Podcasts about Great Eight

Recorded April 20, 2025   Happy Easter!   The Mermaid and I bring the curtain down on 2025 regular season for Our Capitals by recapping the final 3 games. One good game, the others......not so much.   Curtain up on the chase for the Stanley Cup. A scaled down preview of the playoffs follows. The Caps opponents the Canadiens pose a serious challenge. But can they be beaten? We say yes and go over a few keys to this series. Caps fans--we urge you to give it your ALL. put it all behind this team and spur them on into the next round!   The Great Eight's record chase may be over, but the fight against cancer continues. Please donate if you are able to the V Foundation for cancer research at the link below:   http://v.org/Gr8Chase   See you in the First Round!   #ALLCAPS #SportsOTHP #LockedOnCapitals #TheOfficialCapsChirpPodcast #Sucram'sCapitalsOffTheirChainPodcast #JenayaTalksCaps #PowerplayPointPodcast

In this episode, we engage with a range of perspectives on Baltimore's current roster and future potential. From deep dives into top draft prospects to insights on positional needs, our conversation takes you inside the Ravens' war room. Experience the thrill of draft day decision-making with expert analysis from top sports writers and team insiders, as they predict key moves and possible surprises that could shape the Ravens' path to NFL dominance.

On today's edition of ZASLOW SHOW 2.0, Zaslow tries to settle down the Panthers fans who are freaking out over this current losing streak. Plus, Alex Ovechkin breaks Wayne Gretzky's goals record, and Zaslow found himself enjoying it. Also, the Final Four was spectacular Saturday night, and Zaslow is a huge bandwagon front runner with the Gators looking for their 3rd national championship tonight. The Law Offices of Anidjar & Levine "ZASLOW SHOW 2.0" is presented by Anidjar & Levine, Accident Attorneys. Call 800-747-FREE (3733) and get the money you deserve. CanesWear has the largest selection of Miami Hurricanes items. And, an amazing selection of all your favorite South Florida Pro teams. Dolphins, Panthers, Heat, Inter Miami and Marlins items, are all available. No matter which South Florida Team you root for, CanesWear is the spot, Miami fans shop, CanesWear.com BioResponse When disaster strikes, every second counts. BioResponse is South Florida's trusted leader in emergency restoration—specializing in water damage, mold removal, and fire cleanup. We're available 24/7, ensuring your home or business gets back to normal—fast. BioResponseCorp.com Signature Real Estate Whether you're buying your dream home, selling your property, or looking to join the best in the business, contact Matthew H. Maschler at 561-208-3334 or Matt@RealEstateFinder.com Johnny Cuba Official beer of ZASLOW SHOW 2.0 - European Roots with a Caribbean Soul #StayTranquilo If your business targets 25-54 year old Men, let's advertise on ZASLOW SHOW 2.0!! Email jonathanzaslow@gmail.com and join the growing list of partners!!

Brett is joined by Indiana Hoosiers Broadcasting Hall-of-Famer Don Fischer on the second hour of this Monday show for our last edition of "Fifteen Minutes with Fisch" for the season! Today, he and Brett discuss the overtaking of the Men's Basketball Program by the new Head Coach Darian DeVries, and about the latest going on with Spring Football Practice under head coach Curt Cignetti. Also in the second hour, getting ready for the Purdue Fort Wayne Mastodon Women taking on Cleveland State in the Great Eight of the Women's NIT at the Gates Center tonight! See omnystudio.com/listener for privacy information.

In the first hour of today's Sports Rush, Brett catches up on the packed weekend of sports that was, including the Elite Eight of the Men's Basketball Tournament that saw the Purdue Boilermakers bow out of the tournament at the hands of Kelvin Sampson and the Houston Cougars. Also in the first hour, a Horizon League matchup in the Great Eight of the WNIT tonight! All that and more in Hour 1! See omnystudio.com/listener for privacy information.

Yes, the Fountain Dive of the 2018 Stanley Cup hangover celebration has been memorialized, but Ovechkin is still not done making memories for Caps fans. Leonard Raskin and Nestor discuss the fire of The Great Eight and the ice of the Justin Tucker scandal in their weekly podcast chat. The post Leonard Raskin and Nestor discuss the fountain and fire of Alex Ovechkin and the ice of the Justin Tucker scandal first appeared on Baltimore Positive WNST.

This week, Nathan wraps up the discussion on his "Great Eight" vegetables to grow in your southern veggie garden! Whether you are a beginner gardener or not, Nathan walks you through the easiest vegetables you could possibly grow.

Influenza A has hit the Carpool and Kelly and Lizz Have lives to tell the tale! All the kids were sick at one point or another as were the parents and their experience has changed their brain chemistry. Will life ever be the same? Will they ever have the energy to work out again? Go to the grocery store? But the good news is that they are on the other side of it and took a copious amount of notes to help YOU prepare for the next flu season!  Not only is it flu season, but it's also dinner auction season! This is Kelly's favorite time of year and she managed to pull herself away from the house of illness long enough to get to her first dinner auction of the year. What did she leave with when left alone with an auction paddle?  New segments are coming to the Carpool podcast! Kelly has two she is pitching today. One is called "Year/Make/Model" and another is yet to be named but inspired by the "could be the move" trend on social media. Lizz has an idea on how to change up the Great Eight inspired by Mount Rushmore.  Finally in Ditch the Drive-Thru, Kelly is once again singing the praises of Chihuahua and sharing a recipe for a very controversial sweet potato.   Today's episode is brought to you by Clean Simple Eats. Use code 'Carpool10' at checkout to get 10% off your order. CleanSimpleEats.com Learn more about your ad choices. Visit megaphone.fm/adchoices

This week, Nathan begins a discussion on the easiest vegetables to grow in your southern vegetable garden. He starts by describing the growing conditions we have to deal with here in the southeast and also the concerns we may have with our soil types. Then, he goes crop-by-crop describing the easiest plants to grow in your garden, the best ways to start them, when to plant them, and how to harvest their delicious produce! Join Nathan next week as he finishes up the greatest and easiest vegetables to try out in your garden this season!

Is there actual “magic” on this planet, or is it just in the movies? Dr. Barry Morguelan, a top surgeon and one of only nine living grandmasters of an ancient Lao Tzu lineage, joins Dave to share secrets that have been hidden for 5,000 years. Together, they explore how the principles behind quantum physics, energy mastery, and timeless healing techniques can revolutionize your health, mindset, and life. From breaking rocks with energy to healing broken bones with focused intent, Dr. Barry reveals the extraordinary power of the “Great 8” — a framework to unlock your potential in relationships, creativity, health, intelligence, and more. This episode is packed with incredible stories, actionable wisdom, and a secret GIFT to help you start your own journey toward unparalleled vitality and longevity! What You'll Learn: • The 8 ancient secrets to mastering energy, healing, and peak performance • How you can harness quantum physics for success • Why energy techniques can REVERSE aging and boost health naturally • The science of serendipity and how you can harness it daily • How to grow stronger, smarter, and healthier every day with simple practices Resources: • 2025 Biohacking Conference: https://biohackingconference.com/2025 • Follow Dr. Barry on Instagram: https://www.instagram.com/energyforsuccessofficial/?hl=en • Explore the Great 8 and Get Your Free Gift: https://energyforsuccess.com/dave/ • Learn More About Energy Practices: https://energyforsuccess.com/ • Danger Coffee: https://dangercoffee.com • Dave Asprey's Website: https://daveasprey.com • Dave Asprey's Book – Smarter Not Harder: https://daveasprey.com/books • Dave Asprey's Linktree: https://linktr.ee/daveasprey • Upgrade Collective – Join The Human Upgrade Podcast Live: https://www.ourupgradecollective.com • Own an Upgrade Labs: https://ownanupgradelabs.com • Upgrade Labs: https://upgradelabs.com • 40 Years of Zen – Neurofeedback Training for Advanced Cognitive Enhancement: https://40yearsofzen.com SPONSORS: - Lumiram | Go to http://healthlighting.com/dave to save 10% on your order. - Calroy | Head to https://calroy.com/dave for an exclusive discount. Timestamps: • 00:00 Trailer • 01:10 Introduction to Dr. Barry and His Journey • 06:16 The Turning Point: Mrs. Rodriguez's Story • 09:04 Exploring Alternative Medicine Around the World • 13:02 Discovering Ancient Chinese Healing Techniques • 16:39 The Power of Quantum Physics and Lao Tzu's Teachings • 27:25 Personal Experiences with Energy Healing • 36:35 The Great Eight: Structuring Your Day for Success • 36:51 Introduction to Energy for Success • 37:17 Understanding the Great Eight • 38:23 The Matrix and Animal Brain • 44:39 The Importance of Serendipity • 49:35 Four Categories of People • 53:02 Personal Experiences and Lessons • 58:34 The Power of Energy Practices • 01:07:06 Conclusion and Call to Action See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Jamie and Thomas dive into the Canucks' matchup against Alex Ovechkin and the Capitals, with Ovechkin just 22 goals shy of Gretzky's all-time record. We break down Filip Hronek's conditioning stint, the Canucks' playoff chances, and what their new partnership with Seattle means for the Young Stars tournament. Plus, trade buzz around J.T. Miller and Elias Pettersson heats up, and we highlight Elias Pettersson (D)'s AHL All-Star nod. This podcast is produced by Dominic Sramaty & Lina SetaghianThe views and opinions expressed in this podcast are those of the hosts and guests and do not necessarily reflect the position of Rogers Media Inc. or any affiliate.

Joining me today is fellow podcaster, Chelsi Jo Moore. Chelsi Jo is host of the Systemized Life podcast and today she'll be sharing her expertise on creating efficient systems to balance work and home life (particularly focusing on ways to simplify and prioritize tasks as the new year begins!) Through personal anecdotes and practical advice, Chelsi Jo outlines her 'Great Eight' fundamental needs and offers strategies for deep cleaning, involving children in household tasks, and maintaining a healthy work-life balance.About Chelsi Jo |A wife, mom, and CEO, Chelsi Jo is passionate about helping other moms create consistent income without sacrificing their home or themselves in the process. With 17 years of corporate experience and five years running an event-based business, she developed strategic systems to balance the demands of a busy life. Now a top-ranked podcaster and system-obsessed professional, she shares these proven strategies with work-from-home moms who want to streamline their homes and grow impactful businesses. Her expertise spans time blocking, fundamental needs, workflows, and team management, offering modern working moms the tools they need to succeed. She is driven by a mission to simplify the chaos of motherhood and entrepreneurship, making success attainable without overwhelm. Through her work, she empowers women to replace stress with structure, clarity, and purpose. Her systems have become a game-changer for moms who aspire to thrive in their personal and professional lives alike.Links Discussed in This Episode |Order a Copy of Minimalist Moms: Living and Parenting with SimplicityDiane's Resource: Podcast Episode: Harvard Psychologist Shares 6 Words That Will Change Your FamilyFundamental Needs WorkbookTime Blocking WorkbookChelsi Jo Can't Stop Talking About: Book: Profit First: Transform Your Business from a Cash-Eating Monster to a Money-Making MachineChelsi Jo's Resource:Connect with Chelsi Jo:InstagramPodcastWebsiteWork with Me |If you've been struggling with motivation to declutter or work through bad habits that keep you stuck, I'd love to help you achieve your goals! We'll work together (locally or virtually) to discover what areas in your life are high priority to get you feeling less overwhelmed right away. For more info on my processes, fees, and availability please contact!Episode Sponsors |The Minimalist Moms Podcast would not be possible without the support of weekly sponsors. Choosing brands that I believe in is important to me. I only want to recommend brands that I believe may help you in your daily life. As always, never feel pressured into buying anything. Remember: if you don't need it, it's not a good deal!Enjoy the Podcast?Post a review and share it! If you enjoyed tuning into this podcast, then do not hesitate to write a review. You can also share this with your fellow mothers so that they can be inspired to think more and do with less. Order (or review) my book, Minimalist Moms: Living & Parenting With Simplicity.Further Questions |You can contact me through my website, find me on Instagram, Pinterest or like The Minimalist Moms Page on Facebook.Checkout the Minimalist Moms Podcast storefront for recommendations from Diane.Checkout a list of my collaborative podcasts here.Our Sponsors:* Check out Happy Mammoth and use my code MINIMALIST for a great deal: https://happymammoth.comSupport this podcast at — https://redcircle.com/minimalist-moms-podcast2093/exclusive-contentAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Jonny and Colby will be joined by former Head Coach Bruce Boudreau to talk about the Washington Capitals commanding win over the New York Rangers, Alexander Ovechkin creeping closer to the all-time goals record, and if coaches should have any say in personnel decisions. Next, the guys discuss Marc-Andre Fleury's last game in Pittsburgh, and recap a busy Tuesday night in the NHL.Powered by @bet365. Whatever the moment, it's Never Ordinary at bet365. Download the App today and use promo code: NATION. http://www.bet365.ca/Gambling can be addictive, please play responsibly. Eligible iGames conducted and managed by iGO are only available to those physically present in the Province of Ontario. 19+.Proraso USA:http://www.Proraso-USA.comFountain Tirehttps://www.fountaintire.com/promotio...Outwest Golfhttps://outwestgolf.com/ Hosted on Acast. See acast.com/privacy for more information.

Rounding Up Season 3 | Episode 1 – Grouping Practices That Promote Efficacy and Knowledge Transfer Guest: Dr. Peter Liljedahl Mike Wallus: We know from research that student collaboration can have a powerful impact on learning. That said, how we group students for collaboration matters—a lot. Today we're talking with Dr. Peter Liljedahl, author of “Building Thinking Classrooms in Mathematics,” about how educators can form productive, collaborative groups in their classrooms. Mike: Hello, Peter. Welcome to the podcast. Peter Liljedahl: Thanks for having me. Mike: So, to offer our listeners some background, you've written a book, called “Building Thinking Classrooms in Mathematics,” and I think it's fair to say that it's had a pretty profound impact on many educators. In the book, you address 14 different practices. And I'm wondering if you could weigh in on how you weigh the importance of the different practices that you addressed? Peter: Well, OK, so, first of all, 14 is a big number that publishers don't necessarily like. When we first started talking with Corwin about this, they were very open. But I know if you think about books, if there's going to be a number in the title, the number is usually three, five or seven. It's sometimes eight—but 14 is a ridiculous number. They can't all be that valuable. What's important about the fact that it's 14, is that 14 is the number of core practices that every teacher does. That's not to say that there aren't more or less for some teachers, but these are core routines that we all do. We all use tasks. We all create groups for collaboration. We all have the students work somewhere. We all answer questions. We do homework, we assign notes, we do formative, summative assessment. We do all of these things. We consolidate lessons. We launch lessons. Peter: These are sort of the building blocks of what makes our teaching. And through a lot of time in classrooms, I deduced this list of 14. Robert Kaplinsky, in one of his blog posts, actually said that he thinks that that list of 14 probably accounts for 95 percent of what happens in classrooms. And my research was specifically about, “How do we enact each of those 14 so that we can maximize student thinking? So, what kind of tasks get students to think, how can we create groups so that more thinking happens? How can we consolidate a lesson so we get more thinking? How can we do formative and summative assessments so the students are thinking more?” So, the book is about responding to those 14 core routines and the research around how to enact each of those to maximize thinking. Your question around which one is, “How do we put weight on each of these?” Peter: They're all important. But, of course, they're not all equally impactful. Building thinking classrooms is most often recognized visually as the thing where students are standing at whiteboards working. And, of course, that had a huge impact on student engagement and thinking in the classroom, getting them from sitting and working at desks to getting them working at whiteboards. But in my opinion, it's not the most impactful. It is hugely impactful, but the one that actually makes all of thinking classroom function is how we form collaborative groups, which is chapter two. And it seems like that is such an inconsequential thing. “We've been doing groups for forever, and we got this figured out. We know how to do this. But … do we really? Do we really have it figured out?” Because my research really showed that if we want to get students thinking, then the ways we've been doing it aren't working. Mike: I think that's a great segue. And I want to take a step back, Peter. Before we talk about grouping, I want to ask what might be an obvious question. But I wonder if we can talk about the “why” behind collaboration. How would you describe the value or the potential impact of collaboration on students' learning experiences? Peter: That's a great question. We've been doing collaborative work for decades. And by and large, we see that it is effective. We have data that shows that it's effective. And when I say “we,” I don't mean me or the people I work with. I mean “we, in education,” know that collaboration is important. But why? What is it about collaboration that makes it effective? There are a lot of different things. It could be as simple as it breaks the monotony of having to sit and listen. But let's get into some really powerful things that collaboration does. Number one, about 25 years ago, we all were talking about metacognition. We know that metacognition is so powerful and so effective, and if we get students thinking about their thinking, then their thinking actually improves. And metacognition has been shown time and time again to be impactful in learning. Some of the listeners might be old enough to remember the days where we were actually trying to teach students to be metacognitive, and the frustration that that created because it is virtually impossible. Peter: Being reflective about your thinking while you're thinking is incredibly hard to do because it requires you to be both present and reflective at the same time. We're pretty good at being present, and we're pretty good about reflecting on our experiences. But to do both simultaneously is incredibly hard to do. And to teach someone to do it is difficult. But I think we've also all had that experience where a student puts up their hand, and you start walking over to them, and just as you get there, they go, “Never mind.” Or they pick up their book, and they walk over to you, and just as they get to you, they just turn around and walk back. I used to tell my students that they're smarter when they're closer to me. But what's really going on there is, as they've got their hand up, or as they're walking across the room toward you as a teacher, they're starting to formulate their thoughts to ask a question. Peter: They're preparing to externalize their thinking. And that is an incredibly metacognitive process. One of the easiest forms of metacognition, and one of the easiest ways to access metacognition, is just to have students collaborate. Collaborating requires students to talk. It requires them to organize their thoughts. It requires them to prepare their thinking and to think about their thinking for the purposes of externalization. It is an incredibly accessible way of creating metacognition in your classroom, which we already know is effective. So, that's one reason I think collaboration is really, really vital. Peter: Another one comes from the work on register. So, register is the level of sophistication with which we speak about something. So, if I'm in a classroom, and I'm talking to kindergarten students, I set a register that is accessible to them. When I talk to my undergraduates, I use a different register. My master's students, my Ph.D. students, my colleagues, I'm using different registers. I can be talking about the same thing, but the level of sophistication with which I'm going to talk about those things varies depending on the audience. And as much as possible, we try to vary our register to suit the audience we have. But I think we've also all had that instructor who's completely incapable of varying their register, the one who just talks at you as if you're a third-year undergraduate when you're really a Great Eight student. And the ability to vary our register to a huge degree is going to define what makes us successful as a teacher. Can we meet our learners where they're at? Can we talk to them from the perspective that they're at? Now we can work at it, and very adept teachers are good at it. But even the best teachers are not as good at getting their register to be the same as students. Peter: So, this is another reason collaboration is so effective. It allows students to talk and be talked to at their register, which is the most accessible form of communication for them. And I think the third reason that collaboration is so important is the difference between what I talk in my book about the difference between absolute and tentative knowledge. So, I'm going to make two statements. You tell me which one is more inviting to add a comment to. So, statement number one is, “This is how to do it, or this is what I did.” That's statement number one. Statement number two is, “I think that one of the ways that we may want to try, I'm wondering if this might work.” Which one is more inviting for you to contribute to? Mike: Yes, statement number two, for many, many reasons, as I'm sitting here thinking about the impact of those two different language structures. Peter: So, as teachers, we tend to talk in absolutes. The absolute communication doesn't give us anything to hold onto. It's not engaging. It's not inviting. It doesn't bring us into the conversation. It's got no rough patches—it's just smooth. But when that other statement is full of hedging, it's tentative. It's got so many rough patches, so many things to contribute to, things I want to add to, maybe push back at or push further onto. And that's how students talk to each other. When you put them in collaborative groups, they talk in tentative discourse, whereas teachers, we tend to talk in absolutes. So, students are always talking to each other like that. When we put them in collaborative groups, they're like, “Well, maybe we should try this. I'm wondering if this'll work. Hey, have we thought about this? I wonder if?” And it's so inviting to contribute to. Mike: That's fascinating. I'm going to move a little bit and start to focus on grouping. So, in the book, you looked really closely at the way that we group students for collaborative problem-solving and how that impacts the way students engage in a collaborative effort. And I'm wondering if you could talk a little bit about the type of things that you were examining. Peter: OK. So, you don't have to spend a lot of time in classrooms before you see the two dominant paradigms for grouping. So, the first one we tend to see a lot at elementary school. So, that one is called “strategic grouping.” Strategic grouping is where the teacher has a goal, and then they're going to group their students to satisfy that goal. So, maybe my goal is to differentiate, so I'm going to make ability groups. Or maybe my goal is to increase productivity, so I'm going to make mixed-ability groups. Or maybe my goal is to just have peace and quiet, so I'm going to keep those certain students apart. Whatever my goal is, I'm going to create the groups to try to achieve that goal, recognizing that how students behave in the classroom has a lot to do with who they're partnered with. So that's strategic grouping. It is the dominant grouping paradigm we see in elementary school. Peter: By the time we get to high school, we tend to see more of teachers going, “Work with who you want.” This is called “self-selected groupings.” And this is when students are given the option to group themselves any way they want. And alert: They don't group themselves for academic reasons, they group themselves for social reasons. And I think every listener can relate to both of those forms of grouping. It turns out that both of those are highly ineffective at getting students to think. And ironically, for the exact same reason. We surveyed hundreds of students who were in these types of grouping settings: strategic grouping or self-selected groupings. We asked one question, “If you knew you were going to work in groups today, what is the likelihood you would offer an idea?” That was it. And 80 percent of students said that they were unlikely or highly unlikely to offer an idea, and that was the exact same, whether they were in strategic groupings or self-selected groupings. The data cut the same. Mike: That's amazing, Peter. Peter: Yeah, and it's for the same reason it turns out; that whether students were being grouped strategically or self-selected, they already knew what their role was that day. They knew what was expected of them. And for 80 percent of the students, their role is not to think. It's not to lead. Their role is to follow, right? And that's true whether they're grouping themselves socially, where they already know the social hierarchy of this group, or they're being grouped strategically. We interviewed hundreds of students. And after grade 3, every single student could tell us why they were in the group this teacher placed them in. They know. They know what you think of them. You're communicating very clearly what you think their abilities are through the way you group them, and then they live down to that expectation. So, that's what we were seeing in classrooms was that strategic grouping may be great at keeping the peace. And self-selected grouping may be fabulous for getting students to stop whining about collaboration. But neither of them was effective for getting students to think. In fact, they were quite the opposite. They were highly ineffective for getting students to think. Mike: So, I want to keep going with this. And I think one of the things that stood out for me as I was reading is, this notion that regardless of the rationale that a teacher might have for grouping, there's almost always a mismatch between what the teacher's goals are and what the student's goals are. I wonder if you could just unpack this and maybe explain this a bit more. Peter: So, when you do strategic grouping, do you really think the students are with the students that they want to be with? One of the things that we saw happening in elementary school was that strategic grouping is difficult. It takes a lot of effort to try to get the balance right. So, what we saw was teachers largely doing strategic grouping once a month. They would put students into a strategic group, and they would keep them in that group for the entire month. And the kids care a lot about who they're with, when you're going to be in a group for a month. And do you think they were happy with everybody that was in that group? If I'm going to be with a group of students for a month, I'd rather pick those students myself. So, they're not happy. You've created strategic groupings. And, by definition, a huge part of strategic grouping is keeping kids who want to be together away from each other. Peter: They're not happy with that. Self-selected groupings, the students are not grouping themselves for academic reasons. They're just grouping themselves for social reasons so that they can socialize, so they talk, so they can be off topic, and all of these things. And yes, they're not complaining about group work, but they're also not being productive. So, the students are happy. But do you think the teacher's happy? Do you think the teacher looks out across that room and goes, “Yeah, there were some good choices made there.” No, nobody's happy, right? If I'm grouping them strategically, that's not matching their goals. That's not matching their social goals. When they're grouping themselves in self-selected ways, that's matching their social goals but not matching my academic goals for them. So, there's always going to be this mismatch. The teacher, more often than not, has academic goals. The students, more often than not, have social goals. There are some overlaps, right? There are students who are like, “I'm not happy with this group. I know I'm not going to do well in this group. I'm not going to be productive.” And there are some teachers who are going, “I really need this student to come out of the shell, so I need to get them to socialize more.” But other than that, by and large, our goals as teachers are academic in nature. The goals as students are social in nature. Mike: I think one of the biggest takeaways from your work on grouping, for me at least, was the importance of using random groups. And I have to admit, when I read that there was a part of me thinking back to my days as a first-grade teacher that felt a little hesitant. As I read, I came to think about that differently. But I'm wondering if you can talk about why random groups matter, the kind of impact that they have on the collaborative experience and the learning experience for kids. Peter: Alright, so going back to the previous question. So, we have this mismatch. And we have also that 80 percent of students are not thinking; 80 percent of students are entering into that group, not prepared to offer an idea. So those are the two problems that we're trying to address here. So, random groups … random wasn't good enough. It had to be visibly random. The students had to see the randomness because when we first tried it, we said, “Here's your random groups.” They didn't believe we were being random. They just thought we were being strategic. So, it has to be visibly random, and it turns out it has to be frequent as well. About once every 45 to 75 minutes. See, when students are put into random groups, they don't know what their role is. So, we're solving this problem. They don't know what their role is. When we started doing visibly random groups frequently, within three weeks we were running that same survey. Peter: “If you know you're going to work in groups today, what is the likelihood you would offer an idea?” Remember the baseline data was that 80 percent of students said that they were unlikely or highly unlikely, and, all of a sudden, we have a hundred percent of students saying that they're likely or highly likely. That was one thing that it solved. It shifted this idea that students were now entering groups willing to offer an idea, and that's despite 50 percent of them saying, “It probably won't lead to a solution, but I'm going to offer an idea.” Now why is that? Because they don't know what their role is. So, right on the surface, what random groups does, is it shatters this idea of preconceived roles and then preconceived behaviors. So, now they enter the groups willing to offer an idea, willing to be a contributor, not thinking that their role is just to follow. But there's a time limit to this because within 45 to 75 minutes, they're going to start to fall into roles. Peter: In that first 45 minutes, the roles are constantly negotiated. They're dynamic. So, one student is being the leader, and the others are being the follower. And now, someone else is a leader, the others are following. Now everyone is following. They need some help from some external source. Now everyone is leading. We've got to resolve that. But there is all of this dynamicism and negotiation going on around the roles. But after 45 to 75 minutes, this sort of stabilizes and now you have sort of a leader and followers, and that's when we need to randomize again so that the roles are dynamic and that the students aren't falling into sort of predefined patterns of non-thinking behavior. Mike: I think this is fascinating because we've been doing some work internally at MLC around this idea of status or the way that … the stories that kids tell about one another or the labels that kids carry either from school systems or from the community that they come from, and how those things are subtle. They're unspoken, but they often play a role in classroom dynamics in who gets called on. What value kids place on a peer's idea if it is shared. What you're making me think is there's a direct line between this thing that we've been thinking about and what happens in small groups as well. Peter: Yeah, for sure. So, you mentioned status. I want to add to that identity and self-efficacy and so on and so forth. One of the interesting pieces of data that came out of the research into random groups was, we were interviewing students several weeks into this. And we were asking them questions around this, and the students were saying things like, “Oh, the teacher thinks we're all the same, otherwise they wouldn't do random groups. The teacher thinks we're all capable, otherwise they wouldn't do random groups.” So, what we're actually talking about here is that we're starting—just simply through random groups—to have a positive impact on student self-efficacy. One of the things that came out of this work, that I wrote about in a separate paper, was that we've known for a long time that student self-efficacy has a huge impact on student performance. But how do we increase, how do we improve student self-efficacy? Peter: There are a whole bunch of different ways. The work of Bandura on this is absolutely instrumental. But it comes down to a couple of things. From a classroom teacher perspective, the first thing, in order for a student to start on this journey from low self-efficacy to high self-efficacy, they have to encounter a teacher who believes in them. Except students don't listen to what we say. They listen to what we do. So, simply telling our students that we have confidence in them doesn't actually have much impact. It's how we show them that we have confidence in them. And it turns out that random groups actually have a huge impact on that. By doing the random groups, we're actually showing the kids that we believe in them and then they start to internalize this. So that's one thing. The work of Bandura about how we can start to shift student self-efficacy through mastery experiences, where they start to, for example, be successful at something. And that starts to have an impact that is amplified when students start to be successful in front of others, when they are the ones who are contributing in a small group. And that group is now successful. And that success is linked in some small or great part to your contributions; that self-efficacy is amplified because not only am I being successful, I'm being successful in a safe environment, but in front of others. Peter: Now, self-efficacy contributes to identity, and identity has an interesting relationship with status. And you mentioned status. So, self-efficacy is what I think of myself. Status is what others think of me. I can't control my status. I can't shift my status. Status is something that is bestowed on me by others. And, of course, it's affected by their interactions with me in collaborative spaces. So, how they get to see me operate is going to create a status for me, on me, by others. But the status gets to be really nicely evenly distributed in thinking classrooms when we're doing these random groups because everybody gets to be seen as capable. They all get to be someone who can be mathematical and someone who can contribute mathematically. Mike: I want to shift back for a moment to this idea of visibly random groups. This idea that for kids, they need to believe that it's not just a strategic grouping that I've called random for the sake of the moment. What are some of the ways that you've seen teachers visibly randomize their groups so that kids really could see the proof was right out there in front of them? Peter: So, we first started with just cards. So, we got 27 kids. We're going to use playing cards, we're going to have three aces, three 2S, three 3s, three 4s, and so on. We would just shuffle the deck, and the kids would come and take a card. And if you're a 4, you would go to the board that has a 4 on it. Or maybe that fourth 4 is there, so to speak. We learned a whole bunch of things. It has to be visible. And however way we do it, the randomization doesn't just tell them what group they're in, it tells them where to go. That's an efficiency thing. You don't want kids walking around the classroom looking for their partners and then spending 5 minutes deciding where they want to work. Take a card, you got a 7, you go to the 7 board. You got an ace, you go to the ace board. Peter: And that worked incredibly well. Some teachers already had Popsicle sticks in their classroom, so they started using those: Popsicle sticks with students' names. So, they would pull three Popsicle sticks and they would say, “OK, these students are together. These students are together.” At first, we didn't see any problems with that. That seemed to be pretty isomorphic … to using a playing card. Some teachers got frustrated with the cards because with a card, sometimes what happens is that they get ripped or torn or they don't come back. Or they come back, and they're sweaty or they're hot. And it's like, “OK, where were you keeping this card? I don't want to know. It's hot, it's dirty.” They got ink on it. The cards don't come back. The kids are swapping cards. And teachers were frustrated by this. So, they started using digital randomizers, things like Flippity and ClassDojo and Picker Wheel and Team Shake and Team Maker. Peter: There were tons of these digital randomizers, and they all work pretty much the same. But there was a bit of a concern that the students may not perceive the randomness as much in these methods. And you can amplify that by, for example, bringing in a fuzzy [die], a big one, and somebody gets to roll it. And if a 5 comes up, they get to come up and hit the randomized button five times. And now there's a greater perception of randomness that's happening. With Flippity, that turns out actually it'd be true. Turns out that the first randomization is not purely random, and the kids spot that pattern. And we thought, “OK, perfect. That's fine. As long as the students perceive it's random, that it is truly random, that the teacher isn't somehow hacking this so that they are able to impose their own bias into this space.” So, it's seemingly random, but not purely random. And everything was running fine until about six to eight months ago. I was spending a lot of time in classrooms. I think in the last 14 months I've been in 144 different classrooms, co-teaching or teaching. So, I was spending a lot of time in classrooms, and for efficiency's sake, a lot of these teachers were using digital randomizers. And then I noticed something. It had always been there, but I hadn't noticed it. This is the nature of research. It's also the nature of just being a fly on the wall, or someone who's observing a classroom or a teacher. There's so much to notice we can't notice it all. So, we notice the things that are obvious. The more time we spend in spaces, the more nuanced things we're able to notice. And about six to eight months ago, I noticed something that, like I said, has always been there, but I had never really noticed it. Peter: Teacher hits a randomized button, and all the students are standing there watching, waiting for the randomized groups to appear on the screen. And then somebody goes, “Ugh.” It's so small. Or somebody laughs. Or somebody's like, “Nooo.” And it's gone. It's in a moment, it's gone. Sometimes others snicker about it, but it's gone. It's a flash. And it's always been there, and you think it's not a big deal. Turns out it's a huge deal because this is a form of micro-bullying. This is what I call it, “micro-bullying.” Because when somebody goes, “Ugh,” everybody in the room knows who said it. And looking at the screen, they know who they said it about. And this student, themself, knows who said it, and they know that they're saying it about them. And what makes this so much worse than other overt forms of bullying is that they also are keenly aware that everybody in the room just witnessed and saw this happen, including the teacher. Peter: And it cuts deeply. And the only thing that makes bullying worse is when bullying happens in front of someone who's supposed to protect you, and they don't; not because we're evil, but because it's so short, it's so small, it's over in a flash. We don't really see the magnitude of this. But this has deep psychological effects and emotional effects on these students. Not just that they know that this person doesn't like them. But they know that everybody knows that they don't like them. And then what happens on the second day? The second day, whoever's got that student, that victimized student in their group, when the randomization happens, they also go, “Ugh,” because this has become acceptable now. This is normative. Within a week, this student might be completely ostracized. And it's just absolutely normal to sort of hate on this one student. Peter: It's just not worth it. It cuts too deeply. Now you can try to stop it. You can try to control it, but good luck, right? I've seen teachers try to say, “OK, that's it. You're not allowed to say anything when the randomization happens. You're not allowed to cheer, you're not allowed to grunt, you're not allowed to groan, you're not allowed to laugh. All you can do is go to your boards.” Then they hit the random, and immediately you hear someone go, “Ugh.” And they'll look at them, and the student will go, “What? That's how I breathe.” Or “I stubbed my toe where I thought of something funny.” It's virtually impossible to shut it down because it's such a minor thing. But seemingly minor. In about 50 percent of elementary classrooms that I'm in, where a teacher uses that digital randomizer, you don't hear it. But 50 percent you do. Almost 100 percent of high school classrooms I'm in you hear some sort of grunt or groan or complaint. Peter: It's not worth it. Just buy more cards. Go to the casino, get free cards. Go to the dollar store, get them cheap. It's just not worth it. Now, let's get back to the Popsicle stick one. It actually has the same effect. “I'm going to pull three names. I'm going to read out which three names there are, and I'm going to drop them there.” And somebody goes, “Ugh.” But why does this not happen with cards? It doesn't happen with cards because when you take that card, you don't know what group you're in. You don't know who else is in your group. All you know is where to go. You take that card, you don't know who else is in your group. There's no grunting, groaning, laughing, snickering. And then when you do get to the group, there might be someone there that you don't like working with. So, the student might go, “Ugh.” But now there's no audience to amplify this effect. And because there's no audience, more often than not, they don't bother going, “Ugh.” Go back to the cards, people. The digital randomizers are fast and efficient, but they're emotionally really traumatizing. Mike: I think that's a really subtle but important piece for people who are thinking about doing this for the first time. And I appreciate the way that you described the psychological impact on students and the way that using the cards engineers less of the audience than the randomizer [do]. Peter: Yeah, for sure. Mike: Well, let's shift a little bit and just talk about your recommendations for group size, particularly students in kindergarten through second grade as opposed to students in third grade through fifth grade. Can you talk about your recommendations and what are the things that led you to them? Peter: First of all, what led to it? It was just so clear, so obvious. The result was that groups of three were optimal. And that turned out to be true every setting, every grade. There are some caveats to that, and I'll talk about that in a minute. But groups of three were obvious. We saw this in the data almost immediately. Every time we had groups of three, we heard three voices. Every time we heard groups of four, we heard three voices. When we had groups of five, we heard two voices on task, two voices off task, and one voice was silent. Groups of three were just that sort of perfect, perfect group size. It took a long time to understand why. And the reason why comes from something called “complexity theory.” Complexity theory tells us that in order for a group to be productive, it has to have a balance between diversity and redundancy. Peter: So, redundancy is the things that are the same. We need redundancy. We need things like common language, common notation, common vocabulary, common knowledge. We need to have things in common in order for the collaboration to even start. But if all we have is redundancy, then the group is no better than the individual. We also have to have diversity. Diversity is what every individual brings to the group that's different. And the thing that happens is, when the group sizes get larger, the diversity goes up, but redundancy goes down. And that's bad. And when the group sizes get smaller, the redundancy goes up, but the diversity goes down. And that's bad. Groups of three seem to have this perfect balance of redundancy and diversity. It was just the perfect group size. And if you reflect on groups that you've done in your settings, whatever that setting was, you'll probably start to recognize that groups of three were always more effective than groups of four. Peter: But we learned some other things. We learned that in K–2, for example, groups of three were still optimal, but we had to start with groups of two. Why? Because very young children don't know how to collaborate yet. They come to school in kindergarten, they're still working in what we call “parallel,” which means that they'll happily stand side by side at a whiteboard with their own marker and work on their own things side by side. They're working in parallel. Eventually, we move them to a state that we call “polite turn-taking.” Polite turn-taking is we can have two students working at a whiteboard sharing one marker, but they're still working independently. So, “It's now your turn and you're working on your thing, and now it's my turn, I'm working on my thing.” Eventually, we get them to a state of collaboration. And collaboration is defined as “when what one student says or does affects what the other student says or does.” Peter: And now we have collaboration happening. Very young kids don't come to school naturally able to collaborate. I've been in kindergarten classrooms in October where half the groups are polite turn-taking, and half the groups are collaborating. It is possible to accelerate them toward that state. But I've also been in grade 2 classrooms in March where the students are still working in parallel or turn-taking. We need to work actively at improving the collaboration that's actually happening. Once collaboration starts to happen in those settings, we nurtured for a while and then we move to groups of three. So, I can have kindergartens by the end of the year working in groups of three, but I can't assume that grade 2s can do it at the beginning of the year. It has a lot to do with the explicit efforts that have been made to foster collaboration in the classroom. And having students sit side by side and pair desks does not foster collaboration. It fosters parallel play. Peter: So, we always say that “K–2, start with groups of two, see where their level of collaboration is, nurture that work on it, move toward groups of three.” The other setting that we had to start in groups of two were alternate ed settings. Not because the kids can't collaborate, but because they don't trust yet. They don't trust in the process in the educational setting. We have to nurture that. Once they start to trust in working in groups of two, we can move to groups of three. But the data was clear on this. So, if you have a classroom, and let's say you're teaching grade 6, and you don't have a perfect multiple of three, what do you do? You make some groups of two. So, rather than groups of four, make some groups of two. Keep those groups of two close to each other so that they may start to collaborate together. Peter: And that was one of the ironies of the research: If I make a group of four, it's a Dumpster fire. If I make two groups of two and put them close to each other, and they start to talk to each other, it works great. You start with groups of two. So, having some extra groups of two is handy if you're teaching in high school or any grade, to be honest. But let's say you have 27 students on your roster, but only 24 are there. There's going to be this temptation to make eight groups of three. Don't do it. Make nine groups, have a couple of groups of two. Because the minute you get up and running, someone's going to walk in late. And then when they walk in late, it's so much easier to plug them into a group of two than to have them waiting for another person to come along so that they can pair them or to make a group of four. Mike: Yeah, that makes sense. Before we close, Peter, I want to talk about two big ideas that I really wish I would've understood more clearly when I was still in the classroom. What I'm thinking about are the notion of crossing social boundaries and then also the concept of knowledge mobility. And I'm wondering if you could talk about each of them in turn and talk about how they relate to one another. Peter: Certainly. So, when we make our groups, when we make groups, groups are very discreet. I think this comes from that sort of strategic grouping, or even self-selected groupings where the groups are really separate from each other. There are very well-defined boundaries around this group, and everything that happens, happens inside that group, and nothing happens between groups. In fact, as teachers, we often encourage that, and we're like, “No, do your own work in your group. Don't be talking to the other groups.” Because the whole purpose of doing strategic groups is to keep certain kids away from each other, and that creates a very non-permeable boundary between the groups. But what if we can make these boundaries more porous, and so that knowledge actually starts to flow between the groups. This is what's called “knowledge mobility,” the idea that we don't actually want the knowledge to be fixed only inside of a group. Peter: The smartest person in the room is the room. We got to get that knowledge moving around the room. It's not groups, it's groups among groups. So, how can we get what one group is achieving and learning to move to another group that's maybe struggling? And this is called “knowledge mobility.” The easiest way to increase this is we have the students working at vertical whiteboards. Working at vertical whiteboards creates a space where passive knowledge mobility is really easy to do. It's really easy to look over your shoulder and see what another group is doing and go, “Oh, let's try that. They made a table of values. Let's make a table of values. Or they've done a graph, or they drew a picture” or whatever. “We'll steal an idea.” And that idea helps us move forward. And that passive can also lead to more active, where it's like, “I wonder what they're doing over there?” Peter: And then you go and talk to them, and the teacher can encourage this. And both of these things really help with mobilizing knowledge, and that's what we want. We don't want the only source of knowledge to be the teacher. Knowledge is everywhere. Let's get that moving around the room within groups, between groups, between students. And that's not to say that the students are copying. We're not encouraging copying. And if you set the environment up right, they don't copy. They're not going to copy. They'll steal an idea, “Oh, let's organize our stuff into a table of values,” and then it's back to their own board and working on that. And the other way that we help make these boundaries more porous is by breaking down the social barriers that exist within a classroom. All classrooms have social barriers. They could be gender, race. They could be status-based. Peter: There are so many things that make up the boundaries that exist within classrooms. There are these social structures that exist in schools. And one of the things that random groups does is it breaks down these social barriers because we're putting students together that wouldn't normally be together. And our data really reveals just how much that happens; that after three weeks, the students are coming in, they're socializing with different students, students that hadn't been part of their social structure before. They're sitting together outside of class. I see this at the university where students are coming in, they almost don't know each other at all. Or they're coming in small groups that are in the same class. They know each other from other courses, and within three, four weeks, I'm walking through the hallways at the university and I'm seeing them sitting together, working together, even having lunch together in structures that didn't exist on day one. There are so many social structures, social barriers in classrooms. And if we can just erode those barriers, those group structures are going to become more and more porous, and we're creating more community, and we're reducing the risk that exists within those classrooms. Mike: I think the other piece that jumps out for me is when I go back to this notion of one random grouping, a random grouping that shifts every 45 to 75 minutes. This idea of breaking those social boundaries—but also, really this idea that knowledge mobility is accelerated jumps out of those two practices. I can really see that in the structure and how that would encourage that kind of change. Peter: Yeah. And it encourages both passively and actively. Passive in the sense that students can look over the shoulder, active that they can talk to another group. But also passively from the teacher perspective, that random groups does a lot of that heavy lifting. But I can also encourage it actively when a group asks a question. Rather than answering their question, looking around the room going, “You should go talk to the sevens over there.” Or “We're done. What do we do next?” “Go talk to the fours. They know what's next.” That, sort of, “I as a teacher can be passive and let the random groups do a lot of the heavy lifting. But I can also be active and push knowledge around the room. By the way, I respond to students' questions.” Mike: Well, and I think what also strikes me is you're really distributing the authority mathematically to the kids as well. Peter: Yeah, so we're displacing status, we're increasing identity. We're doing all sorts of different things that are de-powering the classroom, decentralizing the classroom. Mike: Well, before we go, Peter, I'm wondering if there are any steps that you'd recommend to an educator who's listening. They want to start to dabble, or they want to take up some of the ideas that we've talked about. Where would you invite people to make a start? Peter: So, first of all, one of the things we found in our research was small change is no change. When you make small changes, the classroom as a system will resist that. So, go big. In building thinking classrooms, random groups is not a practice that gets enacted on its own. It's enacted with two other practices: thinking tasks, which is chapter one of my book, random groups, which is chapter two. And then, getting the students working at vertical whiteboards. These are transformational changes to the classroom. What we're doing in doing that is we're changing the environment in which we're asking students to behave differently. Asking students to behave differently in exactly the same environment that they behaved a certain way for five years already is almost impossible to do. If you want them to behave differently, if you want them to start to think, you're going to have to create an environment that is more conducive to thinking. Peter: So, that's part of it. The other thing is, don't do things by half measures. Don't start doing, “Well, we're going to do random groups on Mondays, but we're going to do strategic groups the rest of the days,” or something like this. Because what that communicates to students is that the randomness is something that you don't really value. Go big. We're doing random groups. We're always doing random groups. Have the courage. Yes, there's going to be some combinations that you're going to go, “Uh-oh.” And some of those are going to be really uh-oh combinations. But you're also going to have way more situations where you go and then it turns out to be amazing. So, have that courage. Go with the random groups and do it persistently and consistently. Because there is going to be resistance. The students are going to resist this thing because at least when you're being strategic, you're being thoughtful about it. Peter: But this feels like too much chance. And they start to attribute, they start to map their emotions around being placed in strategic groups, which were often for a month, into this setting. And what we need to do is, we need to show that this is not that by being consistent, doing it randomly, doing it frequently, so they start to realize that this is different. This is not the kind of grouping structures that have happened in the past. And do it. Do it consistently, persistently. Do it for at least 10 days before you start to really see and really reap those benefits. Mike: I think that's a really great place to stop. Thank you so much for joining us on the podcast, Peter. It really has been a pleasure chatting with you. Peter: Thanks so much. It's been a great conversation. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

No Tic-Tac-Goats, mergulhamos em histórias fascinantes e carreiras lendárias dos jogadores que deixaram sua marca na NHL! Explore momentos épicos, conquistas extraordinárias e bastidores das carreiras que moldaram o cenário do hóquei no gelo ao longo dos anos! No nono episódio, contamos a história de Alexander Ovechkin! Roteiro e apresentação: Thiago Farias Edição: Lucky Zanganelli Através da sua ajuda, o Tic-Tac-Gol consegue continuar proporcionando conteúdos como este! Financie a nossa iniciativa atráves do pix: portaltictacgol@gmail.com Saiba tudo sobre as melhores ligas de hóquei no ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠tictacgol.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Faça parte da nossa equipe!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Já pensou em ter acesso à uma comunidade exclusiva do TTG Participe do ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠nosso server no Discord⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠! Use o cupom TICTACGOL e receba 10% de desconto em compras no ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Mr. Varsity⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ACESSE A NOSSA LOJINHA!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Se inscreva no nosso canal do ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Youtube⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠! Siga o TTG no ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Twitter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠, ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ e ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠TikTok⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠!

Hello and Welcome in to another episode of Sermon Review! This week we finish the Great Eight. As always feel welcome to send in questions or comments from the past weeks sermon at whit@parkbaptist.org

On this episode of Storylines, hosts Juliana and Ricardo sit down with Phoenix Public Transit Director, Jesus Sapien to learn how the city worked to ensure this year's men's college basketball finals is a slam dunk for visitors and locals alike. Plus, a bus route bracket buster as we find out which bus route will take it all in our first Great Eight bracket?

Hello and Welcome in to another episode of Sermon Review! This week Pastor Victor and I discuss more about the 'Great Eight'. As always please feel free to send questions and comments to whit@parkbaptist.org. 

Patrick played solid at the Cognizant... for 35 holes. That other hole was brutal, though. Ask Rory how hard it is to not try to hit it out of the water. But Patrick was able to laugh while telling us all about the 8 he made. Then what does a PGA Tour pro do for the weekend when he's missed the cut and is on the road. Click play and find out. Presented by Goldenwest Credit Union. 

Access your FREE Guided Visualization for Energy Healing here: https://energyforsuccess.com/pages/tip-sheet-download In this episode, Dr. Morguelan delves into the principles of energy practices and how they enhance every aspect of life, from personal well-being to professional achievement. Discover how to unlock your potential and embrace a life of growth and vitality! Dr. Barry Morguelan is North America's only grandmaster in the field of Chinese energy. Tune in to this episode of Energy for Success ▶ Daily Practices for Holistic Health with Dr. Barry Morguelan. Key Takeaways: Dr. Barry Morguelan introduces the 'Great Eight,' a holistic approach inspired by ancient wisdom, focusing on eight key areas of life. Exploring the first area of the Great Eight, the physical practices. The value of nurturing relationships is the second area. The concept of looking forward to each moment with excitement and balance. Importance of being creative in daily tasks and embracing the unexpected joys of life #EnergyForSuccess #CalmingExercises #WellbeingExercises Connect with Dr. Barry Morguelan (Dr. B.) Instagram: https://www.instagram.com/energyforsuccessofficial Energy for Success website: https://energyforsuccess.com/ Access your FREE Guided Visualization for Energy Healing here: https://energyforsuccess.com/pages/tip-sheet-download TikTok: https://www.tiktok.com/@barrymorguelanmd

Let's go back to 1975 and remember The Great Eight from the Big Red Machine as Ed Kasputis interviews baseball researcher and editor, Mark Armour.

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DJ & PK previewed the football weekend for the Utes, Cougars and Aggies with the program set to wrap up their respective regular seasons.

Josh, Jacko and Maggie discuss the draw with Peterborough, thrashing Manchester United's 21's and their discipline.

Welcome to Navy Sports Central - The Official Podcast of the Navy Sports Nation!Today, we are joined by former rower Sean Coughin from the Class of '87. He's is a Navy Sports Hall of Famer, and he provides us with some insightful and very real perspective on the challenges of competing at the international level.  Sean takes us through his early years of rowing and humbly shares both his successes and setbacks.  Sean's story is more than just about sports; it's about grit, and the ability to bounce back. Sit back as we discuss the different aspects of rowing, the significance of camaraderie, and the rush of competition. Finally, we'll get into Sean's post-rowing life, exploring his transition from the Marine Corps to teaching, and his accomplished published work.  Join us as Sean Coughlin shares his unique story. Related Links:"Our" Boys in the Boat": A Visit with Navy Lightweight Rowing Coach Shawn BagnallNational Champions Again: Catching Up with the Navy Lightweight Rowing TeamU23 World Rowing ChampionshipsWe want to hear from you! Give us your answer to our Question of the Day. Here is the one for this episode:Navy's Great Eight crew won the gold medal in Helsinki, Finland in 1952. How many consecutive races did they win between 1952 and 1954? Was it:A. 29B. 30C. 31D. 32Give us your answer on the Navy Sports Nation Group Facebook page. Follow Navy Sports Central wherever you get your podcasts:Apple PodcastsSpotifyPodchaserGoogle PodcastsCheck out the Navy Sports Nation group page on Facebook!Music is provided courtesy of Audio Jungle. Artists featured in order:Seven In Music (Intro)Alexiaction (Deep Dive)Loka Music (Deep Dive Pt. 2 Lead In)Artlss (Question of the Day Lead In)Cinematic Alex (Closeout Music)Support the showYou can click on the hyperlink above to make a $1 donation through Cash App if you like what you hear. You can also support the Mids and the show at the same time. Navy Sports Central is a proud affiliate partner of Fanatics.com, the Ultimate Fan Gear Store! Click on the link to start shopping now!

Sensory Development: Three Practices to Enhance Your Energy Host: Dr. Barry Morguelan    In this podcast episode, Dr. Barry Morguelan emphasizes the importance of developing our sensors all day and maintaining a clean antenna to open up to all the sensors. He provides three practices to add to our daily routine, including releasing negative energy, bringing in positive energy to every part of the body, and naming a success for each of the Great Eight.   By following the practices, we can improve our sensors and achieve our energy goals. The key takeaway is to stay active in developing our sensors all day, cleanse our bodies by releasing negative energy, and bring in positive energy towards the Great Eight for success.   Key Timestamps:   [00:00:10] Dr. Morguelan introduces the importance of developing sensors all day and shares three practices to add to previous ones.   [00:03:14] The first practice is to release all negative energy throughout the entire body to maintain a clean sensory antenna.   [00:05:18] Dr. Morguelan recommends doing this exercise three times a day for at least two minutes each time to maintain clean sensors.   [00:09:15] Bring in positive energy to every part of your body and direct it towards the Great Eight for success.   [00:13:10], Dr. B explains how athletes, particularly tennis players, use this three-step equation in between volleys to keep their minds focused and positive.   [00:16:16], he emphasizes the importance of staying in the zone and focusing on the great eight to achieve success. Dr. Barry Morguelan is North America's only grandmaster in the field of Chinese energy. ✊

Connecting with Energy Vibrations: Tapping into Your Inner Power for Success Host: Dr. Barry Morguelan    In this episode, Dr. Barry Morguelan discusses the power of breathing and visualization to expand one's competence and ability to maintain an enjoyable experience in life. He emphasizes the importance of giving oneself an environment that facilitates learning and body awareness and shares stories and exercises to help listeners tap into their inner power and connect with the energy vibrations around them.   Key Timestamps:   [00:00:09] Introduction: Dr. Barry Morguelan welcomes listeners and explains that the course is designed to expand their potential in life with ease and flow.   [00:07:53] Dr. Barry Morguelan shares a story about Franz Kafka and a little girl he met in a park in Berlin. The girl had lost her favorite doll, and Kafka spent hours helping her search for it. When they couldn't find it, he returned the next day with a letter he had written as if it were from the doll, telling the girl not to cry and that it had gone on an adventure. Kafka continued to write letters and met with the girl regularly until he passed away.   [00:12:04] The girl eventually received a replacement doll from Kafka, but she didn't like it. The doll that had gone on the adventure had changed, and the girl didn't feel a connection to the new doll. However, the new doll came with a letter from the old doll, explaining that its travels had caused it to change and grow. The girl hugged the new doll and took it home, realizing that the adventure was more important than the doll itself.   [00:23:31] The importance of choice and being on the white side of the yin-yang symbol is highlighted.   [00:25:16] The concept of the "Great Eight" is explained, which includes having winning relationships, empathy, compassion, caring, and creativity.   [00:32:40] Dr. Barry Morguelan encourages listeners to enjoy their expansion into different areas and highlights the importance of discovering new things through learning. [00:43:24] Dr. Morguelan encourages listeners to focus on getting stronger and more compassionate each day, and to take resistance in bite-sized levels rather than getting overwhelmed.   [00:47:1]- The resistance we encounter is part of the learning experience, and we need to embrace it rather than reject it.   [00:52:17] Dr. Morguelan shares a guided breathing visualization to help listeners start their day with calm and clarity.   [00:58:35] The guide to breathing visualization involves appreciating and exploring the different areas of your body where you can feel your breath, including your neck, chest, abdomen, pelvis, and low back.   [01:06:34] Dr. Barry Morguelan talks about the body's repair mechanisms and the importance of appreciating and choosing to participate in life.   [01:11:21] Dr. Barry Morguelan discusses the interconnectedness of the body and the earth and the importance of balancing minerals and elements for optimal health.   [01:15:23] Dr. Morguelan instructs listeners to rub their hands and put them over their eyes, then over their chest plate to pray and feel the strength of the earth's vibrations. He encourages listeners to show love and compassion towards themselves and others. Dr. Barry Morguelan is North America's only grandmaster in the field of Chinese energy. ✊

Become Better Through The Source Energy With Dr. Barry Morguelan and Dr. Joseph Mercola Host: Dr. Barry Morguelan   Welcome to this very, very, very special episode! Today, I am joined by Dr. Joseph Mercola, the most sought-after alternative medicine expert in the world!   In this episode, we talk about the Source Energy, and how it was proven to work by Dr. Mercola (despite his initial healthy skepticism).    Dr. Barry Morguelan is North America's only grandmaster in the field of Chinese energy. ✊

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We all ate green ketchup and survived! But that's not the kind of ‘ate' that Gen Zers are talking about. Today's Millennial word of the day ‘ate' refers to a performance or outfit that was done extremely well.   Lizz takes the fastest showers in the world, inhales her food, and jumps out of the car when she gets home while Kelly is stopping to smell the roses — both on her walks and in that blissful moment in the driveway when you put your car in park but haven't gotten out yet. Enter…the perfect time for her driveway dumping.  Kelly and Lizz are on a health journey, working out, reading labels, and buying the dirty dozen organic. They agree that 1% better is the goal. PB&Js still smack, Wendy's on Facebook is unhinged, and Lizz reveals her biggest tech pet peeve. The gals also debate: Are way-too-high ceilings the reason Bed, Bath, and Beyond is going under? The great eight of ditch the drive-throughs features chicken stroganoff, salmon teriyaki bowl, lunch meat crescent roll-ups, buffalo chicken sweet potatoes, hamburger sliders, chicken salad, the Mississippi roast, and BBQ pulled pork nachos. No matter which iconic meal wears the great eight crown — listen in and you'll be set for meals for a week or more. → To share your ditch the drive-through recipe with us, call (959) CAR-POOL and leave us a message! In industry news Hyundai finally accelerates a new tech update rollout to solve the viral stolen car issue, the company also says they want 30% of their future profits to come from car subscriptions, and Kelly delivers an updated list of EVs that qualify for the $7500 tax credit.  ATTENTION: Tesla Model Y and X drivers → it's your turn to leave The Carpool Podcast a five star review! Head over to Apple Podcasts and give the show some love. → Write to us for advice on all things motherhood, life, and more! Send us an email to get your question featured on the show at hello@thecarmomofficial.com  Follow the Carpool Podcast on IG Follow the Carpool Podcast on YouTube Follow Kelly on IG Follow Lizz on IG Visit thecarmomofficial.com Learn more about your ad choices. Visit megaphone.fm/adchoices

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“Ca-SEY! Ca-SEY!” PIT@DET 03/28/23Goodness, Gracious. What a monumental victory on Saturday night, over the Washington Capitals at home in Pittsburgh. What appeared to be just another “blown lead in the third period,” was, in fact, a story destined to end a bit differently than those which Pens fans have become accustomed to having read to them before bed. Casey DeSmith was responsible for some downright mind-blowing saves in this one, and the crowd let him know it. A great result, on a night of great consequence for Allegheny County's NHL Franchise. The Penguins are back in action tonight, at Little Caesars Arena in Detroit, Michigan. The Redwings have a knack for playing spoiler this time of year, so in the words of Jurassic Park's chief tech officer, Ray Arnold, “Hold onto your butts.”Thank you for listening!! Follow us on Twitter @penspod // @penspod_JT (Jeff) @fidgenewton (Jordan)Enjoy tonight's Penguins road game versus the Wings … AND of COURSE:LETS GO PENS!!

“All Three Goalies” WSH@PIT 03/25/23Tristan Jarry skated with the Penguins this morning at PPG Paints Arena. All that means is, Jars is a possible backup for Casey DeSmith tonight, as the Pens take on the Caps for the final time this regular season. Other things we know for certain about Tristan Jarry: 1.) He is chronically injured 2.) He's not to be relied upon down the stretch 3.) He'll occasionally play his a%% off when healthy. Otherwise, tonight's about one thing: Sid, Geno, and Letang v. Ovi & The Caps. Listeners, CHERISH tonight's spectacle. The three aforementioned Pittsburgh players are giving you their all this season, and win-or-lose tonight, the matchup is bound to be one for the books.Thank you for listening!! Follow us on Twitter @penspod // @penspod_JT (Jeff) @fidgenewton (Jordan)Enjoy tonight's Penguins home game versus the Devil … AND of COURSE:LETS GO PENS!!JEFF TAYLOR (Flying Solo Today) + JORDAN DEFIGIO

all but one MAC team has been eliminated from post-season play and the Falcons are now in the Great Eight of the WNIT tournament! Hear us as we recap the tournament run of the teams who played, what they can do going forward, and we ask: Can BGSU win the WNIT? All of that and MORE in this week's episode! Be sure to tune in and stay connected to the College Sports Connection Podcast! Twitter: @CollegeSportPod Instagram: @TheCSCPodcast Facebook: https://www.facebook.com/CollegeSportPod Web: www.thecscpodcast.com --- Support this podcast: https://podcasters.spotify.com/pod/show/thecscpodcast/support

NHL Picks and Predictions for Thursday, January 26: One of the NHL's best rivalries will resume tonight in Washington as the Capitals host the visiting Penguins. What can we expect from Sid the Kid and The Great Eight? Join Carmine, Andrew and Bryan for Puck Time. Join the Puck Time crew every week day at 11am ET / 8am PT as we discuss the NHL betting slate from a variety of handicapping angles. #NHL | #nhlpickstoday | #nhlpredictionstoday | #nhlprops

The Vancouver Canucks have fired head coach Bruce Boudreau and hired Rich Tocchet. Justin Pooni of Locked On Canucks joins us to discuss the state of the franchise, what the team means for the team and what to expect from the organization as the trade deadline approaches. Washington Capitals star Alex Ovechkin missed his team's most recent game with an undisclosed injury. Dan Holmi of Locked On Capitals joins us to discuss the situation and how the Caps are likely to deal with it going forward if The Great Eight has to miss more time. And the Anaheim Ducks are hoping for a better second half as they continue their rebuild. Jason Hernandez of Locked On Anaheim Ducks discusses the team's prospects for the second half of the season and how they intend to build around Trevor Zegras and company plus who will be available at the NHL Trade Deadline. All this and more on today's Locked On NHL Podcast with Gil Martin. Support Us By Supporting Our Sponsors! Athletic Greens To make it easy, Athletic Greens is going to give you a FREE 1 year supply of immune-supporting Vitamin D AND 5 FREE travel packs with your first purchase. All you have to do is visit athleticgreens.com/NHLNETWORK FanDuel Make Every Moment More.Place your first FIVE DOLLAR bet to get ONE HUNDRED AND FIFTY DOLLARS in Free Bets – win or lose! Visit Fanduel.com/LockedOn today to get started FANDUEL DISCLAIMER: 21+ in select states. First online real money wager only. Bonus issued as nonwithdrawable free bets that expires in 14 days. Restrictions apply. See terms at sportsbook.fanduel.com. Gambling Problem? Call 1-800-GAMBLER or visit FanDuel.com/RG (CO, IA, MD, MI, NJ, PA, IL, VA, WV), 1-800-NEXT-STEP or text NEXTSTEP to 53342 (AZ), 1-888-789-7777 or visit ccpg.org/chat (CT), 1-800-9-WITH-IT (IN), 1-800-522-4700 (WY, KS) or visit ksgamblinghelp.com (KS), 1-877-770-STOP (LA), 1-877-8-HOPENY or text HOPENY (467369) (NY), TN REDLINE 1-800-889-9789 (TN)  Learn more about your ad choices. Visit podcastchoices.com/adchoices

The Vancouver Canucks have fired head coach Bruce Boudreau and hired Rich Tocchet. Justin Pooni of Locked On Canucks joins us to discuss the state of the franchise, what the team means for the team and what to expect from the organization as the trade deadline approaches.Washington Capitals star Alex Ovechkin missed his team's most recent game with an undisclosed injury. Dan Holmi of Locked On Capitals joins us to discuss the situation and how the Caps are likely to deal with it going forward if The Great Eight has to miss more time.And the Anaheim Ducks are hoping for a better second half as they continue their rebuild. Jason Hernandez of Locked On Anaheim Ducks discusses the team's prospects for the second half of the season and how they intend to build around Trevor Zegras and company plus who will be available at the NHL Trade Deadline.All this and more on today's Locked On NHL Podcast with Gil Martin.Support Us By Supporting Our Sponsors!Athletic GreensTo make it easy, Athletic Greens is going to give you a FREE 1 year supply of immune-supporting Vitamin D AND 5 FREE travel packs with your first purchase. All you have to do is visit athleticgreens.com/NHLNETWORKFanDuelMake Every Moment More.Place your first FIVE DOLLAR bet to get ONE HUNDRED AND FIFTY DOLLARS in Free Bets – win or lose! Visit Fanduel.com/LockedOn today to get startedFANDUEL DISCLAIMER: 21+ in select states. First online real money wager only. Bonus issued as nonwithdrawable free bets that expires in 14 days. Restrictions apply. See terms at sportsbook.fanduel.com. Gambling Problem? Call 1-800-GAMBLER or visit FanDuel.com/RG (CO, IA, MD, MI, NJ, PA, IL, VA, WV), 1-800-NEXT-STEP or text NEXTSTEP to 53342 (AZ), 1-888-789-7777 or visit ccpg.org/chat (CT), 1-800-9-WITH-IT (IN), 1-800-522-4700 (WY, KS) or visit ksgamblinghelp.com (KS), 1-877-770-STOP (LA), 1-877-8-HOPENY or text HOPENY (467369) (NY), TN REDLINE 1-800-889-9789 (TN)  Learn more about your ad choices. Visit podcastchoices.com/adchoices

Welcome to our 101st edition of the pod where we start and go heavy on the hockey history made Tuesday! Mr. Hockey, The Great One, and now, The Great Eight has joined the exclusive 800-goal club!Doing the math passing Howe + Gretzky (1:01)A great era of hockey Crosby + Ovechkin(4:29)Unbreakable records (7:44)When did we start to love Ovi? (12:00)Our Sports Interaction (14:59) features our inside look at the NHL Wednesday Calgary vs Vancouver/Ottawa vs Montreal and Thursday a look at Ovechkin's next chance to pass Howe.In the 2nd half of the pod we take a look at the NHL BOG meetings this week (16:34) and talk about how the game of hockey changed when the NHL hired Gary Bettman on Dec. 11, 1992.a deeper dive into the economics of the league and where the game and franchise values are at thanks to the Commissioner and the last 30 years (27:37).

Let's go back to 1975 and remember The Great Eight from the Big Red Machine as Ed Kasputis interviews baseball researcher and editor, Mark Armour.

The NASCAR Cup Series took a trip to Elkhart Lake this weekend and it was quite a day for Tyler Reddick as he earned his first career Cup Series win. A popular win amongst many and this win will also shake up the Playoffs even further as he became the 13th different winner of the season. The number eight looked great as he chased down last year's winner Chase Elliott to earn the victory. Despite the excitement for Road America, Kenny and Rene discuss why this could be it's last for now. They'll also talk about the shake-up between 23XI and the Joe Gibbs Racing Pit Crew.  Lastly, as the NASCAR Cup Series heads back to the South they'll give their picks for Atlanta. #AllTurnsNoBrakes  

In the Episode 8, the Great Eight, the 13 pieces gang gives a Hall of Fame effort to this deserving baseball number. We welcome in Fabio Peralta, moved from Cuba at age 8, and now is one of top 24's baseball players in the country. In a perfect segue to Fabio's energy, we go over the high hurdle of enthusiasm and how having it is the best for success. Clint has a lot on his mind as we go for two and talk pitch clocks/pick-off limit and how it has changed the running game in the Minors. For gang chews over is it a good thing for young players to worry more about their future and the present. We wrapped up 8, by honoring those in the game and all who have sacrificed and served our nation. Give us a listen, subscribe and like us on Facebook!

Emma Weinheimer talks with Professor Mary Johnson about the literary works of Flannery O'Connor, known as a Southern, Catholic writer.

In this episode of “The Carpool' the gals go a little bit everywhere, from the nineties snack drawer to Texas to the skillet. To start, Kelly and Lizz recap their quick getaway to Austin-- complete with two kiddos, one husband, two parents, and a rowing competition. Then, they take a time machine to the 90's with the Great Eight. Find out how turn-of-the-century snacks rank for these millennials. Fintstone's Vitamins count as a snack, right? IYKYK.   The duo also reveals their last three transactions. Who got asked to tip on a grocery-store blueberry buy? And which transaction got a ‘stamp' of approval? They ditch the drive through with a Carpool podcast listerener's recipe for skillet tortellini. It's im-pasta-able to turn down. In industry news: These automotive-lovers whip out their charts (and graphs!) when they share which states have the highest gas prices.  Also, find out the most popular color for American vehicles and the winners of ‘Best Family Cars 2022.' Today's show is sponsored by Keenz. Beacuse you are a friend of Kelly and Lizz, you can save $50 on a Keenz wagon! Use code carpool at keenz.us to save $50 on any wagon. follow The Carpool Podcast on IG follow Kelly on IG follow Lizz on IG  visit thecarmomofficial.com

Do you have the infrastructure in place to let your advertising do its job? Making business happen isn't about the ads alone. Make sure your customers can follow through on the inspiration you create. Hear what Marketing Money Podcast has to say about the eight key elements of conversion. The post Episode 144 | The Great Eight of Conversion appeared first on Marketing Money Podcast.

Pete on sports takes a moment to discuss the greatest hockey player ever to lace up skates in DC. 

How does your content connect with your audience? It's easy to create a message all your fellow bankers will applaud, but will your customers understand? Will they even get the message at all? Knowing who your audience is and how to connect with them will make your work more successful. Hear the Marketing Money Podcast […] The post Episode 142 | Great Eight of Connection Marketing appeared first on Marketing Money Podcast.

With 4 World Series Appearances, 6 NL West Crowns, and two world titles, the Cincinnati Reds dominated 70's like no other MLB team during the decade. Fueled by the Great Eight lineup which featured the MLB all-time hit king, 3 Hall Of Famers, 6 NL MVP, 4 NL Home Run titles, 3NL batting titles, 25 Gold Gloves and 63 World Series appearances. The Big Red Machine would prove to be one of the most dominant teams ever. This their story… #CincinnatiReds #MajorLeagueBaseball #BigRedMachine #SparkyAnderson #TonyPerez #JoeMorgan #DaveConcepcion #PeteRose #GeorgeFoster #CaesarGeronimo #KenGriffey #JohnnyBench #BackwardsKPod #JakeRobinson

The most recognized male figure skating figure in the world, Scott Hamilton has won Olympic gold and 70 titles, awards and honors including an Emmy Award Nomination, induction into the United States Olympic Hall of Fame and a privileged member of the World Figure Skating Hall of Fame. Scott Hamilton is an Olympic Champion, cancer survivor, television broadcaster, motivational speaker, author, husband/father and eternal optimist! During his figure skating career, Hamilton's list of achievements includes his Olympic gold medal, over 70 titles, awards, and honors. In 1984, Scott captured the attention of the world with his Olympic Gold medal performances in Saravejo and since has shared his love and enthusiasm for the sport as an analyst/commentator, performer, producer and best-selling author (Fritzy Finds a Hat, 2020, Finish First: Winning Changes Everything, 2018, The Great Eight, 2009 and Landing It, 1999). Scott further inspires others as a speaker, humanitarian, and as a cancer and pituitary brain tumor survivor. Following his mother's passing from and his own survival of testicular cancer, Hamilton launched the Scott Hamilton CARES Foundation , with a mission to improve cancer patient survivorship by supporting world class cancer research and the highest quality patient treatment and care.He founded several education and survivorship programs including Chemocare.com and the 4th Angel Mentoring Program. In addition to those programs, Scott wrote Fritzy Finds A Hat to help ease the conversation with children about cancer, with proceeds benefitting the Scott Hamilton CARES Foundation. Events such as Sk8 to Elimin8 Cancer and An Evening with Scott Hamilton & Friends galas fund research into treatments that beat the cancer while sparing the patient. Scott recently launched Live Your Days - www.liveyourdays.com - a call to being present and more intentional with every day that God has given you. The online platform includes a weekly podcast interview, 30-day life challenges, with proceeds benefiting the Scott Hamilton CARES Foundation. In what little free time remains, Scott can be found on the golf course and enjoys spending time with his wife Tracie and their four children - at their home in Nashville, Tennessee. You can learn more about Scott at www.scotthamilton.com and follow him on Instagram @scotthamilton84

One thing that you won't miss if you're tuning in to watch the Summer Olympics is loss and disappointment, more so even than victory and celebration. The games, and the journey to get there, are filled with grief, setbacks, rejection, loss, and pain. The question for every athlete who experiences loss is this: what will you do with it? Will you allow it to define you and predict your path? The same question applies to us because no one escapes those types of experiences. The most recognized male figure skating star in the world, Scott Hamilton has won 70 titles, awards and honors including an Emmy Award nomination, induction into the United States Olympic Hall of Fame and a privileged member of the World Figure Skating Hall of Fame. In 1984, Scott captured the attention of the world with his Olympic Gold medal performances in Saravejo and since has shared his love and enthusiasm for the sport as a analyst/commentator, performer, producer and best-selling author (Finish First: Winning Changes Everything, 2018; The Great Eight, 2009; Landing It, 1999). He further inspires others as a speaker, humanitarian, and as a cancer and pituitary brain tumor survivor. After losing his mother to cancer, then becoming a survivor himself, Scott turned activist, launching the Scott Hamilton CARES Foundation (Cancer Alliance for Research, Education and Survivorship). He founded several education and survivorship programs including Chemocare.com and the 4th Angel Mentoring Program. Events such as Sk8 to Elimin8 Cancer and An Evening with Scott Hamilton & Friends galas fund research into treatments that treat the cancer and spare the patient harm. Scott recently launched Live Your Days – a call to being present and not let day after day pass, just going through the checklist of life. It is about putting down your phone to enjoy the people and moments that God has given you, because we don't control the number of days we have on this earth, we only control what we do with them. The online platform includes a weekly podcast interview, 30-day life challenges with easy to implement tips and merchandise, with proceeds benefiting the Scott Hamilton CARES Foundation. He is also the founder of the Scott Hamilton Skating Academy at the Ford Ice Centers in Antioch, TN and Bellevue, TN, where he may frequently be found coaching Learn to Skate students and sharing his love of skating. In what little free time remains, Scott can be found on the golf course and enjoys spending time with his wife Tracie and four children – at their home in Nashville, Tennessee. On the episode: Producer : Tatave Abeshyan Producer & Co-host : Scott Schimmel JOIN BOB WEEKLY We've launched a new subscription-based offering with exclusive content from the one and only Bob Goff. In vintage Bob fashion, you can join him on his adventure of living a life of whimsy, love, and action. Each week you'll receive a video message from Bob, plus guided reflection exercises and activities for personal growth and structured conversations with friends. Now more than ever we need to look to voices we can trust. If Bob's message has inspired you in the past, you're not going to want to miss out on Bob Weekly. So...

One thing that you won't miss if you're tuning in to watch the Summer Olympics is loss and disappointment, more so even than victory and celebration. The games, and the journey to get there, are filled with grief, setbacks, rejection, loss, and pain. The question for every athlete who experiences loss is this: what will you do with it? Will you allow it to define you and predict your path? The same question applies to us because no one escapes those types of experiences. The most recognized male figure skating star in the world, Scott Hamilton has won 70 titles, awards and honors including an Emmy Award nomination, induction into the United States Olympic Hall of Fame and a privileged member of the World Figure Skating Hall of Fame. In 1984, Scott captured the attention of the world with his Olympic Gold medal performances in Saravejo and since has shared his love and enthusiasm for the sport as a analyst/commentator, performer, producer and best-selling author (Finish First: Winning Changes Everything, 2018; The Great Eight, 2009; Landing It, 1999). He further inspires others as a speaker, humanitarian, and as a cancer and pituitary brain tumor survivor. After losing his mother to cancer, then becoming a survivor himself, Scott turned activist, launching the Scott Hamilton CARES Foundation (Cancer Alliance for Research, Education and Survivorship). He founded several education and survivorship programs including Chemocare.com and the 4th Angel Mentoring Program. Events such as Sk8 to Elimin8 Cancer and An Evening with Scott Hamilton & Friends galas fund research into treatments that treat the cancer and spare the patient harm. Scott recently launched Live Your Days – a call to being present and not let day after day pass, just going through the checklist of life. It is about putting down your phone to enjoy the people and moments that God has given you, because we don't control the number of days we have on this earth, we only control what we do with them. The online platform includes a weekly podcast interview, 30-day life challenges with easy to implement tips and merchandise, with proceeds benefiting the Scott Hamilton CARES Foundation. He is also the founder of the Scott Hamilton Skating Academy at the Ford Ice Centers in Antioch, TN and Bellevue, TN, where he may frequently be found coaching Learn to Skate students and sharing his love of skating. In what little free time remains, Scott can be found on the golf course and enjoys spending time with his wife Tracie and four children – at their home in Nashville, Tennessee. On the episode: Producer : Tatave Abeshyan Producer & Co-host : Scott Schimmel JOIN BOB WEEKLY We've launched a new subscription-based offering with exclusive content from the one and only Bob Goff. In vintage Bob fashion, you can join him on his adventure of living a life of whimsy, love, and action. Each week you'll receive a video message from Bob, plus guided reflection exercises and activities for personal growth and structured conversations with friends. Now more than ever we need to look to voices we can trust. If Bob's message has inspired you in the past, you're not going to want to miss out on Bob Weekly....