Podcasts about Grouping

Paul and Mark kick off the final weekend before the draft tackling a host of draft topics. Come down to our post-draft live show at BetMGM/Nation Kitchen & Bar at The Banks at 5pm on April 29th. Bengals director of college scouting Mike Potts will be our guest. Free Graeters! Draft talk! Drinks! Burgers! Cookies! Gambling! Yay!-- Grading the offseason and why the Bengals are that slacker younger brother who you wonder if he'll actually pass this year-- The final grouping of options at 17 overall-- If you are looking to buy or sell a house contact Eric Sztanyo! (info@teamsztanyo.com)-- Your questions on trading Jake Browning, Mike Green as an option, picking players that didn't visit, new alternate uniform rules, prospects from South Carolina, trading up or down and Mark's current child power rankings. -- Growl Pal spotlight on the Isaiah 1:17 House that helps with the transition for foster kids on removal days. Please support the incredible work they are doing! (https://support.isaiah117house.com/event/isaiah-117-house-golf-event-montgomery-oh-2025/e674555)-- The full list of Key West recommendations!-- Dad life on white leprechauns and when rap shows up at the spring recital.Watch and subscribe on YouTube: https://www.youtube.com/@TheGrowlerPodcastThe Growler on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-growler/id1733476604The Growler on Spotify: https://open.spotify.com/show/70iJjqgPQrVzQ2pdOwVvDYLinks to all socials, podcast platforms, merchandise from Cincy Shirts and more: https://linktr.ee/thegrowlerpodcastSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Let's get into it! Some topics include:⭐️Inspiration for this episode⭐️Grouping the people in your life into three types of associations⭐️How the wrong peer group can sabotage your goals⭐️How to level up your communityAs a reminder, if you have a chance, please rate and review the podcast so more women just like you can learn more about the Rockstar way! I appreciate you for your support and love ❤️Links:Join the Rockstar Fit Chicks Weekly Newsletter  https://rockthatfitness.kit.com/e10d0c66ebCheck Out Our Newest Offer for Extensive Lab Work with Marek Health ⁠https://www.rockthatfitness.com/rock-that-fitness-marek-health⁠If You Like the Gear that I'm Rocking, Head to the Store: ⁠⁠https://rockthatfitness.itemorder.com/shop/sale/⁠⁠FREE 30 Day Strength Challenge (dumbbell only) https://www.rockthatfitness.com/rock-that-fitness-30-day-strength-challengeFREE 30 Day Strength Challenge Next Level (full gym equipment needed) https://www.rockthatfitness.com/rock-that-fitness-30-day-strength-challenge-next-levelApply for RTF 1:1 Coaching https://www.rockthatfitness.com/coachingHead to the Rock That Fitness Instagram Page https://www.instagram.com/rockthatfitness/ Music from Uppbeat (free for Creators!):https://uppbeat.io/t/cruen/we-got-thisLicense code: RBWENWHGXSWXAEUE

In this episode of the Hurdy Gurdy Travel Podcast, host Justin Vacula interviews Emmanuel Crouvisier of CardPointers. They discuss strategies for optimizing credit card spending using the CardPointers app and browser tool, which helps users automatically activate card-linked offers. Emmanuel shares his journey into miles and points, his family's travel history, and how he eventually created CardPointers. Listeners learn about the practical benefits of the app, including saving money and maximizing rewards. Upcoming changes and features for CardPointers are also explored, along with insights into credit card usage and optimization tips. The episode concludes with information about meetups in the Greater Philadelphia area and upcoming events. 00:00 Introduction to Low-Cost Travel with Points and Miles 00:51 Meet Emmanuel from CardPointers 01:46 Emmanuel's Journey with Points and Miles 04:53 The Birth of CardPointers 06:53 Card Pointers Features and Benefits 08:22 Maximizing Savings with Card Pointers 10:30 Setting Up and Using Card Pointers 14:07 CardPointers for Debit Cards and Future Prospects 16:52 Credit Card Offers and Maximizing Rewards 21:21 User Experiences and Savings with Card Pointers 24:32 User Savings and Membership Costs 25:42 Maximizing Amex Offers with CardPointers 26:38 Navigating Bank Websites and Auto-Adding Offers 27:59 Grouping and Tracking Offers in CardPointers 29:04 Splitting Transactions and Avoiding Merchant Data Sharing 32:09 Upcoming Features and Development Cycle 35:37 Evaluating Card Value and Renewal Reminders 40:55 Autopilot Feature for iPhone Users 42:18 Upcoming Travels and Credit Card Strategies 44:57 Closing Announcements and Future Events -- Main website, including episode transcripts: https://hurdygurdytravelpodcast.com Referral links: https://hurdygurdytravel.com/donate-referral-links/ CardPointers affiliate link: https://cardpointers.com/hurdygurdytravel Join me for in-person meetups I host in Willow Grove, PA: https://www.meetup.com/phillymilesandpoints/ SubscribeStar: https://www.subscribestar.com/hurdy-gurdy-travel SoundCloud: https://soundcloud.com/hurdygurdytravelpodcast Apple Podcasts: https://podcasts.apple.com/us/podcast/hurdy-gurdy-travel-podcast/id1489093490 YouTube: https://www.youtube.com/channel/UC8EcIcoNU1HK4KKhQtTkAWw Stitcher: https://www.stitcher.com/podcast/hurdy-gurdy-travel-podcast Google Play: https://www.play.google.com/music/listen?u=0#/ps/l5bmuntd4wpvtklvg42ejg42ejg4apiu Facebook: https://www.facebook.com/HurdyGurdyTravelPodcast Twitter: https://twitter.com/HGTravelPodcast Instagram: http://www.instagram.com/justinvacula Copy and paste the podcast RSS feed -- http://feeds.soundcloud.com/users/soundcloud:users:706382626/sounds.rss -- to listen on your favorite podcast-playing platform!

What if strong parent engagement was the key to happier teachers and more successful students?In this episode of Teaching Channel Talks, Dr. Wendy Amato is joined by education consultant, coach, and speaker Peyten Williams to explore how schools can foster meaningful partnerships with parents. Peyten shares why parent education shouldn't stop after orientation and how ongoing communication and support can make a real difference for students. From strengthening communication to facilitating supportive school communities, Peyten and Wendy discuss practical ways schools can connect with families, improve conversations, and build a stronger school community for students, teachers, and parents alike.Resources for Continued LearningFood for Thought Parent DiscussionsJoin Food for Thought, a weekly Zoom session hosted by Peyten Williams and Becky McKnight, a former school administrator. These free discussions cover common parenting concerns, including friendships, technology, and discipline. Watch past recordings on Peyten's YouTube Channel.Bowbend Consulting Best Practices for Parent Engagement EventsPeyten Williams developed the Best Practices Checklist for Parent Engagement Events to help schools improve parent participation. This resource includes:Grouping parents by grade level for more relevant discussions.Converting lectures into podcasts or recorded videos for flexible access.Scheduling events at convenient times, such as after drop-off or before pick-up. By using these strategies, schools can create events that encourage meaningful engagement.Professional Learning with Teaching ChannelLooking to boost your teaching skills and advance your career? Teaching Channel's graduate-level courses are designed to help educators build strong partnerships with families and enhance student success.5844: Engaging Parents for Student SuccessThis course explores effective ways to foster parent, caregiver, and community engagement. Learn how to strengthen family-school relationships, encourage participation, and improve communication between teachers and families to create a more supportive learning environment.Stay ConnectedSubscribe to Teaching Channel Talks on your favorite podcast platform for more insights, resources, and professional learning opportunities.Have feedback or ideas for future episodes? Contact us at K12Hub@teachingchannel.com

Book Authoring Webinar mentioned in this episode: https://forms.gle/H4AaqdQkbgwWCdDR6 Watch this episode on YouTube.In this episode, host Michael Hernandez speaks with equity designer Susie Wise about her book published by the Stanford d.School, 'Design for Belonging,' which focuses on the importance of inclusion and collaboration in communities. They discuss the concept of design as creative problem solving, the process of writing a book, the significance of community and grouping in design, the rituals that support writing, and the role of an editor in shaping the final product. In this conversation, Susie shares her insights on the writing process, the importance of feedback, and the challenges of marketing a book. She emphasizes the need to let go of perfectionism, the significance of deadlines, and the role of prototyping in writing. Susie also discusses her experiences with book marketing, the lessons she learned about herself during the writing journey, and her aspirations for future writing projects.TOPICSDesign for Belonging: Concept and FrameworkThe Process of Writing a BookCommunity and Grouping in DesignRituals and Writing PracticesThe Role of an Editor in the Writing ProcessLetting Go of Perfectionism in WritingThe Writing Process and DeadlinesMarketing Strategies for AuthorsLessons Learned Through the Writing JourneyTarget Audience and Purpose of the BookFuture Writing AspirationsLINKSBook: Design For Belonging Website: www.designforbelonging.com Connect with Susie on socials:https://www.instagram.com/susiebwise/https://www.linkedin.com/in/susie-wise-33b4a0/ 

1st - 7th Place Predictions & Classic Preview plus is Arsenal Equipment Overrated? How about IFBB Pro Cards? Should you WASH your rice? It's Just Bodybuilding 322 Dusty Hanshaw and Scott McNally are joined by Kuba Cielen and Andrew Berry 0:00 Intro 1:20 Content for your trip to the Arnold 2:15 Arnold Preview Top 3 Grouping 9:20 4th-7th Place Grouping 12:00 Shape guys and freaking short guys 16:30 Weaknesses of the top guys 30:00 Classic Physique Preview 38:45 Tips for visiting the Arnold 42:40 impactful statement someone said to you 54:20 Washing rice 57:20 change anything about the way you did bodybuilding? 1:00:10 the guys personal bodybuilding 1:06:20 what trips up bodybuilders most? 1:10:55 What bodybuilding content do you watch? 1:16:45 When Kuba trained Samson 1:17:30 Overrated Under Rated - IFBB Pro Card 1:22:30 Motivational Quotes - Over/Under 1:23:50 Arsenal Equipment - Over/Under 1:25:10 BCAA - Over/Under 1:25:55 Filming your sets - Over/Under 1:29:45 Sandwich or Tacos 1:30:14 Back or Leg Training - Pick One 1:34:50 Kuba and Meg just got back from Stem Cells in Columbia

Are ability groups a help or a hindrance? Join Michelle Hinds and Niki Panyadiou as they explore the stigmas, benefits, and challenges of grouping students by ability. Should schools embrace mixed-ability classrooms or tailor learning through ability-based groups? Plus, how do unconscious biases shape these decisions? Tune in and share your thoughts!

You already know one-to-one lessons aren't sustainable – it's time-consuming, exhausting, and limits your income. You've thought about group programs, maybe even launched one—but why isn't it selling like you hoped? The truth is, selling groups is a completely different game than selling one-to-ones. In this episode, I break down exactly what's going wrong and how to fix it.Key takeaways;Grouping students by level isn't enough. Just because students share a language level doesn't mean they share the same goals.Crafting a group program that actually sells is about creating a transformational journey for a specific type of client.Being afraid to focus on a smaller audience is what's keeping you stuck. The more specific your offer, the more valuable it becomes and the easier it is to sell.Selling groups requires a different approach than one-to-ones. If you're struggling, you might just need to change how you think about your offers.Get your access to my on-demand free ‘Plan your language course worth gold' mini course and create your amazing group language program in less than 90 minutes! Get it here.

Traditional pediatric medicine is being turned on its head in 2025, and board-certified physician Dr. Joel Gator Warsh just exposed why. In this episode, we uncover the shocking reality that 70% of pediatric residency programs are missing crucial safety training - and how this gap is transforming the future of children's healthcare. Watch now to understand why conventional assumptions about children's health are being fundamentally challenged, and how this paradigm shift is creating healthier outcomes for the next generation.  Join Gary Brecka's FREE 3-Day Morning Routine Challenge!

#181Have you seen teachers posting on social media about their hexagonal grouping activities? I certainly have and I got curious about how it works and how teachers are using it in their world language classes.  I've seen Erin Coleman posting and presenting workshops on the topic, so I invited her onto the podcast to share with all of us how she uses hexagonal grouping with her students. Erin shares lots of ideas and pro tips so that you can start using hexagonal grouping with your students. Topics in this Episode:what Hexagonal Grouping is and how it works in classroomshow can Hexagonal Grouping can be particularly beneficial in world language classeswhat preparation is involved, creating templates and follow-up activitiesspecific examples where Erin has successfully used Hexagonal Grouping in her language classroompractical tips and strategies for implementing Hexagonal GroupingConnect with Erin Coleman:Instagram: @theengagedspanishclassroom    Website: theengagedspanishclassroom.comConnect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  Send me a text and let me know your thoughts on this episode or the podcast.

Welcome to 2025, my friend! This is the year to approach your business with clarity, focus, and intention. Just like you might declutter your home or tidy up your fridge at the start of a new year, your business deserves the same attention. If decision fatigue and lack of focus held you back last year, these 10 actionable ideas will help you hit reset and start 2025 on the right foot. 10 Smart Hacks to Give Your Business a Fresh Start in 2025 1. Clean Out Blog Drafts Those unfinished drafts lingering in your blog dashboard? They might be doing more harm than good. Seeing a long list of incomplete posts can subconsciously weigh you down. Pro Tip: Use the WP All Export plugin to save unfinished drafts into a spreadsheet. This way, you can revisit your ideas without cluttering your dashboard. A clean slate means you can focus on creating new, high-quality content. 2. Review and Remove Plugins Unused plugins can slow down your site and negatively impact page speed—an essential factor for keeping readers engaged. Action Step: Deactivate and delete plugins you haven't used in the last three months. If you're hesitant, create a list of the removed plugins for future reference. 3. Update Blog Post Titles for 2025 Do you have posts with “2024” in the title? Update them to reflect the new year to keep your content relevant. Pro Tip: Use “find and replace” tools or your content management system's search function to locate and revise titles efficiently. Avoid including years in URLs to save yourself extra work. 4. Refresh Your About Page Your about page is like your digital business card—it's often the first place readers and brands look to learn more about you. Update Checklist: Replace outdated images with fresh ones. Verify that all links are functional. Revise your bio to reflect your current goals and accomplishments. Need guidance? I've linked a handy template in the show notes to help you create an about page that shines. 5. Audit Your Opt-Ins Are your opt-ins converting as well as they should? Check to ensure your lead magnets are still relevant and working properly. Action Step: Review your conversion rates and tweak underperforming opt-ins. If one performs significantly better than the others, analyze what's working and apply those strategies across the board. 6. Update Your Footer Date A small but essential detail: update the copyright year in your site's footer to 2025. This shows your audience (and potential partners) that your site is actively maintained. 7. Clear Out Your Email Inbox An overflowing inbox is mentally draining. Quick Fix: Create a folder labeled “2024” and move all emails from last year into it. Start fresh with an empty inbox for 2025. Dedicate time each week to tackle the older emails if necessary. 8. Organize Your Browser Tabs Are you guilty of having dozens of open tabs? Grouping and decluttering your browser tabs can save your computer's memory and your sanity. Pro Tip: Use Chrome's “Group Tab” feature to categorize tabs by color and purpose. Then, close or delete tabs that no longer serve you. 9. Address Unfinished Courses If you've purchased online courses you haven't completed, it's time to either dive in or let them go. Action Step: Add unfinished courses to your planner with specific dates to tackle them. Skim through to decide if they're still relevant. If not, remove them to free up mental space. 10. Declutter Your Phone Apps and Photos Your phone is your portable office—keep it streamlined for maximum efficiency. Declutter Checklist: Delete apps you rarely use (you can always re-download them later). Back up your photos and videos using apps like Amazon Photos or external hard drives. Organize essential apps into folders for easy access. Start Your Year with a Plan The key to staying consistent and productive in 2025 is planning. My 52-Week Content Planner for Creatives can help you map out your year with intention and clarity. Grab your planner here. This year, it's time to let go of the clutter—both physical and mental—and step into 2025 with a renewed sense of purpose. By implementing these 10 strategies, you'll create the clarity and focus you need to take your business to the next level. Let's make this your most productive and successful year yet. I can't wait to see what you achieve! Ready to commit to less and grow more? Then Fuel is for you! This exclusive mastermind group will provide monthly coaching, accountability, and peer support to help you achieve your blogging goals. Links Mentioned in the Episode: FUEL Mastermind is HERE Export Plugin WP Export About Me Template Repurposing App Amazon Photos App You can GO HERE to subscribe and review (On mobile, scroll down past the episodes to "Ratings & Reviews" section, tap the stars, then scroll down to "Write a Review") 2025 Content Planner for Content Creators Free Guide: Start Your Online Business Today Until next time, stay creative! SUBSCRIBE AND REVIEW I am honored to share a new Blogging Creative on Fire each week on the podcast to bring you inspiration, behind-the-scenes secrets, and quality tips. I hope it is truly helpful for you. One of the best ways you can bless me in return is to subscribe to the show and leave a review. By subscribing, you allow each episode to be downloaded straight to your phone which helps the download numbers and ensures you never miss an episode. And when you leave a review, you help show others the value of what we provide! You can GO HERE to subscribe and review (On mobile, scroll down past the episodes to "Ratings & Reviews" section, tap the stars, then scroll down to "Write a Review")

Episode Description In this episode of the Lead Ministry Podcast, Josh and Bill share five powerful time management strategies to help ministry leaders reclaim their schedules and reduce stress. From batching tasks to saying no, they unpack practical tools that busy leaders can implement immediately to bring more focus and efficiency to their ministries. This episode sets the foundation for an even deeper dive into productivity hacks in Part 2. Whether you're feeling overwhelmed or just looking to refine your approach to ministry, this episode will equip you to work smarter, not harder. Batching Tasks – Grouping similar tasks to maximize efficiency. Saying No – Why declining certain opportunities can amplify your impact. The Two-Minute Rule – Tackling small tasks immediately to avoid procrastination. Time Blocking – Structuring your day with intentional focus periods. Delegating with Excellence – Empowering others without losing control. "A really wonderful 'no' allows you to give your greatest possible 'yes.'" Proverbs 16:3 – “Commit to the Lord whatever you do, and he will establish your plans.” Ecclesiastes 3:1 – “There is a time for everything, and a season for every activity under the heavens.” Effective time management isn't about doing more—it's about doing the right things with purpose and focus. These hacks will help you stay ahead and create space for what matters most in your ministry and life. If this episode helped you rethink your approach to time management, don't forget to subscribe and share it with fellow ministry leaders. Be sure to check out Part 2 for even more game-changing tips! Visit our website: http://leadministry.comFollow us on Facebook: https://www.facebook.com/LeadVolunteersFind us on Instagram: https://www.instagram.com/leadvolunteers

The shuffling of the offensive line for the Texans this year has been often--what's the IDEAL group protecting Stroud??

Discover how grouping issues together during home inspections can unearth hidden problems and provide a legal safety net for all involved. Learn from our personal stories and insights from a legal expert, revealing how this approach not only safeguards you but also enhances the overall quality of your inspections. We'll explore real-life examples where grouping similar items together unveiled more significant underlying issues, protecting clients from unforeseen repair costs. This method isn't just about thoroughness; it's about foresight and responsibility, essential traits for building a reputation in the industry.In our dive into report writing, we'll show you how precise language can be a game-changer in the home inspection field. Hear about a case where careful wording and strategic recommendations saved a client from hefty expenses and how distinguishing between a "qualified" and a "licensed" contractor can shift liability effectively. This episode emphasizes the delicate balance between being too cautious and too alarmist in your reports. With these insights, you'll gain a powerful toolkit for sharpening your communication skills, ensuring you convey critical issues without overwhelming your clients.Check out our home inspection app at www.inspectortoolbelt.comNeed a home inspection website? See samples of our website at www.inspectortoolbelt.com/home-inspection-websites*The views and opinions expressed in this podcast, and the guests on it, do not necessarily reflect the views and opinions of Inspector Toolbelt and its associates.

Welcome to Jazz Piano Skills; it's time to discover, learn, and play Jazz Piano!Every Jazz Piano Skills weekly podcast episode introduces aspiring jazz pianists to essential Jazz Piano Skills. Each Podcast episode explores a specific Jazz Piano Skill in depth. Today, you will discover, learn, and play  "Santa Claus is Coming to Town." In this Jazz Piano Lesson, you will:Discover (Podcast Packet)A classic jazz standard, “Santa Claus is Coming to Town..”Learn (Podcast Packet)Form, Chord Changes, and Harmonic Function for “Santa Claus is Coming to Town.”Play (Podcast Packet)“Santa Claus is Coming to Town.” using my suggested Voicings plus Six Common Harmonic Progressions for Ear Training Development.Use the Jazz Piano Podcast Packets for this Jazz Piano Lesson for maximum musical growth. All three Podcast Packets are designed to help you gain insight and command of a specific Jazz Piano Skill. The Podcast Packets are invaluable educational tools to have at your fingertips while you discover, learn, and play Santa Claus is Coming to Town.SummaryIn this episode of Jazz Piano Skills, Dr. Bob Lawrence introduces the new month and the new tune, 'Santa Claus is Coming to Town.' He emphasizes the importance of forward motion in learning jazz piano and the need to assess one's skills regularly. The episode outlines the systematic approach to tune study, including harmonic and melodic analysis, and offers tips for practicing chord inversions. Dr. Lawrence also discusses the benefits of membership in Jazz Piano Skills, providing access to valuable resources and support for jazz pianists. In this episode, Dr. Bob Lawrence explores the classic Christmas tune 'Santa Claus is Coming to Town' through a detailed analysis of its structure, chord changes, and voicings. He emphasizes the importance of listening, understanding the form, and practicing unique chord changes to enhance jazz piano skills. The discussion includes harmonic analysis, common progressions, and practical applications of voicings, culminating in a comprehensive approach to mastering the piece.TakeawaysA new month signifies a fresh start in learning.Forward motion is crucial for motivation in jazz piano.Assessing strengths and weaknesses is essential for improvement.Harmonic analysis is the first step in tune study.Membership provides access to premium educational resources.Paper practice can enhance understanding of chord inversions.Grouping chords by family aids in learning inversions.Listening to various artists helps in understanding a tune's form.A structured approach to learning tunes is vital.The process of learning chords and their inversions lays a strong foundation.  Listening is essential when learning a tune.Understanding the form of a piece is crucial.There are 14 unique chord changes in this tune.Practice thinking the opposite of what you see in lead sheets.Common harmonic progressions are vital for ear training.Voicings can be mixed and matched for desired sound.Harmonic analysis secures understanding of a tune.Patience is key in the learning process.Utilize lead sheets to structure your practice.Engage with the music to enhance your jazz skills.Support the show

Today our guest is Callie Robinson the Student Success Coordinator at Oak Ridge Schools. We talk to Callie about the transformative impact of grouping strategies in education. Callie shares her experiences with these strategies, highlighting how they've fostered meaningful connections among students and how teachers are integrating them into their classrooms. She also reveals how simple, well-structured grouping techniques save valuable time—whether in the classroom or during meetings with principals and administrators. Learn More About CharacterStrong:  Learn more about the NEW Tier 3 Solution Access FREE MTSS Curriculum Samples Attend our next live product preview Visit the CharacterStrong Website Callie Robinson is an experienced educator with 15 years of dedicated service in the field of education. Her career journey has included roles as a classroom teacher, gifted educator, and STEM Instructional Coach, where she developed a deep understanding of diverse learning styles and the importance of engaging all students. Now in her fourth year as the Student Success Coordinator for Oak Ridge Schools, Callie focuses on supporting school counselors across the district and enhancing school safety initiatives. She plays a key role in promoting social-emotional learning (SEL) and helping to create an environment where students feel safe, valued, and supported in their academic and personal growth. Callie is passionate about developing innovative programs that empower students, foster positive school climates, and address the unique needs of each student. Her commitment to student achievement, well-being, and holistic development has made her a trusted and valued member of the Oak Ridge community. Outside of work, Callie enjoys spending quality time with her husband, Bryce, and their close-knit circle of friends and family in Knoxville, TN. Whether they're hosting gatherings or just hanging out, Callie values the support and connection that comes from her community.

In the eleventh episode of Fintech Fridays Special Edition with Binance Africa titled,"Crypto 101: Understanding the Basics of the Blockchain and Crypto", we explore:The world of cryptocurrency and the basics of digital currencies and blockchainWhy decentralization and transparency are game-changers for finance. Why Decentralized finance, NFTs, and central bank digital currencies are reshaping the landscapeA special thanks to our sponsors, Binance Africa, for supporting this episode.About BinanceBinance is the world's leading blockchain ecosystem and cryptocurrency infrastructure provider with a financial product suite that includes the largest digital asset exchange by volume. Trusted by millions worldwide, the Binance platform is dedicated to increasing the freedom of money for users and features an unmatched portfolio of crypto products and offerings, including trading and finance, education, data and research, social good, investment and incubation, decentralization and infrastructure solutions, and more. For more information, visit: https://bit.ly/4gbOtZRDisclaimer: For the avoidance of doubt, the use of the terminology of depositing or withdrawing does not mean that Binance receives, holds, or releases any fiat currency through its platform nor does it contemplate any deposit taking, remittances or similar activity by Binance.Risk Warning: Digital asset prices are subject to high market risk and price volatility. The value of your investment may go down or up, and you may not get back the amount invested. You are solely responsible for your investment decisions and Binance is not liable for any losses you may incur. Past performance is not a reliable predictor of future performance. You should only invest in products you are familiar with and where you understand the risks. You should carefully consider your investment experience, financial situation, investment objectives and risk tolerance and consult an independent financial adviser before investing. This material should not be construed as financial advice. For more information, see our Terms of Use and Risk Warning.Episode AgendasBasics of CryptocurrencyDefinition and security through cryptography.Introduction of Bitcoin as the first and most well-known cryptocurrency.Overview of the thousands of cryptocurrencies with unique features.Key Characteristics of CryptocurrenciesDecentralisation: Operating without a central authority.Transparency: Transactions recorded on a public ledger.Security: Cryptographic techniques ensuring transaction integrity.Peer-to-peer transactions: Direct transfer of funds without intermediaries.How Cryptocurrency WorksOperation on blockchain technology: Decentralised ledger.Transaction process:Initiation of transaction by a user.Verification process by network of computers.Validation of transaction through algorithms.Grouping of verified transactions into blocks.Permanent addition of blocks to the blockchain.Blockchain TechnologyFoundation of cryptocurrencies.Description as a chain of blocks with transactions.Key features:DecentralizationTransparencyImmutabilityConsensus mechanisms (e.g., proof of work, proof of stake)Types of CryptocurrenciesCoins: Cryptocurrencies with their own blockchain (e.g., Bitcoin, Ethereum).Tokens: Operate on existing blockchains (e.g., ERC-20 tokens

On this week's episode of the Massively OP Podcast, Bree and Justin talk about Path of Exile 2's early access delay, patches for multiple MMOs, New World's continued redefining of the English language, Embers Adrift's money woes, and the search for a slow dungeon crawler. It's the Massively OP Podcast, an action-packed hour of news, tales, opinions, and gamer emails! And remember, if you'd like to send in your question to the show, use this link. Show notes: Intro Adventures in MMOs: WoW, GW2 News: Path of Exile 2 delays early access a bit News: Patches for Elder Scrolls Online, Albion Online, and Elite Dangerous News: New World now says grouping is soloing! News: Embers Adrift ain't gettin' paid, people Mailbag: Looking for a slower dungeon crawl experience Outro Other info: Podcast theme: "Diamond and Root" from Elder Scrolls Online Your show hosts: Justin and Bree Listen to Massively OP Podcast on iTunes, Stitcher, Player FM, TuneIn, iHeartRadio, Pocket Casts, Amazon, and Spotify Follow Massively Overpowered: Website, Twitter, Facebook, Twitch If you're having problems seeing or using the web player, please check your flashblock or scriptblock setting.

In this conversation, Simon Grimm and Britta Evans-Fenton discuss the importance of accessibility in React Native and mobile development. Britta shares her personal journey into accessibility, motivated by her grandmother's experience with macular degeneration. They explore the definition of accessibility, the consequences of neglecting it, and the various tools and features available to enhance accessibility in mobile applications. The discussion emphasizes the need for inclusivity in technology and the potential legal implications of failing to comply with accessibility standards. In this conversation, Simon and Britta Evans-Fenton delve into the complexities of accessibility in React Native applications. They discuss the current state of accessibility resources, practical steps developers can take to improve accessibility in their apps, and the importance of community awareness. Britta emphasizes the need for a mindset shift among developers to prioritize accessibility, considering the growing number of users who will require these features in the future. The conversation also touches on potential improvements for accessibility tools and APIs in React Native.Learn React Native - https://galaxies.devBritta Evans-FentonBritta X: https://x.com/13rittaBritta LinkedIn: https://www.linkedin.com/in/britta-evans-fenton/LinksAccessibility Cheat Sheet: https://scanqr.to/5e270983Crafting an Inclusive Shopify Point of Sale: https://www.youtube.com/watch?v=IoFnQQj4g1AAccessibilityInfo API: https://reactnative.dev/docs/accessibilityinfoTakeawaysAccessibility is crucial for creating inclusive technology.Personal experiences can drive a passion for accessibility.Understanding accessibility benefits everyone, not just those with disabilities.The European Accessibility Act will impose fines for non-compliance.Companies can gain customers by prioritizing accessibility.Accessibility features include screen readers and voice control.There are various layers to accessibility beyond visual impairments.Developers should be aware of both iOS and Android accessibility nuances.Using accessibility tools can enhance user experience for all.Accessibility is about removing barriers for all users. There is a lack of resources on accessibility in React Native compared to web development.Many developers do not consider accessibility because they do not have disabilities themselves.Grouping components can significantly improve accessibility for users with screen readers.Accessibility labels and roles are crucial for making interactive elements understandable.Overloading elements with unnecessary labels can confuse users, especially those with partial vision.Testing apps manually can help identify accessibility issues.Keeping labels concise is essential for effective communication with screen readers.Building a community around accessibility awareness is vital for improvement.The aging population will increasingly require accessible technology.Developers should engage with local organizations to better understand accessibility needs.

Hector and Alicia explore the extensive capabilities of QuickBooks Online Advanced's modern reports and custom report builder. They walk through key features including dynamic column customization, Boolean filters, multi-level grouping, pivot tables, and interactive charts - demonstrating how these tools can transform raw data into actionable insights. The hosts share practical tips for leveraging related table data, creating KPI widgets, and maximizing the flexibility of the new reporting system, while also discussing how these features compare to classic QuickBooks reports.SponsorsZoho Expense - https://uqb.promo/zohoexpenseIgnition - https://uqb.promo/ignitionCoefficient - https://uqb.promo/coefficientSend your Questions/Comments (we could read/answer them on air) ask@uqapodcast.comLinks/Apps Mentioned in this episode:Enroll for Alicia's Nov-Dec QBO Complete Hands-On Training (HOT) at https://royalwise.lpages.co/qbo-complete/Intuit's 2024 Investor Day event: https://www.youtube.com/embed/8cJ9vqr6gYg?si=C3UD7Hsxu2QMtx4rHector's App - RightTool www.righttool.appAlicia's 1099 class: http://royl.ws/QBO1099Alicia's RoyalWise OWLS QBO Training - http://royl.ws/uqapodcastIntuit Connect Conference www.quickbooksconnect.comCheck out Alicia's step-by-step QBO Textbooks at http://www.questivaconsultants.comThe Comprehensive Guide to Converting from QuickBooks® Desktop (QBDT®) to QuickBooks® Online (QBO®) https://www.amazon.com/dp/B0D8L29Z5LQuickBooks Online: From Setup to Tax Time https://www.amazon.com/dp/B0CXZB1R95Sign up to Earmark to earn free CPE for listening to this podcasthttps://www.earmark.app/onboarding (00:00) - Welcome to the Unofficial QuickBooks Accountants Podcast (02:19) - Exploring Custom Report Builder Templates (05:22) - Visualizing Reports with Chart View (10:22) - Advanced Filtering and Boolean Logic (18:21) - Grouping and Subgrouping Data (22:20) - Leveraging More Columns for Detailed Insights (28:21) - Pivot Tables and Summary Reports (30:01) - Benefits of Pivot Tables (34:33) - General Options and Formatting (41:37) - Exporting and Sharing Reports (45:19) - Upcoming Classes and Events (48:05) - Conclusion and Final Thoughts

We've all been there before. You're working with a few other people and everything just seems to click. It might be on a ball field or court. Or it might be in a jam session or a rehearsal for live theater. If you're lucky, it... The post The Five Biggest Pitfalls of Collaborative Grouping (And How to Avoid Them) appeared first on John Spencer.

Grouping the majority of the world's economies into a basket labelled “emerging markets” and trying to generalise about them is a fool's errand. And we are perfect for the job. Today on the show, Katie Martin and Aiden Reiter discuss the EM landscape and pay particular attention to Brazil's hot economy. Also we go long Poppy Gustafsson and short Netflix's research department. For a free 30-day trial to the Unhedged newsletter go to: https://www.ft.com/unhedgedofferYou can email Robert Armstrong at robert.armstrong@ft.com and Katie Martin at katie.martin@ft.com. Unhedged has been nominated for a Signal Award! You can vote for us here: https://vote.signalaward.com/PublicVoting#/2024/shows/general/money-financeRead a transcript of this episode on FT.com Hosted on Acast. See acast.com/privacy for more information.

In our final episode of our series of episodes focused on the contributions of Lilian Katz, Heather brings in Lizz Nolasco, Tiffany Pearsall and Samantha Balch to talk about...well, a lot. But it all starts with an article by Dr Katz called "The Benefits of the Mix." Find it here: https://eric.ed.gov/?id=ED382411Want more Nerd content, like free quarterly webinars and 1:1 zoom conversations? Become a member here: buymeacoffee.com/heatherf Thanks for listening! Save 10% on professional development from Explorations Early Learning and support the show with the coupon code NERD. Like the show? Consider supporting our work by becoming a Patron, shopping our Amazon Link, or sharing it with someone who might enjoy it. You can leave a comment or ask a question here. Click here for more Heather. For a small fee we can issue self-study certificates for listening to podcasts.

Hey Friend! Simple Passive Income-> https://www.claimingsimplicity.co/ Today, we're diving into the heart of homestead life with three practical tips to help you simplify your daily routine. Whether you're raising animals, growing your own food, or just trying to balance cooking from scratch, homeschooling and  homestead tasks with family life, this episode is for you. Tip 1: Streamline Chores by Creating a Rotating Schedule One of the most common challenges on the homestead is managing the never-ending list of daily chores. The key to simplifying your routine is to stop treating everything as a daily emergency. Instead, break your chores down into manageable chunks by creating a rotating schedule. For example, feed the animals and collect eggs daily, but stagger larger tasks like garden maintenance, deep cleaning animal pens, moving fencing or preserving food. This helps you focus on only what needs to be done each day, rather than trying to do everything at once. It's also a way to involve the whole family, assigning specific days to different tasks. Think of it like meal planning—once it's written out, it's one less thing to think about." Tip 2: Invest in Time-Saving Tools "One of the easiest ways to simplify your homesteading life is by investing in the right tools. Not every task should be manual—there are tools and technologies that can save hours of time and energy. A good drip irrigation system, an automatic chicken door, or even something as simple as a wagon for hauling feed can drastically cut down on time spent doing repetitive tasks. I know one thing that will be priority next year is setting up a no maintenance garden because the no till option did not work out so well for me, but at least I tried! This may seem like an upfront expense, but remember: time is money, especially when you're balancing so many responsibilities on the homestead. What tools can you implement today to shave off 10-20 minutes of your daily routine?  Tip 3: Group Similar Tasks Together Another great way to simplify your homestead routine is by grouping similar tasks together. Instead of running back and forth across your property all day, make the most of your time by batching your activities. If you're headed to the garden to harvest vegetables, bring along any tools you might need for weeding or mulching. When you check on your animals in the morning, bring their feed and fresh water with you. Grouping tasks can be a huge time saver and prevent you from feeling overwhelmed by the number of tasks that come with homesteading. Plus, it helps you stay focused and more efficient in everything you do and I am the queen of streamlining and simplifying.  I'm sure my husband will be happy when our set up here is complete…..I'm not sure it ever will be completely, but if something isn't running smooth or isn't efficient -especially in the long winters we have here-I change it up to be more simplified.  We will be going into winter with at least 12 piglets-unless we deliver anymore from a pig that got in with the boar 1 day, but so far she isn't looking pregnant. We also have 5 grown pigs, 13 goats, and about 30or so chickens, so it has to be efficient with this amount of animals. Homesteading doesn't have to be overwhelming. With a few simple strategies, like a rotating schedule, time-saving tools, and grouping tasks, you can lighten your load and enjoy the lifestyle you've worked so hard to build. Simplifying isn't about cutting corners—it's about working smarter, not harder, so you can spend more time doing the things that matter most. Thank you for joining me today. If you found these tips helpful, be sure to share this episode with a fellow homesteader, and stay tuned for more content on simplifying your life while creating a more sustainable future. ~Monica

Send us a textCombining similar products into one parent listing on Amazon might seem smart, but it can hurt your search visibility. Amazon often shows only one product from a parent group in search results, meaning you could lose out on exposure for top-performing items with strong reviews.In this video, Steven Pope breaks down why grouping listings might not be the best idea, especially for products with lots of reviews. Learn how to keep your products visible and organized to boost sales and search performance.#amazonparentage #amazonlistingoptimization #amazontips → Use Data Dive with code MAG for exclusive savings!↳ https://2.datadive.tools/subscription/subscribe?ref=otkxnwu&coupon=MAG→ The Amazon Agency That Gets Results↳ https://myamazonguy.com/amazon-agency/---------------------------------------------------------------------------------------------------------------------------Join My Amazon Guy on LinkedIn: https://www.linkedin.com/company/28605816/Follow us:Twitter: https://twitter.com/myamazonguyInstagram: https://www.instagram.com/stevenpopemag/Pinterest: https://www.pinterest.com/myamazonguys/Please subscribe to the podcast at: https://podcast.myamazonguy.comApple Podcast:  https://podcasts.apple.com/us/podcast/my-amazon-guy/id1501974229Spotify: https://open.spotify.com/show/4A5ASHGGfr6s4wWNQIqyVwTimestamps:00:00 - Parentage Issues on Amazon01:37 - Benefits and Disadvantages of Parentage03:11 - Reasons to Avoid Parentage03:47 - When Parentage is Beneficial04:08 - ConclusionSupport the show

Birth order theory suggests that our place among siblings can leave a lasting imprint on our personalities and behaviour. You've probably heard people joke about how the eldest child is the boss you want, the middle child is the peacemaker and the youngest child is the responsible rebel. Whilst each birth order position comes with its own set of characteristics and challenges, does the order of your child's have really determined their personality?In this episode, we're going to discuss siblings' order, and share our experiences and insights into how the order of birth might affect our children's personalities. What is Covered: -How we experienced the siblings order as we were growing up-How the number of children and whether they are boys or girls affect their expression in a family-The role of the eldest sibling and how age gap between siblings plays into birth order theory-Grouping of children when there are many in the family, and why parental styles differ from the oldest to the youngest child-The characteristics of a firstborn, a secondborn, a lastborn, and the only child-How the expected gender roles in a family affect the conflicts between siblings-How the order of birth in our primary family later affects our parenting style -What is the magic number of children? Resources: -Let's connect on Instagram: https://www.instagram.com/bigchatsmalltalk/ -Subscribe to be the first to know about new content https://linktr.ee/bigchatsmalltalk -Send a Voice Message to Big Chat Small Talk https://www.speakpipe.com/BigChatSmallTalk

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

A Zimbabwean political analyst says the Southern African Community Development (SADC) is a toothless regional grouping that cares very little about its citizens. SADC leaders held their 44th Ordinary Summit of Heads of State and Government in Zimbabwe's capital over the weekend. Rights groups had hoped that SADC would criticize Harare for its human rights record. Instead, the leaders made no mention of it in their final communique as President Emmerson Mnangagwa assumed the chairmanship. Tendai Ruben Mbofana, a Zimbabwe political analyst, tells VOA's James Butty , the leaders proved that SADC is nothing more than a leaders' club

In this episode, John Henny explains that while it is helpful to group similar things together to understand complex skills, it becomes problematic when we assume that similar things are the same. The physical and acoustic aspects of different vocal modes and how they relate to chest voice, head voice, and mix are often misunderstood.  It is important to constantly refine our approach to singing and be aware of the nuances and subtleties of our own voice. Episode highlights: Grouping similar things together helps us understand complex skills, but assuming they are the same can be problematic. Vocal registers, such as chest voice, head voice, and mix, have both physical and acoustic aspects. As we age and our voice changes, we need to constantly refine our approach to singing. Every note in our voice is its own register, and it's important to treat them differently. To learn more about John Henny, his best-selling books, on-line courses, Voiceschool.com featuring his Teaching Team of Experts, Speaker Training and the Contemporary Voice Teacher Academy, visit: JohnHenny.com

J.D and Tayler reflect on The Uncontested's Summer League experience this past weekend, including teams and players that stood out, and what differentiated this Summer League from previous years. Then, they dive into the Thunder's NBA Cup grouping and how OKC stacks up against the rest of the teams in their grouping. Finally, they end the podcast discussing some recently released Over/Under's for the upcoming season, including the OKC Thunder. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Send us a Text Message.5:46 - Ever thought you could make your debate rounds more impactful by saving time without sacrificing the quality of your arguments? You're about to discover how! Join Professor Graham and his sidekick Kevin as they unpack the art of grouping arguments—a strategic tool that can transform your debate efficiency while keeping your arguments sharp and nuanced. Through humor and practical insights, you'll learn how to identify arguments that can be grouped, simplify your judges' flows, and avoid common pitfalls that could cost you the debate.Check out Adrian Graham's YouTube videos here: https://www.youtube.com/@ProfessorGrahamAdrian's email: eadriang17@gmail.comFor more notes and details about the episode, check out the One Clap website post here:https://www.oneclapspeechanddebate.com/post/prof-graham-and-kevin-s-abc-s-of-debate-g-is-for-groupingIf you have any ideas or requests for topics to explore on the One Clap Podcast, shoot Lyle an email at lylewiley@gmail.com or check out our blog and social media here:One Clap Website: www.oneclapspeechanddebate.comYouTube: www.youtube.com/channel/UCyvpV56859lLA-X-EvHVYUgFacebook: @oneclappodcastInstagram: @one_clap_podcastTikTok: @oneclapspeechanddebateGet your cool One Clap Speech and Debate merchandise here (check out the new hat designs): https://www.bonfire.com/store/one-clap-speech-and-debate/

A little late on posting this topical podcast. Here are our thoughts on the quarter-finals penalties that happened this season. Jon experienced firsthand as a coach how these penalties were rolled out this year. Check out this episode where we discuss the events of this season, live versus in person competition as well as how these situations could be resolved in future years and competitions. If you're not already subscribed to our newsletter, head over to www.legionsc.com to get a weekly selection of training tips and our favorite articles. We run online workshops for coaches as well. Find out when our next workshop is here: https://legionsc.com/program-design-workshops These podcasts are posted in video format on YouTube as well. Show Notes: [1:00] The penalties in this years quarter finals [5:00] Jon's experience with the penalties and his athletes [7:30] Judging online versus in person [10:30] Nitpicking movements in slow motion [15:00] Video review in other sports [17:25] Real time movement versus snapshot movement [18:30] Grouping recreational athletes with the world elite [19:30] Balancing bad calls and nitpick enforcement of the rules [22:00] Logistical burden of running the CF Games season [25:00] Not reviewing everyone

In this episode of Disguised Coverage, Anthony dives into game film and breaks down the Buffalo Bills 2024 edge grouping as it stands right now. Roles, expectations, who & what to watch for, and much more.Edge/defensive end remains one of the premium positions in the NFL, and it feels like the Bills have more questions than answers for that spot in 2024. This episode focuses on the skillset pieces of several edge players for the Bills, what that means for the position group, and more importantly what that means for the defense as a whole0:00 | Opening Thoughts2:33 | Outlook for the Buffalo Bills 2024 Edge Grouping15:16 | Film - Von Miller41:52 | Bills DL Development & Scheming Pressure49:42 | Film - AJ Epenesa1:13:16 | Film - Greg Rousseau1:28:36 | Film - Javon Solomon2:03:06 | Dawuane Smoot & Closing ThoughtsCheck out the "Buffalo Bills 2024 Offensive Outlook w/ Mina Kimes" episode of Disguised Coverage here: https://youtu.be/O6fc180B_kwPresenting Sponsor - One Pie Pizza https://www.onepiepizza.com/ Tell them Cover 1 and Disguised Coverage sent you!!Follow on Twitter: https://twitter.com/Pro__Ant Cover 1 would love to hear your thoughts on this topic and the show in general. Comment below and let us what you think!One Pass Premium Membership - https://www.cover1.net/onepass/Don't miss out on our PREMIUM CONTENT-Access to detailed Premium Content.-Access to our video library.-Access to our private Slack channel.-Sneak peek at upcoming content.-Exclusive group film room sessions & much more.Thank you for watching this video, we can't do it without the support of our fans. If you have any ideas for content you'd like to see from us, comment below. -DOWNLOAD THE COVER 1 MOBILE APP!► Android: https://play.google.com/store/apps/details?id=com.coverapp► iOS: https://apps.apple.com/us/app/id1532587486► Subscribe to our YouTube channel - https://www.youtube.com/channel/UClL6eJS1s8xmRoYRQbYgxQQ?sub_confirmation=1► Subscribe to our Cover 1 Network channel - https://podcasts.apple.com/us/podcast/cover-1-sports/id1370162953 -Cover 1 provides a multi-faceted analysis of the NFL and NFL Draft including Podcasts, Video blogs, Commentary, Scouting Reports, Highlights, and Video Breakdowns. NFL footage displayed is not owned by Cover 1. -Follow Us HereTwitter: https://twitter.com/Cover1Instagram: https://www.instagram.com/@Cover_1_Facebook: https://www.facebook.com/Cover1NFL/Official Merchandise:https://teespring.com/en-GB/stores/cover-1The Cover1.net website and associated Social Media platforms are not endorsed by, directly affiliated with, maintained, authorized, or sponsored by the NFL or any of its clubs, specifically the Buffalo Bills. All products, marks, and company names are the registered trademarks of their original owners. The use of any trade name or trademark is for identification and reference purposes only and does not imply any association with the trademark holder of their product brand.

Form goes over the best rifle systems to mitigate the loss of zero or grouping. Links: https://rokslide.com/forums/threads/scope-mounting-to-maintain-zero.78482/ https://rokslide.com/forums/threads/bonding-a-picatinny-rail-to-an-action.318206/ https://rokslide.com/forums/threads/montana-rifle-co-junction-308win-field-evaluation.350959/   ➡️SHOOT2HUNT

00:00 - Today on the show 00:23 - Intro 05:54 - Grouping 3 Things 12:03 - Stuff I'm Excited for in 2024 35:53 - Lightning Round 37:11 - Songs You Forgot Existed 40:00 - The Plug SUPPORT MY WORK! Support me on Patreon → www.patreon.com/radiomike Follow me on Instagram → www.instagram.com/radiomike Follow me on TikTok → www.tiktok.com/@radio.mike Follow me on Twitter → www.twitter.com/@itsradiomike READ MY BLOG: https://radiomike.substack.com MY PODCASTS: 20th CENTURY BOY Podcast → https://podcasts.apple.com/au/podcast/20th-century-boy/id1450137287 Harry Potter & The Boys FAN FICTION Podcast → https://podcasts.apple.com/au/podcast/harry-potter-and-the-boys/id1537216249 Thanks for watching and supporting me, Radio Mike. --- Send in a voice message: https://podcasters.spotify.com/pod/show/radio-mike/message

If you've ever watched a child during a counting collection and thought “Ugh! Why are you grouping the items like that?!?”  Well, there's probably a reason.  There is a progression kids go through when organizing items they are counting.  Now even though this information comes from a book about Early Childhood Education, it still applies to those of you in 3rd-5th as you work to help them group items in ways that lead to multiplicative thinking. Watch this week's video about The Progression of Grouping to help you understand why kids might be grouping items a certain way and how to help them.  Get any links mentioned in this video at BuildMathMinds.com/166 

Gabe Ikard and Teddy Lehman begin their breakdown of Oklahoma's roster with the linebackers and Cheetah: Danny Stutsman, Kip Lewis, Kobie McKinzie, Jaren Kanak, Lewis Carter, Samuel Omosigho, Kendel Dolby, Dasan McCullough and Justin Harrington (2:52). Teddy and Gabe answer some listener questions: Top 5 things that annoy Teddy?, could OU play more 3 down front in 2024?, what makes Oklahoma a nice place to live? and more! (47:16). ·Use promo code ‘ted' for 10% off at https://opolisclothing.com/ ·Follow us on Twitter: https://twitter.com/OK_Breakdown?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor ·Follow us on Instagram: https://www.instagram.com/ok_breakdown/?hl=en Learn more about your ad choices. Visit megaphone.fm/adchoices

In this podcast conversation, Tiffany Caouette discusses the role and importance of play-based learning in education. Tiffany Caouette, currently working with the Connecticut Association of Schools, shares her insights on Connecticut being one of the first US states to acknowledge the significance of play-based learning through legislation. She talks about her experiences as an administrator, and her push for the inclusion of play-based learning in schools. She emphasizes the benefits of this learning approach, which not only includes improved executive functioning skills and critical thinking abilities among children, but also incorporates real-world applications into their learning process. The conversation delves into issues such as teacher autonomy, utilizing current resources, and balancing the use of electronics in classrooms. The podcast concludes with a discussion on the role of professional development for teachers and administrators in the successful implementation of play-based learning.We all struggle with executive functioning skills, and play based learning is a way to help instill those at the youngest ages. Play-based Learning - Second state in the countryLegislation about play-based learningBrought all kinds of organizations to the table to bring legislation to law. PreK and Kindergarten based classrooms should be using Play based learning, can't be penalized for using play-based learningWhat does it look like to have play-based learning?How do you prevent play from being academized and boring? When kids are learning, it's messy. How electronic devices play into it. What PD looks like. Play! Fiscal implementations, scheduling, etc. Organizing cohorts around the work. Grouping people together. Theme-based cohorting. How to help people get out of their own way and try some different things. If we want kids to change, we need to change as adults as well. Start small and expand your network. How to be a transformative principal? Focus on the 1 or 2 things that will make a change. About Tiffany CaoutteTiffany Caoutte was an administrator for 18 years, urban and suburban, elementary and high school. Been at CAS for a year and a half Tiffany Caoutte is a highly experienced administrator with over 18 years of experience in both urban and suburban school districts. She has served as an administrator at both the elementary and high school levels, and has a proven track record of success in leading and improving schools.Tiffany is currently the Assistant executive director at Connecticut Association for Schools, where she has been for a year and a half. CAS represents about a thousand schools.Tiffany is a strong advocate for equity and access in education. She believes that all students, regardless of their background, deserve a chance to succeed. She is committed to creating a school environment where all students feel safe, supported, and challenged.Tiffany is a passionate educator who is dedicated to making a difference in the lives of students. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

While these teams didn't make the Cash the Ticket updated trust index list, Valenti and Costa just can't give up on them in the NCAA Tournament. Find out who these teams are on the latest episode of Cash the Ticket. Download and subscribe today. To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

It's the official 300th birthday of this podcast! And to celebrate, I've been digging into the archive to put together a comprehensive guide to getting better at managing your time and mastering productivity. You can subscribe to this podcast on: Podbean | Apple Podcasts | Stitcher | Spotify | TUNEIN Links: Email Me | Twitter | Facebook | Website | Linkedin The CP Learning Centre Membership Programme The Working With… Weekly Newsletter The FREE Beginners Guide To Building Your Own COD System Carl Pullein Learning Centre Carl's YouTube Channel Carl Pullein Coaching Programmes The Working With… Podcast Previous episodes page   Episode 300 | Script Hello, and welcome to episode 300 of the Working With Podcast. A podcast to answer all your questions about productivity, time management, self-development and goal planning. My name is Carl Pullein, and I am your host of this show. Over the last six years—yes, that's how long this podcast has been around—I've answered around 300 questions sent in by you, and I've noticed there are a few common themes where a lot of people struggle. So, in this special episode, I thought it would be a good way to celebrate to give you some tips and tricks you can use every day to solve many of these common issues.  So, let's get started. The first issue many people face is the one of overwhelm. I would guess around 70% of the questions that have come in relate in some way to this problem.  Now, overwhelming lists are created by us. We make these lists. Sure, other people may have given us all these tasks in the first place, but we accepted the tasks and added them to our lists. So, ultimately, the responsibility for these overwhelming lists rests with us. We could have explained we were already “fully committed”, so to speak, but we didn't. We said yes, and that has led to a situation where we now have too many tasks and too little time to deal with them.  The solution here is to learn to say no, but that is too simple, right? So what else can we do to eliminate this problem?  Well, first is to group all similar tasks together. For example, all your admin tasks can be grouped, equally, and your communications, errands, and deeper-focused work can all be grouped together. You can use tags or labels in your task manager to do this.  Next is to create time blocks on your calendar for these critical sessions of work. I've found admin and communications need to be allocated time each day, but project work and other unique types of work can be spread out throughout the week. For example, I have one project work session each week because I don't have many projects to work on. I do have a lot of processes to get my work done each week, but unique project work is quite low. You may be different and have multiple projects going on at one time. If that's the case, ask yourself how much time each week you need to stay on top of your project commitments.  Grouping similar tasks together and working on them at specific times each day has a number of advantages. Primary of these is you reduce the number of times you are attention shifting, which is a huge drain on your mental energy. It also means at specific times of the day, you know what you should be doing and that reduces the number of decisions you need to make.  Another advantage is you are working on these every day, and while you may not be able to clear everything each day, you will at least be keeping things under control, and nothing will get missed—which creates issues later.  I would also add that you want to stop trying to complete everything in a day. Most things do not need to be completed in a day. A lot of overwhelm is created by our false belief that everything must be finished today. While some things may need to be done today, a lot of what you have on your plate doesn't.  Doing a little spread out over a few days will result in less stress and overwhelm and give you better results than rushing to complete something in a day.  However, that means you will need to be doing a weekly planning session to ensure you know when the deadlines are.  And that leads me nicely to the importance of a weekly planning session. Now, if I am being honest, most of your plans for the week will be torpedoed by Wednesday. And that is perfectly okay. Weekly planning is not about creating a plan you rigidly stick to. That would be impossible—there are far too many unknown emergencies and unexpected deadlines.  The purpose of the weekly planning session is to give you a clear view of what needs your attention that week. I see it as setting out a number of objectives that enable me to stay on top of my work and my projects and goals.  In essence, the weekly plan is where you get to decide what needs to be done and allocate sufficient time for those tasks and activities to be done. It goes you a direction and, more importantly, if something new comes in, you can judge whether you have sufficient time or not to complete them.  With that knowledge, you can confidently explain to someone that you will be unable to do something this week but can do it the following week. (Or whenever) This is a polite way of saying “no”.  When you don't do a weekly planning session, you will be less likely to know what's on your plate and will accept new work and rushed deadlines, which will result in you not doing your more important work, which will lead to more and more backlog.  I know it's hard to say no—particularly to your boss or an important client, but if you do not learn to do this, you will never be able to reduce your lists and will always be overwhelmed.  The art of saying no is really all about learning to negotiate. You're not really saying no you won't do whatever you are being asked to do; what you are doing is negotiating the deadline. If you have six hours of meetings today and 200 emails to deal with, you are not going to be able to put together a “quick presentation” for your boss. But you may be able to do it tomorrow afternoon when you don't have any meetings.  And always remember, the worst that can happen is your boss insists you do it today. And given that you have no choice, you can then review your plan for the day and decide what you won't do in order to accommodate your boss.  Another area where you can quickly become overwhelmed is to create long lists of follow-up and waiting for items. There can be a lot going on here. If you have a long list of tasks you are following up with your team, you have a trust issue, not a follow-up issue. If you ask a team member to do something and you feel the need to add that to a list of follow-up items, that means you do not trust your team member to do their work. Perhaps it's easier to follow up with them than to address the trust issue, but if you want to reduce your follow-up lists, that is something you will need to do.  But there is something else here. Waiting for and follow-up items are an indication of an incomplete task. For instance, if I ask my colleague Jenny for a copy of a document, the task is to get a copy of the document. Until I have that document, the task is not complete. The task was not to ask Jenny for the document. Until I have the document, I cannot complete the task; therefore after asking Jenny for it, I simply reschedule the task a day or two in the future. I may add a note in the comments section to say I asked Jenny for the document, but until the document is in my hands, the task is not complete.  How many waiting-for and follow-up tasks do you have like that? You could radically reduce that list if you remove them.  The next one causes me a dilemma. As a teacher, I know how important it is to help people develop the habit of collecting everything into their inboxes for processing later. This is a critical first step in developing a good productivity system. Collect everything, then allow yourself a little time at the end of the day to process what you collected. However, the more you collect, the more time you need to spend processing and processing is not doing the work.  Part of the solution here is to use your inbox as a filter. Rather than treating everything in there as something that needs to get into your system, you want to view this as a place where you get to decide whether something needs doing or not. I generally delete 40% of what I collect because, on further reflection, I realise the task does not need doing.  Always remember, a task that does not need doing and is deleted is one less thing for you to do. And, if, at some later date, the task does need doing, there will be a trigger, and you can re-add it. Once you learn to get comfortable with deleting, you soon find very few things come back onto your list of things to do.  The goal is to keep your task list as clean and tight as possible. Only allow things that genuinely need to be done to get into your system. While I encourage you to collect everything, that does not mean everything has to be processed into your system. Look for the things that don't need to be done and remove those.  Now, back to the planning. I mentioned earlier the weekly planning sessions; well, equally important are the daily planning sessions. Now, don't worry; the daily planning sessions are easy. All that's involved is looking at your calendar for tomorrow and making sure what's scheduled is realistic and you have not forgotten anything important. Your daily planning can be done in less than five minutes at a push, although it's a good idea to take a look at your inbox to make sure there are no fires burning in there, and if you have time, clear that inbox. However, cleaning the inbox is less important than knowing what you have planned tomorrow and knowing it's realistic.  And that's how you avoid overwhelm. Matching categories of work with time blocks on your calendar, being consistent with your weekly planning. Learning to say no politely and making sure when you finish the day, tomorrow is set up and realistic.  Simple things to do; the only question is, will you do it? I can promise you it's worth it. No more overwhelm and backlogs. Just easily controlled days where whatever is thrown at you, you can handle.  Thank you for following this podcast. It's been a wonderful journey, and it's not stopping. You can email me anytime with your questions. Just put Podcast in the title, and I will be sure to answer your questions.  It just remains for me now to wish you all a very, very productive week.   

Episode91-Dr. Paul Gray and Dr. Cory Bennett, "Supporting All Students Through Flexible Grouping Practices"

Adam wants to start the process of growing the team at Tailwind Labs, but knowing exactly who, when, and how to hire people (and have them actually work out) is a lot harder than expected. In this episode, he sits down with Jason Fried, founder and CEO of 37signals, to get all of Jason's best advice about hiring.Timestamps(00:00) - Talking hiring with Jason Fried (02:04) - Knowing when it's time to hire (04:57) - Grouping different responsibilities into single roles (11:49) - Example: Delegating some of Adam's responsibilities at Tailwind Labs (20:47) - Hiring to get more done vs. free up more time (23:58) - Stuff Jason has successfully delegated at 37signals (31:09) - Hard truths about hiring and growing a company (40:39) - Patrick Collison — Fast (44:13) - Anxiety about making bad hires (53:28) - Letting people go (54:55) - Jason's advice on making new hires successful (58:49) - Giving feedback (01:01:32) - Assessing good judgment (01:05:18) - Reviewing candidates LinksAdam on TwitterBen on TwitterJason on TwitterPatrick Collison — Fast

Isn't every plant great in a group? Well, the answer is no. Some plants are too vigorous in their growth habits to share the stage, while others are better if put on a pedestal all their own (i.e. the focal point plants of the landscape). Today's episode we talk about plants that are great in masses—that is to say—in groups of three or more. We have options for shade, choices for sun, and selections for those in-between exposures situations. We'll also feature some great plants that we've seen grouped to perfection in gardens featured in Fine Gardening. And you don't have to be a millionaire to group plants. Many of our suggestions are easily divided after just a year or two, providing you with multiple plants for the price of just one. Expert guest:  Daniel Robarts is a horticulturist at Coastal Maine Botanical Gardens in Boothbay, Maine. Danielle's Plants 'Kitten Around' catmint (Nepeta faassenii 'Kitten Around', Zones 3-8) ‘All Gold' Japanese forest grass (Hakonechloa macra 'All Gold', Zones 5-9) 'Kobold' liatris (Liatris spicata 'Kobold', Zones 3-8) Smooth hydrangea (Hydrangea arborescens and cvs., Zones 3-9)   Carol's Plants ‘Galaxy Blue' agapanthus (Agapanthus ‘Galaxy Blue', Zones 6-10) Feather Falls™ sedge (Carex 'ET CRX01', Zones 5-9) Firefinch™ coneflower (Echinacea purpurea 'G0052Y', Zones 4-8) Flowering tobacco (Nicotiana sylvestris, Zones 10-11)   Expert's Plants ‘Millenium' allium (Allium ‘Millenium', Zones 5-8) 'Brunette' bugbane (Actaea simplex 'Brunette', Zones 3-8) 'Starry Starry Night' hibiscus (Hibiscus 'Starry Starry Night', Zones 4-9)

The Teacher's Key with Cathy Sandiford is heard each Tuesday at 12:30 PM Central Time. You can follow The Teacher's Key on Facebook here. Facebook - https://www.facebook.com/theteacherskey/ The Teacher's Key Podcast

A multiage classroom, sometimes referred to as a mixed-age or multi-age grouping classroom, is an educational setting where students from different age groups or grade levels are grouped together in the same class. There are several benefits associated with multiage classrooms. In today's episode, I share my experience teaching and planning for a multiage classroom over the past 4 years.  There are many strategies I have used to help make the most of this method, I know you will be able to pull out some really great tips! While multiage classrooms offer several advantages, they also require skilled and adaptable teachers who can manage diverse learning needs and create a supportive environment.  Start your business with all of the necessary documents needed to launch a dream school, microschool, tutoring or homeschooling business!  www.teachersletyourlightshine.com/shop www.teachersletyourlightshine.com/shop And if you are ready to grow or scale your existing business, snag a coaching session to work on your business blueprint and marketing plan!  www.teachersletyourlightshine.com/coaching Join Our Facebook Group for “Tip Tuesdays”, a support community and the “best place on the internet corner” https://www.facebook.com/groups/teacherletyourlightshine Book a Clarity Coaching Session: www.teachersletyourlightshine.com/coaching Get started on your dream school right now! Get all the documents you need to jumpstart, market and enroll students! www.teachersletyourlightshine.com/shop  We have step-by-step instructions to help you write powerful marketing brochures, enrollment forms, introductory packets, and so much more! You'll also find easy-to-use templates made to simplify your creation process, as well as beautiful real-life examples used by my micro-school, Lighthouse Learning, to give you creative inspiration when designing your very own forms.  You will be able to seal the deal with peace and clarity when you hand deliver your new handbook and contract.  Tune in to today's episode to find out more and head over to our shop to purchase your documents at teachersletyourlightshine.com/shop Coaching: https://teachersletyourlightshine.com/coaching Do you need help with a plan of action, accountability,  or clarity in your teacher career change? Interested in starting a micro-school, tutoring or homeschooling business?  Don't know where to start? Wanting to make a change but have no idea where to begin or what the change would even look like?  It's time to get "unstuck", have a plan and gain your much needed clarity  so you can experience teacher career growth, build a business blueprint, market with clear messaging, and plan a successful business launch-whether it's a micro-school, tutoring business or homeschooling business.  Click below to learn more… Connect with me on Instagram: @Teacherletyourlightshine Follow us on Pinterest: https://www.pinterest.com/teacherletyourlightshine Join our email list to be the FIRST to know about our FREE Resources and podcast alerts! Teachersletyourlightshine.com Want to chat? Have some questions? I'd love to hear from you! Send an Email: teacherletyourlightshine@gmail.com Or send me a message on Facebook or Instagram Twitter: @teacher_light Check out Our School on Facebook: https:www.facebook.com/lighthouselearningmicroschool

What is the difference between buying groceries for the whole week versus grabbing something to eat on the way home each day? Grouping choices together so that you make a bunch of selections all at once can seem daunting, but it can actually help you reach your goals faster.In this episode of Choiceology with Katy Milkman, we look at how taking a bird's eye view on a series of selections can help create better results overall.Most sports teams take years to establish themselves as contenders. But sometimes, a brand-new team is able to use its inception—a one-time opportunity to build something up from scratch—to its advantage. Las Vegas finally got its first professional sports team in 2017 with an NHL team called the Golden Knights. The initial reaction to the team's roster was muted at best. The players they chose were drafted from teams that did not want them. But a surprising playoff run in the team's first year hinted at what was yet to come for the newcomers, dubbed the "Golden Misfits."Gary Lawless recounts the underdog story that shocked the hockey world.Gary Lawless is a hockey writer working for the 2023 Stanley Cup winners, the Vegas Golden Knights. He is also the author of Vegas Golden Knights 2023 Stanley Cup Champions Book: "It Hurts to Win."Next, Katy speaks with Erika Kirgios about research that shows how wider versus narrower choice "brackets" can affect selection decisions. You can read more in the paper Erika co-authored with Katy and others, called The Isolated Choice Effect and Its Implications for Gender Diversity in Organizations.Erika Kirgios is an assistant professor in the behavioral science department at the University of Chicago Booth School of Business. Erika is a former PhD student of Katy's at the University of Pennsylvania's Wharton School of Business.Choiceology is an original podcast from Charles Schwab. For more on the series, visit schwab.com/podcast.If you enjoy the show, please leave a ⭐⭐⭐⭐⭐ rating or review on Apple Podcasts.Important DisclosuresAll expressions of opinion are subject to change without notice in reaction to shifting market conditions.The comments, views, and opinions expressed in the presentation are those of the speakers and do not necessarily represent the views of Charles Schwab. Data contained herein from third-party providers is obtained from what are considered reliable sources. However, its accuracy, completeness or reliability cannot be guaranteed.Investing involves risk including loss of principal.Diversification strategies do not ensure a profit and do not protect against losses in declining markets.All corporate names and market data shown above are for illustrative purposes only and are not a recommendation, offer to sell, or a solicitation of an offer to buy any security. Supporting documentation for any claims or statistical information is available upon request. The book How to Change: The Science of Getting from Where You Are to Where You Want to Be is not affiliated with, sponsored by, or endorsed by Charles Schwab & Co., Inc. (CS&Co.). Charles Schwab & Co., Inc. (CS&Co.) has not reviewed the book and makes no representations about its content.(0823-3XFF)

Are small groups really that important? Isn't this just like extra credit? Why would I add more to my already full plate?

Happy Thursday! The deadline for the Meta lawsuit is tomorrow. Japan is putting radioactive water in the ocean. A Russian mercenary leader allegedly died in a plane crash. There is only one car left under $20,000. "Barbie" is coming to IMAX! Sign up to play Two-Second Tunes or Cover Lovers  https://forms.gle/Bf6aPVTbEqmo4QoS6 NEWSLETTER ⬅️ BLITZ: KICKS4KIDS What's Trending: https://www.reservebar.com/products/eggo-brunch-in-a-jar-waffles-and-syrup-cream-liqueur/GROUPING-2215790.html Meta Lawsuit: https://www.facebookuserprivacysettlement.com/#submit-claim Head to TheMorningShowPodcast.com for EVERYTHING we talk about. Seattle Gummy Company - code: CMA for 20% off https://seattlegummy.com/?ref=802 QUICK LINKS TO WATCH US LIVE, SUBSCRIBE TO NEWSLETTER, FOLLOW OUR SOCIALS HERE: https://www.flowcode.com/page/carlamarieandanthony Follow Carla Marie on Instagram Follow Anthony on InstagramSee omnystudio.com/listener for privacy information.

Tonight's rundown: Talking Points Memo: Bill continues his midterm election coverage, delivering a 'bold' prediction Pollster and communications strategist Frank Luntz joins the No Spin News to deliver his predictions and elaborate on focus groups Texas Senator Ted Cruz appears on "The View" WNBA basketball star Brittney Griner is denied an appeal in Russia This Day in History: Televangelist Jim Bakker is sentenced to 45 years in prison Final Thought: Bill's NewsNation announcement In Case You Missed It: Read Bill's latest column, "The Legend of Sleepy Joe" Get a BillOReilly.com Premium Membership today and get "Killing the Legends" free! Learn more about your ad choices. Visit megaphone.fm/adchoices