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A startup surge is coming, bringing lots of money, jobs, and housing demand with it. But this time, it isn't Silicon Valley, Seattle, or Miami bringing in the angel investors and seed funding rounds…it's the Midwest! This is no surprise—with lower home prices, higher affordability, favorable tax environments, and plenty of top universities, the Midwest could become a booming tech economy, but which cities will benefit most? Austin Wolff is back on the show, bringing the data with him, and he brought Chicago-based investor and agent Dan Nelson to share which cities are the best bet for real estate investors. We're tackling the top five Midwest housing markets for startups, going through home prices, job growth, population growth, tax environment, and universities that could produce the educated employees startups rely on. Which markets could see killer appreciation (and cash flow) once this startup boom solidifies? We're giving you the full list in this episode! In This Episode We Cover How the Midwest slowly became a haven for startups and tech companies What makes a market “startup-friendly” and will lead to bigger business growth The number one market with affordable home prices and great universities—but there's one downside to watch out for Midwest cities where you can still find high appreciation Is this soon-to-be chip manufacturing city already overhyped by real estate investors? The three markets we would buy rental properties in And So Much More! Links from the Show Join the Future of Real Estate Investing with Fundrise Join BiggerPockets for FREE Find an Investor-Friendly Agent in Your Area 5 Reasons the Midwest is Hands Down the Best Place to Invest Dave's BiggerPockets Profile Midweststartups.com Austin's BiggerPockets Profile Dan's BiggerPockets Profile Grab Dave's New Book, “Start with Strategy” Check out more resources from this show on BiggerPockets.com and https://www.biggerpockets.com/blog/on-the-market-294  Interested in learning more about today's sponsors or becoming a BiggerPockets partner yourself? Email advertise@biggerpockets.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

Buy tickets to Eshaan's tour - https://eshaanakbar.com/ Buy tickets to Eshaan's dating show - https://underbellyboulevard.com/tickets/set-list-sessions/ Eshaan's YouTube channel for Hands Down - https://www.youtube.com/ @EshaanAkbarComedian Eshaan's Instagram - https://www.instagram.com/eshaanakbar/ 00:00 - Eshaan Has Finally Made His Parents Proud02:22 - The Sex Education Audition06:45 - Eshaan Didn't Know Who Otis Was?!11:09 - Acting Instead Of Comedy, Is It Harder?14:18 - Being On Masterchef16:20 - How The Raw Chicken Fiasco Happened21:11 - Is This Street Food?22:25 - Were There Signs Gregg Wallace A Wrong ‘Un?25:20 - Eshaan's Cancellation About The 7th October Attacks31:20 - Who Is The Firestarter When Cancellations Occur?35:32 - Why Did Eshaan Make Hands Down On YouTube?41:51 - Eshaan's Live Spotify Wrapped Insights45:15 - Being Anglicised & Desi At The Same Time50:30 - Do You Carry The Weight Of Expectation As An Asian Across The UK?54:00 - When Did Comedy Become The Plan?58:32 - How The Brown Comedian Circuit Is Evolving?01:04:55 - Sprinkling In A Bit Of Racism?01:14:55 - Getting Your Clip Game Right As A Comedian01:18:22 - Who Writes Comedic Reviews Like This?01:21:03 - The Most Underrated Comedy Audience In The UK?01:21:55 - Quickfire Round: Pakistan vs Bangladesh, Who Do You Support?01:25:57 - Top 5 Comedians Dead Or Alive?01:28:29 - Funniest Thing That Happened To You Recently?01:31:21 - Favourite Comedic Bit You've Written?01:34:19 - Advice For Kids Starting In Comedy Today?01:34:25 - Best Place To Eat In London? Follow Us On: Tik Tok - https://bit.ly/indy-and-dr-tik-tokInstagram - http://bit.ly/indy-and-dr-instaFacebook - http://bit.ly/indy-and-dr-facebookSpotify - http://bit.ly/indy-and-dr Also available at all podcasting outlets. #celebritymasterchef #greggwallace #eshaanakbar

Sue Kim and Myuriel Von Aspen, Building Productive Partnerships   ROUNDING UP: SEASON 3 | EPISODE 10 In this episode, we examine the practice of building productive student partnerships. We'll talk about ways  educators can cultivate joyful and productive partnerships and the role the educator plays once students are engaged with their partner.  BIOGRAPHIES Sue Kim is an advocate for children's thinking and providing them a voice in learning mathematics. She received her teaching credential and master of education from Biola University in Southern California. She has been an educator for 15 years and has taught and coached across TK–5th grade classrooms including Los Angeles Unified School District and El Segundo Unified School District as well as several other Orange County, California, school districts.  Myuriel von Aspen believes in fostering collaborative partnerships with teachers with the goal of advancing equitable, high-quality learning opportunities for all children. Myuriel earned a master of arts in teaching and a master of business administration from the University of California, Irvine and a bachelor of science in computer science from Florida International University. She currently serves as a math coordinator of the Teaching, Learning, and Instructional Leadership Collaborative. ​ RESOURCES Catalyzing Change in Early Childhood and Elementary Mathematics by National Council of Teachers of Mathematics Purposeful Play by Kristine Mraz, Alison Porcelli, and Cheryl Tyler  Hands Down, Speak Out: Listening and Talking Across Literacy and Math K–5 by Kassia Omohundro Wedekind and Christy Hermann Thompson TRANSCRIPT Mike Wallus: What are the keys to establishing productive student partnerships in an elementary classroom? And how can educators leverage the learning that happens in partnerships for the benefit of the entire class? We'll explore these and other questions with Sue Kim and Myuriel von Aspen from the Orange County Office of Education on this episode of Rounding Up.  Well, hi, Sue and Myuriel. Welcome to the podcast. Myuriel von Aspen: Hi, Mike.  Sue Kim: Thanks for having us. Mike: Thrilled to have you both.  So, I first heard you two talk about the power of student partnerships in a context that involved counting collections. And during that presentation, you all said a few things that I have been thinking about ever since. The first thing that you said was that neuroscience shows that you can't really separate emotions from the way that we learn. And I wonder what do you mean when you say that and why do you think it's important when we're thinking about student partnerships? Myuriel: Yes, absolutely. So, this idea comes directly from neuroscience research, the idea that we cannot build memories without emotions. I'm going to read to you a short quote from the NCTM [National Council of Teachers of Mathematics] publication Catalyzing Change in Early Childhood and Elementary Mathematics that says, “Emerging evidence from neuroscience strongly shows that one cannot separate the learning of mathematics content from children's views and feelings toward mathematics.”  So, to me, what that says is that how children feel has a huge influence on their ability to learn math and also on how they feel about themselves as learners of math. So, depending on how they feel, they might be willing to engage in the content or not. And so, as they're engaging in counting collections and they're enjoying counting and they feel joyful and they're doing this with friends, they will learn better because they enjoy it, and they care about what they're doing and what they're learning. Mike: You know, this is a nice segue to the other thing that has been on my mind since I heard you all talk about this because I remember you said that students don't think about a task like counting collections as work, that they see it as play. And I wonder what you think the ramifications of that are for how we approach student partnership? Sue: Yeah, you know, I've been in so many classrooms across TK through fifth [grade], and when I watch kids count collections, we see joy, we see engagement in these ways. But I've also been thinking about this idea of how play is even defined, in a way, since you asked that question that they think of it as play.  Kristine Mraz, teacher, author, and a consultant, has [coauthored] a book called Purposeful Play. And I remember this was the first time I hear about this reference about Vivian Paley, an American early childhood educator and researcher, stress through her career, the importance of play for children when she discovered in her work that play's actually a very complex activity and that it is indeed hard work. It's the work of kids. It's the work of what children do. That's their life, in a sense. And so, something I've been thinking about is how kids perceive play is different than how adults perceive play. And so, they take it with seriousness. There is a complex, very intentionality behind things that they do and say. And so, when we are in our session, and we reference Megan Franke, she says that when young people are engaging with each other's ideas, what they're able to do is mathematically important. But it's also important because they're learning to learn together. They're learning to hear each other. They're developing social and emotional skills as they try and navigate and negotiate each other's ideas. And I think for kids that this could be considered play, and I think that's so fascinating because it's so meaningful to them. And even in a task like counting, they're doing all these complex things. But as adults we see them, and we're like, “Oh, they're playing.” But they are really thinking deeply about some of these ideas while they're developing these very critical skills that we need to give opportunities for them to develop. Myuriel: I like that idea of leaning into the play that you consider maybe not as serious, but they are. Whether they're playing seriously or not, that you might take that opportunity to make it into a mathematical question or a mathematical reflection. Sue: I totally agree with you. And taking it back to that question that you asked, Mike, about, “How do we approach student partnerships then?” And I think that we need to approach it with this lens of curiosity while we let kids engage in these ways and opportunities of learning to hear each other and develop these social-emotional skills, like we said. And so, when you see kids that we think are “playing” or they're building a tower: How might we enter that space with a lens of curiosity? Because to them, I think it's serious work. We can't just think, “Oh, they're not really in the task” or “They're not doing what they were supposed to do.” But how do we lean into that space with a lens of curiosity as Megan reminded us to do, to see what mathematical things we can tap into? And I think that kids always rise to the occasion. Mike: I love that. So, let's talk about how educators can cultivate joyful and productive student partnerships. I'm going to guess that as is often the case, this starts by examining existing beliefs that I might have and some of my expectations. Sue: Yeah, I think it really begins with your outlook and your identity as a teacher. What's your outlook on what's actually possible for kids in your class? Do you believe that kids as young as 4-year-olds can take on this responsibility of engaging with each other in these intelligent ways? Unless we begin there and we really think and reflect and examine what our beliefs are about that, I think it's hard to go and move beyond that, if that makes sense.  And like what we just talked about, it's being open to the curiosity of what could be the capacity of how kids learn. I've seen enough 4-year-olds in TK classrooms doing these big things. They always blow my mind, blow my expectations, when opportunities are given to them and consistently given to them. And it's a process, right? They're not going to start on day one doing some of these more complex things. But they can learn from one another, and they also learn from you as a teacher because they are really paying attention. They are attending to some of these complex ideas that we put in front of them. Mike: Well, you hit on the question that I was thinking about. Because I remember you saying that part of nurturing partnerships starts with a teacher and perhaps a pair of children at a table. Can you all paint a picture of what that might look like for educators who are listening? Sue: Yeah, so actually in one of the most recent classrooms, I went in, and this teacher allowed me to partner with her in this work. She wanted to be able to observe and do it in a structured way so that she could pick up on some details of noticing the things that kids were doing. And so, she would have a collection out, or they got to choose. She was really good about offering choice to kids, another way to really engage them. And so, they would choose. They would come together. And then she started just taking some anecdotal notes on what she heard kids saying, what she saw them doing, what they had to actually navigate through some of the things, the stuck moments that came up.  From that, we were able to develop, “OK, what are some goals? We noticed Students A and B doing this and speaking in these ways. What might be the next step that we might want to put into a mini lesson or model out or have them actually share with the class what they were working on mathematically?” Whether it was organization, or how they decided they wanted to represent their count, how they counted and things like that.  And so, it was just this really natural process that took place that we were able to really lean into and leverage that kids really responded to because it wasn't someone else's work or a page from a textbook. It was their work, their collection that was meaningful to them and they had a true voice and a stake in that work. Mike: I feel like there have been points in time where my understanding of building groups was almost like an engineering problem, where you needed to model what you wanted kids to do and have them rehearse it so specifically. But I think what sits at the bottom of that approach is more about compliance. And what I loved about what you described, Sue, is a process where you're building on the mathematical assets that kids are showing you during their time together—but also on the social assets that they're showing you. So, in that time when you might be observing a pair or a partnership playing together, working together with something like counting collections, you have a chance to observe the mathematics that's happening. You also have a chance to observe the social assets that you see happening. And you can use that as a way to build for that group, but also to build for the larger group of children. And that just feels really profoundly different than, I think, how I used to think about what it was to build partnerships that were “effective.” Myuriel: You know, Mike, I think it's not only compliance. It's also that control. And what it makes me think about is, when we want to model ourselves what we want students to do, instead of—exactly what you said, looking at what they're doing and bringing that knowledge, those skills, that wisdom that's in the room from the students to show to others so that they feel like their knowledge counts. The teacher is not only the only authority or the only source of knowledge in the room—we bring so much, and we can learn from each other. So, I think it's so much more productive and so effective in developing the identity of students when you are showing something that they're doing to their peers versus you as an adult telling them what to do. Mike: Yeah. Are there any particular resources that you all have found helpful for crafting mini lessons as students are learning about how to become a partnership or to be productive in a partnership? Myuriel: Yes. One book that I love, it's not specific to counting collections, but it does provide opportunities for teachers to create micro-lessons when students are listening and talking to each other. It's Hands Down, Speak Out: Listening and Talking Across Literacy and Math K–5 by Kassia [Omohundro] Wedekind and Christy [Hermann] Thompson. And the reason why I love this book is because it provides, again, these micro-lessons depending on what the teacher is noticing, whether it is that the teacher is noticing that students need support listening to each other or maybe making their ideas clear. Or maybe students need to learn how to ask questions more effectively or even reflect on setting and reflecting on the goals that they have as partners. It does provide ideas for teachers to create those micro-lessons based on what the teacher is noticing. Sue: Yeah, I guess I want to add to that, Mike, as well, the resources that Myuriel said. But also, I think this is something I really learned along the process of walking alongside this teacher, was looking at partnerships through a mathematical lens and then a social lens. And so, the mini lesson could be birthed out of watching kids in one day. It might be a social lens thinking about, “They were kind of stuck because they wanted to choose different collections. What might we do about that?” And that kind of is tied to this problem-solving type of skill and goal that we would want kids to work on. That's definitely something that's going to come up as kids are working in partnerships. These partnerships are not perfect and pristine all the time. I think that's the nature of the job. And just as humans, they're learning how to get along, they're learning how to communicate and navigate and negotiate these things. And I think those are beautiful opportunities for kids and for teachers, then, to really lean into as goals, as mini lessons that can be out of this. And these mini lessons don't have to be long and drawn out. They can be a quick 5-, 10-minute thing. Or you can pause in the middle of counting and kind of spotlight the fact that “Mike and Brent had this problem, but we want to learn from them because they figured out how to solve it. And this is how. Let's listen to what happened.” So, these natural, not only places in a lesson that these opportunities for teaching can pop up, but that these mini lessons come straight from kids and how they are interacting and how they are taking up partnerships, whether it be mathematical or social. Mike: I think you're helping me address something that if I'm transparent about was challenging for me when I was a classroom teacher. I got a little bit nervous about what was happening and sometimes I would shut things down if I perceived partnerships to be, I don't know, overwhelming or maybe even messy. But you're making me think now that part of this work is actually noticing what are the assets that kids have in their social interactions in the way that they're playing together, collaborating together, the mathematics? And I think that's a big shift in my mind from the way that I was thinking about this work before. And I wonder, first of all, is this something that you all notice that teachers sometimes are challenged by? And two, how you talk to someone who's struggling with that question of like, “Oh my gosh, what's happening in my classroom?” Myuriel: Yes, I can totally understand how teachers might get overwhelmed. We hear this from, not only from teachers trying to do the work of counting collections, but even just using tools for students to problem-solve because it does get messy. I like the way Sue keeps emphasizing how it will be messy. When you have rich mathematical learning happening, and you're using tools and collections and you have 30 students having conversations, it definitely will get messy. But I would say that something that teachers can do to mitigate some of that messiness is to think about the logistics ahead of time and be intentional about what you are planning to do. So, some of the things that they may want to think about is: How are students going to access the counting collections? Where are you going to [put] the tools that they're going to be using? Where physically in the classrooms will students get together to have collections so that they have enough room to spread out and record and talk to each other? And just like Sue was mentioning: How do I partner students so that they do have a good experience, and they support each other? So, all of these things that might cost a bit of chaos if you don't think about them, you can actually think about each one of those ahead of time so that you do have a plan for each one of those.  Another thing that teachers may want to consider thinking about is, what do they want to pay attention to when they are facilitating or walking around? There's a lot that they need to pay attention to. Just like Sue mentioned, it is important for them to pay attention to something because you want to bring what's in the room to connect it and have these mini lessons of what students actually need. And also, thinking about after the counting collections: What worked and what didn't? And what changes do I want to make next time when I do this again? Just so that there is a process of improvement every time. Because as Sue had mentioned, it's not going to happen on day one. You are learning as a teacher, and the students are learning. So, everybody in that room is learning to make this a productive and joyful experience. Sue: Yeah, and another thing that I would definitely remind teachers about is that there's actually research out there about how important it is for kids to engage with one another's mathematical ideas. I'm so thankful that people are researching out there doing this work for us. And this goes along with what Myuriel was saying, but the expectations that we put on ourselves as teachers sometimes are too far. We're our biggest critique-ers of the work that we do. And of course we want things to go well, but to make it more low-risk for yourself. I think that when we lower those stakes, we're more prone to let kids take ownership of working together in these ways, to use language and communication that makes sense while doing math and using these cognitive abilities that are still in the process of developing. And I think they need to remember that it takes time to develop, and it's going to get there. And kids are going to learn. Kids are going to do some really big things with their understanding. But giving [yourself] space, the time to learn along with your students, I think is very critical so that you feel like it's manageable. You feel like you can do it again the next day. Mike: Tell me a little bit about how you have seen educators use things like authentic images or even video to help their students make sense of what it means to work in a partnership. What have you seen teachers do? Sue: Yeah. Not to mention how that is one sure way to get kids engaged. I don't know if you've been in a room full of first graders or kindergartners, but if you put a video image up that's them counting and showing how they are thinking about things, they are one-hundred-percent there with you. They love being acknowledged and recognized as being the doers and the sensemakers of mathematics. And it goes into this idea of how we position kids competently, and this is another way that we can do that. But capturing student thinking in photos or a short clip has really been a powerful tool to get kids to engage in each other's ideas in a deeper way. I think it allows teachers and students to pause and slow down and really focus in on the skill of noticing. I think people forget that noticing is a skill you have to teach. And you have to give opportunities for kids to actually do these things so they can see mathematically what's happening within the freeze-frame of this image, of this collection, and how we might ask questions to help facilitate and guide their thinking to think deeply about these ideas. And so, I've seen teachers use them with partners, and they may say, “Hey, here's one way that they were counting. How do you think they counted within the frame of this picture or this photo that we took?” And then kids will have these conversations. They'll engage mathematically what they think, and then they might show the video clip of the students actually counting. And they get to make predictions. They get to navigate the language around what they think. And it's just, again, been a really nice tool that has then branched out into whole-group discussions. So, you can use it with partnerships and engage certain kids in specific ways, but then being able to utilize that and leverage that in whole-group settings has really been powerful to see. Myuriel: I also recently observed a teacher with pictures, showing students different tools that different partners were using and having those discussions about, “Why did this tool work and why didn't this one?” or “What will you have to do if your collection gets bigger?” So, it is a great opportunity to really show from what they're using and having those discussions about what works and what doesn't, and “Why would I use this versus this?” from their own work. Mike: Myuriel, what you made me wonder is if you could apply this same idea of using video or images to help support some of those social goals that we were talking about for students as well. Myuriel: I think that you could. I can just imagine that if you see two students working together and supporting each other or asking some good questions and being curious, you could record them and then show that to the others to ask them what they're noticing. “How are these two students supporting each other in their learning?” Even “How are they being kind to each other when they make a mistake?” So, there is so much power in using video for not just the mathematical skills, but also for the social skills. Sue: Myuriel, when you're talking, you're reminding me about two particular students that we have watched, and we have recorded video around, actually, when they came to a disagreement.  There was this one instance when a couple of students came to a disagreement about what to call the next number of the sequence. And that was a really cool moment because we actually discovered, “Wow, these two peers had enough trust in each other to pause, to listen to both sides.” And then when it came time to actually call the number and the sequence, the other student actually trusted enough and listened to the reasoning of the other student to say, “OK, I'm going to go along with you, and I think that should be what the sequence is.” And it was just a really neat opportunity and—that this teacher actually showed in front of kids just to see what kids would say in response to that particular moment. Myuriel: It was actually one very cute, but very interesting moment when you see that second student who's listening to the other one. And actually at first she kind of argued with him a little bit about, “No, it's not this number.” But the second time around, when she counted, she paused right at that same spot where she had trouble before, and she set the number that he had suggested the earlier time so that you see that she's listening, she's considering someone else's ideas, and she's learning the correct sequence. Yes, that was really amazing to see. Sue: So, it's the sequence of numbers that they're working on, but think about all the social aspects of what is happening and developing, and I think that they're addressing it and that they're having to engage with [it]. It's [a] very complex situation that they're learning a lot of skills around in that very moment. Mike: You know, I wonder how an educator might think about their role once students are actually engaged with a partner. How do you all think about goals, or the role of the teacher, once students are working with a partner? Sue: I think that one of the things we're really thinking about and being more intentional about is: When do we actually interject, or when do we as teachers actually say something? When and how do we make those decisions? And for several years now, I've really taken on this notion that we are facilitators. Yes, we're teachers. But more than anything, we are facilitators of the students in our class, and we want to really give them the opportunity to work through some of these ideas. And we will have set up partnerships based on what we've seen and notes that we took as kids have been working. But it's an ever-innovated process, I think. And I think something that's always going to be on the forefront is that idea: How are we facilitating? How are we deciding when we want to say something or interject, and why? And what is it that we are trying to get kids to think about? Because I think we need to help students realize that they are always in the driver's seat of what they're doing, especially if they're in a partnership. And there are targeted things that we can have them maybe think about when we drop a question based on what we're noticing. Or maybe when they're stuck, and they're in the middle of negotiating something. But I really think that it starts there with us kind of thinking about: What is our role? Is it OK that we step back and we just watch even if they have to problem-solve through something that feels like, “Oh, I don't know if they're going to get through that moment.” But we've got to let them. We've got to give them opportunities to do that without having to rescue them every single time. Myuriel: And you're right, Sue, we've seen it so many times when if you just bite your tongue, 10 seconds later, it's happening, right? They're helping each other, and they get to the idea that you thought you had to bring up to them. But they were able to resolve it. So, if we only allow that time for them to process the idea or to revise their thinking or to allow the other partner to support their partner, it will happen. Sue: Yeah, and I think that doesn't mean that we can't set kids up. I've seen teachers launch the lesson with something a partner did before yesterday, and they will have referred to a protocol or something they're working on. And then as facilitators, we can then go out, and we might already be thinking about, “Oh, I want to be watching these two partnerships today”—having in mind, “OK, this is my target idea for them, my target goal for them.” So, there are definite ways that we can frame and decide who we want to watch and observe, but while in the balance of letting kids do what they're going to do and what the expectation of being surprised. Because kids always surprise us with their brilliance. Mike: Yeah, there's multiple things that came to mind as I was listening to you all talk about this. The first one is how it's possible to inadvertently condition kids to see the teacher coming and look and stop and potentially look for the teacher to say something. We actually do want to avoid that. We want to see their thinking.  The other piece is the difference between, as you said, potentially dropping a question and interjecting, as you said, Myuriel, biting your tongue and letting them persist through—whether it's an idea they're grappling with or a struggle for what to do next—that there's so much information in those moments that we can learn or that might help us think about what's next. It's a challenge, I think, because math culture in the United States is such that we're kind of trained to see something that looks like a mistake. “Let's get in there.” And I hear you giving people permission to say, “Actually, it's OK to step back and watch their thinking and watch them try to make sense of things because there's a big payoff there.” Sue: Absolutely. Yeah.  Myuriel: Yes. And, Mike, I think we as teachers—you feel the need of having to address every single “mistake” per either individual student or per partnership. And sometimes you feel like, “I have 30 students, how can I possibly do that?” And I think that's where the power of doing a share out from what you've observed, bringing everyone together, learning from what was in the room, right? Because just like Sue was saying, it's not that you don't ever set up kids with knowledge of what you've observed, but you bring the power. It's what you're bringing, what's in the room, what you've noticed. But you share it out, or you have students share it out, with everyone so that everyone is moving forward. Mike: I have a follow-up question for you all about goals for partnerships. I'm wondering how you think about the potential for partnerships as a way to help develop language, be it academic or social, for students. Are there particular practices that you imagine educators could take up if language development was one of their goals? Myuriel: I'm so glad you're asking that question because I don't think we can learn math without language. I don't think we can learn anything without language. And I think that working in partnerships provides such an authentic, meaningful way of developing language because students are in conversations with each other. And we know that conversation is one way that ideas develop conversations or even sharing your thinking. Sometimes we notice that as students are sharing their thinking, and they're listening to themselves, they catch themselves making a mistake, and they are able to revise their thinking based on what they are saying. So again, I think it is the perfect opportunity for students to mathematically learn counting sequence or socially learn how to negotiate and make sense of what they're going to represent, when they're counting, or to explain their thinking. And we know, of course, that one of the mathematical practices is justifying, explaining your thinking. So, it's important to provide those opportunities for students to do that in this kind of structural way. I also think that working in partnerships provides this opportunity for teachers to listen and notice if there's any language that students are starting to use that can be shared with others. So again, this idea that you hear it from someone in the room and that's going to help everybody else grow. Or that if students are doing something and you can name it, provide those terms to students. So, for example, just like I mentioned, somebody's explaining their thinking and through that they change their mind. They revised their thinking. Actually sharing that with the whole class and naming it: “Oh, they were revising their thinking” or sharing how they were explaining something with academic language so that others can also use that language as they're explaining their own thinking. So, I think that those are powerful ways to provide opportunities for everyone's academic language or social skills through language to be developed. Sue: Yeah, I think that another big idea that comes out of that language piece is just how kids are learning to make sense of how to be partners, especially our younger students, our younger mathematicians. They're really needing to figure out like, “Oh, what does it mean to take turns to speak about this and how I use my words in this way versus another?” And I think that's another big opportunity for kids to build those skills because we can't just assume that kids come into our classrooms knowing how to talk in these ways, how to address each other, how to engage respectfully, that they can disagree respectfully, even in partnerships. And we want them to have the time and space to be able to develop those skills through language as well. Mike: You know, I think the mental movie that I have for the point in time after children have engaged in any kind of partnership task, be it counting collections or something else, has really shifted. Because I think beforehand the way the movie ended was potentially sharing a student's representation if they had represented something on a piece of paper that showed what they had physically done with their things. And I still think that's valid and important, particularly if that's one of your goals.  But you're making me think a lot more about the potential of images of students at work as they're going through the process or video and how closing, or potentially opening the next time, with that really just kind of expands this idea of what's happening. Being able to look at a set of hands that are on a set of materials or in the process of moving materials or listening to language that's emerging from students in the form of a short video. There's a lot of richness that you could capture, and it's also a little bit more of a diverse way of showing what's going on. And it feels like another way to really position what you're doing—not just the output in the form of the paper representation—but what you're actually doing is valuable, and it's a contribution. And I think that just feels like there's a lot of potential in what you all are describing. Sue: I think you hit the nail on the head. We're trying, and it's hard work. But to be open to these ideas, to these possibilities. And like you said, it's positioning kids so drastically different than how we've been doing it for so many years. And how you're actually inviting kids to be contributors of this work that they are now. They have the knowledge. They are the ones that hold the knowledge in the room. And how we frame kids and what they're doing is I think very critical because kids learn from that, and kids have so many things to offer that we need to really be able to think about how we want to create those opportunities for kids. Myuriel: And, Mike, something that you said also made me think of just like we want to provide those opportunities for students to be creative and to show what they know. What you were talking about, having this new perspective, makes me think about also teachers being creative with how they use counting collections, right? There isn't just the one way. It doesn't mean that at the end of every counting collection, I have to have a share out right at the end and decide at that moment. I could start the day that way. I could start the next session that way. I could use a video. I could use a picture. I could have students share it. So, you can get creative. And I think that's the beauty also, because I think as a teacher, it's not only the students that are learning; you are learning along with them. Mike: That's a great place to stop. This has been an absolutely fabulous conversation. Thank you both so much for joining us. Myuriel: Thank you. Thank you so much for this opportunity. Sue: Thank you. Thanks for having us. 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. © 2025 The Math Learning Center | www.mathlearningcenter.org  

I once had two gloves, but now there's only one, The other's gone missing, vanished, undone. Hands down, the worst thing about gloves is losing one, especially in winter. Do gloves really help? More than you know, especially for the dad jokes in this episode about required winter wear.

This week we are joined by none other then NoHandsGamer to talk about how to be a better hearthstone player He should know, since he's writing a book on it.

Listen to this week's episode to hear about the time we witnessed a breakdown on stage mid-song, got called out by Christofer Drew, and wonder along with us if Holden did in fact end up in jail. Are we healed enough from this experience to give Dashboard another chance in '25? Tune in to find out!Find the music and artists referenced this week here: https://open.spotify.com/playlist/2CW3LIgytsgzUKqwtG9TGk?si=55891a46faa84bdbPlease send concert/event stories and questions to girlsattherockshowpod@gmail.comPlease follow us on IG, Facebook, and TikTok @girlsattherockshowpod*Note: We plan to read concert/event stories and questions on the podcast so if you would like to remain anonymous, please let us know. Hosted on Acast. See acast.com/privacy for more information.

Today's headlines include: The Coalition has unveiled analysis showing its proposed nuclear policy could cost an estimated $300 billion. More than 500 Qantas engineers have walked off the job in strike action around the country today. It comes after negotiations between unions and the airline stalled. Elon Musk has become the first person in the world with a net worth above $US400 billion ($AU628 billion). Hosts: Sam Koslowski and Emma Gillespie Want to support The Daily Aus? That's so kind! The best way to do that is to click ‘follow’ on Spotify or Apple and to leave us a five-star review. We would be so grateful.The Daily Aus is a media company focused on delivering accessible and digestible news to young people. We are completely independent. Want more from TDA?Subscribe to The Daily Aus newsletterSubscribe to The Daily Aus’ YouTube Channel Have feedback for us?We’re always looking for new ways to improve what we do. If you’ve got feedback, we’re all ears. Tell us here.See omnystudio.com/listener for privacy information.

This podcast talks about Complete List of All the Cruel Mind Games the Silent Covert Narcissist Plays Hands

This podcast talks about The Ultimate List of 10 Toxic Sayings to “Piss Off” a Narcissist. For phone coaching go to https://askyaz.wixsite.com/thegameexposed. To ask a quick question and get a personalized video back: https://www.wisio.com/The_GameEXPOSED. Read my books free with amazon kindle free trial: “Regain Your Power” on Amazon

This podcast talks about 5 Biggest Signs You Have Defeated the Narcissist. Hands

On today's Daily Voice, Josh reviews big bank earnings from Friday, how Tesla's Robotaxi day disappointed, China's lacklustre weekend and what you should be watching for the week ahead, including Netflix's earnings.

Today's recipe is The Best Turkey Brine, Hands Down.Here are the links to some of the items I talked about in this episode: #adLiquid Measuring CupFood ProcessorBlenderLarge Stock PotHow to Roast Turkey PerfectlyHow to Make Gravy Without DrippingsAll New Chicken CookbookThis episode was also published in October, 2022.Here's the Recipe Of The Day page with all of our recipe links.If you want to make sure that you always find out what today's recipe is, do one or all of the following:Subscribe to the Podcast,Join the ROTD Facebook Group hereHave a great day! -Christine xo

SEC Unfiltered's Cole Thompson breaks down why Saturday's game between Alabama and Georgia is the game of the year in Tuscaloosa and means more than just a victory for Kalen Deboer or Krby Smart. ⬇️ Support SECU ⬇️ PRIZE PICKS Use code "SECU" at signup and get $50 instantly when you play your first $5+ lineup. https://app.prizepicks.com/sign-up?invite_code=SECU&af_xp=social&source_caller=ui&pid=SECU&utm_content=SECU&utm_source=partner&shortlink=SECU&utm_medium=influencer&utm_campaign=100depositmatch&utm_term=SECU&c=SECU MYBOOKIE Use code "SECU" at signup to receive a special Welcome Offer from MyBookie. https://www.mybookie.ag/ RHOBACK Use code "SECU" for 20% off your first purchase at https://rhoback.com/. GAMETIME Use code "SECU" for $20 off your first purchase at https://gametime.co/. Subscribe to SEC Unfiltered, the best SEC podcast on the internet: https://podcasts.apple.com/us/podcast/sec-unfiltered/id1441899352 Website: https://www.secunfiltered.com/ X: ​https://twitter.com/SECUnfiltered Instagram: https://www.instagram.com/secunfiitered/ Facebook: ​https://www.facebook.com/SECUnfiItered Podcast: https://podcasts.apple.com/pl/podcast/sec-unfiltered/id1441899352 Let's get it! Learn more about your ad choices. Visit podcastchoices.com/adchoices

Zillow is adding climate risk data to all US for-sale listings, FCC fines a political consultant for deepfake robocalls, and Google Maps will flag businesses with potentially fake reviews. It's Friday, September 27th and this is Engadget News. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Mike Bordick: It seems like just yesterday the Orioles were hands down the best team in baseball full Orioles Hall of Famer and BBT analyst Mike Bordick joined the show to discuss the Orioles play of late. He touches on Adley Rutschman's big hit last night, why winning the AL East would mean a lot to the Orioles, and muhc more. 615 Wed, 11 Sep 2024 19:40:45 +0000 0hSguZZd1OkXnLjN8FBunsWLyL5VJ95R baltimore orioles,sports Inside Access with Jason LaCanfora and Ken Weinman baltimore orioles,sports Mike Bordick: It seems like just yesterday the Orioles were hands down the best team in baseball Jason La Canfora and Ken Weinman have the INSIDE ACCESS to all Baltimore sports. Both native to Baltimore, their passion for sports is unmatched. Jason, the NFL TODAY’s NFL insider, is as well connected as any sports journalist. Ken’s fiery takes are must listen to radio. Listen to Inside Access with Jason La Canfora and Ken Weinman weekdays from 2-6pm on 105.7 The Fan, on the Audacy App or on 1057thefan.com.

In this episode of Shark Theory, hosted by Baylor Barbee, the focus is on the importance of mindset when facing adversity. Reflecting on a compelling analogy from a coaching video, the episode contrasts "hands-up" and "hands-down" mentality among athletes, extending this concept to real-life scenarios. Baylor emphasizes the significance of maintaining a "chin up" attitude to approach challenges with resilience and poise. Throughout the episode, Baylor discusses the behaviors and body language that distinguish leaders who inspire confidence and those who succumb to frustration. Using vivid examples from sports and professional environments, he illustrates how adopting a "hands down, chin up" approach can transform not only personal outlook but also the morale of those around you. This episode is particularly insightful for anyone looking to improve their leadership skills and handle adversity with a calm, collected demeanor. Key Takeaways: Hands-Down Mentality: Maintaining a composed and proactive stance in adverse situations instead of complaining or blaming external factors. Chin-Up Attitude: Keeping an optimistic and forward-looking perspective, even when faced with setbacks. Leadership by Example: True leadership involves consistent behavior that inspires confidence and trust among team members. Visualizing Better Outcomes: Reimagining failed situations with a positive, composed mindset to understand how different reactions can lead to better outcomes. Nonverbal Communication: Recognizing that body language plays a crucial role in how leadership and resilience are perceived by others. Notable Quotes: "Are you a hands up or a hands down kind of guy?" "True leadership is when you act the same, regardless when, no matter if it's good, we're still looking forward." "Imagine if you handled every adversity with poise. Imagine for a second if the waves of adversity did not rock your boat." "Your body language speaks. The way that you're positioning yourself is saying a lot about you." "If you can become that pillar of strength with the hands, then everybody around you will have chins up." If you're looking to sharpen your mindset and achieve your goals, we've got you covered. Download our FREE Mindset Resources to get started on your journey to personal growth. Don't forget to check out our exclusive Shark Theory Apparel and Books for more tools and inspiration. Interested in taking your organization to the next level? Book Baylor to speak to your organization or at your next event. Mindset Matters - Let's make yours Unstoppable!

Blown Off Tuesday 09/03/24

Blown Off Tuesday 09/03/24

Reach out to me. I would love to hear your take!Jaron "BOOTS" Ennis remains perfect in his professional campaign and is now easily the biggest draw within the Welterweight Division. It will be interesting to see which of the other champions will step into the ring against him, as he intends to unify the Welterweight division.Thank You so much for all of your continued support!Don't forget to follow me on Instagram @TOMATODITOSHOW where you can leave me a comment on the direct post corresponding to this episode.Also, you can reach out to me via X @TomaToditoShow.

Leigh Matthews gave his immediate thoughts as the verdict was handed down. See omnystudio.com/listener for privacy information.

Leigh Matthews gave his immediate thoughts as the verdict was handed down. See omnystudio.com/listener for privacy information.

EWN reporter Nokukhanya Mntambo explains the judgement handed down in the Life Esideimeni case. Judge Mmonoa Teffo has, so far, found that the death of 9 #LifeEsidimeni victims was negligently caused by the conduct of former Health MEC Qedani Mahlangu and the former Head of the Mental Health Directorate Makgabo Manamela.See omnystudio.com/listener for privacy information.

Battlefront Broadcasting and Dustin Faulkner bring you a brand new weekly show exclusively on Freedom First Network every Friday night at 8pm ET. Tune in for insights into current events unlike anything else out there.Subscribe to Freedom First Network on Rumble to watch all of our shows LIVE: https://rumble.com/c/freedomfirstnetworkProtect your financial future with precious metals! Get your FREE Gold and Silver Guide from Genesis Gold Group today and take control of your financial destiny! https://pickaxgold.comElevate your meals with Freedom First Beef… even if you find yourself in the middle of the apocalypse! Use code BATTLE for 15% off and enjoy high-quality beef whenever you crave it – today or tomorrow! https://freedomfirstbeef.comBe ready for anything life throws your way with The Wellness Company's Medical Emergency Kit. Order today using code BATTLE for a 10% discount at https://twc.health/ffn.Unleash the spirit of liberty in every cup with Freedom First Coffee's Founders Blend. Order now using code BATTLE and savor the unparalleled taste of freedom in every patriotic sip. https://freedomfirstcoffee.com

Mookie Betts' hand injury.

Seth takes a closer look at Trump returning to Capitol Hill for his first public visit since he sicced a violent mob on Congress during his coup attempt on January 6.Then, Bowen Yang and Matt Rogers talk about vacationing in Fire Island before the Las Culturistas Awards before presenting Seth with his Best Vibe, Hands Down award.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this week's episode Emily and Megan STRAIGHT UP LIE to our listeners! We SAID we'd do the Knights Radiant quiz and then promptly FORGOT about it! Also: Evie is THE BEST wife. Hands DOWN. But how long will it last?Check out the ‘My Sister Made Me a Playlist' on Spotify. We add a new song for each episode. It's a goodie, but a weirdy:https://open.spotify.com/playlist/52qx5mDnpggAl22K7sMGmt?si=87d012c528da4a5c

Today's word of the day is ‘lifetime' as in lifetime ban as in Marcano as in Padres as in Pirates as in MLB as in MiLB as in gambling. It's the first lifetime ban in a century for an MLB player. MLB came out and dropped the hammer. (11:00) Ippei Mizuhara pleaded guilty yesterday and Shohei Ohtani has been cleared by baseball. Ohtani is good to go. (17:08) JJ Redick is the favorite for the Lakers head coach. Rich Paul said LeBron has nothing to do with the search. LeBron James has a podcast with JJ Redick. No dots to connect there! (29:00) Review: Review: The Anti-Social Network. (32:50) The Marlins had to DFA Avisail Garcia. And they owe him a big chunk of change. Congrats, Jeter! (40:15) NPPOD. (41:40) It's time to talk about catchers. The positioning they have near the batter's box is not right. MLB is going to fix it. (47:40) The Mavericks gave a contract extension to the GM the eve of the NBA Finals. Why? Learn more about your ad choices. Visit podcastchoices.com/adchoices

Today's word of the day is ‘lifetime' as in lifetime ban as in Marcano as in Padres as in Pirates as in MLB as in MiLB as in gambling. It's the first lifetime ban in a century for an MLB player. MLB came out and dropped the hammer. (11:00) Ippei Mizuhara pleaded guilty yesterday and Shohei Ohtani has been cleared by baseball. Ohtani is good to go. (17:08) JJ Redick is the favorite for the Lakers head coach. Rich Paul said LeBron has nothing to do with the search. LeBron James has a podcast with JJ Redick. No dots to connect there! (29:00) Review: Review: The Anti-Social Network. (32:50) The Marlins had to DFA Avisail Garcia. And they owe him a big chunk of change. Congrats, Jeter! (40:15) NPPOD. (41:40) It's time to talk about catchers. The positioning they have near the batter's box is not right. MLB is going to fix it. (47:40) The Mavericks gave a contract extension to the GM the eve of the NBA Finals. Why? Learn more about your ad choices. Visit podcastchoices.com/adchoices

The 1984 Mr. Olympia contest was one of the best Olympia's in the 60 year history of that competition. Featuring 20 of the best bodybuilders of that time, the 1984 Mr. Olympia featured bodybuilders from the 1970's (Chris Dickerson, Boyer Coe, Robby Robinson, Albert Beckles, Roy Callender, Bob Birdsong) matching up with the current group of bodybuilding champs (Lee Haney, Mohamed Makkawy, Samir Bannout, Jusup Wilcosz, Bob Paris). The most exciting aspect of this contest, however, was the return of Sergio Oliva to the Mr. Olympia stage. After a 12 year absence from the Mr. Olympia contest, Sergio decided to come back to New York and make a bid for the title. Lee Haney won his first of eight Mr. Olympia titles at this contest and he showed the dominance that would make him the best bodybuilder of the 1980's and one of the greatest of all time.  On this episode of the Bodybuilding Legends Podcast, host John Hansen reads all the contest reports of the 1984 Mr. Olympia from the major bodybuilding magazines (Muscle & Fitness, Flex, Muscle Mag International and IronMan). Written by Jeff Everson, Rick Wayne, Greg Zulak and Garry Bartlett, these contest reports of the 1984 Mr. Olympia will reveal all the drama, excitement, anticipation and emotion of one of the best Mr. Olympia competitions in history.  Time Stamps: 4:45 - Lee Haney interview on YouTube 6:12 - Emails to the Podcast 8:55 - John reads the 1984 Mr. Olympia report written by Greg Zulak from the March, 1985 issue of Muscle Mag International.  45:20 - John reads the article "Hands Down, It's Haney!" written by Jeff Everson from the February, 1985 issue of Muscle & Fitness magazine.  1:04:40 - John reads the article "Mr. Olympia" written by Garry Bartlett from the March, 1985 issue of IronMan Magazine. 1:22:10 - John reads the article "It's Haney Bug Squasher Extraordinaire!" written by Rick Wayne from the March, 1985 issue of Flex Magazine.  Links: Become a Patreon Member Bodybuilding Legends website John's YouTube Channel John Hansen Online Coaching Bodybuilding Legends Instagram

UpSetters will discuss the continued issue of domestic violence through the lens of the recent Diddy/Cassie situation.The opinions expressed within the content are solely the individuals and do not reflect the opinions and beliefs of the Allegheny East Conference or its affiliates.UpSet Store - "helping others in "upsetting" situations"https://theupsetpodcast.itemorder.com

110Ambrosia Salad is HANDS DOWN one of the nicest people I have EVER met! I want you to get to know my Rochester sister who WARNED ME that this “Drag world has it's shine and sparkle indeed, but also isn't for the faint of heart”.  I love this person and they are a part of my inner circle in and out of drag and someone who I count on through thick or thin! 

Treasurer Jim Chalmers has unveiled his federal budget for the next financial year and announced a budget surplus for the second consecutive time - the first time that's happened since before the Global Financial Crisis in 2008. - Казначей Джим Чалмерс обнародовал федеральный бюджет на следующий финансовый год и объявил о профиците бюджета во второй раз подряд. Это происходит впервые со времени мирового финансового кризиса 2008 года.

Treasurer Jim Chalmers has unveiled his federal budget for the next financial year and announced a budget surplus for the second consecutive time. - Inilatag na ni Treasurer Jim Chalmers ang federal budget para sa sunod na financial year at inanunsyo ang budget surplus sa ikalawang pagkakataon.

Treasurer Jim Chalmers has unveiled his federal budget for the next financial year and announced a budget surplus for the second consecutive time - the first time that's happened since before the Global Financial Crisis in 2008. - Bendahara Jim Chalmers telah mengumumkan anggaran federal untuk tahun keuangan berikutnya dan mengumumkan surplus anggaran untuk kedua kalinya berturut-turut - yang pertama kali terjadi sejak sebelum Krisis Keuangan Global pada tahun 2008.

Treasurer Jim Chalmers has unveiled his federal budget for the next financial year, and announced a budget surplus for the second consecutive time - the first time that's happened since before the Global Financial Crisis in 2008.

A ripe afternoon eclipsed a rotten morning before. everything erupted.Snotty grey-clotted cream clouds passed.Peach-peeled sunshine danced along the rooftops, apple-green light flushed into the Soho streets. Everything GLOWEDFriday, 4.30ish.I rested against the verdant green, freshly painted walls, nursing Guinny n ciggieA porridge of boozehounds and tangle of ThankGodItsFridays flowed and spilled and laughed into streets.The Devonshire, SOHO is the Moon landing for battle cruisers.Centrifugal rocket ship.Fairground of Fun.Banging bacchanalia.I sat in the middle of this Puddin'. Soaking. This lovely-lovely brash bewilderment. Quaffing back Guinness at race-hound speed. Bone-rattling-cold. Creamy Dreamy. Black Abyss. Raging Bliss.Absolutely DEEE-lighted to welcome co-founder The Devonshire, Oisín Rogers on the pod.Alongside trio Charlie Carroll (Flat Iron) and Ashley Walter-Palmers (The Fat Duck) - they're creating something truly special.Osh is HANDS DOWN one of the best storytellers I've had on the poddy.We dance through the full helter-skelter-kaleidoscope of human emotions.Our conversation will change the way you view pubs forever.Before The Devonshire, Osh ran The Guinny Grill in Mayfair and The Ship, Wandsworth. Osh was responsible for the infamous Ship Sundays.You're going to love this oneON THE MENU:The Secrets of Great Hospitality and How Osh Became “OctoPaddy”Why The Devonshire is 1000 little things done well = Storytelling = “the currency of pubs is storytelling”The “Obsessed” Reframe: Change “obsessed” to “besotted”. What a lovely reframe.Everything Popular is Wrong - Oscar Wilde: “there's no such thing as a good trend” - focus on building a timeless business.The best pubs = Land Lord becomes synonymous pub. Pub becomes synonymous with landlordDevonshire's Bin man & Chairman Rule = Create a place where everyone speaks to everyoneCarrol, Rogers, Palmer-Walters Symphony for Success = Chaos + Order + PerfectionPaddy Rogers (Osh's Dad) Simple Rule for Life “Avoid Unpleasantness”Monday 8am. Cannae wait till then? Other episodes below---------------------------------------------------------------------------Every top food and drink founder reads our newsletter: https://hungryfeast.beehiiv.com/HUNGRY's Absolutely Bloody Marvellous Sponsors who make HUNGRY possible:North Star: https://www.northstarbc.co.uk/MKJ IGNITE: https://www.mkjignite.co.uk/Big Fish: https://bigfish.co.uk/BOWIMI: https://www.bowimi.com/HC Consulting: https://www.hc-consulting.uk/

Iga Świątek and Aryna Sabalenka have just played the match of the season and we feel comfortable saying that by May. Meanwhile, Carlos Alcaraz is still struggling with his forearm and aggravating the injury has forced him to withdraw from Rome. Download the TennisONE APP for scores, stats, news, videos, player content, fan contests, and more (https://t1.app.link/Vansh)

Grace Wins Hands Down Pastor Lisa 03/31/24

Grace Wins Hands Down Pastor Lisa 03/31/24

The NSW coroner has completed an inquiry into Australia's 2019-20 bushfire season, recommending changes in alert systems, the use of aircraft and climate risk assessments.

Episode 36: Are webinars and challenges dead? No… but they certainly don't have the effect that they used to.It's more expensive to get registrants, attendance rates are down, it's difficult to get people to engage…There are so many marketers are using those strategies now that there's a built-in resistance to them in your audience.So, what's a strategy you can pivot to right now that will instantly increase opt-ins and sales?In this episode, our guest, Rebecca Cousins, tells us all about the new strategy she's discovered that brings her ultra-responsive leads and converts as high as 30% into sales for her group coaching program.And the best part is that it's fully automated and generating new customers and clients 24/7 in the background.About Rebecca Cousins: Rebecca is the CEO and heart behind Simple Business Startup, LLC. With an entrepreneurial background spanning two decades, Rebecca recently transitioned from running a successful marketing agency for 19 years to embracing her true passion: coaching. Today, she is dedicated to empowering women, helping them scale their service-based or coaching businesses through streamlined marketing strategies. 2023 marked Rebecca's inaugural year as a full-time coach, a year that saw her guiding over 100 women through personalized coaching, her signature group coaching program, and an exclusive membership.Rebecca's approach is fueled by her core belief that women can have it all, a successful business and a thriving family. Why choose when you can have both and build a life you love!Grab Rebecca's “Secret” Podcast Here: https://simplebusinessstartup.com/secret-podcast/Connect with Rebecca: https://www.instagram.com/rebeccacousins.co https://www.facebook.com/RebeccaMCousins/ https://www.facebook.com/groups/femaleentrepreneursuccessclubWant to learn more about how to build a successful online business from the ground up? Grab your FREE copy of our online course, "Zero to $20k Blueprint" where you'll learn how to build a simple, scalable online marketing system that will quickly generate paying customers & clients for your online business.Get it NOW, by visiting our website at https://DigitalTrailblazer.com✅ Connect With Us:Website - https://DigitalTrailblazer.comFacebook - https://www.facebook.com/digitaltrailblazer/TikTok: https://www.tiktok.com/@digitaltrailblazerTwitter: https://twitter.com/DgtlTrailblazerInstagram: https://www.instagram.com/DigitalTrailblazer

In the 2nd hour of the Marc Cox Morning Show: Nikki Haley still thinks she's going to defeat Trump Sec. of State Jay Ashcroft calls in to talk with Marc & Kim to discuss the Supreme Court handing down a 9-0 decision to say that states can not keep Trump off the ballot. Former MO Senator John Lamping joins the show to talk about the MO Caucus that took place over the weekend. Mr. Lamping talks the pros & cons of the caucus and if he expects it to be back.  In Other News with Ethan: Jeff Bezo is the worlds richest man again, Alaska Airlines being sued for the door falling off, and Arch Manning has opted out of EA College Football 25 Coming Up: Todd Piro and Mark Walters

The International Court of Justice (ICJ) has issued a ruling in the case brought by South Africa against Israel, accusing it of committing genocide against the Palestinian people in the Gaza war. The court's decision requires Israel to increase efforts to protect Palestinians and provide humanitarian aid to Gaza, but it does not call for an immediate ceasefire. The ruling indicates that the court believes Israel is not doing enough to prevent genocide and incitement to genocide. While the case will continue for years, the court affirmed that it will hear the genocide case, rejecting Israel's request for dismissal. The ICJ issued six legally binding measures that oblige Israel to take further action to protect Palestinian civilians and prevent genocide. However, the enforcement mechanism relies on the politically influenced UN Security Council, where the U.S., Israel's strongest ally, has a permanent veto. Learn more about your ad choices. Visit megaphone.fm/adchoices

Doug speculates on what the Big Ten will do to Michigan and head coach Jim Harbaugh. Doug explains how bad the Carolina Panthers are right now.  Doug welcomes FSR college football analyst Chris Fallica on to talk about the weekend of college football wagering. Doug reacts to the breaking news that the Big Ten has prohibited Jim Harbaugh from coaching during games for the remainder of the regular season. Plus, Dan Beyer takes Doug through a game of "Psychic". See omnystudio.com/listener for privacy information.

Michigan Football Under Fire! | Big Ten Hands Down Punishment to Jim Harbaugh and Wolverines Subscribe to On3! ⬇️ youtube.com/on3sports/?sub_confirmation=1 Welcome to On3 | The best of college football and recruiting https://www.on3.com/ Follow J.D. PicKell on Twitter: https://twitter.com/jdpickell Follow J.D. PicKell on Instagram: https://www.instagram.com/jdpickell/ Listen to The Hard Count on podcast! Spotify

In this episode, farmer Andrew Mefferd talks about why grafted tomatoes are superior over tomatoes grown otherwise.  Make farming easier with the Paperpot Transplanter and Other Small Farm Equipment at https://www.paperpot.co/ Follow PaperpotCo on IG https://instagram.com/paperpotco Podcasts by Diego Footer: Microgreens: https://apple.co/2m1QXmW Vegetable Farming: https://apple.co/2lCuv3m Livestock Farming: https://apple.co/2m75EVG Large Scale Farming: https://apple.co/2kxj39i Small Farm Tools https://www.paperpot.co/

-News -Challenges -Item Shop -Tip of the Day Support-A-Creator - mmmikieSupport Daily Fortnite - anchor.fm/daily-fortnite/supportTwitch - www.twitch.tv/mmmikedaddyYouTube - www.youtube.com/channel/UCNEJ4F24Xq8aNQRyI3FWhOgTwitter - https://twitter.com/MMMikieGamesInstagram - instagram.com/mmmikedaddy/Discord Server - discord.gg/qugJAVp Merch - https://shop.spreadshirt.com/mmmikedaddyFacebook - fb.me/mmmikedaddyemail - mmmthatsgoodstuffgaming@gmail.comEpic - MMMikeDaddyPS4 - MagnificantMikieDaily Fortnite - itunes.apple.com/us/podcast/daily-fortnite/id1366304985 The goal of Daily Fortnite is to build a positive community of Fortnite players so we can all enhance our enjoyment of Fortnite together. I want to hear your tips, tricks and stories too! So use the Anchor app to call the show and leave a message and you might be featured on the show! Remember to rate, review, subscribe, and like to help grow the show and the community! And as always, have fun be safe, and Don't Get Lost in the Storm! --- Support this podcast: https://podcasters.spotify.com/pod/show/daily-fortnite/support