⁠⁠here⁠⁠⁠ in Adul(ter)ation, which can be found on Amazon in both paperback and ebook, available now. Novel "The Entropy Sessions" - a tale of loss, love, and madness, and our past, present, and future relationships with technology - find it ⁠⁠here⁠⁠ - on paperback or as an ebook on Amazon, or as an audiobook through Audible. Zencastr - our go-to tool to record our podcast with multiple guests remotely. With Zencastr, you can record separate audio and video tracks, and it's all backed up on a secured cloud so you never lose your hard work. It's reliable, easy to use, and there's nothing to download. So go to zen.ai/artofthebeholder or use promo code: artofthebeholder, and get 30% off your first three months with a PRO account. Thank you for listening. Please consider supporting us with a donation, and if you'd like to be on the show, you can contact us at novodemedia@gmail.com. --- Support this podcast: https://podcasters.spotify.com/pod/show/artofthebeholder/support

It's summer and it's time to squeeze in the use of your PTO - even if you work in baseball. This episode is a guide to using it and dealing with the emotion of leaving the office plus the rush of your return. Don't leave your vacation time (which is your money!) unused! Top 4 Takeaways: 1. An average of 55% of PTO went unused in 2022, Men, in general, tend to take about 10% more of their allotted PTO days, compared to women. 2. Know that the nerves, anxiousness are nervous before leaving for a big trip! Meet with your team to ease your nerves and set benchmarks while you are away. 3. Rest hits when vacation starts. Motivation waves. Let yourself relax - you need it and you earned it. Here is your permission slip! 4. Leave time open when you return, a few hours in the morning or better yet a whole day to get back in it. Make a list including:  A Laundry List of all you need to do, things you see pop up in your email. B People to meet with C Only things that you can do D what can be outsourced  Use this as your guide to get on track the first week back. www.leadershipisfemale.com www.emilyjaenson.com instagram.com/leadershipisfemale instagram.com/emilyjaenson

Demetra Kaye reports on a 2021 FBI study that says hate crimes jumped by 12% and B/People are most vulnerable. Connect with Demetra:  @demetrakaye ​ --- Send in a voice message: https://podcasters.spotify.com/pod/show/africandiasporanews/message Support this podcast: https://podcasters.spotify.com/pod/show/africandiasporanews/support

Demetra Kaye reports on Asian and Hispanic goons vandalizing Asian restaurant, but some are blaming B/people. Connect with Demetra: @demetrakaye ​ --- Send in a voice message: https://podcasters.spotify.com/pod/show/africandiasporanews/message Support this podcast: https://podcasters.spotify.com/pod/show/africandiasporanews/support

Hi, everyone. Do you like riding a bike for fun? I do. I really enjoy cycling. That's another name for bike riding… "cycling". "Cycling"也是騎腳踏車，我很喜歡騎車！ Lots of people like cycling. But some people can't do it. Some people are too old to ride a bike anymore. Some old people are very weak. Also, some people are not old, but they are disabled. 有一些人太老，也有一些人身體有障礙，騎不動腳踏車了。 It is hard for them to go anywhere. They might get lonely and sad. 很多老人跟行動不便的人因為出門困難，常常覺得寂寞難過。 There is a group that can help all these people. It's called Cycling Without Age. Cycling Without Age has many volunteers. These volunteers give old people and disabled people rides on bikes. 一個名叫「騎車無年齡」的團體有許多志工，會騎車載人去兜風。 This is a great, free service. 這個服務是免費的。 The volunteers can take them to a park. Or they can take them to a beautiful forest. 志工可以帶他們去公園或是森林逛逛。 The bikes they use are special. They have three wheels. They are like a "sofa bike." Two people can sit on chairs in front of the bike. They don't have to pedal. They just sit and relax. Another person sits behind them and does all the work. That is the volunteer. 他們用的腳踏車很特別，有三個輪子，前面的座椅可以坐兩個人，志工在後面負責騎車。 There is a Cycling Without Age group in about 50 countries around the world. 現在50個國家有這個團體！ Maybe Taiwan will have one someday. That would be great! ________________________________ Vocabulary 多麼可愛的團體，帶給人許多快樂！ 1. Group 團體 This group helps people go outdoors. 這個團體幫助人走出戶外。 It's a wonderful idea, isn't it? 真是個好主意，不是嗎？ 2. Enjoy 喜歡 I don't enjoy cycling when it's cold. 天氣冷的時候我不喜歡騎車。 Really? I enjoy it a lot! 真的？我很喜歡呢！ I just put on warm clothes. 我就穿上暖和的衣服。 3. Disabled 身體有障礙的 This hotel is very friendly for the disabled. 這家旅館對身體障礙人士很友善。 How so? 怎麼說？ It uses sign language for room numbers. 它用手語來表示房間號碼。 4. Volunteer 志工 Would you like to be a volunteer at the Taipei Zoo? 你想當台北動物園的志工嗎？ Can I? That would be great! 我可以嗎？那太棒了！ 我們來讀一遍單字。 group 團體 enjoy 喜歡 disabled 身體有障礙 volunteer 志工 ________________________________ Quiz 1. Who is Cycling Without Age for? A: People who are old and weak. B: People who have problems with their body. C: Both A & B. 2. Who does all the work with a Cycling Without Age bike? A: People who sit in the front seats. B: Family members of old people. C: The person sitting in the back. 3. How many countries have Cycling Without Age? A: 15 B: 50 C: 150 Answers 1. C 2. C 3. B

Today I'm going to talk about a frog. This is a special frog. It usually lives in Africa. And it is really small. This frog is about the size of a fingernail! 非洲有一種青蛙，跟指甲一樣小！ Wow! This frog is really tiny. But there is something else special about this frog. Remember that I said it usually lives in Africa? This frog was found a long way from Africa. 這種青蛙通常住在非洲，但是在距離非洲很遠的地方有找到一隻！ It was found in England! Some kids in England opened a package of bananas, and found the tiny frog! 英國有一群小學生，打開一包香蕉的時候，發現這隻青蛙。 I bet those students were surprised! You are probably wondering how those students knew the frog came from Africa. That's because the plastic package had a label. The label said the bananas came from Africa. 學生會知道這隻青蛙來自非洲，是因為包裝上的標籤寫著香蕉的產地是非洲。 So that means the bananas were put on an airplane and then flew to England. What happened after the kids found the tiny frog on the bananas? A teacher put it in a container with water. Frogs like water. 後來，老師把這隻青蛙放在裝了水的盒子。 Then they called some people to take the little frog away. These people knew how to look after animals really well. The people who took the frog think it is a tree frog. 他們請專家把青蛙帶走，專家覺得牠應該是一隻樹蛙。 I guess the frog likes banana trees! ________________________________ Vocabulary 小青蛙展開長途旅行，從非洲到了英國。 1. Tiny 非常小的 Do you want to see the tiny bee I found? 你要不要看我找到的非常小的蜜蜂？ A tiny bee? 非常小的蜜蜂？ Jane, this is not a bee. It's a ladybug. 這不是蜜蜂，是瓢蟲。 2. Package 包裹 You've got a package today. 你今天有一個包裹。 Oh, I hope it's the fish I bought. 我希望是我買的魚。 Fish in a package? 魚的包裹？ Yeah, it's frozen. 對，是冷凍的。 3. Come from 來自 You come from England, right, Ryan? 你來自英國對吧，萊恩？ I do, and I'm going back soon. 我是，而且我很快要回去了。 4. Look after 照顧 Are you going home to look after your parents? 你要回家去照顧父母？ Sort of. 算是吧。 這些單字和片語你記住了嗎？ tiny 非常小的 package 包裹 come from 來自 look after 照顧 ________________________________ Quiz 1.How big was the frog? A: The size of a hand B: The size of a finger C: The size of a fingernail 2.Who found the frog? A: A teacher B: Some people who look after animals C: Some school children 3. What happened to the frog? A: A child ate it. B: People took it away. C: It went back home. Answers 1. C 2. C 3. B

Proverbs 22.1-2, 8-9, 22-23 , Psalm 125, James 2.1-10, 14-17, Mark 7.24-37; Is it possible to make a radio joke on a podcast? What scriptures make for good meme material? What does a collective homily sound like? These questions and more on this episode of Strangely Warmed with guest Chelsea Morse. Chelsea serves Micah Ecumenical Ministries where she is the Community Ministries Chaplain in Fredericksburg, VA.Hosted by Taylor Mertins

Psalms 139:14Type A people are the ones up front. They motivate and inspire others. Type B people work behind the scenes. They’re the thinkers, with an attention to detail. We may each be a personality type but we’re all created by God for a unique purpose.

Where I'm coming from (compared to most of my colleagues):Master's in Public Health with a concentration in Health Policy from Yale Medical School.FT Faculty at GWU School of Medicine & Southern Connecticut State University MPH Program, and long-time adjunct faculty at NYMC MPH program in Health Policy.Assistant Commissioner of Health at the NYC Department of Health & Mental Hygiene during the first SARS outbreak.Served as State EMS Director, Consultant to Public Health Canada, Connecticut Department of Public Health, Local Health Departments.(So in other words, I'm not a vaccine expert, but I'm pretty well versed in this stuff) Flu vaccine is bad example, most vaccines are ~80% effectiveOne dose of the MMR vaccine is 93% effective against measles, 78% effective against mumps, and 97% effective against rubella. Two doses of MMR vaccine are 97% effective against measles and 88% effective against mumps. MMR is an attenuated (weakened) live virus vaccine.The Hepatitis B vaccine is 80% to 100% effective in preventing infection or clinical hepatitis in those who receive the complete vaccine series.TDAP vaccines is 80-90% effective after fifth dose, but this decreases to 30-40% after four years. Flu efficacy in the US, by year:200410%200521%200652%200737%200841%200956%201060%201147%201249%201352%201419%201548%201640%201738%201829%201945% est https://en.wikipedia.org/wiki/Influenza_vaccine#:~:text=A%202012%20meta%2Danalysis%20found,24%20months%20(66%20percent).https://www.cdc.gov/vaccines/vpd/mmr/public/index.html#:~:text=One%20dose%20of%20MMR%20vaccine%20is%2093%25%20effective%20against%20measles,(weakened)%20live%20virus%20vaccine.https://www.cdc.gov/vaccines/pubs/pinkbook/hepb.html#:~:text=The%20vaccine%20is%2080%25%20to,receive%20the%20complete%20vaccine%20series.https://www.cdc.gov/pertussis/about/faqs.html#:~:text=CDC%20estimates%20that%20in%20the,4%20years%20after%20getting%20Tdap.Time to Develop Vaccine?Fastest time to develop vaccine: four years https://www.nytimes.com/interactive/2020/04/30/opinion/coronavirus-covid-vaccine.htmlAverage time to develop vaccine: 10 years https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31252-6/fulltext Historical Vaccine Problems?Cutter Incident (1955): Active polio administered to 200,000, with 200 cases of polio, and 10 deaths. This was a live vaccine, compared to the Pfizer and Moderna COVID vaccines that are Messenger RNA (mRNA) which is just a set of instructions that tells your body to make the protein that resembles part of the Coronavirus...(but not a Recombinant DNA vaccine like I said.)https://www.cdc.gov/vaccinesafety/concerns/concerns-history.htmlhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1383764/https://www.cnbc.com/2020/12/08/pfizer-moderna-covid-vaccine-side-effects-trials.html COVID vaccineDoes it work? Yes, it appears to work pretty well.  But no way is it going to be 95% effective in the real world....What does 95% efficacy mean? Eight out of 18,198 vaccinated with two doses of vaccine got symptoms and a positive COVID test from seven days after their second vaccination through November 14th, 2020. One hundred and sixty-two out of 18,325 vaccinated with placebo got symptoms and a positive COVID test from seven days after their second vaccination through November 14th, 2020.What we don't know: How many of the people in the study were exposed to the COVID virus?If people who got the vaccine can be asymptomatic spreaders?What we do know: You need two shots, and you're going to be sick after your second shot...."The most common solicited adverse reactions were injection site reactions (84.1%), fatigue (62.9%), headache (55.1%), muscle pain (38.3%), chills (31.9%), joint pain (23.6%), fever (14.2%); severe adverse reactions occurred in 0.0% to 4.6% of participants, were more frequent after Dose 2 than after Dose 1, and were generally less frequent in participants ≥55 years of age (≤ 2.8%) as compared to younger participants (≤4.6%).”  https://www.fda.gov/media/144245/download2020 Flu vaccine will probably be even less effective because there was not much flu in Australia to base the vaccine on. But get the flu vaccine anyway this year, because you don't want to get the flu and COVID at the same time....https://www.cdc.gov/flu/season/faq-flu-season-2020-2021.htm#Flu-VaccineEmergency Authorization isn't the same as regular approval....they are going to continue to gather data. https://www.fda.gov/vaccines-blood-biologics/vaccines/emergency-use-authorization-vaccines-explained What's the priority for EMS clinicians?CDC COVID-19 vaccination program interim playbookJurisdictional considerations for Phase 1 subset groups may include, for example:-Phase 1-A: Paid and unpaid persons serving in healthcare settings who have the potential for direct or indirect exposure to patients or infectious materials-Phase 1-B: People who play a key role in keeping essential functions of society running and cannot socially distance in the workplace (e.g., emergency and law enforcement personnel not included in Phase 1-A, food packaging and distribution workers, teachers/school staff, childcare providers), adults with high-risk medical conditions who possess risk factors for severe COVID-19 illness, and people 65 years of age or older (including those living in LTCFs)There may be insufficient COVID-19 vaccine supply initially to vaccinate all those who fall into the Phase 1-A subset, so jurisdictions should plan for additional subsets within that group (see CISA guidance for categories of healthcare personnel).https://www.cdc.gov/vaccines/imz-managers/downloads/COVID-19-Vaccination-Program-Interim_Playbook.pdf CISA guidance on essential critical infrastructure workers (explicitly listed in both categories)Guidance on the Essential Critical Infrastructure Workforce: Ensuring Community and National Resilience in COVID-19 ResponseHealth/Public Health-Healthcare providers including, but not limited to, physicians (MD/DO/DPM); dentists; psychologists; mid- level practitioners; nurses; emergency medical services personnel, assistants and aids; infection control and quality assurance personnel; phlebotomists; pharmacists; physical, respiratory, speech and occupational therapists and assistants; social workers; optometrists; speech pathologists; chiropractors; diagnostic and therapeutic technicians; and radiology technologists.-Workers required for effective clinical, command, infrastructure, support service, administrative, security, and intelligence operations across the direct patient care and full healthcare and public health spectrum. Personnel examples may include, but are not limited, to accounting, administrative, admitting and discharge, engineering, accrediting, certification, licensing, credentialing, epidemiological, source plasma and blood donation, food service, environmental services, housekeeping, medical records, information technology and operational technology, nutritionists, sanitarians, etc.--Emergency medical services workers including clinical interns.--Prehospital workers included but not limited to urgent care workers.Law Enforcement/Public Safety/Other First Responders-Public, private, and voluntary personnel (front-line and management, civilian and sworn) in emergency management, law enforcement, fire and rescue services, emergency medical services (EMS), and security, public and private hazardous material responders, air medical service providers (pilots and supporting technicians), corrections, and search and rescue personnel.   https://www.cisa.gov/publication/guidance-essential-critical-infrastructure-workforce American College of Emergency Physicians supports EMS Clinicians being included in Category 1Ahttps://www.acep.org/corona/COVID-19-alert/covid-19-articles/acep-statement-on-ems-professionals-priority-access-to-the-covid-19-vaccine/ American Paramedic Association and the National EMS Managers Association supports EMS Clinicians receiving a COVID-19 vaccination "as soon as possible."  https://www.nemsma.org/resource/resmgr/covid-19/covid-19_vaccination_conside.pdf EMS included in Category 1A from AIPC and CDC, states may vary. New York: "ICU, EMS, ED top priority" (other first responders were Phase 2)https://www.governor.ny.gov/sites/governor.ny.gov/files/atoms/files/NYS_COVID_Vaccination_Program_Book_10.16.20_FINAL.pdf New Jersey: "Who are "healthcare personnel" in Phase lA? Healthcare personnel are paid and unpaid persons serving in health care settings who have the potential for direct or indirect exposure to patients or infectious materials. This includes any type of worker within a healthcare setting. Examples include, but are not limited to...personnel with variable venues like EMS, paramedics, funeral staff, and autopsy workers."http://nj.gov/health/legal/covid19/12-10-20_PopulationPrioritizationPOD_memo.pdf What should we do:Taking the vaccine is your individual choice based on your own circumstancesEven if you don't want the vaccine, or want to wait, you should support EMS clinicians, both public, non-profit, and private, being in Category 1AEven if vaccine is offered, we still need:Adequate respiratory PPE (half face respirator c P100)Face Shields, Goggles, Gloves, and Gowns Negative pressure ambulancesEquipment and Supplies for CleaningHigh-level decontamination with UV or Hydrogen Peroxide

Imagine this: you are married to or running a business with someone that operates completely differently from you. The way you think, your goals, your timelines, your pace of life...is DIFFERENT. SO many of us can relate to this, yet this topic doesn't receive much attention.Today on the podcast, we talk about Type A and Type B personalities. Since Abby identifies and operates in alignment with type A personalities and Amy identifies and operates in alignment with type B personalities...and both are married to the opposite of their own, we had A LOT to talk about.We hope you leave this conversation understanding your people just a little bit better. Afterall, we all feel the best if we're able to be ourselves and each personality type has some pretty big benefits!Let’s connect!HERSELF INSTAGRAMMEET AMY MEET ABBY

Quizmasters Lee and Marc get together to ask, suss and answer a general knowledge quiz with topics including Acting Athletes, Cult Comedies, B-People, Geography, Sports Mascots, Vocabulary, Games, Pop Music, Capital Cities, Film Adaptations and more! Round One ACTING ATHLETES - Before being cast as Jim in a 1960 film adaptation of The Adventures of Huckleberry Finn, Archie Moore earned the nickname “The Old Mongoose” while competing in which sport? CULT COMEDIES - “One-twelves!” is a line given by a referee in a wrestling match in what cult movie? B-PEOPLE - Charles Darwin, Winston Churchill,Adolf Hitler, Fidel Castro, Joseph Stalin, Mao Zedong, Barack Obama, Carl Jung, Franz Kafka, Marcel Proust, James Joyce, J.R.R. Tolkien, Gertrude Stein, H.P. Lovecraft, Elvis Presley, Frank Zappa, Bob Dylan, Prince, Mark Zuckerberg and Trever Noah would be considered “B-People” in Scandavian countries, which indicates that they are what? GEOGRAPHY - What three countries make up the Baltic states? SPORTS MASCOTS - Chance the Gila Monster is the mascot for what city’s NHL team? VOCABULARY - A villanelle is a type of what? Missed Corrections/Know Notes “While sussing during the Irving Berlin question, it was said that Andrew Lloyd Weber "did" Beauty and the Beast. The Music for Beauty and the Beast was done by Alan Menken, and lyrics were by Howard Ashman. I do not believe Weber had anything to do with the film or the musical. Also, the duo that Jon was thinking of that wrote music for all of the old Disney movies would be the Sherman Brothers.” - submitted by Andrew Round Two GEOGRAPHY - Arica, a port city that was formally in Peru, is now located in what country? TELEVISION - On The Sopranos, what is the name of Tony and Carmela’s daughter (which is derived from the old english word that means to reap or mow)? GAMES - ‘The Shannon Number’ is a number associated with what game? POP MUSIC - What pop princess was named “The Voice of a Generation” at the 13th ALMA (American Latino Media Arts) Awards in 2012? POP MUSIC - How old was Michael Jackson when “I Want You Back” was released? CAPITAL CITIES - Which capital city is technically the highest national capital city in the world by elevation and is located in the first country to officially recognize the rights of nature in 2008? Rate My Question POP CULTURE - What 90s boy-bander began training with cosmonauts and was planned to take a trip to the International Space Station in 2002, only missing the flight due to cardiac arrhythmia that was detected during a pre-flight check in? - submitted by Quizdaddy Dylan GEOGRAPHY - There are five major inhabited US territories— name as many as you can, and name any uninhabited US territory. - submitted by Rumplesnailtskin Mike C. Final Questions MOVIE ADAPTATIONS - Joe Klein is the author of what 1996 roman à clef that was turned into a 1998 Mike Nichols movie starring John Travolta, Emma Thomspon and Billy Bob Thorton? SPORTS - Who was the highest paid athlete in the world in 2016? Upcoming LIVE Know Nonsense Trivia Challenges August 27th, 2020 - Know Nonsense Trivia Challenge - Live on Twitch 8pm - 10pm EDT You can find out more information about that and all of our live events online at KnowNonsenseTrivia.com All of the Know Nonsense events are free to play and you can win prizes after every round. Thank you Thanks to our supporters on Patreon. Thank you, Quizdaddies – Dylan, Tommy (The Electric Mud) and Tim (Pat's Garden Service) Thank you, Team Captains – Gil, David, Rachael, Aaron, Kristen & Fletcher Thank you, Proverbial Lightkeepers – Alex, Jenny, Logan, Spencer, Kaitlynn, Manu, Mo, Matthew, Nicole, Luc, Hank, Justin, Cooper, Elyse, Sarah, Karly, Kristopher, Josh, Shaun, Lucas and Max Thank you, Rumplesnailtskins – Tiffany, Allison, Paige, We Do Stuff, Mike S. ,Kenya, Jeff, Eric, Steven, Efren, Mike J., Mike C. If you'd like to support the podcast and gain access to bonus content, please visit http://theknowno.com and click "Support."

Is Marketing World Booming or in Crisisss???? What F&B People do to "STAY IN THE GAME" ITS NEVER BEEN A BETTER TIME FOR OUR BRANDS / F&B OUTLETS TO HAVE SOCIALLY CONCIOUS ! Marketing talks with Olivera Saponjac, Marketing Manager in F&B Industry, her views on the current situations and how marketing world in current times doing Business wise. --- Send in a voice message: https://anchor.fm/kayzar-boulila/message

37- This week we cover what people are doing with their podcasts amid a coronavirus national crisis. What if you are a sportscaster? What if you have to travel to podcast to a studio that may or may not be sanitized?OUR FB GROUP IS AT 1000 MEMBERS!!!!Every week I answer your questions, and give out tips to make your podcast lives simple - without the headaches and fancy equipment. GET YOUR PODCAST OUT THERE, SOUND GREAT, AND DON'T BREAK THE BANK!Find all my gear here: https://aaronsayswhat.com/podcasting-tools.htm Find your favorite way to listen: https://aaronsayswhat.com/podcastingmadesimple.html GET AFFORDABLE PERSONALIZED PODCAST HELP: https://www.fiverr.com/share/yvjyK6Join the Podcasting Made Simple Podcast Group on Facebook:https://www.facebook.com/groups/podcastingmadesimple Follow Podcasting Made Simple on Twitter:https://twitter.com/PodcastMadeSimp HOST A PODCAST FOR UNDER $6 A MONTH! TRY FREE FOR 30 DAYS https://www.spreaker.com/plans?coupon_code=asw Boost your YouTube Downloads:https://www.tubebuddy.com/asw Here is the equipment I used for this video:(Note: I only used the computer's camera to demonstrate how you can start out affordably)Ecamm Live to carry the Facebook Group Livestream:https://www.ecamm.com/mac/ecammlive/?fp_ref=aaron9 Jabra UC Voice 550https://amzn.to/2UE1rrM Mac Computer - Varieshttps://amzn.to/2vG9QR4

Herb Thompson (https://www.linkedin.com/in/herb-thompson-sf2biz/) · Management Consultant at Accenture · Retired SF operator · Founder of SF2Biz (www.SF2biz.com) 1- Background and Military Transition: A- Approach like a mission (learn more by reading the “Transition Mission”) B- Started Planning two years out- earlier the better, you will leave the military one day! C- Get the Intel- Informational Interviews to LEARN and NETWORK D- Turn Assumptions into Facts- i- Does the intel you gathered fit your skills? ii- Do you need more education? iii- Is it different per industry? E- Learn Your Interests i- Your Why/Purpose ii- What did you like about the military that transfers into the business world? iii- Location, Industry, company and culture F- Importance of Selling Yourself- skills, experiences, stories, and shortcomings with plan to improve. G- Own your transition- There is no checklist! 2- Building Relationships A- You need help, to do this, you need to build relationships first! B- People enjoy talking, so listen C- Most veterans help others, seek them out D- Build non-military relationships E- Use Social media, but don’t forget the power of in person F- Pay it forward, don’t forget to help others (it’ll come back around) 3- Publishing Book, “Transition Mission" (published on Amazon December 17th- Pre-sale December 10th)- A Book you can use to plan your military transition and beyond as you continue your career transition. References: https://viewfromtheskies.weebly.com/blogs/leadership-principles-from-bill-belichick --- Send in a voice message: https://anchor.fm/viewfromtheskies/message Support this podcast: https://anchor.fm/viewfromtheskies/support

What Have You Changed Your Mind About? With Carol Lethaby, Dave Weller, Karin Xie, Matt Courtois, Paul Nation Simon Galloway - TranscriptTracy Yu: Hi, everyone.Ross Thorburn: Welcome to the podcast. This, as you probably noticed, is our third‑anniversary episode. To celebrate, we're doing a special long podcast, the longest one we've ever done. We've got six special guests for you, and all of them are going to answer the same question. That question is, "What have you changed your mind about?"Tracy: First, we've got Dave Weller and Simon Galloway. Dave currently works as an online diploma and TESOL tutor and blogs at barefootteflteacher.com. Simon runs his distance learning courses for teachers and managers. Both of them have been on our podcast multiple times before.Ross: The second up is Paul Nation, emeritus professor in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. Paul's one of the most influential writers and researchers in vocabulary acquisition in the world. You'll have heard him before in our second‑anniversary episode about reading last year.Tracy: The third is Matt Courtois, who currently works as an academic director in a young learner language school, and Karin Xie, who works as an academic manager at Trinity College London in China. You might remember Karin from our previous episode about applying learning, and Matt from episodes about observations, minimalism, and also teaching writing.Ross: In the fourth segment, we'll hear from Carol Lethaby, who's a teacher, a teacher trainer, and materials writer based in the US and Mexico. You might remember Carol from our episode about neuroscience. You can learn more from her on her website, www.clethaby.com.Tracy: Finally, Ross and myself will talk about what we have changed our minds about over the years.Ross: Great. Enjoy the podcast, the longest one ever.David Weller & Simon GallowayRoss: Dave Weller, Simon Galloway, you've both been involved in English education for what, 12, 15 years?Dave Weller: It's 15 years for me.Simon Galloway: Same, pretty much.Ross: What have you changed your mind about? There must be one thing, Dave.[laughter]Dave: You're talking about since the beginning of my teaching?Ross: It could be at any point at all.Dave: The biggest thing I've changed my mind about since I began ‑‑ for myself, and for students, trainees, and everything ‑‑ is I used to think in quite a fixed mindset. I used to think, "Well, some teachers are good, some teachers aren't. And some students are smart and some students are not."The more I do this the more I realize what it's really about. Attitude and effort are going to be the things that make the difference. It's a bit of a cliché because I know everyone starts to think that way these days. Is it a bit of a...Ross: I don't know. I think that's still true to an extent, isn't it? I'm not sure. I ultimately do think in those terms that, for trainees for example. You find some at the beginning of the course, and you probably think these guys are the stars, the A‑People, the B‑People, and the C‑People.I almost think that fixed mindset, growth mindset is one of those things that I know as a fact but I'm not sure the extent to which I'd genuinely apply it or really believe in it deep down. Have you seen courses where people who you thought they were the weakest people at the beginning, ended up becoming the strongest at the end?Dave: I don't think the courses long enough for that, but there are definitely teachers that start at about that level and end about that level because they're not really trying to grow. There are other people that actually use the effort.I can see that through my distance learning courses, too. There are some people that start with a pretty bad first assignment and by the end, they're way up here. There are other people that just...Ross: I think of people on diplomas that we run. We, for example, observe them at the beginning before they got on the course. Some people that we thought, "They're not good enough to get on the course." There was a big kerfuffle. Eventually, they got on the course and they did really well.I've also seen the opposite of people that we said, "Yep you'll have no problems on this course," and the people go on to fail.Dave: Yeah, and I wonder if actually what we're saying to them is even affecting that. If we tell them, "You're going to do great," then that actually fosters a fixed mindset in them.Simon: It goes back to what we were saying earlier about praising the effort. If you tell someone, "You'll have no problem in this course" you, in a way, set them up to fail. Maybe they won't put the effort in as much because they think they're intrinsically or naturally intelligent enough or they're already at that skill level ‑‑ they won't need to put as much effort ‑‑ and they struggle.Dave: It certainly happens with some people.Ross: It's almost like there's an unspoken assumption that these people are going to put in X amount of effort. That's the bit that doesn't get said. "You'll be fine. You're going to do really well in this course."Dave: Assuming that you spend 10 hours a week?Ross: Yeah, but a lot of people don't know. Dave, let me guess. You didn't used to believe in learning styles but now you do?[laughter]Dave: No, actually. I think that when I was a new teacher, perhaps one year or two years in, I was always so certain of everything. On my original course, I took everything as gospel. I held my opinions so strongly, and I was so sure about everything. I knew I had a lot to learn, but what I did already know, I was certain that this is just the way things are.Since then, I've changed my mind and been exposed to new ideas, new evidence. I've changed everything so many times over the years. I can't remember who said it, it was something like, "You have strong ideas, held lightly," something like that. The longer I'm in this industry, the more I fully agree with that.I fully believe in what I do and how I do it, but if you show me some evidence or a compelling study, or show me a different way of doing things, I'll willingly change and try something new. That willingness to change, I guess that's [inaudible 06:13] . My willingness to change and to be shown to be wrong, I actually welcome now.Ross: That sounds like a perfect description of the Dunning‑Kruger effect. After your cert course, you believed a hundred percent in everything, like it was the gospel. The more you learned, the less confident you've become in those things.Do you think there's a problem then in how we present information to trainees on cert courses? I always find that maybe it's at diploma level that we maybe encourage people to think critically about the things that are being shown to them. The emphasis on introductory courses is, "Here's what you need to just be OK in the classroom and survive your first year."Maybe we're giving people false confidence. Maybe the more effective learner autonomy, long‑term strategy to teach people is, "I'm going to show you these things, these principles, but you also need to be able to question them."Simon: That goes back to something I've said before. You can take it to the wider education industry as a whole. In the language class, should we even be teaching language? Should we just be teaching skills and applying motivation? If you give someone the motivation to learn and the skills to be able to do so independently, then they're inevitably going to be able to learn a language.It's the same with any course, almost. I think the days of the tutor being gatekeeper to information are long gone with the advent of the Internet. Sure, a curated course is much easier to work through step‑by‑step because you can trust the authority of the source. It's broken down and spoon‑fed to you in a certain way.I do think that, in most courses that we run, there is that lack of teaching meta‑skills at the beginning or teaching to think critically. I think every course assumes that a course before has done that, even going back to initial education from 5 to 18. It's something, I think, missing in that, but that's a much larger issue.Dave: Yeah, we assume that everyone's got a degree or whatever, so they must know this. Then the university course, "They must have learned it before."[laughter]Dave: At secondary school, "They must have learned this at primary school."Simon: They thought, "Oh, parents must have...Dave: "The parents must have taught them that."[laughter]Simon: It might make a flip‑side argument. We're saying this from a position of 10, 15 years in the industry. As a new teacher, I can still vividly remember going, "Just tell me what to do next. I just want to get through my next lesson. I want to survive."I think it is a responsibility for initial teacher training courses to be able to provide that to teachers, so they can go into the class with the confidence that the learners will probably learn something. If you just give them a bunch of meta‑skills to work with, and then throw them into a highly pressured environment, they're going to fall to pieces. They need to have something to fall back on.Ross: Maybe there's an advantage of the Dunning‑Kruger effect. If you know almost nothing and you're really confident in it, that will overcome your lack of skill. If you're a new teacher and you said, "I'm telling you all these things, but maybe they're true. Maybe they're not."You maybe go into the classroom, and you wouldn't have the confidence to make up for your lack of skills. Maybe that Dunning‑Kruger effect, maybe there is some benefit to having that and believing in something even when you don't know much about it ‑‑ as a new teacher.Dave: It is to some extent, but every time, just keep on reminding the trainees that they can make their own...Simon: "This is the best way to do something. Or is it?[laughter]Dave: Just keep on pushing for deeper questions, like, "Was that effective in your lesson today? How do you know that? What real evidence were you going on? I saw the student do this. Why do you think that was? Do you think the same thing would work in another class?"Simon: What's the point of life? Why are you here?[laughter]Simon: Yes. Is anything even worth it?Ross: It's interesting. There must be a point where it would become counter‑productive and you just end up with...[crosstalk]Dave: Yeah, there's in so much doubt.Simon: No, it's true. Again, as a good trainer or a good manager, you should be able to spot when your teachers are ready, if they're not been challenged. When I was at [inaudible 10:14] you could see teachers that are ready to be pushed to the next level. People reach plateaus, and you could see when somebody goes, "Well I know everything now."Ross: That's a good point.Simon: "Actually, you don't. [laughs] Let me introduce you to some new ideas, like differentiation in the classroom or some of the higher‑level teaching skills." They go, "Oh wow! I had no idea you could do this." When their ability to implement what they know reaches what they know, then that's the time to give them more knowledge so they then turn that knowledge into skill.Dave: I like this idea of that plateau. If someone's already on like a slope, you don't want to stick them on a much steeper slope just for the sake of it.[crosstalk]Dave: ...just pick a Sisyphean boulder something. But if you're on a plateau already, you've got to get them on the slope.Ross: If you've had a trainee at the beginning of the course who's really struggling to give instructions, and you're like, "OK, here's a three‑step way of doing it," tell them in simple language, model it, and then ask questions.Dave: Show them, tell them, ask them, give them, Ross.Ross: Right, but then you wouldn't want to do afterward, "Well, when would that not be effective?" Do you know what I mean? You're just trying to get that person to that basic level.Simon: When you're observing them, you wouldn't want to sidle up to them and, "Sorry, um, you know that, according to Vygotsky, that's actually [inaudible 11:27] what you shouldn't have really done that there. This kid's ZPD is way off.[laughter]Ross: That might be too much.Paul Nation Ross: Hi, Paul. Welcome back. You published your first paper on language teaching in about 1970. You've had a very long career as well as a fascinating one. Can you tell us what's one thing that you've changed your mind about during your time from being a teacher all the way up to the present?Paul Nation: First of all, I like to think I always got it right from the beginning, [laughs] but I guess the main change that has occurred to me is the idea of the roles of the teacher and how the role of the teacher as a teacher becomes an important role but not the major role of the teacher.I say there's four or five roles of the teacher, and I always forget one of them. You know the number one role is the planner. The number two role is the organizer of activities and opportunities to learn. The third role's something like the trainer who trains the learners in strategies to learn, vocabulary and strategies to deal with the language learning.The fourth role would be the teacher as the tester who's giving learners feedback about their progress and showing them how much vocab they know and so on. The fifth role is the teacher as the teacher who actually gets up in front of the class or guides them through an intensive reading passage or something like that.I think that those roles are sort of ranked in the order of planner, organizer, trainer, tester, and teacher. That probably would be the major change I've come to during my reading of research, doing research, and so on. On the other hand, I also have to say that just about every PhD student I've had, and I've had a lot, have proved me wrong about the topic that they were working with.That's virtually without exception, sometimes proved me spectacularly wrong. I remember, for example, Teresa Chung doing research on technical vocabulary. I'd said in the first edition of "Learning Vocabulary in Another Language" that technical vocabulary probably made up about 5 percent of the running words in text.When she did her research, she found it made between 20 and 30 percent of the running words in the text, which is quite a bit different, one word out three compared to one word out of twenty. [laughs] That was sort of major changes, once people have done the research, to say, "Wow! I think I'm going to step back and change my ideas about that."I would say that the biggest one is the idea of you need a balanced approach to vocabulary learning and you need to see that teaching is a part of that, but only a part of it. You've got to make sure that the others are there. I would've given a much greater role to teaching very early on in my career.Matt Courtois Ross: Matt, what's something that you have changed your mind about, and why did you change your mind?Matt Courtois: What haven't I changed my mind about?[laughter]Matt: Looking back to my first year in Korea compared to now, I don't think there's a single belief that I still have that I had then. The biggest underlying thing that has changed in me was, at first when I was a teacher, I kind of thought the more knowledge I had about the language I could acquire, the better teacher I would become.I actually don't think that's really necessary. Being able to discuss any grammar point at the drop of the hat to me is not what makes a good teacher anymore. Having some of the skills to draw that from people, to run a good activity, and to facilitate improvement is much more essential to being a teacher than just knowing the subject matter.Ross: Can you remember when you changed your mind about that? Was it a long process?[crosstalk]Matt: It was a really long process. I taught in Korea and Russia, and probably my first year within China, I looked at teaching language in this way. Within my first year of teaching at my last company, there's a job opening for a content developer, content writer, something like that.I remember I took one of my favorite grammar skills lessons ‑‑ I think it was about the passive voice ‑‑ and I submitted it to the manager of this department. He sent me back an email that was three pages full of criticisms. The most positive things he said were basically about some of the animations that I had in my PPT...[laughter]Matt: ...not about the content of this deep analysis of the passive voice. He was just saying, "The method in what you're doing it, it's not about the grammar itself. It's how you present it," and stuff like this. I think I improved so much when that manager sent me such a critical feedback.I started approaching teaching grammar from, "What context am I going to use?" rather than having this giant scope of understanding the passive voice, every tense in English, rather than looking at myself as somebody who analyzes language. That's not my job.So many English teachers talk about how being prescriptive is so bad, but they're teachers. That's what they're doing. They're not writing dictionaries. They're not contributing to the corpus. We're not describing the language here. We're taking what those guys have and then presenting it to students in a way that they can practice it.Once I got over that mindset that, "I'm holding the key to the language, and I'm the person who's defining the language," and said, "No, I'm coming up with situations and facilitating situations in which they can use it," I think I improved a lot as a teacher and a trainer.Karin XieKarin: Teachers used to just think, "Well, my English is good, so I can teach English," or "I'm not confident in teaching English because I'm not confident in my English." Language awareness, like your knowledge in phonology, lexis, and grammar, they are important and are very helpful. It's just the teaching skills, they are very important, and they should be emphasized more.Ross: You need both, don't you?Karin: Yeah.Ross: If you don't know any English and you're the best teacher in the world, you can't teach English. Equally, if you're amazing in English and you can't teach at all, that's not going to work, either. You need a bit of both. At some point, especially for lower levels, the knowledge of English becomes less important than the skill to put it across.Karin: Because I was trained in the CertTESOL, DipTESOL way, I always believed that I need to build the classes around the learners, and I need to train teachers a reflective coaching way. I believed that was more effective than any other ways.Recently, I just come to realize that not necessarily, and use that as good challenge or good chance for me to try out different things, or give people different options and see how things goes. It's not one way better than the others. It's just there are different ways of doing things.Ross: This is one of the dangers of just working in one environment for a very long time. You're often only exposed to one way of doing things. You get transposed to another place, and you automatically just assume, "Well this isn't the right way to do things. This is wrong. This isn't the most effective." But is that true? Is there any evidence?Karin: Exactly. I think all the things that I've tried out shaped how I do training and classes now. They're definitely not the same as when I was in the old environment for such a long time.Carol Lethaby Tracy: Hi CarolRoss: Hi Carol. I think you're very well known for integrating ideas from research into your practice. We'd love to hear from you about what was one of the most important or the most interesting things that you've changed your mind about over the years.Carol Lethaby: I think the example that came to mind here certainly was not using the mother tongue in the classroom. I did my PGCE in the UK in learning to teach French and German. This was mid‑'80s, and the communicative approach in foreign language teaching then had a big hold on the profession.We were explicitly taught not to use English at all when we were teaching French or teaching German. Of course, I carried this on when I started teaching English. I did my Delta and the same thing, it came up all along the way. I remember it seemed to go against my intuition, but as I know now, don't always rely on your intuitions, because they might not be right.I actually did some research into this as a part of my master's degree here in Mexico and found out that, when you ask learners, one of the things I asked them in a piece of research I did, was, "Do you want your teacher to have English as their first language? Do you want your teacher to be a native speaker of English?" a list of pedigrees.The one that came out top at all levels, especially at beginner level, was they don't care if their teacher is a native speaker. They want a teacher who can speak their first language, who knows their first language.It made me think about, "Why then are we telling people you don't need to speak the learners' first language, you don't need to know the learners' first language, and you don't use the learners' first language. It's better not to"? Obviously, I was reading the history of English language teaching, Phillipson's Linguistic Imperialism.You realize how this happened and how this idea was transmitted and perpetuated. Now, knowing more about the brain and how we learn, I really don't believe that. I am convinced that we need to use the learner's first language in order to teach them another language.Ross: How would that look like in the classroom then, Carol? Do you have any examples of what that might look like with a group of students?Carol: I remember trying to teach the difference between first and second conditionals when I was teaching the younger Mexicans in Guadalajara here. There was this explanation that I was trying to work with them with levels of probability. It depended if you were an optimist or a pessimist whether you would use the first conditional or the second conditional.How confusing that was and how unsatisfactory that was for a learner, I'm sure. Now I would just tell those learners, "This is how you say it. The first conditional corresponds to this in Spanish and the second conditional corresponds to this in Spanish."Spending ages trying to define a word or an expression when just a quick translation could really help in that case, using the learners' language for effective reasons.I remember I didn't speak a word of Spanish when I first arrived here. I was given beginner's classes precisely because it was the idea that this would be a genuine communication situation, etc. I couldn't get to know my students.It means I couldn't ask them, "How are things going? How are you getting on in these certain situations?" Or, "What things are worrying you about learning English? Don't worry about this [inaudible 23:43] . It just means this. I can help you with this later."All these kinds of things that really enhanced language learning, I wasn't able to do because the idea was that we couldn't speak each other's language and only think in monolingual situations. It's just ridiculous not to take into account and use the learner's mother tongue.Ross Thorburn & Tracy Yu Ross: We heard there from a bunch of our favorite guests over the last couple of years about things that they have changed their minds about. Tracy, to finish the podcast, what have you changed your mind about?Tracy: There are a lot of things I have changed over the last few years. One thing is how I can connect on education‑related either theories or practice and into what I'm doing, my work in context. In the past, I remember when I started being a trainer, I read a lot of books about teaching, training, and theories in ESL, TESL, exactly related to this industry.Then, I realized maybe I just focused too specific to this industry, to this area. When I listened to podcasts and watch TV, or read other books, magazines, or journals, sometimes I realize that actually something that relates to this industry could really help what I'm doing. I need to give you an example, right?Ross: Give us an example, yeah.Tracy: I read a book about how marriage works. The book is "The Seven Principles for Making Marriage Work." When I started reading this book, I didn't expect any connection to work, but the more I read about it, I realize actually there were a lot of principles [laughs] can apply to work, to manage a team.For example, there's one thing mentioned about criticism versus complaint. You can see the difference between these two. You can say...Ross: What's the difference? Do you want to give us an example of each?Tracy: A complaint, you can say, "Oh, you didn't do this very well," or "You didn't complete this on time," for example, at work. Criticism, it's like, "Oh, you always did this this way. You're not able to do this," something like that.Ross: It sounds like more you're talking about the person rather than the actions that they've taken or not taken.Tracy: Yeah. Of course, people can complain. You can give constructive feedback to the other person. You can talk about the facts, you can talk about the behavior, but you don't jump into conclusion and say, "Oh, this person is not able to," or "This is always like this." You're not giving the person another chance to reflect and then to make things better.When you're working with colleagues or you're managing a team, it's really important to distinguish the difference between a complaint and a criticism. Another thing is super, super useful, when I had a difficult conversation or tried to give feedback to our staff, just try not to have a harsh start‑up when you're having a conversation.Even though before you start a conversation, you knew it's probably towards some kind of a conflict or uncomfortable situation, still try to avoid a harsh start‑up in a conversation. Maybe you want to ask this person how they feel, what's going on, and what happened, and find out more information.Then provide more specific information to the person. Then give the feedback and then action plan, rather than at the beginning is said something very negative. It's difficult for the person to receive your feedback.For you, Ross, you work in different roles for the last 12, 13 years. You were a civil engineer, and then you work in education. Anything that you've changed over the last few years?Ross: Something I'm in the process of changing my mind about is a lot of the things that we talk about here and we do on teacher training courses in materials design and management is we concentrate so much on what goes on in the classroom as that's where the learning and everything takes place. That's fundamentally the most important thing.I used to believe that, but I'm coming to believe more that what happens in the classroom might not be the most important part of their learning process. What might actually be more important is what happens before the class and what happens after the class.I found a nice quote yesterday from someone called Ausubel, hope I'm pronouncing that correctly. He says, "If I were to block out and reduce all of education's psychology to just one principle, I would say this. The most important single factor influencing learning is what the learner already knows. Ascertain this and teach them accordingly."That was really cool. How much time do we ever spend actually finding out what students already know? I would guess, generally, not very much time or not a lot of time. Certainly, on this podcast, we don't talk about that very much.I think the same thing for what happens after class. We tend to assume that things finish once the students walk out the door. We know from memory curves and things, if students don't revise what they've already learned, then they forget the vast majority of things that happen in classroom.That's something I've changed my mind about. I think we need to spend more time focusing on what happens outside the classroom every bit as much, if not more, compared to what happens inside the classroom.Tracy: How can you do that then, to find out more information before the class about the students?Ross: I don't have all the answers to it, but I think it's more important that we think, like ascertaining what students already know before lessons, finding out what problems do they have, and designing our lessons to try and solve specific issues that students have.What normally what happens is students get placed in a certain level. Then they just work through a course book, which roughly approximates what they know and what they don't know.We don't go into enough effort to find out what are the holes and the gaps, or the peaks and the troughs, in students' current ability and knowledge, and try and smooth over the troughs, to make sure what we're doing in class fills those in.Tracy: Have you ever seen any examples or some teachers who were able to focus on what happened before the class or after the class?Ross: Some things, like the whole flipped classroom principle, goes towards that. Some educational technology works towards aiming to find out what students know before the class. It has them answering questions and makes sure that they reach a level of mastery before they move on to the next topic.I don't think that's the norm in most scenarios. It's something that we don't talk about enough, and I think those things are every bit is important probably as what goes on in the classroom and deserve our attention a lot.Everyone, I hope that was interesting. I presume for a lot of people that the reason that you're listening to this podcast in the first place is so that we can change your minds about some issues that are important. Hopefully, it was useful hearing how some of our favorite guests have changed their minds about different things over the years.Tracy: Thanks very much for listening.Ross: For the last three years, thank you. Good‑bye.Tracy: Bye.

Roya is twenty and a computer science student in Kansas. She is originally from Tunisia. We ask her about some controversial issues such as Birth Control, as well as the harsh sentencing imposed by the Tunisian government for homosexuality and cannabis use. The People of Portland podcast ends with a talk with my Grandpa about Old Movies and this is followed by a discussion with my Brother Adam about struggling to find a creative voice in the corporate world.

Daily Videos for 50 Days - What I learned doing a video everyday for 50 days. Here ar my real on screen results plus best lessons learned. Enjoy! ► Free YouTube Passive Income Course: https://tinyurl.com/ya3oo56b ► Free 11 Questions to Change Your Life http://refusingtosettle.com Results from 50/50: Tangible: Stuff I can prove w/ numbers Intangible: Stuff I can’t prove w/ numbers Why did I do 50/50? Shoutout to Aaron Doughty: channeled me for two reasons: A) The ONE Thing in your business B) People come to you for your energy, not your content TANGIBLE: Facebook Group joins - threw the roof. Went from 1k to over 3k!! growing at 50-100/day. Clickbank sales - constant throughout. subscribers Feedback from friends: see my videos on homepage more New algorithm changes — frequency over subscriber total # dial in systems BULK = #1 key to success Outline = BULK Film = BULK Post = BULK Thumb = BULK new skill photoshop and thumbnails dove in and learned it Able to create, film, edit, launch new course start to finish was able to put out new course! Crazy - in just 50-days WHILE doing challenge… Normally take 3-months doing course and ONLY a course. inTANGIBLE: More chances to win 1 per week = 52 chances 2 per week = 104 chances 7 per week = 365 chances Law of averages - more NOs = more YES’s stop settling start living Clark

节目组: Music Bang Bang 音乐大爆炸 节目名称: OneRepublic's songs开头曲 B:Hello I am Brendan. C:Hello I am Ciel. Welcome to Music Bang Bang. B:Long time no see. Last time we broadcasted was two weeks ago. How is it going? C:I am good, the class is hard. Especially the math. It gives me a lot of hard time to suffer. B:Math is hard for me, too. I know math is like an art. But I can't enjoy it. I always prefer language. I like communicating. C:I like language, too. But I have to learn math because there is an exam waiting for me. B:Then you must have a lot of pressure. Let us listen to some music and relax ourselves. C:So who is today's super star? B:Today's super star is a band called OneRepublic from America. C:I like band with handsome guys. B:They are very handsome and the singer's voice is very magnetic. C:Can't wait to listen. 插曲1 B:This song is called feel again. C:The lead singer of OneRepublic is Ryan. He is also the soul of the band. B:When Ryan was in high school, he started a band with his friends and named it this beautiful mess. And they had some small performance at their school. C:When he was in college. He always failed his exam because he always miss his class for making songs. B:He become this success is for his passion in music. He learned piano since he is three. And he sung everyday for two hours. At high school he learned more music instrument such like guitar and drum. C:Feel again is talk about love. He don't feel passion for a long time. And he think his hear is numb and will never feel love again until he met her. B:I think some part of this song is very suitable for me. I also think my heart is numb and don't stay in love for such long time and almost forget how to love, it is sad. C:Relax yourself and listen to our next song. 插曲 2 B:This song is called I lived from the album native. C:From this song's lyrics we can know it is an encouraging song. B:When you upset when you feel you are going to lose, try this song. It will encourage you to run forward. C:There is something more in this song . You will know if you have watched their music video. You will think this song is the most noble song ever. B:People in this music video are suffering from some kind of disease. Ryan feel very upset about what is happening on their body, so he make this work to encourage them and try to make more people in this world to know about their disease. C:We love this band is more because of their sensitive. That makes them more alive. B:Also I want all of my friend who is listening to our program stay healthy and always be in love. 插曲3 < Secrets > C:The next song is Secrets. This is the song of

I analyze the different type of people's personality types and how once you learn that you can make the best use of each person's strengths. In this episode, I give many examples of people I am friends with and their personality types!

Team Clarity's Episode 39 captures team struggles between their will to be ethical and a way to be ethical.  The more ethical we are, the more integrity we enjoy! Which do you want MORE of?  A) People who do what they say more often than not? B) People who have the best intentions to do what they say - but often fail at it?  Join us for a lively episode PACKED with BIG ah-ha's! Team Clarity is on a year-long journey led by Christina Ervin. Each week Team Clarity shares this journey with you for two primary reasons: They want those they hold near and dear to know about the changes they're making on multiple levels.  As they change, by listening to these classes, people who know Team Clarity members may opt to change along with them.To share their stories with you. Follow their stories and life lessons to awaken all sorts of ah-ha's for you too! While you listen and before you go . . . Join Christina in her next class.  Click this link to explore how to join us today.Click to access on all our on-demand shows.Click the follow button above to keep up to speed with Team Clarity. Music: Aretes and The Complex by Kevin MacLeod Licensed under Creative Commons: By Attribution 3.0

Team Clarity's Episode 39 captures team struggles between their will to be ethical and a way to be ethical.  The more ethical we are, the more integrity we enjoy! Which do you want MORE of?  A) People who do what they say more often than not? B) People who have the best intentions to do what they say - but often fail at it?  Join us for a lively episode PACKED with BIG ah-ha's! Team Clarity is on a year-long journey led by Christina Ervin. Each week Team Clarity shares this journey with you for two primary reasons: They want those they hold near and dear to know about the changes they're making on multiple levels.  As they change, by listening to these classes, people who know Team Clarity members may opt to change along with them.To share their stories with you. Follow their stories and life lessons to awaken all sorts of ah-ha's for you too! While you listen and before you go . . . click to get your copy of Pay Me What I'm Worth to start your journey - today. Music: Aretes and The Complex by Kevin MacLeod Licensed under Creative Commons: By Attribution 3.0

No matter what your business plan, you’re going to need the right people to make it happen. That’s even more true as you scale your business. Grow too quickly without bringing the right partners on, and the quality of your … Continue reading →

No matter what your business plan, you’re going to need the right people to make it happen. That’s even more true as you scale your business. Grow too quickly without bringing the right partners on, and the quality of your … Continue reading →