Good morning everyone and welcome to class before we continue looking at how we can effectively minister to children by looking at their learning styles catering to their learning styles ministering to them teaching to them preparing activities based on their learning styles will begin with the word of prayer so can one of you please lead us in prayer please anyone Shall I pray ma'am? Yes, thank you Stavri. Father God Almighty we are so very thankful to you for a new day Father we are thankful to you for bringing us together again in your presence to learn Father the ways you want us to minister Father as we are learning Father we ask you to pour out your anointing your wisdom and your understanding your revelation to us Father so that whatever we are learning Father we are able to apply it Father use it for your glory for your kingdom and to touch the lives of these precious children whom you entrust as Father and in days to come Father we may see your glorious presence manifesting in every children's church Father whom we are ministering Father and that we will see your power moving Father and whatever we are learning Father we may use it and give us that wisdom to apply it Father and glorify you in every way and way and walk of life Father bless everyone who is present bless everyone who is going to be listening to this knowledge Father and we pray that you will continue to work in us and through us to do the ministry in its most efficient way in Jesus's name we pray Amen. Amen. Thank you Stavini just like to say like you know when I began teaching your class in the first year the first semester that all of you were in you know just to uh quite excited your enthusiasm to ask westerns to discuss to debate your eagerness to participate and pray and everything you know whether it's asking anyone to pray or you know bombarding us with questions or you know discussing sharing your viewpoints it was quite an engaging class an exciting class it kept us on our toes to look up to read to prepare and all of those things which was also very very beneficial for for me as a teacher but now you know coming to the your final year the last semester I just like to encourage you all as a class to show that same kind of enthusiasm that zest that life you know which you bring into every class because of all the batches that I thought in bible college yours was somebody was your class was one which was full of life and passion and you know enthusiasm to learn and to you know just know things of God so it's the last semester just hardly two months to go I like to see the same passion that zest that eagerness so you know that motivation that energy that you bring into every class so which is missing which kind of you know demotivates us so you know I like to just encourage you all to bring back that life to class okay whatever it is okay anyways thank you Elisha I didn't expect that repentance to be so quick thank you okay so on Monday we began looking at at you know how we all you know not only children but all of us learned through our five senses it's the primary way that information gets to our brains you know and so how we can use all of these five senses in teaching children whether it's narrating a narrative from the bible teaching them a truth or also doing an activity because if you use more than one of these five senses which is hearing seeing smell taste and touch you know more learning happens it also reduces class boredom when you reduce class boredom sorry you reduce behavioral problems and also you know it can help in a children recalling the ability to recall whatever they have learned and also their enthusiasm to apply what they are learning so we looked at the auditory learners children who learn by hearing then we looked at sorry visual learners children who learn by seeing and then we went on to talk about children who learn by by touch touching I spoke about how we can you know give them different objects in their hands which is related to the story or perhaps give them something from the story to hold which they how they can interact with what you are saying because you can see some of these children who constantly fidgeting with their legs with their body they won't be sitting right they'll be moving out of their place they'll be you know you know peering over their their neighbor's shoulder you know or they use take a pencil or an eraser or a pen or a pencil case or water bottle and they're constantly fidgeting and that can you know kind of get us irritated but you know these children are basically children who learn by touch so if you just put these things in their hands you can identify them put these in their hand related to the object it connects them they are listening they relate back to what you are telling them and it because you are appealing to their learning sense the next one is learning through smell okay yeah through smell so you can get various objects that can help them you know not just see but also to smell so for example you know you can get grass or you know some herbs or fresh flowers when they're talking about creation and also when you bring these herbs or grass or you know plants or flowers when you're narrating you know about Jesus's betrayal in the Garden of Gethsemane or when he's praying in the Garden of Gethsemane you can also talk about the events that happen in the Garden of Eden when you're narrating it to them or creation you can use this you can use vinegar you know when you're narrating to them about how when Jesus died on the cross the soldiers tried to give Jesus vinegars to planches so you they can just smell that you know fragrant candles you know when you're talking about the the wise men visiting Jesus during Christmas time and narrating to and you can just narrating that event you know you can just place some scented candles so light it up so that the fragrance can fill the room also perfume you know about how this the woman came and washed Jesus's feet with that expensive perfume we're talking about Jonah you know and you know how Jesus fed the 5000 you can just get a piece of fish if it's okay and the smell the fish can just permeate the whole room and you know children just get the smell of it also you know you can baby powder you know for when you're talking narrating the story of baby Moses or Samuel when you're talking about the burning bush or the fury furnace in which Shadrach ate Meshach and Abednego were thrown into you can just you know bring charred wood or you can just burn something and they can just get that charred you know smell when you're talking about creation the food of the spirit you can get various fruits they can smell you know talking about Good Samaritan narrating to them on Good Samaritan you can bring about any medicines or vitamins that have strong odor you can you know they can children who love to learn by smell they can smell these things also you know scented lamp oil we have these oils perfume you know scented oil lamp oil you know which we put on the lamps and when we just light it up you know it gives fragrance the entire room I can use that for the parable of the 10 maidens you know even just you know bread or you know when you're talking about how Jesus is the bread of life or how he multiplied the five loaves into fishes you can use that and also you know you can use your own creativity to think about things you can also bring something that is really smelly a dirty strong odor or smell and you can talk about how you know sin is like this you know garbage smell that is so so terrible you know people cannot smell it on us when we are in sin but how detestable our lives are before God and you know what we do when we have something as dirty as this you know you can just take it out of the room and just throw it in the garbage bin outside or leave it outside plants and say now we don't get that aroma the same thing that happens when you know when we get rid of sin in our life so just simple things that you can use you know to you know help children who learn through the sense of a smell and the other thing that is you know children also learn to taste you know you can just get them you know for a creation you can or they're talking about how God created Adam and Eve you can get these cookies which have for different or sweets that have candies that have different images of animals or plants or a man or a woman a boy or a girl you can use various fruits or cut fruits and just give them to eat one or two pieces when you're talking about creation you're talking about the first sin of mankind you know the first miracle that Jesus did of turning the water into wine you can give them water and then you can give them grape juice you know and you can also use you know bread wafer and grape juice when you're talking about the Lord supper talking about David and Goliath you know how David came to that place he brought grain you can just bring some grain you can get the sandwiches you can get cheese crackers whatever give it to them to eat you know Jesus feeding the 5000 how the boy brought two five loaves of fish and two five loaves of bread sorry and two fishes you know you can give them to taste bread I'm sure children might not like the taste of fish so you can do a way with that you know also when you're talking about Joseph and his multicolored coat you can have you know gems or mmms you know or these candies which are different colors you can give them each different colors to just keep eating even as you're talking about the story Elijah and the widow at Zeraphit you know how she baked bread so you can just give them bread to eat just all of these things that you can use honey also as well you know when you're talking about how Jesus you know made a promise of the covenant that he would take the people of Israel to the promised land a land flowing with milk and honey so you can get some milk and get some honey so all of these things that you could use your own creativity to help children learn by taste so you can use food for learning you know and use food that represents something very concrete in the story okay so these are the five learning styles and I just mentioned very briefly how you could you know uh help children or use these learning styles to relate to to help them relate to what you're teaching them the story or the activity okay any other questions anyone has on this yes Asha um faster sister question like always um five sentences like in preschool where they teach about like they smell they bring all the items can it also be used for like normal like to the church services where the kids kids services so because I don't know it depends on the how the like the leader of the person who's in charge of the children's church how they conduct it or what I'm not sure so I'm just making sure like the things about the five senses that we're learning here like to make it more interactive in the churches um so are you talking about uh churches in the sense of the separate children's church where they gather or the sunday school or you're talking about the children's time in the adult church um no in the sunday services like for the separate ones the separate ones when you have your separate ones and you have separate classes for each of them you will have a maximum of say even to 10 children and not everyone would like to you know learn by touch not everyone will learn to like to learn by taste so there are only few of them so you can uh you can do this it's yeah you can do this in your class activities basically talking about uh specific classes that we teach in during sunday school or children's church time thank you first one more thing that's here what are what are the some who's missing some of the senses like how are they able to like if you're conducting that thing like without hurting them or anything how are we supposed to like how about that kids to listen so it's not that uh each one of us have just one learning style we will have more than one learning style but there'll be one learning style that will be dominant compared to the other learning styles so for example i can learn best by um uh you know by um uh seeing and i learn best by doing um and uh you know because i don't like to sit still i like to keep moving uh so these two things but for me the dominant one will be more seeing because i could captivate my attention um more than doing so if you're not able to have anything uh for them to do in that specific narrative or taste or touch uh then it's okay but you can do something that will appeal to the other styles of learning basically you know if you're doing something with uh hearing seeing uh or touch or you know tasting or whatever it will help let that answer your question yes master thank you so much yes yes Charles thank you i wanted to ask about the senses that are missing but already asha i think it was asha who asked about it i think you answered thank you yes thank you Charles elasha says you know uh the teens pre-teens and teens they can be sent to various uh uh exposure to various evangelistic uh uh opportunities uh mission trips uh to observe things for themselves yes we can do that we can even take our younger ones because in our children's church we take children from grade one grade two upward for uh you know outreach or evangelistic uh uh trips you know where they can minister and we put them along with our other uh you know children of other grades so that they're not feeling left out and they're also learning they're also seeing they're also experiencing yes yeah that's a good thing to do for basically for the older ones because it impacts them much more yes kung says thank you elasha i hope that helped to answer your uh suggestion kung says master from your experience can you tell us what one is the one sense is a children can learn best on an average best on an average is uh hearing and seeing hearing and seeing if you you know use both of this it helps hearing also should be something like i said you know voice modulation body language changing your tone speaking like you know like like when uh when david came to see go light and you know said uh uh you know go light comes and stands there and he says uh uh you know you know uh you know you can raise your voice you can say uh you know the storm will come when david came and stood of course you can't do this with the older children and he says you know what am i am a dog that you come to me with the stick and stones you know so just changing your voice and uh and it just you know it excites the class children even grade five and six uh you know are um uh excited about this um and then you know go light came and stood there and through this challenge said who will fight with me see because they're all watching w w f and all of those things so it just excites them you know just also talking about uh other things you know how how bartenders was blind you couldn't see and you know you have to be here we have a little crazy not crazy and then he just you know jesus is the side he's screaming the side with mouth opens and you know so the kids just get basically very excited they're able to relate to what you're saying so hearing can also be a beautiful way of how you presented demonstration like i narrated that whole story of the five loaves and two fishes of the young boy how it was painted a picture for us so how that person painted a picture for us and how we were just so caught up with the story so these two can be very very dominant yes did i help you okay yes elisha okay madame thank you very much um these days because there are a lot of um movies of of some of these stories available on youtube and on other media is it advisable sometimes after telling them the stories the most written to them you let them watch the movies to have a real image you know of the stories yes we said for those who learn by seeing we can use videos but you'll have to go through the entire video to make sure first of all where the source is because many of these jojoba witnesses have a amazing wealth of resources on children's ministry and you need to be very very careful about where you're taking your videos from also watch the videos because some of them are not exactly like they are narrated in the bible i just happened to click on one video which talked about Joseph and it showed exactly different from what the bible says so it was i just stopped i just didn't even you know look for look more into the video or just watch it more i just stopped it there because you know it was not what the bible said so i was not interested so you need to be very careful uh what they're narrating what they're saying and what they're showing and if it's in line with uh you know 95 percent 90 percent is with line of what the bible says you can go ahead and show it to them yes okay any more questions okay we'll move on yeah thank you elisha uh we will look at uh you know these learning styles in a more deeper way there are eight different intelligences or ways of learning so there's a person called a Howard Gardner a professor of education at the Howard graduate school of education he has identified eight different intelligences or ways of learning and this also shows us how God created us to you know respond receive and respond individually in different ways to different kinds of content such as language music you know nature that he's created or other people so this person Howard Gardner this professor at Howard school of graduate school of education he has thought about these eight different intelligences or ways of learning but take a look at it the first thing is um a linguistic you know ways of learning you know so we can see that every child actually possesses all of these eight gifts which is linguistic the next one is logical or mathematical the next one is a spatial or picture gift um and then you have the bodily kinesthetic or the body gift the musical gift okay children learn by music and then the intrapersonal and the intrapersonal so you have the linguistic gift the logical gift the spatial gift bodily or the kinesthetic gift musical gift interpersonal and intrapersonal so linguistic is basically children learn through word a logical or mathematical children learn through logic special gifts or spatial gifts children learn through pictures seeing pictures bodily kinesthetic is body gift children learn by doing things moving their bodies access you know activities musical gift children learn through music interpersonal is when we learn through interacting sorry intrapersonal is like when we're learning to interact with people sorry interpersonal is when we relate with people and intrapersonal is self-awareness they just learn by themselves they're very self-sufficient they learn to just be on their own just learn by themselves and the naturalist is you know people or children who learn by classifying things so we look at the first one is the linguistic gift which is the word gift you know children learn by seeing and by hearing i've already you know spoken about this so you can provide them books pictures videos object lessons demonstrations you can use voice modulation body movements eye contact facial expressions express the story to the faces that you know different faces that you make different emotions that you know feature in the in the narrative you can express that the next one is the logical gift where a children learn by classifying or categorizing things to understand topics so basically these children learn through patterns through numbers equations better you know as compared to other children so if you use a pattern in the sense like you know if you use going from Genesis onward you can teach them or you can teach them from from Jesus's birth onward how he did his ministry then the early church so you know patterns they also learn through numbers equations so you can give them various you know exciting puzzles quizzes activities through which they can identify you know truths of the story or learning or the memory verse we look at all of them when we are you know how to prepare a lesson plan i'll show you some of these things that you could use so these children learn through logical or mathematical they like to think through reason through things so even some of these object lessons that has to do with the scientific experiments they would really like that so you can provide them games and puzzles next one is the special gift or the spatial gift which is a picture gift where children learn through colors and images so you just basically provide them pictures books with pictures or show them pictures videos give them various you know you know coloring sheets or activity sheets in which they can color which has images and you know which will again reiterate the story there are also people or children who learn through bodily kinesthetic which is the body gift children learn by moving by touching so these are the children who will be excited to enact this kit so if if you narrated a story to them and then you you want them to you know enact it these children will be excited to come up not all children will put up their hand but you'll have these children will be more excited who'd come to enact this kit or you know you want them to do a role play be more than excited to do the role play you have any physical activities like games attention getters object lessons demonstration that you want to do you know you could these children would be very very excited for example you know I if you're talking about how Moses you know touched the river Nile with his with his you know the staff he had in his hand and the water turned into blood so you can have a you know stick and the end of the stick you can just put some red color food coloring powder there just stick it on you know put some blue on the end of the stick you know put some food color there red color and you know just have one child who's who's has this gift of learning to bodily kinesthetic or to doing you know get that child don't just come and take it and touch that water it turns red so even those children who learn by seeing will be very excited to see this you know also when when you're talking about Adam and Eve how God created Adam you know he was lifeless so you have the child is standing there lifeless and then you say Jesus you know sorry God bleed his breath so you do and you know then you say okay now you become you move around and so the child is moving and now you know Adam became a life a living being you know a human being with life in him or when you're talking about Lazarus you know these children will be excited because they learn by doing by moving by touching so you can have a child all rolled up in a white sheet or white shawl and you can have the child standing out of the classroom and close the door and then you know and Jesus went to Lazarus grave and he just had the stone rolled away and then he says come out Lazarus and you know the child was fully rolled up in that white sheet or white shawl come in you know the kids were screaming excitement and so these kids really love to do all of these things who are learned through bodily kinesthetic so you can get them to do even mimes, rule plays, enacts kids in the class okay and when they are physically engaged in doing all of these demonstration activities games and all of these things you know their mind retains things even more than what you know would would be retained if they're just basically looking at things and hearing things okay then we have children who learn through the gift of music musical learning you know gift that children have the intelligence of ways of learning to music these children basically are learned when the music is on so they like rhythm they like music they like beats so you can just have you know music playing in the background or if you don't have music playing in the background you know you could even you know convert some of these or play some of these songs which narrate bible stories in the form of song or you have memory versus scripture verses in the form of song they would like that they would learn better also when you're narrating you know you can get them to you know make noises like you know when Jesus breathes like you know or you know when Goliath came you know you can do boom boom boom you know or for example when what else can we think of when it comes to music hmm yeah you know Pharaoh was hard his heart was hardened so they can do this you know and he did not let the people go all of those things or when Pharaoh clapped his hand he called his son so they can clap their hands so just simple hand movements you know things that you can get you know they have to make noises sounds back in his screams shouted they can get them to shout also this Jesus you know when he comes to storm you know the thunder the rain the the noise and everything they can just make the wind blowing now they can make the sound the wind blowing all of those things these children will be very very excited and it'll kind of bring back their attention back to the story and music is actually not a distraction for them uh if you've noticed there are some children you've noticed uh in maybe your own families or your extended families or your friends circles children who are constantly playing music in the background and studying so I know of a child uh actually my younger sister's friend uh who's an excellent student a very good student gets good marks but even when she's studying for her final exam she will have music playing in the background so she will have music playing in the background but she's still studying for a final exam as well because she learns through you know the gift of music I also have another child in our own children's church now she's passed out of children's church but you know every time she's doing her studies even in a degree you know she's doing a project work writing studying for exam she'll have praise and worship she will just plug it on or she'll put on the the praise and worship and she'll be listening to it and she'll be stubbing and I had punches in my house and in my room I had to tell her you know please put it on because I can't concentrate I'm on somebody who has the musical gift uh it kind of distracts me but for them it's not a distraction okay so these children learn through melody rhythm uh so you know there are various um stories like a story of Jonah, Zakiess you know songs and food of the spirit so all of these songs you can just play it use it teach them these children will be very very excited the next kind of you know learners are those who have a personal gift gift the interpersonal gift or learners these learners learn while relating the information with others they love to work in teams and groups they love to share information they compare their ideas with each other so you can see some child when you tell them something you narrate an incident or tell them something that you're trying to explain you know like for example this is what happened in my life or this is what happened the other day when I saw it this child will be very excited and then quickly you know not waste a second or a minute to talk to a child next to them say hey yeah you know this is what happened uh uh sometime back this is what happened and we can get very irritated with them because we think we are they're disturbing us they're disturbing the class they're disturbing the child next to them but this is how they learn through interpersonal because they love talking to their neighbor they love sharing they say yeah I think you know I agree with her I don't agree with her because this this this and they'll share their viewpoints they'll share their ideas or if they know that you totally get annoyed you know when they're talking with others they will just whisper or now it's very easy because they have their mask on so they love to talk but also these children you know will begin engaging with you then love to ask questions so for anything and everything they will just have one question and you think how silly this question is or you think this child is just totally disrupting my class or this child just loves to interrupt me or you know I think this child is just enjoying or having fun at my expense but literally no it's the child learns through interpersonal because they just can't sit quiet and listen and see or all the activities that you they do they just love to talk they just want to say something or they are okay so you know you can provide grouping discussions quizzes you know just too many discussion with their with their friends around them what they think what they feel you see in that kind of a group there'll be some children who are very quiet but there will be some who go on talking and will not stop and not give a chance to others if these interpersonal children who learn through interacting with others and then we have the other intelligence or way of learning is true intra-personal so there's inter with an e and there's an intra with an a so this is self-awareness gift you know they are very different from those who are interpersonal these they don't like to learn with others in a group they learn best when they're left to themselves so we see some children you know all the children be sitting there they will sit right at the back they will sit away from others they will have nothing to do with the discussion they will not even move their bodies when you ask them to get into a group they'll be least interested because they are the the self-motivated learners they've been just two things on their own learn on their own they enjoy it best when left to their selves okay so they learn best when left alone so you know space but you can just say okay you don't want to move to your own group or you can just sit near this group and just listen you know so they they are not missing out on all the discussion or the learning that happens but these children will just learn by seeing you know by what you're showing them activities they won't be interested in maybe interested in touch and smell because it's very more or taste because it's more personal it is connecting to their own person so they can have these learning styles they're not the bodily kinesthetic who like to do things through activities okay and then we have the naturalist which which is the last of the eight that you know Howard Gardner has you know listed out as eight different intelligence or ways of learning so we have the naturalist these naturalists are you know children who learn in a natural way they can be called natural learners you know in any of the other ways their mind you know sorry retains information even if there's been a classroom listening to lectures watching an educational movie going on field trips you know studying alone a separate room or you know while they're also doing group study these learners can you know just receive information they can get take content taking content data best through you know just listening and also through experimenting and practical methods so you see these they will have a formula for it or they will have an acronym for you know the points that they are they have to study if there is a big question they will kind of find an acronym to you know which will present the main points they like to draw it out they would like to experiment it in practical ways so basically they learn by classifying things and you know they're also learned by you know outdoor activities when you provide them outdoor activities you know by looking at things studying observing things field trips and all of those things so each one will enjoy it so when you take them on a mission trip or take them to minister in an old age home orphanage or anywhere you know street evangelism whatever or praying for the sick they would be very very excited because they learn through experiment and through practical methods so these are the eight different intelligences different intelligences or ways of learning we need to know that each child possesses all of these eight gifts and also all of us can possess all of these eight gifts but you know each one of us or each child will operate comfortably in one or two gifts even though we all have or possess these eight gifts you know each one of us will have one or two which is more dominant than the others which means one or two gifts will be more dominant than the rest so each student's learning styles or intelligences will consist of a different combination of these gifts and you know children learn best when their classroom activities appeal to their dominant intelligences therefore you know as children's church ministers as teachers you know we should include one or more of these intelligences or one or more of these learning styles in our teaching or in our activities so that it will minister effectively to each child but when we choose we need to be very very conscious and be aware that we don't choose the activities that best suits our own learning styles and don't fall into a trap that you know what makes you feel comfortable don't think in your terms don't think okay you know this is what this is the way I best learn so I'm going to use these things there are you know an overlook for example I might not learn to to smell and taste so I can overlook it but I need to keep reminding myself hey how can I include all of these all of the learning styles and not just choose activities that best suits my own learning style or also not you know do things that are comfortable to do things what I am comfortable with but teach children you know keeping it but prepare our lessons and activities keeping in mind what you know best children can learn or even knowing your class and knowing hey this child is doesn't learn through hearing and seeing has to have some activity touch something you know you know I need to do something I just this child is totally distracting everybody else distracting me I need to keep that child engaged so keep prepare your class and your activities keeping in mind the children that you are ministering to and also you know all of these learning styles these eight intelligences is not something that we say oh you know this is such a burden to think about all these things prepare carry it you know do these object lessons prior see if it works these experiments and then go carry all of this to church you know it's it's quite demanding it's quite challenging it's quite difficult so I just you know narrate a story and things like that but we need to remember that each child is created in the image of God and each of us are different you know each has own creative ways of expressing ourselves and also if imagine if we are able to present the truths in God's word in a way that best appears to their learning styles or their intelligences you know imagine the excitement they will have to read God's word the excitement they will have to go back to God's word they will not find God's word boring because they would know that hey when I teach us presented in such a creative way that appeals to my learning style you know God's word is exciting it's not boring it's not something that I do as a ritual but you know I can you know I can envision things I can you know see things I can you know just run things through my mind even as I'm reading the narrative so that's how we need to present the gospel for them so the children fall in love with God's word because it's basically appealing to their the learning styles it's you know it's appealing to their different intelligences or their ways of learning so even as you you know take that steps you take that you know the pain you you spend time in preparing all of this you know the child knows that you are taking interest in communicating the truths in the way that best engages them that relates to them and you know you would come across as somebody who they can depend on they can trust in you become their mentor you become their friend you know and they will come to you for creative ideas they will come to you when they're going to challenges and difficulties they will even you know call you later on in life when they're going to challenges and difficulties whichever part of the world they are you know and just ask you to pray or you know help you through some challenging situations see you through give you clarity in what they're going through and help you through difficulties that they are facing so yes you know all of these things can take a lot of time and effort to plan and prepare best way to easy way to do is just talk it out but when you do all of these things you know it it takes you know it just shows the child how much interested you are in it helps them to just fall in love with you and also you can become a good mentor and a friend where they can open up and where you are building them up in the ways of the world okay so any questions anyone has any questions anything you like to share any thoughts anyone has these things can also help us to understand our own learning styles also helps us to understand our own gifts what God has given us the gifts areas of our creativity how we understand best also will help you to understand your own children who you try to teach you're trying to impart things into their lives whether it's you know knowledge of the world or you know scripture that you're trying to teach them you can understand what is their learning styles and you know when you relate to them in their learning style it just basically helps them a great deal or if you are a leader you're handling a team you know you have people with different intelligences learning styles use their gifts in their areas of expertise don't give them something which they are not good at which they will struggle you know which can become very challenging for them and you know it will be so difficult for you to get things done through them they will find it so beardy they will be so irritated you will be irritated so also important for us to know when we work with the adults what is their learning styles their intelligences and best maximize on their styles their intelligences so that you know the outcome can be better or how you are progressing in your project work can also be better okay I'll stop there if there are no questions I think that you'll like to any clarity or need any comments okay there's nothing then we'll end class thank you all for joining class have a blessed day and I will see you all next Monday thank you


So some of you guys might just recognize this view I certainly do This is where I'll be staying for the next two three weeks before finally making my big move to Thailand and I just wanted to kind of fill you up with what's been going on In terms of you know my well-being peace all that shit everything is pretty damn good I have to say I've spent a couple of months being mostly Just in a state of feeling good without really feeling the need to do anything And so me recently going back to business going back to helping people I was a bit concerned because I was like Whoa, like am I going to go back to like thinking a lot and always being in a stress to do things Apparently, no, I'm able to function really well There's definitely a more thinking because there's more to think about but In terms of emotional well-being and just feeling of peacefulness Hasn't really changed and a bit. So I'm really happy about that Regarding the business side of it. Well, if you've noticed I've lunched a few stuff Mostly the 37 dollar product, you know evolution of a maniac the book about my life Which complements the free e-book that I give that is only practical without like too much background and One moment, sorry, I just seen the cutest little baby kitten I've ever seen probably and felt like he was in need of help. So I thought I might take care of it But it appears to be doing fine So, yeah, I uploaded the 37 dollar product. I have the entire funnel down Also selling it through the emails that's growing really really great And on top of that I'm currently working on the 997 product dollar product basically a course Where the the goal is to make about one or two sales of the $1,000 product every day and make about 20 30 sales of the 37 dollar product also every day It's going to that path pretty well, especially since I have a few friends that are Getting these results basically making you know, three four or five thousand dollars a day and I'm really excited about it sort of I mean I am but It's not like like it was in the past like oh my god. This is you know I'm going to be complete and happy and fulfilled now. I'm already complete and happy and fulfilled So it's a pretty nice bonus. It's nice to see, you know, as Jesus says basically once you sort of learn the truth About what you are and what you need Even that which you thought you needed shall be added on to you So even what you thought you needed to be happy you're going to get anyway as a bonus But you don't need it anymore. So even if you didn't get it It would be perfectly happy either way and again doesn't mean like lowering your expectations. It just means Not letting external circumstances Change your degree of peace internally even further saying you have no peace if External circumstances can change how you feel because They're always changing. So nothing is reliable Cool. So yeah, that's just kind of a little update Let me let me get let me know what you guys want to see soon and Check out the free ebook if you haven't yet subscribe to the channel if you haven't yet and See you guys soon


Hey everyone, welcome back to another XOZeroes video. So today's video, we're going to talk about the usage PvP for the monthly ranking as of May 16, 2021. But before that, if you want it updated and fresh XOZeroes episodes, please click the subscribe button, it's actually down below. Okay, to start off this video, we're going to discuss the top usage heroes in PvP last April 18. So if you're going to take a look at these rankings in terms of 1 to 10, this is actually dominated, this was actually dominated by, you have their Linombe, and you have their Wasted Red, and also Greenland, plus of course, you have their Schmidt. So let's take a look at what we have or what data we have for May 16. So for May 16, it's more or less the same. Aside for a couple of adjustments, we'll start from the least part, which is number 11. So Talia in Bathory dropped from 9 and 10 to 10 to 11. I'm sorry, it's no longer the top 10 with the top 11 because Talia in Bathory have the same percentage. So what's new, what dropped them is actually Maggiett number 9. Then you have their 7 and 8 FC Garf and FC Rero just switched places because again, Garf's usage is actually up because of her rework of course for her Fated and Fate course. And next would be FCZ on 6, no change, FC Barak at 5th, no change as well. FC Rachel and FC Roddy actually swapped from 2 to 4 and 4 to 2. So Rachel is now at 4th with minus 2 drop, FC April no change at number 3, FC Roddy plus 2 at number 2, and of course FC Schmid leads the pack at number 1 in terms of usage. So let's move on to the teams that are being used. Number 1, first of all, for the 14 usage, April, FC April, FC Rachel, FC Xeon and FC Barak and FC Schmid, this actually has not really gone down that much. I think only 1 or 2 users, but they still remain in the top spot. Next would be Bathory, Rera, FC Talde, FC Roddy and FC Schmid. This actually has gone down a bit, I think 1 from the previous month. The third one, this is actually a climb up. So FC Garf, FC Roddy, FC Maggi, FC Ramji and FC Schmid actually now at 6th. So more or less, this is actually a Warp 3 Nations already. So you have their Linnombi at 1, you also have Green Lana 2, then you have Wisted Red at 3. And for number 4, you have there another team under Linnombi, Minus Schmid. So this is actually more or less a purely Linnombi team, which people are still using, especially if they haven't leveled up Schmid that much. Then at number 5, you have there Shell, FC Shell, FC Xeon, Redly Garf and Maggi, kind of a old meta, but it's still being used right now. I really do hope that Xeon, FC Xeon and FC Shell, or Astoryship Public in general would get a bit of a bump because there's a lot of potential really in that team or in that nation. I only trust 3 heroes there, Shell, Jani and Adams. The rest, I do hope they would improve or core reverse or probably add improvements to Jani. There are some in the community that have told me that her kit needs improvement also for FC Shell and actually Adams had a good recent core reverse. So more or less, again, we need more health for Astoryship Public. The last one with two usage there is FC Garf, Redly, Maggi, Ramji and Jean. So this is more or less another version where Jean is in and Jean's usage is actually climbing up. There are a lot of, I've encountered a lot of questions asking about Jean whether they should unleash potential, whether they should invest. Well, for my take is it's always a gamble when you invest. Just see if a hero or a character has potential to go or to bring your team over the top, but I think Jean is above average. He's not really that very, very good. He's actually more on the above average going to good. Okay, if you know what I mean. But more or less, I haven't even unleashed potential. My Jean, I'm still waiting for my Maggi to be unleashed potential. So more or less, I still have, you know, I still, I'm still ways behind in terms of offering a very powerful FC Jean for Wasted Red. But I think FC Jean has really a lot of potential. So more or less, it's usually up to the user on which Jean can be used in his team. But again, it's how you use him in PvP that matters. Sorry for that. Okay, so just plug in my laptop. Sorry for the intermission. So more or less, let's proceed to the nation usage ranking. So in terms of nation, again, Linon based number one up to now, there's no disputing that they have taken, you know, they have ruled the number one spot based on fast attacks, based on relentless attacks, especially with Schmidt in the picture. That is actually, I already kind of thought about it when Schmidt came out that this team would really be the one to beat as long as they don't put out any counter for Enombe, they will be the ruling party or the ruling nation for PvP. Okay, next would be Wasted Red. Why is Wasted Red on number two, not Greenland? Okay, two heroes play a particular role here in terms of usage. Garf, because Garf recently had a bump in usage because of the improvement of her kit, FC and Fated Character. FC Red Lee, I've seen, splashed with a lot of, you know, with a lot of heroes or sorry, with a lot of other teams, I've seen him splashed in Linonbe, I've seen him splashed in Greenland together with Schmidt. So again, in terms of usage, they are still top, close to number one. So I think, as you've seen, Red Lee's second in usage and FC Maggi is actually climbing the ladder because again, FC Maggi is a first guardian and she really plays a big part in terms of defense for PvP, that is why I think she's climbing. People are actually wise enough right now to consider also defense during PvP because again, you're not really battling a live battle, like the arc burst that we're getting soon. So more or less, defense plays a big part as well in winning in PvP, especially Zabestunia, especially defense actually has a bigger point or bigger points in terms of the ranking. So again, people are giving premium, that is why Maggi is here. For Greenland, you have their FC Rera, FC Bathory, FC Talia. So the big three, Minus Tantalo, again Tantalo, sorry for him. He has been sidelined to the bench, but these three again have been solid since day one. I actually, in a way, I have regretted not leveling up my Greenland. They're actually a ways to go in terms of building them in terms of, because I actually prioritized Astoryship public, but it's okay. So Wasted Red and Astorys for me and as well as Vagabond. But again, I'm still in the works in doing, in fixing my Greenland teams, Anish Potential, Signature Force. They are a team to reckon with since day one. So for those who have stuck with Greenland, I'm sure they are happy that they have, you know, Greenland is actually good for defense. That is my take. The best team for defense from what I've seen is going to be Greenland, the team with Rera, Bathory, Talia, Rudley and Schmidt. It's really a hard to crack. That team is actually really hard to crack. So more or less very good defensive team. And still, I'd go, you know, I would love to have that choice, whether I could use Wasted Red or majority of Greenland. But again, so I don't have a good Greenland team right now. So that is actually my regret. And okay, also for Vagabond, you have FC Schmidt. So hopefully we get FC FC Awaken Xeon soon to join FC Schmidt. So that would be interesting on the new dynamic of PVP again. The one year anniversary for Global is nearing. It's going to be on May 28th. I'm seeing a lot of teasers out there. New fate course, probably just aesthetics. Beautiful design as well. So more or less, I'm looking forward to that. Okay, so guys, thank you very much for making it to the end of this video. So for those who haven't subscribed yet to my channel, please do. This helps my channel a lot. Okay, guys, for updated XO Sears content, please subscribe. So it's down there below. Anyway, guys, take care. Stay safe. This is the warden and I'm out of here.


Hello and welcome to another Prophecy Files briefing. I'm excited to bring this message to you because it is so relevant for the times we're living in. Recent days, we've seen shootings that have been taking place around our country, lawlessness that has been abounding, and that's exactly what the Bible said would take place in the last days. And one of the reasons why is one of the top 10 indicators. In fact, I may share some of this with you in subsequent weeks. One of the top 10 indicators that we're living in the last days and we're living on the edge of the coming of the Lord is the fact that there would be a vacuum for a world leader. We've got plenty of world leaders that are trying to posture for position, but I can tell you right now, none of them are going to fit the role that is needed in order to step on the scene and be able to speak the words that actually bring peace and can straighten things out in our economy, in our world, with the wars and rumors of wars and all that is happening. In fact, from this article, the dawn of a new alliance of nations as US power fades. This, along with many other articles, are letting us know that we're watching as America's influence in the world is declining. Now, the Bible has a lot to say about this, but I'll share with you. From the book of Matthew chapter 24, verse 24, the Bible said there would be many faults Christ that would come, false prophets, showing wonders in the last days, and here's the key, deceiving many. Deception is at an all-time high with the spirit of lawlessness and the lying spirit that has been turned loose in the last days. And that's exactly what the book of Revelation said would take place as the Antichrist is making his appearance. But here's a little note that I found in the word of God from the book of Timothy. In fact, from the book of first Timothy chapter four, you can read along or find it a little bit later, but the Bible says, now the spirit speaks expressly that in the latter time, some would depart from the faith, giving heed to seducing spirits and doctrines of devils. Speaking lies and hypocrisy, we're seeing that, having their conscience seared with a hot iron. They have no feeling about it. They can lie straight up and it makes no difference. But here's what caught me in verse number three, forbidding to marry and watch this and commanding to abstain from meats. Do you realize that the UN and the World Economic Forum's platform for 2030, that is fast approaching only seven years away, is literally trying to transfer and shove the entirety of the world into not eating meat, but actually eating bugs? It's all right there, well documented. These are the things, ladies and gentlemen, that are pointing us toward the imminent return of Jesus Christ and the rise of the Antichrist. In fact, the Antichrist system is already in place in so many different ways. You can see what's happening in our world by folks that are environmentalists that are saying to us, hey, you've gotta embrace the environment and not have so much of a carbon footprint. But when it comes to East Palestine, Ohio, where there's been one of the greatest environmental disasters that has taken place through that train that was derailed, there seems to be no concern. And on and on the list goes, ladies and gentlemen, we're living in the last days. And one of the most important things you can do is be ready because at any moment, Jesus Christ is coming soon.


I'd like to explore with you today the idea of the migrant street as a highly experimental space occupied by migrants in the city. The migrant street is also a marginal space in the periphery of cities where jobs are hard to come by and the impacts of austerity governance are hard felt. Here it is important to recognize that the street is not a square, unlike Zuccotti Park or Terrier Square. The street is a space of everyday inhabitation rather than symbolic occupation. Here I'm interested in how the streetness of the street fundamentally matters for who is able to participate in making the city and under what conditions that participation is brokered. And I'm also interested in how one's citizenship, one's city-making capacity, is tied to conditions of legal status, race and class, as well as the new ways of being urban. As is clear in the aftermath of the global financial crisis, the political unrest in the Middle East and the UK's own recent Brexit result, we live in an uncertain and unequal century. New forms of relegation and resistance emerge on the street in practices of meaning making that are deeply spatial. In the convening powers of territory, streets surface the possibilities of a trial and error city-making. The Afro-supermarket, the Lucky Dragon Takeaway and Linscaf exemplify the inhabitation of cheap-to-let properties outside of the city centre. Here trade is both agile and precarious and the social life of being local and being global are lived and recalibrated. Over the past two years, we've been exploring streets in poor and ethnically diverse neighbourhoods across the UK. Our super diverse streets project has taken us to Manchester, Leicester, Birmingham and Bristol. These are the dark purple spots on the map and they reflect the highest countries of origin outside of the UK. Here migration is expressed primarily as an urban phenomena. In our project, we focused on a number of dimensions but really we were interested in two core questions. The first question was what kinds of economies and spaces are possible in diverse but poor parts of cities? Then the second question, the question that we're very much focusing on this year, is that if people are relatively economically agile in these places, in what way are they politically agile? One of our key questions is what do people do when things go wrong? We start our explorations by walking the streets. In our case, a sociologist, an architect and a geographer engaging with the proprietors of the street. This is an image of Narba Road in Leicester and it spans the top of the map. It takes about 15 minutes to walk the stretch of the street and in this relatively small urban space are proprietors from Afghanistan, Cameroon, Canada, India, Iran, Iraq, Jamaica, Kenya, Kurdistan, Lithuania, Malawi, Pakistan, Poland, Somalia, Sri Lanka, Tanzania, Thailand, Turkey, Uganda, UK, Zambia and Zimbabwe. In this extraordinary list are the connections to Britain's histories of empire, its interventionist politics and its global appetite for trade. The kaleidoscopic charts that in some way reflect the capacities of streets in both Leicester and Birmingham point to two things. The pie charts on the left hand side essentially show that most of the business activity on the street is independent. In other words, it's not tied in any way to corporates. And then in the middle graph, there's a really interesting representation of language proficiencies amongst proprietors on the street. Now this is not only the capacity to speak in regional dialects. These are people, for example, who speak Udu French, Spanish and English. So on Narba Road, for example, two-thirds of the shopkeepers speak three languages or more. Now I'm willing to hazard a guess that this might exceed the language competencies of our cosmopolitan audience today. And I wonder if you could just raise your hands if you speak three languages or more. OK, so maybe Leicester just out pips Venice on this rare occasion. But the story of the street is not reducible to a corner shop cosmopolitanism because this would ignore the very real structures that position and keep certain people in certain spaces of the nation and the city. So what this is is a mapping by one of our colleagues in our office based on the 2011 census data across the UK. And it maps where people live when they come into the nation. Now if, for example, on the left-hand side you came in from Sri Lanka, Bangladesh or Somalia or even Jamaica, you will almost certainly live in a city, but not only will you live in a city, you will live in the inner city of the city. By contrast, if you came into the UK on the other end from Poland, Ireland or Germany, you live in villages, you live in suburbs, you live in small towns and you live in cities. Now in some ways this shows the deeply racialized and ethnicized patterns of human settlement across the nation. But it also tells us other stories about access to work as well as access to social housing. All right, now in this mapping of the street that I've shown you previously, that's Narba Road in Leicester, we've drawn something like a Morse code drawing and it goes some way to explain why we repeatedly see certain combinations of diversity in more deprived parts of UK cities. So on the vertical column you have the intersection of historic events and political regulations and then on the horizontal bar at the bottom you have the places that people have come from. Now what's extraordinary in this correlation is that the first cluster of people coming in round about the 1970s are the East Asians who had to flee Africa and so on that chart you see people coming in to Leicester from places like Uganda, Tanzania, Kenya. But then round about 1999 you get the Asylum Immigration Act coming into being which is essentially an act that takes asylum and refugee seekers away from London and the South East, essentially where the jobs are and pushes them upwards to 12 cities in the Midlands and the North. And then really notably you get the impact of the global financial crisis. So at the bottom of our page we see a whole lot of red dots of people who have recently set up shop and time and time again what we heard from these proprietors well was the story of, well five years ago I was driving a bus, I was working in the post office or I was working in the local authority and I lost my work. Here is another world to street map this time of Stapleton Road in Bristol. Now really interestingly 38% of proprietors on this street come from countries where the principal flow is as asylum seekers and this includes Afghanistan, Iraq, Nepal, Somalia and Sudan. So if you look at the top of the map where the street is coded, you will notice that the streets divided in two halves by a highway. The street portion on the right hand side is largely occupied by Somalian proprietors who came from the north of Somalia during the Civil War, while that of the left hand side is occupied by Somalian proprietors from the South. This territorial divide on a street in Bristol echoes a deep national division in Somalia itself. Haroon who is one of the traders on the street points this transfer of geographies out to me when he says, for the most part the street is divided and we go about our ways but we come together when we need to. This map is an extraction of the first map and it traces the multiple journeys taken by migrants. So for example we can see Chao Qing who leaves China to go to Argentina where he learns to speak Spanish. Argentina is badly hit by the financial crisis so he moves to Bristol where his Spanish becomes redundant. These red lines then are far more than zigzag movements across the planet. They encapsulate and extend and extended migration processes where the migrant perpetually acquires additional skills but at the same time is always made redundant. This is a shop of a street in Bristol and it's occupied by a Lima who is a student who came to Bristol via Sudan first from Greece and then Italy. He's essentially taken the standardized terrorist typology which was built to house migrant labor in the period of the industrial age and what he's done is he's divided into four units of sociability. You can basically get internet access at the front, you can play pool, then you can play cards or you can go outside for a smoke. The lively material life of these spaces reflects the capacity of youthful energies and the constraints of tight budgets. These are spaces where Lima literally learns the city and gradually making adjustments as needs shift and ambitions grow. Favors are also exchanged on the street so this entrance to the restaurant says that they'll fill in forms for you. Now the filling in of forms or the ability to engage with bureaucracies is a prime street skill and economy that varies from trading favors to one-stop immigration shops to the countless solicitors who now occupy ground space on streets to deal with the incredible density of the current immigration bill. Also interestingly we learn that a lot of the religious institutions on the street are filling the gaps of the receding state so this is a good juara and it reflects in the words of Raj who runs the juara before 2008 we used to provide up to 80 meals a day. Now it's more like 2000 meals a week and we give food to every Tom, Dick and Harry. And finally we shift to Cheetham Hill which was a street originally shaped by Jewish migrants in the late 1700s and 1800s when they were cast outside the city and had restricted conditions of trade. And what's really interesting about this street and I want you to go to the second arrow on the map is we estimate that there's about 700 jobs on the street which means what we're really looking at is a small factory. Really interestingly the third arrow 78% of proprietors on the street have tertiary education. This indicates that retail is not so much a cultural disposition but a circumstantial one and when Asif asks Sabir how have you outridden the crisis he says our people have always been in recession. And finally in closing I'd like to end with the map of the UK in its two moments of referendum the 1975 referendum which asked people if they'd like to be a member of the common market and of course the 27 Brexit. In four decades we see deep shifts in public opinion and in some cases a dramatic turnaround in what it means to belong and with whom so in 1975 Scotland voted most strongly against the common market and experienced a complete reversal in 2016. This suggests that public consciousness responds to tough times but it also responds in the case of Scotland to strong political leadership where the need to embrace a wider world is unreservedly emphasized by politicians who are not afraid of speaking about migration as integral to 21st century citizenship as Jean-Louis put it opening up the social frontier. Finally migrant streets are litmus strips of change that reveal other ways of engaging with Britain's past and future. These are local worlds made by deep ties to long histories of migration and Britain's connectedness to the world. Migrant streets are spaces of incremental experimentation and investment in places increasingly abandoned by public investment. These are ways of making the city based on cultural exchange which has little to do with nativism or with nationalist assimilation and has more to do with the fault lines and possibilities of a shared planetary future. Thank you very much. Caroline, four minutes to respond. 445, that's my last, my final lover. And I must say that listening to some of the work that she's done on Bristol and Leicester and the streets of Birmingham actually take me back to the streets of Nairobi and Johannesburg where I grew up where we have this kind of hyper diversity whether it's ethnic diversity, language diversity, but also where the global and local clash and this living in trans-local sort of spaces is a reality. And I want to make three points from some of the work that I've been doing around refugees and around urban displacement more generally in South Africa but also the rest of the continent, East Africa as well. And I think the first thing that I would like to say is that power and how power is used on the street is an extremely important factor. And I'm not talking here of the Tokodian sort of sophisticated power, I'm talking very much about the coercive power, the Weberian, in the Weberian sense, the gangs, the state, the police, the vigilantes and how these actors on a street regulate exactly who lives on that street, how they live on that street and how they can or cannot behave on that street. And here I remember or it calls to mind some of those the killings, the Somali killings that we have seen in townships in Johannesburg where Somali shopkeepers are burnt because local gangsters, local communities do not want any competition or do not want foreign shop owners on their street. I'm reminded by about ethnic, the ethnic clashes in Kibera, in Islam in Kibera where certain ethnic groups are not allowed to live or be on certain streets and in fact the kind of violence that is meted upon those opposing groups is extremely horrific, forced circumcision or rape, etc. And these are the streets that we live in, power. Who controls that power? Not always the state, but the state is often involved, is an extremely important way of analyzing and of understanding the street. So we can talk about how streets in our urban centers are shaped by global capital and how these processes sort of sort out who lives where and how they live, but doing this sort of hides the way in which power is also embedded in ethnic identities, in masculinities, in social relationships. That's the first point that I'd like to make. The second point that I'd like to make is around performance. And this is, you know, as academics or researchers or urban planners, we come into these marginalized spaces with the idea that these, the categories, the people who live in these spaces and their identities are fixed, that they are the refugee, that they are vulnerable, they need our help and we need to plan for them. But, you know, while this is of course very true, that they are constrained by certain structural forces, I think it's important for us to remember that the multiple registers within which people perform their identities. And so these identities don't remain fixed. A refugee may use the refugee identity to access resources on the one hand, but on the street, that refugee may well be, you know, subject to violence because they're the other, they're outsiders. I'm here reminded of a young woman, Sibongile, who was a migrant that I was working with in Johannesburg and who was HIV positive, single mother, she was from Zimbabwe. And the first time I met her, I said, you know, there was these tales and tales of horrendous, traumatic things that had happened to her that were very difficult for her to live in Johannesburg. And a few days later, a few months, I got to know her over a few months through the years, I said to her, but Sibongile, why did you tell me this story? Because the subsequent stories were like, look at what I bought and look, come and see the new computer that I bought and I, you know, there were not these narratives of desperation. And she says, oh, well, when I first met you, I thought that you might help me with papers or something or to go overseas. And I realized you're going to not help me at all. So I just became normal and we became friends. So the idea that identities are fixed, that they're not static, that is something that we need to understand on streets because these identities are both powerful tools, but also targets and identities of vulnerability. And this leads me to my last point, Mr. Chair. And it's the final point on the post-colonial street of the post-colonial city. And in many ways, Bristol and Birmingham and Leicester and I'm sure many, many other cities on this fine continent are very similar actually to the streets of Mumbai, to the streets of Peshawar, Nairobi, Johannesburg. Because they're becoming increasingly hybrid. They're becoming increasingly contradictory. The kinds of diversity that we're seeing on these streets is actually something that we in the global south have been talking about researching and experiencing for many decades. So this presents both an exciting and a challenging proposition for the new urban agenda and for urban age. And finally, I think that epistemologically the post-colonial street provides a window for us to understand the urban age in the 21st century. Social relationships, the economies of the informal and formal economies. These are things that are happening elsewhere. The nature of politics, ethnicity and social relationships. These cities have always grappled with some of the contradictions that you're facing in your cities now. And it's important for us to understand what's going on in cities in the south. Not just because the engine of urbanization is happening in the global south, just as John Claus said. But precisely because the theories and conceptual framers which we have used to understand our own cities, to understand our street, can actually help the global north understand where their cities are going and what their streets are looking like. Thank you.


From New York City, where the American stage begins, here is another program with a cast of outstanding players. Public service time has been made available by this station for your Army and your Air Force to bring you this story. That's proudly we hail the United States Army's Airborne Infantry. The story is entitled, The Long Jump. This is the story of rugged soldiers and the training they undergo that turns them from good infantry soldiers into fighting specialists as proudly we hail the paratroopers. Our first act curtain will rise in just a moment. But first, young man, if you want to take a good job and stick with it, why don't you enlist in the United States Army? Ask the man who knows. Ask the career soldier. He's the man who's made a lifetime job of it. Find out about all your opportunities in the service down at your nearest United States Army recruiting station. Look into it right away. And now your Army and your Air Force present the proudly we hail production, The Long Jump. All stock.  Even though the men sitting motionless on either side of you are your friends and buddies, they offer no comfort now. Each man with his own thoughts, each man committed to the Long Jump. All the weeks of training, all the weeks of learning and preparing have led irrevocably to this point. And in looking back, you suddenly feel what a short time it's been since the day you arrived at Benning with a group of volunteers to begin paratroop training. All right, Eddie. As a sergeant, I'm not a very good speech maker, but welcome to Fort Benning. Welcome to the airborne infantry. You think basic was tough? We've got something here. It'll make it seem like a tea dance before you throw. Eddie's, Eddie's. Now the corporal here is going to march over to the mess hall where I advise you to eat hearty because I got an idea you're going to be awful busy this afternoon. Good old Sarge. He was so tough you'd have thought he'd been hatched out of a leather egg. Well, that's the way it started for you. By the end of that first day, you wondered how you'd ever make another. Lower me gently, mother, for I'll be Queen of the May. Oh, it's not so bad lying down. It's getting up that hurts. Friend, I've got news. I shall never rise again. The name's Jeff Marlowe. I haven't put it on my tombstone. Glad to know you, Jeff. Paul Stark. Paul, didn't anyone ever tell you never to volunteer for anything? It seems I heard that somewhere. Oh, I got an idea what they meant. Is that body lying there on the other side of you alive or dead? If you're referring to me, son, I don't rightly know. I bet I can rightly tell where you come from, sir. Yeah, and where would that be? Northern Maine. Northern Maine? What country is that in, son? What do we call you, Tex? Well, my given name is Percival Kildare McBride III. But I guess since we're all suffering along together, y'all can call me Percy. Percy? Where'd you get a handle like that? Well, I guess he's just given to me by my mommy and my pappy. Like any other name. Where are you from, short stuff? Ebbetsfield? Yeah. I come up out of the pitches box. Oh, I know you. You're Sal Magley. Yeah, and you must be Leo DeRosha. It appears to me, son, that the afternoon roundup's been too much for these boys. Yeah, it looks that way. What do they call you, short stuff? Oh, lots of things, buddy. You guys can call me. Sammy will go on his fly shack at a 412th. Whoa. Hey, fellas, I got an idea. Now that we've been formally introduced, let's not get off and go to sleep. Son, I'll buy that. Three spades. Double? Ray double. And raise a pot. Good night. Bless you all.  Those first few days were brutal. You thought you were pretty good at PT, but you never knew what PT was until the sides put you through the paces. Push ups, knee bends, back bends, everything in the book over and over and over, and then to top it off a nice 5 or 10 mile jog uphill and down there. Then the jumps are 4 and 6 foot platforms. Hour upon hour, learning how to land relaxed, how to somersault forward and backward. Toughening up, they call it. And brother, they're not kidding. No, no, no. Look, McBride, how many times have I got to tell you to keep your knees bent? Icehacker is a paratrooper. You'll make a good bat boy roll when you land.  PLF, PLF, PLF, parachute landing pole. That's what it means, Molo. Not how to make like a ton of cement. All I can say, Stark, is that you're lucky this cabin has a mock-up only three feet off the ground, not a plane a thousand feet in the air. A long drop on a clear day, buddy, the way you just did it. A parachute's a thing of infinite beauty. Intricately fashioned out of silk, its light, fragile, seeming 28 foot canopy is a tough, durable umbrella of safety. Composed of 112 pie-shaped pieces of double-soaked silk, it has a tensile strength of 40 pounds per square inch, while its braided shrouds can take up to 450 pounds of sudden pull.  There's no telling how many times you pack and repack it during your training. Your life can well depend on how you care for this graceful instrument of descent, and so you care for it seriously and thoughtfully. How's that? It looks fine. Well, it's one way to find out. Shall I do the honors? Every man to his own ripcourt, I always say. You may bail out at leisure. Oh, but it's so far down there. You must be brave. What's the matter? Have y'all gone loco? Go away. We're preparing a jump. You've been doing it all week. You're going to do it on Sunday. Stand back, you longhorn. Give the man some room. Be brave, Paul. You pop that shoot in here, and you're going to have a time packing it up again.  Hey, Samuel, these tender foot are going to pop that shoot. No, no, Pussy. Don't let it bother you. The Lonely Avenue in Flatbush, we call them eagles. Come on, give me room. You're out, emo! Ray can have the pleasure of packing it all up again. From Lulu to Hangman's Drop, the training really picks up and gets off the ground. You get off the ground with it. The Lulu is all of that. 30 feet up on a platform, you buckle on your parachute harness and raise your hands overhead on the risers. And you wait for the serge to send you merrily on your way. The risers are attached to twin parallel lines that slant downward to the ground. Somewhere between the time you leave the platform and the end of the line, the serge will shout, let go. And you'll be set free to make your own three-point landing. Let go! That's right, boy. Keep landing like that, we'll make a trooper out of you yet. All right, McBride, you're next.  I believe I'll give up eating. Hangman's Drop, it's a beautiful, rightfully named. 34 feet in the air, you hang face down, thinking that Mother Earth never looked so far away and then before you can dwell on it too much, they set you free and you fall along 15 feet before the harness jerks up to a stop. Hangman's Drop. To teach you what it's like when you really hit the silk. And then on the 250-foot tower, you even get closer to the real thing. They turn you loose under an open chute and you guide it to the ground in a free fall. All right. At ease, Bono. Man, he's your way up there. My granddaddy always said he'd like to have been a bird. Well, I don't know whether I rightly agree with him about now. Here you go, Stark. Yes! Rider boy, rider! They're relaxed. I do declare if he don't look pretty. Like a bird! First in a bunch of hands at a scratch party. Okay, tomorrow's the day you've been working taught. No more dry runs. From here on in, it's a real thing every time.  Today, you don't look so bad.  Barra troopers. Best outfit in any army anywhere. Big day tomorrow. What do you suppose it'll be like? Really, I mean. I don't know. Ask me after tomorrow. Piece of cake, I'll bet. Nothing to it, huh? Why don't you go to sleep? That's a good question. What's the matter, Deary? Want me to come hold your hand? Ah, your barracks bag, your Brooklyn bean ball. I'd be mighty pleased if y'all would park down. This child needs to sleep. Yeah, but who can sleep? I couldn't get all set up! Playing in flight. Slicing through air and time to bring you to that appointed moment. With a cold, empty knot deep in your stomach, no amount of concentration, no amount of reassurance can remove. You look around at the men in your outfit. Jeff, next to you, stare straight ahead, unmoving. He's got no time for jokes now. Percy, on the other side, his long, lanky frame stiff and unyielding. Sam, hunched forward like a man who feels cold or a man in prayer. And so it is in one form or another with all the others in the play. This is your outfit. These are your friends. And you're all committed to the long jump. This stick, get ready. Time has come. Stand up. Hook up. Instinctively, as though in a dream you grab the snap fastener at the end of the static line. You stand up and hook the snap fastener to the static line. A simple procedure to produce a monumental result. Check equipment. That's okay. That's okay! A matter of seconds now, a matter of seconds, and you'll be jumping Earthward. Three, okay. Two, okay. One, okay. That's everybody. Stand in the door. Jeff goes, and it's your turn. You look out and down at the Earth, racing along below. Second seems an hour. You feel the force of the plane slipstream plucking at you. Knees flexed, you feel as though someone had nailed you to the floor of the plane, and then suddenly, somehow, the plane's gone and you're falling. Falling through the air sea. It seems forever in the ground, almost in your face, before the wonderfully welcomed jerk of the open chute brings your roaring descent to a halt, and you start drifting down in a chute-filled sky. Jumpers in the air! The ground, the growing feeling of elation joining you is a drop lower.  Okay, my shark, look! We did it! Sure, I always said a good example. That was downright exciting. Now, don't tell me they let you jump out. Boy, they sure enough did. But you didn't have a chute on. That's what made it so exciting, boy. And so the long-awaited day becomes a reality.  But don't think because you've earned that bad your training is over.  You jump in rough weather and rougher terrain. You take part in maneuvers that not only test your skill but perfect it. In the air and on the ground. You know rookie now. You're an experienced customer in a fast, exciting business. And then one fine day you get a chance to put your knowledge to work. You get a chance to find out how sharp you really are. I'm a man who's going to town. Y'all want to come along, Paul? Well, it might not be a bad idea. What about you, Jeff? I'm going, boy, but not with you birds. I got a date. Go on.  Sam, you will. You fugitive from a liverwurst factory. I'll have you... I'll get everybody out! I thought we were gonna... Don't tax yourself. Come on. Little man, what the stripe seems excited. These men... we got a problem. Real and tough.   Now, this is the pitch. Lieutenant Cowan's words quickly and simply paint a pretty grim picture.  They stand and fight, but the fire forces them back, hams them in, and the only way they can retreat is toward the sheer cliffs of a nasty 300-foot gulch. The distance across the gulch is about 500 feet, and somehow these people have got to cross that distance of purish. This platoon has the honor of being selected to carry out the mission. The plan is simple enough. We take a page from the Book of Korea and drop the sections of an M2 Treadway bridge on the safe side of the ravine. We'll drop with it, get it set up, run it across, and we'll bring the people out. Sounds simple enough, doesn't it? Only three things that make it a little tough. We'll be jumping at night into a heavily wooded area at the mercy of a 25-mile-an-hour wind. Nothing to it. I start from Redfield. Yeah, why don't we wait till morning? Because the fire won't. You know, I sure don't envy those poor folks fighting that fire. You know, I don't rightly envy us poor folk going to rescue them. You are listening to the proudly-we-hail production, The Long Jump. We will return in just a moment for the second act. Today, you young men of America have an excellent opportunity to learn a trade that will assure your future. The many fine technical schools of the United States Army are training men in such interesting fields as radio, radar, meteorology, mechanics, electronics, and many others. You can become a qualified technician trained to do an important job and do it right. For full details about an exciting career, visit your nearest United States Army Recruiting Station. There's no obligation, so plan ahead. Face your tomorrow today. You are listening to Proudly-We-Hail, and now we present the second act of The Long Jump. We've got to try and delay our shoots until we're fairly close. The wind's going to be rough. We don't want to spend the night spitting bark. Yes, Sergeant? I didn't mean to tell you it'll be another half-hour before we're over the drop point, sir. All right, fine. Sooner or the better. Sooner or the better. There's no knowing at that point how important the word sooner really is to those people fighting the fires somewhere below. See you tomorrow. All right, Ned. Move back across the dry bed and try to dig in there. No use, Tom. Now, don't tell me what use it is. What do you want to do, quit? No, no, I'm sorry, Ed. Don't forget it, Ned. Let me know when you have to give way again. Right. What are you doing here, Mrs. Robin? I thought I told you... You're trapped, aren't we? We can take our choice.  I've got hold of your call, Mrs. Robin. Go on back and help take care of the children. Joe, dig it along the ridge. You're wrong to a lady, but get back where you belong. There! Mrs. Robin, keep an eye on her. Right, Tom. You can't hit me, Mrs. Robin. Harry, how are the others behaving? Fine, Tom. We'll have a chance. The wind. I know. Pray for it to shift. Go down. I have been. We all are. Good girl. Come along now, Mrs. Robin. Mike! Bring your men back to the ridge. We'll try to hold it here. This thing is speed and teamwork. You all know your jobs. It's up to the box car ahead of us to make sure those bridge sections land on the right side of the ravine. And it's up to us to see that we do too. And in one piece. All right. This stick gets ready. Stand up. Hook up. One by one, we go out into the dark void. Off to the left, you can see an anger. You can see an anger. You can see an anger. Off to the left, you can see an angry, jagged lip of flame wolfing its way toward the ravine's edge. The wind is drifting you fast. It's too fast. You'll land on the right side of the ravine, all right? But you got to be careful how you land. The dark forms of the trees reach up. And you brace yourself. Try to stay relaxed. Now the trees are just under you and coming up fast. Now. Well. I do declare. All right, Joe Pisces? I'll know the answer to that when I get the bark out of my teeth. I'm only eight to ten feet from the ground. I'll drop down and give you a hand. No need, Paul, boy. I'm a second cousin to a pole cat. I'll just shinny down this old trunk. A symbol of me! Anybody see how do your jeans come down? I'm not sure, sir, but I think I saw one shoot go into the ravine. I saw a couple of look that way, sir. All right, we'll have to worry about them later. Right now we got to get the sections of a bridge to locate and put together. They got luminous paint on them, so let's round them up on the devil. It looks mean over there. It'll be a lot meaner if we don't locate that section. I'll bet those rover boys planked it down in the ravine. That's a mighty unneighboring thought. There's the reason that most of us got caught up in the trees. It might have too. Too heavy, Paul. All the other sections made the ground. Well, you two birds keep an eye on the ground. First, you now watch the trees. Oh, snap, oh, snap. For one lousy bridge section. Stop! It's a lieutenant. Yeah, over here, lieutenant. Any luck? What's he think we'll do? Keep it a secret? That's just poor people over there. Think they know we've come to help them? Armageddon's paratroopers. They all land on the wrong side of the ravine. Look, they have done this over here. Good. Could they help us fight the thing? There's more men. No amount of men could stop this fire now. You think they land over there on purpose? I don't know. They all seem to get down in about the same place. What could they do over there? I couldn't win it. I don't mind for me so much. Those women and kids, I... Then we can't fight anymore. We can always pray. Well, it shouldn't come down in this part of the woods. Well, try over there, nitty-adge. Well, I do believe if it's not there, it's not with it. What a break. Hey, what's that way up in that tree? Where? Right over there. Something white. Hey, hardy! Yeah, we'll just think how smoky it is over there. Like it back to the lieutenant. Tell him we think we found it. Come on, guys. The woods, you move as quickly as you can. Five men on each side of the section.  You wonder if it's too light for the people on the other side. It seems a long, slow way back to the point where the other sections of the bridge have been assembled, waiting this last necessary link. And flashlights ahead. You've arrived at last. Put her down. Easy. Ha! Janilly, Stokes, hook her in. What do you think, Sergeant? Gonna be awful close. I hope they don't start jumping into the ravine. That's a rough spot to be in. She's hooked. Good. All right, men. Let's get her across. Stark McBride, when she's over, you'll accompany me to help lead them out. Now, let's go buy the numbers. Take them, sir. Thanks, soldier. Got a half dozen more. Constance, carry it. As soon as the women and children are over, we'll get them out. This is the right warm spot.  Another five minutes. I guess I'm free and paid off. Of course we're all right. Better hurry it up. That's pretty, wasn't she? As a matter of fact, she was. Even with dirt all over her face. I hope that Jeff doesn't catch sight of her. I hear well. Come on. Let's get those guys out of the hot sun. She's feels so good. Remember to get hearty down under the tree. No, we left them up there. On him it looked good.  All right, I got a date, boy. Sure, he's going to tell her what a hero he is. She knows. She knows. All she has to do is look at me and she knows. I bet I know who she is. I bet you don't. Name is Mary. What? Who told you? I knew it. I knew he'd catch sight of her. I got news for him. Now what?  For me? The boy's gone wild. Too much excitement.  This one's gone up. Hmm. You got some top-secret information? Yep. For years only. Whose ears? I'll tell you when I get back. Hey, where are you going? Got a date, boy. Wonderful girl. Name is Mary. Hey! Ha! Ha! Ha! With men who know the Army, it's the job you do that counts. Take the yard breakman, the dental technician, the petroleum chemist, or the weather observer. They're all soldiers like me, and they're all doing a wonderful job of making the United States Army the world's best. Why not make use of your skills in the Army? There's a job for every specialist and technician and a need for his special skills and a satisfying career for you with those special skills. Visit your local United States Army Recruiting Station real soon and learn about the benefits you can have when you enlist in the United States Army. This has been another program on Proudly We Hail, presented transcribed in cooperation with this station. Proudly We Hail is produced by the Recruiting Publicity Center for the United States Army and United States Air Force Recruiting Service. This is Mark Hamilton speaking, inviting you to tune in this same station next week for another interesting story on Proudly. We Hail.