Yt is on video: Waching daily May 2 2017

CARS ARE GETTING BY

THE ISSUE OF

IMMIGRATION-CERTAINLY ON THE

FRONT BURNER-WITH THE ELECTION

OF DONALD TRUMP.

TODAY-MEMBERS OF THE STATE'S

CONGRESSIONAL DELEGATION ARE

URGING 'ICE' OFFICIALS áNOTá

TO DEPORT A FATHER OF FOUR

FROM DERBY.

A RALLY IN SUPPORT OF LUIS

BARRIOS IS GOING ON RIGHT NOW

IN HARTFORD-AND THAT'S WERE WE

FIND NEWS 8'S JASON NEWTON

THIS NOON. JASON.

THURSDAY IS THE DAY.. DERBY

RESIDENT LUIS BARRIOS TOLD ME

HE WAS ORDERED TO BUY A TICKET

AND VACATE THE COUNTRY, BACK

TO HIS NATIVE GUATEMALA.. IN

AN INTERVIEW WITH ME YESTERDAY

HE SAID HE'S APPLIED FOR

ASYLUM OVER THE YEARS, BUT HAS

BEEN DENIED EACH TIME..YEARS,

BUT HAS BEEN ASYLUM OVER THE

HE'S APPLIED FOR YESTERDAY HE

SAID INTERVIEW WITH ME

GUATEMALA.. IN AN TO HIS

NATIVE GUATEMALA.. IN AN

INTERVIEW WITH ME YESTERDAY HE

SAID HE'S APPLIED FOR ASYLUM

OVER THE YEARS, BUT HAS BEEN

DENIED EACH TIME..TODAY IS

PART OF THE LAST DITCH EFFORTS

BY ADVOCATES TO GET MR BARRIOS

A PASS TO STAY.. HE CAME TO

THIS COUNTRY AS AN

UNDOCUMENTED IMMIGRANT IN

1992.. HE SAYS FAMILY MEMBERS

WERE KILLED DURING VIOLENCE IN

HIS HOME COUNTRY AND THAT

GOVERNMENT CORRUPTION FORCED

HIM TO FLEE IN SEARCH OF A

BETTER LIFE.. HE'S LIVE

IN DERBY FOR THE LAST 25

YEARS.. WORKING FOR THE LAST

14 IN SANITATION.. HE TOLD ME

PERSONALLY THAT HE CLEANS

SEPTIC TANKS, AND THAT HIS

BOSS HAS TROUBLE FINDING

ANYONE ELSE TO DO THE JOB.

BARRIOS SAYS HE HAS NO

CRIMINAL RECORD.. HE'S STARTED

A FAMILY AND HAS FOUR AMERICAN

CHILDREN, THE OLDEST A

FRESHMAN IN COLLEGE... AND IF

HE LEAVES, HIS FAMILY WILL

LOSE THE ONLY SOURCE OF INCOME

AND FINANCIAL SUPPORT..

YESTERDAY IN NEW HAVEN DURING

OUR INTERVIEW, HE BEGGED FOR

FEDERAL AUTHORITIES TO GIVE

HIM ANOTHER CHANCE..

LUIS BARRIOS/ ORDERED TO DEPORT

"IT'S VERY SAD BECAUSE I AM

THE ONLY PERSON SUPPORTING MY

KIDS AND WIFE. AND I'M SAYING

TO ICE, GIVE ME A SECOND

CHANCE, REVIEW MY CASE, GIVE

ME SECOND CHANCE."

AT THAT POINT IN THE

INTERVIEW, MR BARRIOS BROKE

DOWN IN TEARS AND HAD TO TRY

HARD TO KEEP HIS COMPOSURE...

AGAIN HE IS SCHEDULED TO LEAVE

THE COUNTRY, HIS WIFE AND FOUR

CHILDREN, BY THURSDAY.. LIVE

IN HARTFORD, JASON NEWTON NEWS

For more infomation >> Dozens protest for Derby dad facing deportation - Duration: 4:42.

-------------------------------------------

The 100 4x10 Inside "Die All, Die Merrily" (HD) Season 4 Episode 10 Inside - Duration: 2:01.

- Fighting a war is a bad way to decide who gets to survive.

- A Conclave.

- A final Conclave.

One champion per clan.

One death, instead of thousands.

And whoever wins, gets the bunker.

- The episode is called "Die All, Die Merrily"

which is taken from Shakespeare

because Ginsburg and McIntyre, Aaron and Wade,

who wrote the episode, are intellectuals.

- Accept this to do with your clan

and fight with honor as their champion.

- Get ready. It's a blood bath.

It's brutal.

Octavia has returned for the war,

as she said at the end of the previous episode.

- These warriors will fight until only one remains.

This final champion, alone, will tell us

which clan is meant to survive

in the crypt of Becca Pramheda

and which clans are meant to perish in Praimfaya.

(horn blowing)

- It's David and Goliath.

She's up against the giants of

the Grounder combat world.

The war chiefs, and Roan, and others.

So she doesn't stand much of a chance.

- If I die, I die.

I still go down fighting.

- I think people should be prepared for

just a crazy battle royale in the streets of Polis,

and perhaps, to say goodbye to some people.

Not gonna say who, but it's one of those episodes

that people will remember.

- May we meet again.

- Damn right we will.

For more infomation >> The 100 4x10 Inside "Die All, Die Merrily" (HD) Season 4 Episode 10 Inside - Duration: 2:01.

-------------------------------------------

Bad Baby Crying and Learn Colors With Bus - Learning Colors For Children - Bus For Kids Videos - Duration: 3:28.

Bad Baby Crying and Learn Colors With Bus

Learning Colors For Children

THANK YOU WATCH VIDEO. PLEASE LIKE, COMMEN, SUB CHANNEL. THANK YOU!

For more infomation >> Bad Baby Crying and Learn Colors With Bus - Learning Colors For Children - Bus For Kids Videos - Duration: 3:28.

-------------------------------------------

Trump: Budget bill a clear win for America - Duration: 0:56.

For more infomation >> Trump: Budget bill a clear win for America - Duration: 0:56.

-------------------------------------------

Plant Questions: Planting for pollinators - Duration: 2:05.

LISA: CARRIE FROM VALLEY VIEW

FARMS IS HERE TO ANSWER OUR

QUESTIONS.

WHAT IS THIS?

KERRY: THIS ARE WRITING IS --

WILL -- THIS VARIETY WILL GROW

ABOUT THREE TIMES ITS SIZE.

IT LOVES THE HEAT AND HUMIDITY.

LISA: THREE TIMES ITS SIZE>?

CARRIE?

: EASILY.

LISA: WHAT CAN I PLANT TO HELP

OUT THE BEES, BUTTERFLIES AND

OTHER POLLINATORS?

CARRIE: THE BLACK AND BLUE

SALVIA AND SWEET MELISSA IS A

NICE, SHORT PLANT.

THERE ARE ALL SORTS OF STUFF.

DEFINITELY GET SOME FLOWERS TO

HELP OUT THESE BEES.

LISA: THEY HAVE BEEN VERY BUSY,

I HAVE SEEN THEM.

MY HOUSEPLANTS SEEM TO HAVE ANTS

IN THE SOIL.

HOW CAN I GET RID OF THEM?

CARRIE: TAKE ONE OF THE AND

TRAPS -- ANT TRAO

PS AND PUT THEM

IN THE TOP OF THE SOIL.

LISA: WHY DO WE CARE ABOUT THE

ANTS IN THE SOIL?

CARRIE: I DON'T CARE IF THEY ARE

OUTSIDE.

LISA: I'M HAVING PROBLEMS

ESTABLISHING A LAWN IN SHADE.

IDEAS?

CARRIE: START WITH A SOIL TEST

TO SEE WHERE YOUR PH IS.

USE A GRASS SEED SPECIFICALLY

FOR SHADE.

LISA: SOME PEOPLE WAIT UNTIL

MOTHER'S DAY.

CAN WE PLANT?

CARRIE: THAT IS UP TO MIRI

HERE.

For more infomation >> Plant Questions: Planting for pollinators - Duration: 2:05.

-------------------------------------------

Prophets Stories | Prophet Yaqub (AS) | | Islamic Cartoon | Islamic Kids Videos. - Duration: 12:06.

Assalamu Alaikum!

Waalaikim Assalam

Inshallalh, today I will tell you what happened to Yaqub (as)

after he married Rahel!

Thank you so much ! I was wondering

what happened to them all day!

You are so excited! Now listen very carefully!

In the last episode you saw how Prophet Yaqub (as)

reached the land of Haran,

and married the daughters of his uncle Laban.

His first wife, Leah gave birth to seven sons and a daughter as well!

But Rahel, his second wife, and whom the Prophet

was very fond of, was sad as

she didn't have a son. She prayed to Allah,

who heard her call and responded to her prayer!

She then gave birth to a very beautiful son, and they called him Yusuf!

Yaqub (as) stayed in Haran, and continued

working for Laban for Twenty years!

One day, the prophet met his uncle and asked

him to let him go and visit his family.

"I have been blessed because of you"

Said Laban. "Ask for whatever you need".

"Give me each speckled, spotted and black lambs

that will be born this year" said Yaqub (as)

Laban agreed, and the prophet walked away happily.

But Laban was not willing to part with the sheeps he owned,

even though it was Yaqub (as) who took care of them

He asked his sons to take away all the speckled,

spotted and black sheeps from the flock.

When Yaqub (as) had gone out for work,

the sons of Laban came and they took all the

speckled, spotted and the black sheeps away!

When Yaqub (as) returned that evening,

he realized that he had been tricked by his uncle.

But inspite of Laban's tricks, when the sheep bred,

many of them were born black!! This was a miracle!!

When Laban saw this, he was both surprised and

angry at the prophet, as he had promised all the black lambs to Yaqub (as)

One day, Allah (swt) asked the prophet to return to his country.

The Prophet told his wives and children, and prepared to leave Haran.

He took everything that belonged to him,

including the spotted and black lambs.

The prophet did not tell Laban about his plans,

and left without bidding him farewell.

The next morning, Laban realized that Yaqub (as)

had taken all his belongings and left the land.

He was very angry! He took all his people

and started following Yaqub (as).

They travelled for many days and nights following Yaqub (as)

And finally, they caught up with the prophet.

"Why did you leave without my knowledge?"

asked Laban. "If you had told me that you were leaving,

we could have celebrated this occasion with a feast.

And I could have bid farewell to my daughters as well"

The prophet talked to Laban, and it was decided that they will part ways.

They sat on a hill called Galeed and they made a covenant there.

It was decided that neither of them would enter

the land of the other from that day!

All of them then ate the food together. Then each bade the other farewell,

as they departed, each returning to his own country.

The prophet and his family walked then started travelling towards his country

One day, at the break of the dawn, Prophet was sitting outside his tent,

when an angel appeared before him in the shape of a man!

Then the angel started to wrestle with the Prophet!!

They fought neck to neck until the angel injured the prophets thigh,

and the Prophet became lame!

The sun had started rising up by now, and the angel asked him "What is your name?"

"Yaqub" replied the prophet.

"From this day, you shall be called Israel" said the angel, and vanished into

thin air!!

The Prophet could not believe his eyes, and he realized that the man was actually

an angel!!

They then continued travelling for many days.

When the Prophet reached the land of Seir, he sent a messenger ahead to Esau,

asking forgiveness.

The next day, the messenger returned with the news that Esau was riding toward him,

with some 400 men!!!

The prophet was afraid, so he prayed to Allah (swt) seeking his help.

The prophet then prepared a great present for his brother!

He asked his servants to take two hundred goats, two hundred ewes, thirty camels

and many other animals along with them. He asked them to go ahead before him

"When you meet my brother" he said "he will ask you who you are.

And you should say they belong to your servant Yaqub, and the animals

are the present for his master Esau!"

The slaves did as they were asked to and went ahead of the prophet.

After two days, the prophet then travelled toward his country.

Esau was riding with his men when he met the slaves of Yaqub (as).

He was very impressed when the slaves told him that the animals were a gift from his

brother!

When the prophet saw his brother coming, he prostrated to him as a sign of salutation!

Esau was quite moved when he saw this. So he ran towards him, and embraced him!

Esau even wept when he saw his brother!

"Who are these people with you? Asked Esau when he saw the women and children.

"They were given to me by our God" said the prophet humbly. Leah, Rahel,

the children and all his slaves came and prostrated before Esau, as a sign of respect.

Esau refused to accept the gifts at first. But the prophet insisted and he had to accept them at last.

All of them started travelling back to their country and they were led by none other than Esau!

On their way back, the prophet camped near Jerusalem. It was here that the prophet had poured the oil on a rock years ago!!

He then built a mosque as he had promised!

The Prophet then travelled to Hebron and met his father Prophet Ishaq (as).

The Old Prophet was really happy when he met his son after a long time!

Prophet Ishaq (as) died after sometime, at the age of one hundred and eighty years old

And they buried him next to their grandfather Ibrahim (as).

Prophet Yaqub (as) had twelve sons in total, and Yusuf was one among them. He grew up into a handsome and devoted man.

They migrated to Egypt, and they lived there for seventeen years!

And after living and preaching about God for a long time, the prophet died at the age of one hundred and forty seven!

Mashallah! It was such a great story! I'm glad you liked it my son!

Now shall I ask you a few questions from the story?

I'm ready!!

Ha haa.. Very good! Now here is the first question.

Who was the uncle of Prophet Yaqub (as), who lived in Haran?

Haa! I know the answer! It was Laban

Mashallah! That's correct!

Who did the prophet fell in love with? The prophet fell in love with Rahel! That's correct again.

Now tell me what did the prophet ask his uncle before returning home?

The prophet asked for all the speckled, spotted and black sheep from the from the herd.

That's right again! What was the name that Angel gave the prophet, after wrestling with him?

It was Israel!

That's correct Who was the prophet's favourite son?

Hmm.. It was Yusuf (as)

That's right again! And now for the last question. How old was the prophet when he died?

The prophet was One hundred and forty seven years old when he died.

Mashallah! You gave me all the right answers my son! You are such a brilliant boy.

Thank you Baba

That's all for today,Inshallah I will tell you the story of Prophet Shuaib (as)

tomorrow. Good night my son!

Good night Baba..

For more infomation >> Prophets Stories | Prophet Yaqub (AS) | | Islamic Cartoon | Islamic Kids Videos. - Duration: 12:06.

-------------------------------------------

Breaking News From Linkin Park & Machine Gun Kelly - Duration: 0:56.

Rob: I've been waiting a long time for this interview…

Machine Gun Kelly: Yeah.

Rob: You have this new album, Bloom.

Machine Gun Kelly: Right.

Rob: And my first question for you is…

Mike: I got a question.

How about some Linkin Park MGK tour dates this summer?

Yeah?

MGK: What do you mean, like now?

Mike: Let's go.

Chester: Yeah let's do it!

Just say yes man, it's on.

MGK: I'm out, Rob.

Let's go!

Rob: Yo did he just walk?

Yo he just walked out.

Dog, we spent like a month putting this interview together.

MGK and Genius.

And he just walked out with Mike and Chester from Linkin Park.

I mean, is the tour starting now?

For more infomation >> Breaking News From Linkin Park & Machine Gun Kelly - Duration: 0:56.

-------------------------------------------

Trade in your clunky boots for spring sandals at V&A's - Duration: 7:18.

KNOW ABOUT AND IT BRINGS SO MUCH

POWERFUL INFORMATION TO WOMEN

VETERANS AND THOSE IN OUR

COMMUNITY.

SPRING IS ABOUT

MANY CHANGES.

ONE OF MY FAVORITES INVOLVES

SOMETHING PRACTICAL AND FUN.

A CHANGE IN SHOES.

A LITTLE SHOPPING.

YOU ARE RIGHT.

WE ARE KICKING OFF FOR TRADING

BOOTIES FOR COMFORTABLE

FLIP-FLOPS AND SANDALS.

THIS WEEK, YOU CAN STOCK UP

ON THE LATEST TRENDS FROM SOME

OF THE BIGGEST NAMES IN

FOOTWEAR.

CHECK OUT WHAT THEY HAVE TO

OFFER.

♪

ONE THE BEST THINGS ABOUT

SPRING AND SUMMER IS CHANGING UP

WHAT WE PUT ON FB.

-- PUT ON OUR FEET.

YOU HAVE A LEG SPRING SALE.

PRETTY MUCH THE WHOLE STORE

WILL BE ON SALE SOON AND I

CANNOT WAIT TO TELL YOU ABOUT

IT.

LET'S TALK ABOUT THE BRAND

YOU KERRY BECAUSE HE -- THE

BRANDS.

WHEN OF THE MOST POPULAR ONES

IS BIRKENSTOCKS.

WE HAVE TALKED ABOUT IT, BUT WE

HAVE A HUGE SELECTION.

THEY ARE POPULAR.

THEY ARE COMFORTABLE, SO PEOPLE

DO NOT KNOW, BUT THEY MOLD TO

YOUR FEEDS, THEY HAVE A TON OF

SUPPORT AND THERE ARE ATTENTIVE

COLORS.

A LOT OF PEOPLE KNOW THAT

BRAND AND THEY LOVE IT.

THEY CHANGED IT UP TO MAKE IT

MORE MODERN.

WE ALL KNOW THIS STYLE CALLED

THE ARIZONA.

IT HAS BEEN AROUND FOR A LONG

TIME AND ONE OF THEIR KEY

SELLERS, BUT THEY ARE GETTING

MORE FEMININE.

SOMETHING LIKE THIS WITH A

LITTLE TOE LOOP AND STRAPS

COMING ACROSS HERE, THESE ARE

GOING TO BE MORE FEMININE IN A

LOT OF COLORS.

I ACTUALLY NOTICED THEY HAVE

A HEEL.

THEY DO PUT SANDALS WITH A

LITTLE BIT OF A HEEL.

--A HEEL.

ANOTHER BRANCH WE HAVE IS ALL

MADE IN ISRAEL.

SOME OF THEM DO HAVE A WEDGE

BUILT INTO THEM.

IT STILL HAS COMFORT FEATURES.

AND A LOT OF STYLE BEAR.

YOU CAN DRESS THESE UP, WEAR

THEM CASUALLY.

THIS BRAND HAS A LOT OF

DIFFERENT STYLES TO GO ALONG

WITH THE LINE.

ANOTHER FASHION PIECE YOU WILL

SEE A LOT THIS SPRING IS HERE.

ANOTHER BIG ONE, A

COMFORTABLE SHOE AND IT COULD BE

DRESSIER FOR WORK OR GOING OUT.

EXACTLY.

YOU WANT A CUTE SHOE AND YOU

WANT IT TO BE COMFORTABLE.

THAT IS WHAT WE DO.

WE HAVE TRADITIONAL COMFORT

BRANDS BUT SHOES THAT LOOK GOOD,

TOO.

SOMETHING WITH A LITTLE WEDGE TO

IT BUT STILL HAS CUSHIONS WE CAN

RESUME LONG TIME.

YOU WILL SEE A LOT OF THOSE SOFT

MATERIALS.

I HAVE SOME GREAT FRIENDS HERE

LIKE SOOFT AND

EARTH.

YOU ARE LOOKING FOR SOMETHING

THAT CAN DO IT ALL.

IT REALLY MAKES THAT

GLADIATOR STYLE LOOK

COMFORTABLE.

THIS LITTLE GILLY TIE

, THIS

IS POPPING UP IN FASHION.

JUST A LITTLE BIT OF DETAIL TO

GO ALONG WITH THE STRAPS.

YOU HAVE LEATHER, MIXED MEDIA,

AND YOU TRY TO SWITCH IT UP TO

PLAIN LEATHER SANDAL AND YOU ARE

LOOKING FOR SOMETHING WITH MORE

DETAIL, AS WELL.

LET'S GO FROM DRESSIER TO

CASUAL.

CASUAL, THE FLIP-FLOP

STYLE IS NEVER GOING TO GO OUT

OF STYLE.

THEY ARE EASY ON AND OFF.

THEIR GREAT BRANDS LIKE CLARK'S

THAT REALLY DO THOSE FLIP-FLOPS

WELL.

THEY ARE EASY TO GET OUT THE

DOOR.

YOU CAN READ THEM TO THE BEACH

OR POOL.

THEY HOLD UP WELL IN DIFFERENT

CIRCUMSTANCES.

GOOD FOR YOUR FEET AND MORE

STYLISH LOOKING.

FOR SURE.

WE HAVE A HUGE SELECTION OF

THOSE COMFORTABLE FLIP-FLOPS AND

WALKING SANDALS.

WE HAVE TONS OF SANDALS.

WE HAVE LOTS OF GOOD STUFF.

LET'S TALK ABOUT THIS SPRING

THE SALE BECAUSE THAT IS --

SPRING SALE BECAUSE THAT IS AN

OPPORTUNITY FOR PEOPLE TO COME

OUT WHEN THE SHOES ARE BROUGHT

OUT AND WE WILL WEAR THEM FOR

MONTHS.

WE THOUGHT,

LET'S KICK THE

SEASON OFF WITH A BIG SALE.

YOU ARE THINKING, WHAT IS GOING

TO BE ON SALE?

I CANNOT GIVE YOU SPECIFICS

BECAUSE THE PRICES ARE GOING TO

BE SO GOOD THAT MY BRANDS DO NOT

LET ME ADVERTISE THEM, BUT THE

WHOLE STORE WILL BE ON SALE.

I HAVE A HUGE SELECTION OF SHOES

THAT WILL BE 50% OFF.

I HAVE SOME BETTER BUY ONE, GET

ONE FREE.

THIS SALE IS ONLY THREE DAYS,

THURSDAY, FRIDAY AND SATURDAY.

AS SOON AS THIS SEGMENT ERRORS,

WE WILL HONOR THE -- AIRS, WE

WILL HONOR THE PRICE FROM THE

SEGMENT.

WE LOVE OUR EIGHTWEST VIEWERS

AND WE LOVE TO HONOR THE

PRICE.

GREAT SELECTION.

THAT IS ALL WE NEED TO

HEAR.

THAT SETS RIGHT NOW.

OFFICIALLY, THE SALE IS

THURSDAY, FRIDAY AND SATURDAY,

BUT EIGHTWEST VIEWERS ARE

INVITED TO COME EARLY.

YOU CAN START SHOPPING TODAY TO

GET THOSE DISCOUNTS.

JUST TELL THEM YOU SAW THIS

STORY ON EIGHTWEST AND YOU HAVE

FULL LINE OF THE SELECTION AND

SIZES BECAUSE IT WILL BE BUSY

THERE THIS WEEKEND.

GET THERE EARLY AND THEN YOU

GET THE PICK OF EVERYTHING.

EARLY BIRD GETS THE WORM.

AND YOU FIND GREAT DEALS ON

SMART WOOL SOCKS.

THEY HAD A LOCATION OF 28 IN

GRAND RAPIDS, DOWNTOWN KALAMAZOO

AND ST. JOSEPH.

THEY HAVE SOME OF THE BEST

STYLES AND SELECTIONS THEY HAVE

EVER HAD, AND THEY ARE KNOWN FOR

SELLING COMFORTABLE SHOES.

MANY OF THOSE BRANDS HAVE REALLY

HEARD

PEOPLE'S CALL FOR STYLE,

SO THEY ARE DOING GLADIATOR

SANDALS AND THEY OWED TO WHAT IS

POPULAR BUT INCORPORATING THAT

WITH A GREAT BRAND IN A SHOE

THAT WILL LAST FOR YEARS BECAUSE

IT IS MADE WELL AND BE GOOD TO

YOUR BEATS , SO WE'RE -- GOOD TO

YOUR FEET.

YOU ARE

SAYING, I PROBABLY

WEAR THE WRONG STYLE OF

FLIP-FLOPS BECAUSE THEY HURT.

I CAN HELP IF YOU ARE WEARING

THE RIGHT SHOE.

I AM A FAN OF SOME

FLIP-FLOPS

HE HAS THERE.

YOU CAN WEAR THEM ALL DAY AND IT

GIVES YOU LOTS OF SUPPORT.

CHECK IT OUT.

DO NOT GO AWAY.

WE HAVE A LOT MORE COMING UP.

WE WILL BE RIGHT BACK WITH MORE

EIGHTWEST.

♪

For more infomation >> Trade in your clunky boots for spring sandals at V&A's - Duration: 7:18.

-------------------------------------------

1000MPH FIDGET SPINNER VS. SNAPPLE *CUT MYSELF* - Duration: 3:08.

what's going on guys today I'll be doing

experiment with him, so

basically what I was what I've seen on

YouTube a lot lately is I'm doing a

1000 miles per hour fidget spinner

basically the spinner is like the most

popular toy of 2017 so far and so

satisfying so what I am going to do is I'm going

to break some glass I'm going to do with

snapple if I can. I decided to get two of them

so like one with empty and juice in it. I am doing the empty first

because I am not sure if the bottle have a kind of

pressure on the first one at an empty *clicking*

first one with the empty bottle, gotta go fast

still nothing yet, kind of hard to see for

you guys to see on the camera of it there's a

little mark line yep definitely not

going to work

time to use the real one, second one put

this on with this juice in it

how about you try?

nah im good. "nah im good" thats the kind of quote i like to hear

*sigh* hold on a second

oh wow look at me I did it! it really

worked pretty well just by using my hand

and not use the air machine? what you call it?

whenever it is called but you can actually use

your hands and make it to 1,000

miles per hour

thank you guys for watching this video

give thumbs up and I'll see you guys next

time subscribe if you're new so we're

going to actually going to leave this here....

im just kidding, we're going to clean

up.... save the environment

see you guys

For more infomation >> 1000MPH FIDGET SPINNER VS. SNAPPLE *CUT MYSELF* - Duration: 3:08.

-------------------------------------------

Must-have supplies for summer camp - Duration: 3:23.

>> WELL, RIGHT NOW PARENTS ARE

BUSY MAKING SURE THE KIDS

STATEMENT -- STAY BUSY.

CAN YOU BELIEVE IT'S RIGHT

AROUND THE CORNER?

YOU HAVE TO BE READY FOR SUMMER

CAMP.

JOINING US IS DANA, A BLOGGER IN

THE MOM HERSELF.

-- AND A MOM HERSELF.

>> ONE OF THE MOST IMPORTANT

THINGS, LIVING IN FLORIDA, A LOT

OF THE CAMP'S HAVING OUTDOOR

ACTIVITIES, IS SPF.

SUNSCREEN, ZINC OXIDE, TITANIUM

DIOXIDE, THINGS LIKE THAT.

I ALSO USE THE STICKS, I HAVE

TWO BOYS AND I'M NOT KNOCKING

THEM OR ANYTHING BUT SOMETIMES

THE STICKS ARE EASIER TO APPLY.

THEY ALWAYS FORGET THE NOSE,

TH YEARS, THE NECK.

>> THE K INGREDIENT IS THE

SINK?

>> - ZINC?

>> EXACTLY.

HYDRATION, OBVIOUSLY, IS KEY.

>> KIDS DON'T REALIZE.

THEY ARE RUNNING AROUND, PLAYING

SPORTS, EVEN JUST LAYING ON THE

FIELD, HYDRATION.

I RECOMMEND USING A REUSABLE

WATE BOTTLE, REMINDING THEM

THROUGHOUT THE DAY THE REFILL

THIS.

IT'S REALLY IMPORTANT.

A LOT OF CAMPS ABOUT THAT.

REFILLING IT AS NEEDED.

DEKED YOUR EYES AS WELL?

>> -- PROTECT YOUR EYES AS WELL?

>> YES, BUT THESE ARE ON YOUR

NECK WHEN THEY ARE NOT WEARING

THE SUNGLASSES.

LET'S AFFORDABL ONES, THEY

ALWAYS FIND A BREAKING.

>> THEY ARE SMALL AND USUALLY

THE FIRST THINGS LOST.

X WHAT IS IT ABOUT THIS SHIRT?

>> WHAT IS IMPORTANT ABOUT THIS

SHIRT?

>> SKIN GUARDS, RASH GUARDS,

PROTECT YOUR SKIN FROM 20% OF

THE SUN POSSIBLE RAISE.

THIS IS SOMETHING IMPORTANT TO

KEEP IN THE BACK.

PUT THIS ON, IT KEEPS THEM FROM

THE SUN.

>> IT KEEPS THEM COOL, TOO?

T-REX YOU CAN FIND THESE AT ANY

OF THE BIG-BOX RETAIL LOCATIONS

ONLINE.

GRAB A FEW OF THEM, LEADING ME

TO THE NEXT THING.

LABELS ARE KEY.

GONE ARE THE DAYS OF THOSE IRON

ON LABELS.

SHARPIE MARKE, INITIALS,

THINGS LIKE THAT.

THEY HAVE WATERPROOF, STICKY

LABELS THAT YOU CAN PUT ON

EVERYTHING AND ANYTHING.

HOPEFULLY THESE ITEMS COME BACK

AT THE END OF THE DAY IN THE

BAG.

>> THAT'S THE GOAL.

AND THE BAG IS IMPORTANT, TOO?

>> YES.

DEFINITELY YOU NEED A GOOD

CANVAS BAG.

SHIRTS, SUNGLASSES, AND ONE

LITTLE TRICK THAT I HAVE AN HERE

TRY TO REMEMBER TO PACK AND

EMPTIES OF LUCK TAG.

IF THEY GO SWIMMING OR GO TO THE

WATERPARK, NOT EVERYTHING ELSE

IS SO AT THE END OF THE DAY.

>> I THINK YOU HAVE DONE THIS A

TIME OR TWO.

DANA, THANK YOU SO MUCH FOR THE

INFORMATION ABOUT SUMMER CAMPS,

For more infomation >> Must-have supplies for summer camp - Duration: 3:23.

-------------------------------------------

Join CAC - Community Advisory Committee - Duration: 2:13.

Dr. Nancy Hlibok Amann: Hello!

What is CAC?

Community Advisory Committee

CAC is important

This committee shares with me the needs of the school

and to make things happen for the school

through different input and recommendations

Jeannette: If you have ideas, thoughts, a vision

with a desire to uplift the school and to share your voice

CAC is the place to gather for discussions

Mary Ann: ¨Is it for me? Can I go to CAC?¨

Yes, you can come!

It is open to community members, staff and families

We include parents, our most valued members

Terrylene: CAC meetings will be voice interpreted

in English for parents not yet fluent in ASL, all welcomed

and voice interpreted in Spanish too

Bring Spanish-speaking families here

Parents, feel free to come

Carmen: You come on over and join in the fun!

Heather: Interested?

Looking forward to seeing you here at the meeting

Share your dreams on making this school even stronger

See you there!

For more infomation >> Join CAC - Community Advisory Committee - Duration: 2:13.

-------------------------------------------

An Opportunity for Cypress College Students - Duration: 2:04.

Hi! I am Laura Henriques.

I am a faculty member here at Cal State Long Beach,

and I am really excited to tell you about the BUILD program.

BUILD is a grant funded by the National Institutes of Health that supports students who are interested

in research careers in the health fields.

These are Biomedical Sciences and Behavioral Science careers.

If you are majoring in Biology, Chemistry, Psychology, Kinesiology, Biomecanical Engineering,

Public Policy.

A wide range of majors, if you are majoring in something that positively impacts human

health you would be eligible to apply for BUILD.

There are two options for you to apply to the BUILD program. If you are a true junior

when you transfer to Cal State Long Beach,

you would apply as a BUILD scholar or if you have three years left when

you get to Cal Sate Long Beach, you can apply as an associate.

BUILD associates are a one-year program and then you would apply to be a BUILD scholar

for the two-year program after that.

The key is you have to apply to the BUILD program before you apply to Cal State Long Beach.

This is because you are doing summer research the summer before you start

classes at Cal State Long Beach.

There are numerous benefits for being a part of the BUILD program--in addition to paid

summer research opportunities you have paid academic year research opportunities, small

learning communities, mentoring, conference attendance, and most importantly, priority registration!

Students really enjoy that.

You are getting paid to do research in your field that is going to make you highly competitive

for doctoral programs when you are finished at Cal State Long Beach.

Join others from Cypress college and be part of the BUILD program.

Applications and deadlines are on the website at www.csulb.edu/build.

We look forward to having you here at Cal State Long Beach and part of the BUILD program.

For more infomation >> An Opportunity for Cypress College Students - Duration: 2:04.

-------------------------------------------

West Springfield mayor's budget calls for 8 more police officers - Duration: 1:12.

TRESPASSING CHARGES WITHOUT

INCIDENT.

RICH:

WEST SPRINGFIELD MAYOR WILL

REICHELT HAS RELEASED HIS

PROPOSED BUDGET

FOR 2018.

22NEWS REPORTER KAIT WALSH IS

LIVE IN THE STUDIO ..WITH HOW IT

WILL IMPACT

RESIDENTS.

KAIT:

I READ THROUGH THE BUDGET, AND

THE BIGGEST TAKEAWAY FOR

RESIDENTS IS IF

IT'S APPROVED AS IS, THERE WON'T

BE AN INCREASE IN TAXES NEXT

FISCAL YEAR.

THIS WOULD BE THE SECOND FISCAL

YEAR IN A ROW THAT MAYOR

REICHELT HASN'T RAISED TAXES FOR

THE WHOLE CITY.

HE SAID THE PRIORITIES OF THIS

BUDGET ARE SCHOOLS,

INFRASTRUCTURE AND

PUBLIC SAFETY.

THAT INCLUDES ADDING EIGHT MORE

POLICE OFFICERS TO PAYROLL,

WHICH

COULD CREATE A TRAFFIC DIVISION

AT THE POLICE DEPARTMENT. MAYOR

REICHELT SAID THEY WERE ABLE TO

SAVE MONEY BY EVALUATING IF

POSITIONS REALLY NEEDED TO BE

FILLED AFTER SOMEONE RETIRED OR

WAS

PROMOTED.

REICHELT: "A LOT OF TIMES, WE'RE

ABLE TO SAY WELL

WE CAN ABSORB IT THROUGH THESE

POSITIONS, WE CAN ABSORB IT

THROUGH OTHER DUTIES,

OR WE CAN CONTRACT OUT WHICH IS

CHEAPER AND REALLY WITHOUT

LAYING PEOPLE OFF, IT'S THE ONE

TIME WE CAN SLOWLY REDUCE OUR

STAFF. 80 PERCENT OF OUR BUDGET

IS PERSONNEL."

KAIT:

HE'S ALSO EXPECTING A

SIGNIFICANT AMOUNT IN STATE AID,

DUE TO REVENUE GROWTH.

LAST YEAR, PEOPLE NOTICED A

SMALL AMOUNT MORE IN TAXES, BUT

THERE WAS A DECREASE IN

COMMERCIAL TAXES.

KAIT:

THERE WILL BE A PUBLIC HEARING

ON THE PROPOSAL ON MAY 15TH,

FOLLOWED BY

THE CITY COUNCIL DELIBERATIONS

For more infomation >> West Springfield mayor's budget calls for 8 more police officers - Duration: 1:12.

-------------------------------------------

NDSU Innovating Education to Educate Innovators - Duration: 53:51.

My name is Beth Ingram. I'm the Provost

here at North Dakota State University.

Please join me in welcoming professor

Eric Mazur. I never asked myself the

question how am I going to teach? Which

is kind of strange right because when

you do something new in your career that

should be the first question you ask

yourself. The question did not come up in my

mind. It was perfectly clear what I was

going to do. I was going to do to my

students what my teachers had done to me

to lecture this is a picture of me as an

assistant professor teaching at Harvard.

It's a very old picture the picture was

taken BC before computers you see them

I'm using an overhead projector. Now in

my own defense I think we all tend to do

that right we try to project our own

experiences onto the world around us and

I naively thought that I'd learn physics

sitting in a room like this listening to

my professors teach physics and I'm sure

that they too when they started teaching

made that same assumption all the way

back to this guy here who is the German

King giving a guest lecture at the

University of Bologna in 1125. Apart

from the way we dress it's the same. In

fact you know to remind ourselves that

our traditions are you know dating back

all the way to the Middle Ages we still

wear these robes at graduation but other

than that it looks the same. I was asked

to teach physics to pre-medical students

none of my colleagues wanted to teach

the course because pre-medical students

are not very kind to physicists. But

not so for me I you know I got a very

high evaluations 4.5 4.8 on a five-point

scale

and on top of that my students did quite

well on what I consider difficult exams.

So very quickly I started to believe

that I was the world's best physics

teacher. Now that turned out to be

complete illusion nothing could have

been further from the truth but very

pleasant. So it went on quite a while. Now

if you look at education around the

globe that scene that you see on the

screen behind me is repeated all over

the globe right when we see it everywhere. In

fact learning spaces I guess this is

more performing space that a learning space so if I'm sure

that most of the spaces on campus here

are built this way. So I would like to

ask you to describe the process since

you know that seems to be happening in

most education spaces that is

illustrated on the screen behind me.

What is it that is actually happening

there. Projecting. Talking at okay.

Sitting. Listening. Did I hear somebody

say sleeping there? Do I have to remind

you that these are my students? This is

me there on the screen

but you know now that you mentioned

sleeping the French writer Albert Camus

is claimed to have said once, "some people

talk in their sleep, lecturers talk while

other people are sleeping." Now notice

that most of the words that we've heard

I think in fact all of them pertain

either to them or to me. Talking, I'm

talking they're not talking. Listening,

they're listening I'm not listening.

Pontificating, I might be pontificating.

They're certainly not pontificating.

We're both there at the same time. So is

there a way of capturing the process

between them and me? What is it that is

happening? They're telling but that would

be again me, right? Sharing, that's

interesting but sharing I see sharing as

a two-way process. I share something with

you, you share something with me. These

are pretty passive. One-way

knowledge transfer.

I like the transfer, I like the

one-way but I question the knowledge.

Is knowledge something that you can

actually transfer? Think about that.

Is knowledge something that you can transfer

in a room like this? I would argue no

because knowledge is something that

needs to be constructed in the brain of

the learner. But I like the one way and

the transfer. Information, lectures focus

on the transfer of information and you

know what my students had actually rubbed

that in my face very early my teaching

career and instead of paying attention

I've gotten upset.

See I just told you that when I started

teaching I never asked myself "How am I

going to teach?" but there was a question

that did come up in my mind. What was that?

Not how but what? Exactly, so I went to a

colleague who had taught the course

before and I asked him that question he

said "Oh in this course we used we've

used in the past the book by Halliday

and Resnick" those of you who may have

had a physics course a while back may

know that book. It has been a classic for

probably 60 years and I was told, which

surprised me a little bit having been

educated in Europe before I came

over here as a postdoc, that students

would buy the textbook. I mean in Europe,

you know, why would you buy the textbook if the

professor's presenting the content of

the textbook to you. You might as well save

the money. But anyway he told me be sure

that the bookstore has enough copies. So

a month before the course started I went

over to our bookstore the Harvard Coop.

I went to the person responsible for

buying textbooks and I said be sure that

by September 15 you have 150 copies of

Halliday & Resnick in stock. And as I walk

back from Harvard Square to my office

I thought, "wait a minute if the students have

Halliday & Resnick and I have the same

book then what do I do in a classroom?"

Now I started to get nervous you know so

I knocked on my colleagues door before

going to my office and asked him that

question and he said, "Oh Eric, don't worry

there are lots of different physics

textbooks" and he showed me a shelf full

of books that

had collected over the course of his

career. And I started looking and very

quickly I found the perfect book. It was

perfect for two reasons: one it was

different from Halliday & Resnick so at

least I was not just regurgitating the

contents of the book that they'd bought.

But that was not the important reason,

the important reason was the book was

out of print. So for every class I would

prepare lecture notes which I would put

on the overhead projector or put on the

board behind me and because I knew that

my notes were different from the

textbook I thought it would be good for

the students to have a copy of my notes.

Remember this was BC so it's definitely

BI, before the internet, there was no way

of posting them so I had to actually

hand out photocopies. So at the end of

each class as they walked out through

the doors in the back just like here.

They could pick up a copied set of the

lecture notes a photocopied set. Now why

do you think that I hand them out at the

end of class and at the beginning of

class? Otherwise they would not pay

attention or they would not stay but

isn't that already admitting that

there's a problem?

I mean why force the students to get the

information out of my mouth if they

could get it from my lecture note? That

that question never that idea that

thought never crossed my mind but you

know what happened? What happened was

that at the end of that first semester

about half a dozen students wrote on

their end of semester questionnaire in

the comment section, "Professor Mazur is

lecturing straight from his lecture

notes." Hello, I mean what was I supposed

to do develop another set of lecture

notes to lecture from that was different

from lecture notes I handed out to them?

I mean, these ungrateful students. But

you know they had a point. I was

lecturing from my lecture notes and if

they would have looked at that textbook

they would have seen that the book wasn't that different

from the lecture notes. Now this scene

here behind me is repeated all over the

world. I'm sure that if we were to stop

this talk right now and together walk

around campus and pop in a few

classrooms you might see a room that's

very similar. So that begs the following

question "Is education just the transfer

of information?" I mean it's not a crazy

question, right, because that's what I

would say probably around the world

99.9% of instructors do. If you believe

that education is just the transfer of

information press 1. If you think

information is more than just the

transfer of information press 2. Okay so

let's see where we stand in on this

issue. I don't know what C is. Well,

ignore that one but we have an

overwhelming majority that says "No

education is more than just a

transfer of information". What 7% so a dozen or so

of you said yes. I have a warning for you.

If you're a teacher and you clicked one

you're in trouble. You're about to lose

your job because let's face it. Let's

imagine for a moment that education were

just a transfer of information. I know

most of us don't agree with that but

let's just imagine for a moment.

Education is just a transfer information

If that were the case, what would be the

logical thing to do? Put it online

exactly. In fact it's already happening. What

would we lose if we took all of our

courses and all of our classes and put

them record them in different languages

and put them online?

Of course we'd lose our jobs but but but,

in addition, to our jobs what is it

that we would lose? Interaction, did I hear that?

Interaction but how much interaction is

there really? See, I'm trying to interact

with you here it's not easy it's not

easy because the space is simply not

conducive to to interacting. You came in

here thinking I'm going to sit down and

listen to Erik Mazur present and that

puts you in the same passive mode you

would be in a movie theater or in a

concert or anywhere else. You know I make

a habit of observing of observing

colleagues on campus teach different

classes and when it's a lecture class it's

always the same scene you see. We have some

pretty good lecturers on campus you know,

engaging, speaking style, dynamic, and they

talk and then after 10 or so minutes

they stop. And they say "does anybody

have a question?" The students look down.

They don't want to make eye contact and

if the instructor waits long enough it's

always the same person in the front row who asks questions. Most people do not want to

interact. So I would say we may lose a

little bit of interaction but precious

little because most students do not

interact. I think actually if we were to

put all of our courses online we'd

actually gain something. Because see one

of the problem with a lecture is that

there is very little opportunity to

think. All right let's say that we not

not talking about education. I wasn't talking education

but I was talking about

physics and I say something that

confuses you. "Hmm I've got to think

about this." Your mind starts wandering

and as it starts wandering you're no

longer listening. Right, you either listen

or you engage cognitively in a

meaningful way with the material and you

think. Have you ever had in one of your

classes a student raise his or her hand

and say "Professor, could you please be

quiet for five minutes I need to think."

It's never happened in my courses and

I'd be surprised at if it happened in

yours but you have to admit if you

actually want to think that's what you

should do. Now online you could do that.

Right, you could hit the pause button and

think "hmm, I've got to think about

this." Not that it happens but you could.

Right, so my point here is this, if

education is just the transfer of

information we're doomed. We're doomed.

Because there are better ways of

transferring information than orally in

a lecture. Luckily, I think most of us

agree that there's more to education than

just a transfer information so we won't

lose our jobs. So now let me talk about,

let me turn to the 93% of you said no.

What more than just the transfer of

information is education? Social

engagement. Motivation, I would argue I

could get motivated from an online

lecture. I've seen some TED talks that

are extremely engaging and motivating. So

that could still happen. Yeah, critical

thinking and debating. Reciprocity, we're

learning when we're teaching. Very good.

Personal connection, although again I

would argue you can to some degree do

that online I've seen again some TED

talks that are extremely personal and

personally connecting. I'm thinking of

this one woman who got a stroke and

described sort of the whole experience

of a stroke well it's riveting and and

and and connecting. The lecture can get

feedback from the from the audience

and gauge what's going on. Combining. God I got you

fired up now. Combining ideas to

create new knowledge. Two more. Social

interactions. Synthesizing knowledge so I

think that last point is good point to

pause for a moment because that's more

or less where I wanted to go. You see

it's not enough for the learner to open

his or her skull get the information in

and close the skull and then hope to

hang on to the information long enough

to be able to regurgitate on the exam. As

a learner you have to

do something with that information you

have to extract from that information

the knowledge, the mental models if you

want, that permits you to apply whatever

knowledge is embedded in that information

in a new context.

Now, I've often asked myself where did

that happen for me? Ask yourself that

question too, where did it happen for you?

Where did the things click or stick?

Where did you have the aha moment? "Ohhh, I get it. Now

I get it."

Did that happen while you were sitting

in a room like this listening to your

professors? I see quite a few people

shake their heads no. No, it probably happen

outside of the classroom not in the

classroom. But that was a crucial part of

us becoming content experts and you know

we were dedicated to doing that otherwise

we would never become professors

most of our students however taking,

especially in large introductory classes,

are not taking the course because they

want to become an expert in that field

because somebody told them to go and

take that course. Anyway it took a long

time to find out that it was a complete

illusion that I wasn't the world's best

physics teacher that was probably one of

the worst. I read about a test that

tests students conceptual understanding of

force using just words and the author of

the test claimed that it didn't make

much difference whether you tested the

students at the beginning of the

semester or at the end of the semester they

would do equally poorly you know most of

my students at Harvard have taken AP

course and gotten five. So I barely

even talked about force in my course. I

sort of assumed they already knew about

it and I learned it in high school. So I read

that and I thought "no way not my students".

See after all this author had been at Arizona

State University and it mostly tested

students in the Southwest you know

California, Arizona so I thought maybe there's

some kind of a disease that's raging in

the southwest. Up, up in the Northeast

at Harvard its definitely going to be

better but one thing I've learned is you

know you don't just make statements you

show things. So I thought I am going to

show that in

my class students ace this test. It's

too late to do a pre test at the

beginning of the semester. We're about

two weeks before the exam and but I

thought I have to show it. So I

gave this test to my students it took no

more than two minutes for my life to

change forever because they'd just started

or one student sort of slowly raised her

hand and I walked up to her and she

looked at me and she said "Professor Mazur,

how am I supposed to answer these

questions? According to what you taught

us or according to the way I usually

think about these things?" I had no idea

how to answer that question and by the

time the test had been completed it was

clear that I had a major a problem.

Students had no clue what the concept of

force was. So, you know, I started to think

about education in a different way it's

it's not just about the transfer of information.

The transfer of information is a necessary first step

but not sufficient. The learner has to

have an opportunity to assimilate or

(inaudible) would have probably called it

accommodate the information. In the

traditional approach to teaching we put

all of the emphasis in class on that

first step and then we let the students

take the responsibility for that second

part. If you ask yourself, "which of those

two steps listed on the screen is the

easy one and which is the hard one?" I'd

be surprised, I'm not going to do it

because I'm going to run out of time but,

if we were voting on it I think we'd all

agree it's a second one the hard one. So it's

kind of ironic that we put all of the

emphasis on the easy part

and then leave the hard part to the

students on their own we should really

focus on the hard part. So that's when I

came up in 1990 with the idea of you

know flipping that around and giving the

students the responsibility for the

transfer of information so that in class I could

essentially focus on the assimilation of

the information.

Right now I want to pose the question, if

you've been able to

successfully give students the

responsibility for the information

transfer, then what do you do in the

class? Well the answer to that question

is nothing new. Teach by questioning

instead of telling. Who's the first one

to actually have said that? Socrates

2,000 years ago and here we're in the

21st century and still most classes

especially in STEM fields, I think you

know humanities are probably doing

better, are still mostly taught by

telling rather than questioning. Now, it's

not that I was sitting there thinking at

home, "Socrates teach by questioning." No it

was sort of a serendipitous discovery.

You see, after giving that test to my

students, not only was I shocked they

were equally worried. Right, there was two

weeks before the final exam they

couldn't understand why they'd done so

poorly and they were worried. So they

asked me for a special session to go

through every single question on that

test. So I booked a room like this at

that point I 250 students in my class

and I, I went through every single

question. I remember coming to a

question which in my mind was completely

trivial. So I turned my back to them I

sketched a few things on the board and I

turned around and I said I gave them the

answer. I could see from their faces that

they were completely confused so I said,

"is there a question?" They were so

confused they could not even articulate

a question. So I thought boy this is serious you

know maybe I should you know bring in

additional aspects. So I erased the

board, I started all over.

In the next eight minutes I gave the

most brilliant explanation you could

possibly imagine, okay the whole board

was covered at the end with equations

and drawings. I'd worked out every

little detail in the most exquisite

detail. Of course I'd done this all with my

back to them and I turned around,

triumphantly,

only to see that they looked even more

confused. And they could still not

articulate a question that I understood.

You know how it is, right? When you're a

beginning learner, it's sometimes harder

hard to pinpoint what your difficulty is

and as the expert you don't connect to

to that to that to that difficulty. So I

didn't know what to do. I knew however

that half of them had given the right

answer on the test. So in a moment of

despair I said to them why don't you

just discuss it with each other.

And something happened I've never seen

in my classroom. Complete utter chaos.

They forgot about me, I could have walked

out they would not have noticed it. But

what was even more surprising, in just two

minutes they figured it out. I was really

stunned by that I thought how can it be

I the expert try unsuccessfully for ten

minutes in two different ways to explain

it and they just figure it out. But

imagine you have two students sitting

next to each other John and Mary. Mary

gets it and has the right answer she

understands it. John does not and gets the

wrong answer.

On average Mary will be more likely to

convince John than the other way around.

Simply the force of logic but this is

the crucial point, that's not the

important point. The important point is this,

Mary is more likely to convince John

then professor Mazur in front of the

class. Why? Because she has only recently

learned. She still knows what the

difficulties are that a beginning

learner has. Whereas professor

Mazur learned it such a long time ago -

in his mind it's so clear that he can't

even understand why somebody doesn't

understand it. It's what my colleague,

Steven Pinker, calls the curse of

knowledge. We developed these blind spots.

We forget and in fact you know remember

when you were a student often you

wouldn't even bother asking your

professor because question would go

straight over your head.

You'd ask a friend first, "hey, do you

understand what was going on there?"

because you'd know you'd get a an

explanation at the right level. So when I

saw that I thought "god that's what I

got to do in my classroom." So, I step into

the classroom, I talk a few minutes not

half an hour like I do now and I pose a

question. And then after I pose the

question I give students time to think,

it's quiet. In fact, I tell my students

you're not allowed to talk to anyone.

It's as quiet as during an exam. "If you

talk to your neighbor I'm gonna I ask you to

stand up and tell the whole room what

you just told your neighbor." Then I

polled them initially, you have a clicker

so you may think the technology is

important but it's not important, it's the

pedagogy that matters, initially I just

had them and in my talk this morning we

did that and in the physics department.

Just let them put their hand on the chest

with you know 1 2 3 4 5 fingers or you

can use flashcards. The clicker is just

sort of icing on the cake if you want. So

I polled them and I try to design the

questions so that between 30 and 70

percent have the right answer. If less

than 30 percent have the right or

desired answer they're simply not enough

students to convince others. If it's more

than 70 they're going to very quickly

run out of things to say and they're

going to be off task. They're going to

start you know pull out their cell

phones and check their email or do

something else but if it's between 30

and 70 there's likely to be a very

lively discussion and many aha moments

during that discussion. I tell my

students also, holds for you in the back

too, in a minute when we try it out if I

see you sit alone not talk to somebody I

will come and talk to you. And the first

few lectures I make a habit of quickly

running through that and they very quickly

reseat themselves and talk to their to

other students. I poll them again and

again if it's between 30 and 70 the

first poll it's not unusual to go to, you

know, much larger percentages after. Then

explain either by asking students to

explain it or by providing my

explanation. And then the cycle

essentially repeats until class time is

up and the learning, the "aha" moments

take place there, you actually see

students go "ohhh".

I don't know if I have a little video up here.

It's okay so you can sort of hear the

audio there so I read the question with

them. They and then they think about it.

I let them think for between a minute

and two minutes and it's quiet then. I

see on my screen how they vote I do not

share that with them. See the aha moment

there. That's one of the most exciting

things when you see this aha moment. This

light go on in the eyes of your students.

And that's not unusual I do show them

that second distribution to close the

loop. So what's going on one, it's active

not passive it is impossible to sleep

through my lectures because every few

minutes your neighbor will start talking

to you. Secondly, now it's a two-way flow

of information. It's not only information

going from to them, there's information

coming back from them to me. Thirdly, it's

continuous feedback on the learning

without any threat or there is not any

high stakes. I don't give points for

participation. I don't give points for

getting it right. It just has to be

completely intrinsically motivated. So, if

as a student, you're still answering

A after the discussion and you see that

90 some percent of your class is B.

It's a little warning, right? "Oh I gotta look at

this most of my class got it right. I

don't. So it's a way of continuously

assessing your own knowledge in a non

high-stakes way. And lastly it

personalizes the instruction. Student A

can help student B students C can help

student D even though B and D

have two very different problems, right.

So it's in a sense it crowd sources and

personalizes the instruction. So anyway,

so thermal expansion deals with the fact

that hard solids like wood or concrete

or steel expand when they get hotter and

they shrink again when they get cold.

It's very important technology. Just to give

you one example if you've ever heard a

train go by at low speed or been in a

train.

You have trains not very far from here. You may

have heard this clickety clack sound of

the wheels as it goes from one section

of the rail

to the other. It's because they put the

section and the sections leaving a

little gap, tiny gap between the rail so

that if the weather gets hotter and the

rail expands there's space for that

expansion to happen. If you don't do that

bad things happen as you can see from

this railroad in India that was put, you

know, back to back. When you build large

steel beam buildings you need to take

that into account. Next time that you

park your car at a concrete parking

structure,

after you park your car look down and

you'll see that every ten yards or so

there's a rubber strip. When they put

down these concrete slabs they leave a

little gap between the concrete slabs

which they fill with rubber so that when

it gets hotter the concrete expands the

rubber compresses. It's not a hard solid

a soft solid so it can take that into

account. If you think, "well that's all you

know maybe interesting for engineers it

doesn't concern me."

Well, next time you go to your dentist it

does concern you. Because if the dentist

finds a cavity then she or he will need

to fill that cavity. And if you were to

just use some kind of a metal let's say

to fill that cavity then you'd have a

serious problem the next time you drink

a cup of hot tea or hot coffee. Because

the metal would expand and metals tend

to expand more than other materials such

as the material that your tooth is made

from and ouch,

you know, crack there goes the tooth. It's

in two parts all of a sudden, so the

dentist actually has to use a mixture of

materials called amalgam, which expands

and contracts the same way that your

tooth expands. Now the reason that solids

expand is that they're made from atoms.

I'm showing nine of them here and in a

solid atoms hold each other in place if

they don't move relative to each other

and when it gets hotter the atoms get

further away from each other.

Cold and hot that's all there is to it. That's all

you need to know to answer the question

I'm going to ask you. Now you may wonder

why is it that atoms get further away

from each other. I'm not going to ask you

about it but but just to satisfy your

curiosity the reason is that atoms do

not sit still.

They vibrate back and forth like this

and the amplitude of that vibration is

related to what we call temperature. So

this is these are cold atoms and these

are hot atoms. Cold atoms.

Hot atoms. So if you were an atom. You

wouldn't just sit like that you'd

actually be shaking back and forth and

as it gets hotter you shake back and

forth over a bigger amplitude and you

need more space. You can't get crammed

together as much because you just push

the people around you away and they in

turn push the people around them away.

And it's not just those nine it's all

of them. So cold and hot, questions anyone?

Thank you for reaffirming that I'm a

brilliant lecturer. This is really wonderful.

Although, I think I heard a question there

but you know I'm not going to simply ask

you to regurgitate that same information. I'm going to

see if you can take this picture of

atoms getting further away from each

other all of them and apply that to a

different context. Remember I'm going to

ask you the question, by then it's too

late to ask me questions okay, and you're

not allowed to talk to your neighbor. If

you talk to your neighbor I'm going to

ask you to stand up and tell the

whole room, out of fairness, what you just

told your neighbor. Then we're going to

vote and I'm not going to show you the

distribution. I'm going to ask you to

find after that a neighbor who has a

different answer. So if you turn to your

right and that person has the same answer

you say, "thank you very much" and turn to

the person on your left. If that person

also has the same answer you turn to

the person behind you or in front of you

if everybody around you has the same

answer do not assume you're all correct.

Get up walk around find somebody with a

different answer. Instructions clear? Good.

Okay, so here's the question.

Consider a rectangular metal plate with

a circular hole in it. Now imagine that

we uniformly heat this plate.

What happens to the diameter of the hole

as the metal expands? Does it increase,

does it stay the same, or does it

decrease so so if you don't know for

sure

choose whichever you think is closest to

what might be the truth. Okay, good,

so now find the neighbor with a different

answer and then try to convince that

neighbor that you're right and he or she is

wrong. Go ahead if you. Now look at that

you all got fired up. I'm not here to talk

about thermal expansion. I'm here to

talk about pedagogy.

The answer to this question doesn't even

matter. If you look at small children in

a sense we all born scientists, right.

Three, four, five, six year-olds they keep

asking their parents their teachers why

why why why. We're wired to wanting

to understand the world around us. Whether

you become a social scientist or an

economist or or or a painter or whatever

we were all born scientists. And it's

kind of a shame that education, and

that's true everywhere not here but all

over the U.S. all over the world really,

does a really good job turning this

innate curiosity, that

we're born with, off.

The good news is I've just shown you how

easy it is to turn it back on. Right

because imagine I had given the same

little lecture that I gave you a moment

ago but instead of asking you the

question I would have said "let's now

apply this to rectangular metal plates

with circular holes in it", if we take one

of these plate and put it in the oven

the plate will expand and the diameter

of the hole will... I'm going to keep you in

suspense a little longer... you know, you would have

been sleeping through it. I mean, what is

more boring than metal plates with circle

holes in it? Isn't it amazing,

right? I trust me, if you can do

this with metal plates with circular

holes in it you can do it with anything.

You can do it with absolutely anything.

Now you know I want to keep you in

suspense a bit longer. Let's sort of

analyze the psychology of this. I asked

you a question

and then you thought about the question

and then you had to make a commitment.

Right, I told you to make a commitment. We

could have done this hands on the

chest would have been exactly the same

or by clicking. And then after that I

asked you to externalize your answer, not

to me, which would have been intimidating

but to a neighbor. And something

interesting happened we could see it with

you continuing to talk and gesticulating.

All of you moved away from

the answer to the reasoning. All of you

were sitting there like this trying to

you know talk about not the answer but

how you get to the answer. This

approach in a sense brings the thinking,

I think it was you mentioning critical

thinking, back in the classroom. But most

importantly you got emotionally invested

in the learning process because if I

were to tell you now, "Bye gotta go. Got a plane

to catch",

you'd come running after me asking

"what's the answer to that question?"

Now, before I can give you the answer you

have to vote again.

So please indicate what you now believe

to be the right answer. You know I

thought I gave a pretty darn clear

lecture here and so did you.

Only a quarter of you got the right answer

the first time around and unfortunately

the method doesn't work that well

because as I said you need at least

about thirty percent correct. So in a

sense you've made a very important point.

Because in a sense

you have been telling me, by the way you

voted, "Eric you're lecturing sucks" which

is actually precisely the point I wanted

to make. It seemed clear but in reality

you haven't even begun to learn. The right

answer is number one!

So let's see here. Wow

look at that, look at that. Let's compare

it to the previous, so you started about

a quarter correct and it went up and all

the other choices went down. So even

though only a quarter of you got the

right answer the first time, notice that

it moved in the right direction. And

right now at 40 percent it's almost the

dominant answer now. I don't want you to

lie in bed tonight at 2:00 a.m.

wide awake. So let me take a minute of my

precious time to explain this this

question.

Imagine you have a jar of marmalade in

the refrigerator. It's one of these ball

jars. Right, glass jar, metal lid, the medal lid

is a ring and a plate. You take it out

you can't open it what do you do? You run

the metal lid under hot water. The ring

expands and the hole gets larger. You say

"yeah, but you didn't ask about the ring

you asked about a plate", ok ok. Could I have

a piece of paper? Can I borrow your pad

for just a second the whole pad. Just give me the whole pad.

Imagine we have a plate, sorry, thank

you, imagine we have a plate no hole in

it. Can you imagine that? We take a marker

we draw a circle, so now we have a plate

with a circle. We put this plate with a

circle in the oven. Thank you.

We turn the temperature up. The plate

expands what happens to the diameter of

the circle? Yeah everything gets bigger

so the circle gets bigger too. You say

"that's unfair there's no hole". If there was a

hole then the others would expand into the

hole. I'll show you what's wrong with

that. Let's imagine that we go outside

and we form a big circle each holding

hands. So now I hold your hand and so one

big circle. Each of us is an atom, one of

these dots there, at the edge of the hole.

Can you imagine that? So there we are

holding hands and now we are at the same

time step in towards the center of the

hole. What just happened to the distance

between us? It got smaller, it can't get

smaller because we're shaking more we

need more space. Well, the only way to

make more space is to remove a few of us.

But atoms in a solid don't disappear

like that or to make the hole larger.

Okay, back to peer instruction. The first

time I did it I doubled the learning

gains. I doubled it. Not 10% 20, 100% and

in subsequent years by asking better

questions I tripled the learning gains. I mean it was

huge okay. And you know studies have

shown that in other fields from from

computer science to the humanities

similar types of gains and the study

occurring now shows better retention. Which

makes sense right, because once you've

had this "aha" moment it sticks. We've

eliminated this, right. And the question

is really how do we effectively transfer

the information outside of the classroom?

My first impulse when I started doing

this was, "lets have the students just watch a

recorded video". I've recorded my lectures,

why have those lectures again? Let just

have them, there's not that much

interaction anyway. Why not have them

watch the recorded lectures? But you see

there a problem with video and the

problem is that the transfer pace is set

by the video in the same way that the

transfer pace is set by the lecturer. I

already said are very few students or no

students who will just shut you up

during lecture because they need to

think. Now with video you could pause it.

However if you look at EDX data or

pre-lecture data and so on you find that

the students do the opposite. They put

the playback speed at 1.5 my daughter

told me she goes to 2.0.

Amazing, how do you get through it as

quickly as you can?

Giving you even less of an opportunity

to think and process. And there's plenty

of studies that have shown that you know

when you put people in front of a TV

they're passive. They turn into, the brain

turns into a meditative state. Why would

you be more actively engaged when you're

watching a lecturer lecture than when

you watch something on TV? Also this

again from the EDX data you find that

the students maybe watch the whole video

for the first class in the semester but

as time goes on they very quickly

discover that the way they're held

accountable is by answering a few

multiple choice questions. And they can often

simply answer the multiple-choice

question by multiple tries or by fishing

for the answer or Googling it or

whatever. So towards the end of this

method they don't even watch the video

anymore. They go straight to the multiple

choice question and answer that. But,

and perhaps most importantly it's an

isolated individual experience. You the

student and the video. Whereas learning

deep down is a social experience. So I

think if we have students watch video

and all that we're really doing is

moving this out of the classroom. Which

you know is not the most important. So then

I thought let's have them read books

because books have an advantage right?

Now you the reader are in control if you

read something that makes you think, you

stop reading because you can't think

and read. Well, you might read a few more

sentences but then you realize that you're

reading without thinking about what

you're reading. You're thinking about something

else and you go back. You are in control

of the transfer pace. Also there's lots

of studies showing that the brain is

much more actively engaged during

reading than during listening and

watching. So those are two big advantages

of reading over watching or listening.

However, we still have a problem because

we don't have any real accountability.

How do I know my students are reading if

I tell them read chapter 22? And secondly,

it's still an individual isolated

experience. What we really want is this,

we want every student prepared for every

class. And I don't know about you but

ideally we want that without extra

effort because we're already quite busy. This

solution suddenly hit me four years ago.

It was really like, "duh why did I think

about this earlier?" I put all of my

effort in making the classroom a more

social experience like you've just seen.

The key was to make the out of class

component also a social experience. So this

platform, which is free, Perusall at Perusall.com,

is essentially a social learning

platform that is interactive. Students

or through the LMS or they can make an

account. All these possibilities are ok.

And once you're logged in it actually

looks a little bit like an e-reader but

it's not an e-reader it's much more than

that. The first thing that you'll notice

is you can see who else is online

reading that text. But more importantly

as you're reading if there's something

that, you know, interests you or causes you

to wonder or ask a question, you can

highlight the text which opens up a chat

window and then you can type something

in the chat window. And as you hit the

return the the highlight sticks. So after

a while the page will be marked up, you know,

with highlights and you can click on

any of these highlights and it opens the

transcript of the chat attached to that

particular passage in the text. So here

for example, I don't understand how this

combination of factors tells you

anything about blah blah blah, October 20th,

midnight. Half an hour later, I

think you may be able to think about the

direction separately so blah blah.

Two days later third student, different

from the first two, says "this is a great

question to further elaborate on this we

can think of this in terms of" blah blah.

So what do you see here? You sort of see

in an asynchronous peer instruction

students helping each other parse the

text and understand by sharing. Which

we've heard mentioned

already by a number of people so in

Facebook you have a "like" button we don't

have like buttons we have question flags.

So if you read a question and you have

that same question you can click this

button which increments the count. And we

have another button which is the "this

helps me" flag. So in other words if you

see an explanation that it's helpful you

can click it which then turns that green

and as more and more students puts it there's a

counter in front of it gets incremented and

students attention, attention gets drawn

to important questions that have been

unanswered and explanations that are

helpful. So what if you know you have put

a question and you're no longer online

you're you know at the dining hall or

whatever. Well, you'll get an email and

the email first of all reminds you of the

question that you asked, twenty-one

minutes ago you ask this question and

then it says "Ryan just responded to this

question by saying, blah blah, if this

helps your understanding click the

button below." So there are three things

you can do, well, four you can ignore it, but

you can reply to the email without going

back to the platform and then whatever

you type into the email gets inserted in

the chat as if you had magically been

online. Or you if you don't remember

where you asked the question you can click

on that which puts you back into the

system at the right place or you can

click this button this "comment helps my

understanding" which is same thing as

clicking that little check button. Here's

the big question, how do we get students

to participate? And we essentially use a

combination of intrinsic and extrinsic

motivation drives. I would love to have

it purely intrinsically motivated but as

you and I know especially in large

courses, you know, students are not

necessarily intrinsically motivated. So

we tell the students that the body of

their message has to demonstrate

thoughtful reading and interpretation of

the text. Which means that if you all you

do is highlight something and write I

don't understand this you get no credit

whatsoever because you can do that

without reading. If you highlight something

and you said I don't understand this because

on page 256 it says blah blah blah you

get partial credit. If you highlight

sayings and you say I don't understand

this because on page 256 this is blah, blah,

blah and you reveal your

thinking now you start to get real credit. We

want students to have a certain minimum

of that and of course you want it to be

before the class starts and we want them

to be distributed not clustered. So if

it's a twenty page reading assignment

you don't want only annotations on the

first page and you know.

So with that rubric which is on the

Perusall. You can download and give it to

your students we get twenty thousand, in

a class of sixty like I teach twenty

thousand annotations. The students write

Yt is on video

Thứ Ba, 2 tháng 5, 2017

Waching daily May 2 2017

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