Podcasts about negotiated

Cattle futures softened Monday with likely profit taking and positioning. Toward the close, Live Cattle futures were an average of $4.16 lower. Feeder Cattle futures were an average of $3.54 lower. Negotiated cash fed cattle trade was mostly inactive on light demand in all major cattle feeding regions through Monday afternoon, according to the [...]

Cattle futures strengthened Tuesday, perhaps with renewed focus on tightening supplies. Toward the close, Live Cattle futures were an average of $2.11 higher. Feeder Cattle futures were an average of $2.68 higher. Negotiated cash fed cattle trade was inactive on light demand in all major cattle feeding regions through Tuesday afternoon, according to the [...]

Cattle futures were lower Wednesday, pressured by reports that USDA was testing two calves from Texas for New World screwworm infection, as well as negative outside markets. Toward the close, Live Cattle futures were an average of $2.05 lower. Feeder Cattle futures were an average of $5.61 lower. Negotiated cash fed cattle trade was [...]

Cattle futures were higher Monday, helped along by stronger outside markets. Toward the close, Live Cattle futures were an average of $1.42 higher. Feeder Cattle futures were an average of $3.22 higher. Negotiated cash fed cattle trade was inactive on light demand in all regions through Monday afternoon, according to the Agricultural Marketing Service. [...]

Editors Jimmy Lovaas and Jordan Seagrove discuss the elusive Iran peace deal, plus more on the Champions League Final, elections in Colombia and Ethiopia, and a general strike in Portugal.Subscribe to the show: Apple Podcasts, Spotify, and many more. These stories and others are also available in our free weekly Forecast newsletter.This episode includes work from Factal editors Jordan Seagrove, David Wyllie, Michael Archer, Theresa Seiger, and Jess Fino. Produced and edited by Jimmy Lovaas. Music courtesy of Andrew Gospe. Have feedback, suggestions, or events we've missed? Drop us a note: hello@factal.comWhat's Factal? Created by the founders of Breaking News, Factal alerts companies to global incidents that pose an immediate risk to their people or business operations. We provide trusted verification, precise incident mapping, and a collaboration platform for corporate security, travel safety, and emergency management teams. If you're a company interested in a trial, please email sales@factal.com. To learn more, visit Factal.com, browse the Factal blog, or email us at hello@factal.com.Read the full episode description and transcript on Factal's blog.Copyright © 2026 Factal. All rights reserved.

Cattle futures traded both sides Thursday but ended lower, with traders apparently awaiting this week's negotiated cash fed direction. Toward the close, Live Cattle futures were an average of $1.00 lower. Feeder Cattle futures were an average of $1.25 lower. Negotiated cash fed cattle trade was mostly inactive on light demand in all major [...]

Cattle futures were higher Wednesday, buoyed by stronger wholesale beef values and outside markets. Toward the close, Live Cattle futures were an average of $2.61 higher. Feeder Cattle futures were an average of $4.42 higher. Negotiated cash fed cattle trade was mostly inactive on light demand in all major cattle feeding regions through Wednesday [...]

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President Trump says an agreement with Iran to end the war has been "largely negotiated", writing on social media that the deal will include the reopening of the Strait of Hormuz. Contradicting his statement, Iranian media reports say the vital waterway will remain under Tehran's control. Our North America correspondent assesses the latest claims. Also: US secret service agents kill a shooter who opened fire near a White House security checkpoint; the Pentagon releases a further batch of previously classified files on alleged UFO sightings; the latest on the Democratic Republic of Congo where more than 200 people have died in the current Ebola outbreak; a new law in Japan finally allows divorced couples to share custody of their children; and we hear about the Norwegian based film, Fjord - winner of this year's Palme d'Or at the Cannes Film Festival.

SpaceX completed a largely successful test of its next-generation Starship rocket, which blasted off from southern Texas two days after the company filed to go public Hosted on Acast. See acast.com/privacy for more information.

Cattle futures found some footing Tuesday, helped along by higher wholesale prices. Toward the close, Live Cattle futures were an average of 79¢ higher (2¢ to $1.30 higher). Feeder Cattle futures were an average of $4.04 higher. Negotiated cash fed cattle trade was mostly inactive on light to moderate demand in all major cattle [...]

For any questions, suggestions or queries, you can follow and reach out to us on twitter ⁠https://twitter.com/AbhasMishra⁠ or our website ⁠https://anchor.fm/abhas-mishra⁠Criminal Law(Amendment) Act, 2005 —  inserted Chapter XXI-A (Sections265A–265L) into the CrPC, establishing plea bargaining in India.BNSS, 2023—  Chapter XXIII, Sections 289–300. Key changes: (a) 30-dayapplication window from date of charge framing (S.290); (b) enhanced leniencyfor first-time offenders (S.293). Core conviction-mandatory framework retained.Section 359BNSS —  Compounding of offences. Successfulcomposition has the effect of acquittal (S.359(8)).MalimathCommittee Report, 2003 —  Recommended introduction of pleabargaining for speedy disposal.NCRB 2023—  ~1.65 crore cases tried; ~35,889 disposed via pleabargaining (~0.216% disposal rate).Supreme Court,In Re: Policy Strategy for Grant of Bail (2022) —  Bench of Justice SK Kaul and Justice Sudhanshu Dhulia:observations on sentence-only bargaining, triple approach (plea bargaining +compounding + probation).Comparativestats —  US ~90–95%; Canada ~85–90%; Australia~80–90% criminal disposals via negotiated pleas.Pendency—  ~58 million cases pending across Indian courts (as of2023–24 data).Views and opinions expressed by the guest are their own and do not reflect the opinions of the channel or the host. None of the views are meant tomalign any religion, ethnicity, caste, organization, company or individual. The contents of the show are meant to spread awareness and should not beconsidered legal advice. Do not imply solicitation. The host will not acceptany liability for the actions of the listener. Always consult a lawyer. LinkedIN profile of our Chambers: ⁠https://www.linkedin.com/company/76478950/⁠

Cattle futures trended lower Monday with pressure including more bearish outside markets and the strong rebound in Corn futures. Toward the close, Live Cattle futures were an average of 89¢ lower. Feeder Cattle futures were an average of $2.43 lower (10¢ lower in spot May to $3.10 lower). Negotiated cash fed cattle trade was [...]

Cattle futures gained traction from the recent headlines-driven decline, supported by steady to higher negotiated cash fed cattle prices. Toward the close, Live Cattle futures were an average of $3.61 higher. Feeder Cattle futures were an average of $3.45 higher, except for $1.17 lower in away May. Negotiated cash fed cattle trade ranged from [...]

Cattle futures continued lower Tuesday on wonderment about expected reduced  tariffs on beef imports. Toward the close, Live Cattle futures were an average of $2.45 lower. Feeder Cattle futures were an average of $5.94 lower. Negotiated cash fed cattle trade was mostly inactive on moderate demand in all major cattle feeding regions through Monday [...]

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Cattle futures closed lower Thursday but off session lows with no obvious driver. Toward the close, Live Cattle futures were an average of $3.25 lower. Feeder Cattle futures were an average of $5.87 lower. Negotiated cash fed cattle trade was active on very good demand in all major cattle feeding regions through Thursday afternoon, [...]

Cattle futures lost early steam Wednesday but closed narrowly mixed to higher, supported by bullish outside markets. Toward the close, Live Cattle futures were narrowly mixed, from an average of 21¢ lower to an average of 37¢ higher.  Feeder Cattle futures were an average of 69¢ higher. Negotiated cash fed cattle trade was mostly [...]

Jana Dean & Heather Byington, Supporting Multilingual Learners During Number Talks ROUNDING UP: SEASON 4 | EPISODE 17 What might it be like to engage in a number talk as a multilingual learner? How would you communicate your ideas, and what scaffolds might support your participation?  Today, we're talking with Jana Dean and Heather Byington about ways educators can support multilingual learners' engagement and participation during number talks.  BIOGRAPHIES Heather Byington has taught all grade levels over the span of her 27-year career as a bilingual public educator. She currently teaches middle school mathematics and English language support classes in Lacey, Washington. She is also a student at Washington State University pursuing a PhD in Mathematics Education.  Jana Dean currently serves as CEO of the Mathematics Education Collaborative and supports a fantastic team of middle school math teachers in North Thurston Public Schools. Her research focuses on the intersection of content learning and language learning.  RESOURCES Judit Moschkovich research  Math Between Us blog "Number Talks: A Whole Class Routine for Learning Language for Learning Mathematics" article  Mathematics Education Collaborative website  jdean@mec-math.org Jana Dean email TRANSCRIPT Mike Wallus: Welcome to the podcast, Jana and Heather. I am so excited to be talking with you both today. Jana Dean: Good morning. Yeah, thanks for having us.  Heather Byington: Thanks so much for having us.  Mike: Absolutely.  Jana, before we begin talking about the ways that teachers can support multilingual learners during number talks, I wonder if you can offer a working definition that would help educators visualize what a number talk actually looks like. Jana: Yeah, I'd be happy to do that. A number talk in terms of how we worked with the routine in this project consisted of the teacher providing some sort of visual prompt, starting either with a visual pattern of dots or a computation problem. And then the students get wait time, time to think about how they might solve that problem. And then as they share their strategies, the teacher records and asks them questions about their reasoning for why they approached the problem in the way that they approached it. The teacher creates what I like to think of as a visual mediator of student ideas. So the students' ideas become visible as they share them. So children who are listening can listen to the dialog or conversation between the person sharing and the teacher, but the ideas actually become visible as they're being shared. And the teacher always verifies with the student whether or not they've been understood. And the goal is not for the student to be right, but for the teacher and student to understand each other.  Mike: That's really helpful. Heather, is there anything else you'd add to that?  Heather: In terms of the way that we worked with it with multilingual learners and increasing their opportunities for engagement in the routine, we always gave them an option of talking to a partner and rehearsing their answer before they volunteered to share with the whole group. We prioritized calling on multilingual learners if they volunteered. And we also did a final reflection at the end. So those were some enhancements that we added onto the routine.  Mike: I think that's really helpful and I'm excited to talk a little bit more about the details of those, Heather.  One of the things that really struck me as we were preparing for this conversation was reading about the ways that some of the multilingual learners you worked with, how they described their experience during number talks. And it helped me to see the experience from their perspective and rethink some of the ways that I'd facilitated number talks in the past. And I'm wondering if you could share a bit about some of the feelings students told you that they were experiencing.  Jana: Yeah. One of the things we suspected before we started was that as a language learner myself, talking about ideas that you're just forming in a language you're in the process of learning can be really intimidating. It's very challenging. So they were nervous. And when I interviewed fourth graders about their experience in number talks, even facilitated with language acquisition in mind, they talked about how much courage it took them to share their ideas.  They also talked about and could very keenly remember moments when they had made a contribution that their teacher made use of or a time when they made a contribution that another student made use of later. So there was a lot of pride they felt in having shared their ideas once they found ways to do that.  They also talked about how much easier it was to share our ideas than it was to share my idea. And so if, for instance, we had given them the opportunity—and like Heather said, we almost always gave them the opportunity to talk with a partner—they would often share using the pronoun "we." "This is how we thought of it." And we picked up on that and began to ask them if it was OK to attribute a group of students with a unique idea rather than an individual. And that was also consistent with many of their home cultures. It's not every culture in which individual contributions are elevated, but rather when you dare to speak, you're definitely speaking for the group, for a collective. So that collective understanding was really important.  There was one child, and I'm really curious about how representative he was of many. He always talked to the same friend, and every time he shared, he, I'm going to say, nailed it. He really had it figured out what it was that he was going to say. And there was one particular day when he did a beautiful job sharing, and I asked him about that day and he said, "To be honest, that day I really didn't want to share, but I knew my teacher wanted to hear my idea, so I did anyway." And so there's that element of love and respect for their teacher that I think was also really motivating for them.  Heather: Yeah. Can I add something quickly to that?  So one aspect of that, I think that idea of a student sharing because it meant a lot to the teacher, we also tried to utilize individual conferring with students as much as possible and gave them opportunities to confer with us, whether it was just checking in briefly before the number talk started, encouraging them or maybe telling them, "Hey, you can share the idea with me after the number talk if that feels more comfortable to you." So it's giving them multiple opportunities to do that and encouraging them to share their thoughts.  Mike: What I appreciate about what you all are doing is even in this initial part of the conversation, really getting specific about the practices and the way that those practices played out for kids. And I think as an educator, one of the things that I've come to over all my years teaching is the need to have humility and also continue to be a learner. And that sometimes really leads me to questions about intent versus impact.  Heather, I wonder if you could talk about the parts of the number talk routine or facilitation practices that may have unintentionally provoked some of the anxiety that kids were experiencing.  Heather: So for multilingual learners, when I think about what they will need, the supports that they may need to be able to engage in a routine like a number talk, I think about first the processing time that they might need to understand and think about different ways of solving that prompt. And then I think about their understanding of the prompt. And then the other thing I think about is their ability to communicate their thoughts and ideas with others. So naturally, if it seems like there's a lot of pressure because of time, if they don't have much time, if they feel that pressure to do that processing and think of those ideas and share them quickly, that may provoke anxiety because this, of course, is still a language that they're still developing. So that ability to share with a partner and rehearse those ideas and process that with a partner, that really becomes, as Jana mentioned, more of a team effort.  And then being able to rehearse the words that they're going to use and the way they're going to convey that message and communicate it to others, that again reduces the anxiety because it's a lot less pressure to share my thoughts and ideas with one person than with a whole group. And if I share those thoughts with one person and they seem to understand what I mean, then now I might feel confident enough to share with more people. So I just think that naturally when it's a time constrained activity, that that naturally can provoke anxiety.  Mike: Yeah. I mean, that absolutely makes sense. I will say as a child who was not quick, even in my first language, the impact of that was profound, let alone trying to both process in a language that I was learning and feel like I was under pressure to produce an idea and describe it. That absolutely makes sense.  Jana: I want to back up a bit and quote something that you said, Heather, partway through our working together, which was that Heather had some familiarity with number talks before we started working together, but had a healthy skepticism as well. And at one point she said that she wondered if we might not actually be hurting students when we are facilitating a routine that they cannot find entry into. And so it became really like a guiding light or principle of our work together to work hard to help them find entry into the routine. And something that I didn't realize until a year after we began working together and I was really closely tracking the experiences of the multilingual learners themselves—and this is kind of back to your question about intent and impact—when we listen to children's mathematical ideas with the intent of not correcting them, trying to figure out what's right and what makes sense to them, we have to ask them questions about what their ideas are. And for many of the multilingual learners, engaging in that process itself was a huge lift language-wise. So I'm not just going to be able to say the answer or tell my teacher my strategy; I'm going to have to stick with my teacher until my teacher actually gets it. And a few of the multilingual learners that I followed over the course of a year actually said to me, "I don't like it when my teacher doesn't understand me." So while we absolutely, 100%, our intention is golden. It is about understanding them. But putting them in that position of that negotiating meaning with us until we do understand takes a great deal of trust on the part of the student. And so it's on us to develop that trust so that they're willing to do that with us.  Mike: I think that's a good segue because Jana, going into this, you mentioned three big ideas as starting points for supporting multilingual learners. One was negotiated meaning, one was the notion of voluntary sharing, and the last was the idea of using ambiguity as a resource. And I wonder if we can start this next part of the podcast with having you describe each of these for the listeners.  Jana: Yeah, absolutely.  Voluntary sharing means I've made a commitment to not ever put you on the spot as a student. And so any one of us who has learned a second language—which I've learned a couple, none of them to a super high level—but most people can relate to, say, standing in line in a grocery store and rehearsing what you're going to say so that you ask for the bag you want rather than the receipt that you don't want. There's a process in coming to speak, and I think there's a process in coming to speak publicly for just about every learner, especially about ideas that you're in the process of forming, but that pressure—and I've had many, many students over the year thank me for being the kind of teacher in a kind of classroom where they knew that I wasn't going to call on them unless they had volunteered to share. So the level of distraction, I think that that, again, well-intentioned pressure causes, is absolutely not worth it, and especially not for our multilingual learners.  Negotiated meaning really is the process of coming to understand each other, and we do it all the time. Unfortunately, often in classrooms, we end up in discourse routines that are actually not about teachers understanding students. They're about teachers asking questions for which students are supposed to have answers, which then the teacher evaluates. So what I would argue that the number talk routine turns that discourse pattern, which is often called I.R.E.—initiate, respond, evaluate—absolutely on its head. The child volunteers their idea, the teacher responds by trying to understand it as best they can, and then the student is the evaluator of whether or not the teacher actually understood them.  Mike: Heather, I was hoping we could go granular on a couple pieces that I heard you talk about too. You talk a lot about something very practical, the value of predictability, and I wonder if you can talk about how predictability impacted students and what does that mean for the teacher?  Heather: Absolutely.  When facilitating these number talks with this goal of engaging multilingual learners or helping them find those entry points, I found it helpful as a facilitator to utilize similar types of approaches to statements I would make during the routine, and then similar ways of asking students if I was seeing things the way that they were seeing them. It seemed to help the students that we were really hoping to engage to feel more comfortable with what was happening in the routine and to lean in more to that engagement. So I think that that is one thing as a facilitator to be aware of.  Jana, can you think of anything else that we haven't talked about yet?  Jana: There's the whole knowing the rules of the game aspect of really any classroom routine or instructional routine. So if the student knows how this thing goes, whatever "this thing" is, then that lifts off some of the cognitive load in terms of participation because they don't have to be figuring out how to participate. Judit Moschkovich writes about this a lot in her research, and I think she calls it the "sociocultural aspect of learning mathematics," and she uses the word "ecological". So the environment itself really matters. And in community, our social environment is made up of all kinds of routines. So I think that part of it is important. My favorite metaphor for it is learning a new card game. The first time you play the game, it is no fun because all you're doing is trying to figure out how the cards move, how the turns go, what the rules are, and how you can play. You can't do any strategy at all. But then as you learn the game, then you can really engage in it in a thoughtful way and have fun with it. So I really think that classroom routines are like that and not only for multilingual learners, but I have the privilege of being an instructional coach now in a middle school and have seen teachers engage in routines that I can tell are 100% soothing of trauma that students have as they come into the classroom, just because they know what to expect. So not only are those kinds of regular routines really helpful for multilingual learners, but they're also trauma-informed teaching. And when I say "routine," it can be easy to misunderstand and think it's boring. It has to be an open-ended routine so that something inside it that is engaging and fun can happen.  Heather: There are a couple of other things that occurred to me in terms of the students participating in the routine. I know that they started to see that we were elevating the status of gestures in terms of the communication to be another way to visualize the thinking in terms of the processing for themselves, but also a way to help others see what they were seeing and to understand their ideas. So that was one aspect of the routine that they could count on, that they could utilize gestures if needed, and that we would reinforce that. If they didn't have a mathematics label for the terminology that would typically be used in that conversation about those mathematics ideas, they could rely on describing what they understood, and then either I, the teacher, the facilitator, or another student, providing those words and the opportunity to practice that specific mathematics language within that routine. So those were some other things that were predictable and happened across all of the different number talks that happened, no matter what the prompt was.  Mike: You're making me think that part of what a teacher might do in response to this conversation is really to think about some of the things that they want to make normal, right? Like this notion of using gestures is both normal and accepted and valued. The idea that you are going to use rough draft, informal language, and that's OK, and that's a way that we get to more technical language of mathematics, and that's normal. And so thinking about what are the things that I want to become normal and predictable for kids, maybe homework recommendation number one for an educator that might be listening in.  Heather: So another thing that was predictable was the utilization of color-coding. And this is something that many teachers probably do already. But we did, when we were recording the students' ideas, we used different colors for each student, and that made it more accessible. Again, it was a support for our students to be able to distinguish between different chunks of information on the board as they were looking at each other's responses and reflecting on those responses. So really reading that.  Mike: Can I ask for a clarification on that, Heather?  Heather: Absolutely.  Mike: I think what you mean is that you use different [colors] to represent different students' contributions. So if a student shared something, you might write it in red, and if it was a different student, it might be in green. And then you can distinguish what contribution each student made.  Heather: Yes. Yes, that was a predictable aspect of the routine, as well as Jana had mentioned earlier, attributing the ideas to students using their initials. And if multiple students contributed to that idea and the original person who was sharing said that, yes, they would like to attribute more people, then we included all the people's initials who contributed to that idea that was shared in that number talk for that idea, that communication.  Mike: Speaking of contribution, I want to name something that we talked about in our preparation for this that seems incredibly simple but felt like it was really significant. You all talked about the importance of the teacher consistently—not just once, not just a handful of times—but consistently, on the regular stating to kids that they wanted to hear from all students. And I wonder if you can just talk about what did this sound like to make that happen and what was the impact on kids? Jana, I think this is one I'd love for you to start with.  Jana: Yeah, absolutely. It is simple. All you say is, "I'm so glad to be with you today. And let's remember that while we may not hear from everyone today, it's our goal to hear from almost everyone over the course of the week." And if you as a teacher have made a commitment to voluntary sharing, it's essential to say that, to really tell them that you do want to hear their voices. You need to tell them that. Otherwise, they're not going to know that you want to hear their voice. And like I shared a little while ago, there was one student who actually said to me, "I didn't want to share that day, and I knew my teacher wanted to hear from me, and so I did." And then in reflecting back on that share, to get at students' perspectives on what number talks have been like for them—they were fourth graders, only 10 years old. I showed them video of themselves participating in the number talk, and you should have seen the smile on that kid's face. The pride he had in having taken that risk because his teacher wanted him to. People rise to the expectations that we have for them, 100%, maybe not 100% of the time, but if we don't have that expectation, they don't get to choose to rise to the expectation. And you can't make anyone talk when they're not ready to talk yet.  Mike: Heather?  Heather: I also think that part of that goes back to something that we were talking about a little while ago, and that is establishing the norms in the community of learners. And in addition to communicating that to the whole group, our goal is to hear everyone's ideas over the course of the week. Something also as simple as when they were getting ready to do a pair-share and rehearse their thoughts with each other before launching into the whole-group discussion, also reminding them, "Hey, make sure that we're taking turns when we're sharing in that pair." So again, just to reinforce that we value everybody's contribution, we value everybody's voice and everybody needs to have a turn.  Mike: Can you say more about why it's important to offer kids the option to talk with a classmate before they do any whole-group sharing? Why does that matter so much, particularly for multilingual learners? And either one of you, feel free to jump in and take this.  Heather: I'll start. My understanding is that when the originators of these number talks created this idea that they wanted, that idea of agency and giving students choice was really an important priority to them. And so I feel like part of the rationale for that is to give students choices as often as possible in this routine to elevate students to co-learners with the teacher. So I feel like that's kind of where it starts.  Mike: Jana, is there anything you want to add to that one?  Jana: Well, we've already mentioned the value of rehearsal before sharing with the whole group, but there's also another aspect of it that we may not have touched on yet, which is: As that person listens to us and we actually negotiate meeting and clear up ambiguity, we feel seen, heard, and understood. And if I feel seen, heard, and understood by Heather, it's going to be easier for me to share my idea with Mike, who I don't know quite as well as I know Heather. And so there's really a relational aspect of it that is about feeling understood.  Mike: I want to ask another question about something that feels eminently practical. You all talk about recommending that educators call on multilingual learners early in number talks. And I wonder if you could say more about the why behind that recommendation.  Heather: So as a learner of a new language, I may only have one way of explaining my thinking about that problem or the way that I'm seeing that. And if I have taken that risk and I've raised my hand, if somebody else answers first or maybe two other people answer first, maybe they've taken the only way that I knew to answer and share my thinking about this prompt. So for me, as a facilitator in that setting, that was really important for me to prioritize those volunteers if they raise their hand and call on them as one of the first contributors. I've also seen in some classes that I've been in, some math classes, if a student is not yet fluent in English, sometimes their classmates think that they don't know math, that they don't have ideas to share in math. So I also think that calling on those students first also, again, sets the norms in this community of learners that, again, we all have valid and valuable ideas to share.  And so Jana and I saw in particular with the pair-shares, we saw students starting to choose to work with students who still spoke primarily another language. And Jana captured on video where she had a student who didn't speak Spanish and a student who primarily spoke Spanish and they were sharing ideas with each other in that pair-share to get ready for the whole-group discussion. And honestly, I think that that worked more effectively because of that idea that everybody has valuable ideas to share. So I also think that that was another part of that idea of calling on those students first and making sure that they had a lot of opportunities to share their ideas.  Mike: Yeah. I'm really glad you mentioned that. You're making me think about this notion called positioning, meaning that the choices that we make—whether they're spoken or unspoken, like who we call on first or who gets called on more—they are sending a message to students. And often that message may not be the one we intended. So in this case, it really does show how the choices that you all were making in calling on multilingual learners early, it may have disrupted some narratives that people could have formed about how much those kids had to contribute to a mathematical conversation. I'm so glad you shared that.  Jana, I want to ask you this next question. It's something that, if I'm not mistaken, Heather brought up earlier, and I wanted to dig into it a little bit more if we could. You referenced the value of making gestures something that's a normal, accepted, valued practice, and I want to take a bit of time to clarify that. Perhaps for some folks who might not have a clear picture in their own mind of what we mean by that, can you say more about what we mean by gestures and maybe some examples of the ways that gestures either help students to communicate or even how they contributed to the conversation that was happening during the number talk where there might've been something that was lost if gestures weren't in play?  Jana: One thing I know for sure is that lately I've been learning from Heather about how some mathematical ideas are actually perhaps communicated better with gesture than verbally. And yet we have this traditional notion that there's some kind of language for expressing mathematics that's fancy and only occurs from the neck up, but that's not how we usually talk. So why would we tell people who are trying to explain their ideas that they can't use gesture as part of a person-to-person conversation? Gesture by no means keeps you from developing formal language. It actually helps you develop formal language. So one example of using gesture, it came up particularly during dot talks when we first started the routine, and the dot talks were a fabulous way to encourage and introduce that norm that gestures are welcome. But if a student is describing an array of dots and they say, "three on top," and then they use their hand to indicate it's horizontal, we would affirm, "Thank you so much for using your hands." I can tell that the three on top are in a horizontal line. And then, Heather is fabulous, and I've learned a lot about this from her at gesturing "horizontal" by bringing her hand across the space in front of her horizontally. And then everyone [says] "horizontal," and everyone gestures and says "horizontal" with them. And so we're pairing what's an academic word that is often very hard for students with any language background to remember with a physical gesture.  Mike: That's really helpful. As you all were talking about this, one of the things that I started thinking about is how there are ways that I use gestures to indicate a lot of mathematical ideas like partitioning into groups, indicating that I'm talking about a group and another group and another group, which is basically the seeds of multiplication or unitizing. How I'll gesture as a way to show that I'm combining or separating. How I gesture to show the way that I'm counting things. That all of those are ways that actually enhance what I might be saying and actually communicate that meaning more clearly both to my teacher and to the other students who are in the room.  Heather: Absolutely. Yeah. Another example of that, as you were talking about that, that I use all the time as a seventh grade mathematics teacher and we're working a lot with integers, is the idea of 0 in a horizontal hand as 0. And thinking about if that's 0 and I'm navigating between positive and negative numbers, what will that look [like] visually? And as you said, I just think that gestures are another tool for thinking and understanding and processing information and sometimes communicating that information.  Mike: Heather, I want to come back to you for something that, again, really struck me as important when we were preparing for this. You said that you recommend educators close their number talks with an opportunity for kids to make connections between strategies that emerged. And I wonder if you can just talk about: Why is it important to provide that opportunity for kids to make connections, particularly for our multilingual learners? Heather: So first of all, I have a firm belief that development of conceptual understanding is really valuable in mathematics. And as we are engaging in this routine, in this whole-group discussion, and we're considering all these different possible ways of solving a prompt or seeing a prompt, then when we get to the end, it feels like that we should reflect on the different ideas that have been shared and draw some conclusions about what we can say across all of these different ideas as part of that development of conceptual understanding of what is happening there mathematically. In addition to that, in terms of student engagement, some of our students are multilingual learners. That was the time in the routine that they actually felt the most confident to contribute their thoughts and ideas. So maybe they didn't often raise their hand to speak in that whole-group discussion, but they did raise their hand to share something they noticed from the artifact, some kind of commonality or something that stood out to them.  So again, that was another opportunity for them to feel like they had a valid contribution, that their contribution needed to be heard. So those are a couple of good reasons why I feel like that final reflection is really important in particular for multilingual learners.  Mike: Well, Jana, before we close this conversation, I'm wondering if there are any resources that you'd recommend to a listener who wants to keep learning about the ideas and the practices that we've been discussing today. Is there anything that you could point them in the direction of, or perhaps even something that you'd invite them to try out as a first step?  Jana: Yes, absolutely. I have a couple of ideas. One would be to go to a blog I write that's called mathbetweenus.org. And I've published a short article there ["Number Talks: A Whole Class Routine for Learning Language for Learning Mathematics"] that is specifically about the adjustments we've made to the routine.  Also, I am now CEO of the Mathematics Education Collaborative, and we recently developed a grassroots workshop in making number talks meaningful. It only takes 2 hours. It's an introduction to the routine, ensuring that it's more than just something fun, but actually results in building number sense for students. It's a low-cost way for an individual teacher to get started. And then you can also go to our website at the Mathematics Education Collaborative, which is [www.mec-math.org] and reach out to us and see if you're interested in having us come to your district or your region. Or you can email me at jdean@mec-math.org. So lots of ideas.  Mike: I think that's a great place to stop. I can't thank you both enough for joining me and being willing to have such an in-depth and detailed conversation. Jana and Heather, it's really been a pleasure talking with you both. Thank you.  Jana: You're welcome.  Heather: Thank you so much.  Jana: Thanks for your curiosity.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability.  © 2026 The Math Learning Center | www.mathlearningcenter.org

#893 From teacher to travel agency owner — with zero business experience and only 10% down! In part 1 of this two-part episode, Joy Owens joins host Brien Gearin to share exactly how she and her husband bought a multi-million dollar travel agency with no prior business experience, no industry background, and an SBA loan that almost didn't happen. Joy breaks down how the opportunity fell into her lap through a family connection, how she negotiated the purchase price down to a 2.1x net multiple, and why starting the SBA loan process early (with a letter of intent) was critical. She also opens up about the due diligence lessons she learned the hard way — from decoding P&Ls to securing a key employee who was on the verge of quitting — and how she set the business up to run smoothly from day one! What we discuss with Joy: + Bought a business with 10% down + Zero prior business experience + SBA loan process took 4+ months + Negotiated price down to 2.1x net + No broker — direct seller negotiation + Key employee nearly quit before sale + Clients were all referral-based + Due diligence revealed no written contracts + Switched to shared inbox and Monday.com + Owner allowed rare pre-sale access to systems Thank you, Joy! Check out Part 2 of this episode. Check out Butler Travel at ButlerTravel.com. Watch the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠video podcast⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ of this episode! To get access to our FREE Business Training course go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠MillionaireUniversity.com/training⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To get exclusive offers mentioned in this episode and to support the show, visit ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠millionaireuniversity.com/sponsors⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Learn more about your ad choices. Visit megaphone.fm/adchoices

Cattle futures were higher Tuesday on fundamental strength and more bullish outside markets. Reports of early steady to higher cash fed cattle prices were also supportive. Toward the close, Live Cattle futures were an average of $2.42 higher.  Feeder Cattle futures were an average of $4.88 higher. Negotiated cash fed cattle trade was mostly [...]

Cattle futures closed lower again Monday with follow-through selling supported by more bearish outside markets.   Toward the close, Live Cattle futures were an average of $1.84 lower. Feeder Cattle futures were an average of $4.60 lower. Negotiated cash fed cattle trade was mostly inactive on light to moderate demand in all major cattle [...]

Cattle futures closed mixed to higher Thursday, supported by the week's higher cash fed cattle prices. Live Cattle futures were mixed, from an average of 50¢ lower to an average of 61¢ higher on likely profit taking. Feeder Cattle futures closed an average of $1.07 higher. Negotiated cash fed cattle trade was mostly inactive [...]

It's another Coca Thursday, people! Yes, I complain about the Mets again. Yes, I root for BAD teams! But, let's talk about contracts. How do they get negotiated? Where does the price come from? Please fix the latency issue in streaming. If you know anything about this issue, contact me! How do the minor leagues work? Is the major league team instructing them on what they can do with MLB players? MLS vs Vancouver! Are the Whitecaps leaving for Las Vegas? Learn more about your ad choices. Visit podcastchoices.com/adchoices

It's another Coca Thursday, people! Yes, I complain about the Mets again. Yes, I root for BAD teams! But, let's talk about contracts. How do they get negotiated? Where does the price come from? Please fix the latency issue in streaming. If you know anything about this issue, contact me! How do the minor leagues work? Is the major league team instructing them on what they can do with MLB players? MLS vs Vancouver! Are the Whitecaps leaving for Las Vegas? Learn more about your ad choices. Visit podcastchoices.com/adchoices

A masterclass in high-stakes negotiation from a seasoned trial attorney, breaking down the exact four-stage framework used to win millions in deals. Learn how to control the frame, extract leverage through strategic questioning, dominate the critical pivot point, and close deals with certainty while mastering the ultimate power move: the willingness to walk away.

Cattle futures stepped higher Monday. Toward the close, Live Cattle futures were an average of $3.11 higher. Feeder Cattle futures were an average of $5.49 higher. Negotiated cash fed cattle trade was inactive on light demand in all major cattle feeding regions through Monday afternoon, according to the Agricultural Marketing Service. Last week, FOB [...]

Cattle futures struggled to firm Wednesday in the wake of a multi-day technical correction. Toward the close, Live Cattle futures were an average of 56¢ lower. Feeder Cattle futures were an average of 47¢ lower to an average of 16¢ higher. Negotiated cash fed cattle trade was light on moderate demand in Nebraska through [...]

The seizure of an Iranian ship by the U.S. military throws the next round of peace talks into question. And Rob Malley, lead negotiator for the 2015 nuclear deal, tells us if JD Vance should even bother packing his bags. The owner of a gas station in Newfoundland and Labrador tells us customers are thrilled to see prices drop -- now that Ottawa has suspended the excise fuel tax until Labour Day.The U.S. government opens its online portal for tariff refunds; one business owner says the process was smooth -- but he won't relax until he actually gets the enormous sum he believes he's owed. A new study on anglerfish reveals a dual purpose for the lures that protrude from their foreheads -- and suggests at least some of those appendages are for attracting mates. Our guest knitted a Blue Jays sweater during last year's playoff run, and now it's headed to the Canadian Museum of History. She'll tells us how it went from a ball of yarn -- to a heritage moment.After an airborne bandit is photographed with stolen treasure in the UK, someone comes forward to say he doesn't know the thieving bird -- but he does recognize the sausage rolls it's holding.As It Happens, the Monday Edition. Radio that's always ready to drop a banger or two.

Cattle futures extended losses Thursday with likely technical selling, profit taking and positioning ahead of Friday's monthly Cattle on Feed report. Toward the close, Live Cattle futures were an average of $2.21 lower. Feeder Cattle futures were an average of $3.71 lower. Negotiated cash fed cattle trade was limited on moderate demand in the [...]

Cattle futures were higher Tuesday, bolstered by more bullish outside markets and last week's stronger cash trade. Toward the close, Live Cattle futures were an average of $1.47 higher. Feeder Cattle futures were an average of $1.65 higher. Negotiated cash fed cattle trade was inactive on light demand in all major cattle feeding regions [...]

Cattle futures were mixed but mostly higher Monday. Toward the close, Live Cattle futures were narrowly mixed, from an average of 53¢ lower to an average of 42¢ higher. Feeder Cattle futures were an average of $1.43 higher. Negotiated cash fed cattle trade was inactive on light to moderate demand in all major cattle [...]

Cattle futures eased higher Wednesday with stronger outside markets and growing expectations for steady to stronger negotiated cash fed cattle prices. Toward the close, Live Cattle futures were an average of $1.04 higher. Feeder Cattle futures were an average of $2.68 higher. Negotiated cash fed cattle trade was inactive on light to moderate demand [...]

Negotiated cash fed cattle trade was inactive on light demand in all major cattle feeding regions through Tuesday afternoon, according to the Agricultural Marketing Service. Last week, FOB live prices were $7-$8 higher in the Texas Panhandle at $245-$246/cwt., mostly $8 higher in Kansas at mainly $246 and $10 higher in the North at [...]

Negotiated cash fed cattle trade ranged from mostly inactive on moderate demand in the Southern Plains to limited on moderate demand in the North through Friday afternoon, according to the Agricultural Marketing Service. For the week, however, FOB live prices were mostly $245/cwt., which was $7 higher in the Southern Plains and $10 higher [...]

Negotiated cash fed cattle prices took a strong step higher Thursday with moderate trade on moderate to good demand in the North, according to the Agricultural Marketing Service. FOB live prices were mainly $10 higher at mainly $245/cwt. Dressed delivered prices in Nebraska were $13 higher at $385. Although too few to trend, there [...]

Cattle futures continued to gain Wednesday, helped by positive outside markets. Toward the close, Live Cattle futures were an average of 50¢ higher. Feeder Cattle futures were an average of $2.05 higher. Negotiated cash fed cattle trade was inactive on light demand in all cattle feeding regions through Wednesday afternoon, according to the Agricultural [...]

Cattle futures continued higher Tuesday, supported by more bullish outside markets and resurgent wholesale beef values. Toward the close, Live Cattle futures were an average of $2.02 higher. Feeder Cattle futures were an average of $4.46 higher. Negotiated cash fed cattle trade was inactive on light demand in all cattle feeding regions through Tuesday [...]

Cattle futures rose again Monday, building on last week's gains, supported by higher negotiated cash fed cattle trade in the Southern Plains late Friday and firmer wholesale beef values. Toward the close, Live Cattle futures were an average of $1.15 higher. Feeder Cattle futures were an average of $2.24 higher. Negotiated cash fed cattle [...]

Cattle futures faded early pressure to make gains Thursday, supported by early negotiated cash fed cattle trade at steady money. Toward the close, Live Cattle futures were an average of 81¢ higher. Feeder Cattle futures were an average of $1.56 higher. Negotiated cash fed cattle trade was light to moderate on moderate to good [...]

This is a real behind-the-scenes breakdown of how I negotiated a UGC deal… and turned it into something bigger.What started as a simple content partnership became an opportunity to position myself differently — not just as a creator, but as a creative director and studio.In this episode, I'm walking you through how I approached the conversation, what I looked for in the contract, and how I shifted the scope of the deal without overcomplicating it.If you're a content creator, filmmaker, or someone building a creative business, this is the kind of shift that changes everything.What I CoverThe difference between UGC work and studio-level workHow to approach brand partnerships without undervaluing yourselfWhat I look for before agreeing to a dealHow I positioned myself beyond “just content”The mindset shift that allows you to expand opportunitiesLinks + ResourcesCreative Studio: www.monikafreemanstudio.comPersonal Site: www.monikafreeman.comFollow along:Instagram (personal): @monikafreemanInstagram (studio): @monikafreemanstudiosSend us Fan Mail

Cattle futures were mostly higher on Tuesday, despite resurgent oil prices and volatile equity markets. Toward the close, Live Cattle futures were an average of 47¢ higher, except for an average of 15¢ lower in the front two contracts. Feeder Cattle futures were an average of $1.91 higher. Negotiated cash fed cattle trade was [...]

Cattle futures extended gains on Monday, helped by more bullish outside markets, and despite more placements than expected in Friday's monthly Cattle on Feed report.Toward the close, Live Cattle futures were an average of 84¢ higher, except for 45¢ lower in the back contract. Feeder Cattle futures were an average of $1.70 higher. Negotiated [...]

Cattle futures were lower Thursday, weighed down by bearish outside markets, tied to escalating energy prices and uncertainty stemming from the U.S.-Israel attack on Iran. Toward the close, Live Cattle futures were an average of $2.25 lower. Feeder Cattle futures were an average of $5.54 lower ($3.05 to $6.42 lower). Negotiated cash fed cattle [...]

Cattle futures lost ground Wednesday, as bearishness increased in outside markets. Toward the close, Live Cattle futures were an average of $1.97 lower. Feeder Cattle futures were an average of $5.19 lower. Negotiated cash fed cattle trade was moderate on moderate demand in Nebraska through Wednesday afternoon, according to the Agricultural Marketing Service. FOB [...]

Cattle futures gained Tuesday, helped by the decline in Crude Oil futures and the continued increase in wholesale beef values. Toward the close, Live Cattle futures were an average of $2.49 higher. Feeder Cattle futures were an average of $3.27 higher. Negotiated cash fed cattle trade ranged from limited on moderate demand in Nebraska [...]

Craig Unger analyzes the alleged Paris meeting involving George H.W. Bush and confirms Casey's Madrid meeting, where they negotiated delaying the 1980 hostages' release. 6.

Negotiated Settlements and Expanding Security States. Anatol Lieven explains the European left's growing concerns about the Ukraine war fueling authoritarian security and surveillance measures. While a negotiated settlement requiring Ukraine to surrender the Donbas seems impossible in Kyiv, the conflict risks becoming a prolonged war of attrition dictated by modern drone warfare. #21918 4TH LIGHT HORSE IN THE JUDEAN HILLS

Watch The X22 Report On Video No videos found (function(w,d,s,i){w.ldAdInit=w.ldAdInit||[];w.ldAdInit.push({slot:17532056201798502,size:[0, 0],id:"ld-9437-3289"});if(!d.getElementById(i)){var j=d.createElement(s),p=d.getElementsByTagName(s)[0];j.async=true;j.src="https://cdn2.decide.dev/_js/ajs.js";j.id=i;p.parentNode.insertBefore(j,p);}})(window,document,"script","ld-ajs");pt> Click On Picture To See Larger PictureThe world is continually paying the [CB]s more and more of their hard earned labor. In Germany the people are taxed 42%, almost half of their income. Fed inflation indicator reports no inflation, Truinflation reports inflation is at 1.2%.BoA and Citibank are in talks to offer 10% credit card. Trump says US will the crypto capital of the world. Globalism/[CB] system has failed, the power will return to the people. The patriots are sending a message, DOJ 2.0 is not like DOJ 1.0, same with the FBI, you commit a crime you will be arrested. The message is clear, the protection from these agencies are gone. Bondi arrest the Church rioters. Trump’s message at DAVOS is clear, the [DS] power and agenda is no more. Trump is now in control and the world will begin to move in a different direction, either you are on board or you will be left behind. The power belongs to the people.   Economy https://twitter.com/WallStreetMav/status/2014289396112011443?s=20 (function(w,d,s,i){w.ldAdInit=w.ldAdInit||[];w.ldAdInit.push({slot:18510697282300316,size:[0, 0],id:"ld-8599-9832"});if(!d.getElementById(i)){var j=d.createElement(s),p=d.getElementsByTagName(s)[0];j.async=true;j.src="https://cdn2.decide.dev/_js/ajs.js";j.id=i;p.parentNode.insertBefore(j,p);}})(window,document,"script","ld-ajs"); Fed’s Favorite Inflation Indicator Refuses To Show Any Signs Of Runaway ‘Trump Tariff’ Costs The Fed’s favorite inflation indicator – Core PCE – rose 0.2% MoM (as expected), which leave it up 2.8% YoY (as expected), slightly lower than September’s +2.9%…   Bear in mind that this morning’s third look at Q3 GDP printed a +2.9% YoY for Core PCE. Under the hood, the biggest driver of Core PCE remains Services costs – not tariff-driven Goods prices…   In fact, on a MoM basis, Non-durable goods prices saw deflation for the second month in a row…   Source: zerohedge.com https://twitter.com/truflation/status/2014322072286302619?s=20 – Food – mostly Eggs – Household durables – particularly housekeeping supplies – Alcohol & tobacco – mostly alcoholic beverages Our number is derived by aggregating millions of real-time price data points every day to calculate a year-over-year CPI % rate. It is comparable but not identical to the survey-based official headline inflation released monthly by the BLS, which was 2.7% for December. Bank Of America, Citigroup May Launch Credit Cards With 10% Rate Two weeks after Trump shocked the world by demanding lenders cap credit card interest rates at 10% for one year, Bank of America and Citigroup are exploring options to do just that in an attempt to placate the president.  Bloomberg reports that both banks are mulling offering cards with a 10% rate cap as one potential solution.  Earlier this week, Trump said he would ask Congress to implement the proposal, giving the financial firms more clarity about what exact path he's pursuing. Bank executives have repeatedly decried the uniform cap, saying it'll cause lenders to have to pull credit lines for consumers.  Source: zerohedge.com Trump sues JPMorgan Chase and CEO Jamie Dimon for $5B over alleged ‘political’ debanking The lawsuit claims JPMorgan’s decision ‘came about as a result of political and social motivations’ to ‘distance itself’ Trump and his ‘conservative political views’  President Donald Trump is suing JPMorgan Chase and its CEO Jamie Dimon in a $5 billion lawsuit filed Thursday, accusing the financial institution of debanking him for political reasons. The president's attorney, Alejandro Brito, filed the lawsuit Thursday morning in Florida state court in Miami on behalf of the president and several of his hospitality companies.  “ Source: foxnews.com https://twitter.com/RapidResponse47/status/2013984082640658888?s=20  WEF Finance/Banking Panel – If Independent National Economies Continue Rising, Global Trade Drops and We Lose Control Globalism in its economic construct is a series of dependencies. If those dependencies are severed, if each country has the ability to feed, produce and innovate independently, then the entire dependency model around globalism collapses. Within the globalism model that was historically created there was a group of people, western nations, banks, finance and various government leaders, who controlled the organization and rules of the trade dependencies.  The action being taken for self-sufficiency, in combination with the approach promoted by President Trump that each nation state should generate their own needs, then the rules-based order that has existed for global trade will collapse. If nations are no longer dependent, they become sovereign – able to exist without the need for support from other nations and systems. If nations are indeed sovereign, then globalism is no longer needed and a threat of the unknown rises. How will nations engage with each other if there is no governing body of western elites to make the rules for engagement?  The need for control is a reaction to fear, and it is the fear of self-reliance that permeates the elitist class within the control structures.   If each nation of the world is operating according to its individual best interests, the position of Donald Trump, then what happens to the governing elite who set up the system of interdependencies. This is the core of their fear. If each nation can suddenly grow tea, what happens to the East India Tea Company.  Who then sets the price for the tea, and worse still an entire distribution system (ships, ports, exchanges, banks, etc.) becomes functionally obsolescent. Source: theconservativetreehouse.com  Political/Rights TWO-TIERED JUSTICE: Conservative Journalist Kaitlin Bennett Charged and Fined for Interviewing Democrats in Public — While Don Lemon Storms Churches With Zero Consequences The United States now operates under a blatantly two-tiered justice system, where conservative journalists are criminally charged for speech in public spaces, while left-wing media figures face zero consequences for harassing Americans and disrupting religious services. Conservative journalist Kaitlin Bennett revealed this week that she was charged with a federal crime and fined by the National Park Service in St. Augustine for the so-called offense of asking Democrats questions on public property. According to Bennett, federal agents targeted her while she was conducting on-the-street interviews, a form of journalism protected by the First Amendment. Despite being on public land, Bennett says she was cited and punished simply for engaging in political speech that the Left finds inconvenient. Bennett addressed the incident directly in a post on X, writing: https://twitter.com/KaitMarieox/status/2014174254799958148?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E2014174254799958148%7Ctwgr%5Ef4a6650cd0c60d38edfea018c5665c2cc2fe5199%7Ctwcon%5Es1_c10&ref_url=https%3A%2F%2Fwww.thegatewaypundit.com%2F2026%2F01%2Ftwo-tier-justice-conservative-journalist-kaitlin-bennett-charged%2F When asked by another local journalist exactly what “lawful order” Bennett had disobeyed, the ranger reportedly could not provide a straight answer. WATCH: Source: thegatewaypundit.com https://twitter.com/DHSgov/status/2014322865848406370?s=20   Alexander Conejo Arias, fled on foot—abandoning his child. For the child's safety, one of our ICE officers remained with the child while the other officers apprehended Conejo Arias.   Parents are asked if they want to be removed with their children, or ICE will place the children with a safe person the parent designates. This is consistent with past administration's immigration enforcement. Parents can take control of their departure and receive a free flight and $2,600 with the CBP Home app. By using the CBP Home app illegal aliens reserve the chance to come back the right legal way. https://twitter.com/DHSgov/status/2014049440911303019?s=20   inflicting corporal injury on a spouse or cohabitant. An immigration judge issued him a final order of removal in 2019. In a dangerous attempt to evade arrest, this criminal illegal alien weaponized his vehicle and rammed law enforcement. Fearing for his life and safety, an agent fired defensive shots. The criminal illegal alien was not hit and attempted to flee on foot. He was successfully apprehended by law enforcement. The illegal alien was not injured, but a CBP officer was injured.  These dangerous attempts to evade arrest have surged since sanctuary politicians, including Governor Newsom, have encouraged illegal aliens to evade arrest and provided guides advising illegal aliens how to recognize ICE, block entry, and defy arrest. Our officers are now facing a 3,200% increase in vehicle attacks. This situation is evolving, and more information is forthcoming.   https://twitter.com/nicksortor/status/2014063905413177637?s=20  CNN Panelist Issues Retraction and Apology After Going Too Far in On-Air Trump Attack    footage of CNN's “Newsnight with Abby Phillip” was posted to social media platform X featuring 25-year-old leftist activist Cameron Kasky alongside panel mainstay Scott Jennings. A moment between the two went viral when Kasky casually declared that President Donald Trump had been involved in an international sex trafficking ring. Jennings wasn't going to let that remark go unchallenged by host John Berman. The topic of conversation had been Trump's interest in Greenland and the Nobel Peace Prize, but Kasky threw in a jab at Trump with an allusion to the president's relationship with the late sex offender Jeffrey Epstein — an allusion Kasky's now trying to walk back. “I would love it if he was more transparent about the human sex trafficking network that he was a part of, but you can't win 'em all,” he blurted out. https://twitter.com/overton_news/status/2013455047288377517?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E2013455047288377517%7Ctwgr%5E20edbbd712c7076d1aafdac2d1e39d7eb8307263%7Ctwcon%5Es1_c10&ref_url=https%3A%2F%2Fwww.thegatewaypundit.com%2F2026%2F01%2Fcnn-panelist-issues-retraction-apology-going-far-air%2F   Berman asked Jennings a follow-up question about Greenland, but instead of addressing that, Jennings circled back to Kasky's remark. “You're gonna let that sit?” Jennings asked Berman. “Are we going to claim here on CNN that the president is part of a global sex trafficking ring or …?” After assuring Jennings that he would do the fact-checking, Berman asked Kasky to repeat what he'd said about the global sex-trafficking ring. “That Donald Trump was … probably … very involved with it,” the arrogant young man replied, with perhaps a touch less confidence. To Berman's credit, and the CNN legal team's, he immediately said, “Donald Trump has never been charged with any crimes in relation to Jeffrey Epstein.” https://twitter.com/camkasky/status/2013760245298864477?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E2013760245298864477%7Ctwgr%5E20edbbd712c7076d1aafdac2d1e39d7eb8307263%7Ctwcon%5Es1_c10&ref_url=https%3A%2F%2Fwww.thegatewaypundit.com%2F2026%2F01%2Fcnn-panelist-issues-retraction-apology-going-far-air%2F Source: thegatewaypundit.com https://twitter.com/ElectionWiz/status/2014189561002291385?s=20 DOGE Geopolitical https://twitter.com/brentdsadler/status/2014311942119137584?s=20  important as these agreements cover the entirety of the Chagos group of islands/features. Critical as future third party presence in those areas proximate Diego Garcia could in practical terms render those U.S. military facilities operationally impractical (ie useless). The current deal under consideration in the UK parliament in a rushed vote as soon as 2 February is ill advised. And it likely would break the decades long understanding with the U.S. government. See: Active U.S. treaties: https://state.gov/wp-content/uploads/2025/08/Treaties-in-Force-2025-FINAL.pdf 1966 Foundational Understanding: https://treaties.un.org/doc/Publication/UNTS/Volume%20603/volume-603-I-8737-English.pdf 1972 Understanding regarding new facilities on Diego Garcia: https://treaties.un.org/doc/Publication/UNTS/Volume%20866/volume-866-I-8737-English.pdf 1976 Understanding and concurrence on new communications facilities on Diego Garcia and references as foundational the 1966 Understanding: https://treaties.fcdo.gov.uk/data/Library2/pdf/1976-TS0019.pdf?utm_source https://twitter.com/HansMahncke/status/2014150131247874267?s=20 The EU-Mercosur deal is a major free trade agreement between the European Union and the Mercosur bloc (Argentina, Brazil, Paraguay, and Uruguay). Negotiated for over 25 years, it aims to create one of the world’s largest free trade zones, covering more than 700 million people and reducing tariffs on goods like cars, machinery, pharmaceuticals, and agricultural products.  It includes commitments on sustainability, labor rights, and environmental protections, but critics argue these are insufficient to address issues like Amazon deforestation and unfair competition for European farmers. The agreement was politically finalized in 2019 but faced delays due to environmental concerns and opposition from countries like France and Austria. It was formally signed on January 17, 2026, after EU member states (with a qualified majority, despite opposition from five countries including France) greenlit it on January 9.  The Stupidity of Davos Explained Using an Example of Their Own Creation China is manufacturing a product to create a carbon credit certificate in response to the demand for carbon credits from all the world auto-makers.  Any nation that has a penalty or fine attached to their climate goals is a customer. Those are nations with fines or quotas associated with the production of gasoline powered engines if the auto company doesn't hit the legislated target for sales of electric vehicles. In essence, EU/AU/CA/RU/ASEAN car companies buy Chinese car company carbon credits, to avoid the EU/AU/CA/RU/ASEAN fines.  The Chinese then use the carbon credit revenue to subsidize even lower priced Chinese EVs to the EU/AU/CA/RU/ASEAN car markets, thereby undercutting the EU/AU/CA/RU/ASEAN car companies that also produce EVs. China brilliantly exploits the ridiculous pontificating climate scam and has an interest in perpetuating -even emphasizing- the need for the EU/AU/RU/ASEAN countries to keep pushing their climate agenda.  China even goes so far as to fund alarmism research about climate change because they are making money selling carbon credit certificates on the back end of the scam to the western fear mongers.  This is friggin' brilliant.   The climate change alarmists are helping China's economy by pushing ever escalating fear of climate change.  You just cannot make this stuff up. What does the outcome look like? Well, in this example we see hundreds of thousands of unsold BYDs piling up in countries that emphasize climate regulations with no restrictions on the import of EVs (which most don't even manufacture), which is almost every country.  Big Panda doesn't care about the car itself; they care about generating the carbon credit certificate to sell in the various carbon exchanges. Put this context to the recent announcement by Canadian Prime Minister Mark Carney about his new trade deal with China to accept 49,000 EVs this year. Prime Minister Carney bragged about getting the Chinese to agree to only super low prices for the Canadian market.  Mark Carney was very proud of his accomplishment to get much lower priced vehicles for Canadian EV purchasers.   No doubt Big Panda left the room laughing as soon as Carney made his grand announcement. 1. China sells EV's in Canada, creating credits available on the carbon exchange scheme. Europe et al will purchase the carbon credits because Bussels has fines against EU car companies. 2. With a foothold already established in Europe, China will then take the money generated by the carbon credit purchases and lower the prices of the Chinese EV cars sold in Canada. It's gets funnier. 3. Carney bragged about forcing China to only sell low price EV's as part of the trade agreement. The low price of the EV's in Canada will be subsidized by Europe. China doesn't pay or lose a dime. But wait…. 4. Carney can't do anything about the scheme he has just enmeshed Canada into, because Canada has a Carbon Credit exchange in law.