Yo what's poppin' people, welcome back to another video. If you guys are new to the channel, hit that subscribe button, hit the notification bell, also hit the like button. If you guys have been enjoying the content out here on this beautiful lake in Florida, I actually got Tara with me today and we're gonna try to catch some really big fish. So last time we were out here, we ended up getting on a crazy topwater day. We caught it like over 20 pounds on topwater, but today we're gonna go back at it again with some topwaters and see if we can catch some really big fish. So we're gonna go ahead and get after it and see what we can do today. Let's go catch some big ones. All right guys, we're gonna get this started. Let's see what we can do today. I think it's gonna be really good. I think the topwater bite is gonna be killer today. I just have a feeling. We actually put the boat in the water, saw a little bit of bait flickering at the ramp already. We're gonna see what we can do today. I'm hoping we can get on some big bigens. But before we even get started, let's go ahead and tie up real quick. We talked about the mock baits here in the past. These are actually the mock baits right here and this is the patrollers. If you guys are interested in these, you can actually get them on MockNation.com. I'll link it down below or you can go get them at Dick's Sporting Goods and your local Dick's Sporting Goods. So we're gonna start off with this. I'm gonna throw the chrome one and then Tara, I'm gonna give her, it's kinda like chrome with a little bit of blue. I'll get down here. And she's gonna have that paired up on the Kickin' Their Bass TV X-Luz spinning her out right there. And then I'm gonna pair mine up on the Kickin' Their Bass X-Luz bait caster. If you guys wanna check these out, they're only available on my website. Link it down below. All right, let's go ahead and tie her up and get started. I'm hoping they're gonna eat this really good today. If not, we'll switch up to like a walk-in bait or something of that sort. And also, I think here in a little bit, the pad bite might be pretty good. There's some pads out here. We might have to go through a frog around a little bit. You guys know I've been so addicted to frog fishing, but I kinda wanna get on this offshore top water bite right now. Tying this on with a standard uni knot and boom. Got us an old patrol, it probably looks good. Keep your rod tip high when you get a long cast. See how my rod tip's high and I'm reeling? See if I'm flopping. Guys, I'm excited about this. I've caught some fish on the patroller so far. I've caught some pretty good fish, but I haven't gone out and really fished it, like this, especially on the bow. So I'm kinda excited. You like it? You like that you can just reel it? It's a lot better than that walk-in bait or the popper in it. Where I lost that really big one. Oh my God, he just ate it. That's the big one. He came off. I just said that's where I lost my big one. And that was like a five pounder. I saw him dive over it. Hey guys, oh, I got a bite. Might be another one up there. That was right where I lost the big one last time. I saw his whole bag. Oh, there's every good of four to five pounds. All right, y'all. New spot, same mindset, top water action. You know, we fished that last spot, that offshore spot didn't have any bites. And then I was going towards the lily pads, had one follow me in, and then I had that one eat the frog.  And that fish didn't eat it all the way. So we're out in a new spot right now. We're gonna be staying way offshore. There's a lot of grass out here on this point. And I see if we can get some big ones to come up. When me and Tara came out last time, we called that 20 pound bag. I'd say what 60, 70% of our fish came off the here. So we're gonna see if we can call some up.  Or maybe they just don't want top water today. We're gonna have to figure them out. See that grass. That's three like right on edge of it. You notice something? I paused it and he ate it. I was like going to like itch myself. That was the last time you remembered. Yeah. Well guys, that was quick. First fish on the patroller, baby. Not a big one, but it's something. See if Tara can double up with it. They always want a second cast on this spot. Pretty good, girl. The last time we were, whenever we would stop it, we were right here. They were eating it, yeah. It'd be good to speed it up, pause it, speed it up, pause it, create that reaction. Not a big one guys, but hey, we gotta start somewhere. And that's all we needed. We needed one fish in the boat. Now we're gonna start catching them. Yeah, it's other. We're about to start schooling when I saw that pop. But I think we just gotta fire them up. Here we go guys, second one. He's bigger than the last, he's not big though. Looks like he's about two pounds. Shoot, he ain't much bigger than that last one.  All right, what can we do, Tara? We're gonna get on some double ups. I think this is about to get really good here. This is a good one, isn't it? Tara's hooked up. Nice one. It's changing my gopher battery out. Get it girl. Oh gosh, that is a nice one. Get both of them up in here. Yeah, that's a nice one. Show it off. That's a nice one. Not a lot, two pounds, not a lot of two pounders. That's nice, good job. Yay, that was awesome. Oh, nice girl. Little tiny guy. Nice, hello baby.  That's a good one. Right there guys, top water bite. Oh my gosh, that's a big one too. That's a really big one. Yeah, that's a four plus to five pounder. Throw out there, Tara. That's a big one, Tara, look at that. Look at that thing. That's a five pounder, holy cow. That's the biggest one I've caught out here. Let's pay her something. Oh my God, baby. That's a big one. Sexy dog guys, look at that big old pest. Got Tara in the back, she had a good one on a second ago. We've been out here for what? Five, 10 minutes, yeah. Wait till you guys see what's in the back of this fish's throat, come here Tara. No way. That's a bluegill, look at this guys. There's a bluegill in the back of his throat. He was munching. You wanna see it? Look at that, that's a bluegill.  If you guys wanna check out any of the striking baits, I'll pop the discount code on the screen, but that's a freaking meatball to start off on top of water. All right Tara, we gotta get you one of these. I think this would have been your PV, that's a big one. We'll put them in the box for a picture later. All right, get you one girl, they're biting. Guys, I got her throwing this popper. I've been really killing them on that popper here. I haven't been throwing this walking bait out here just because I didn't have a good braided combo. I was throwing it on a spinning rod like she is. But they've been killing the popper, but I think that the sexy dog, he did the bigger bites. I mean, I haven't got to put it down and really throw it.  He exploded on it too, that was an aggressive bite. But we got out here before I even had my GoPro on. She had one every bit of three to four pounds on that popper, probably her second cast. And just slammed it, just happened to come off, but we're gonna see if we can get into some more big ones on this spot. It's very windy too, to my opinion, that can help out this bite. At the same time, I don't like it too windy when I'm throwing top water, but I think it's gonna make this fish commit a lot harder. I, before I left yesterday, they were starting to scoop. You got one? I didn't even see it being it. I didn't either. You called that too. You're like, let me throw it to the right. I wasn't gonna get you to throw it out there. Oh, is that a baby kit? Yeah, this is a plan. He's not even fighting. There you go. These are treble hooks, these are old-ass. That's what I had in my leg. So I'll show you, but when you grab, and everyone watching here too, and you grab a bass by the gills, it paralyzes them. He can't go anywhere. They can try to still move, but for the most part, they're not gonna jump. Yeah, I'd rather take these out, just make it a little easier on me. This looks gonna be a little... Why hand me those blue pliers? All right. Hey, no baby fish? Yeah. Hey, you called that too. You're like, can I cast to the right? And I was like, yeah, you can. The reason I didn't say that is because I caught a few over here, but they were smaller. Yeah, they were smaller. The bigger ones are hanging more offshore. But, hey, give it a shot. There might be another one. I didn't.  You see that? Throw in there, throw in there, throw in there, throw in there, right there, right there. Oh, that's a good one. Oh my gosh, this is a monster. That's bigger than the last one. Oh, that's like a six pounder. Oh my gosh. That's a freaking mega. There's gonna be more out there. Holy cow. There, you got an opportunity for your PB girl. Big ones are freaking eating this. I wish I could just keep throwing that popper. Guys, we are on some Megas right now. Caught a five and a six pounder on the top water. That's called catching them right there. Holy cow, look at that one, girl. All right, it's your turn. Did you see him miss it at first and he came back? That's why I was like, throw in there and then he just ate it. I can't believe it was that big. I don't know, it might be this bait. Guys, we might be on some of this sexy dog. He might have missed it. I saw them roll it, that was their bit of four pound. Yeah, they're out here. Real in. That's a smaller one. Throw it out there. I mean, you got bit and I just got tanked. Look at that. Oh my gosh. That's tiny compared to the other ones. Come on, Tara, I wanna see it. Guys, this is a Twinkie compared to those other ones. She just had about a three to four pounder blow up on her but it didn't eat it all the way. You never know what you're gonna catch, but. They're doing pretty good. We only been out here for about 40 minutes. I mean, we caught five fish and had some more bites and some big ones. Guys, we got a big school over here. They still doing it? Do they stop? Yeah, they are. Oh my gosh. All right, get ready, girl. It's your moment. It's the moment. My very best is, he's a little squirt. He's not a bad one. Old buck is a sad one. Keep working it, keep working it, keep on going. All right, throw it, throw it back in there. It's all right. Here we go, guys, not a big one but we just found a little school here. You got him, don't you? He ate it under water. Oh, look at the school. Oh, you had like five of them with it. Throw it, throw it back in there, girl. Look, right there, throw in there, throw in there. Right there, right there, come on. Look how tiny that fish is. Oh my gosh, that's awesome. They're back in there, they're not that big but they're schoolers, they'll be fun to catch. These are the ones, guys, you do not want to mess with. Come on, fish. Good job. Look at this. Good job, girl. All right, I got mine off. Look, there's already got one. Let's get it.  Oh, you got a mega. Put them up in here, girl. Look at that one, let's get two and a half. Good job. That was a crazy bite. That was a crazy bite. I thought that, I mean, like the noise of that sounded so crazy. Guys, we got these fish all up in this pocket, just schoolin', there's huge schools of these bass. I don't know where they went now, they just keep rotating around this point. Look, there they are. There's a lot of grass on me. Really, really quick, come on. Oh, that's a good one. That's a good one, Tara. Look at that one, that's like a five, six pounder. Look at that one. They're still poppin', you seein' them? Yeah. Throwin' there on them. We're on a crazy school of them right here. Is that where you lay? Are you on one? You had one right away when you learned it? That's cool. Look, double love. I was about to say, is that your bait? Oh, that's awesome. Oh, they're schoolin' all around us, Tara. They're schoolin' all around us. Look at this, how big is he? Small one.  Guys, we're on a crazy schoolin' body. This is like top-water heaven. Nice one. That's a five, six, one to that. Now you're catchin' them, aren't you?  I can't believe I lost a giant. There must be big ones in the group of those.  Yeah. I was looking at you, what's going on? I was like, what happened? Guys, I can't believe how many schoolers are out here. This is fishermen heaven right here. I think I got some chasing behind me, possibly.  I got a small one.  I just can't get these small ones off of it, guys. There's obviously bigger ones in the school because I had that four or five pounder that came off and she caught a good solid two and a half. You got one? Oh, that's a nice one. Hey, look at that one, girl. That's a good two pounder, right? Let me throw him back. Yeah, throw him back. That was a little quiet bite, wasn't it? That was a good one. Look at two pounder, I think.  I will take a solid one and a half two pounder. Right where you are. Are you? You're ready. Shark week, girl. Nice little bass. Just keep catching them, guys. The party has not stopped. It hasn't been as crazy. They're not coming up how they work.  Yes! No! No! It's all right, it's all right.  Oh my goodness. Oh, Jared, throw him back in there. Those were good ones, too. That was like a two and a half, three pounder that you had. Gosh. That one that followed me up to the boat was big. That one was like four pounds. A lot of trailing behind you. Yeah. I think we spooked them. Pretty thank you. Oh, that's a good one, I think. They might just be going down that lane right there. That's not a big one. It's a teeny one. It sounded good.  Yeah. From eating.   It's funny because we just missed all the good ones there and now we're on the small one. I think there's a lot of schools of them. That was a whole complete, that was a bigger fish school, I think. Some of these schools just have small ones in it. There might be a few big ones, but I think we're going to catch them again right here on this left side.  There's a hundred of them right here. There's a hundred. Are you on? You can go back on. Oh my God. This is a good fish. Take it, grab one of these rocks. Here, this is a big one. This is a big one. Fine. I got another one on. It's a giant, too. This one's tiny. Oh my gosh, guys. We had like a school of a hundred fish. Nice. That's a three pounder. I was just dropping that swim jig down there and just hammering it. Even when I threw in the top bait right there, it instantly smacked it. Did you see that? No, that's what I'm saying. They were just in a feeding mode. I literally tossed it in and just bit it right in. Did you see how many fit? Could you see them with your glasses? Yeah. There's like literally a hundred. Literally just tossed it in and it instantly smacked it. No, that's the one with your bait in it now. That was like a three and a half, four pounder. We're trying to shake it off. Hey! That was a good one, good job. That was crazy. There was some good ones in there. Put them in the other side. Don't put them on top of those other fish. Put them in the side where they're in there, fish. I cannot believe that, girl. I wonder if they're still down there. We had a whole school of them under us. They were literally eating. You saw me grabbing all the other rods and just dropping them in the water. That was insane. That was the craziest bite I have witnessed in a long time. I mean, that was, we had so many fish around us that I just couldn't even, my brain was going crazy. Like I was losing it. I literally lost at least seven marbles in the process of that. That was crazy. I had a small one eating the top water and then all of a sudden a hundred fish. Like, Terrick and Valsh for me. You saw them. Oh my gosh, they're everywhere. They're everywhere. She literally laid her top water on the top and she had a four pounder eat it and then it broke her off. I just dropped my swim jig down. They were just eating it. They were just crushing it. It was the craziest thing. But she's going to tie on like a fluke because that top water broke. I could get her to tie on like a walking bait like this but it's just like a process of her learning how to use it. And with how many fish were around us, we needed to be on our A game. So I just think if I can call them up with this top water and then she can throw that fluke in there and catch some, that'd be a kind of a, that'd be a pretty good combo. That's a good one. One was brought on behind this one. Jumping. Little acrobatic guy threw it up there. That's a two pounder. He's not big but he's not bad. There we go guys. Look at that one.  That's awesome. They're still eating. The spot's slowing down just a little bit guys but we're kind of working around this point. That wasn't really a score right there. That was just a one fish. That's kind of a... Kind of a baby. Oh, he's twinkie. Oh my God.  Look Tara. Look. You see all the nasty stuff? Yeah.  Look how small he is too. Guys, I just tied her on a new popper because the other one broke off and I was just like testing it out. It's a little striking popper in it. I caught one right away. Especially just eating today guys. It's crazy. Kind of like this color too because it's got like a little shad pattern on it. There he is. Gotta cast up there. You're walking? Oh, there's a monster! Oh, it's a huge one. I'm getting the net dude. Oh my gosh. Keep the pressure on that thing. It's like a frickin' duster PB I think. Get him up to me. Oh my gosh. Yes! That is a big one. That is a big one. Good job. That's four down there. Easy. Really? You think it is?  It's not bigger than my PB. Yeah. Go off there. Oh my gosh. That's a good one. Here we go guys and get a release on this fish.


Live from Houston, Texas. It's theCUBE, covering Grace Hopper Celebration of Women in Computing. We're live, all right, great, we're live. We're here, we're in Houston. At the Grace Hopper Celebration of Women in Computing, 16,000 women and men coming together to talk about every topic you can imagine on the latest cutting edge and what's going on in tech. AI, AR, machine learning. It's all covered here. It's a huge recruiting event. It's a great feel-good event for women and young women and women looking for a job in computer science. We're really happy to be there. As August said, we've got the biggest CUBE booth we've ever had, 40 foot by 40 foot. You can't miss us come on down to the floor. So we're really excited to have Rebecca Knight back joining us for the three days here of wall-to-wall coverage and a return visit from August Goldman, the chief people officer from GoDaddy, welcome back August. Thanks, Jeff, great to be back. And Arana Wasti, you are the VP of inclusion at GoDaddy, correct? Nice to meet you. Welcome. Thank you. So first off, we saw you last year. What did you think of the show this year?  What did they say, 15? Close to 16. Close to 16,000 men and women came to this conference again. It's been so much of the industry. You can see the entire industry is here. This is a very important conference for us at GoDaddy as well. The poor people at the American, or not the Toyota, the Toyota center, where the Houston Rockets play, they couldn't deal with all the crowds. They had to keep opening sections. They didn't know what was going on. Somebody told me the Houston Rockets don't even fill up that place anymore. We filled a basketball stadium. We filled a stadium today with young men and women who want to come and be part of our industry. I tell you, it was a special moment. And what fantastic keynotes, right? And terrific. And one of the big topics, which we're going to get into is benchmarking, right? And how do you get better at anything in life if you don't first measure where you are, where the leaders are, where you want to go? But the first thing you got to do is measure. And I know that's... In August, your company yesterday released its first ever gender diversity report. Actually, it's our second year. Second year, okay, it's the second ever.  It's so important. It's the hallmark. And you need to get comfortable with uncomfortable data is what we talk about. We didn't know where the data was in line. When we first started it, we took a look at, especially the pay equities. So last year was the first year. We actually went out and said, how are we paying men and women in the same roles, at the same performance, the same level, in the same geography, are we paying them the same? And we released the data last year. We did it again this year as well. Okay, so tell me what happened last year and now what did you report this year? So the biggest movement that we had and that you have the data, the data is interesting. So we pay for like technical women, I sent more. So they make a $1.01 for every man that makes a dollar in the same role and same level. Last year, if you look at leadership, where we suck, where we struggled. And again, this is a multi-year effort. This isn't going to be solved one year to the next. Last year we had 96 cents to a dollar. So a woman would make in leadership, 96 cents for every dollar that a man made. This year it's 98 cents. So we've gained two cents. Is it where we want to be? No, you want to be a parody. You want to be a dollar. But it just shows it takes progress. It takes looking at the numbers and it takes being transparent. If you don't measure it, it won't get better. So transparency is important. How did your employees react to it? What do you think, Arana? I actually think it was great because imagine the conversations we can have internally now with our employees. You can talk at the water cooler about how much you make. Well, and you can talk about, here's where you are on the spectrum. Here's how we're going to continue to grow you in the level you're at, at the next level. You know exactly where you stand, where your peers stand, and what is it that you need to do to get to the next level or wherever you want to take your career. So I think the fact that it's transparent makes for amazing conversations with employees and employees feel like it's all out on the table. We can have those objective, honest discussions. So it's been great. Reporting these numbers, you're not the first company to do this. So this really is a movement in Silicon Valley. And yet there are many other companies that are outside the Valley and even some still in the tech industry who aren't as willing to be as transparent about this. What do you say to them? You know, I say the downside of doing it is not outweighed by the upside, the upside for the culture, the upside for the employees, the upside for understanding that you're not going to be happy with the numbers, accept it. No one is. If we were happy with the numbers, we wouldn't need conferences like this. We have these conferences because we need the movement to get better. A lot of these folks come to these conferences and realize they're not alone. There are others in the same boat. We can be transparent. It's okay, you're not going to be shamed, show your numbers. And you know what? Congratulations to Google. They were the first to do it. And no one knew the results, what the reaction was going to be. Congratulations to them. They were first and we all said, we can join them. And to ThoughtWorks, right? So ThoughtWorks was the big winner today in the survey that I need a board released. And you've seen their effort. And the numbers that they have with you, right up there. Especially the bar charts compared to everybody else in the mean, they're off the hook. So, you know, phenomenal business. And we had to talk with Kim Stevenson a while back at Intel, same thing. You know, the company made a commitment that the first step is measure where you are, right? Put that line in the sand, you know, get that baseline. So now you can start adding a penny, adding two pennies, doing the things that you're talking about. But it's also not just the survey itself. It's the work that goes in survey to survey, right? Meaning once you measure it, then once it's out in the open, you want to make sure that you're doing something against it. You want to make sure it improves because it again contributes to the technology industry, to your company. So it's not just taking the survey, it's the work that goes in between. Let me follow up on that then. So when the survey first came out a year ago, kind of in the employee ranks, I mean, he's biased, I can't ask August. He's at the top of the chief people officer. But within the constituency, was it like, okay, they're taking the survey? Because as you said, if you don't have action to support that moment in time, then it's just a moment in time. So did people, did they see this as an indicator of a renewed focus? Was it kind of a validation of something that they'd heard in the past? And what were the steps that told the people in the rank and file that this is actually an indicator of something different, of something better? Yeah, absolutely. Well actually, GoDaddy has been on this journey of focusing on diversity, not just women diversity, diversity as a whole for the last several years. So by the time we took the survey, it was actually one of the steps that GoDaddy has taken to ensure that there is focus on diversity, why we focus on diversity, and getting commitment across the company to focus on it. So we've done things over the last couple of years to focus on, how do we rate people? How do we promote people? How do calibration sessions happen? Again, one of the things we happen to do is take the survey about the payout as well. We've been selected by ABI as one of the top companies for women technologies last year. So we continue to make progress on that journey, and this is another step on that journey. But of course once the data came out, the first survey came out, it spun up a lot of good conversations. It spun up the conversations off to August point, why isn't there parity at certain levels? Why are certain people placed within the level of payout on the lower end and the high end? How can they move up? So it spurred great conversations, which then got us to partner with more companies to improve those processes. So like Klayman Institute for Gender Bias Studies, how do we make sure that everything we do is equitable and gets people continue to grow within the career? And that's what we see in the survey results this year. It's better. I could give an example of that. Irona is spot on. I don't know if you remember, Jeff, last year we spoke about promotion management and how are we promoting folks through the ranks. So now what we're doing is we're triggering managers that if someone's been in the role a certain amount of time, the manager has to review that person for promotion. We can't leave it just to the goodwill of managers to remember. They get triggered and if they're not ready to promote that person, they have to explain why. With actionable, specific feedback for that employee to reach that level. What's the time? What's the time? It's probably based on different roles, I understand. But I mean just kind of generally. Level one, 12 months. 12 months. Yeah, you should go from a level one to a level two, generally between 12 and 18 months. And is that also because millennials typically want to be reviewed earlier and are more famously more ambitious and hungry for their next thing? Excellent question, Beckett. There's a lot of research that says if you promote even little promotions, more often, Irona knows this well, rather than wait multiple years, you attrition and employee engagement and sentiment skyrockets. So little tiny promotions, level three to level four. Great, you get a little bit more equity, a little bit more money, a little more cash. You get expectations going, you feel really good. You feel like your career is moving. You feel totally appreciated. So on that same track, when you're making these moves, the little moves that make people feel good. So little money's always good, little equity's always good. But I'm curious on your take on the role of titles. Because we're in this kind of weird place, it feels like in titles. Titles used to be really important and define who you were. Now with the jeans and the t-shirts and we're kind of less title centric and people come up with fun titles, where do titles play in this continuous kind of promotion? How do you manage that? I love this discussion. I love this, well, this is, let me give you my take and I'd love Irona's take on this. So what we do with titles, we actually have two different kinds of titles. We have the titles in our backend systems that are actually just levels because we want people to be able to be leveled and career managed and we want them to get promoted often. So that's for us to be able to manage their career. Then we let people choose their own title. They write their own title in our systems and we ask people, be authentic to what you do. And generally people do. We do have masters of the universe and we do have queen of all things, but those are fun. But generally people write the title that's descriptive to what they do. I don't know what your take is on that. Yeah, but I think the leveling is interesting because we've leveled every job family there is and because there are these tight levels and progression, what people then focus on isn't about the title, but it's what does that level mean, right? So every step of the way you mentioned, yes, there's a little bit of equity, there's a little bit of promotion compensation, but then it's what is different between this level versus my prior level and then what's going to get me to the next level. So having those levels and definition of what they are helps to focus the conversation off. Like here's what this means to be at this level, whatever the title you pick. So we've talked a little bit about the culture at GoDaddy. Now let's talk about the product of GoDaddy and you are VP of product, so you're great to talk about this. What is, what are some of the new cool things that you're working on and where will growth come from? Yeah, it's a great question. I think one of the things I always love to share and it surprises people is that more than half of our customers, small business customers, are those small businesses that are run by women. So when we think about diversity, when we think about inclusion, when we're thinking about why this matters for our business, well, that's where our customers are and if my product team isn't diverse, I'm not going to represent the customers that I'm serving. But in terms of what's exciting in product world, I think what's exciting about GoDaddy is our mission is to help these small businesses, these life-fulfilling ventures, to get started, getting a domain name, to create an online digital presence with their website, to keep growing their business and digital presence with tools like domain-based email and help them run their business better. And we try to do that for small businesses across the world, right? So when you think about the number of small businesses in the US and you think about all the international growth in different countries, that's what's exciting in terms of the direction that GoDaddy's going in and that's where the growth comes from, right? It's the small businesses worldwide that continue to sort of pop up and we continue to serve them. What are some of the biggest challenges that you're seeing in working with these small business owners who, as you said, are trying to do something new and different oftentimes while they're working full-time jobs and this is their passion project? Yeah, there's a couple things. One is, to your point, this is their passion project, right? For some people it's a passion, for some people it's the way to make living, for some people it's extra income, but their passion isn't running their business and developing their idea. So our goal is to provide the tools for them that are so easy to use that they don't need to worry about the technology behind it, they just want to run their business. So how can we help them do that in the most easy, seamless way? So, Becca, what about you? You? You have a business. Well, it's about activating your domain name as well. So do you have an email address activated to your own domain name? I do not. You're going to tell me? And this is to hide our product for all of you who have done that. We will talk about that and why you need one. But I think the second challenge is because there's so much growth outside of US, this is where it comes back to diversity, right? Our customers are so diverse and international, we need to build products that work for everyone and they need to work for those customers in those regions, those languages, those cultures. So that's where the exciting challenge comes from is how do we build products at scale but then serve all these different diverse customers and again, it goes back to diversity on the team. And then you've got the whole .tv, .net, . whatever, I don't even, how many, how many dot whatever's are there? 700, just over 700 of them. 700. Oh my gosh.  People get a suite that's most close to what they do. So if they're dot bikes, they're in Palo Alto, you get dot Palo Alto, you know, you get dot sports, you could bring it all together and it's multi-channel. So you bring everyone together from different channels on these different domain names into your business. Right. Something that reflects who you are, that's the most accurate description of kind of your online presence. Do you think we are becoming as a culture and society more authentic because we do have to be thinking about all these things in the terms of make it reflect who you are, have your title be something that speaks to your core as a human being. I mean, do you think that this is having a bigger effect? Well, be authentic is one of our values. I mean, we always talk about bring your authentic self. Our discussion here at this conference is breakthrough moments. And we always thought you don't have to be different from outside the company to when you walk in that front door. When you hit the front door in the morning, you are the same person, bring yourself. And so we hire, today we're going to be looking at hiring of quite a few folks, we'll hire two our values. And those who are most authentic, they're going to do very well at GoDaddy. I would look up the interview that we did years ago with Gal, but we have no internet here. That's a different question. Come on, call them. We need to beg them. But it was a great statement about when people get hired, you hire this great person, you interview them to have attributes and characteristics that you think are going to contribute to the company. And then so often then the company would just squish them into the box, right? So you take this great creative person that you're so excited about and then here's the employee manual that's four and just thick, now conformed. So it's really a different kind of a strategy to say we want you to be you and to perform with us for us as you. I mean, it's totally ironic, you could speak as a hiring manager, she hires quite a few people. Yeah, and again, all it takes is just to visit one of GoDaddy offices to see how different the culture is from what you said, right? And that we do want people to bring their whole self to work and that whole self could be exhibited in many different ways. So for example, when I joined three and a half years ago, one of the things I feel passionate about is helping women create a network and a community together. I approached our CEO Blake at the time as a new hire and said, what do you think about launching women in technology network? I got full support, we launched a network, Blake has been a key contributor and promoter of it, now it's 500 people strong, spun off six more employer resource groups just from that all volunteer based, all within the people who work at GoDaddy, right? None of that is corporate driven, et cetera. So that allowed me to bring my whole self to work, that allowed a lot more people to bring their whole self to work, right? And again, those employer resource groups some are diversity, some about fitness, some are veterans. So it's just the opportunity is there and I think what's been exciting about GoDaddy is everybody who joins helps shape the culture versus adjust to whatever the strict culture is because there isn't. That's part of the reason, again, we attract employees to GoDaddy and again, all it takes is visiting an office. Right, that's great. So take the top off the box, something might grow, right? Exactly. Exactly, exactly. So Augusta, Rana, thanks for stopping by. Congratulations on a good show. Next year I promise to have an 80 foot by 80 foot. Yeah, look, you set the bar now on what you guys are bringing to this conference. All right, well thanks again for stopping by. I'm Jeff Rick, you're watching theCUBE's day one of three days of live coverage here from the Grace Hopper celebration of women competing in Houston. We'll be back with our next guest after this short break. Thanks for watching. Hi, I'm John Furrier, the co-


So welcome everyone, and thank you for joining the session. My name is Magdalena Gross-Hodge, and together with Lorna Hamilton here, we're going to talk about ways in which you can neurodiversify your curriculum. Both Lorna and I are members of the neurodiversity group within FORT. So what is FORT? We work for open and reproducible research training as a community-driven organization, which was designed by and for educators who wish to engage open science principles into their teaching. In fact, Flavio, the director of FORT, has just been shortlisted for the Dorothy Bishop Price Award, and we're keeping our fingers crossed he will get it. Our community supports teaching of open science principles by providing resources. They can all be found on our educational nexus or our learning platform, which is divided into a number of sections. In the bottom right corner, you can see some of the components, and I am not going to go through all of them today. You can familiarize yourself with them on our website. What I'm going to highlight is what you can see here in green, the curated resources created by the neurodiversity group within FORT. Our community is growing quickly at the moment. The number of scholars that belong to the organization exceeds 700, and our members represent a variety of fields. So our aim, we would like to support educators in promotion and adoption of open scholarship practices in higher education, generate a conversation about ethics and social impact of higher education pedagogy, as well as promote a reflection about perceived importance of different academic activities and advocate for greater recognition of educational resources. Now, without doubt, within the last five years, we have witnessed remarkable progress within open science. However, the teaching has received relatively little attention. Focus on pedagogy is crucial as embedding open scholarship values in classroom activities will facilitate a quicker adoption of open science practices. Therefore, we provide resources which are available to all educators interested in promoting open scholarship. Our materials invite educators and students to engage in epistemological discussions and to reflect on the core values of open science. You're probably familiar with the core values under the umbrella of open science movement. Today, we would like to discuss how these can be embedded in our teaching and why incorporating them benefits all of us in academia. So, let's move on to neurodiversity. Our team has been established to promote neurodiversity within science. So what is neurodiversity? It is the non-pathological variation in cognitive functions. Now, it includes neurotypicals as well as those who identify as neurodivergent. The term neurodivergent refers to neurotypes that differ from that of the majority. For example, autistic or dyslexic individuals. Now, even though neurodiversity and open science movement share many core values, neurodiversity has not received as much attention within the open science scholarship movement as we would like to. Therefore, the aim of our group is to raise awareness of diversity in academia, build community and increase the visibility of the work produced by neurodivergent scholars and educators. So, as I mentioned, neurodiversity and open scholarship share a number of values. They both hold social justice at heart. They promote equity and opportunity of opportunity and call for collaborative team approaches would draw on individual strength. Now, I am going to hand it over to Lorna, but you will see me pop up and tell you about the lesson part that we have prepared and are going to share with you. We're going to tell you how the lessons we have prepared embed these values and how you can use them in class. Hi everyone, my name is Lorna. So we're going to talk about what we mean by neurodiversifying the open scholarship curriculum over the next few slides and give some worked examples through the lesson pack that accompanies this workshop, which you can find the link at the bottom of this slide. In recent years you'll be very aware of movement to increase representation of minoritized groups in academic curricula, and to improve the relevance of those curricula for diverse student populations. So I'll call to neurodiversify the curriculum very much sits within that decolonization tradition and follows and learns from those movements have gone before. So given the prevalence of neurodivergent conditions, every classroom will be neurodiverse. And there are well evidence benefits of cognitive diversity in groups in terms of tackling complex problems in resisting confirmation bias and group think. So as educators, and we argue that we should all reflect on how we can neurodiverse neurodiversify the curricula that we teach to give our neurodivergent students the best support to flourish in education and beyond. So we're going to talk about three pillars of neurodiversification and so raising awareness of neurodiversity in through our curricula including an open scholarship curricula. Talking about difference, including neurodiversity in this case, openly transparently in non pathologizing ways and with empathy and designing and delivering what we teach for a diverse student audience. I'll move on to the next slide Magda. Thank you. So by now I think everyone is probably aware that representation in education really matters it's really important for our students that they see themselves represented in the curricula and which they study. We know that many neurodivergent scientists and academics don't disclose their diagnosis, because, at least partly because neurodivergent conditions including autism, ADHD and dyslexia are often highly stigmatized and perhaps especially within academic context. But our neurodivergent students need role models to aspire to. And that's why the activism science of autistic and other neurodivergent scholars in recent years has been so important and so inspiring. So we wanted to, in order to think about how we might increase representation of neurodivergent scholars within the open, open science curricula we wanted to highlight one very recent initiative that the four team neurodiversity has been working on. And in fact the lead of this, this initiative is in the room, Emily. Hi Emily. So we have a new database of neurodivergent researchers, which is linked in the slides. And purpose of this resource is to counteract some existing bias towards neurotypicality in the research literature to challenge deficit oriented paradigms of neurodiversity, which apologize minority neurotypes and instead promote a neurodiversity paradigm. So neurodivergent inclusion requires a shift from that pathologizing medical model approach, which, which focuses almost exclusively on deficits to a more balanced understanding of differences and disabilities that individuals experience. And this database to be a resource for neurodivergent authors themselves to reduce the stigma around neurodivergence in research by providing representation and role models, and to help them find other neurodivergent scholars to collaborate with. It's also intended for educators who are seeking to neurodiverse by curricula and create inclusive syllabi. So with this resource we're hoping to inspire academics to reflect on our attitude to embrace all neurotypes and to initiate constructive discussions that challenge these hidden biases that we have that are pervasive throughout academic curricula. You can click on the link through these slides and explore this and we invite any neurodivergent scholars out there who would like to register themselves and add their work to this database, please to do so. So one of the key outcomes that we hope for this is to create a safe environment for disclosure to encourage disclosure amongst academics and students of neurodivergent status in order to reduce stigma. Okay, so as well as increasing representation in the authors that we include in our syllabi. As educators we have the opportunity to challenge the deficit focus when we're, when we're talking about neurodiversity and as a developmental psychologist I teach this stuff all the time, but people in other fields, and also this is I'm sure relevant to. In recent years, more strength based models of neurodiversity have have entered the literature so the medical model that's been dominant for the last few decades has been almost exclusively focused on. Examining causality through focuses focus on specific deficits at different different levels. So for neurodivergent people cognitive profiles have for a long time been characterized really only in terms of impairment and deficit and what's wrong. So neurodiversity paradigm challenges this. So there was a recent great review in the Journal of Child Psychology and psychiatry by Elizabeth Pellecano and Jack and then hooting, who talk about this paradigm shift in autism science in this case and give some really interesting examples of how what even how characteristics of autistic cognition. Even when they could well be described as strengths have historically in the scientific literature being almost exclusively characterised in terms of deficit so one example from this Pellecano's own work that she gives in the past where she conducted some experimental work, looking at perceptual after effects and after looking at bases in autistic children. And she found there was a reduced perceptual after effect in autistic compared to non autistic children and interpreted that as a sign of a functional deficit, having engaged with the neurodiversity paradigm and as a key proponent of the neurodiversity paradigm, she reinterprets that the same data as a strength so autistic children space recognition following the adaptation was actually more accurate and non non autistic children so this is just one example of how a difference in cognition. Often gets presented in the light of deficit against the neurotypical standard. So we can, we can change, we can change that so on the slide here are just some examples of cognitive styles that are typically presented as deficits in the scientific literature. So deficit in perseveration, for example, could be could equally be presented as a strength and persistence and focused attention. Big picture thinking. So weak central coherence counts of autism, for example, can be presented as a strength and attention to detail. So in addition, the characteristic ADHD can also be flipped unseen as a strength and past problem solving and decision making so the neurodiversity paradigm challenges us to notice and harness these strengths in our teaching in the way that we talk about neurodiversity and in the way that we interact with our neurodivergent students. Okay, so I'm going to pass back to Walter. So we wanted to incorporate this into our lesson plans that we are going to share with you and I hope you have them open in a tab, if not, it might be a good idea to go back to the first slide and click on this. I am also going to show you this and I'm hoping that I won't get lost with sharing. Okay, so we have prepared for you. We have a bank of resources, which you can access through the link given on the slides. And there we go, our bank looks like this. So it's a series of 10 lessons, which all focus on promotion, open scholarship and neurodiversity in the academia. I'm going to show you how we promote what Lorna has just discussed through showing you the first lesson. And here we invite our students to read an article which was written over a hundred years ago by Lombrosso or his discussing left handedness. And where his bias towards right handedness is very much visible.  Now, this piece of writing reads rather badly today so it shows how those biases become visible with the course of time and how something that may not be visible 100 years ago, something that is accepted by the society might stand out later on. Another example that we use to communicate this to our students is through an activity like this so this time we look at language used in recent publications on neurodiversity. This time we asked students to have a look at the language and, oh sorry, let me just share again. And analyze how the language used pathologizes neurodiversity. Can I just ask you quickly whether this is okay. Right so you are going to have an opportunity to look at the exercises a little bit later if you would like to engage with them and see how they work. But I am just going to very quickly talk you through them. So we look at examples of abnormal time processing in ASD. And we ask students to think of what abnormal suggests and what sort of feelings the word abnormal invokes. We also ask them to think about who decides about what is normal, and what is abnormal, and whether the same traits could be considered normal in different cultures. A similar example with detecting the risks of autism spectrum disorder again, what does risk here suggest, and what does disorder imply. So it's an activity where we invite students to notice these things and discuss them together. Okay, and so as well as increasing representation and the second pillar of neurodiverse buying our curriculum is thinking about the language that we use when we talk about cognitive neurological diversity. So, in order to create an environment of trust with our neurodivergent students. It's really important that educators are mindful in the in the language that we use when talking about these subjects, and make a conscious effort to avoid discriminatory and apologizing terminology. Whilst being aware that the language of neurodiversity is evolving all the time there are multiple sometimes conflicting views this is not an easy, easy area at the moment, people including neurodivergent people have very strong and different views on this. We can acknowledge that diversity view, and we can be respectful and we can talk to our students about their own language preferences. And we can be aware, aware of double empathy barriers in the classroom and I'll talk about that a little more in a moment. Double empathy really refers to the difficulties in communication and mutual understanding between people with different experiences of the world and especially across neuro types. And we can model respect for minorities in the way that we behave and in the way that we talk about diversity. So Christina but I'm a vital and colleagues recently published a paper on this which challenges us to think about the connotations of very common terminology in the scientific literature and educational literature on cognitive diversity. And so, for example, and they challenge us to think about how these terms might be received by people who might fall within these these groups. So some of them are potentially challenging, even to those of us who are writing and thinking about this all of the time. So special needs, for example, is a very commonly accepted term in the UK to describe children in school who have additional educational needs. So including neurodivergent students. But these authors challenge us to think about how infantilizing this term might be for someone who falls into that group. And challenge and proposal more neutral alternatives which might be taking care to actually describe the specific needs of an individual rather than placing them in this group would go through every every single one but for example, the use of person first language or person with autism, which has historically been recommended by psychological bodies. The person is not defined by their diagnosis so it's well intentioned but there's good evidence certainly in the Anglophone world that many neurodivergent people prefer an identity first terminology so an autistic person rather than a person with autism, because the autism is not separable from from the person it's a core part of who they are. And others so medicalized terminology like comorbid and symptoms can easily be replaced with more neutral less value laden and alternatives like co occurring or traits or characteristics. The references for these papers are included at the end of the slides. And so using potentially stigmatizing terminology in the classroom when we're talking about these things is one good way to set up a double empathy barrier in the classroom. And so the double empathy problem was first described by Damian Milton, an autistic sociologist at the University of Kent in 2012 where he wrote a paper on the ontology of autism so how we understand what autism is in the world. And discusses the harm done to autistic people by the scientific communities characterisation of autism as defined by a deficit in empathy. The challenges are understanding what about empathy is and whether whether it's a within individual characteristic or whether it's something that is created between individuals in interaction. This little infographic here is from Catherine Crompton's paper in front is for young minds that came out a couple of years ago, and it gives a really nice just summary of this idea of double empathy. So while an autistic person might struggle to read between the lines of communication and process non literal language. They may also struggle to overcome other people's misconceptions about autism, while also managing sensory distractions. On the other hand, the non autistic person interaction may struggle to form positive first impressions about the autistic people and that's well evidenced and some really nice experimental work. And neurotypical people for form very quick negative judgments about autistic people based on very little information. They may struggle to understand what autism is and how it affects the individual and they may struggle to imagine what autistic sensory difficulties might feel like. And so both parties might struggle to understand each other's thoughts feelings and behavior. This is not a deficit that is with it within the autistic person. It's a deficit. It's a problem that occurs in interaction and is exacerbated when two people have very different experiences of the world. And there's more and more writing coming out at the moment about how these double empathy barriers might manifest in the classroom. So if I think it's really important as educators we interrogate the expectations that we have of our students. And often our expectations of the way students might participate or engage in our classes is perhaps neuro normative so we might interpret a student who is closing their eyes or wearing headphones is not engaged in what we're saying because in fact some many neuro divergent students say that this is in order to fill out filter out sensory distractions and be able to really focus on what's being covered. We might infer a student who is unwilling to take part in group work as disengage whereas in fact there might be other reasons behind that. And often neuro divergent behaviors from students in the classroom I think are wrongly interpreted as having bad intentions. And another barrier might be that we have stereotype expectations of what an autistic learner is capable of or what they're not capable of what a dyslexic learner might struggle with or what an developmental language disorder can and can't do whereas in fact all of the research from the last decade or two on these conditions. One thing that it does agree on is how wide the heterogeneity is within all of these diagnoses and the well worn phrase if you've met one autistic person you've met one autistic person and so having these approaches about what an individual is capable of and not capable of can be harmful within a classroom setting to matter. Okay, so let's see how gracefully I can actually exit this presentation and move on to the materials. Again, I am going to show you how we have incorporated some of these things into the lesson plans that we have prepared for you. You can now see the lesson plans and I am going to flip to a lesson title respect for neurodiversity. So here students are invited to reflect on what neurodiversity sorry diversity in general is, and they discuss dimensions of diversity. So they focus on concepts such as cultural humility, think about culture, race, gender, age, social class, and so on. We also present them with the academic will of privilege which has been developed by the neurodiversity group. And through this tool the students can self reflect on their own privilege. They can think of how the dimensions describe them and how their experience based on their belonging to different groups might be different compared to people who would describe their belonging differently. And if that's okay I would like to actually invite you to reflect on this and to use the tool we have created again. Okay, I think you can see it now. This is the academic will of privilege. And what you can see in front of you, if you look at the very outer part of the wheel. These are dimensions of diversity. So for example gender sexuality neurodiversity mental health. I would like you to look at the dimensions of privilege on the outside. And then think of which of the options inside the circle suits you best. So for every answer in the smallest circle, the closest to the middle of the wheel, give yourself one point, then two points for each of them in the middle. This is for any option to the outside of the circle. I'll give you a moment to just reflect on this. And, and again, this is just an activity to make students aware that their experience might be very different to other people's experience. And they sometimes might see the world through their privilege it also allows them to understand and reflect on intersectionality. I'm thinking that we might get back to this when we have a little bit of time in the workshop and we'll just continue with the presentation. So stay tuned. Thanks, Magda. And so the third and final part of our neurodiversification agenda is designing and delivering our teaching for diversity. There's lots of pedagogical literature out there already that can be harnessed for a neurodiversity affirmative approach. And so strength based approaches to learning in the classroom. Notice what our students particular strengths are and build on those to engage them in what we're trying to teach so whether it's in how, for example, a student who has an attention to detail but might struggle with group work a bit more. So bringing them into group work by, for example, giving them a data management role or a kind of checking role at the end. And social justice pedagogy aims to develop consciousness of injustice while empowering students to work for justice. Compassionate pedagogies Invite us to notice distress in the classroom where it exists and students are distressed often even with our best intentions and to act to alleviate that distress. And Universal Design for Learning or UDL, which invites us to design curricula to be accessible to the widest possible range of learners in the classroom, not only neurodivergent students for all students. In fact, all of these approaches have clear benefits for everybody in the classroom, not just neurodivergent students. Thanks, Magda. So just a little bit of more detail on UDL, which I currently trialling in my own teaching and finding really, really great for the neurodivergent students I'm working with. So there's loads of literature on this that you can look at but effectively Universal Design for Learning is about giving students choice, flexibility and autonomy in how they engage with the material that we're trying to teach them. So this can be through multiple means of engagement so acknowledging that our students have differ in what motivates them in their attention and what brings them in and designing our teaching to accommodate that diversity. So some students are motivated by spontaneity and invention and for some that's much more uncomfortable for example, so we might design classroom activities that have a variety of activities, choice in the group activities, some technological options and parts where students can choose the content that they're engaging with and so on in order to harness individual differences in motivation. We can present our content through multiple means of representation and so obviously scientific and academic papers are a core part of what we do but they're using blogs and video and visual materials, not to, it says here learning styles not in terms of the debunked visual kind of static learning styles but just acknowledging the differences in the way that the ways that people best engage with information and even intra individual variation so at certain points a student might be able to engage very well with an academic research papers paper and other times they might need something a bit different a blog or a podcast or a different way into the topic. And then finally, multiple means of action and expression so giving to students choice in the way that they demonstrate what they've learned. And so I am currently working with my class on translating some scientific information for a non specialist audience and I'm using this this UDL technique for the first time. So I thought I might get just a lot of written information sheets or blog sheets but in fact I've got an animation coming and somebody who's doing a TikTok video I'm really excited to see what the students produce because I'm neurodivergent students in particular have talked about how this choice in harnessing the things that they're already good at and they all need love is increasing their motivation with the material. Next matter. So here's an example of how our materials foster autonomy through providing choice to students and by that incorporate universal design for learning. So this task is taken from lesson to delivering for diversity. This lesson focuses on diversity, not only academia but generally on diversity. So students here are presented with a task, but instead of just giving them one choice, there are two options and I think this is something that I have incorporated into my teaching fairly recently. I understood that not all students actually like working in groups and not all students benefit from social interaction and for some students this can be highly stressful and difficult to participate in. So in our materials, we try to provide a choice of activities, and that's usually quite difficult in the classroom, but we believe that it is possible and here is an example. So students here are asked to go through an interactive text. And they have a choice of either doing a jigsaw reading where they divide parts of the text between the members of the group, then they skim the text and summarize it to each other, which can then be followed by a discussion. However, the option B that they're given is to work on their own. And again, look at the text skim it quickly and create a mind map and a mind map or a poster. And again, they are invited then to exchange those with other students so they can still benefit from the exchange of knowledge, but they can decide on their own how much they want to participate in social interaction and how much they prefer to reflect on the material and deal with it on their own. Okay, so just before we invite you to join some groups and reflect on this in your own work, just thought we've finished by summarizing what a neurodiversity affirming education might achieve and what it might be. So we would define neurodiversity affirming education as teaching that expects diversity expects the classroom to be diverse in the way that they think in the way they interact with information and with each other. And designs curricula for that diversity. A neurodiversity affirming education empower students to be self advocates where they need to be by reducing stigma and by increasing students comfort to disclose and to talk about difference, where they feel comfortable doing so. It fights stigma by use of non pathologizing and discriminatory language and by increasing representation of neurodiversity. And it profiles students at the individual level not not at the label level so understanding the difference is not defined by the diagnosis that they might have received and strengths and weaknesses are going to be individual and harnessing those in the classroom. Okay, so we would like to now invite you to engage with our materials a little bit to get to know them to some extent and maybe go through the activities that I have given you as examples. And also to engage in a discussion with each other so we have drafted here three questions that we would like you to reflect on. So first of all, we would like you to think about some easy solutions or strategies that you could implement in order to have all students to manage their time better. Do you think of how to scaffold these abilities or do you just expect that the students will know that in my teaching I think at the beginning I expected students to know that. Now I focus a little bit more on actually making teaching that a bit more explicit and talking about this in the classroom a bit more. We would also like you to maybe think of a time when you had a conflict or misunderstanding, which could be caused by the double empathy barrier. How could you approach a similar situation taking the neurodiversity paradigm into consideration next time. And finally, we would like you to think of a lesson or course you have developed and think of three ways in which it could be neurodiversified looking at the points we have just covered. I am going to divide you into breakout rooms if that's okay. And in those breakout rooms we would invite you to reflect on these questions, and also to go through the resources that we have created and maybe discuss them together will give you 15 minutes. We have 20 minutes or 15 minutes should be okay. And we will assign you automatically so I can see that we have 10 participants. So I will create three breakout rooms, and we will assign you automatically so in a moment, you should be directed to a breakout room. And the link to all the resources can be found on OSF. I can also paste it in the moment in the chat. Get together and discuss the questions.


ట౎రుకొిఇచ్నినిఙాఞాటాందిటిటతేటాటికి. ఆగాత్రినికివినినా. ఆటకడిక్తకాటోనో. బ఍లాపఆరియకందిటికాటికన౿. as well as impacting on rural communities across 35 cases for these 13 countries. I could talk about my impact in three different platforms. The academic impact through the publication of journals and the atlas of globalization. The impact I'm having with policy makers through exhibitions and engaging with them in communities. And the third impact I'm having through data and the database I'm developing from the globalization data sets I've been working with. The kind of the pressures I have is sometimes I think my voice is not heard or important. I think being a literary career researcher for me allows me to be able to make mistakes and learn from them and not feel bad about it. It's great that space for me to kind of be comfortable in my own zone. Today has helped me to be able to connect more to being a deaf impact fellow. I've seen other people that have experienced similar issues that I have and then it's in very refreshing environments.


So as a dating and relationship coach, I have learned one interesting fact, which probably many of you already know. None of us were trained at being in a relationship. Let me repeat that, none of us were trained. Very few of us have really been given any tools or skills to actually be in a healthy, happy relationship. In fact, just like having children, I feel like everything is winging it, winging it, winging it. And while we might have some role models that we might observe and kind of through the looking glass, see how their relationship is, the real mechanics of a relationship, none of us were taught how to actually be in a healthy, happy relationship. And really what is the structure of a healthy, happy relationship? That many of you might be going, well, Jonathan, I know what it's like, but I can tell you the vast majority of human beings are rather clueless when it comes to the mechanics of a healthy, happy relationship, including how to resolve conflicts in relationship. That's right, how to resolve conflicts. Do anybody, does anybody really teach us this? I think we have this grand expectation of two people love each other, everything will magically work out. In fact, that's the real deception. The real deception is that love solves all our relationship problems when that's actually the furthest thing from the truth. In fact, most people believe chemistry equals relationship success. That's right, most people believe chemistry equals relationship success without any real thought of, do I share the same values with this person? Is this person's lifestyle blendable with mine? And more importantly, is this person emotionally mature enough to be in a healthy, happy relationship or even have the relationship skills to be in a healthy, happy relationship? Did you hear what I just said? Relationship skills. I want you to think about this because I think most humans, men and women alike, operate from absolute oblivion. I mean, they really, or let me actually, let me rewind that. I think most humans operate from a very self-centric place, a very myopic place of thinking that they're actually good at being in relationship. That's why I truly believe that. I think everybody thinks they're good at being a relationship. So when you have two dysfunctional people think that they're good at being in a relationship, there's no wonder that there's friction and chaos and that friction and chaos causes conflict in relationship. This is why I highly recommend checking out a book so you can understand the mechanics to a healthy, happy relationship. And while this is a book about marriage, it's really about understanding how the mechanics of a relationship works. And this book written by John Gottman is called The Seven Principles of Making Marriage Work. Why do I recommend this? Because there's a structure to a healthy, happy relationship. Now, in this book, it relates to children as well. And for those of you in midlife, my audience is midlife after baby-making years and before retirement, is you may not be starting a family with someone, but understanding the mechanics of a relationship, let me put a pause button here for a second. I wanna share this with you because when I was going through my divorce, we actually had to go to family court to resolve a difference between us and the judge was the final dictator of what this conflict between us was. What was interesting, if you've never actually been in family court, you actually, if you're in the morning docket, you have to arrive at 8 a.m. And there could be up to five couples in the morning docket before the noon docket, which starts at 1 p.m. So, and you don't know what number you're in. I think that's so divorce attorneys can just rack up their fees waiting there while you're listening to the other couples. And sure enough, we got there at 8 a.m. and we were fourth on the docket. So I listened to three other couples go up in front of the judge and express their issues between the two of them. And I gotta tell you, this is fascinating. This is better than any reality TV. If you really want to get a sense of relationships, spend a little time in family court because you see real dysfunctionality. But in real life, not the dramas you see on TV. But what occurred to me was there was a pattern, there was a theme. And most relationships or marriages cite two primary reasons why their relationship ends. Number one, it's usually money related issues. And number two, it's physical intimacy or an emotional intimacy issues in relationship. Those are the two primary reasons why, and I believe 70% of divorces are filed by women. So wouldn't it make sense to maybe if you know these are going to be the problems in a relationship to maybe address those early on? This is why I continually recommend anybody who's beginning a relationship to read the book, another John Gottman book, but this is Drs. John and Julie Gottman, is to read the book, Eight Dates. Because one of the chapters in this book which relates to our topic today about resolving conflicts is all about conflict resolution. It's the second date. It says, agree to disagree, addressing conflict. If two people do not know how to address conflict in relationship, which is going to occur, whether it happens in the early stages, the mid stages or later in the relationship, your relationship is doomed. I know many of you, like I said in the beginning of this broadcast saying that you think that love will just conquer all. What's a fantasy that is? That love is gonna conquer your relationship issues. And knowing how to resolve conflicts can give you greater chance for relationship success. A friend of mine calls it the threshold barriers, the threshold barriers. And what happens is when you resolve a conflict in relationship in a healthy way, you build a deeper root of trust with you and then you resolve another one. You build a deeper root or deeper root of trust and another one, another one. When you pass through these threshold barriers, you actually build a stronger relationship just like the way a muscle is built. You have to tear it down first before a new muscle can grow. That's how Arnold Schwarzenegger got as big as he did or how Brad Pitt got his six, well, he was probably born with six-pack abs. Anyway, so we're gonna address the seven ways to resolve conflict with a man. So I pulled out my trusty notes right here. And I wanna share this with you now. I wanna be candid with you. I didn't make these up, I was reading an article and I thought, oh my gosh, this is perfect content. So I'm gonna speak verbatim and I apologize. I didn't save the link so I don't recall where I got this from, but you can literally type in seven ways to resolve a conflict because I think it was gender neutral. Okay, number one is making the first move. When you have a difference in relationship by actually making the first move by addressing it, and you might simply want to say to your partner or the person you're with, hey, sweetheart, there's something I'd like to discuss with you. Can we make a little time today or later today to share, I have something I wanna share with you that I think is really important about our relationship. Making that first move instead of, by the way, what so many people do, and I am guilty of this, is sweeping things under the rug, sweeping things under the rug. And I guarantee you, if you don't address things sooner, it's going to be more problematic later. This is why I'm such a big proponent of couples operating from a place of vulnerability, authenticity, transparency, right from the very get-go. And transparency means if it's material to the relationship, bringing it right up front. I know my sweetheart did that, actually on her very first date, she shared something very uncomfortable with me. But I'm so grateful she did, because it was material to the dynamic that we eventually now have. And I'm grateful that it was addressed, and we both equally mutually share from a transparent place, because if, like I said, if it's material to the relationship, bring it up, and if it's going to cause friction in a relationship, absolutely bringing it up sooner rather than later. So number one, make the first move. Okay, number two, well, again, I didn't write this, but I thought this was interesting. Ask for the higher powers for wisdom, God, universe, spirit. I have a conflict with my partner. I love to have some emotional support. So allow my divine self to connect with my higher self just to grant me any wisdom as I prepare to speak up about this conflict. Folks, I don't think we give enough credit to the power of prayer, the power of seeking God, universe, spirit. As a friend of mine calls it Gus, God, universe, spirit, asking for wisdom, believe it or not, wisdom gets channeled. Think about that. Wisdom actually gets channeled when we ask for divine guidance. And while it might sound corny for some of you, I am a true believer of prayer, of asking for help from those, from like I said, God, universe, spirit. And if you believe in it, great. And if you don't, that's fine too. I just invite you to incorporate that in your life. Okay, number three, begin with what's your fault. In other words, begin with how you might have contributed to the conflict that you're currently dealing with. It's starting from a place of not, see a lot of times couples point the finger at their partner, not realizing there's three fingers pointing back. In fact, I witnessed this over and over and over in the dating realm. So many people blame their previous partners for the dysfunctionality in their relationship and they take no ownership in their part. And let me tell you something, that's a red flag in my book. If somebody, I don't care how terrible your past relationship with, if you don't take some ownership into the demise, not demise, that sounds very overly dramatic, but if you don't take some ownership to the ending of the relationship, then you're not actually operating from a place of integrity, because whether we like it or not, we all play a part in our movie, our play of our life. Even if someone else has caused us some discomfort or even some emotional harm, it's important to take ownership of our part and start with that. That's number three. Number four, when somebody is sharing, and by the way, everything I'm sharing goes both ways. So you, good conflict resolution should be two people operating from this place.  It's actually listening, active listening. Listen to them and say, I hear what you're saying, that must have been tough. Everybody has a feeling of pain when there's conflict in relationship and honoring and validating someone's hurt creates a bridge between the two of you to actually heal through that hurt. This is why if you haven't read the book, I Hear You, the surprisingly simple skills behind extraordinary relationship, this is a great book to learn communication techniques, to learn communication skills. I often hear women complain that the men they're in relationship are terrible communicators. Well, folks, I'm gonna tell you something just because women have a capacity to vomit their feelings doesn't mean that they're any better at expressing themselves. In fact, this is why Marshall Rosenberg wrote the book Nonviolent Communication and what this should have been titled was Compassionate Communication because oftentimes most communication is accusatory. It's always blaming the other person and not actively listening to what they have to share. Because number five is learning to communicate, speak your truth both kindly and tactfully. Not with a lot of stories. Ladies, do you have a propensity to use 10,000 words when men can use a hundred words? And I know that's an exaggeration a bit but I will tell you this and I'll recap everything in a moment.  Start with the issue at hand and then you can give the backstory that goes with it. And ultimately this is where there's a challenge in relationship is number six is oftentimes when there's conflict in relationship you're on your side, he's on his side and you're not looking to actually win in this conflict, if you will. So number six is fix the problem, not the blame. Most of the time, as I said before there's the blaming game going on and you're not going to resolve conflict if it's about, look it, you can choose to be right or you can choose to be happy. Focus on fixing the problem. Last but not least, number seven, focus on reconciliation, not or focus on reconciliation, not resolution. In other words, focus on how can we both win? Focus on how you can both win. If couples actually learn these skills and again I started this broadcast by saying wouldn't have been great if we were taught this stuff growing up. This is why there's two short books I want you to check out. One is called How to Build Trust in Relationship and the other is Couples Communication Guide. These are little tiny books that you can purchase on Amazon. By the way, there's a link to all the books I recommend. By the way, if you need some support check out the link to a free discovery call with me to see if working with a coach is right for you. If you're already appreciating this video please hit that like button, please share it with friends. Please hit that subscribe button because I'm here to say we're not taught this stuff. This stuff hasn't been talked to us. We have to learn this and conflict resolution is one of the most primary skills, relationship skills that one, and by the way, all it takes is one person to lead. But let me tell you this, if you're both reading these books if you're actually immersing yourself in the mechanics of building a relationship together you have a greater chance for success. Is this thinking in? Is this resonating? Please let me know. So, before I start the Q and A, which is gonna happen in a moment, I just wanna remind you the seven ways to resolve conflict. Number one, make the first move. Number two, ask God, universe, spirit for wisdom. Ask the higher powers for wisdom. Number three, begin with what's your responsibility or fault in the issuer conflict. Number four, listen to their hurt and their perspective. Number five, speak the truth tactfully and most importantly, kindly and succinctly. Number five, fix the problem, not the blame. And number seven, focus on reconciliation instead of resolution. Focus on how the two of you can come back to a loving space because that's what love would do and that's how love would respond. I hope you found value in this broadcast today. Now it's time for a short Q and A. If you have a question of me post the word question and then write the question there after or you can purchase the Super Sticker Super Chat or a Super Thanks, there's a little dollar sign in the chat box. If you're listening to the live stream right now you won't be able to see this in the recording. All the monies from the Super Sticker Super Chat goes to a scholarship fund in the name of my son Connor Asley. That's a picture of him right there. That's with his brother Colin. He's my son who passed away four years ago and in his honor, I've started a scholarship fund to defray the cost of personal development and also to donate charities like the Hoffman Process and Insight seminars just to name a few. All right, so if you have a question for me write the word question, post that question there so I can find it on the chat box. And one real quick question someone came up is, is Jonathan, what is number five? Number five is speak your truth succinctfully, tactfully and kindly. That's number five. All right, all right, let's see what we've got here. Ms. Cole says, resonating absolutely yes, thank you. All right, I'm glad to hear that, thank you so much. Again, if you have a question post the word question or purchase the Super Sticker Super Chat Barbara says, that's me, I'm guilty of 10,000 words. I've learned from my dad and I'm learning to get to the point quickly. Yes, I'm learning to get to the point quickly yes, ladies have a propensity to do this more often I believe than men, but then again there are men that ramble, ramble, ramble ramble ramble or meander and ramble. Cecilia says, prayer is important. It helps as an affirmation for the emotional needs like assertiveness and self-esteem. Absolutely, God, universe, spirit, give me the power give me the strength, give me the wisdom to operate from a place of a kind tactfully succinct place where I can actually speak my truth with my partner in a loving kind way. So yes, I agree with that. All right, we have a couple personal questions here. All right, Marianne has a personal question. How long have you been doing the live videos? Have you always done your prayers live? I've been doing live videos for over a year now live streams on YouTube, so over a year now and I do my prayers more frequently of late. So thank you so much. PMS says, question, does the seven work for conflict misunderstandings with a colleague at work what's your take on that? So, interpersonal relationships, especially with a coworker has a different dynamic to it than what you have with a romantic partner. I think it's important to recognize that with work partners, it can even be more problematic sometimes because you don't have the ability to kiss each other at the end or be physical with one another or be emotional with one another. But yes, most of these skills work in any capacity. However, I will tell you this there are probably some fantastic YouTube videos about how to resolve conflict with a coworker. So I would check that out as well. All right, and more than welcome to take any personal questions as well. Here we go. Question, what if one of the people in relationship is not capable of this kind of discussion because of mental illness, specifically depression? Being in relationship with someone who's in a state of depression is a very problematic type of relationship to be in not out of disrespect for them. And yet it depends on how truly committed you are to one another. I'm a big proponent that if you have a daily practice of personal development, self-help and spiritual work, you are less likely to feel a state of depression. But I highly recommend checking out my book, What the Heck Is Self-Love? Anyway, a journey of personal development, self-help and spiritual work like I just shared. But mental illness is something that must be treated by a professional and that is not my area of expertise. And I certainly would ask for counseling if there's conflict in relationship and work with a trained professional versus a dating coach like myself or a relationship coach like myself. So thank you Karen for that question. I really appreciate it. Leah kind of piggybacks on that. When a partner is depressed and isolates themselves, lead them or stay in contact.  Is it the early stages of dating or are you in a fully committed relationship? I think it's important to support our partners at the same time we can't be enablers. And listen, I was in depression for a very long time. After my divorce and losing my quarter million dollar job, literally inside of 30 days, I was going through a divorce and I just lost my quarter million dollar year job in the insurance industry because they decided to close down my division. And I slowly began the crash and crash in my life. I was in the state of depression. Now I will tell you, I was actively dating in this period of time which didn't make me a really good candidate to be in relationship. And in some ways, I don't wanna say I used women that wouldn't be a fair assessment. But in a way, I used feminine energy to kind of shore up some emotional discourse in my life. So be mindful of those people that are going through a job crisis. They're going through a contentious divorce. Maybe they have issues with their children because if they're not doing something to help themselves which I didn't do for a very long time until I found personal development, self-help and spiritual work as my pathway to heal my depression, like many people I was doing drugs and alcohol for a very long time to numb the pain. I don't think any person could have helped me until I learned to help myself. And ultimately it's on that individual to help themselves. Otherwise, we can become enablers and I'm not a big proponent of being in relationship with people who can't help themselves. Sometimes there are extraordinary circumstances at the same time.  We blame others instead of pulling up our bootstraps and taking ownership in our own lot in life and then actually doing what's necessary to heal. I hit rock bottom in 2009. After the crash in 2009, I got decimated financially. I hit rock bottom. And within a year, I reached out to my father of all people and I said, dad, I've hit rock bottom. I need some love and support. And I could count on my mother and father. And so a human has to be able to decide to make the change for themselves. We can't do it for them. They have to look in the mirror and say, I want to do this for myself. We can always pray for them, God, universe spirit. I invite source energy to infuse my partner with love and light. And my hope is that they can actually find that space within themselves to heal themselves. And I invite that into their life, God, universe spirit. I invite that in. That's just my suggestion on this one. I mean, I'm not an expert in this field but I certainly hope that some wisdom is passed on here that gives you some insight on how to navigate this forward. All right, we're gonna take one or two more questions. Thank you so much again for that question, Leah. Okay, let's go swim in. Pyming says, thank you. And I don't know how to pronounce your name so please forgive me. Kate says, question. Thanks, Jonathan, such great points. I'm good on 12 and maybe three. It's a constant process. What happens if I can't resolve it? If you try all those things and nothing changes or very little. You know, ultimately you have to be with a partner who genuinely wants to work things out. You know, a lot of people, if you're not familiar with my chart, here, let's find this one. Bear with me one second. We've got so many charts. So there's three types of people actively dating. There's the users, the spenders and the growers and builders. The users are those people that are in it for short. And by the way, this is not a fact, it's just an opinion. And these are the percentages that I believe but those users are in it for the short term. The love bombers, players, gold diggers, people who are selfish only care about themselves. The builders and growers seek long-term commitment. They're emotionally grown up. They have good relationship skills. They have their act together. But most people operate as spenders.  Usually have a dysfunctional life. You have to assess your prospect, folks. This is what I teach in my private coaching here. I teach you how to pre-qualify your prospect so you're not investing in a person that's not gonna be right for you. Folks, you've gotta recognize this. You've gotta become your own detective. You have to be Columbo. You have to make quick assertions about people because you may go down a rabbit hole of emotional discourse with someone who's not capable of being a relationship and what I mean by discourse is you've given your heart to someone only to find out that they're incapable of actually sustaining a healthy, happy relationship. And so what I teach you are the skills to ferret these out sooner rather than later so you're not stuck feeling like you've had one bad relationship after another. Kate, thank you for your question. I really appreciate it. We're gonna just take one more. Well, a couple more. Ruby says, how do you deal with the jealous person? N-E-X-T. Homie don't like to play that jealousy game. If a person does have jealousy issues and they're constantly barraging you based on their own insecurity, my suggestion is move on. I mean, okay. I mean, maybe you can have some conversation with them but usually people that have deep seated jealousy issues versus just garden variety envy.  And if that insecure person hasn't done some healing over that insecurity, it's a problematic relationship for you. And that's my suggestion there, Ruby. All right, Brenda writes, personal question. Do you and your girl Gal have similar spiritual values? By the way, there's a picture of my sweetheart right there. That was actually us on our first date. You know, I do believe that we have, yes, from a spiritual perspective, we absolutely do. Although she was raised in traditional religious background, what I appreciate most is we see, or at least this is how I perceive it, I can only speak for myself. I do believe that we see each other as spiritual beings having the connection to a higher power. At the same time, I don't believe we're tied down with the dogma of traditional restrictiveness within religious cultures or religious teachings. So yes, and I do believe, you know, when you really connect with someone at a heart-centered level, there's actually a spiritual connection that happens at the same time. When you're really connecting with someone's divinity and what I feel like with her, I really connect with that divine part of who she is. And there's this beautiful soul. Actually, it's not just her divinity. It's also, what I think what I like most about the two of us is that wonderment, that beginner's mind, that child within each one of us that we see, because that's where the real wonderment is. It's not just connected with our higher self, but it's also connecting with that little kid inside of us. And I just love the way we play together with our little kids. And I was just thinking that feels spiritual to me because it feels pure. We're not caught, I mean, the residue of our past, we have been shedding a lot of the residue, residue, residue of our past, which allows me to see more, and I hope she feels the same way.  And I think the way you peel that apart is just shedding the residue, doing it in a safe place. And this is what I'm so grateful for that we're both two emotional grownups that have some relatively strong relationship skills to be able to do this. This is why folks, I recommend all these books.  And if all it takes is one person to be able to lead by example, and this is why I harp on this over and over and over again with most of you, is women are better leaders of the emotional relationship than men. Men are more inclined to be the physical leaders of a relationship and women are more better inclined at being the emotional leaders. This is why I beat the drum over and over and over again. Is this sinking in? Is this resonating? Please let me know. All right. Any tips you can sort of attach? Uh, wow, we got lots of content here.  I'm going out to dinner with my sweetheart tonight. We're going down to the beach. We're going to have some seafood. I'm really excited about that. I think I'm going to wrap up today's broadcast today by saying just as a reminder, the seven ways to resolve conflict. First, make number one, make the first move. Number two, ask higher power for guidance. God, universe, spirit, ask for wisdom. Number three, begin with what's your or my own fault. Number four, listen for the hurt and their perspective. Number five, speak your truth succinctly, tactfully, and kindly. Number six, fix the problem, not the blame. And number seven, focus on reconciliation and not just the resolution itself. Focus on the resolution reconciliation. Once again, I hope you found value in this broadcast. If you did hit that like button, please subscribe. Please share this with your friends. Hit that bell so you can be notified of new videos. Certainly, once again, I want to thank those who purchased a super sticker, super chat. Thank you from the bottom of my heart to donate to the Conor Asley Scholarship Fund. And I'm going to wrap up this video as I always do. First off, giving myself a big, gigantic Jonathan Barrack of self love. I'm going to reach into the camera and give you a hug of love if that's okay. I'm asking you to turn to someone, a pet, a teddy bear pillow, and give Iter them a hug of love because hugs are a great source of love. And let's face it, we could all use a lot more love in our lives. I want to thank Susan and Eli and Brenda and Miss Cole and Elena and Kudos and Jennifer and Liske and Kelly and Jen and Stephanie and Ouija and Cecilia, child of God, Barbara. I think I mentioned your name folks. Oh, thank you so much for the kindness. Yes, my sweetheart and I are going to have a wonderful dinner tonight. All right, everyone, you take care. Have a great evening. Thanks, bye-bye now.