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Caverns Grotto: Arizona restaurant lets you eat 200 feet underground in a cave - Duration: 0:45.
For more infomation >> Caverns Grotto: Arizona restaurant lets you eat 200 feet underground in a cave - Duration: 0:45. -------------------------------------------
Did You Know: Meet Clark Colby - Duration: 1:06.
So my name is Clark Colby I'm the new arts, communication and design program
specialist at Iowa State University Extension and Outreach. And that's a long
title but essentially what I do is develop new programs in the arts and
communications. The fun ones for this year is cyanotype photography, camera
obscura's, Iowa 4h reporters program. We have design camp. We have the artist next
door at the Iowa State Fair and all sorts of other things. So I think the
most rewarding part of my program specialist position at Iowa State is an
opportunity to give youth new perspectives and new experiences. So they
come out they try different arts curriculum whether it's photography,
whether it's landscape art ,whether it's camera Corps, whether it's the reporter
program. And they do something they've never done before and they go home and
they share that with their friends and that might become a career someday
you never know. Extension and outreach extension and outreach. Iowa State University
Extension and Outreach.
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PARIS VLOG - PART 2 // MISS GRACE VLOG - Duration: 10:36.
Mom didn't wanted to join me I don't know where she is right now.
Don't have my glasses on, there are lot of people
Maybe I should zoom in trying to find my parents Mm-hmm
And unfortunately my other phone has no signal at all so I can't even receive any sms
I feel like a lost child I
Was not even gone for 10 minutes, where could they be?
We definetely separated over here. We went over here, and then they said like we're going to wait here.
Maybe I am not lost, but they are?!
I found them
They don't even care!
They don't even care?! Like.. they lost me ...
Morning everyone. It's already after 12, and this is very very tired we idea in Paris
driving as a
Typical tourist with open tour bus through Paris visiting the Louvre
It was around 11 PM when we decided to go on a trip to Paris
We went to bed and at 5:00 a.m.
We woke up and drove all the way here, and this is our spontaneous trip to Paris. It's Sunday and packed
I found something really yummy
For those who don't want to line up for the queue
To go inside the Notre Dame, they have another attraction. You're feeding birds
oh
What do I do? Oh my god! Oh my god there's another one coming
I actually just wanted to film them and they're coming from everywhere
I would love to go here but it's closed
we're waiting for our Blue Line to continue our bus trip through Paris
And in the meantime I'm looking for nice bars&cafes
Where we can go and have some dinner later
It's a good thing that you have plenty of free WiFi spots here
But you need to be very patient with the connection
It's freaking cold!
So right now we're in a the taxi going back to our car. Which is close to the Eiffel tower
We thought we could drive with our ticket with the bus to the tower back again
But unfortunately. They are not driving anymore
and it's super rainy super Windy and super cold. We waited like around ten minutes for the Green line but
unfortunately
No one came, so we decided to take a taxi
It's already dark, and I'm freezing to death , so I'm super happy right now
I'm sitting in the car and our trip is
here over, and it was this spontaneous trip to Paris
As my birthday present I guess. I hope you enjoyed this vlog, and I'll see you in the next video
Well you couldn't see it, but that was a crash in the middle of the road
But I'm not surprised because they drive really crazy here, not as crazy like in Bali, but Crazy European crazy
It's so pretty
I's super cold, it was raining all day, but I'm going to give you one more shot here from the Eiffel Tower at night
Hope you liked this video. Give it a big thumbs up if you liked it and
Hey sista, go sista, soul sista, flow sista Voulez cous coucher avec moi se soir
It's accessible with a car, too
This is the east
I guess it's the Eastern part when you want to walk to the sacre-Coeur from
down there actually it's quite difficult to drive with the car to the main front because the
Navigation system leads you to down there that we were I guess you should ask around
how to get there by car start. Oh it's starting to rain again
Our second day
Our last day
they have locked the doors and
Here was the place where we came in, but they locked it, so there's one more there left over there. So there...
She's running!
That's a dog going to chase them all away . Let's go back to the car
Let's go home, Vlog is over! See you!
One more
Bye Bye
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EP 026: Messaging Fast and Slow - Duration: 4:51.
- If you were to hear a sound like this,
(painful screaming)
or see an image like this of a man screaming,
your brain, very quickly, would start to be putting
a whole bunch of other pieces of information in place.
In contrast, if I were to ask you,
"What is 11 times 24?", your brain has to slow down
in order to find that answer.
What does this matter?
Because this concept of fast and slow,
it's one of the most important for any of us
who put together or present messages.
I'm Tamsen Webster of tamsenwebster.com,
and this is Find the Red Thread.
(upbeat music)
This screaming man versus math problem example
comes from economist Daniel Kahneman's book,
Thinking, Fast and Slow.
As he describes it, we think, always, at two levels.
A fast level, that's the screaming man image, sounds,
things that make sense instantly.
And at a slow level, where we have to be more analytical
and think more cautiously about things.
It's the extra work that our brain does
with all of those fast inputs.
This is important for us to understand
as communicators and as message makers,
because the most powerful messages are heard
at both the fast and slow levels.
The most powerful messages are both fast and slow.
What does that mean though?
How do you do that?
Well, the first is to make sure that it's presented
and constructed in such a way that it speaks
to the instant emotional, irrational parts of our brains.
One of the best ways to do that
is to follow story structure, and here,
the Red Thread can help you.
Because if you use the Goal, the Problem, the Idea,
the Change and the Action, in that order,
you'll automatically follow story structure.
The second thing is to make sure
it makes intellectual sense.
So, when you're figuring out the Goal, the Problem,
the Idea, the Change and the Action,
make sure that each of those makes sense,
both on its own and together, intellectually.
That way, you'll be sure that whatever feels like a story
in the moment, stands up when somebody starts
to think about it later.
There's one other thing that I want to tell you
about presenting fast and slow.
That's to make sure that you support each
of those points in both fast and slow ways.
What do I mean by that?
The slow ways to present information
are things like data, charts, fact, figures, equations.
That's where a lot of business presentations
spend a little bit too much time, frankly.
But those things, on their own, are not bad.
They just have to be balanced with fast ways.
There's one other slow type of information
or slow presentation of information I want to mention,
and that's concepts.
Sometimes it's captured in quotes,
sometimes it's some kind of phrase,
like the moral of a story, but when we just give someone
a concept, a rolling stone gathers no moss,
that's something that people have to think about
a little bit more, so it's slower.
I mentioned the best way to do that information,
present that information, is to balance it
with fast styles of presentation.
What are those?
Two categories here.
One is story.
Actually telling stories that illustrate the concepts
and the data that you're talking about.
The second is with, what I'd call, exercise or metaphor,
where you're asking people to think through
exactly how this would work for them.
That's an exercise.
Or, think through how this works in a parallel way.
That's something they understand automatically,
because it's something they already understand.
Metaphors use pre-existing information
to map new information over.
When you're putting messages together,
and when you're presenting them,
ask yourself, "Is this both fast and slow?"
If it is, then you've got a very strong Red Thread.
If you want help finding your Red Thread,
go to findyourredthread.com and download
The Red Thread worksheet.
If you need any help,
contact me at tamsenwebster.com/contact.
(lively music)
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"Are You Teaching Him Spanish?' - Duration: 1:15.
So, having a hearing child as a young mom I was unsure,
and I was scared. You know, "Maybe if we only teach him sign language would he have
maybe some speech problems?" I wasn't sure. So I was asking speech therapists,
"What do I do? How do we get him to speak?" And there was some awkwardness.
I remember that. But, you know we tried to just buy some music,
and we would turn the TV sound on. Try to make more noise around the house for him,
you know it was kind of just like a "try our best" situation.
And I'll add one funny thing. You know, when he was a baby we would have
cartoons on, and we would just make up any old cartoon, and put it on,
and they'd be talking away, and doing the thing, you know.
And then, a teacher came around and said,
"Are you teaching him Spanish?" And I said, "No. We don't...what do
you...teaching him Spanish? No." And we were kind of confused.
A hearing friend came over to the house and was listening to what we had on the
television. It was the <i>Mickey Mouse Clubhouse</i>, but it was on the Spanish
channel. So, he was hearing Spanish all that time and picking it up.
That was funny.
-------------------------------------------
Bold Living - What Do You Smell Like? - Duration: 1:47.
I also believe that God is raising up a generation of young men and women
that are saying to themselves you know what everybody's doing it but I'm not everybody
That's what I came from but I'm going to break the cycle
God's raising up some nineteen, twenty, seventeen twenty five, twenty four year old's
that are saying you know what
it may seem crazy my friends may think what is wrong with you
they may be asking me
when I start to date what base I've gotten to and I'm gonna ask them you
talking about baseball because that's the only base I get to in it's baseball
and I'm gonna I'm going to choose by the grace of God and the power of God
to live in celibacy and chastity until the day I marry no matter what my background has been like
it may seem crazy but I'm going to be one of those crazy Jesus followers
that know that my body is the temple of the Holy Spirit
and when I'm weak and when I feel like I'm missing out I'm going to press into God and say
fill me God because I can't do it on my own love me God because I feel unloved
fill me God embrace me because I feel lonely I'm going to learn what it means
to meet my needs in God and when the right time comes
man I'm going to let loose
in marriage
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For Instructors: How to Prepare Final Course Grades - Duration: 6:08.
When the semester ends, it'll be time to post your
students' final grades in Sakai.
There's four important steps you'll need to perform
before posting the final grades.
In this video, we'll review a course's grading scale,
make an item part of the Final Course Grade,
reconcile missing items, and override a
student's final course grade.
This video assumes you've organized your gradebook
with Categories & Weighting.
If you're not using this option, we have a handout with tips which
may help you with your grade calculations.
Let's begin by reviewing the grading scale that tells Sakai the
letter grade to assign to your students based on their
overall numeric course grade.
We'll need to make sure we've chosen the scale that matches the
course's syllabus.
Click Gradebook...
[silence]
and then the Settings tab.
[silence]
Expand Grading Schema to view the scale.
The default grading scale is the Letter Grades option,
which is a 10-point grading scale.
If you need to change the scale, click the drop-down menu
next to Grade Type and select the desired option.
In the table, review the letter grades and their
minimum percentage values.
This information should match the grading scale in the course's syllabus.
If it's not correct, type the correct percentage values,
and then click Save Changes.
In this example, the grading scale matches the
syllabus, so we'll return to the gradebook by clicking the Grades tab.
Next, we'll make sure all of the Gradebook items we intend to
include are being calculated in the final course grade.
Focusing on the row of cells that contains the names
of each gradebook item, we'll scroll to the right and
make note of any cells that have a crossed out calculator icon.
This icon lets you know that the item is not being included
in the course grade calculations.
I want to make sure this item is included,
so we'll click the cell's drop-down arrow...
and select Edit Item Details.
If the item is Uncategorized, first select a category for it.
Then check the box next to Include item
in course grade calculations, and then click Save changes.
[silence]
The crossed out calculator icon is no longer appearing, which means this
gradebook item is now being included in the course grade calculations.
Okay, now, let's consider what will happen if you missed grading an item.
In other words, what does the Gradebook do with an item that
perhaps was never turned in by a student and does not have a
grade, such as this Module 2 Summary assignment that Fred did not submit?
Well, the Gradebook will not include the ungraded item
in the final course grade.
This is analogous to forgiving the assignment and
allowing the student the possibility of receiving a
higher course grade.
We want final course grades to be accurate, so it's important to
always give a zero for any missed assignments.
Since there are several tools that send grades to the gradebook,
you could go to each one and give zeros for missing grades,
but the gradebook provides an option that makes it easier
to manage this task – with this option, you can set ALL ungraded --
or empty-- cells across the entire gradebook to zero.
Before we "zero out" this gradebook, it's important to
acknowledge the importance of waiting until the end of the
semester before you perform this action.
Once you zero out all empty cells in the gradebook,
your students' final grades will be recalculated.
If you do this earlier in the semester,
every ungraded item you have in your gradebook,
such as future assignments, will be set to zero.
Though editable, this has the potential of making the
Gradebook difficult for you and your students to use,
so we strongly encourage you to wait.
But at the end of the semester, when you're ready to assign zeros
for all empty cells in the Gradebook,
locate the Course Grade column...
and click the drop-down arrow in the top cell.
Select Set Zero Score for Empty Cells, and then click Update.
All ungraded items now have a zero.
The final step in preparing final grades is to take a moment
to review each of the final letter grades assigned by Sakai.
The purpose of the review is to see if there is a need to override any
of the letter grades that the Gradebook did not round up.
For example, consider Sandra's final grade.
She has a number grade of 89.92, and since the grading scale
for this gradebook is set to a 10-point scale, Sakai assigned
Sandra a "B" letter grade.
This is because 89.92 falls below the minimum percentage threshold
of 90 that is needed to receive an "A" in this course,
but if her number grade were to be rounded up, the grade
would become an "A."
We caution you to be careful during this step.
Make sure you override only those grades that are not rounded up.
Do not change letter grades that have been calculated correctly.
Let's go ahead and override Sandra's letter grade.
Hover the mouse over her current course grade,
and a drop-down arrow appears.
Click the arrow and select Course Grade Override.
In the box that appears, locate the cell
under Grade Override and type the new letter grade.
In this example, we'll type an "A."
Click Save Course Grade Override.
Sandra's new final course grade appears.
Ninety percent is appended to the "A" because
89.92 rounds up to 90, and 90% is the minimum percentage
associated with an A in the 10-point grading scale.
Okay, the final grades for this gradebook are a ready!
Let's make sure that students can see their
final course grades.
To confirm this, I'll click on any student
in the Gradebook, ...
[silence]
then click the tab for Student Review Mode,
which shows me exactly what is displayed to the student.
In this example, next to Course Grade,
I can see that Sandra's final course grade
is displayed to her.
If I had forgotten to release final grades to students,
I would see Not Yet Released, instead.
To correct this, I would go to Settings...
[silence]
and select Grade Release Rules.
[silence]
If you need assistance while preparing your final grades,
please contact sakaihelp@durhamtech.edu.
-------------------------------------------
You Gotta - Duration: 2:33.
[ intro music ]
[ engine humming ]
Passenger: You my ride?
Driver: That's me!
Passenger: All right.
Ow! Ow.
Driver: What's wrong?
Oh, nothing. I just keep getting these leg cramps.
Driver: You know what your problem is?
You gotta drink more water.
Yep!
You gotta drink more water.
Is that what it is?
Driver: Yep.
You gotta drink more water.
Passenger: Huh.
Passenger: You know what? I'ma try that. Thanks.
No problem.
Oh hey, uh, if you know a quicker route to get there, that'd be great.
If I show up late to one more meeting I'ma get canned.
Yeah, you always on CP time ain'tcha, huh?
Yeah, I'm a walking cliche.
It's just I haven't quite figured out the traffic here yet.
Driver: Yeah, you know what your problem is?
You gotta drink more water!
Yep.
Gotta drink more water!
Passenger: Right...
[ message alert ]
What?! No.
No.
My dumbass fiancee--
--who is a very lovely woman. I love her very much--
--wants us to go to counseling.
Says I'm quote "not attuned to her needs."
What does that even mean?
Oof!
You know your problem is?
You need to drink more water.
Driver: Yeah. More water.
Are you serious?
I could lose the love of my life here.
You know how much I paid for that ring?
[ phone rings ]
Hello?
Yeah, yeah. I'm gonna be there in two minutes.
No, I know I always say I'm gonna be there in two minutes
but I'm for real this time.
Don't worry about it.
No, I can... No, I can see the place from here.
Passenger: Are you joking right now?
I know-- This--
This is the last time I promise you.
It's not gonna happen again.
You don't have to...
You don't have to talk so drastically like...
C'mon, c'mon! C'mon.
Please please please! C'mon. C'mon.
No no no. No no no!
Passenger: Hey. Hey! HEY!
Hello? Hello?
Hello?! Hello?!
Driver: You know what your problem is?
[ outro music ]
[ preview music ]
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PIRANHA - HUNGER FOR MORE. - Duration: 1:49.
For more infomation >> PIRANHA - HUNGER FOR MORE. - Duration: 1:49. -------------------------------------------
Roblox Free Robux Generator 2017 - No Download!! 💓💚 - Duration: 3:09.
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