Podcasts about in class

Similar to Benjamin Mays, Dorie Ladner (1943-2024) used to say she was “born to rebel.” She fought for human rights her whole life, transforming Social Structures while also centering her Ways of Knowing and the Governance formations she was raised in as an African person in Mississippi, in the Civil Rights Movement and in global liberation movements. Many US debates about reparations, such as Nicole Hannah-Jones article in this Sunday's New York Times Magazine, center what Black people believe that the US “owes” Africans descended from US enslavement. Rebelling against an oppressive Social Structure and Repairing oneself and/or community are not the same. When do we choose one or the other?JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Are you a member of Knarrative? If not, we invite you to join our community today by signing up at: https://www.knarrative.com. As a Knarrative subscriber, you'll gain immediate access to Knubia, our growing community of teachers, learners, thinkers, doers, artists, and creators. Together, we're making a generational commitment to our collective interests, work, and responsibilities. Join us at https://www.knarrative.com and download the Knubia app through your app store or by visiting https://community.knarrative.com.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Al and Lynda talk to Prof Kate O'Brien (Chemical Engineering, The University of Queensland) about how she draws on classical literature and storytelling as a central avenues for understanding and problem solving, even in the context of large engineering classes. 

Processing our day-long teach-in at DuSable last week, the HistoryMakers conference in Atlanta and spending the last day of Black History Month at Dunbar High School gives us a chance to examine the importance of who tells the stories of our experiences and who interprets what the mean. Us being fully human in the world requires sacrifice. It requires us doing the right thing, even when it might cost something in the short term.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

W.E.B. Du Bois warned us what was coming if we didn't plan and address issues of collective, race and culture. Dù Bois's question of what our collective objectives are and should be looms larger than ever today. JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Are you a member of Knarrative? If not, we invite you to join our community today by signing up at: https://www.knarrative.com. As a Knarrative subscriber, you'll gain immediate access to Knubia, our growing community of teachers, learners, thinkers, doers, artists, and creators. Together, we're making a generational commitment to our collective interests, work, and responsibilities. Join us at https://www.knarrative.com and download the Knubia app through your app store or by visiting https://community.knarrative.com.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Are you a member of Knarrative? If not, we invite you to join our community today by signing up at: https://www.knarrative.com. As a Knarrative subscriber, you'll gain immediate access to Knubia, our growing community of teachers, learners, thinkers, doers, artists, and creators. Together, we're making a generational commitment to our collective interests, work, and responsibilities. Join us at https://www.knarrative.com and download the Knubia app through your app store or by visiting https://community.knarrative.com.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Dr. Greg Carr and Professor Karen Hunter remember the life and legacy of Joe Madison, known as “The Black Eagle,” who passed away on January 31. He was 74.Joe Madison was a leading figure in American talk radio, who made history on multiple occasions, including in 2015 when he broke the Guinness World Record for “longest marathon hosting a radio talk show” (52 hours live). His efforts raised over $250,000 for the Smithsonian's National Museum of African American History and Culture. In that same year he also became the first national, American talk show in more than 50 years to broadcast live from Cuba.Madison was also a civil rights activist known for staging protests and acts of civil disobedience, and a key figure in the top circles of African American leadership and activism. A native of Dayton, Ohio, he graduated from Washington University in St. Louis, which awarded him an honorary doctorate in 2019. In that same year he was also elected to the National Radio Hall of Fame in recognition of over 40 years in broadcasting. His signature line when people called his show to speak about injustice was “What are you going to do about it?”Madison is survived by his wife, Sherry; his children Jason, Monesha, Shawna and Michelle; his five grandchildren; and one great-grandchild.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

With the International Court of Justice telling Israel to adhere to the Genocide Convention (a repudiation of their violence of historic significance), the question is raised, “what are the limits of formal organizations and is our silence in the face of violences complicity?” Alabama killed a death row inmate on Thursday by giving him a nitrogen gas mask instead of oxygen, a first in history. Over half the world's people (more than 4 billion) live in the more than 60 countries that will hold elections this year, the largest number and percentage in history. But elected governments from India to the U.S. either tolerate or exacerbate inequities, hatreds and violences against specific groups. Can we stop these things? And if so, what will it take? More than elections, for sure, but political participation is necessary.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

US white nationalists and market capitalists define “freedom” as the ability to pursue individual goals without state or social restraint. Renewed assaults on basic administrative and frameworks of US and international social structures and “norms” continue to stress individual and small group interests without regard to impact on larger communities and our common humanity. What are the costs of trying to execute these narrow ideological agendas? How do or should we think about “freedom” in our Governance formations and the Social Structures that influence them and in which they persist? As we continue our collective effort to enter 2024 with renewed energy and vision, we take a moment early on to pose the question: What does it mean to be “free,” especially for oppressed people and groups?JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this episode, Dr. Carr reflects on what is required of us to honor the labor we have undertaken over the arc of our soon-to-be four years of work at Knarrative and Knubia. As we embark on a new year, he reflects on the significance of continuing the journey, underlining the pivotal role this year is poised to play. He also discusses the essence of Martin Luther King's legacy and the role and difference between Domas and Djalis. JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

So many things are lining up to come to a head in 2024. Increasing strain on structural formations (government, legal, economic, cultural) and inflection points that will be resolved earlier in the year (like these SCOTUS decisions) will reveal opportunities for us to seize. In Ep. 200, we draw from what we've done to reflect on how what we are building is essential: A community, engaged in slow learning, reflection, dialogue and finding common projects to engage.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What does it mean to want to “do something?” To actually “do something,” both as a community and as an individual in community? Taking as our point of departure the fifth principle of Kwanzaa, “Nia” [Purpose], In Class leads up to our 200th weekly installment with a reflection on 2023 through our Africana Studies lens. In our 200th installment, we will look forward to 2024 and beyond in advance of what is shaping up to be a pivotal year in contemporary human history.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

New York State created a Reparations Commission this week. We are at in the arc of the United States Social Structure. The Colorado State Supreme Court case is open and shut on the 14th Amendment. SCOTUS is no doubt scurrying right now to evade the Constitution in a way that makes Bush v. Gore look like Brown v. Board. They're tearing up their institutions, even as others are attempting to redefine Social Structures in ways that protect and extend all Governance formations in them. Federalism has never been a true reality, and it is being tested in ways that haven't been as acute since the Civil War. What happens when things fall apart, and the center cannot hold? We will discuss today.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

This week, In Class comes from Atlanta, site of the 12th annual “Celebration Bowl” football game, marketed by ESPN Sports as “The HBCU National Championship.” This year's festivities, including a “Band of the Year” competition and a National Cheer Squad Combine and Showcase, involves a convergence of HBCUs, including North Carolina A&T, Jackson State, Florida Memorial, Virginia State, Howard, FAMU and two dozen other HBCU Cheer Squads. Additionally, the game will be attended by US Vice President Kamala Harris [Howard Class of 1986] and US Senator Raphael Warnock [Morehouse Class of 1991], among other high-profile figures.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Dr. Greg Carr and @Karen explore the idea that when we learn and teach ourselves, the 'We' emerges and connects. This is the necessary precursor to collective action. JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What happens when you have nowhere to run? Nowhere to even hide, for a moment's respite. Can't find protection in the national legislature. Can't find protection from domestic violence (guns).Can't find protection in your own bed (Breonna Taylor).Can't find protection from white nationalism (The GOP).Karen and Dr. Carr will explore all of this in the context of increasingly bright lines being drawn domestically and globally.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this episode, Al and Lynda talk to Associate Professor Morgan Brigg (from the School of Political Science and International Studies at The University of Queensland) about inviting feedback from students in class. Not at the end of a course, but while the course is running. Morgan talks about how it took courage to make himself vulnerable, but also how this practice enabled him to make changes to student learning, and how it positively changed the dynamic in his classroom. Listeners might also be interested in our 2021 recording with John Hattie, the guru on feedback (season 3, episode 3). You can also follow us on Bluesky now: https://bsky.app/profile/higheredheroes.bsky.social

Jocelyn Jones is one of Hollywood's most prized secret weapons. A legendary acting teacher, coach, and artistic advisor to the stars, she has served as a confidential Creative Consultant on some of the highest-grossing pictures of all time.Now, she shares her personal journey—and the secrets behind her unique methodology—in Artist: Awakening the Spirit Within.How do you tap into the power of creation? A great teacher doesn't just tell you; they show you! With forthright vulnerability, Jones shares the memories and lessons that shaped her, both spiritually and as a world-class teacher—proving beyond question that the same creative process she offers actors can help you discover and manifest a life in coherence with your own heart.Whether you're an actor looking to elevate your craft or a fellow human traveler pursuing your dreams, Artist shows you step by step how to awaken to your higher self and move confidently into the life you were born to live.An acting teacher for over thirty years, Ms. Jones is known for offering insights and techniques that enhance her clients' confidence; provide consistent, inspirational results; and guide them to their own unique perspectives. Her memoir is a blueprint for awakening and connecting to the spirit within—the Artist, capable of manifesting anything.Ms. Jones is also known for the critically acclaimed documentary series In Class with Jocelyn Jones, A Celebration of Actors & Acting, featuring sixteen studio members as they demonstrate the range of work taught in her Master Class.Become a supporter of this podcast: https://www.spreaker.com/podcast/next-level-soul-podcast-with-alex-ferrari--4858435/support.

DwD 0619:  In Class passing vs Out of Class Passing We take a bit of a deeper dive into the various aspects of passing in multi class racing.  Often this can be a big deal, especially in sprint racing.  We have thoughts. Agree?  Disagree?  Did we miss something?  Please let us know at GarageHeroesInTraining@gmail.com  A link to the episode is: https://tinyurl.com/OutOfClassPassing We hope you enjoy this episode! If you would like to help grow our podcast and high-performance driving and racing: You can subscribe to our podcast on the podcast provider of your choice, including the Apple podcast app, Google music, Amazon, YouTube, etc. Also, if you could give our podcast a (5-star?) rating, that we would appreciate very much.  Even better, a podcast review would help us to grow the passion and sport of high performance driving and we would appreciate it. Best regards, Vicki, Jennifer, Ben, Alan, Jeremy, and Bill Hosts of the Garage Heroes in Training Podcast and Garage Heroes in Training racing team drivers Money saving tips: 1)  Enter code "GHIT" for a 10% discount code to all our listeners during the checkout process at https://candelaria-racing.com/ for a Sentinel system to capture and broadcast live video and telemetry. 2)  Enter the code “ghitlikesapex!” when you order and Apex Pro system from https://apextrackcoach.com/ and you will receive a free Windshield Suction Cup Mount for the system, a savings of $40. 3)  Need a fix of some Garage Heroes in Training swag for unknown reasons:  https://garage-heroes-in-training.myspreadshop.com/

In "Class is Not Dismissed," Dr. Osterholm and Chris Dall review the latest trends in COVID-19 and discuss new human cases of H5N1 influenza. Dr. Osterholm also answers an ID Query on Paxlovid eligibility and shares his perspective on timing the next dose of COVID-19 vaccine. Risk of long COVID has ebbed during pandemic, mostly thanks to vaccines, new data reveal (CIDRAP News) How a hotel convention became ground zero for this deadly bacteria (PBS News) Sign up for CIDRAP's daily newsletter MORE EPISODES       SUPPORT THIS PODCAST

 Listen to a 13 year old Pennsylvania middle schooler describe the terror a trans student caused her and her classmates, as she relives watching a friend get savagely beaten IN CLASS as teachers reportedly watched and failed to act. WHERE ARE AMERICA'S ADULTS? Why didn't those adults act when the teenager warned them the trans student had compiled a HIT LIST and that SHE was on it? PLUS.... Does it honestly take comedians like Jon Stewart to call out the media's impotence as it devolves yet again into 24-hour "breaking" coverage of Donald Trump's New York trial? Listen to Stewart's blistering take down as he calls out the media for what they are. TRIGGERED.

In Class 2 of our course on friendship, you'll learn how to get out of your comfort zone when it comes to fostering new friendships and resuscitating old ones. Cristina talks to Washington Post advice columnist Carolyn Hax about doable ways to make real-life connections at a time when technology makes that seem hard. Friendship expert Danielle Bayard Jackson makes the case that spending time with friends can be as simple as some shared errands. And Bob Waldinger is back to explain how we don't always know what we actually want from interactions with other people. It turns out, we might surprise ourselves. For more advice on how to navigate all sorts of relationships, read columns by The Post's Carolyn Hax. Subscribe to The Washington Post and connect your subscription in Apple Podcasts.

Watch the video version of this podcast on YouTube here: https://www.youtube.com/watch?v=NDLvVq9SCz4 Enjoy Film Courage and want to support, please visit our Patreon here - http://www.patreon.com/filmcourage. 0:00 - Without Artists There Is No Future 12:31 - Artists Need To Take Responsibility For Their Happiness 28:40 - Why Thinking Is Bad 44:21 - Truth Is Simple... Lies Are Complicated 1:00:57 - How Quieting Your Mind Can Help You Find Your Purpose 1:08:43 - Why Most Artists Are Stuck 1:18:53 - Imagination Is The Secret To Greatness 1:33:43 - What Artists Get Wrong About Emotion 1:43:29 - If There Is No Discovery There Is No Art 1:57:40 - You Can't Be An Artist And Care About What Other People Think 2:05:38 - How To Become A Master BUY THE BOOK - ARTIST: Awakening the Spirit Within https://amzn.to/3Sr6Duw Jocelyn Jones has been an acting teacher for over thirty years. From A-list movie stars to hand-picked beginners, Ms. Jones is known for offering insights and techniques that enhance her clients' confidence; provide consistent, inspirational results; and guide them to their own unique perspectives. Her memoir, Artist: Awakening the Spirit Within, is a blueprint for awakening and connecting to the spirit within—the Artist, capable of manifesting anything. Ms. Jones is also known for the critically acclaimed documentary series In Class with Jocelyn Jones, A Celebration of Actors & Acting, featuring sixteen studio members as they demonstrate the range of work taught in her Master Class. Learn more at JocelynJonesStudio.com. MORE VIDEOS WITH JOCELYN JONES https://bit.ly/3QmcdMQ CONNECT WITH JOCELYN JONES https://jocelynjonesstudio.com https://www.imdb.com/name/nm0428394 https://www.facebook.com/Jocelyn-Jones-Acting-Studio-74242472531 https://www.instagram.com/jocelynjonesstudio VIEWERS ALSO WATCHED You Can't Be An Artist And Care About What Other People Think - https://youtu.be/S7ZQTCFkxJU Artists Don't Have To Believe In Themselves To Have Success - https://youtu.be/F137IANXaF4 Every Artist Has A Calling - https://youtu.be/jzg7EfKXWh0 A Writer's Imagination Usually Comes From Isolation As A Child - https://youtu.be/fQ3zbpnrybE This Is What Many Artists Don't Realize Until They Are Older - https://youtu.be/arWQV6f0lJk How An Artist Turns Pain Into Purpose - https://youtu.be/7UXa18sSYrU CONNECT WITH FILM COURAGE http://www.FilmCourage.com http://twitter.com/#!/FilmCourage https://www.facebook.com/filmcourage https://www.instagram.com/filmcourage http://filmcourage.tumblr.com http://pinterest.com/filmcourage SUBSCRIBE TO THE FILM COURAGE YOUTUBE CHANNEL http://bit.ly/18DPN37 SUPPORT FILM COURAGE BY BECOMING A MEMBER https://www.youtube.com/channel/UCs8o1mdWAfefJkdBg632_tg/join SUPPORT FILM COURAGE BY BECOMING A PATRON https://www.patreon.com/filmcourage LISTEN TO THE FILM COURAGE PODCAST https://soundcloud.com/filmcourage-com (Affiliates) SAVE $15 ON YOUTUBE TV - LIMITED TIME OFFER https://tv.youtube.com/referral/r0847ysqgrrqgp ►WE USE THIS CAMERA (B&H) – https://buff.ly/3rWqrra ►WE USE THIS SOUND RECORDER (AMAZON) – http://amzn.to/2tbFlM9 Stuff we use: LENS - Most people ask us what camera we use, no one ever asks about the lens which filmmakers always tell us is more important. This lens was a big investment for us and one we wish we could have made sooner. Started using this lens at the end of 2013 - http://amzn.to/2tbtmOq AUDIO Rode VideoMic Pro - The Rode mic helps us capture our backup audio. It also helps us sync up our audio in post https://amzn.to/425k5rG Audio Recorder - If we had to do it all over again, this is probably the first item we would have bought - https://amzn.to/3WEuz0k LIGHTS - Although we like to use as much natural light as we can, we often enhance the lighting with this small portable light. We have two of them and they have saved us a number of times - http://amzn.to/2u5UnHv *These are affiliate links, by using them you can help support this channel.

The world that Norman Lear curated, including the black world, and the way that black cultural meaning makers like Esther Rolle and John Amos pushed back against him, are a lens for examining the difference between social structures and governance formations in Africana. And after those shows, the genealogy that Norman Lear tapped into, in part to continue an ongoing project of mingling his ethnicity with a fictional American identity, with the framing of Black people as the diminished citizenry, goes a long way toward helping us understand the contempt and pity with which others view us, and with which we so maddeningly and too often view ourselves.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

On Dec. 1, 1955, Rosa Parks said "Nah!" Dr. Carr and Karen explore the power of resistance. #ClaudetteColvin #BoycotttheMovie #KnubiaandRefill. There's also a brief discussion of Mehdi Hassan's show and Keith Olbermann's excoriation of Rachel Maddow.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Dr. Daniel Black, author of seven books including "Black on Black," and "The Coming," discusses Sean (P. Diddy Brother Love) Combs and the latest accusations against him. JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What good is it to know a thing, if that knowledge doesn't translate into changing more than our individual condition for the better? Dr. Greg Carr and Karen Hunter explore this question.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Dr. Greg Carr and Karen sort through the shooting in Maine, the election of Mike Johnson and the ongoing conflict in Israel and put it in historical context, applying the Africana Framework to reflect on what has happened and predict what comes next.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Continuing to process this Israel-Palestine War, Dr. Greg Carr spends time thinking the lens through which we should view it. This is the season of HBCU homecomings. We spend a lot of time making imaginary homes. We know about having to make home wherever we are. Where is home?JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In the wake of the war that has erupted in Israel, Dr. Greg Carr ties the history to our humanity.JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

It is Indigenous People's Day weekend and Amiri Baraka's birthday. Dr. Carr and Karen discuss self determination.It's in the Social Structure's narrative silences that we are able to form our own structures and grow. How do we nurture self-determination and self-sufficiency when the “Master Narrative” enforces silences about those subjects except when we are used as footnotes in its memory and vision? We are showing that we can and do convene in the seams of the Social Structure and in those seams—those silences—we find each other and build. JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

This was a question posed this week at the Moorland-Spingarn Research Center Second Annual International Black Writers Festival at Howard University. Dr. Carr and Karen wrestle with the question and deliver some poignant responses. There is also a tribute to Hollis Watkins, who made transition last week as well as a look at the life and work of Hattie McDaniel. #OscarsSoWhite. #ICWCJOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

It's the 161st anniversary of the Emancipation Proclamation today. Here we are “freer” than ever in the United States and more detached from collective liberation work than ever. Meanwhile, Social Structure convulsions are surging once again (Murdoch's Fox teetering, mock book burnings in Missouri, Blum now suing West Point over Affirmative Action, etc.). U.S. Feds announce HBCUs owed at least $16 billion (just over the last 30 years) and white nationalist governors are like, “Whatever!” And outside the U.S., other people and countries are moving more and more independently. Who determines our emancipation? What does it look like? How do we assess progress?JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSummarySee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Deion Sanders' first victory with Colorado last week has sparked a lot of commentary around the role of Black coaches in American football. With a look at #JimmytheGreek, who lost his job 35 years ago for saying Black were bred to dominate physically, Dr. Carr, the People's Professor, and Karen take a look at the history and what does it mean for us today beyond athletics. #AffirmativeAction. #InClasswithCarrJOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes areheld live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes are held live with a live chat.To shop Go to:TheGlobalMajorityMore from us:Knarrative Twitter: https://twitter.com/knarrative_Knarrative Instagram: https://www.instagram.com/knarrative/In Class with Carr Twitter: https://twitter.com/inclasswithcarrSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Our resident guest, Dr. Greg Carr, Associate Professor at Howard University and host of "In Class with Carr" and "The Black Table," joins us to honor the life, legacy, and lessons of activist and author Randall Robison.A leader and activist, Robison wrote "The Debt: What America Owes to Blacks," where he called for America to teach the history of Africa and its people, and outlines what he said white Americans owe Black folks.In this episode, host Shayna Terrell and Dr. Carr discuss the life and legacy of Randall Robison, the movement for reparations, the teaching of accurate history, and what it means to be an American citizen.

In this episode of In Class with Carr, Dr. Greg Carr is checking in from behind the Cotton Curtain and the 47th convening of #NCBSOnline. We spend this class talking about Florida, Conferences, #RandallRobinson and Queen Mother of Soul, #ArethaFranklin. #The Debt #RosewoodJOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes are held live with a live chat.To shop Go to:TheGlobalMajoritySee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Class 4 - Matza: Uproot Money & Work Related Stress Money & work related stress gets in the way of our success and ruins our quality of life. In Class 4 we explore sources that reveal how Matza heals us from the roots of where stress gets created. We'll also learn practical Avodas and Kavanas for eating Matza throughout Yom Tov. Work Inspired Global Chabura Information or Registration Form: https://forms.gle/NwhHmwrBBrEadYM78Class Times: Sunday, Tuesday, Thursday at 1:10 PM NY Time / 8:10 PM Israel TimeJoin in person in RBS (location to be announced) or via Zoom. Recordings Available ⭐THANK YOU TO OUR SPONSOR⭐ For ‘Teruma'-donations: pilznoworkinspired@gmail.com Grab the merit of being an essential enabler of this immeasurably important work!

Pesach Cleaning - Removing Unhealthy 'Chametz' Mindsets Preparing for Pesach through cleaning is an opportunity to remove limiting beliefs and fears that hold us back from experiencing breakthroughs in our finances & work. In Class 3, we explore sources about the spiritual manifestations of Chametz and learn practical Avodas for making Bedika, Biur and Bitul Chametz a transformational experiences. Work Inspired Global Chabura Information or Registration Form: https://forms.gle/NwhHmwrBBrEadYM78 Class Times: Sunday, Tuesday, Thursday at 1:10 PM NY Time / 8:10 PM Israel Time Join in person in RBS (location to be announced) or via Zoom. Recordings Available ⭐THANK YOU TO OUR SPONSOR⭐ For ‘Teruma'-donations: pilznoworkinspired@gmail.com Grab the merit of being an essential enabler of this immeasurably important work!

Dr. Greg Carr unpacks a lot in this lesson including Mississippi's GOP Apartheid takeover of Jackson, the second Blackest state in America and he breaks down the case of Alex Murdaugh, looking at the lineage of his family. There is also a discussion of Claudette Colvin and the discrimination lawsuit filed by former law school student at Howard University.Check out Ep. 40 of In Class with Carr for more on Claudette Colvin: https://www.youtube.com/watch?v=olhRUzq5Ex4JOIN KNARRATIVE: https://www.knarrative.com it's the only way to get into #Knubia, where these classes are held live with a live chat.To shop Go to:TheGlobalMajoritySee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Our resident expert, Dr. Greg Carr, Associate Professor at Howard University, and host of "In Class with Carr" joins host Shayna Terrell to discuss what it means to be a citizen of the United States. Dr. Carr helps us answer the question: "Is there a cultural component to being American?"Is there a unified culture in the United States? How do culture and history intersect in the country? Does being an American citizen make you anti-black by default? These questions and more are answered in this powerful episode.  

This week, Shanti fully embraces her nickname, Shalom Shanti by becoming a yogi & expresses gratitude to a listener for her help in restoring The Sable Collective's IG. Antoinette gushes over the Eagles going to the Superbowl and shares some of the many lessons she is learning from working more closely with her girl, Mandii B. Together, they ring in Black History Month right by examining the SYSTEM that is white supremacy, expressing gratitude for the ancestors, and imagining the faith, love, & liberation that no system could rob them of. Join us for a very special episode of Around the Way Curls. Do you have a question or comment you'd like to share with us? Call in! Leave a message!Hotline: (215) 948-2780 Email: aroundthewaycurls@gmail.com Patreon: www.patreon.com/aroundthewaycurls for exclusive videos & bonus episodes Shop ATWC Merch: https://www.aroundthewaycurls.com/collectionsWatch Karen Hunter's: In Class with Carr, Ep. 151: Tyre Nichols and the SYSTEM of Brutality here: https://www.youtube.com/watch?v=bjxfqmz5EJE&t=198sWatch Yaba Blay's live with Colel Arthur Riley: https://www.instagram.com/tv/CoGl3OhqiLz/?igshid=NDk5N2NlZjQ=Follow Dr. Car on Twitter: https://twitter.com/AfricanaCarr?s=20&t=b6hD3Oh5ZWtVbQtfUXByAw Follow Karen Hunter on Twitter: https://twitter.com/karenhunter?s=20&t=b6hD3Oh5ZWtVbQtfUXByAw

Dr. Greg Carr, Associate Professor at Howard University, and host of "In Class with Carr" joins host Shayna Terrell to drop some knowledge on the actual history of "Black History Month."Dr. Carr speaks on the importance of elevating and preserving Black History and on the events taking place in Florida (and around the country) where Black history and teaching truth seem to be under attack. Shayna and Dr. Carr discuss Critical Race Theory, Black Queer Studies, and Intersectionality and how these topics are now seen as "indoctrination" by those on the right. Finally, the episode touches on the term "woke," and how we can move beyond the basic narratives and tropes that get trotted out every Black History Month. 

We are talking about how to Gain recovery IN CLASS! 

In Class 3, Timothy Snyder, recently back from a visit to Ukraine, explores the geography and ancient history of the region. Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European languages. Ukraine … Read More Read More

Do you speak the language or does the language speak you? In Class 4 Professor Timothy Snyder maps out the landscape ‘Before Europe.' Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European … Read More Read More

In Class 5, Professor Snyder describes the foundations of the Kyiv state. Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European languages. Ukraine must have existed as a society and polity on … Read More Read More

In Class 8, guest lecturer Glenn Dynner, Professor of Judaic Studies and Director of the Bennett Center at Fairfield University, explores the early Jews of modern Ukraine. Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five … Read More Read More

In Class with Carr, Ep. 134: Pastime/Gangsta Paradise, Kwame Alexander and "Why Is We Americans"?Dr. Greg Carr tells the story of the making of #GangstaParadise on the heels of the death of #Coolio. He and Karen also celebrate E. Curtis Alexander and his son, Kwame Alexander. At the end, there is a discussion of "Why We Is Americans!"JOIN @Knarrative: https://www.knarrative.comGet the: "Door of No Return"Watch: #AmiraBaraka: https://www.youtube.com/watch?v=7ziRjhAgTO8See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this episode, Gail talks with legendary acting coach and artistic advisor Jocelyn Jones. She ran an actors' studio in Hollywood for more than thirty years, training hundreds of actors in the art of creating characters,. She has recently published a book titled Awakening the Sprit Within and has created a 16-part documentary, with her husband Miles Watkins, titled In Class with Jocelyn Jones: A celebration of actors and acting.We talk about the choices she made when creating a character based on Greta Garbo, as depicted in a stage play; about the sensitivity that an artist brings to their work; and about the challenges to maintaining the keen observation skills an actor needs.You can find out more about her work at her website https://jocelynjonesstudio.comThe Brainwave Podcast is produced and presented by WindWord Group Publishing and Media. Please visit our website at https://www.windwordgroup.com to sign up for our newsletter and receive regular information about upcoming guests, new releases, and special gifts for regular listeners and readers. Support the show

Resident Baba Dr. Greg Carr, Associate Professor at Howard University and host of "In Class with Carr," brings us a lesson on ""Black August," a time that celebrates “the struggle”, and “the rebellion."Dr. Carr gives us a history lesson on rebellions and revolutions and shares important historical rebellions that we should all know. He also describes the origins and history off Black August, and addresses the idea that it is an alternative to Black history Month.Host Shayna Terrell and Dr. Carr discuss how teachers can make sure our youth are educated with an accurate depiction of what rebellion and resistance are. They list recommended books for English and history teachers to teach and talk about rebellion with their students?Finally, Shayna And Dr. Carr discuss the commercialization of other movements and how we can avoid the same thing happening to "Black August."Had you heard of Black August before today?

Jocelyn Jones is one of Hollywood's most prized secret weapons. A legendary acting teacher, coach, and artistic advisor to the stars, she has served as a confidential Creative Consultant on some of the highest-grossing pictures of all time.Now, she shares her personal journey—and the secrets behind her unique methodology—in Artist: Awakening the Spirit Within.How do you tap into the power of creation? A great teacher doesn't just tell you; they show you! With forthright vulnerability, Jones shares the memories and lessons that shaped her, both spiritually and as a world-class teacher—proving beyond question that the same creative process she offers actors can help you discover and manifest a life in coherence with your own heart.Whether you're an actor looking to elevate your craft or a fellow human traveler pursuing your dreams, Artist shows you step by step how to awaken to your higher self and move confidently into the life you were born to live.An acting teacher for over thirty years, Ms. Jones is known for offering insights and techniques that enhance her clients' confidence; provide consistent, inspirational results; and guide them to their own unique perspectives. Her memoir is a blueprint for awakening and connecting to the spirit within—the Artist, capable of manifesting anything.Ms. Jones is also known for the critically acclaimed documentary series In Class with Jocelyn Jones, A Celebration of Actors & Acting, featuring sixteen studio members as they demonstrate the range of work taught in her Master Class.

Resident Baba Dr. Greg Carr, Associate Professor at Howard University and host of "In Class with Carr", rejoins the show to talk about the Constitutional fight for quality education and the work Junior Servant Leaders are doing within that fight.Host Shayna Terrell of the Center for Black Educator Development and Dr. Carr begin the episode by defining what "a quality education" is and looks like in practice and whether or not it is actually a constitutional right.They discuss the themes of equality, equity and the historic distribution of educational resources in the United States and what it has meant in Public education.Finally, Shayna and Dr. Carr spend some time discussing the role of teaching as service, anti-racism in education and the future of quality education as a constitutional right.  

Jocelyn Jones has been an acting teacher for over thirty years. From A-list movie stars to hand-picked beginners, Ms. Jones is known for offering insights and techniques that enhance her clients' confidence; provide consistent, inspirational results; and guide them to their own unique perspectives. Her memoir is a blueprint for awakening and connecting to the spirit within—the Artist, capable of manifesting anything. Ms. Jones is also known for the critically acclaimed documentary series In Class with Jocelyn Jones, A Celebration of Actors & Acting, featuring sixteen studio members as they demonstrate the range of work taught in her Master Class. Learn more at JocelynJonesStudio.com. Evidenced by her many transformations, Meg Nocero understands the power of awareness and intentions while manifesting her greatest dreams. In addition to a successful career as an attorney (former federal immigration prosecutor), she has transitioned her calling to award-winning author, a certified empowerment coach and happiness trainer, adjunct professor, and inspirational speaker. In May 2021, she presented a TEDx inspirational talk called "Wake Up!" And in September 2021, she completed her inspirational "Butterflies & Bliss Trilogy." Beginning with The Magical Guide to Bliss: Daily Keys to Unlock Your Dreams, Spirit & Inner Bliss, followed by Sparkle & Shine: 108 M.A.N.T.R.A.s to Brighten Your Day and Lighten Your Way, and finished with Butterfly Awakens: A Memoir of Transformation Through Grief. After being brought on stage in Miami with Oprah Winfrey in 2014, she decided to create a life more closely aligned to her dream and inspire others to follow their bliss. Founder of "The Meg Nocero Network," she runs her company Butterflies & Bliss, L.L.C., a non-profit called S.H.I.N.E. Networking Inc. that provides educational scholarships to young innovative leaders. She is also a Love Button Global Movement Ambassador. In 2021, S.H.I.N.E. received an Inaugural Anthem Award in the Education, Arts & Culture – Networking and Community Organization category. Nocero appeared on CNN Español, BookCon live, and podcasts and online media, such as M.S.N.B.C., C.B.S., Boston Herald, and Chicago Tribune. She hosts a YouTube/Podcast channel where she broadcasts Manifesting with Meg: Conversations with Extraordinary People and Amazing Authors. Nocero is a proud Italian-American whose love of language had her master English, Spanish, Italian and conversational French. She lives in Miami, Fl. with her husband, shelties, and two children and is honored to be a "Friend of the Miami Book Fair." Visit www.megnocero.com. Please subscribe to my YouTube channel today! --- Support this podcast: https://anchor.fm/meg-nocero/support

In Class with Carr, Ep. 120: Roe v. Wade Was Never About AbortionLurie Daniel Favors (head of the Center for Law and Social Justice at Medgar Evers College and host of the Lurie Daniel Favors Show on @SiriusXM) joins Karen and Dr. Greg Carr in a discussion about the recent #SCOTUS decision, which overturned #RoevWade. They reveal the implications, the history, as well as some of the responses and actions we should take next. #InClasswithCarr #FreedomSchools JOIN Knarrative and bring your brick to #Knubia: https://www.knarrative.com/See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In Class with Carr, Ep. 119: Juneteenth Through African HistoryDr. Greg Carr and Dr. Sunyatta Amen ( @Calabash Tea ) break down #Juneteenth through African and indigenous traditions. There is also a continued tribute to the visionary #OctaviaButler #Earthseed.JOIN KNARRATIVE: https://www.knarrative.com/ to get into #KnubiaSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What is the relevance of "community" at all? Why is it important to apply a critical racial lens in conversation around faith, stigma and our future? How do these dynamics show up when we're not looking?  On this episode we study the effect(s) of coercion, exclusion and "othering" through subtle acts of religious supremacy in public policy and government. We first look into rhetoric of government officials desperate to preserve cultural notions of straight, White minority and Christian rule in specific arguments contesting "unenumerated rights". Then we conclude  with the voice of Religious Freedom advocate, ally to the Nonbeliever community and Interfaith Advocate, Dr. Sabrina Dent. Based here in the Washington, DC area, Dent first remarks to Legacy (2020) appear in the previous Episode 8. She has worked tirelessly to reduce stigma among religious minorities-speaking truth to power not only in the public sphere but also within intra-faith circles and organizations.   _____________________________ (Ep. 9)  Show Notes Host: Rogiérs  Writing & Narration: Rogiérs  Production & Editing: Fibby Music Group, LLC Assistant Producer, Research: Drai Salmon Opening performed by Rogiérs, Reginald & Alesandra Ndu Recorded at: FMG Studios, Washington, DC Cover Artwork: Emily Wilson Music Licensing/Episode Musical Credits courtesy of: Fibby Music Recordings, Storyblocks Resources & Mentions Dr. Sabrina Dent, President of Center for Faith, Justice, and Reconciliation (Richmond, VA.)  "In Class with Carr." The Karen Hunter Show, Ep. 107 Dr. Greg Carr. (@AfricanaCarr in #Knubia and Twitter)  Mark Joseph Stern, Dahlia Litchwick. SCOTUS Legal Correspondents, Host/Co-Host, Slate Amicus Podcast  Lindsay Graham presses Supreme Court nominee Judge Ketanji B. Jackson on Faith, (March 2022), USA Today   Dr. Sikivu Hutchinson, “Godless Americana: Race and Religious Rebels" _____________________________ For Contact, Inquiry, Voicemail & Feedback:  E: BNDCPodcast@gmail.com Twitter: @WWHPodcasting _____________________________ Additional Content: Find the entire LEGACY catalogue of programs online at the Black Nonbelievers YouTube Channel! Find Black Nonbelievers of DC online on Facebook and also on Meetup.  Support  Black Nonbelievers follow on Twitter and find a local affiliate new you! Special thanks to the American Humanist Association and the DC Commission on the Arts & Humanities for their support. (c) 2022 Fibby Music Group, LLC www.FibbyMusic.net 

Perhaps one of the biggest slept-on challenges we face moving through life and all its stages is how do we form community, maintain it, hold it accountable, reconcile it and how we discard community in/around us?Sometimes we get it right, sometimes we don't so much. On this episode Ro tells a story of a peculiar encounter with a random lady at Eastern Market and we study the historical relationships between American patriarchy, social class and imposition of its faith-based, foundational ideas. Then we invite the much needed voice of a Religious Freedom advocate, ally to the Nonbeliever community and Interfaith Advocate, Dr. Sabrina Dent from her Legacy appearance in 2020. Based here in the Washington, DC area, Dent has worked tirelessly to reduce stigma among religious minorities-speaking truth to power not only in the public sphere but also within intra-faith circles and organizations.   _____________________________ (Ep. 8)  Show Notes Host: Rogiérs  Writing & Narration: Rogiérs  Production & Editing: Fibby Music Group, LLC Assistant Producer, Research: Drai Salmon Opening performed by Rogiérs, Reginald & Alesandra Ndu Recorded at: FMG Studios, Washington, DC Cover Artwork: Emily Wilson Music Licensing/Episode Musical Credits courtesy of: Fibby Music Recordings, Storyblocks Resources & Mentions Dr. Sabrina Dent, President of Center for Faith, Justice, and Reconciliation (Richmond, VA.)  "In Class with Carr." The Karen Hunter Show, Ep. 107 Dr. Greg Carr. (@AfricanaCarr in #Knubia and Twitter)  Dr. Sikivu Hutchinson, “Godless Americana: Race and Religious Rebels" _____________________________ For Contact, Inquiry, Voicemail & Feedback:  E: BNDCPodcast@gmail.com Twitter: @WWHPodcasting _____________________________ Additional Content: Find the entire LEGACY catalogue of programs online at the Black Nonbelievers YouTube Channel! Find Black Nonbelievers of DC online on Facebook and also on Meetup.  Support  Black Nonbelievers follow on Twitter and find a local affiliate new you! Special thanks to the American Humanist Association and the DC Commission on the Arts & Humanities for their support. (c) 2022 Fibby Music Group, LLC www.FibbyMusic.net 

A special In Class with Carr live from Hershey, Pennsylvania and the 2nd annual Healthy, Wealthy Wise event. JOIN Knarrative/Knubia: https://www.knarrative.com/

In this 100th episode celebration of In Class with Carr we hear from the listeners: Jean Baylor of the former duet Zhane and author and SiriusXM radio host, Clay Cane.

Tracie Addy talks about what inclusive instructors do on episode 394 of the Teaching in Higher Ed podcast. Quotes from the episode Inclusive teaching is being responsive to the diversity of our class and designing learning environments that include all of our students. -Tracie Addy Inclusive teaching allows students to be engaged in an equitable learning environment and feel a sense of belonging. -Tracie Addy We can think about our students in terms of the different strengths they bring to the classroom. -Tracie Addy I had a lot of experiences as a black female that had a profound impact on me. -Tracie Addy Resources BOOK: What Inclusive Instructors Do VIDEO: Tracie Addy on Getting to Know Your Students BLOG: What Inclusive Instructors Do: Q&A With Tracie Addy RESOURCE: Tracie Addy's Who's In Class? Form ARTICLE: A Tool to Advance Inclusive Teaching Efforts: The “Who's in Class?” Form, by Tracie Marcella Addy, Khadijah A. Mitchell, Derek Dube INFO: Tara J. Yosso on Wikipedia

On this episode of Finding Your Bliss, we have a show devoted to music and visual arts. This week, Bliss expert and Life Coach Judy Librach is joined Nicky Phillips who is an award-winning composer and lyricist. Nicky is currently a member of the BMI-Lehman Engel Advanced Musical Theatre Workshop where she was awarded the Jean Banks Award for outstanding achievement in Musical Theatre. An alumnus of the Johnny Mercer Songwriters Project, Nicky was mentored by Lin-Manuel Miranda and Craig Carnelia. Her work has been showcased at Lincoln Center, 54 Below, Don't Tell Mama, The Laurie Beechman Theatre and The New York Theatre Barn. She has had writing residencies at CAP21, the Human Race Theatre Company and she was awarded the artist in residence at the Margret and H.A.Rey Center. Her work with the Musical Stage Company in Toronto includes being a music supervisor on Launchpad 2020 and a participant in Noteworthy. As a musical theatre writer, Nicky's musical works include: In Between (available for licensing); The Last Party (Toronto Fringe Festival); The Curious Journey (ASCAP Stephen Schwartz Workshop, Johnny Mercer Writers Colony at Goodspeed Musicals, CMTP); Stagefright (Prospect Theatre Musical Theatre Lab); Becoming Tussaud (In Development); she has contributed material to Touch Me: Songs for a (dis)Connected Age (Forte Musical Theatre Guild); In Flanders Fields (First commissioned and produced by Smile Theatre Company, additional productions at Golden Apple Theatre and Lunchbox Theatre in Calgary where it was nominated for a Betty Mitchell Award for Outstanding Production). Nicky is proud to have two songs featured on the Wellsongs Project CD, available for purchase through Broadway Records. Most recently, Nicky has released a musical theatre songbook entitled "The Tweens

Welcome to episode 74 of the Think UDL podcast: Inclusive Instructors Use UDL with Tracie Addy. Dr. Tracie Addy is the Associate Dean of Teaching and Learning and the Director of the Center for the Integration of Teaching, Learning, and Scholarship at Lafayette College in Easton, Pennsylvania. Along with her co-authors Derek Dube, Khadijah A. Mitchell, and Mallory SoRelle, she wrote the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. I have wanted to have Dr. Addy on the podcast since I participated in one of the webinars associated with her book as I saw so many correlations between UDL and the practices and principles that she highlights. In today's conversation, we take a look at barriers to inclusion, what facilitates student learning, and what creates or hinders a sense of belonging. We also talk about course design, inclusive syllabi, how to engage students, and how to create inclusive assessments. Dr. Addy has provided quite a few resources besides her book that can help all of us to become more inclusive instructors. You'll find those in our resources area on the ThinkUDL.org webpage associated with episode 74. Thank you so much for listening to this conversation on how UDL is so closely related to inclusive practices. Resources ACUE Blog: https://community.acue.org/blog/what-inclusive-instructors-do-qa-with-tracie-addy/ The Who's In Class? Form is available through this link from Lafayette college, and soon a publication about the form will be out and the form will be available without needing to ask Lafayette for a copy. We will update our resources when it is available! Addy, T.M., Dube, D., SoRelle, M., Mitchell, K.A. (2021). What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Stylus Publishing. Addy, T.M., Dube, D., Mitchell, K. (2021). Chapter 14: Measuring the Impact of Pedagogical Efforts for Equity & Inclusion. In Equity and Inclusion in Higher Education:Strategies for Teaching, Edited byR. Kumar and B. Refaei. University of Cincinnati Press. Addy, T.M., Reeves, P.M., Dube, D., Mitchell, KA. (2021). What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches. To Improve the Academy, 40(1). DOI: https://doi.org/10.3998/tia.182 Cook-Sather, A., Addy, T.M., DeVault, A., Litvitskiy, N. (2021). Where Are the Students in Efforts for Inclusive Excellence?: Two Approaches to Positioning Students as Critical Partners for Inclusive  Pedagogical Practices. To Improve the Academy, 40(1). DOI: https://doi.org/10.3998/tia.961 Addy, T.M. To Build More Inclusive Teaching Environments, Listen to Students. Last Word. ASEE Prism.  Addy, T.M. Let's Not Underestimate the Power of Student Voice. ASEECommission on Diversity, Equity, and Inclusion. Guest Blog. Addy, T.M., Cook-Sather, A., Felten, P. (August 27, 2020). Partnering with students is critical now more than ever. University Business. Addy, T.M., Dube, D.,Mitchell, K.A. (August 5, 2020). Fostering an Inclusive Classroom. Inside Higher Ed (Opinion). Transcript Lillian Nave  00:00 Welcome to think UDL, the universal design for learning podcast where we hear from the people who are designing and implementing strategies with learner variability in mind. I'm your host, Lillian nave, and I'm interested in not just what you're teaching, learning, guiding and facilitating, but how you design and implement it and why it even matters. Welcome to Episode 74 of the think UDL podcast inclusive instructors use UDL with Tracie Addy. Dr. Tracie Addy is the Associate Dean of teaching and learning and the director of the Center for the integration of teaching, learning and scholarship at Lafayette College in Easton, Pennsylvania. Along with her co authors Derrick Dubey, Khadija Mitchell and Mallory Serral. She wrote the book what inclusive instructors do principles and practices for excellence in college teaching? I have wanted to have Dr. Addy on the podcast since I participated in one of the webinars associated with her book, as I saw so many correlations between UDL and the practices and principles that she highlights. In today's conversation, we take a look at barriers to inclusion, what facilitates student learning, and what creates or hinders a sense of belonging. We also talk about course design inclusive syllabi, how to engage students and how to create inclusive assessments. Dr. Addy has provided quite a few resources besides a book that can help all of us to become more inclusive instructors. You'll find those in our resources area on the think udl.org webpage associated with episode 74. Thank you so much for listening to this conversation on how UDL is so closely related to inclusive practices. Thank you so much, Dr. Tracie Addy, for joining me today on the think UDL podcast. Well, I'm very excited about what you have to talk about today about being an inclusive instructor. I have followed and watched several of your webinars and your book. And I think you've got a lot to tell us about the intersection of Universal Design for Learning, and what inclusive instructors do. So I'll start off with the question I asked my guests, which is what makes you a different kind of learner.   Dr. Tracie Addy  02:50 I really like the big picture. So give me the big picture first, then fill in the details later. So when I was in school, I remember some of my teachers actually going into depth with those small parts of things. And I couldn't place it all together. And I think that's good for many people, you know, to get the big picture. So we have the frameworks, but it's especially important to me. Oh, great.   Lillian Nave  03:14 So you have written a book with with several colleagues about what inclusive instructors do. And some may, I've heard this criticism about inclusive teaching, as being outside their job. I don't agree with it. But I've heard this idea about that's outside my job, my primary directive is to teach the material, you know, the material only. And so I'm interested in how you combat that criticism and and ask you what is your definition of inclusive teaching? And why is it important?   Dr. Tracie Addy  03:50 Yeah, that's a great question. So this also very much so aligns with a study that we recently did. This study was looking at barriers to inclusion that were expressed by participants like why or what barriers are there that can impede, you know, this implementation or adoption of inclusive teaching? And it also looked at, like, you know, what are some promising things that could help it as well? And so one of the items mentioned, and, you know, we saw on our thematic analysis was this very thing that you mentioned, responsibility. It's not my responsibility to create an inclusive classroom environment as a major barrier as well. And a personal one, because they had personal barriers. They also had institutional barriers that they that they talked about, as well. So with regards to thinking about what about what do we say to those right, who, who feel like it's not their responsibility? You I would typically have some type of conversation with them, but of course, it would be very context dependent, you know, and also I would be very aware of how they're responding, but one The things I think that's good to introduce when people you know, don't feel it's their responsibility is to ask a little bit about what do you think facilitates student learning, you know, and just, you know, kind of tell me some ideas of what you think, you know, helps learning. And then also, what do you think hinders student learning in the classroom? And, and get a sense of the things that they describe? And add to that if it's not their sense of belonging, right, equitable approaches to teaching. And so when you ask about what is inclusive teaching, that's what we're getting at there. Right. So it's this idea that we're fostering a welcoming environment for students, and it's inclusive, and that it's inclusive of all of our learners. So we're teaching a diverse, you know, student population, and we're responsive to that in our teaching. And so, for that particular individual who might not feel it's a responsibility, you know, talking a little bit about, you know, we've seen and we know, from, there's evidence that belonging is critical for student learning, so you can actually add that to the facilitating learning in the list, right. And also, you know, creating a more equitable environment, add that all, you know, to that list. And, you know, think about ways in which this is why we wrote what inclusive instructors do that we as instructors can actually facilitate that, and probably get into more of a conversation with them about how do they facilitate those other aspects in which they thought promote learning, right. So there's ways actually that we can also do that for Inclusive teaching as well. And so I probably kind of have that kind of back and forth, right conversation and kind of see how they're reacting. And if they actually described a few strategies that actually embed it or you know, inclusive teaching kind of within them in some way, I probably say, wow, you're actually doing, like, so affirming that these are actually things that you you probably you might do in your class, but you don't even label it maybe inclusive teaching, but they are. So I think, in general, having those conversations is important to really parse out that this is something that helps our students learn, we know it, it's from the research, you know, we know people who practice it, you know, we see it in our classes when we teach this way, and how it helps facilitate learning.   Lillian Nave  07:22 You know, it, this seems like it is trying to put some glasses, some corrective lenses on our faculty. And if we can make the comparison that that they don't realize it's happening that this is that there may be some sort of way that we are excluding some students, and we didn't realize it. Absolutely, yeah, if we don't have accessible materials, or if we don't modify our format, or our content, that that makes it accessible for all of our students, it makes me think of I can definitely remember times when I have given like, I've been giving a lesson in a classroom. And after like two or three minutes, I'm going on about some, you know, painting or work of art, it's very visual. And I realized that the camera or the projector has been muted, like, they can't see what I'm talking about, you know, like, I started to just go in, I was really excited about it. And then every once in a while, I after a couple minutes, I hear, you know, finally students like, we don't see what you're talking about at all. And I didn't realize I had created that barrier, you know, just I'd forgotten to flip the switch, I had turned it off to get it ready. So I wasn't, you know, going through all of my email in front of them. And I was ready to go and hadn't flipped that one scratch, switch for them to see. And therefore I'd made it completely inaccessible or unable for my students to do actually get to the learning. And I think this is very similar. We just don't realize we're doing it sometimes that we have. We haven't turned on the projector because maybe we didn't. We have not opened up the classroom to all of the students. We've left several outside the door. We just didn't realize that we'd close the door before they got in. Yeah, absolutely speaking.   Dr. Tracie Addy  09:13 Yeah. Yeah. And I think that's really important now to think about that, because, you know, yeah, in higher education, there's many students that have been excluded in various ways. The other thing to think about and this is something that we do a lot I do a lot at my institution is student voice. So hearing it actually from students that how they've been excluded in various settings in the classroom in a, you know, non in a non threatening, you know, kind of non confidential way has been a very powerful method for our faculty to see the things that you know, how students perceive it to and, and increase that awareness, right, like so when we actually can hear from them as well because like you mentioned in your class, you didn't realize it so Right, right, right students said so it's like when we have you know, that voice also and allow it and able it right, then we can also start to hopefully be able to see, right that these are some things that are happening that we can change, you know, in there in the classroom.   Lillian Nave  10:08 Yes, absolutely. So, this, this seems to be a very important topic today. And is there any? Is there anything that made you say, We're gonna need to write this book now? Like, what is it about? Why is it important right now?   Dr. Tracie Addy  10:29 Yeah, I think we were just very kind of favorable and timing. When the book came out, we wrote it before all of the pandemic, and all of that, you know, we were in the process of writing it before all of that. So we kind of, you know, that when it came out was, it just happened to be at a moment, I think, in institutions in higher education, where it's this, like, kind of reckoning and understanding of like, oh, wow, we really need to pay attention to this, right. So we initially, you know, did the study and the study, we were focused on really the research and thinking about, as I mentioned before, about barriers, adoption and things of that nature. And what we realized was that there was a lot of rich information that really got at what inclusive instructors do that it would be really great to actually have some practical kind of guide or tip like the book that we always wanted, right for thinking about inclusive teaching, you know, in our teaching, and to incorporate, you know, these voices of instructors, across disciplines, across institutions, so that everybody could see that this is something that we all can do or contribute to, and creating these inclusive learning environments as well. So those were kind of some of the major things and in addition to, you know, having a passion and an interest and importance of inclusive teaching as excellent teaching, those were some of the big reasons, you know, to going in this direction, also, even at my own institution, I was thinking about different ways in which to support instructors when they were like, well, what is inclusive teaching? What does it look like? Right? So there's a lot of confusion around that now, I think we've been able to operationalize it more, you know, kind of show it more in different ways, different strategies, and things like that. And so there's less, kind of hang up over the term, and more, you know, focus over what does it kind of look like in the class? And so this book also was able to do that, and, and to really show like, what it is right, but that inclusive instructors can do? And how do we build this culture of really thinking about inclusion?   Lillian Nave  12:35 Yeah. So I that's what I loved about reading and watching your webinars is that you actually have lots of practical strategies, right? We want to know, what does it really look like to have an inclusive environment learning environment, inclusive syllabus, inclusive strategies, inclusive assessments? So I do have a couple questions about that. And wanted to start with what I think is a great place to start with, which is your syllabus? How can we make our syllabi more inclusive? What should we What expectations do we set for students? Or what students can expect from instructors or each other? You know, what can we do in a syllabus that makes a difference?   Dr. Tracie Addy  13:17 Sure, yeah. So starting very broad with the syllabus, which I integrate into kind of the course design right phase of your, you know, your course, we can focus on tone. So that's one thing that can be there when students you know, first see the syllabus, and it's kind of dry kind of contractual, you know, there's not this warm feeling of that there's a human behind this, you know, and, you know, it's not like a community kind of thing, then that's, I think, at the detriment, so what can we do, instead, we can start to use also good language, like we language, community building language, we can also mention in the syllabus, ways in which we are kind of respectful a student diversity in the class and how we're going to kind of work through that together as a community. So fostering kind of this, you know, sense of community language and putting that in the syllabus is a really good thing for, for building an inclusive environment. In addition, we want to make sure that, you know, we know that we're teaching but we're often teaching right as parts of institutions that have more partners to support students with inclusion, you know, with inclusion outside of the classroom. So connecting students to resources. So whether you put that up on your learning management system, whether, you know, you embed some in the syllabus, but like, you know, there's there's we're part of a whole community of resources here to support you, whether it's, you know, tutoring, whether it's, you know, offices of accessibility services, mental health services. I'm actually working right now on a project at my institution, where we're building a centralized site, that instructors will link to their syllabus, it's actually embedded in our course management system. Students can access the site, but it has a whole variety of resources for them, right from college transition support to like, even like, you know, a pantry, like if they need food or, you know, and as well as tutoring and all these things. So by actually including those types of things, also on the syllabus, we're also showing students that there's all these other things available to support them at the institution, right in that go beyond our class. And the important thing about that is also just normalizing that help seeking right like, this is stuff that I know lots of students, you know, use, and, you know, helps helps them achieve their goals, right, well, while they're in college, so having the community language having the resources there. And then you can also think about the content that will vary, right, depending on the the course too. But if there's ways in which you can include material that can resonate with students from diverse backgrounds, right, so that's another area to really consider in a course, as well to make it a more inclusive course. Having assignments where students have agency where they have choice, and I'm thinking of all of these, you know, great UDL, kind of, you know, principles of Yeah. Yeah, yeah, as well. So having that also, I think, is really great. And then coupling this with welcoming statements to students, right, we can do this outside of our syllabus. So there's our learning management system, we're emailing students, we're having welcome videos, we talk in the book also about the who's in class form. And that's also something that can be done early in the course, you could potentially, you know, link to it on the syllabus, I suppose, as well. But just, you know, that's a form that really thinks about who are the diverse students in my class and getting that information early. And then actually even potentially tweaking the syllabus, right, so that it can actually include that, a couple of other things on the syllabus to include growth mindset type language, right. So that With practice, you know, we can get better, you know, working harder, you know, together on this course, you know, they can help accomplish and achieve their goals, setting up a pathway for success. So students can actually see that there are kind of structures in place, and it's well organized, that they're kind of it's leading them on to this journey, right, so that they can be successful in the course, we want to get away from these deficits, or lack of, you know, fixed mindset type things that like, you know, students can't do this, some students can do that. Yeah, we're having a growth mindset here, right? In this course, that you can do get better at writing you, you know, you can improve this, etc. You'll learn more about this. And so incorporating that type of language is also a great thing to building a more inclusive syllabus and more inclusive course, very early on.   Lillian Nave  17:49 Yeah, I must say that, I have found out so many helpful things. When I asked my students like who's in the class you're using class form, I know is excellent to find out really, who you're dealing with you it's always different, every semester is different. And the, you know, kind of a funny one. But something that really helped me is I teach first year students, and I teach in sort of the arts and the creative, you know, sides, a lot of humanities, and I end up getting a lot of music majors, we have a really good music program, and at our university, and many of them are required to be in the marching band, like or that's part of it. And then I found out that most of my students in the fall were in the marching band, which is a huge time commitment, especially in the afternoons or evenings. And so when I had planned to do some kind of outside of class, some service learning some civic engagement, or even a showing of a movie, they needed to see, of course, now we can throw it online, I realized that wasn't going to work with my student body who had to be on the field in marching band, and I was never a marching band person I didn't know, I had no clue about all of those requirements on their time. And I thought, oh, I need to be a little bit more flexible, at least in the fall in the spring. Totally different, completely different set of students. But yeah, I never would have known if I hadn't done that, that form. And maybe it's something kind of silly, or it's that I found out that just a large group of the students had had problems with, you know, when we were trying to do some things together. And so getting that voice that feedback from students changed, and helped me to have a more successful class, it changed what I was doing, or at least helped me to understand I needed to be more flexible, even before I'd heard of Universal Design for Learning, you know, many years ago.   Dr. Tracie Addy  19:46 That's wonderful. That's good news. And that's very much aligned with I work with a lot of instructors on the who's in class form. The same things, you know, finding that information out early is just so transformative. Yeah. And setting that you know, tone and making the decisions that you make rate for for an actual course. So yeah, that's, that's nice that you know that, that you were able to do that?   Lillian Nave  20:05 Yeah, I would have been setting them up for failure Honestly, if I had stuck to like the original plan, and it would have been conflict after conflict after conflict anyway that that didn't have to happen. Right, I could definitely redesigned. So it wouldn't, wouldn't have been a problem. So those are fantastic. I also appreciated how you said to normalize help seeking, because I've definitely seen that as part of the hidden curriculum, that only some students know that they can ask for an extension that they can, that there's flexibility in some things, and they can go to a tutoring center, they can, you know, any number of things that will help them. And some students thought, nope, It's sink or swim. If you can't do it, you don't belong here. And I didn't really think about that, until recently about being in the syllabus, that we really have to state that very clearly to our students so that everybody is on an even playing field, not just the ones who, who came from parents who'd been to college and can say, Hey, did you ask for an extension, and you know, or talent, tell them what sort of the ins and outs are? That isn't spoken? So we really have to speak those things? Or write them down or send them to our students? Or they're not going to know? Definitely. So? Well, after we have this inclusive syllabus, there are lots of strategies for instructors in the classroom. So what is it that instructors are actually doing in the classroom that you would consider inclusive strategies?   Dr. Tracie Addy  21:47 Yeah, inclusive strategies can look like so much, right? Like there's a whole diversity there of what instructors can do to build this type of classroom environment? Well, a few things to start with, you know, they're they're co creating guidelines with their students. So let's say they have like a discussion course, they're, they're working with their students to think about how do we work or function as a community? And what kind of guidelines can they, you know, kind of abide by, they're being very welcoming. And like using their students names, they are making sure that they can pronounce them using their student pronouns, they're calling on students are engaging students equitably, right. So ensuring that, you know, all students are engaged, and they're using different strategies to support that. And they might not only be, again, focus on let's who who's raising their hand, right? Because we can know, we know, engagement can be in many different ways. And that's just one form of it. In a class, they're using a wide variety of different teaching strategies. So thinking about like, you know, different active learning strategies they're using to engage students, you know, they might be doing things like polling to make sure you know, there's more equitable participation that students are engaged, etc. And across, you know, the board. There, they're getting feedback on their teaching around these topics as well. So we find that a lot of inclusive instructors, you know, that they might be implementing strategies, very strategies, but they want to know how they're working, right. So they're also getting that feedback as well. They're also you know, incorporating or creating environments that scaffold students and learning. So sometimes, you know, people refer to these things like thinking about, like, you know, things like high structure or, you know, the way that things are put together in a class that will help students kind of build upon their prior knowledge, move into, you know, what, what they're currently kind of discussing, and grapple with that because we know, you know, students being novices, right, like, we're, we're, we're in an expert thinking often mode, not always, you know, depending on your teaching, but like, we're often in that type of mode. But helping students actually and thinking about employing learning science, right, that's like what we know about how people learn. So they're carefully scaffolding, you know, the environment for that purpose purposes. And I know we're going to talk a little bit about assessment, that's also a big thing, when thinking about inclusion as well.   Lillian Nave  24:08 So, one of the things you do touch on there is not always, you know, calling on people with their hands raised or you know, a variety of different ways of kind of moving through the class if you're like in person or even on mine, you know, the quintessential kind of if you saw a movie, the classroom would be a professor cold calling on somebody you know, you are or here's a question and waiting for a hand to come up. And recently I came across this I can't remember where but probably on Twitter, the idea that the the first person to answer the question, that is the quick thinker, so and that really signifies confidence, rather than competence. So oftentimes, it's the the confidence student who's ready to talk And sometimes it's not even the right answer, but they are pretty confident that they're, they're able to talk. And then we have 2040 100 other students who the wheels are still turning, they're thinking there's processing and handling. Yeah, how do we get at those and not just privilege, those who are ready to answer really quickly, because that's just who they are as people. But there's so many other students who are, can be just as successful, I should say, and can be just as engaged. But we need to offer, like you say, polling or other ways for the different students who process things differently, who think about things differently, and might be slowly and then come up with, you know, a really brilliant answer to the question that everybody else should hear too.   Dr. Tracie Addy  25:53 Yeah, definitely. And I will say, like, even like me, as a student, like, I like writing things down. So like, you know, a professor asked a question, I'd like to have a few minutes, I'd like write it down. You know, there's so many different strategies that we can think about that are more holistic, and I agree, you know, like, we call them the first student all the time, we're calling on the quick process, or the one who's eager. Right. So waiting, having some time to also wait for other students, you know, I'll wait for five more hands, you know, before, you know, we'll call them someone. Or if you're doing group projects, you know, maybe every table right gets some time in one, you know, they get called on but they know, you know, in advance, you're never going to come up with an answer. But then, you know, everybody can actually contribute right? To the conversation in some type of way. In the back of the of the back channels, we talked about pulling all of that are wonderful ways, as well as writing discussion boards, you know, we're finding all kinds of neat strategies right now that we're using in classrooms that are alternates to, you know, just, you know, hand hand raising.   Lillian Nave  26:56 Right, right. And technology has just brought us leaps and bounds ahead for everybody writing an answer and then press return at the same time. So you can see all 20 responses, and you're not. Yeah, you aren't, you aren't clouded by what somebody else said. And you can also see, Wow, 15 out of 20 of you said it, you know, like this. So it seems like that's the consensus for our class and even talk about those differences. And it does, it gets to all those students, or at least more of the students, then traditionally, we've sort of seen, especially in movies, when I think about the way classrooms are, are handled. So the the idea of including more students engaging or students, that's very UDL, by the way. So the first column on our UDL table is all about engagement, and thinking about the ways that different students will process things will, will be able to engage with whatever the the teaching, modality is that day, right? So sometimes there's many lectures, and sometimes there's group work, and sometimes, you know, maybe you're online, maybe it's a hybrid. And every student is going to be comfortable, more comfortable with some and more comfortable with other ways. So it seems like if you are mixing it up, you're you're going to hit somebody's stride at some point, right? So when, okay, so you're teaching and engaging our students with these inclusive strategies, strategies, what do the assessments then look like? How can you design or create inclusive assessments?   Dr. Tracie Addy  28:41 Yeah, so thinking about assessments that are more equitable, in general, and you know, could also foster a sense of belonging in a different way. But we're also kind of focusing here a lot on equity. Thinking more so in terms of formative Lee, is a good way to think of assessments too. So putting more emphasis on formative assessments is what many inclusive instructors do. So they're low stakes. They're not going to be tied to a very, you know, high weight or grade. And we know that, you know, from learning sites that like, this is how people learn, they learned, you know, when better, you know, when they have more frequent and lower stakes, types of assessments, they can practice retrieval, and all of those wonderful things that you can do in those types. So emphasizing more the formative would be one way would also be thinking about even the ones that are a little bit more higher stakes, how they're how they're designed and put together. So we know that there's, you know, this issue of like, you know, so we can have a time test right and like, you know, have have that in our class, as well. But what we can think about too is that is a time test necessary like do we is are there flexible options here to allow students more time to so some students, you know, they might need more time we know like, you know, we've taught like, you know, there's students that take, like, you know, really quickly turn to the test, right, and then there's some in that other round, and then there's some that will wait to the very end. And it doesn't necessarily always mean that they don't know, sometimes students will, like, you know, want to be very careful, you know, they might know the information, they want to wait till the end. But sometimes also they might not, you know, know, so why do we need that timing factor in there? Can we allow them to have more flexibility, there is another way, so taking home assessments or designing them in other ways and projects that students can complete, that don't necessarily have a time bound? Now we have this big conversation on the field and more openness, I would say, even with COVID, towards alternative assessment, so rethinking, you know, do we really need that traditional exam. And the alternative assessments are beautiful, some of them in various ways, because they can allow students to have not only just more time, but they can also be designed in ways that students can integrate, you know, aspects or things that resonate with them. So sometimes they're given more choice and agency, right in those assignments and how they complete them. So that can be a very inclusive thing, because it can resonate more with students, right, and they can, you know, have some have some choice there as well. And she was like, how to represent that I'm thinking also UDL, you know, with regards to, maybe you have an assignment that students can, you know, represent in any different way, like, they can come up with any form format for the end product, but, you know, you're going to grade them on certain things where you have your criteria, but they can, like, you know, come up with an in any way. And so having that flexibility built in, and having more choice and agency in the assignment. So having these alternative ways is definitely more inclusive. Otherwise, I would say, you know, now we're having kind of more movements towards grade. So you know, thinking of assessment and thinking of that grade, right, like what you get, like, you know, for with regards to grading, and I'm opening up that and going back to kind of the formative way, but focusing more on the learning that's happening, more formative ways of looking at that learning, more self reflection on learning itself. And there's many ways to kind of do this and grading, right, like, there's various forms that can take to the degree in which you want to explore it. But that can also be a very include inclusive way approach to thinking about, you know, grading, as well. Because then it takes a little bit of that anxiety onus off of that focus on grades and more on the learning. And I know a lot of students really will appreciate that we know that also, with tests, we see, you know, anxiety and things like that we see disparities between students and, and whatnot, so why not knock those things out of the picture a little bit, right, like, so that we can reduce those barriers and focus on learning. So those are, you know, a few ways to really think about inclusive assessment. And of course, there's small tricks like, you know, if you can do blind grading, so, you know, in your class, and not every assignment is going to allow for that, but to be able to not carry in your own, you know, biases in the way you think about how the student has passed, performed in that particular class, etc. To try to reduce that, as well. So those are, those are a few ways we can really think about inclusive assessment.   Lillian Nave  33:25 You know, I think the pandemic has really pushed a lot more options. It really certainly has into our, you know, quiver of of arrows that are assessments because we can't do what we used to do. There's no longer well, not long for a while we couldn't, you know, stuff, 100 students in a chemistry lecture hall and say, take this test, because they weren't six feet apart. So yeah, so we had a lot more need. I mean, we're really pushed to think of these alternative assessments. And I asked my students this week, and we're midway through the fall semester, and 2021, as we're recording this interview, and I asked this, my students who said, Tell me you're a college student during a pandemic, without telling me you're a college student during a pandemic. And, you know, some of them are like, well, I could tell the swab was a different size, you know, for my latest COVID test. Yeah, things that you wouldn't realize, you know, you wouldn't think about, and one student said, I just went in to take my first seeded test in six months. So we're three, you know, three months into a semester, and I have first year students so they were probably in high school in the last semester. And that's phenomenal to think there's only been one seated test for this year in their five classes over three months. And that is absolutely not what it was two years ago, these students would have been showing up for midterms and taking quizzes and a whole lot of things. have been radically shifted. I thought when I heard his answer. Yeah, definitely in for the better mean, now got lots of ways, lots of ways to be much more inclusive.   Dr. Tracie Addy  35:11 Mm hmm. Yeah really pushed, I think us in higher education and outside of higher ed, k 12, etc, to really rethink the way we did things.   Lillian Nave  35:19 Yeah. And we didn't realize it's like, we didn't know that the projector was off, we didn't realize that we were excluding and that we were making it, you know, harder and putting roadblocks in the success, or the road to success for our students, until we found out oh, I can do it this way. My students are performing better. They're, they're demonstrating that they know the material, they're just demonstrating it in a different way. And we just hadn't thought about doing it until now, or until we had to, really until we have to. Yeah, you also mentioned the the idea of more formative assessments. And I had never heard that term until I was asked to give a little faculty. Oh, a little workshop about some of the things I was doing. And my good friend who was running these wonderful workshops, said, Hey, Lillian, I want you to come in and do the the kind of the group quizzes that you do. And I want you to kind of teach some of the things that you do. So something on formative assessment and summative assessment, and I said, Oh, I'd love to that sounds great. What does that mean? Do you want to tell that tell us the difference between formative and summative?   Dr. Tracie Addy  36:33 Yeah, absolutely. Formative assessments are usually pretty low stakes, they're often not tied to a grade. So you know, they're the little things that students can do in a class that still promote learning, even like polling, right is one example of writing down everything you know, about this topic, right? Like those types of things, or things that are just not graded. So maybe you have them write like a, you know, a paragraph about something they learned or something, you know, but it's not graded. So these are just very kind of opportunistic times to incorporate in our teaching ways to help students like, think about what they're they're doing and what they've been learning, and to be able to capture that right. And in a way that doesn't, you know, tied to all this like more high pressure, right, in a high in a high stakes. Setting the summative assessments on the other hand, right? They're the opposite, where they're more high stakes, they're usually kind of weighted high in terms of, you know, they're graded, as well. So it's tied, it's typically tied to a grade. And we're thinking like projects, we're thinking papers, we're thinking tests, you know, all of those types of things that are more of the, you know, the high stakes assessments. And so what we know is that, you know, even making those shorter, like, even if it's like a paper and like doing drafts that are kind of more formative building to that final project, or that final paper, is actually going to be beneficial and move, improve the overall quality, typically, of the students, if they get feedback, etc. And they go through this iterative process, then actually just having that end product, so I'm focusing more on the formative, we're thinking more developmentally. The other thing about formative is that a summative is it's too late. So like, yeah, if you just do the test, right, then students don't have a chance to improve it till the next time they do something similar, right? So formatively, we can actually see how they're doing, students can see how they're doing. And then they can make changes right to that they can learn, sometimes I like in these. And when I talk about it more to like a GPS, where we're trying to, you know, have that end goal, right, our learning goals at the end, and we're trying to get there. And we're following this kind of, you know, this path, but there's multiple paths that we take. And along the way, we're assessing how students are doing through these formative measures, right. And so if we waited until the end point, we got to our destination, right, that's too late. We need to like do it along the way, and then we can help them, you know, get to that path, right to get to that point that we want in terms of their learning.   Lillian Nave  39:03 Yeah. So it sounds like a more inclusive strategy is to if you've got only formative assessments, maybe a midterm and a final to switch or or add in a lot more formative assessments would help your students to be successful and might include the more students and take away some of those barriers that we may not realize we had put in our classroom.   Dr. Tracie Addy  39:31 Yeah, absolutely. Yeah. So having more formative and especially early on in a course when students are trying to kind of fill out this professor or even college right you're teaching first year students, but waiting those less and helping them kind of see the process as well and how, how you know how to take these things in school, how you know how they're going to learn, that can be very useful in general and not only support their learning but also like their their ability to do on the class and focus on things that you want them to focus on, right? We want them to learn, we're not just take, learn how to take the test, we want them to know, the material. Right? And so some students will come in and advantage there. So having those, you know, points of practice early is going to help everybody,   Lillian Nave  40:18 right, there's a difference between being an expert student who can take tests well, and can remember information and then forget it right away. So they can stuff their brains with the next set, and an expert learner, where you actually make that material into your own and, and really understand it. And I, you know, we get a lot of experts, students coming in to higher ed, because they've been trained to be really, really good students to make it into high read. And I think there's a, there's a movement or a change into becoming those lifelong learners and helping our students to become lifelong learners. And I think that shift into more formative assessments is, is really key to know about changing and growing and a tuning your, your essay writing or whatever it is to make it better along the way, rather than just to be judged, or evaluated. You can you can learn in the process.   Dr. Tracie Addy  41:15 Yeah, and it helps also, it aligns with the growth mindset model, right, where we can continue to have this practice right over time, and we can, you know, get better rather than just this in thing where I'm like, Oh, I didn't get it. Yeah, so I guess, right, right, right.   Lillian Nave  41:27 Yeah, I'm a failure. Yeah. Well, one other thing that you mentioned that I love, in the book, what inclusive instructors do is about reflection, and that's very important in being an inclusive instructor. And you include a lot of reflection questions in your book. And I wanted to know if you can elaborate on why reflection is so important to becoming a more inclusive instructor.   Dr. Tracie Addy  41:54 Sure, reflection is important, regardless of you know, what we're our occupation is right, when we reflect on who we are what we do, that's actually going to help us think more deeply about what we can do or what we should do, what we're doing well, etc. In the book, we do include those reflection questions very intentionally, because we wanted to ensure that we presented this information, but we wanted to have those reading it, apply it to their context. So if I was, you know, I'm an educational developer. So if I was in a setting where I could talk through those things, I would ask, you know, those questions, right, to those who are participating, but knowing that, you know, I can't do that. But how can we embed this right still within the context of framework of a book and actually encourage that reflection? And this is so critical, because with Inclusive instruction, we also might not know what to ask, I mean, sometimes, you know, when we're reflecting, it's like, what do we reflect on? What am I supposed to be asking? What am I, you know, what am I supposed to be getting at here. So very intentionally, we put those questions in, so that there were really key moments and key principles and ideas around inclusion that could be grasped that they could grasp, right, those who are reading the book, or readers could grasp and actually reflect on those. And so we know that inclusive instruction in general is ongoing, right? It's a continual process of reflection, because we never arrive, right? We never, you know, get to like being the most inclusive instructor like at the end point. Right? Yeah, we're always going to be working hard at it. And so it is going to be growth. And so we wanted to show that like that reflection is growth. And this is a way we can grow by reflecting on it by thinking about it by inspiring discussion and conversation on it within our own personal context, but also within our institutions, too. So the the discussion questions go beyond the, you know, the person and they can also be applied in in group settings, right, as well, to really think about what other people are thinking about those questions, too.   Lillian Nave  43:59 Yeah, I've noted that the way my students learn, and the way I learned best is through that experiencial learning cycle. So you have to, you know, try something out. And then you reflect on it, you are, you know, try to figure out what went well, what didn't, and then you're ready to try it again. You know, tweak it, change it. And when I first heard about service learning, and civic engagement, I learned about how crucial that reflection process is that now I kind of think, is there even any learning without the reflection part, you can just sort of put it down on paper and say you pass the test, but unless we've had a chance to really look at what did I learn how did I learn it? And and how did I feel when I was learning it? I've asked my students to include their emotions, like I was surprised or this made me feel somewhat angry and I had to really work through that feeling, it's just become a much more important part of my learning that I'm paying attention to that I never, ever would have said, when I was, you know, in high school or college, I would have thought that's sort of weird. Or just a little touchy feely. And here I am now, thinking that's the most important part of learning. I was critical. Yeah, well, I guess I'm reflecting now.   Dr. Tracie Addy  45:30 In in this moments, like, sometimes, you know, teaching, we have so many responsibilities right every day, and it's so hard to take that time to reflect. So one of the things to think about with inclusion is that, like, let's take that time and then the book, you know, we're encouraging those to take that time to reflect to really think about these things. It's not easy, you know, it's important, as you mentioned, but it's not easy always to find that, that that space to do it and have the habit forming.   Lillian Nave  45:56 Right, yeah. And it takes a lot of humility to to say, Oh, my, I had the I had that projector off wouldn't whatever that means. That my students couldn't access it, I, I did not do that. And here's something that I can do that's going to be more helpful for my students. That's, that's not a barrier to them. So, so if an instructor is listening to this podcast out there and interested in becoming a more inclusive instructor, what is your best advice? Where do you suggest someone would start?   Dr. Tracie Addy  46:31 That's a great question. So I would say start small. So start with changing one thing in your class, and really think about those your goals, like think about your class, or do that reflection piece, and what area would be really, you know, something you really want to work on. So let's say like, I just want to work on, you know, equitable participation, okay, in my class, so do a few, you know, get a few resources, you know, think about ways in which you know, that could, you could do that in your in your class, whatever you choose, and then try it out, try it in a small scale trial and one class and see how it's working. I'd also say, get some feedback from your students as well. So that, you know, you know, their perspectives also on how it's working. So one of the things I think about inclusive instruction is it can look in so many different ways, right, like, so whether we use different frameworks, UDL, culturally responsive teaching, you know, whatever ones resonate with us. And you know, that we can pull from elements of, we don't want to also just get overwhelmed and say, we have to do all of these things. Right, right. In my class to be inclusive, it's not the case, right? We can take small steps. And so I would say, start there, to any instructor who was new, or trying wanted to try something out, take that risk, right? And then, you know, see how that goes, improve it, get the feedback, and then try something else. So just go through this process of, you know, continued awareness of like, wow, there's things I could do better, right, like, like thinking about your class and how you're teaching. And then just taking little small, small steps, we really don't need to change the entire, you know, class like to make it more inclusive, there's small things we can do we talk about that a lot in their book that can build, you know, an inclusive environment.   Lillian Nave  48:21 You know, I think our students can pick up on those things to just that small intention, if they read that syllabus and see that you're earnestly and honestly trying to include all the students, and that humility to say, hey, I want to make this a space for everybody. If there's any chance that I've messed up, or I could use some, you know, direction, or you can, you know, you have any suggestions, you know, I'd be willing to listen, that student voice, you know, like, I can't access these, you know, these assignments, or this is something that's getting in the way of my learning. I mean, just being open, gives us a lot of room to that, rather than aloof and far away and a large power distance. being approachable has has been a big change for me. And, of course, it's different for everybody. When I was first starting out, I didn't want to be approachable. I wanted them to think they couldn't question me because I was not sure I knew enough in order to teach when I was first starting out. But sure, sure. So I think it depends where we are on that continuum, but being able to seek the voices of our students is I think, going to be helpful and in how we create this equitable environment and an inclusive environment to make sure we are serving our students. Well. Absolutely. Well, thank you so much, um, that you have really whetted my appetite to again to dig into more of the book. And I know you have lots and lots of practical strategies there. So I'll definitely have a link to the book. And you also mentioned a study, which I think just came out recently. Yeah,   Dr. Tracie Addy  50:13 we have a few studies that came out, that's one of them. And then there's another one on student partnership, we will have our whose in class form study come out as well, and hopefully in the near future, but I can give you the link to those also, groups that you know, come out.   Lillian Nave  50:27 Yes, so I'll have the links in our resources section for the webpage and people can find them there. And I just want to say thank you so much for spending your time with me Tracie and, and sharing your knowledge with me and all my listeners.   Dr. Tracie Addy  50:41 My pleasure, thank you.   Lillian Nave  50:42 You can follow the Think UDL podcast on Facebook, Twitter, and Instagram to find out when new episodes will be released, and also see transcripts and additional materials at the think udl.org website. The think UDL podcast is made possible by College STAR the star stands for supporting transition, access and retention in post secondary settings, and the website provides free resources and instructional aides based on UDL principles. If you'd like to know more, go to the college star.org website. Additional support for the podcast is made possible by Appalachian State University where if you call it Appalachian, I'll throw in Appalachia. The music on the podcast was performed by the Odyssey quartet comprised of Rex Shepherd, David Pate, Bill Folwell and Jose Cochez our sound engineer is Tanner Jones and I am your host, Lillian Nave. Thank you for joining us on The Think UDL podcast.

introducing a new braille book for Teachers of the Blind/Visually Impaired, TBVI), parents and others who wish to instruct Blind students in learning Unified English Braille, (UEB). The book was written by one of our guests, Roberta Becker. She joins Jeff Thompson in the Blind Abilities studio along with her colleague, Lori Scharff. Roberta and Lori chat about a variety of topics, ranging from the implementation and description of "the new Unified English Braille (UEB), to many of the specific changes that it brought about for Braille readers, and how those changes are covered in Roberta’s book. Roberta is a Library of Congress Certified Braille Transcriber, and a Teacher of Children with Visual Impairments. Her brand is "Actual Tactuals Braille", and her book is entitled, Unified English Braille (UEB) Practice Sentences.  For details about her book and how to get it for your school or your child’s school, be sure to check out her web site at ActualTactuals.com. Feel free to contact Roberta with any questions, via Email, Or by phone at 516-434-1506. * Below is information from Roberta’s web site: Unified English Braille Practice Sentences-comes in print and braille for both students and teachers (sighted or blind). This book can be used to teach REMOTELY or IN CLASS. Suggestions on Roberta’s website will explain how these books can be used remotely. The book -is AVAILABLE IN HARD COPY BRAILLE, so you don't need to emboss anything. It is effective for children in mid-first grade until high school and beyond. Yes, they should know the alphabet first, but there is practice for writing the letters provided in the book.  This book can be used to teach appropriate level braille contractions, beginning with Alphabetic “Word signs” and it Easily and systematically TEACHES the UEB contractions to students of all ages. This is NOT just a review book! It is -Very easy to follow: a TVI’s “Go To” book. There is a lot of practice in reading and writing for each contraction, with 3-40 sentences for each contraction. Most sentences use multiple contractions-for additional practice and to build confidence. A Contraction Progress Chart helps you keep track of the contractions that your student knows. When you find a contraction that the student doesn’t know, simply locate that contraction in the book to give practice on it. NO contraction will be in those sentences unless it was presented in a previous lesson. Again, a contraction is NEVER used, unless it was presented in a previous lesson! You can also choose the level that you would like to work at from beginning reader to advanced reader, and anywhere in between. This book is very easy for teachers to use. Everything is done for you from planning to preparing braille materials.  It is very beneficial and even fun for the students. You will use these books throughout your career for teaching braille reading, braille writing, proofreading, keyboarding, spelling of braille contractions, and use of electronic Braille displays. So basically, you will use it with a student from elementary through high school. This book is being used successfully by TVI's in public and private schools, schools for the Blind, universities for teaching TVIs and also by transcribers, in the United States. It is also used by schools and/or universities in Canada, UK, Australia, New Zealand, and Africa. Here is one teacher's review of this book:             This book is a gem! It is well organized and user friendly for both teacher and student. The book enables learners to build confidence in recognizing contractions/braille characters and acquire fluency as they read or write sentences.              As the book progresses students have continued exposure to contractions already learned while continuing to build new skills. The book highlights correct usage of contractions and simplifies rules for using contractions such as ea versus er.             My student loved this book and enjoyed the challenges presented throughout the text.             The layout of the book also provides an easy reference for teachers like me who after an almost ten-year lull had to relearn braille. The simulated braille paired on the opposite pages from the printed material facilitates access and offers a convenient way for teachers or other individuals to check written work for accuracy.              As an added benefit, this book also serves as a resource for symbols used in math, computers, and other venues.  If you're interested in finding out more, please visit the website: www.ActualTactuals.com. Contact Your State Services If you reside in Minnesota, and you would like to know more about Transition Services from State Services contact Transition Coordinator Sheila Koenig by email or contact her via phone at 651-539-2361. Contact: You can follow us on Twitter @BlindAbilities On the web at www.BlindAbilities.com Send us an email Get the Free Blind Abilities App on the App Storeand Google Play Store. Check out the Blind Abilities Communityon Facebook, the Blind Abilities Page, and the Career Resources for the Blind and Visually Impaired group

In Class with The Bionic Man Steve Lewis, two time Olympian and Gold medalist. USATF Hall of Fame, UCLA Hall of Fame, L.A. Jets HOF. We discuss his meteoric rise to prominence on the world stage at 19, and his tremendous career both on and off the track. Ooofball.com Ooofballexperience.com TheOneMileProject.com https://anchor.fm/amos-p-wellington https://youtu.be/2m1w1yb9Vmk

Meet Cyrina:   As a business mindset coach and rapid transformational therapist Cyrina is passionate about helping business owners understand how to navigate growth. Their business is leading them to a place that is amazing, but also unfamiliar. Her work focuses on mindset and becoming confident to step into the next level, bringing you scientifically proven techniques to get your subconscious on board so you have 100% of your mind working with you and for you, no longer working against you.    Why don't you share a little bit about how our subconscious affects our business?   So the main thing to understand is that science can hook up things to our brains and measure them. I think there's a lot of misconceptions about your subconscious that it’s this deep dark place or whatnot, but it's our autopilot, it's our programming, and what happens is there's a state they can measure brainwaves. So there's a state that we're living in, between the age of birth and 10, where that's all getting programmed. Then around 12, you start being able to think abstract and more logically, and all that kind of stuff. So that programming is set, and then it's running and a lot of times the way we were raised, the experiences we had, the beliefs about money, the beliefs about relationships, and success, and all those kinds of things are in contrast to the direction we want our business to go. We might have grown up learning that rich people are snobs or greedy, or we don't want to be like those people, or money is evil. You might not notice them until then, and as a business owner, we have to show up more, we have to put ourselves out there, we have to accept more money, we have to raise our prices, we have to sell. So all those things, if there's anything in your past that goes against where you're headed in your business, it's going to mess with you. So it's affecting business owners anytime you're struggling to take the action that you want to take and I think it's something inherent in all of us as well, this idea to put yourself out there and selling your product and service. That takes a lot of belief in ourselves and there's not a ton of people that had the ideal growing up experience where you didn't hit any bumps in the road that knock that down and take your confidence and have at least a couple of beliefs that go against how you need to show up in your business.   What is one way to change a limiting belief?   To me, the number one thing is knowing that we can change. Old science was like, Oh, well, you're wet cement before age 10 and you're getting imprinted or whatever and then you're just stuck. I think a lot of the belief to overcome is like, "Oh, I just don't do that, I can't do that, that's just not my personality." But when you know, any challenge that you're coming up against, you can change. To me, that's the most powerful one. But it's awareness, it's knowing, okay, I raised my prices and I'm procrastinating, I'm not taking action to let anybody know, maybe there's something here. That process of self-reflection and awareness is a huge step. I have people get out a piece of paper, write anything that they're struggling with, and ask why am I not showing up? Why am I afraid to raise my prices? Why am I freaking out and procrastinating about this? Just that process of asking that question and listening is crucial because our consciousness is just thinking, thinking all day long, your heartbeats and your lungs breathe, and your mind thinks. But if you write down a question on a piece of paper, you ask yourself a question, and you listen, then you're automatically in that different state, instead of just like this constant diatribe from your brain, of all the things, you just kind of get quiet and listen and see what comes up.   How is this different than positive thinking? Because that's another avenue that I see is just to remain positive to have a positive mindset, but this seems like it's a different approach.   It's funny because your subconscious runs around 95% of your brain. So if in your conscious, you're going, I'm successful, I'm amazing. I'm a millionaire. And you have a subconscious belief, it's going to kind of be like, Yeah, no, whatever. So it's understanding that to make lasting changes, you've got to get that subconscious on board. If you're saying these things to yourself in front of the mirror, a lot of people like the affirmations and these kinds of things, and there's a part of you that's arguing with it. Again, it's really important to listen to the part that's arguing and figuring out okay, what's that belief. That's why a lot of times the affirmations and the things we do in our conscious, don't work as well, because it's only 3% or 5% of our mind. Now, a lot of things you can look in the mirror and say, I'm wonderful, and I'm good and if there's no argument, if there's no part of your mind going, "Yeah, whatever, you're full of crap," then you're good. But if that comes up and you're finding yourself saying them and getting nowhere, that's when you know, there's something going on that's deeper that needs addressing.   Can you share with our listeners, one of your favorite networking experiences that you've had?   Yeah, so I lived for the past 20 years and Central Wisconsin a couple of hours north of Milwaukee, and moved down here, August of 2019. When I still lived in Central Wisconsin, I had just started my business three years ago, and I was looking for Facebook Groups and I googled, "women helping women in Wisconsin," and "women, Wisconsin entrepreneurs," I just googled it in the Facebook search to see what was there. I found Melissa Blair's group, Wisconsin Women Helping Women Entrepreneurs. So as part of that group already, when I was moving down here, I was like, "Okay, I'm going to just make a post and ask, I need an office, I'm going to look for an office," and someone responded right away. I had we lived down here, I think just a couple of weeks, and I met with a woman named Sarah Feldman. We ended up talking in her office for at least an hour and I told her my whole story. She was really generous with her time and she's like, "Okay, I'm having a women's event in a month, and I want you to be on the panel," And I was like, "Okay, that sounds great!" So it was and it was a fabulous event. She's like, "Let's just cut through the bull, and have women entrepreneurs really talk about it and their struggles and, be open about it." It was a really cool event, you had some amazing speakers. Then at that event, I met Todd Reed, who since then have collaborated and connected with their community. Their networking community is phenomenal, the people are awesome and that was just from a random Facebook post looking for an office.    How do you stay in front of and best nurture the network and community that you've created?   It's a love-hate relationship with Facebook because this is where a lot of them live. I kind of ebb and flow like I'm on a good amount and then I go over to way too much and then I pull back. But what I try to do in groups is answer questions, share recommendations, share any free content that I have, videos that I make, or podcasts. My main thing is helping people overcome anxiety. So whatever those limiting beliefs are, they show up most of the time and anxiety and overwhelm and so explaining to people grab a piece of paper, start asking questions. You can do that for free right now and you may be surprised what comes up when you just have that conversation. Those kinds of things like sharing whatever info that I'm that I have, that may be helpful really helps, just giving.    What advice would you have for that business professional who's looking to grow their network?   I think the biggest thing is to show up. Put a post, ask a question, speak up, share. I've heard from a lot of people and I've certainly experienced this myself, where you walk into the room, and you feel like you don’t belong. I think it's having that belief that I do belong here, people want to hear what I have to say, I have something to contribute, I have something to give and walking into it like that like we're all equals, and realizing I'm probably not the only one that's a little nervous right now changes everything. I know in my own life, saying people want to hear what I have to say is a really powerful statement. Again, coming into the networking group space with that, what can I give here, how can I serve here attitude allows people to tell that you're there to give.   If you could go back to your 20-year-old self, what would you tell yourself to do more or less of or differently with regards to your professional career?   The main thing for me, in my 20s I was just trying so hard to be a success and get people's approval and prove my worth. So the main thing I would say is "Sweetie, you are good, you're valuable, you're worthy, you're enough just the way you are," and instead of trying to earn the worth, get the worth first, then do your business, it'll be a lot more fun. Work on your self-worth, then you're gonna be able to do your business with a whole different healthy way of operating.   We've all heard of the six degrees of separation. Who is someone that you'd love to connect with and do you think you could do it within the sixth degree?   So I have a four-day-old relationship with a person that I've seen on YouTube that I greatly respect. His name is Dr. Greg Carr. So the YouTube channel is called In Class with Carr and he's like this history Encyclopedia. So when I work with my clients, I empower them with knowledge, right? Like even the conversation we had, is it normal to do this? Yes. When you know it's normal to behave the way you're behaving, you have tons less stress because you don't think you're insane. So to me, he's providing that knowledge around our current political environment going, "Hey guys, here's the deal, here's the history," and just providing so much knowledge that for me is taking my anxiety away. He's in DC and my brothers in Virginia Beach so I feel like my brother might know someone who knows someone in DC. Then there's another networking group that I'm part of called polka dot powerhouse. I would guess, if I said the Facebook page, "Hey, I'm looking to connect with someone, he's at Howard University in DC, does anybody know anybody there?" I bet I could at least get a good start there.    What any final words of advice to our listeners around the topic of growing and supporting your network?    Just show up, share your gifts, and set that intention. I'm here to meet people and serve. Trust that sales are going to happen, you don't need to worry about that and, always having that intention of giving. Lastly, just have fun!   Connect with Cyrina:   Website: https://www.cyrinatalbott.com/    LinkedIn: https://www.linkedin.com/in/cyrina-talbott/    Instagram: @cyrinatalbott

When does American history begin? On his way out of the door, Donald Trump is pushing through a 1776 Commission to counter the 1619 narrative. Dr. Greg Carr, head of Africana Studies at Howard University, discusses how we should learn and understand history. He and Karen also spend some time on Ma Rainey, Stephen Biko and the inclusion of the Negro League stats into Major League Baseball. There is LIVE Q&A with viewers after class.

It's a special Saturday edition of the show. In the Class 6 title game De Smet was knocked off by Raymore-Peculiar while in the Class 5 semifinal Fort Zumwalt North ran into the Jackson buzzsaw. Steve Overbey joins the show to talk about both games. In Class 4 MICDS was the only local team to survive and advance. Ben Vessa will discuss what went right for the Rams. In Class 3 Cardinal Ritter couldn't find a way past powerhouse Blair Oaks. Joe Harris will give us his thoughts on what was shaking on North Grand. See omnystudio.com/listener for privacy information.

From the first march on Washington to today, Dr. Greg Carr will explore how it worked and what we can learn from those who came before. #MLK #MalcolmX #MarchonWashington #AnnaHedgman #MarcusGarvey #InClass #GregCarr. (Thank you, Kev from Kansas City, MO, Tasha from Fort Wayne, IN, and Barry from Omaha, Neb. for being the first to join us in the Q&A).

In Class with Dr. Greg Carr, head of Africana Studies at Howard University, will explore the power of the pause and the importance of taking a break. Today's class will be for the young ones (and young at heart) as Dr. Carr and Karen will discuss everything from comic books to Sean Connery and James Bond. #SeanConnery #BlackPanther #Marvel #HarrietTubmanDemonSlayer #DavidCrownson

This is the first interview Karen had with Dr. Greg Carr. These discussions would eventually evolve into what is known as #InClass with Dr. Carr on Saturdays at noon on YouTube. In this first interview we talked about education in America. #TheHubNews

In Class 4 we get to what many consider the heart of sports analytics: sports statistics. Statistics have long been a part of sports, but recent times have seen an explosion of new, improved, advanced statistics. In this class we talk about several examples of advanced statistics and then discuss methods for developing new player performance metrics. In this episode Professor Mike Lewis breaks down the NFL Passer Rating Statistic, On Base Plus Slugging (OBPS), and the most common approach to advanced statistics: Multi Attribute Decision Models.

Consumer behavior is the academic field that focuses on why people make choices and engage in consumption of various products and services. In Class 3, Professor Mike Lewis discusses the key elements of consumer behavior in sports.

What is the relationship between inequality and classical music? In Class, Control, and Classical Music (Oxford University Press, 2019), Anna Bull, a Senior Lecturer in Sociology at the University of Portsmouth and co-director of the 1752 Group, explores the intersections of class, race, and gender to explain the exclusive, and excluding, nature of classical music in contemporary society. The book is based on a detailed study of young people’s engagement with classical music, along with a broader understanding of music education and the sociology of culture. The book is also deeply engaged with the question of what, if anything, classical can do to transform, rather than reproduce, social inequalities. It is essential reading across both music and sociology, as well as for anyone interested in contemporary culture and social inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

What is the relationship between inequality and classical music? In Class, Control, and Classical Music (Oxford University Press, 2019), Anna Bull, a Senior Lecturer in Sociology at the University of Portsmouth and co-director of the 1752 Group, explores the intersections of class, race, and gender to explain the exclusive, and excluding, nature of classical music in contemporary society. The book is based on a detailed study of young people’s engagement with classical music, along with a broader understanding of music education and the sociology of culture. The book is also deeply engaged with the question of what, if anything, classical can do to transform, rather than reproduce, social inequalities. It is essential reading across both music and sociology, as well as for anyone interested in contemporary culture and social inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

What is the relationship between inequality and classical music? In Class, Control, and Classical Music (Oxford University Press, 2019), Anna Bull, a Senior Lecturer in Sociology at the University of Portsmouth and co-director of the 1752 Group, explores the intersections of class, race, and gender to explain the exclusive, and excluding, nature of classical music in contemporary society. The book is based on a detailed study of young people’s engagement with classical music, along with a broader understanding of music education and the sociology of culture. The book is also deeply engaged with the question of what, if anything, classical can do to transform, rather than reproduce, social inequalities. It is essential reading across both music and sociology, as well as for anyone interested in contemporary culture and social inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

What is the relationship between inequality and classical music? In Class, Control, and Classical Music (Oxford University Press, 2019), Anna Bull, a Senior Lecturer in Sociology at the University of Portsmouth and co-director of the 1752 Group, explores the intersections of class, race, and gender to explain the exclusive, and excluding, nature of classical music in contemporary society. The book is based on a detailed study of young people's engagement with classical music, along with a broader understanding of music education and the sociology of culture. The book is also deeply engaged with the question of what, if anything, classical can do to transform, rather than reproduce, social inequalities. It is essential reading across both music and sociology, as well as for anyone interested in contemporary culture and social inequality.

What is the relationship between inequality and classical music? In Class, Control, and Classical Music (Oxford University Press, 2019), Anna Bull, a Senior Lecturer in Sociology at the University of Portsmouth and co-director of the 1752 Group, explores the intersections of class, race, and gender to explain the exclusive, and excluding, nature of classical music in contemporary society. The book is based on a detailed study of young people’s engagement with classical music, along with a broader understanding of music education and the sociology of culture. The book is also deeply engaged with the question of what, if anything, classical can do to transform, rather than reproduce, social inequalities. It is essential reading across both music and sociology, as well as for anyone interested in contemporary culture and social inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

What is the relationship between inequality and classical music? In Class, Control, and Classical Music (Oxford University Press, 2019), Anna Bull, a Senior Lecturer in Sociology at the University of Portsmouth and co-director of the 1752 Group, explores the intersections of class, race, and gender to explain the exclusive, and excluding, nature of classical music in contemporary society. The book is based on a detailed study of young people’s engagement with classical music, along with a broader understanding of music education and the sociology of culture. The book is also deeply engaged with the question of what, if anything, classical can do to transform, rather than reproduce, social inequalities. It is essential reading across both music and sociology, as well as for anyone interested in contemporary culture and social inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

In Class 3 we review homework from Class 2 and begin Chapter 3 Closing the door to Satan pages 16-21. No homework from Class 3.

On October 4, 2017, the Supreme Court held oral arguments on District of Columbia v. Wesby and Class v. United States. In District of Columbia v. Wesby, law enforcement officers responded to noise complaints of a party going on in a home where the owner was not present. The officers removed partiers from the premises though the partiers thought that their host, a renter, had attained permission for the party. The case seeks to answer two questions: First, whether officers have probable cause to arrest for unlawful entry under D.C. law despite a claim of good-faith entry? Second, whether the law was sufficiently clearly established to justify the denial of immunity to the officers?In Class v. United States, Rodney Class pled guilty in a district court to possession of three firearms on United States Capitol grounds. He later appealed to the U.S. Court of Appeals for the District of Columbia Circuit on grounds of constitutional error and statutory error but was affirmed as guilty under his original guilty plea. Does a guilty plea waive a defendant’s right to challenge the constitutionality of his conviction? William Haun, an associate of the Antitrust and Litigation Groups at Shearman & Sterling LLP, joined us to discuss the oral arguments and potential impact of the cases.Featuring:William J. Haun, Associate, Shearman & Sterling LLP

On October 4, 2017, the Supreme Court held oral arguments on District of Columbia v. Wesby and Class v. United States. In District of Columbia v. Wesby, law enforcement officers responded to noise complaints of a party going on in a home where the owner was not present. The officers removed partiers from the premises though the partiers thought that their host, a renter, had attained permission for the party. The case seeks to answer two questions: First, whether officers have probable cause to arrest for unlawful entry under D.C. law despite a claim of good-faith entry? Second, whether the law was sufficiently clearly established to justify the denial of immunity to the officers?In Class v. United States, Rodney Class pled guilty in a district court to possession of three firearms on United States Capitol grounds. He later appealed to the U.S. Court of Appeals for the District of Columbia Circuit on grounds of constitutional error and statutory error but was affirmed as guilty under his original guilty plea. Does a guilty plea waive a defendant’s right to challenge the constitutionality of his conviction? William Haun, an associate of the Antitrust and Litigation Groups at Shearman & Sterling LLP, joined us to discuss the oral arguments and potential impact of the cases.Featuring:William J. Haun, Associate, Shearman & Sterling LLP

Matt went for a baby care crash course by looking after his cousin’s son. This conversation regressed or progressed, depends on how you look at it, into a vague discussion on kinship and the significance of cousinhood. We were both confused as to what constitutes a 2nd cousin, there is an answer (5:45). Phil brings us back to the surface with his most recent experiences grading, of course this also quickly digressed into a conversation about grading philosophies and how as graders we should pay close attention to our emotional states. Turns out neither one of us wants to see another multiple choice test in the social sciences. BOOK IT! Our Top Technology Teaching Toolbox Tips (14:37) We wanted to do an episode early on about teaching, but these kinds of conversations can tend to be somewhat all over the place which is why Phil put together this list of teaching tools that he has used in the classroom. Matt had a heady day, so he just sat back, took the notes and asked questions. We started off with a confession: we are both Luddites. Matt connected the Luddites to the invention of the printing press which he connected to the Protestant Reformation. CORRECTION: Turns out the Luddites can be traced to the late 1700-early 1800’s, we placed them a bit early it seems. There are many recommendations in this episode, falling broadly within 5 categories. We finish up the conversation with another confession: WRITING IS HARD! It’s difficult for everyone, even for Stephen King. We also start talking a bit about classroom power dynamics using certain pedagogical techniques such as flipped Learning and the need to be authentic while presenting. In-Class and Conference Presentations: Prezi (21:14): pushing Power-Point to the brink, but with more functionality and ease of use, Prezi makes your classroom and conference presentations visually appealing and easier to make. Prezy saves your presentations to a cloud which means it is always available across multiple platforms. Prezi is free to use and you can seamlessly embed videos and audio. Prezi saves you time when creating a presenting and makes your presentation stand out against other linear styles of presenting information. TED, TEDx, TED Ed (23:00). Quality content that is easily embedded into presentations and allows lecture content to be re-watched and expanded on at after class time ends. Socrative (27:23) is a program that allows you to easily create assessment tools that combines fun games and easy to understand reports to follow students progress. Jeopardy Maker (28:17): Website for making engaging and fun Jeopardy-style quizzes. Matt got a little too jazzed-up over this, Phil said that he incentivizes with candy…even for the losers. The good old chalkboard (31:07): The primary tool of all teachers, for a good reason. We share some tips and experiences about using this underappreciated technology. The Walk, Chalk & Talk is explored here. Collaboration: Dropbox (35:36): Easy to use, even for these Luddites, and Phil likes it because you can easily share and unshare documents and he is not convinced other cloud based services are as easy to use. iScanner (iTunes / GooglePlay) / Scanner Pro (iTunes) (36:59): Matt thinks this will ‘steal your retina’ Phil explains that it is a picture-to-PDF converter that he uses to snap shots of notes, comments and mind maps to then share with students. Really easy to use, helpful for continual feedback and makes collaborating easy when getting together physically is difficult. Skype and GoogleVoice (38:10): Skype is a bit easier for multi-person conversations because of its ease of sharing screen screens, but either are adequate to chat with a student or a collaborator when physically getting together is difficult. Skype and Google offer phone numbers, like those landline number we used to all have. This additional avenue to communicate can only help collaboration (Here’s how to share your screen in Skype). Office Hours (38:28): Whether it’s time one-on-one, or as a small group, office hours are an important part in connecting and collaborating with students. Phil and Matt both tell their students that “I’m your note taker”. This allows students to free up thinking power and when combined with some of the previous technologies, makes collaboration a breeze. Don’t forget your white board and your mobile scanner. Time Management: Toggl (42:50): This is a simple to use time tracker. You press record, define what activity you are doing, it makes easy to understand timesheet reports at the end of the week. It works on phones and a webtop browser, making it easy to use wherever you’re working. Matt likes this idea of pressing a button and locking in, he also offers up his own recommendation: work in 40-45 min intervals, this is the upper limit of human attention span. He says to set an alarm and you will find that if your attentions starts to waver it has probably been 45 mins. This apparently is called the Pomodoro Technique. Phil ponders in his head if this podcast is too long and we are losing people along the way? Let us know. Doodle (46:06): This is a  great meeting tool, easy to use and easy to modify, it replaces the 37 email long chain when trying to organize a meeting with three people, two weeks from now. Citation Management: End Note (46:32): While there are many citation management tools out there, for ease of use Phil recommends End Note. It allows PDF documents to be imported into the tool, allowing you to markup the file with notes. There are many citation management suites out there, find the one that works best with your workflow. Writing: Scrivener (48:18): Get away from using the standard linear text editing software. Phil makes a strong recommendation for adopting Scrivener to prepare lengthy manuscripts. Scrivener brings together all your data, chunks of text, folders and stacks of papers into one place. Scrivenor will become your writing engine. Through the use of binders, Scrivener organizes your writing into sections, and the cork board allows you to take notes on the fly. This allows you to you work with one window open, forcing your attention on what counts in our line of work: writing. There is now a tablet version that easily syncs your documents to a cloud. The tool also has a neat writing counter that tells you how much you need to write each session to meet your target goal. There are many many more features as well, go check it out for a free trial before you commit cash to it. Thanks to Leslie for introducing Phil to this! Evernote (51:20). If Scrivner is the engine, Evernote is your virtual notepad. Keep things written down and easily allows you to declutter your mind. Evernote syncs with so many applications now that it has become the go-to note-taking, list-making, reminder-prodding tool. Obviously, these show notes would have been much better (shorter!) had they been written in Evernote. Powerthesaurus.org (53:17). Easy to use thesaurus resource. It’s crowdsourced, offers several sorting options and at the time of writing this claims to have 19M synonyms. Get inspired. Hardware: MacBook Air / Chromebook (53:47): Phil puts forth a strong argument for using small, portable laptops. This allows you to write anywhere and doesn’t take-up much needed desk real estate. Battery life is generally good on smaller devices and can be easily paired with a more robust Bluetooth or USB keyboard (if you are anything like Phil and have a habit of pounding on the keys as if they are the ones responsible for writer’s block, a Bluetooth or USB keyboard is a wise investment). Matt waxed poetic about his little Netbook (RIP). External hard drives (55:25): Make sure to keep backups -even if you save to a cloud service. Save everything twice, Phil says. Wrapping things up on a broader note, Matt and Phil talk about dismantling power dynamics in the classroom through flipped learning and basically being an empathetic and hopefully, an authentic human being. Last plug: 57 Ways to Screw Up in Grad School, by Kevin D. Haggerty & Aaron Doyle (University of Chicago Press, 2015). Some of the ways folks can screw up are applicable beyond grad school. Even more Recommendations (1:03:37): Matt brought in two by Orwell to talk about: Books v Cigarettes (Penguin) is a collection of articles and essays, including the title essay which is a cost benefit analysis Orwell’s two addictions. The second is Road to Wigan Pier (Penguin), which is an ethnographic account of Lancashire and Yorkshire and its coal industry in the mid 1930’s. The Elias book that Phil talked about (and for which he feels really silly not remembering!): The Established and The Outsiders by Norbert Elias & John L. Scotson (SAGE).      Concluding thought: Gesticulation is a good thing, whether during a presentation or a podcast, but doesn't help much when writing.   ------------------------------- Follow Semi-Intellectual Musings on Twitter: @The_SIM_Pod Email Matt & Phil: semiintellectual@gmail.com Subscribe to the podcast: https://thesim.podbean.com/feed/ For full show notes: https://thesim.podbean.com/e/technology-teaching-toolbox/ The show is now on iTunes: https://itunes.apple.com/ca/podcast/semi-intellectual-musings/id1232065376 The show can also be found on Stitcher: http://www.stitcher.com/s?fid=138244&refid=stpr Please leave us a rating and a review, it really helps the show!   Music: Song "Soul Challenger" appearing on "Cullahnary School" by Cullah. Available at: http://www.cullah.com. Under CC BY SA license http://creativecommons.org/licenses/by-sa/4.0/

We had some audio problems starting out but it clears up 1:40 into it.Donkey Baseball coming to Alamogordo!Great Quotes and trivia!!!Trump calls them ISIS...NOT ISILO.J. Simpson to be released???Pence says Mexico WILL fund the wallDemocrat lied when she said she NEVER met with the Russians.TO MAKE 3-INGREDIENT BANANA COOKIES YOU'LL NEED:2 ripe bananas1 cup of whole oats1/4 cup of any add-ins you like: pecans (pictured here), almonds, peanut butter, chocolate chips…Preheat the oven to 375 degrees F. Prepare a cookie sheet with parchment paper, butter or a silicone liner. Simply mash the bananas in a bowl the add the oats and stir. If you choose to include more add-ins, throw 'em in. Form the “dough” into little mounds, about 2 inches across, and note: they won't rise or change shape in the oven. Bake for 12 minutes.Kindergarted teacher works a Ouija board - IN CLASS!HISTORICAL POINTS OF INTEREST!!!  Send me an email if you want it...I'll ask Joe to send you the link.

Orwell's 1984 envisioned a sinister dystopia where everyone answered to a central, totalitarian authority. In Class of 1984, it's lack of authority that's the problem: a bunch of kids running roughshod over a highschool. Mr Norris is the new music teacher at a problem school, rife not with sax and violins, but sex and violence. … Continue reading Really Awful Movies: Ep 77 – Class of 1984 →

Yes, we know…but this show is nothing if not steeped in variety. Today we felt it important to learn more about the brutal terror group, Islamic State (or ISIS or ISIL or whatever they are called). We learn a lot from an expert on counter-terrorism with 30 years experience in the C.I.A. Plus we got a full report on the happening in New Orleans for this, Fat Tuesday and all things Mardi Gras. And a board certified plastic surgeon reveals we are living in the “Age of the booty.” Nice to know, right? And our travel guy gives tips on deep off-season discounts to great cities. Add to those interviews, great stories like: Patti Hearst competes and wins, kindergarten teacher pounds beers IN CLASS, female Viagra is coming, Apple to pay BIG bucks for Tesla, the secrets of longevity according to a 115 year old woman, is the Washington Monument shrinking or not?, the top flirting techniques and a sexual renaissance will occur in your marriage….you just have to waitR [...]