SCP-412 is an antique silver hand mirror. The mirror has a 4 cm crack in the top left hand corner and has an etched motif of roses and vines. Around % of subjects with a direct line of sight of SCP-412 report a compulsion to pick up the item and view their reflection in it. There does not appear to be a discernible pattern to the… selections. Testing for possible genetic or other selection markers is ongoing. Simultaneous observation and contact with SCP-412 causes the item to connect with the subject, regardless of whether they have been coerced into doing so by SCP-412. Tests using restrained subjects have shown that both actions, touching and viewing the reflection, are necessary for a connection to be made. No means of severing this connection have been found, short of complete isolation for a period of no less than two years.


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With that, I'd like to introduce our first afternoon speaker. It's my great pleasure to introduce Dr. Valerie Royalty-Quant, who's an experienced and passionate K through 12 educator. She received her BA in Women's Studies at UC Santa Cruz, her teaching credential at Cal Poly, San Luis Obispo, and her MA in Education Administration from San Jose State University. Valerie completed her doctoral work in Social Justice Educational Leadership at San Francisco State University with a focus on preparing educational leaders for queer inclusion in schools. Dr. Valerie-Quant has been a high school teacher and an assistant principal, as well as international baccalaureate program coordinator at both the elementary and high school levels. She has an experienced public school principal having served at both the elementary and middle school after several years as the director of student services assessment and accountability at the district office level. Valerie has returned to the front lines of school leadership as a middle school principal, where she tells us all the action is. Please join me in welcoming Dr. Valerie Royalty-Quant. Good afternoon, everybody. I am so pleased to be here having previously been in the audience and really enjoying the Calciana Symposium. It is a little bit intimidating to look out there and see all the people, but it is quite an honor. And the first thing I want to do is, since we all know now which generation people belong to, I'd love to see, please raise your hand if you work in K-12 schools in any capacity. Wow. OK. And if you work outside of the school system in some capacity, it should be the rest of you. OK. And college also. And if this is the biggest screen you've ever seen, could you please raise your hand? OK. OK, thank you. But I seriously do want to start out by saying thank you. Because having been in education for a while, I recognize that this is the hardest and most rewarding job that a lot of us can do. There are no easy answers. Every day is different. A lot of times we come home and we're tired, we're exhausted, we don't know what to do, and we keep going. Because we know that by working with our youth, it's the most important thing that we can do and spend our time and effort learning about. So thank you for the work that you're doing. So on that note, I have some things to share today that I've learned along my journey. They are a variety of different things. They are not the right answer. But as I was looking through this entire group today, I thought, and I was telling Michelle this at break, if we as a group, these 500 participants, had time to interact with each other and share the best practices that we are using ourselves in our individual practices or with our school sites or our agencies together, we might come up with the answers that we're looking for. So that's the wealth of experience and knowledge in this room, and I want to recognize that. I wrote some notes because as the other presenters moved through their presentation this morning, there were a lot of connecting points for me. So part of my presentation will be connecting those points that happened in the K-12 world, but also dealing with anxiety and mental health in schools and our reaction to that, but also the social media components. So this, of course, is a representative article. We read a lot of articles. People who work in schools and with students generally continue their own learning on a daily basis. And the irony is not lost on me that this is from an Instagram edutopia article, and maybe you've read it. We are very, very, and I would say increasingly more, concerned with the mental health of our students in our schools. And we have a lot of work to do around that. And that. It's a beautiful screen. Thank you. Talk amongst yourselves. Keep talking. No. Oh, look at that. Technology. So I am the principal of a middle school right now, and I've been the principal of a middle school before and an assistant principal of a middle school. I also was a middle school student. So that means by this point in my career, I've spent 13 years in middle school. And I can tell you, yes, I am living the dream every day. I'm living the dream. But for many of us, when we learn to interact with that age group specifically, although it does also apply to elementary and high school, we come down to these three questions. Our students come in to us and work in their lives trying to answer these things. Who am I, which has everything to do with identity, self-perception, self-esteem? Do I belong, which is social relationships, communication, reflective in their peer groups and their colleagues and their siblings, their families? And more and more so, am I safe, has become a school topic and a school concern, not only for educators and parents and community members, but more and more for students as we drill and practice and hear the news about what is happening regarding school safety more and more. So if I had to narrow the three questions that we want to try to answer down, these would be the three questions that we try to answer. So as I go through my talk today, there are some of our responses to those questions that we've tried to proactively respond to, which I'll get to a little bit further on in the presentation. And some of them are reactive responses to those questions. So I'll try to point that out as we go. Has anybody seen this video, Screenagers? Oh, great. OK, some of you have. We have in my district in Palo Alto regular quarterly parent education nights. Just this week, just on Wednesday night, we showed Screenagers at my school. There are two parts to this, and I wanted to show you just the first part, a little bit of this second Screenagers video. I made a film, Screenagers, to understand the risks of screen time for young people and solutions for healthy use. My daughter, Tessa, comes with me at times to talk. And while on the outside, she looks fine. On the inside, she's been really struggling emotionally. Even though I'm a doctor and feel competent at work, at home, I'm feeling completely lost. How to understand, Tessa, and how best to help her? I know lots of teens are struggling with hard emotions like stress, anxiety, and depression. Think about something that stresses you out. Not being good enough. I'm hurting inside, but I don't like to express my feelings that much. I have a very hard time dealing with stress about school. I see people doing fun things, and then my anxiety just kind of takes over. I want to talk to my brother. I want to talk to my sisters. I'll just be in my room all day doing nothing. He would always say, it's because you don't understand. Seeing your child's suffering is not something that is easy. Teens often tell me how they turn to screens as their main coping skill. When I get stressed, I tend to grab my phone and just start scrolling on social media. What I worry about is the young people who say, when I'm feeling depressed or stressed or anxious, using social media makes me feel worse, but I do it anyway. I want to understand the science of teens' emotional life and what can be done in schools and in our homes, including my own, to give all teens skills to navigate challenging emotions. When parents stepped in and tried to help their children with the task, they showed decreases in stress, and their children showed increases in stress. She would say, this is how I feel, and how could I respond more helpfully to her? My relationship with my parents was then to where it is now. It's like night and day. If you weren't invited, what would you do? How would you talk to the girl? I like to learn from the high schoolers. This is hard work. Everyone has to speak. That was the first time I've ever talked about how I felt about my dad. I definitely used to think that going to the counselor would be some sort of side of weakness on my part. This is a choice, and this is what I choose to do. And I especially don't choose to do it because you told me to. I don't know if that sounds familiar every day. This is a great film, and I highly recommend it. And our parents really enjoyed it, and it was interesting to have this showing just on Wednesday, because we invited parents to come with their middle school students. And I remember the film ended, and I hear two of my seventh graders looking over, and one of them says, mom, get off your phone. And in Palo Alto, this is a real issue. It's a real issue that we talk about a lot, because many of the parents at my school are those who work at Google and work at Facebook and have invented the apps. And the conflict between control and access is a daily concern, and then the impact on family life is something that is forefront for everybody a lot of the time. So that's just a great resource for everybody. Middle school. This was a great and very recent, actually, article in The Atlantic. So raise your hand if the best years of your educational experience were in middle school. OK, that's a big nobody, but middle school is so, so very important for so many reasons. And I think that for educators, K-12 educators, the rubber meets the road in education, but middle school is where the speed bumps are. And I think that we work to help students navigate those speed bumps a lot. And as several of our presenters already mentioned today, there is positive implication for stress. And specifically, when we get through elementary school and transition into middle school, we need to teach our students explicitly what positive stress looks like and reactions to positive stress. We come into the secondary environment, and our students need to learn how to be students. We tell them we're getting them ready for high school, which is getting them ready for college, which is getting them ready for life. And their anxiety level, their natural levels of anxiety, tends to rise. So if we don't complement that natural rise in stress and anxiety with the skills necessary to be able to be resilient and to act into that stress in a healthy way, then we start to recognize all of the imbalances that our students are experiencing for a variety of reasons. So we have a great responsibility there as educators to be proactive in that. We know that there is rising anxiety in youth. For those of us who have been in this realm for a long time, we see it. We see the changes in whatever we're saying is the causation. Social media, the political climate, immigration status, poverty. Right now, I can tell you at my school, yesterday, we had a huge briefing regarding the coronavirus. And for our families, our community, our school district, and our students, that is a looming cause for anxiety. The difference is between the good stress and this type of anxiety is the recovery. When students are able to manage their stress around things like test taking and learning, there's a recovery period. The difference with this type of anxiety is that our students generally don't get to recover or they don't recover sufficiently enough to be able to live balanced and healthy lives. I'm glad the screen is this big, because otherwise, I don't know if you'd be able to see this. But we at the school sites have to be able to gather information about our students' experiences. And we are able to do this in a variety of ways. And I hope that you can see some of that data there, and I'll try to point it out. We do the California Healthy Kids Survey.  The California Healthy Kids Survey surveys our students, and we do it in seventh grade. High schools do it in ninth grade, on a variety of topics having to do with social interactions, substance interactions, how they feel at school, relationships with bullying, self-perception, identity questions. And then at the school site, we are responsible for taking the information from these surveys and doing something with it, either implementing programs, talking to our parents, boosting our counseling services. So I actually looked at our data, specifically related to this question, which is during the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? And that's a very strong question. The part that is distressing to me and to the people who I am working with at my school is the obvious increase in the subgroups, the demographics that I show. So if you can see, this is the general response at the bottom. There's an increase longitudinally from 2014 to 2018, from 14% to 18%. From our female students, there's an unfortunate increase from 17 to 24. Male, not so much, actually. When we get into our racial and ethnic demographics, the ones at the top, American Indian, and on top of that one that doesn't show is African-American, it's because in our district, those numbers are so small, unfortunately, that we can't get good data on trends at the California Healthy Kids Survey. But our Latino-Latina population also shows an increase from 18 to 29% in answering that question. And white and mixed race identified students also show a slight increase. Where we see the biggest increase here, actually, is with our free and reduced meal students, which is our low socioeconomic student group. And this is a huge area of concern for us, that they're self-identifying that increase in stress and feeling sad and hopeless. So it's our responsibility as educators to take this data and to do something with it. We have also made sure in Palo Alto, in other school districts that I've worked in, that we have codified supports and structures for students in our board policies. So if you work outside of a school district and you might be less familiar with how board policies work, they are the structures that guide the decision making and, generally, the funding for district schools. Make sure that you go and look at your school district's board policies to see if your groups are supported and if there are structures in place regarding gender identity, regarding homework. That's a new one that I'll talk about later. At-risk students, guidance and counseling services. We have a full board policy regarding student use of technology and also suicide prevention and related mental health services, which, as you may know, is a huge situation for Palo Alto. And I'll talk a little bit more later about how we've come out of that tragedy into some proactive work. This is actually a diagram from Monterey Peninsula. Is there anybody from Monterey here? OK, one person. Hopefully you recognize this. MTSS means multi-tiered systems of support. And it is what school districts are operating under. It's just like an umbrella. The idea with MTSS is to pull in all the supports and services in order to support kids with academic, social-emotional, and behavioral supports within the school system. That involves a lot of partnership, a lot of communication, and a lot of work in order to approach the holistic experience that students have in their lives and in schools. So using MTSS, or the multi-tiered system of support, at my school, this is what our counseling system looks like. Wow. So we have done a lot of work in Palo Alto around counseling. Because as I mentioned, out of tragedy and a community that has been very affected by anxiety and mental health and stress for a lot of reasons, we have developed a very robust and active counseling system. So at my school, we have counseling and we have MDT, which is multidisciplinary team. I was speaking with Erica from PVPSA, who actually, yeah, right? That's what I thought. I learned about multidisciplinary team when I was at Watsonville High School. And the multidisciplinary team, OK, yes. Please. Right? So you learn these things as an educator and you take them with you. Because if you have best practices or you learn something great, a system or an organization or a protocol, you want to use that wherever you go. And if we have the chance to share all that resource with everyone here, it would be amazing. So I brought this MDT idea from my time in Pajaro. And we are able to have a nurse. We have a student success coach. We have our assistant principals. Occasionally we have the district social worker. And we have our special education case managers who also participate in the MDT. The pyramid here shows how we handle social emotional concerns and also the response to intervention in our counseling services. All of our students, for whatever reason, have access to what we call tier one counseling.  Or my teacher said something to me that really made me uncomfortable. And now I'm feeling really sad about that. Or my parents aren't getting along and I need somebody to talk to. So all students can anticipate a conversation with a tier one counselor. We also have grade level guidance counselors.  So that counselor knows those kids and those parents for their entire journey through middle school. And I know that different schools do it different ways. I've done it different ways in other schools I've been in. But I find this an effective model for relationship building, which is the number one connector to school. So if students can have excellent relationships with not only their teaching staff, but also their counselor, then that's a great way to start. If students need more than that, if they need more than the contribution from the tier one counselor or their guidance counselor, we do have CASI counselors. CASI is a great external organization that has a relationship with our school district and we have a lot of great counseling and community counseling agencies that have great relationships with school district. We also have an Aki counselor. Our Aki counselor is, if I can remember it correctly, Asian American community involvement. Because we have a high Asian population, we know that it's extremely important to have a culturally proficient and connecting counseling relationship as well. So that is very important to us and he is a great addition to our counseling triad. ERMS is educationally related mental health services and our school psychologist who get up into the higher level, the crisis zone, and also into students with IEPs. They can work with students who have 504s as well and that is the smallest population and many times the most fragile and needy population. It is not lost on me because I've been in a variety of districts that Palo Alto had a strong and resourceful response to a lot of the tragedy that happened several years ago with the experience with suicide in Palo Alto Unified. And out of that came a very, very robust counseling system, policies, structures, protocols. And I'm not taking that for granted and I know that there are a lot of school districts where having a robust counseling system is more difficult because of the financial implications. It is a challenge to provide everything that we need students or we think that students should have. Once again, I'm glad for the really big screen. But what I wanted to show was kind of our process for the multidisciplinary team. When we go through a multidisciplinary team meeting, we have them every Monday. The guidance counselors actually bring in students of concern. Students of concern can come in through team meetings which they have weekly with the teaching teams at our site. And as you can hopefully read through, they do a full holistic study of the student. What's going on with student? What are some background factors that we need to know about who they are and what they are? What is their educational status, their grades? Do they have any family issues going on? Might they have any health issues? And so we can really study the student in order to provide what they need in the school environment. We also do a lot of progress monitoring. So our progress monitoring looks like this. It's a very big spreadsheet. We assign particular interventions and supports depending on what the students need. And then we monitor it over time. So every two weeks, every month, every six weeks, every grading period, we wanna come back to those students to see whether the things that we have tried to support them with are moving the needle at all. So we wanna know if they have an IEP. We wanna know if they have 504. We wanna know if they have EL status. VTP is actually our Tinsley program. It's a busing program from East Palo Alto. So we wanna know if they're a VTP student. Many times those students coming from East Palo Alto to my school do not feel that sense of belonging, do not feel connected to the school environment where a lot of my students are coming in talking about the vacations that they took over spring break or how was skiing in Switzerland over winter. It's mortifying in a lot of ways for students to come in and have to engage in an environment where they feel like they don't belong to that environment. We want to also make sure that kids have the support classes that are necessary for them and other supports, community supports, dream catchers. If they're seeing the Cassie counselor, if they're seeing the tier one counselor, if they need a dog, if they have attendance issues. So this is a huge indicator for us of something going wrong with a student or some students needing help or support is if they're attending regularly or if they're attending irregularly. A lot of times we get stuck. We don't know what to do. We don't know how to help students or we've tried three interventions and supports and we haven't gotten to the point where we feel like the student is gaining traction or they're still exhibiting school avoidant behaviors or we're still worried about them and their team is worried about them. So this is actually something that we learned to do as part of the multidisciplinary team which is a consultancy protocol. A consultancy protocol is one person bringing a student of concern into the group, discussing the issues, discussing the interventions that may have been tried and then having the group without the presenter just discuss the student and everything that they could try, everything that they know from dealing with similar situations or resources that they've had that they can share and then looping the presenter back in so that everybody can share their best practices and the information that they have. As I mentioned before, chronic absenteeism is a huge red flag for us and if you are familiar with the California State dashboard, fun. The new metric is chronic absenteeism and we are actually responsible as a school to dig deeper into those students who are chronically absent. The reason for that is if students are missing 10% or more of their school days, which is the chronic absenteeism metric, we're worried about them, they're missing their instruction, they're falling behind and as you can see from our data, who is missing school? The students who are missing school, I can tell you are our Pacific Islanders for the most, African-American students, Latinx students, our homeless students followed by the next group up. So if we're in the red, this is a student group that for some reason is feeling too stressed to come to school, does not feel like they may belong there, does not see themselves connected to the school environment and we have a responsibility to address that. According to an article in Psychology Today, just a couple years ago, two to five percent of students refuse to attend school due to anxiety or depression and just in speaking with our school psychologist just a couple days ago, this is an increasing number. So because we have a responsibility to invite students into the school, their parents into the school and incorporate a sense of belonging, we need to figure out who our students are who don't feel like they are represented and belong to the school environment. Special education and 504 plans could be a whole entire presentation on its own. But for those of us in the school environment who interact frequently with 504 plans and IEPs, we have a responsibility called Child Find. Child Find says that if you suspect that a student has an issue that requires either a 504 for accommodations either for behavioral, emotional, or academic benefit, we have a responsibility to find them, to serve them, possibly to assess them and provide them what they need in the educational environment. And that takes everybody in the school environment to do that. One of the trends that I really, really love actually and I'm seeing more and more of this is wellness centers. And I know that in our district we have them at the high schools. Does anybody have wellness centers at their schools? Yes, okay. I think if we asked this question a few years ago nobody would have been able to say that they did because this is relatively new but I can tell you that the wellness centers at Pali and Gunn High Schools are amazing. So I went to visit these two sites because we have an opportunity, I have an opportunity at my site actually to develop our own wellness center. And what they do is this. They're advertising to their school population to their parents in the community says that they can deal with stress, anxiety, and general well-being, depression and suicidal ideation, sexual orientation and gender questions, family issues, chronic illness, drug and alcohol use and abuse, violence, sexual health education, peer relationships, and cultural adjustment and identity issues which is huge and encompassing. When you go into the wellness centers what they do is they allow you to be there to take a break for a short period of time unbothered. You have to sign in because we're all accountable for attendance but then after that time period if you need to stay or if a student needs to stay they just check in with them and they make sure that they're okay. Do you need something? Do you need to go see a counselor? Do you need to see the nurse? Is there anything that we can help provide you to get you back into school? I think having the wellness centers enables students to take the mental health break that they need in the school environment and it confronts those issues that we used to have where students would get stomach aches, headaches, those physical manifestations of stress and they'd go to the nurses and they'd go home and that means that they're missing valuable instruction. Just, gosh, yeah, just a couple of weeks ago I found this in the Ed Cal Magazine. This is an elementary school who is starting a similar element. Students find a safe place to manage emotion. So I think this is a trend that we can welcome into our schools in a variety of ways and it also involves a great deal of partnership with outside agencies to help us provide this kind of service of wellness, comprehensive wellness for our youth in our schools. So I was asked about discipline crises in school safety. Discipline crises in school safety is a huge topic and I referred to the suicide prevention toolkit that Palo Alto had to develop years ago because of the suicide experiences in the district. And since then, this model has been used in other school districts in a great way. Electronic acts are now part of Ed Code. So the 48900 Ed Code is the suspension and expulsion list and electronic acts were added into that. So we are responsible for intervening in any act electronic or otherwise that impacts the school environment. We're also now responsible for using a multi-tiered system of supports and restorative justice practices to intervene in any of those bullying or harassment behaviors at the school site. So if you're not familiar with the Ed Code, we are actually mandated to intervene in a variety of proactive ways. To save time, I won't show this video on restorative practices, but more and more restorative practices are coming into the school environment. We wanna know that students have the empathy building skills to fix what they may have broken. So often we're using restorative practices in our restorative circles in disciplinary interventions to enable students to grow their empathy, to enable students to practice their social skills. Our counselors, our assistant principals have been trained in restorative questions and restorative questioning in circles. We're also working on grading and assessment because in my community, achievement is one of the top stressors for both parents and students. So while this may not work for some districts, for ours, it really does, we wanna teach students how to fail. And we wanna tell students that it's okay to do things again, that they don't have to learn on a timeline and that there are things that they can do to fix the mistakes that they made without being punitive and without causing high levels of anxiety. We are doing work with curriculum and instruction for inclusion. This is a list of the Senate bills and assembly bills that have passed since 2012. Many of our students who don't feel a sense of belonging don't feel a sense of belonging because they have not been represented in curriculum and instruction traditionally. And we know that that increases the amount of stress around identity and belonging in the schools. So very quickly, we have a sixth to seventh and eighth grade curriculum. In our sixth grade, our sixth graders get social emotional learning and an SEL course that involves mindfulness. In seventh grade, we have a sex ed program that it now follows the California Healthy Youth Act in seventh grade.  And yes, it does discuss, right? It does discuss masturbation. It does discuss the culture of consent, which is exceptionally important.  In seventh grade, we have challenge day.  Oh, highly recommend it. I also learned that at Watsonville High School. In eighth grade, we start with a digital citizenship around sexting. So this is part of our digital citizenship program through common sense media, which is an excellent resource. I'll skip through that. The eighth graders also get the culture of consent lessons about how to give consent, what is consent and our teachers get their own training. So our teachers learn about all the applications that students are using to talk to strangers online, for example, how to hide their apps behind their other apps. And how they're using apps that we are never going to know because we didn't have the same experiences. Just last Saturday, we had a parent education summit. These were some of the topics that we had at the parent education summit. And I find that connection with parents is exceptionally important in the school environment. If we can do more connecting with our parents in parent education, then we can all work together to better serve our youth. This is one of the common sense media examples of how to use tech in your home. This came out at the parent summit this Saturday and we have this now available at the school site. So I apologize for going a few minutes over time. But as I was thinking about concluding this presentation, I thought, we all, you all do such hard work. And I wanted to remind everybody that while we need to model and communicate and connect and we need to serve as that person for our youth, we also need to take care of ourselves very deliberately, intentionally, and proactively because it's very difficult work and our kids need us to be doing this for them and with them. So thank you very much.


The nursing program is awesome. This program is really unique. It's really special because everything is taught from a Christian worldview. It's really cool to learn how to become Christian nurses and integrate our faith in the clinical setting and in our future careers as well as nurses. It helps to be surrounded by such great Christian people that support you not only just with great academics but with prayer and they care about you really genuinely. It's been amazing. The professors are amazing in every way. A lot of them still work in their practice and so we're able to get experience kind of through them and they're able to kind of tell us stories that happened last week and get further information about what's actually current and going on right now. It's just a great hands-on experience with the mannequins that we have. It's a good place to mess up. They always say it's a great place to make your mistakes here so you don't make them in the field. Every other week we do simulations. Today we were practicing IVs and administer medications and practice injections and so it's cool to be able to actually do that before we hit clinicals. So you know you learn a skill in class and lab and then you're able to pretty immediately put it into practice with your patients in the clinical setting. They want you to get started right away and kind of get your feet wet as soon as possible. They really do like try to stretch you in every aspect of your life and that's not something you find anywhere. It's cool to be a part of something like that.


The makers of Wrigley Spearman Showing Gum invite you to enjoy life. Life with Luigi, a comedy show created by Psy Howard, and starring that celebrated actor Mr. J. Carol Mash with Alan Reed as the squalor. You know friends, Wrigley Spearman Showing Gum is a typically American product that appeals to people of all ages and nationalities in all parts of our country. And the Wrigley people feel that Life with Luigi is a typically American radio program. A friendly and enjoyable show that sort of symbolizes the American spirit of tolerance and goodwill. So the makers of refreshing, delicious Wrigley Spearman Gum are glad to bring you life with Luigi each week and have you join them in this pleasant half-hours entertain. And now let's read Luigi's letter as he writes about his adventures in America to his mama Vasco in Italy. Dear Mamma Mia, a wonderful thing about America is everybody's got a right to be a millionaire. Of course you know you got a chance, but at least you got a right. The reason you know you got a chance is because taxes is high on the top to help with the man on the bottom. And I'm like that because nobody is more on the bottom than me. But I'm happy to be here in America, even if I'm a no-got-the-money.  Yes, Mamma Mia, I'm going to get the right to become a failure all by myself. But I don't worry about my antique business, Mamma Mia, last week the business was very good. So I'm going to take $20 and open my first checking account. So I'm going to worry about the money, and I'm going to get my health, and I'm going to get to my night school, and I'm going to get to my friends. And you've got to me, little cabbage-puss. Busquely. Yes, that's all right. That's a big... Yeah, but I have Busquely. That's not the nice. You know what you're doing? Reading my private letters over the shoulder when I'm not looking. Sure, little banana nose. Between us two is never should be any secret. So what's yours is mine, and what's mine is yours. Busquely, you really mean this? With all of my heart, Luigi, anything I've got in this world is yours for the ask and give it. Anything? Yes, just to mention her name and you can have it.   Hey, you're just a rodeo mama, big ladder, about a millionaires.  Yeah, but, Busquely, that's not so important to me. Look at you. All of your life you're busy saving the money. You'll never go out and you'll never spend it. Sooner you're going to be too old to enjoy your money.  A lot of good. You wouldn't understand that it's a little pumpkin ahead.  I'm no like at the brag, but the last five years, if my mattresses have grown three inches at all. Yeah, but I'm still a sapper, Squally. Money ain't the most important thing. No, then what is? Well, well, good health. Yeah, try and get a $5,000 a credit and a pair of rosy cheeks. Yeah, what else? Friends. I know people all their life is spent to get rich and the richer they get the less the friends they got. Oh, Luigi, I got plenty of friends, a good of friends. They're with me all the time. Yeah, who? Georgia Washington, Abraham Lincoln. Georgia what? Yeah, that's my hobby, collected autograph of pictures of my friends. Washington and Lincoln, Thomas and Jefferson, Jefferson and Davis. But, Squally, Jefferson, Davis is a pictures on a confederate bill. I'm saving those two, never know when they're going to be good again. Yeah, but, Squally, I'm got to reel the friends. Reel the friends? Who? Schultz or the delicatessen of man? Yeah, Schultz or the delicatessen of man. What can he do for you? Why, when I say to my friend in Washington, Georgia, go into that store, change yourself up for a hundred pennies, he does it. What can a Schultz do? Nothing, he couldn't even change himself up for a salami. Yeah, but, Squally, my friends do anything for me. Oh, Olsen or Horowitz, they wouldn't lend you the hole in a donut. If you ask Schultz for 50 bucks, he'll make a big joke and he'll say, smile, Luigi, keep a laugh for the like of me. Oh, my rheumatism is a killer. Yeah, but just the same as Squally, you're wrong. If I'm asking my friends for money, they would have given it to me. I'm assured they would have given it to me. Yeah? If they had it. You see, you ain't so sure. All right, I'll tell you what you do. You go to night school now, let me see you come home with a 50 bucks. All right, Squally, I'm not going to do that. I'm not going to show you how wrong you are. Good. Listen to that popper squeak. Only don't be disappointed. If I know your friends, they wouldn't lend you a nickel even if you left a dime for security. I wonder what's keeping Miss Balding. No, she's never been late to class. Who cares? The later she comes in, the more time I got to think about I'll abide by why I didn't do my homework. Well, Luigi's smile. So what's the matter, you look so sad? You got some Rosa Trouble with Squally? No, isn't that that? This is something else. Friends, I'm going to get a little favor. I'm going to ask you. Favor? What's this favor, Luigi? Oh, your's name it. $50. Some name. Did you say $50, Luigi? That's a lot of money. A lot. That's enough money to push the country from inflation to explosion. Yeah, but I'm going to need this a $50 very much because I'm a what? I'm sorry, I'm late. So to make up for lost time, we'll do without the roll call and get to work. Couldn't we do without the work and get the roll call? I shall disregard that, Mr. Schultz. Now, class, I asked you to study the chapter in our history books pertaining to the pre-Civil War period. Mr. Horowitz, you may answer the first question. Who was John Brown and what did he do? John Brown. Oh, yes, yes.  They made a raid on Harper's Ferry. Good. Mr. Schultz, what was John Brown's reason for raiding Harper's Ferry? They were taking away the business from the Staten Island Ferry. No, no, no. Mr. Olsen, will you tell him? I will be glad to undertake that job. John Brown's purpose was to incite a slave revolt in Virginia. For this act, he was hanged in Charleston on October the 16th, 1850. Stop, Mr. Olsen. Mr. Basko, 1850 what? Huh? A 50 what? 50 dollars. Mr. Basko, we're talking about John Brown. You mean he's going to give me the 50 dollars? No, no, no. John Brown was hanged. If they're going to hang him for that, then I'm going to want the money. I'm going to want the money from a nobody. I'm going to want the necklace from a nobody if he's going to make a trouble. Well, now what can be the cause of this upheaval? Louis, he needs 50 dollars. Well, I can see we might as well take a little time off. All right, Mr. Basko, tell us all about it. Well, you seem asperling as a lack of this. I was talking with a Pasquale about this. Look who's here. Mr. J. P. Rockefeller himself. Hey, Pasquale, Hammer did it just like you said. I'm asking my friends for 50 dollars. And you found out the money don't grow on the trees, eh? Hey, look. Huh? Hey, Luigi, did you rob a bank? No, no, no. Count it, Pasquale. Go on. It has a 50 dollars. Look. Schultz took a 20 from his cash register. Horowitz got a 15 from his wife. Olsen is about a 10 from a friend. And Mrs. Spaulding, she's a gimme five. Looks like the whole United Nations is chipped in. Yes, Mr. Pasquale, I'm going to explain to them what talk we had about the money in a friendship. Well, no wonder. They was making a test case. And that don't count. Sure, they gave you money to show up a Pasquale. But what would have happened if there wasn't a personal interest, like if you broke your leg or something small? No, Pasquale, no, no. Pasquale, give me the money, Justice M. How you like it that? You layin' in bed with a broken leg and they come with the money to pay the hospital. What's the charity case out of you? If you have your own money, you'd be in the Blue Cross, a hospital, a plan, and while you're suffering with a broken leg, you'll be enjoying yourself. You're just mixing things up, Pasquale. Nobody is asking for charity. Friends are glad to help. Anybody is glad to help. People... people inside is all good. Is that so? Well, come on with me. I'm a sick and tired of hearing this Cinderella slops. I'm gonna prove you best a friend is the buck, not the Nelson. All right, where we gonna? Don't ask the questions, your commander. When I get through with this lesson, you're gonna find out that the milk of a human kindness cost a hundred dollars a quart. Pasquale, Pasquale, maybe you explain to me now. Two hours we travel around subway, bus, trolley, everything. We must be far away from home. Very far, Luigi. You recognize a discipline? No, I've got no idea where we are. Good. You see any people walking around, you know? How can I know anybody, Pasquale? I've never been here. Good, good. Now let me have that $50.  Well, I'd like to hear. Now, what's all about the Pasquale? Got any more money in your pocket? Not the one I sent. That's a nice... Hey, taxi, taxi! Luigi, you say people are nice. They got a good instinct. Money means nothing. Give me the Pasquale. What's the distance I got to do with the... Yeah, mister? Yes. 23 north the whole state is three. The maker is smart. I can't stand without me the clicks. Yeah, and I'm glad you stopped for this funny business. Because now we're going home. Not to you, Luigi. Just to me. What? Once and for all, I'm going to teach you money talks. Let's see how you live all by yourself without the money. Get a going, driver. Home the jibes. Stop, stop, stop, stop. Stop that. What am I going to be? Who am I? What? Who am I? I'm a lawyer. Shopping or driving your car, chew a stick of delicious wriggly spearmint gum from time to time. The good, smooth chewing gives you lots of satisfaction. It helps relieve pent-up tension so that you naturally feel better and get more enjoyment out of what you're doing.  So enjoy chewing delicious wriggly spearmint gum often every day. Always keep a package or two handy. Now let's turn to page two of Luigi Vasco's letter to his mother in Italy. And there's some mom and me, Pasquale's left to me all alone in the streets, somewhere in Chicago, without a penny in my pocket. I'm a walk around for an hour of cold and I'm getting scared. I'm a felt just like the day when Uncle Pietro always got mad at his goat and I took him in a woods to lose him. There was a winter so far in the woods if it wasn't for that goat, Uncle Pietro would never find his way home. Anyway, I'm a walk around all around until I'm a see policeman. Excuse me, excuse me, Mr. Policeman. You know where at 21 and not the Holstead Street, they say? North Holstead Street? Isn't that way over on the other end of the town? I don't know. But on one corner is Dugstore, on the other corner is a laundry. But if you use it to laundry, don't let him start the shirt so he's away at the college. You know where I'm supposed to be? North Holstead Street. Mr. you certainly are lost. First bet is to get the J trolley and they'll help you from there on. You have three blocks, turn right and follow your nose. That's no good, and my nose is a loss to two.  No, it's not the possible. I'm a guy with my hands in my pocket. All right, all right, just get the J trolley, I'm busy. How much is it cost to J trolley? Well, it's a pleasure. We should have no trouble after you answer. I'm going to want to buy the trolley. I'm just going to want to know the fare. 15 cents, now don't tell me you haven't got it because if you do, I'll run you in for vagrancy. Oh, no, you can't. Look, Fred, I don't know what the gimmick is but why don't you go your way and I'll go mine. All right, all right, I'm going to go. Everybody takes advantage of the poor policeman. Oh, look. Oh, look, a policeman was right. I'm going to turn the corner, follow my nose and there's the J trolley. Oh, look, the people is going in there too. Hey, trolley, trolley. What's the idea of trying to get through without paying your fare? Please, I'm going to try to do nothing wrong. I'm just the one who should have loaned me a ride. Loan your ride? Well, now I've heard everything. No, no, you haven't heard the nothing. I'm not the start of the talk yet. So you want to loan on a ride, huh? You want a 20-year loaner would you rather have easier financing and let the FHA guarantee the payments? No, I'm going to guarantee the payments to myself.  Now, look, Buster, I've heard every line but that's it.   I'm just the one who got a home. All right, get off the trolley. But I'm just... Get off the trolley. Are we going to start? I don't move until you do. All right, then move it to the rear. No, move off. All right. My mommy, nobody is the one who listened. The Castellamari people just go to the park just to wait until somebody has come along to tell them of their troubles. Here, nobody is the caretaker. And he's getting a call. I know what I'm going to do. Hey, taxi! Taxi! Twenty-one or not the whole of the statistician, please? Not Halstead Street. That's a six-dollar ride, mister. Don't worry. I'm going to get the money with me but I'm going to pay you as soon as we get there. Now, what's the matter? Him is so angry. It can't be possible. He's right. Trouble is everybody. My mommy, what's this? What's this in my pocket? That's my checker book. Sure. No, I'm going to do anything. Yeah, where is this somebody? Hey, hey, mister. Yeah, what do you want? Look, mister, I'm a lost and I'm a left-of-my-money home. Well, go home and get it. Wait, wait. Oh, lady. Yes? Lady, please, I'm going to need a 15-a-censor for the trolley. What? I'm going to beg a lady. I'm going to give you a checker for the money. What? You got a pen I'm going to sign.   I'm a cold and I'm hungry. Over there, there's a coffee pot. I'm going in. It's pretty rough outside, huh? Yeah, and it's a rough inner-side. I mean, I'm a stomach. I'm hungry. Well, fine. How about some eggs with Tabasco sauce? Delicious or Western-style with chopped up vegetables and meat or just bacon, ham, sausage with eggs, eggs fried, scrambled, soft boiled, French-fried potatoes and toast. What do you have? Everything. Ha, ha, ha. You're kidding. Ha, ha, ha. I'm a nut. Do you see, mister? I'm a nut eating at the mission early today. Oh. You don't have to worry about the money. I'm going to give you a checker for the whole thing and now.  It's only 45 cents. But I ain't got a 45 cents. What? I'm going to be a hero again. Look, mister. Hey, what are you, a stiff? Yeah, I'm a stiffer from the cold. Hey, now look, mister, everything is strictly cash here. We don't give eggs on the cuff. But I don't want it in the cuff just to put it on the plate. All right, wise guy, beat it. Yeah, but I'm a no-wiser guy. I'm going to give you a check. We don't take checks. We don't trust. Everything is strictly cash. If you ain't got it, good night. Good night. What's so good about it? Mama mia. It's 11 o'clock. Well, at this time, I'm not going to fool around. Huh, mister? Yeah? Hey, listen. I'm going to get the no money. I'm going to get the no check. Some of them are going to get the nothing. I need a 15 cents. Yes or no? I need it. Look, mister, I'm going to want to take advantage of nobody. Yeah, yeah, what kind of talk is that? Stand up straight. Huh?  Don't worry. You don't have to beg from anybody. Help yourself. Get wise. Be positive. Get the wise of what? Be positive. The positive? You heard me. If you're negative, you get no place. Be positive. Be like me. Positive. Mama mia, it's so cold I can't even a snap of the fingers. Well, stop sniveling and start taking advantage for a change. Don't ask for handouts.  You've got to learn to accumulate some scratch yourself. Understand? Yeah, that's right. Yeah, sure. Yeah, I'm understanding. Positive? Positive. That's it. So long. So long. Positive. The only thing I'm a positive is I've got no money. Yeah, but the man is right. I shouldn't have feel sorry for myself. Hey, y'all. Get your morning paper. Paper, mister? No, no. I'm a no-getter. Wait a minute, mister. You got a lot of papers, huh? Well, I don't think I'll get rid of half of them. Here, here, here. That's no way to talk to you. You've got to be positive. Here, give me half of the papers. I'm selling for you. How much am I going to get? Well, I'll give you four cents for each one. Hey, you want to up and up? I'm a feeling more like it down and down. No, that's not right. Sure, I'm money the up and up. All right, grab this bundle. Okay? Okay, okay. I mean okay. Now you work that side of the street. Yell out the headlines and shake a leg. All right, I'm going to shake two legs. La la la, got to your peppers. That's it. Howdy-woody-woody-weed-она extract! What do you want to do with a wereita extract? All right, accent! Hey, I got a boy. Come on, mom, let me learn just a language. Get to your pepper as soon as possible. How do you want to do with a wereita extract? How do you want to do with a wereita extract? What's the matter?  Should I get an honest stack of where you get them from, huh? What? Yeah, using my owner money too. And here's yours. And oh yeah, if you make a six cents a paper, give it to somebody else a four cents, so remember. What do what do what do what do the next to that? What do we do with the paper? How do you like that? I just break them into the business and already he's taking over the company. What do the papers say? How do what do what do the next to that? How do what do the next to that? Fifty people are killing the crash here. Young man, I just bought this paper and that headline isn't even in it. Huh. Well all right, I'll buy another one and maybe you'll find that they're dead. Well... How do what do what do what do the next to that? No water declared. Anything you want to declare? All right. Why do you got nickels for a cup of coffee? Huh?  Isn't it, girl?  Here, come on, I'll take you some of these peppers in the water. Work! Sure, a bit positive.  What? Sure, that's the spirit. Here, come on.  Who knows where Luigi could be at this hour? Oscar Lee. You are just a genuine 14-carat yurt. Yeah. This you call being a friend.  Oscar Lee, if Luigi comes back with double pneumonia, we're going to make you take half. Please, Mr. Delicatessen, a man, don't scream out of me. My conscience is a-killing me. Honest, I didn't mean to no harm. I just wanted to teach him that money don't grow on the trees. No? Then how come my bank has got 12 branches? Schultz, Schultz, how can you joke at a time like this? We got to organize a searching party. Oh, searching a party for Luigi? Yeah. Oh, I wouldn't give anything if I see that little banana nose alive. All right, Pascuali, I'm going to see if you really mean it. I know a good detective. Now, give me $100 and we've got to get him to find Luigi dead or alive. Dead or alive? Yeah. All right. All right. Here, Schultz, here. Don't have to ask twice. Here's your money. All right. Now, we're going to call our detective. Look out the window. A taxi is driving up in front of the store. Sean, look who is getting out. It's Luigi. Look at that big cigar here, Schmolding. Hello, fellas. How are you? What's the new? Luigi. Oh, Luigi, come here. I could have kissed you. Get away, Bobby. You bother me. What do you say? Hey, Luigi, where do you get that expensive look on cigars? I don't know, the friend, anybody who's willing to check his two legs is nowhere to scratch. Here, here. Don't be negative. Hustle up with the positive. He must be suffering from shock. Luigi, what's happened to you?   That's right. You said it. I'm going to learn a very big lesson, Pascuali. Like you say, money talks. If you try to be nice, you get in no place. You got to be tough and hard. So ask me, from now on, fellas, shake your hands with the little Luigi. Here, here. I'm sorry for what I did, Luigi.  Huh? Yes, I'm all wrong, and not you. I missed the old Luigi. Oh, you did, huh? Yeah, me too, Luigi.  A little for shimmery. This new way doesn't suit you, Luigi. I don't like it, Luigi. Oh, you don't like it, uh-huh? No. Honey, you know something? I'm ahead of myself. I don't like it either. And this is a guy that's making me sick. That's the boy that's making me sick. You know, I just don't want to be me. I can't be harder, and I don't want to be. I don't care how rich he's making me. Come on, we all are celebrating with someone. Yeah, sure. Sure, sir. If you don't mind, I'd like my hundred dollars back. Uh-huh. But, Shrally, you say money talks. So what? So listen to your hundred dollars. They tell that goodbye to you. Here, Luigi. No, no, no, no, no, no. That's thanks, Mr. Scali. Here. It's for you. Maybe you learned your lesson today. And you learned my lesson, too. Friends. They're much better than the money. You know, so mama mia, don't worry. I'm a no-changer, except in a one-a-thing. Negative and a positive. When a Pasquale was asking me again to marry Rosa, I said, no, that's a negative. And when a hizzer asked me if I'm a shura, I said, sure, I'm a shura. That's a positive. And also about those two words. Even if sometimes I'm feeling lonesome, those two words, negative and a positive. Even if sometimes I don't think everything is going good, I know that if it's a negative or a positive, there's no place I'm going to feel that way than in this big, beautiful country I'm found in America. And with that, I'm a positive.  I hope you've enjoyed tonight's episode of Life with Luigi. And they want to remind you of good, but also good for you. Dom is an easy way to help keep your alsoades digestion. Every time you chew a stick of well-tasting wriggly spearmint, you get enjoyment plus the benefits of the chewing action. So remember to chew a few sticks of delicious wriggly spearmint gum every day. It costs so little, tastes so good.  Ladies and gentlemen, you can see your Life with Luigi favorites in the new issue of Look Magazine, now on sale at your newsstands. Look takes you inside Luigi's antique shop and introduces you to Psy Howard, creator-producer of Life with Luigi, J. Carol Nash, its star, and other personalities who make CBS's Life with Luigi show sponsored by the Wrigley people possible. See the Life with Luigi story in the new Look Magazine. The makers of Wrigley spearmint chewing gum invite you to listen next week at the same time when Luigi Vasco writes another letter to his mama Vasco in Italy. Life with Luigi is a Psy Howard production and is directed by Mr. Howard. MacFenoff writes the script with Lou Derman, J. Carol Nash is starred as Luigi Vasco with Alan Reed as the squad. This is CBS The Columbia Broadcasting System.


I was flying through the Australian Outback on a borrowed motorcycle when I hit a patch of gravel, came off the motorcycle and broke my leg. But what happened next became a massive game changer in my public speaking style and still is to this day. Dot dot dot started to be continued. I know that's only three or four sentences guys but in those few sentences already are my five go-to non-negotiable principles of the art of storytelling that I've used all over the world. All kinds of demographs, all kinds of culture, these five storytelling principles work anywhere in the world and I never tell a story without these being my true north guidance of how to tell a story well. Now the art of storytelling is going to be included in a new offer we've got for you for a limited time called the Communication Bundle. It's going to have my communication masterclass, it's going to have my public speaking mistakes, it's going to have what I call my communication toolkit and this new teaching called the art of storytelling. Grab it while you can, it's on special offer, it's going to be a huge value add to your world as a communicator because we need storytelling to come back into its own. We are better offers of society when we have great storytellers and we don't have enough of them and I want you to become one. If this helps, love you guys, talk to you, cheers.


Hello guys, welcome back to my channel. It is Drew here from Lone Fox and today you might notice I'm sitting at a table and that it's because we have a brand new First episode of the series here that I'm going to be starting on my channel and it is going to be called drew it yourself Now I have mentioned drew it yourself a couple times in past videos And it's kind of just a play on words for do it yourself or DIY I also have this picture that I created that says drew it yourself You guys always talk about it and it's kind of just like a funny phrase And if you guys didn't know I actually trademarked the phrase so I just needed to have it You know so I literally paid to have an entertainment trademark made for that phrase because I was like drew it yourself is like an iconic saying I'm not gonna lie so today's actually gonna be the first episode of drew it yourself And some of you guys are like what exactly is drew it yourself as many of you guys know I have a DIY channel home decor interior design. I love doing all of it So this series is going to be a little bit more personal So it's gonna be more like a one-on-one crafting session as opposed to me just filming my four projects and voicing them over And kind of whipping through the video which of course I love creating those videos and I love watching those videos However, it's a nice change to kind of pop in talks you guys ask questions and do just like fun little chatty segments in between my projects And you also get to see me create them in real time So yeah, but today's going to be extra fun because this first episode of the drew it yourself series is going to be fall themed I'm a humongous fan of fall and I can already tell that the weather is starting to change a little bit in Los Angeles Which is amazing. I love colder weather It is my absolute favorite and today we are going to be creating three super cute DIY fall decor pieces I think we should honestly just get started you guys I legit have to walk across my table because I'm so cramped in the corner. I Just left out such an important part of this video I'm wearing a shirt that you guys might never have seen on the channel before and that is because it is part of my Brand new heritage collection for Lone Fox, which is going to be launching at this upcoming Thursday you guys I am so excited. I have not had new merch in over a year My last merch launch or my first merch launch was actually last September is a little sneak preview So keep your eyes peeled and definitely watch this upcoming Thursday's video where I'll be launching and revealing the new heritage collection for Lone Fox So if you guys did not see my live class with Michaels I actually taught a class on how to create this fall reef here And I absolutely love the way that it turns out. However, it was a live class So not everyone got to see it so I figured for my first project today We would actually go ahead and create a new fall reef kind of similar to the same style that I created the first one But it's going to be a whole new color palette a little bit more moody a little bit more vibey And I'm very excited for it. So let's jump in with I'm going to be using a ton of florals These are so pretty by the way And these two right here actually from Target and the rest of these pieces here are actually from Michaels a little touch of Warmth and some brown tones and then of course, we're also going to be using a reef base This is 14 inches if you're curious. So let's do that one there I'm going to just kind of like put these two together adding a bit of hot glue and just pressing it on The base I'm going to leave a little bit of the gold ring exposed for this one So this is probably going to be the furthest point of our leaf sections if that makes sense and something else I'm actually going to do is grab a little bit of wire here. This one happens to be brass I got this at Michaels as well and I'm going to go ahead and kind of wire wrap down Just our base section. I don't do this for every floral piece However, I do like to do it on the base section just to make sure that it really stays because a lot of our next components We're actually going to be glued right on top. This is going to be the base of our wreath Okay, so we have our eucalyptus now and I probably want to maybe pop this in around here I also found this little raffia pumpkin at Michaels as well and I thought it was so freaking cute How adorable is that little stick on top? I mean I felt like this would totally give it that fall look just because it's not a traditional color palette that I'm working with Something else you can do you guys is you can always layer underneath as well So if you feel like if you put something on top and it just doesn't go well Try also placing it underneath because sometimes having that layer in the background looks really nice as well So for example, I'm gonna put these brown ones underneath and then I'm just gonna go ahead and wire this piece down to our base I actually want to just go ahead and just wing it and kind of glue down this pink flower here So I'm gonna add a whole ton of hot glue to the bottom and just press it And then it's just gonna stick where it sticks basically I found a fox Okay, I love the fox in there. It looks so cute I just want to go ahead and glue this guy right on so I'm gonna add a quite a bit of glue to the back side of him What's gonna stick him Right down. Okay, the fox is really really cute I think I'm gonna keep the little pumpkin for a project in the future or just use this as a little decor element because it's So cute, let's just put it right here Add a good generous amount of hot glue and then we're going to go ahead open that up a little bit and kind of just place it All the way in where we want it to go All we need to do to finish this week off is just add a hanger to the top of it I think I'm gonna honestly use the wire as a string and then do a little lark's head not right at the top here This is a really thin gauge wire. So it's pretty malleable, which is quite nice So I'm gonna do a little thin kind of strip there and then right at the top I'm honestly gonna tie it into a knot just like you would your traditional string and that finishes off your brand-new Full read the witch. How cute is this you guys? I love it. This project turned out. So that's project number one Many of you guys know I have a amazing fireplace in my new apartment It's in the living room area and I thought it would be so cute to create kind of like a little tassel garland And I can drape across the fireplace because it is a faux fireplace. I picked up some new supplies for this project I have a yarn here. This one's like a thicker one I thought this would add a nice chunkiness to the tassel and it has some fall colors in it I also got this set of wooden beads in different kind of sizes and shapes And then I picked up this because it was on sale I thought it was pretty kind of had some fall tones in it as well They're like little metallic beads my phone case is super dirty. Don't judge. I need a new one But I'm gonna go ahead and wrap this around. Let's do two three four five I want these to be super chunky six seven So I wrapped it around my phone 35 times which I know sounds like a lot But trust me guys, it's going to look perfect and then traditionally for my tassels I'll cut off two of the same exact string however for this tassel It's going to be a little bit different because I want to add beads So I'm actually gonna be using a thinner string and not the yarn And I'm going to slip this right under all of the strings or yarn sections pull it right up to the top there Snip off the excess leaving a good generous amount right up here And then we're gonna tie this in a super tight knot to gather all of that right at the top We could then go ahead and pull all of our strands off of our phone or a piece of cardboard Whatever you were using to create your tassels I just have the phone would kind of be a perfect length So I'm gonna lay this string out flat and then put our little tassel on top Then we're gonna tie it right up towards the top. So just like that and cut all of these bottom threads So I'm gonna go in and cut these I Honestly should get my actual scissors guys. I'm using my industrial scissors But I'm back with my scissors So we're gonna go ahead and cut all of those loops on that tassel And then you're also gonna want to go ahead and kind of trim them to make them all the same lengths And then what I'm going to be doing is we're going to be adding beads to both these strands here And then to both of these strands here as well. It adds a really cute vibe. The nice thing about this thread as well Is it's pretty stiff so I should be able to Put the beads right on without having to put a needle on there and I added a needle They were literally getting caught and snagged on the inside of the beads So it kind of started separating but the needle Makes it very easy. So I'm gonna add maybe two more beads onto here And then once you reach the end of your section just go ahead and tie a knot at the bottom So they stay nice and secured on there and then we're gonna work on the top section of the beads here So all I'm going to do is place a large bead first So I kind of wanted this hexagon one I thought it was pretty cool and then we're gonna go in and add one of these metallic beads So we're gonna add one of the maybe gold metallic beads. I think it adds a little nice touch there and then maybe one more of our Circle beads. That's good. That's a good tassel right there. I love that this turned out and we are going to actually be creating about Probably seven more of these so we have eight of them So I am back with all of the tassels added with the beads on them So they all look amazing and it literally looks like I didn't even create a dent in my wood beads at all Which is quite nice So I'll be able to use these for future projects as well to create the garland I'm going to be using the same string that I used to add the beads to and I'm going to honestly start probably A little bit out.  So here we have one tassel on there I actually lied. I do want to add some beads to this I think it looks a little bit plain just having a normal string as the garland So and I think I'm just going to go ahead and do like maybe one two Three there's no rhyme or reason to this either Maybe like four beads on this side. I just think the beads add a nice little touch So that's what that's going to look like. I'm going to add one knot Right here. I just kind of creating a simple knot and making sure that it butts right up to that bead I added about a six inch gap in between the knots here And I'm going to go ahead and string on a couple of beads and then we're going to add our tassel And we're just gonna tie this Right on The string So this is our garland so far I'm going to continue this all the way down Just make sure to leave the same amount of gap in between each tassel section That way you have consistency all the way down your piece But I'm going to continue this on and that'll finish off our garland All right, you guys our garland is completely done. How cute is this? I think it is so fun. Again, kind of like a non-traditional fall decor piece Now last year I created some velvet pumpkins using some velvet fabric and then some polyfill And it was just like a really cute little project But this year I was like let's create some like restoration hardware like really chic unique kind of canvas style pumpkins So I'm going to be using this drop cloth here and and I think you guys might be able to tell I have used this drop cloth quite a bit already for painting projects, whatever it might be I'm flipping this over so I can see what I'm working with here And I'm going to cut out Kind of like a square shape out of this fabric because basically what we're going to want to do is create a circle So it's probably easier to go from a square down to a circle than this huge Fabric chunk here is our square shape I'm going to flip this over fold it in half And then I am just going to freehand this because I freehand everything I'm going to freehand half of a circle out so that way when we open it we should have A full circle or what is close enough to a circle and you guys are going to see why this is very Forgivable you do not need a perfect circle at all So the next step is to flip this over so that we have the wrong side facing us And I'm going to go ahead and grab my little thread here. I'm going to pull off a decent amount So once you have your needle and thread We're going to go ahead and just literally go back and forth all the way around the entire diameter of the circle that we created And this is why it's forgiving because if you do have some sections that are maybe like bulging out of your circle It's actually going to make your pumpkin kind of a little bit more of an organic shape The more circular the circle is the more circle the pumpkin will be if that makes sense I'm going to be grabbing some polyfill and I've had this in my stash from past projects We're going to be filling up our pumpkin with the polyfill You're going to want to add a decent amount because we're also going to be doing one other step Which will kind of need the pumpkin to be pretty fluffy for Once we have our pumpkin nice and full you're going to grab your strings And just tie them do it just one single overlap And pull that snug so it really cinches right at the top there You can kind of mush this and this is why I thought it would be really fun to kind of have that paint texture on there Because look how cute that turned out. I'm going to go up through the bottom of the pumpkin all the way So you can kind of feel it We're going to wrap this around one side and then push it right back up through the hole and back through the top again I wanted to see if this would kind of create very like pumpkin-y pleats in the edges, which it definitely will This is why I was saying that it's nice to have a very fluffy pumpkin because Then all of that polyfill will kind of fill in These little pieces that we're creating Now from the top of the pumpkin it actually looks pretty much the same however from the side You can actually really see that kind of pleated edge All we have to do to finish off this pumpkin is to put a little stump in it as the top And that's literally all we're going to be doing for this project some really cute and simple drop cloth pumpkins These are great because you can make a ton of them with one drop cloth and literally decorate like Your entire place with some cute drop cloth pumpkins. So I'm going to kind of twist this into the base How cute is this project like these are so cute you guys. I love them. Oh my gosh I love the touch of actual like paint on them So if you have a drop cloth and you're going to want to do this and maybe it does not paint on it Maybe go ahead and paint it a little bit first So I hope that you enjoyed these three projects and they're getting you in the mood for fall because I definitely am for sure And if you guys liked the first episode of drew it yourself, let me know in the comment section below I would love to do this more often for you guys like did you feel like this was a little bit more personal Was a little bit more fun. Did you not like it? I love any constructive criticism So definitely feel free to leave it in the comment section below And if you are not already make sure to subscribe to my channel I post brand new home decor india by content every single week and make sure to give this video a big Thumbs up if you did enjoy It definitely helps out my channel and last but not least do not forget to check out lone fox home on instagram Where I post tons of inspo photos Stories keep you guys updated with all of everything that I am doing and all of that kind of stuff Last but not least before letting you guys go do not forget that the heritage collection for lone fox is launching thursday the 17th So keep your eyes peeled for that.  Bye guys