Podcasts about Hulbert

On this episode I chatted with PBR rider Wyatt Rogers. Wyatt was born in Tulsa and now resides in Hulbert. A life long journey in the western world has led him to the PBR. He started like many, riding sheep and it grew from there. Enjoy Wyatts story and follow him on social media. www.instagram.com/wyatt_bullrider  Huge thank you to our sponsors. The Oklahoma Hall of Fame at the Gaylord-Pickens Museum telling Oklahoma's story through its people since 1927. For more information go to www.oklahomahof.com and for daily updates go to www.instagram.com/oklahomahof The Chickasaw Nation is economically strong, culturally vibrant and full of energetic people dedicated to the preservation of family, community and heritage. www.chickasaw.net Diffee Ford Lincoln Third generation Oklahoma business, the Diffee family continues to do business the right way, the family way. Go to www.diffeeford.net for all your new and used car needs and follow them on instagram www.instagram.com/diffee_ford Dog House OKC - When it comes to furry four-legged care, our 24/7 supervised cage free play and overnight boarding services make The Dog House OKC in Oklahoma City the best place to be, at least, when they're not in their own backyard. With over 6,000 square feet of combined indoor/outdoor play areas our dog daycare enriches spirit, increases social skills, builds confidence, and offers hours of exercise and stimulation for your dog http://www.thedoghouseokc.com/

Joining Iain Dale on Cross Question this evening are Labour MP David Pinto-Duschinsky, former Conservative MP and minister Vicky Ford, the Spectator's Cindy Yu and campaigner and podcaster Mathew Hulbert.

What goes up – sometimes comes down. Heading into the fat part of end of year seasonalit. An update on the Chili Cookoff. Guest, Frank Curzio – Curzio Research - the outlook into the end of the year.  NEW! DOWNLOAD THE SHOW NOTES Frank Curzio can be reached by email at frank@curzioresearch.com Frank Curzio is an equity analyst with close to three decades of experience covering small- and mid-cap stocks. Check out his newsletters. (Free trial subscriptions available) He has been the editor of several well respected newsletters with major companies as well on of the top performers with TheStreet.com where he significantly outperformed the markets during his tenure. He was also a research analyst for Jim Cramer. Frank is the host of Wall Street Unplugged. Frank has been a guest on various media outlets including Fox Business News, CNBC's The Kudlow Report and CNBC's The Call. He has also been mentioned numerous times on Jim Cramer's™s Mad Money, is a featured guest on CNN Radio and has been quoted in financial magazines and websites. Before TheStreet.com, Frank was the editor of The FXC Newsletter and received one of the top rankings by Hulbert's Financial Digest for risk-adjusted performance. Follow @frankcurzio Check this out and find out more at: http://www.interactivebrokers.com/ Follow @andrewhorowitz Looking for style diversification? More information on the TDI Managed Growth Strategy - HERE Stocks mentioned in this episode: (TSLA), (IWM), (AAPL), (FSLR), (PLTR), (AMZN), (META), (RDDT)

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In this episode we are diving into the world of health economics and value-based healthcare with a leading researcher in the field! Join us as we explore how science and data are making healthcare better and more affordable for everyone!

Rounding Up Season 3 | Episode 4 – Making Sense of Unitizing: The Theme That Runs Through Elementary Mathematics Guest: Beth Hulbert Mike Wallus: During their elementary years, students grapple with many topics that involve relationships between different units. This concept, called “unitizing,” serves as a foundation for much of the mathematics that students encounter during their elementary years. Today, we're talking with Beth Hulbert from the Ongoing Assessment Project (OGAP) about the ways educators can encourage unitizing in their classrooms.  Welcome to the podcast, Beth. We are really excited to talk with you today. Beth Hulbert: Thanks. I'm really excited to be here. Mike: I'm wondering if we can start with a fairly basic question: Can you explain OGAP and the mission of the organization? Beth: Sure. So, OGAP stands for the Ongoing Assessment Project, and it started with a grant from the National Science Foundation to develop tools and resources for teachers to use in their classroom during math that were formative in nature. And we began with fractions. And the primary goal was to read, distill, and make the research accessible to classroom teachers, and at the same time develop tools and strategies that we could share with teachers that they could use to enhance whatever math program materials they were using. Essentially, we started by developing materials, but it turned into professional development because we realized teachers didn't have a lot of opportunity to think deeply about the content at the level they teach. The more we dug into that content, the more it became clear to us that content was complicated. It was complicated to understand, it was complicated to teach, and it was complicated to learn. So, we started with fractions, and we expanded to do work in multiplicative reasoning and then additive reasoning and proportional reasoning. And those cover the vast majority of the critical content in K–8. And our professional development is really focused on helping teachers understand how to use formative assessment effectively in their classroom. But also, our other goals are to give teachers a deep understanding of the content and an understanding of the math ed research, and then some support and strategies for using whatever program materials they want to use. And we say all the time that we're a program blind—we don't have any skin in the game about what program people are using. We are more interested in making people really effective users of their math program.  Mike: I want to ask a quick follow-up to that. When you think about the lived experience that educators have when they go through OGAP's training, what are the features that you think have an impact on teachers when they go back into their classrooms?  Beth: Well, we have learning progressions in each of those four content strands. And learning progressions are maps of how students acquire the concepts related to, say, multiplicative reasoning or additive reasoning. And we use those to sort, analyze, and decide how we're going to respond to evidence in student work. They're really maps for equity and access, and they help teachers understand that there are multiple right ways to do some mathematics, but they're not all equal in efficiency and sophistication. Another piece they take away of significant value is we have an item bank full of hundreds of short tasks that are meant to add value to, say, a lesson you taught in your math program. So, you teach a lesson, and you decide what is the primary goal of this lesson. And we all know no matter what the program is you're using that every lesson has multiple goals, and they're all in varying degrees of importance. So partly, picking an item in our item bank is about helping yourself think about what was the most critical piece of that lesson that I want to know about that's critical for my students to understand for success tomorrow.  Mike: So, one big idea that runs through your work with teachers is this concept called “unitizing.” And it struck me that whether we're talking about addition, subtraction, multiplication, fractions, that this idea just keeps coming back and keeps coming up. I'm wondering if you could offer a brief definition of unitizing for folks who may not have heard that term before.  Beth: Sure. It became really clear as we read the research and thought about where the struggles kids have, that unitizing is at the core of a lot of struggles that students have. So, unitizing is the ability to call something 1, say, but know it's worth maybe 1 or 100 or a 1,000, or even one-tenth. So, think about your numbers in a place value system. In our base 10 system, 1 of 1 is in the tenths place. It's not worth 1 anymore, it's worth 1 of 10. And so that idea that the 1 isn't the value of its face value, but it's the value of its place in that system. So, base 10 is one of the first big ways that kids have to understand unitizing. Another kind of unitizing would be money. Money's a really nice example of unitizing. So, I can see one thing, it's called a nickel, but it's worth 5. And I can see one thing that's smaller, and it's called a dime, and it's worth 10. And so, the idea that 1 would be worth 5 and 1 would be worth 10, that's unitizing. And it's an abstract idea, but it provides the foundation for pretty much everything kids are going to learn from first grade on. And when you hear that kids are struggling, say, in third and fourth grade, I promise you that one of their fundamental struggles is a unitizing struggle.  Mike: Well, let's start where you all started when you began this work in OGAP. Let's start with multiplication. Can you talk a little bit about how this notion of unitizing plays out in the context of multiplication?  Beth: Sure. In multiplication, one of the first ways you think about unitizing is, say, in the example of 3 times 4. One of those numbers is a unit or a composite unit, and the other number is how many times you copy or iterate that unit. So, your composite unit in that case could be 3, and you're going to repeat or iterate it four times. Or your composite unit could be 4, and you're going to repeat or iterate it three times. When I was in school, the teacher wrote 3 times 4 up on the board and she said, “Three tells you how many groups you have, and 4 tells you how many you put in each group.” But if you think about the process you go through when you draw that in that definition, you draw 1, 2, 3 circles, then you go 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4. And in creating that model, you never once thought about a unit, you thought about single items in a group.  So, you counted 1, 2, 3, 4, three times, and there was never really any thought about the unit. In a composite unit way of thinking about it, you would say, “I have a composite unit of 3, and I'm going to replicate it four times.” And in that case, every time, say, you stamped that—you had this stamp that was 3—every time you stamped it, that one action would mean 3, right? One to 3, 1 to 3, 1 to 3, 1 to 3. So, in really early number work, kids think 1 to 1. When little kids are counting a small quantity, they'll count 1, 2, 3, 4. But what we want them to think about in multiplication is a many-to-1 action. When each of those quantities happens, it's not one thing, even though you make one action, it's four things or three things, depending upon what your unit is. If you needed 3 times 8, you could take your 3 times 4 and add 4 more, 3 times 4s to that.  So, you have your four 3s and now you need four more 3s. And that allows you to use a fact to get a fact you don't know because you've got that unit and that understanding that it's not by 1, but by a unit. When gets to larger multiplication, we don't really want to be working by drawing by 1s, and we don't even want to be stamping 27 19 times. But it's a first step into multiplication. This idea that you have a composite unit, and in the case of 3 times 4 and 3 times 7, seeing that 3 is common. So, there's your common composite unit. You needed four of them for 3 times 4, and you need seven of them for 3 times 7. So, it allows you to see those relationships, which if you look at the standards, the relationships are the glue. So, it's not enough to memorize your multiplication facts. If you don't have a strong relationship understanding there, it does fall short of a depth of understanding.  Mike: I think it was interesting to hear you talk about that, Beth, because one of the things that struck me is some of the language that you used, and I was comparing it in my head to some of the language that I've used in the past. So, I know I've talked about 3 times 4, but I thought it was really interesting how you used iterations of or duplicated …  Beth: Copies.  Mike: … or copies, right? What you make me think is that those language choices are a little bit clearer. I can visualize them in a way that 3 times 4 is a little bit more abstract or obscure. I may be thinking of that wrong, but I'm curious how you think the language that you use when you're trying to get kids to think about composite numbers matters.  Beth: Well, I'll say this, that when you draw your 3 circles and count 4 dots in each circle, the result is the same model than if you thought of it as a unit of 3 stamped four times. In the end, the model looks the same, but the physical and mental process you went through is significantly different. So, you thought when you drew every dot, you were thinking about 1, 1, 1, 1, 1, 1, 1. When you thought about your composite unit copied or iterated, you thought about this unit being repeated over and over. And that changes the way you're even thinking about what those numbers mean. And one of those big, significant things that makes addition different than multiplication when you look at equations is, in addition, those numbers mean the same thing. You have 3 things, and you have 4 things, and you're going to put them together. If you had 3 plus 4, and you changed that 4 to a 5, you're going to change one of your quantities by 1, impacting your answer by 1. In multiplication, if you had 3 times 4, and you change that 4 to a 5, your factor increases by 1, but your product increases by the value of your composite unit. So, it's a change of the other factor. And that is significant change in how you think about multiplication, and it allows you to pave the way, essentially, to proportional reasoning, which is that replicating your unit.  Mike: One of the things I'd appreciated about what you said was it's a change in how you're thinking. Because when I think back to Mike Wallus, classroom teacher, I don't know that I understood that as my work. What I thought of my work at that point in time was I need to teach kids how to use an algorithm or how to get an answer. But I think where you're really leading is we really need to be attending to, “What's the thinking that underlies whatever is happening?”  Beth: Yes. And that's what our work is all about, is how do you give teachers a sort of lens into or a look into how kids are thinking and how that impacts whether they can employ more efficient and sophisticated relationships and strategies in their thinking. And it's not enough to know your multiplication facts. And the research is pretty clear on the fact that memorizing is difficult. If you're memorizing a hundred single facts just by memory, the likelihood you're not going to remember some is high. But if you understand the relationship between those numbers, then you can use your 3 times 4 to get your 3 times 5 or your 3 times 8. So, the language that you use is important, and the way you leave kids thinking about something is important. And this idea of the composite unit, it's thematic, right? It goes through fractions and additive and proportional, but it's not the only definition of multiplication. So, you've got to also think of multiplication as scaling that comes later, but you also have to think of multiplication as area and as dimensions. But that first experience with multiplication has to be that composite-unit experience.  Mike: You've got me thinking already about how these ideas around unitizing that students can start to make sense of when they're multiplying whole numbers, that that would have a significant impact when they started to think about fractions or rational numbers. Can you talk a little bit about unitizing in the context of fractions, Beth?  Beth: Sure. The fraction standards have been most difficult for teachers to get their heads around because the way that the standards promote thinking about fractions is significantly different than the way most of us were taught fractions. So, in the standards and in the research, you come across the term “unit fraction,” and you can probably recognize the unitizing piece in the unit fraction. So, a unit fraction is a fraction where 1 is in the numerator, it's one unit of a fraction. So, in the case of three-fourths, you have three of the one-fourths. Now, this is a bit of a shift in how we were taught. Most of us were taught, “Oh, we have three-fourths. It means you have four things, but you only keep three of them,” right? We learned about the name “numerator” and the name “denominator.” And, of course, we know in fractions, in particular, kids really struggle.  Adults really struggle. Fractions are difficult because they seem to be a set of numbers that don't have anything in common with any other numbers. But once you start to think about unitizing and that composite unit, there's a standard in third grade that talks about “decompose any fraction into the sum of unit fractions.” So, in the case of five-sixths, you would identify the unit fraction as one-sixth, and you would have 5 of those one-sixths. So, your unit fraction is one-sixth, and you're going to iterate it or copy it or repeat it five times.  Mike: I can hear the parallels between the way you described this work with whole numbers. I have one-fourth, and I've duplicated or copied that five times, and that's what five-fourths is. It feels really helpful to see the through line between how we think about helping kids think about composite numbers and multiplying with whole numbers, to what you just described with unit fractions.  Beth: Yeah, and even the language that language infractions is similar, too. So, you talk about that 5 one-fourths. You decompose the five-fourths into 5 of the one-fourths, or you recompose those 5 one-fourths. This is a fourth-grade standard. You recompose those 5 one-fourths into 3 one-fourths or three-fourths and 2 one-fourths or two-fourths. So, even reading a fraction like seven-eighths says 7 one-eighths, helps to really understand what that seven-eighths means, and it keeps you from reading it as seven out of eight. Because when you read a fraction as seven out of eight, it sounds like you're talking about a whole number over another whole number. And so again, that connection to the composite unit in multiplication extends to that composite unit or that unit fraction or unitizing in multiplication. And really, even when we talk about multiplying fractions, we talk about multiplying, say, a whole number times a fraction “5 times one-fourth.” That would be the same as saying, “I'm going to repeat one-fourth five times,” as opposed to, we were told, “Put a 1 under the 5 and multiply across the numerator and multiply across the denominator.” But that didn't help kids really understand what was happening.  Mike: So, this progression of ideas that we've talked about from multiplication to fractions, what you've got me thinking about is, what does it mean to think about unitizing with younger kids, particularly perhaps, kids in kindergarten, first or second grade? I'm wondering how or what you think educators could do to draw out the big ideas about units and unitizing with students in those grade levels?  Beth: Well, really we don't expect kindergartners to strictly unitize because it's a relatively abstract idea. The big focus in kindergarten is for a student to understand four means 4, four 1s, and 7 means seven 1s. But where we do unitize is in the use of our models in early grades. In kindergarten, the use of a five-frame or a ten-frame. So, let's use the ten-frame to count by tens: 10, 20, 30. And then, how many ten-frames did it take us to count to 30? It took 3. There's the beginning of your unitizing idea. The idea that we would say, “It took 3 of the ten-frames to make 30” is really starting to plant that idea of unitizing 3 can mean 30. And in first grade, when we start to expose kids to coin values, time, telling time, one of the examples we use is, “Whenever was 1 minus 1, 59?” And that was, “When you read for one hour and your friend read for 1 minute less than you, how long did they read?”  So, all time is really a unitizing idea. So, all measures, measure conversion, time, money, and the big one in first grade is base 10. And first grade and second grade [have] the opportunity to solidify strong base 10 so that when kids enter third grade, they've already developed a concept of unitizing within the base 10 system. In first grade, the idea that in a number like 78, the 7 is actually worth more than the 8, even though at face value, the 7 seems less than the 8. The idea that 7 is greater than the 8 in a number like 78 is unitizing. In second grade, when we have a number like 378, we can unitize that into 307 tens and 8 ones, or 37 tens and 8 ones, and there's your re-unitizing. And that's actually a standard in second grade. Or 378 ones. So, in first and second grade, really what teachers have to commit to is developing really strong, flexible base 10 understanding. Because that's the first place kids have to struggle with this idea of the face value of a number isn't the same as the place value of a number.  Mike: Yeah, yeah. So, my question is, would you describe that as the seeds of unitizing? Like conserving? That's the thing that popped into my head, is maybe that's what I'm actually starting to do when I'm trying to get kids to go from counting each individual 1 and naming the total when they say the last 1.  Beth: So, there are some early number concepts that need to be solidified for kids to be able to unitize, right? So, conservation is certainly one of them. And we work on conservation all throughout elementary school. As numbers get larger, as they have different features to them, they're more complex. Conservation doesn't get fixed in kindergarten. It's just pre-K and K are the places where we start to build that really early understanding with small quantities. There's cardinality, hierarchical inclusion, those are all concepts that we focus on and develop in the earliest grades that feed into a child's ability to unitize. So, the thing about unitizing that happens in the earliest grades is it's pretty informal. In pre-K and K, you might make piles of 10, you might count quantities. Counting collections is something we talk a lot about, and we talk a lot about the importance of counting in early math instruction actually all the way up through, but particularly in early math. And let's say you had a group of kids, and they were counting out piles of, say, 45 things, and they put them in piles of 10 and then a pile of 5, and they were able to go back and say, “Ten, 20, 30, 40 and 5.”  So, there's a lot that's happening there. So, one is, they're able to make those piles of 10, so they could count to 10. But the other one is, they have conservation. And the other one is, they have a rope-count sequence that got developed outside of this use of that rope-count sequence, and now they're applying that. So, there's so many balls in the air when a student can do something like that. The unitizing question would be, “You counted 45 things. How many piles of 10 did you have?” There's your unitizing question. In kindergarten, there are students—even though we say it's not something we work on in kindergarten—there are certainly students who could look at that and say, “Forty-give is 4 piles of 10 and 5 extra.” So, when I say we don't really do it in kindergarten, we have exposure, but it's very relaxed. It becomes a lot more significant in first and second grade.  Mike: You said earlier that teachers in first and second grade really have to commit to building a flexible understanding of base 10. What I wanted to ask you is, how would you describe that? And the reason I ask is, I also think it's possible to build an inflexible understanding of base 10. So, I wonder how you would differentiate between the kind of practices that might lead to a relatively inflexible understanding of base 10 versus the kind of practices that lead to a more flexible understanding.  Beth: So, I think counting collections. I already said we talk a lot about counting collections and the primary training. Having kids count things and make groups of 10, focus on your 10 and your 5. We tell kindergarten teachers that the first month or two of school, the most important number you learn is 5. It's not 10, because our brain likes 5, and we can manage 5 easily. Our hand is very helpful. So, building that unit of 5 toward putting two 5s together to make a 10. I mean, I have a 3-year-old granddaughter, and she knows 5, and she knows that she can hold up both her hands and show me 10. But if she had to show me 7, she would actually start back at 1 and count up to 7. So, taking advantage of those units that are baked in already and focusing on them helps in the earliest grades.  And then really, I like materials to go into kids' hands where they're doing the building. I feel like second grade is a great time to hand kids base 10 blocks, but first grade is not. And first-grade kids should be snapping cubes together and building their own units, because the more they build their own units of 5 or 10, the more it's meaningful and useful for them. The other thing I'm going to say, and Bridges has this as a tool, which I really like, is they have dark lines at their 5s and 10s on their base 10 blocks. And that helps, even though people are going to say, “Kids can tell you it's a hundred,” they didn't build it. And so, there's a leap of faith there that is an abstraction that we take for granted. So, what we want is kids using those manipulatives in ways that they constructed those groupings, and that helps a lot. Also, no operations for addition and subtraction. You shouldn't be adding and subtracting without using base 10. So, adding and subtracting on a number line helps you practice not just addition and subtraction, but also base 10. So, because base 10's so important, it could be taught all year long in second grade with everything you do. We call second grade the sweet spot of math because all the most important math can be taught together in second grade.  Mike: One of the things that you made me think about is something that a colleague said, which is this idea that 10 is simultaneously 10 ones and one unit of 10. And I really connect that with what you said about the need for kids to actually, physically build the units in first grade.  Beth: What you just said, that's unitizing. I can call this 10 ones, and I can call this 1, worth 10. And it's more in face in the earliest grades because we often are very comfortable having kids make piles of 10 things or seeing the marks on a base 10 block, say. Or snapping 10 Unifix cubes together, 5 red and 5 yellow Unifix cubes or something to see those two 5s inside that unit of 10. And then also there's your math hand, your fives and your tens and your ten-frames are your fives and your tens. So, we take full advantage of that. But as kids get older, the math that's going to happen is going to rely on kids already coming wired with that concept. And if we don't push it in those early grades by putting your hands on things and building them and sketching what you've just built and transferring it to the pictorial and the abstract in very strategic ways, then you could go a long way and look like you know what you're doing—but don't really. Base 10 is one of those ways we think, because kids can tell you the 7 is in the tens place, they really understand. But the reality is that's a low bar, and it probably isn't an indication a student really understands. There's a lot more to ask.  Mike: Well, I think that's a good place for my next question, which is to ask you what resources OGAP has available, either for someone who might participate in the training, other kinds of resources. Could you just unpack the resources, the training, the other things that OGAP has available, and perhaps how people could learn more about it or be in touch if they were interested in training?  Beth: Sure. Well, if they want to be in touch, they can go to ogapmathllc.com, and that's our website. And there's a link there to send us a message, and we are really good at getting back to people. We've written books on each of our four content strands. The titles of all those books are “A Focus on … .” So, we have “A Focus on Addition and Subtraction,” “A Focus on Multiplication and Division,” “A Focus on Fractions,” “A Focus on Ratios and Proportions,” and you can buy them on Amazon. Our progressions are readily available on our website. You can look around on our website, and all our progressions are there so people can have access to those. We do training all over. We don't do any open training. In other words, we only do training with districts who want to do the work with more than just one person. So, we contract with districts and work with them directly. We help districts use their math program. Some of the follow-up work we've done is help them see the possibilities within their program, help them look at their program and see how they might need to add more. And once people come to training, they have access to all our resources, the item bank, the progressions, the training, the book, all that stuff.  Mike: So, listeners, know that we're going to add links to the resources that Beth is referencing to the show notes for this particular episode. And, Beth, I want to just say thank you so much for this really interesting conversation. I'm so glad we had a chance to talk with you today.  Beth: Well, I'm really happy to talk to you, so it was a good time.  Mike: Fantastic.  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

Season 3 Episode 24- Fox Hollow farms of Hulbert, Oklahoma upcoming production sale November 2,2024. A great discussion with Stephen Melott, manager Randy White, and consultant Clifford Mitchell.

https://notesonfilm1.com/2024/10/14/pofcrit-podcast-2024-jack-hulbert-on-the-batman-matt-reeves-2022/ The most recent entry in the 58 year long canon of Batman films, Matt Reeves' 2022 film, The Batman, represents a stark departure from every iteration before it. It takes the core aspects of Batman, its characters and its world, and presents them as grimmer; more beaten down. It warps the franchise's trend towards realism into a gothic, brooding, detective noir. This episode delves into the varied history of the Batman film franchise, discovering how and why the series has evolved and morphed in the way it has. We look at film and societal changes that could have affected the franchise, and explore the breadths of such changes. Asking the question: how could a franchise surrounding one character go from being bright, colourful and campy in 1966, to something akin to David Fincher's Seven in 2022.

Surge and plunge – plunge and surge – new market realities. Risk up – but that is quickly undone. The Debate breathes life into a few sectors. Guest, Frank Curzio – Curzio Research - the outlook into the end of the year. Frank Curzio can be reached by email at frank@curzioresearch.com Frank Curzio is an equity analyst with close to three decades of experience covering small- and mid-cap stocks. Check out his newsletters. (Free trial subscriptions available) He has been the editor of several well respected newsletters with major companies as well on of the top performers with TheStreet.com where he significantly outperformed the markets during his tenure. He was also a research analyst for Jim Cramer. Frank is the host of Wall Street Unplugged. Frank has been a guest on various media outlets including Fox Business News, CNBC's The Kudlow Report and CNBC's The Call. He has also been mentioned numerous times on Jim Cramer's™s Mad Money, is a featured guest on CNN Radio and has been quoted in financial magazines and websites. Before TheStreet.com, Frank was the editor of The FXC Newsletter and received one of the top rankings by Hulbert's Financial Digest for risk-adjusted performance. Follow @frankcurzio Check this out and find out more at: http://www.interactivebrokers.com/ Follow @andrewhorowitz Looking for style diversification? More information on the TDI Managed Growth Strategy - HERE Stocks mentioned in this episode: (NVDA), (NFLX), (AAPL), (HD), (LOW), (JPM), (AMD), URA, (TAN), (XLU)

Today we are discussing The Three Forks Nature Center in Hulbert, OK. The Three Forks Nature Center offers interpretive displays on native flora and fauna. At the Nature Center, guests young and old can experience native wildlife through the ambassador animal program. Learn more about the ecoregion's distinct features with nature center staff. Hulbert, located in Cherokee County, Oklahoma, is a town in the heart of Green Country and nestled between Tahlequah and Wagoner.  It is located 10 minutes east of Sequoyah State Park with lake access and many activities including hiking, fishing, golfing, horseback riding, and a nature center. Hulbert is also 30 minutes west of the gorgeous clear waters of the Illinois River. Hulbert's first trading post was established in 1888 by Ben E. Hulbert located on the site that would become the town of Hulbert. The first post office was built in 1903 with the school right behind it in 1919. Hulbert was officially incorporated on January 18th, 1965.  Also discussed Friends of Nicoma Park, Sequoyah State Park, Cushing Chamber of Commerce, TravelOK, Our Lady of Clear Creek Abbey & Cobblestone Wedding Chapel. Subscribe to the Only in OK Show. #TravelOK #onlyinokshow #Oklahoma #podcast #traveloklahoma #hulbert #familyfun #historic #travel #tourism #museum #naturecenter #nature #monks #native #monestary #statepark #Sequoyah #catholic #FortGibsonLake #Abbey

In this episode of the LIFT Your Shop Podcast, Jennifer Hulbert, from Service Plus Automotive in Calcium, New York, shares her passion for the automotive industry and her commitment to growth and success through the application of SMART goals.  She joined her family business in 2001, helping it expand from a small three-bay gas station to a 12-bay facility, with a focus on using key performance indicators (KPIs) to drive profitability and sustainability. Jennifer emphasized the importance of understanding financials, especially labor gross profit, to ensure business growth and sustainability for your auto repair shop! Contact Jennifer Hulbert: Jennifer@wearetheinstitute.com 

Benno & JP are joined this week by the great Joe Hulbert of Late Night Grin, as well as WrestlePurists (and things of that nature) to talk their live experience at Rev Pro's Summer Sizzler from York Hall with MJF vs Michael Oku, an appearance from Will Ospreay and more, in the company's last stop before the Copper Box. They also talk the build to AEW All In, the latest on Daniel Garcia and the Lucha Brothers, Raw, Smackdown, Collision, the G1 Climax and everything else going on in wrestling this week! SHOWNOTES 0:00 Intro, Plugs - The Insane Clown Posse Deep Cut,GRAPPLlads 7:36 Rev Pro Summer Sizzler, MJF/Oku 1:02:59 AEW All In build, Wembley, All Out 1:27:43 Daniel Garcia, Lucha Brothers, Contract season, Weekend TV 1:49:08 WWE on Netflix, Raw, Smackdown 2:05:09 G1 Climax, Yoshinari Ogawa, Janel Grant You can find all of our live shows on YouTube by becoming a Member at http://www.Youtube.com/@GRAPPL, or join us on Patreon for both live video and audio replays at http://www.Patreon.com/GRAPPL! You can also join us on the GRAPPL Discord for free at https://discord.gg/KqeVAcwctS⁠ Final tickets remain for "Professional Podcasters doing a Professional Podcast - LIVE", our live show in London right before Rev Pro at the Copper box, the day before All In. The link to buy tickets is https://grappl.bigcartel.com/product/grappl-live-podcast. Get your tickets now, as when they're gone, they're gone! GRAPPL Spotlight is produced with support from our Patrons and YouTube members, with special thanks to Patreon Kings Of The Mountain - Conor O'Loughlin, Eddie Sideburns, Chris Platt, Ewan Cameron & Carl Gac!

Mostly Motorsports Ep. 319 Hunter Schuerenberg, Bryan Hulbert, Scotty Cook Scott Traylor and Kirk Elliott have been the host of "Track Talk" with the RacinBoys on Sports Radio 810 WHB in Kansas City for 24 years. Traylor spent the past 13 years on the road as anchor and producer of the Lucas Oil ASCS National Tour broadcasts. He had many years of experience and success driving and owning race cars before embarking on a broadcasting career covering motorsports.

Market bonce continues and a few favorites breaking out… USD starts to roll – how long will that last? Guest, Frank Curzio – Curzio Research - he is naming names. Frank Curzio can be reached by email at frank@curzioresearch.com Frank Curzio is an equity analyst with close to three decades of experience covering small- and mid-cap stocks. Check out his newsletters. (Free trial subscriptions available) He has been the editor of several well respected newsletters with major companies as well on of the top performers with TheStreet.com where he significantly outperformed the markets during his tenure. He was also a research analyst for Jim Cramer. Frank is the host of Wall Street Unplugged. Frank has been a guest on various media outlets including Fox Business News, CNBC's The Kudlow Report and CNBC's The Call. He has also been mentioned numerous times on Jim Cramer's™s Mad Money, is a featured guest on CNN Radio and has been quoted in financial magazines and websites. Before TheStreet.com, Frank was the editor of The FXC Newsletter and received one of the top rankings by Hulbert's Financial Digest for risk-adjusted performance. Follow @frankcurzio Check this out and find out more at: http://www.interactivebrokers.com/ Follow @andrewhorowitz Looking for style diversification? More information on the TDI Managed Growth Strategy - HERE Stocks mentioned in this episode: (NFLX), (NCLH), (ABNB), (TSLA), (SHOP), (PENN), (DIS), (GOOGL), (AAPL)

In this episode, Content Manager Garrett Sauls sits down with Solutions Architect Linus Tse and Analytics Architect Jack Hulbert to talk all things AI, San Francisco and more.

INSIDE THE EPISODE You've likely heard that polyunsaturated fats (omega-3's and omega-6's) are essential for health, but what you might now know is that the balance between them is equally as important.  In fact, over the last few decades our intake of the omega-6 fatty acid, linoleic acid (yes, the one found in seed oils) has increased dramatically while our intake of omega-3's has dwindled.  Which means most Americans today - have a very imbalanced omega ratio. According to this week's podcast expert, author and zoologist, Dr. Anthony Hulbert, who has been studying the omega balance for decades, this is likely one reason rates of inflammation, heart disease, obesity and mental health issues are on the rise.  His book was one of my all-time favorites and I highly, highly recommend you tune in now to learn more about the surprising and well-documented effects of this widespread imbalance and what you can do to improve yours! Here are some of my favorite takeaways: One major oversight in America's dietary guidelines The different roles, health benefits and effects of omega-3's and omega-6's Why animal fats are high in monounsaturated and saturated fats The sources of omega-6's and 3's The problem with omega-3 research The link between omega-6's and insulin resistance The type of high-fat diets that makes rodents gain weight (and the type that doesn't) 3 ways too many omega-6's cause weight gain The link between omega-3's and mental health Why what meat ate matters And so much more! Please take the time to share this important information with everyone you know and love.   VALUABLE RESOURCES Paleovalley Fish Roe >>> Experience the benefits of Omega-3s with Wild Caught Fish Roe + Get up to 20% off HERE! Omega Balance by Dr. Anthony Hulbert >>> Learn how to live a happier, healthier life by finding the right balance of omega fatty acids HERE!

In this episode, Content Manager Garret Sauls sits down with Analytics Architect Jack Hulbert, Analytics Lead Brooks Barth and Solutions Architect Director, Americas Mat Hughes to discuss the upcoming Data Council Austin 2024, what they're looking forward to and much more.  Dive on in!   

In this compelling episode of Nomad Futurist, hosts Nabeel Mahmood and Phillip Koblence welcome Shannon Hulbert, the CEO of Opus Interactive and a member of the Yurok Tribe. With over twenty years of experience in data centers, cloud, utilities, and advocating for digital inclusion, Hulbert offers a unique blend of professional expertise and personal background. Raised in a rural village on the Yurok Tribe reservation in Northern California—a place largely untouched by modern conveniences like electricity, telephone, or internet—she brings a distinctive perspective to the tech industry.During the episode, Hulbert shares insightful reflections on her early industry experiences, particularly noting the absence of utility companies at data center conferences and the rampant energy consumption:“Coming from an energy efficiency company as a Native American who has grown up with sustainability at the core of who [I am], to coming into the data center industry, at some of those early conferences, it was like, where are the utility companies? Like we're burning through energy here and there's so much opportunity for efficiency.”Hulbert explains how conversations and her drive help her keep up with the constantly evolving technology sector:“I'm just really passionate about innovation. So nothing else in the history of mankind is happening as quickly as what we're building right now in data centers and the cloud, the introduction of AI is here and that's huge."One notable trend Hulbert highlights seeing in her career was the migration towards sustainable, efficient power solutions, which has consequently shifted focus towards IT:“Now, nothing happens at the business level unless IT is involved and so it becomes very important to make sure that we have sustainable IT. Because for companies that have corporate social responsibility initiatives, this becomes one of the only ways that they're now able to show that they're doing their best where there's no longer brick and mortar.”This episode not only showcases Hulbert's unique insights as a representative of the Native American community but also serves as an inspiration for those navigating their career paths in telecommunications. Connect with Shannon Hulbert on LinkedIn to stay updated about her ongoing journey.BONUS: As promised during the Podcast interview, you can listen to Shannon Hulbert's electronic music here.

A banking crisis brewing? Say it aint so Fed's trying to talk down rate cuts – Powell on 60 Minutes Looking like a pullback could be in the cards Guest, Frank Curzio – Curzio Research   Frank Curzio can be reached by email at frank@curzioresearch.com Frank Curzio is an equity analyst with close to two decades of experience covering small- and mid-cap stocks. Check out his newsletters. (Free trial subscriptions available) He has been the editor of several well respected newsletters with major companies as well on of the top performers with TheStreet.com where he significantly outperformed the markets during his tenure. He was also a research analyst for Jim Cramer. Frank is the host of Wall Street Unplugged. Frank has been a guest on various media outlets including Fox Business News, CNBC's The Kudlow Report and CNBC's The Call. He has also been mentioned numerous times on Jim Cramer's™s Mad Money, is a featured guest on CNN Radio and has been quoted in financial magazines and websites. Before TheStreet.com, Frank was the editor of The FXC Newsletter and received one of the top rankings by Hulbert's Financial Digest for risk-adjusted performance. Follow @frankcurzio Check this out and find out more at: http://www.interactivebrokers.com/ Follow @andrewhorowitz Looking for style diversification? More information on the TDI Managed Growth Strategy - HERE Stocks mentioned in this episode: (META), (F), (GM), (NVDA), (AMD), (SNAP), (TSLA), (DIS)

Matthew Christopher Hulbert, author of "Oracle of Lost Causes: John Newman Edwards and His Never-Ending Civil War"

Matthew Christopher Hulbert, author of "Oracle of Lost Causes: John Newman Edwards and His Never-Ending Civil War"

Matthew Christopher Hulbert, author of "Oracle of Lost Causes: John Newman Edwards and His Never-Ending Civil War"