possibly not the entire financial statements, but a specific component of them in order to meet whatever needs are there in order to give the added level of confidence that is needed within that third-party agreement or opinion process. So that could be another type of engagement that could be for a public accounting firm, compliance with aspects of contractual agreements or regulatory requirements. So if there's any specific contractual agreements or regulatory requirements, we could an CPA firm or a public accounting firm can be engaged in order to conduct an audit with regards to the compliance with those items. So again, you could see how this could come up in specific industries, specific areas where there's need to have some kind of third-party assurance that there has been compliance with these regulations and then the audit would be, of course, conducted with regards to the compliance of them. Financial statements prepared on a basis of accounting other than generally accepted accounting principles, the typical basis sees we would have cash basis, tax basis, and some kind of regulatory type of basis or the three kind of basis sees we would have. Again, you would probably see this and more non-publicly traded companies where they would need some type of audit, some type of, if they're looking for a loan or something like that, they could get some type of audit for that. The bank might be asking them, hey, we need some kind of third-party validation that your financial statements are prepared correctly. We know that they're prepared in accordance with the cash basis or tax basis. We just need the assurance that they are prepared in accordance with that cash or tax basis and therefore the audit might be or some type of audit or engagement could be conducted with regards to those specific formats of accounting. Specified elements, accounts, or items of a financial statement. An auditor may be engaged to report on only specific parts of the financial statement. So again, we could be auditing for a specific component of the financial statement. There might be some need for some assurance within some specific component of the financial statement. It would be a lot simpler of an audit or less work, of course, to audit just that component if that's what is needed. Compliance with aspects of contractual agreements or regulatory requirements. Auditor will provide negative assurance on compliance with the provisions of contractual agreements or regulatory requirements. The auditor does not use the words in our opinion. So in other words, when we do this type of audit, when a CPA firm or public accounting firm does this type of audit, we don't use the same language of in our opinion. Instead, it looks something more like this. This is just an example. In connection with our audit, nothing came to our attention that caused us to believe that the company failed to comply with terms, covenants, provisions, or conditions. So notice what that negative kind of language that we have, there's kind of a disclaimer type of language, kind of a lawyer talk type of language. So let's read it one more time. In connection with our audit, so with our audit, we did do audit, we gathered evidence. Nothing came to our attention. We didn't see anything come to our attention within the audit engagement. That caused us to believe that the company failed to comply with terms, conditions, provisions, and conditions of and so on and so forth.


Hi, how are you doing today? I'm your host Rich. Here we have a Rich TV live with our very special guest, Manish Grigo, the Chief Strategy Officer of Discover Wellness. How are you doing today, Manish? I'm doing well, Rich. How are you? I'm doing really well. Thank you for joining us today. I wanted to ask you a question. Can you tell us a little bit about yourself and what made you want to join Discover Wellness? Yeah, so I've been in a capital market since 2007. I joined Discover Wellness in December of 2020. What really attracted me to Discover Wellness was the platform. It's lean. It's in the CBD business, which is more related to wellness. I'm different from the psychoactive elements of the cannabis market and I thought there's a little bit still early stages and Discover Wellness, again, flat organization, asset light. We've learned from other people's mistakes and I figured this would be a right time to join them and help them. Okay, great. And Discover Wellness is setting up a brand new industrial scale CBD extraction facility. Can you go through some of the production capabilities and what sets you guys apart from other CBD extractors in the market? Yeah, so like I said before, you know, this is our facility in New Orleans, close to Calgary in Alberta. Essentially, this can process about one million pounds of hemp a year. And again, you know, it's a new facility allows us to learn from other people's mistakes. So being a new new new facility, we're able to see that we can do the same kind of shifts with pure people. You don't need that kind of heavy regulation that we typically required with something with higher TSC content or cannabis market. So this is industrial hemp, which is more like treated like an agricultural commodity. Yes, there are rules and licenses around it. But however, so you don't have that same kind of resource and regulatory overheads around it. Can you go through some of the production capabilities and what sets you guys apart from other CBD extractors in the market? Yeah, so like I said before, it's, you know, it's a light organization in terms of the manpower required and we've learned from other people and again, this is industrial hemp, which is treated more like a more like an agricultural product. So pure, pure costs and overheads in terms of how we manage the inventory and everything and the handling costs. Okay, great. The Discover Wellness property is easily scalable. Can you give us an idea of what that means for the company and what are the implications once you guys reach your full potential? So in terms of implications would be, again, based on our extraction facility being fully upgraded, what we are, our strategy is to be, you know, have a cost leadership position in this. And the reason we can establish a cost leadership position is again, it's a new facility, we've learned from other people's mistakes, so we are not overly overstaffed. In terms of, if you look at some of the earlier comp competitors that came in, they had to hire a chief scientific officer, they had to hire someone doing a lot of the security elements to it. So if you peel out all those layers, our costs become a lot lower compared to everyone else. And again, you've learned from other people's mistakes over the last four or five years. And again, being industrial hemp allows us to be, you know, flat organizations. For example, right now, when we're not in production, we have only four employees. So that's where you lean operation. And based on a name-plated capacity of one million pounds of hemp, if you process that and you assume, again, you know, about $1,800 per pound of concentrated distillate mix, you get about 70,000 pounds. And based on that pricing, again, it works out to about $126 million a year. Wow. We have a lot of work to do. We're not there yet. But I'm just saying what the implications would be from a blue sky potential. So still have a lot of work to do. Just want to be clear on that. Hey, well, it's good that you guys have the scalability. That's huge. Can you talk to us about your partnership with Cine Genetics Biosciences? My understanding is that Cine Genetics cultivates and engineers their own proprietary hemp strains. How does this give you guys a competitive advantage over others? And what does the partnership mean for the company? So essentially the SG partnership gives us access to what we call high CBD strain hemp. So what does high CBD strain translate to? It translates to higher yields when you put it through the process of facility. So 15% plus CBD strains. On average, we are about 10% plus. The marketplace roughly you're getting about 5% plus CBD and less than 0.3% THC content, which is why you can classify it as industrial hemp as opposed to cannabis or the psychoactive elements are basically missing in this. Or it's very low. So the classification changes. So SG gives us access to high CBD content biomass, which essentially entails lower cost of extraction, which also means we can process it faster at a cheaper cost. And it goes very much in line with our cost leadership strategy. With the CBD market being saturated with all the hemp farms that have come on in the last two years, how will you deal with the price of CBD being pushed down? We've seen the price really come down a lot since legalization. How are you guys going to handle that? So like I said before, you're right. So the cost has come down, but we have been pursuing a cost leadership strategy. And this is one leg of it, which means what does that entail for a step one new facility, learning from other people's mistakes, flat organization for employees right now. It'll be working in shifts. The second element is the SG partnership helps us with the cost leadership element of it, which is what does that mean? It means 10% plus 15% plus CBD content. So higher content means less product has to be moved through the extraction facility to get the same dollar amount at the, or the distillate or the isolates at the end of it. So that's the reason. So these two elements help us in the, in the value chain and that even with lower prices, we'd be able to compete. So essentially the cost leadership strategy is one part of it. And the other part would be the global distribution strategy. You also recently announced a memorandum of understanding with quad play of Thailand. What can you tell us about the deal? Why it's important for the company and the overall opportunity in Thailand? So Thailand is actually a very important part of our strategy. It's early stages. Thailand B is the first country in the world to deregulate this market entirely. What does that, what does a deregulation in entirety mean? Essentially, it means isolates that pass less than 0.2% THC, right, with higher cannabis content can be put into food, cosmetics, without licenses. So the end product can be put on a shelf like convenience stores. So essentially a beverage drink with less than 0.2% THC content with higher CBD would be sitting on the same shelf as Pepsi or Coke. Right? So that's where there's a key differentiation there. Yes, you would need a license to import the seeds, to process it. But once the processing is done and the CBD isolate and everything else has been extracted and it's been given to the consumer. So if you look at kind of high newspaper, you don't understand the excitement around it. Essentially, it's similar to what Canada had when the deregulation around it. The only key difference is the regulatory overheads and everything else reduces dramatically when you're able to implement it directly into food and cosmetics and beverages for that. So the market size in multiplies quite dramatically. Again, the estimates are around $5 billion. We don't know that it's pretty nascent. So the MOU understanding right now, with QP quad play is essentially a high organization with deep relationships in the high market in the food beverage industry. They also run two wellness clinics. So they have been associated with this industry for quite a while and we're leveraging their relationships with farmers, which is the cultivators with universities that they have in terms of growing it in strains. The other part would be also with the consumer park food and beverage markets. So these these three legs would be the part of the growth strategy and the seeds is for us a good way to get an equity drill hole in an early market.  So this is just a very low-cost way of us getting an extra distribution foothold in Thailand. And I think with Thailand being the first one in Southeast Asia, you'd see other countries, but there's a first mover advantage to any country changing regulations similar to what Canada went through when it deregulated before the American market did on a federal level. And you saw the whole market activity here in Canada in this day. Although we are one tenth of the US market, we're still much larger when it comes to capital markets. I'd afraid when some of the companies are growing, I think Thailand's going to be able to take advantage of being the first country to take a move to a deregulation. That's great. That's huge. What are some of the milestones set for the company this year in 2021? So the first key thing would be obviously to get our extraction facility up and running. We should be able to do it somewhere around the end of April. That's the expectation. COVID has had some impact. I would say quite a bit of impact in terms of getting the design and everything ready to a full facility processing facility ready. And we should be cash flow positive in 2021. The reason we'd be cash flow positive is because SG supplied us hemp in lieu of shares, which was disclosed in December 2020. What does that entail? It means about $5 million in savings. So we didn't have to raise or dilute our shareholders. And essentially, when you translate $550,000 to an extraction facility, every dollar that comes in is right for the cash line. Our community is really big and our community is all over the world. We'll have people in over 100 countries watch this video. And it's extremely important for us to understand the share structure. We like tight float stocks, companies that are really responsible with understanding where they put all their shares, how they distribute shares. That's extremely important to us. So can you explain the share structure and give us a breakdown of Discover Wellness shares outstanding and how much is held by insiders? Yeah, so 52 points. So we have basic shares outstanding about 52.3 million shares. Pull it diluted about 56.9 million shares. And essentially 30% is held by management and insiders. So very tightly held structure and like I said, we are sensitive to dilution. So hence we took the inventory in lieu of shares rather than going to the market to raise capital. So what we're trying to do is be cost effective and both in our inventory or basically buying side of it as well as on the distribution side as well as you can see with the filing agreement or anything else. We're trying to be very cost effective on both sides. That's great. That's music to my ears. If there was one thing you would want to know and you would want shareholders to know about Discover Wellness, what would it be? Well, like I said before, I think kind of the same team around the story is cost effective strategy. So there's a two prong strategy. One is a cost leadership when it comes to product pricing. The second part is cost effective distribution. Hence the filing agreement that we just made. So we are trying to do both sides which is collects the marketing distribution element as well in terms of pursuing JVs or MOUs with different countries where we get a marketing agreement and in lieu of DSG seeds like the high agreement said chose to get a distribution wider than what we have. So there's a global distribution strategy as well as a cost leadership strategy. With our shareholders and with all the viewers and subscribers and followers that are going to watch this video, they're going to most likely be interested in getting in contact with the company. They're going to want to learn more. They're going to want to invest. They're going to want to potentially do LOIs, join ventures because there's so many public companies watching our videos. What would be the best way for them to get in contact with you? So the best way would be either email so mbgo at discoverwellnesssolutions.ca or our phone number, the 1-800 number which is on our press releases. Okay, great. Well, thank you so much for your time today. Manish Grigo, the chief strategy officer of Discover Wellness. Remember Rich TV Live. Everyone that's watching is for education, entertainment purposes. Always do your due diligence. Always do your research before you invest in anything that we talk about here at Rich TV Live. Chances are once you do your research and you speak to a financial advisor, the financial advisor is going to say, where'd you get this pick? You can say from Rich TV Live and they're going to say, it's a really nice pick. I really like this company. Manish, I think you guys are doing great work. I've always been a big fan of CBDs. Always. So I love the CBD industry. I thought there would be more CBD companies right now and there isn't. So I still think there's a huge market for you guys to penetrate and I think that you guys are undervalued, underappreciated, underexposed with a tight flow and a growing story. And like you said, some huge growth potential as far as revenue, which our community loves to buy revenue. So revenue generating businesses, early stage super growth companies is what we look for. And I think you guys are kind of falling in that category. So I'm really excited to see how you guys are going to evolve. Now remember, if you guys like this video, please smash the like button, comment down below, share the video and subscribe. Thank you guys for watching. If you're not winning, you're not watching. This is Rich from Rich to Be Live with Manish Grigo, the chief strategy officer of Discover Wellness saying, have a nice day everybody. Thank you, Manish. Thank you, Rich. Appreciate your time today. Thank you. Have yourself a great day and keep up all the great work.


Have you ever broken off things with your partner only to find out that they wanted to get back together with you all along? Maybe this is good news and you wanted to repair things with your ex and get back together, too. If you had known they felt the same way, you could have talked through your problems earlier and stayed together. Or maybe you didn't want to get back together. If you had noticed the hints they were dropping about their lingering feelings for you, you could have made it clear to them that things wouldn't be able to work out again. Whichever the case may be, here are 7 proven signs your ex wants you back. 1. You receive drunk calls and or text from them. You're resting cozy in your bed, settled down after a long and busy day when suddenly your phone lights up. You reach out to find a new text from your ex. Turns out their 3am texts may be more than just a drunk stupor. Their drunk texts show their thinking of you and being under the influence just gives them more courage to express what they're really feeling. According to a 2011 study, the most common reason people make drunken phone calls is to confess their feelings, especially those of love. Your ex's true feelings in those drunken calls could be true and their drinking gave them the liquid courage to tell you.  At 3am. 2. They mirror you and show open body language. Oftentimes when you mimic another's behavior and gestures, it means you like them. This mimicry of others is called the chameleon effect and this can be a more subconscious way to show someone that you favor them. People like people like themselves. If your ex is still showing very open body language, holding eye contact and mimicking your behaviors as well, it could be a sign they subconsciously still have feelings for you. 3. They often bring up fondly shared memories. Let's say you meet up with your ex or run into them at a bar. What do you two find yourselves talking about? If your ex continuously brings up fondly shared memories, it could be a hint that they not only miss those moments spent with you, but in turn, they miss you as well. By highlighting the good times you spent together, they are trying to get you to remember what made your relationship work and what was great about the both of you. Perhaps it's a way for them to try and win you back. 4. They maintain a friendship after your breakup. Yes, some couples can still be friends after a breakup, but if you find yourself talking to them more than your other friends, maybe you're more than friends, or at least heading there. Your ex may be trying to reconnect with you as a friend first before trying to get back together. If you work as friends and were once attached to each other, what's to stop you from getting together in the future? 5. They ask others about you. If you hear from your family and friends that your ex has been asking about you, there may be a good reason. Odds are, your ex is trying to find out your relationship status, or more likely, they are trying to gouge if you still miss them or not. If your friends and family tell them that you do miss them, don't be surprised if they come knocking on your door in hopes of a reconciliation. 6. Liking and commenting more on your social media. Did you and your ex decide to be friends after a breakup? Perhaps you still comment and like each other's posts on social media. If you find your ex's commenting more than they did when you were together, it may mean they're throwing some hints at you. If they're complimenting your social media posts, it may mean they want to be more than just friends. 7. They're taking action to change, and they let you know. Is your ex suddenly taking action after your breakup? They're making some noticeable changes in their life that draw you in, and going out of their way to let you know they've changed. They post on social media about their personal growth, or text you as just a friend that they've improved on their bad habits that once drove a wedge in your relationship. If they're changing and they want you to know first and foremost, it may be a sign they're doing it for you. So, have you noticed any of these signs in your ex? Or perhaps you've noticed some of these signs in yourself? Let us know in the comments below. Please like and share this video if it helped you, and you think it could help someone else too. The studies and references used are listed in the description below. Don't forget to hit the subscribe button for more Psych2Go videos. Thank you for watching. We'll see you next time.


we're gonna get started here in like 30 seconds. Let some more people come into our session. Okay, so welcome to our NEA Foundation Global Learning Fellows and Alumni presentation. We're gonna be presenting about global connections in the classroom.  So here is what we'll be doing. So welcome all. Before we begin, could you please put ES if you're elementary, MS, middle school, or HS before your name so we can split you into the correct breakout rooms. And so that means rename yourself with either ES for elementary, MS for middle school, or HS for high school. And if you're not sure how to do that, just go onto your picture and then there's three dots on the right side, click on those dots and click rename. We're gonna go on to meet the panel after that. Then we're gonna learn about what global learning is and what the NEA Foundation does. After that, global connections defined. Then we're gonna get to hear from our presenters about global connections in their classroom. And they come from different grade levels, different states, and also different schools. Then we're gonna go on to the breakout sessions. So you can start thinking about ideas, what you wanna share and also what you learned. And then we're gonna do share out and upcoming webinars as well. So for those coming in, rename yourself for ES for elementary school, MS for middle school, or HS for high school and put that before your name. And this is the agenda. And I see more people are coming in. So this is the agenda for today. Okay, so we're gonna go on to meet the global learning fellows. Hi everyone, I'm excited to be here with you all tonight. My name is Makisha. I'm most people just call me Makisha. I'm a K through five instructional technology specialist in Atlanta, Georgia. And I'm super excited to be here with you all tonight. So hi all, my name is Jennifer Macias Morris. I'm a first grade Spanish immersion teacher in Spokane, Washington. I teach at the Libby Center. And I was a global learning fellow in 2019. All right, welcome everybody. So glad you're here. I'm Andy Webb. I'm a K2 instructional coach and teacher from Wilmington, North Carolina. And I am a current in EA global fellow. Hello everybody. I'm Don Jenkins. I teach at North Libby Middle School and I teach virtually online part-time at a high school too. And I'm seven through 12 social studies and I am GLF 2020. And I put a couple of dots there because we've been extended out a couple of times, but grateful to be going to Peru next summer. Welcome everyone. My name is Kara Kassler. And I am from Columbus, Ohio. I teach German and English language learners. And although it says Patasco, Ohio, it's Columbus is the easiest big city that we're near. And I am from the global learning fellowship class of 2018, South Africa. Hi everybody. I'm Chris Gleason. I'm from Sampere, Wisconsin. I teach instrumental music in a tent right now because, you know, look, it's safer. And from the 2018 global leadership fellowship that went to South Africa. Hi everybody. I am Sandra McKelsky. I teach at Davisville Middle School. I'm located in North Kingstown, Rhode Island. I teach seventh grade geography and I went to South Africa in 2019. Hello everyone. My name is Rufu De Leon. And I teach at the Sarazal University in Manila, Philippines. I am a fellow of the International Leaders in Education program. That's a program sponsored by the US Department of State. And in 2015, I had the opportunity to work with Sandra McKelsky under the Teachers for Global Classrooms program. Thanks for having me. Hi everybody. Welcome to this exciting night. My name is Terri Anderson and I'm a special educator at a Waitley Elementary School in Western Massachusetts. And I'm a global learning fellow from 2018. We went to South Africa and it was the greatest thing ever. Hi, good evening everyone. Thank you for being here. My name is Mary Rikiki. I am a teacher at Independence Middle School in Jupiter, Florida. I teach Holocaust and Genocide Studies and World Geography Electors. I am a global fellow for 2020 which is set and slated to be Peru. Awesome. Thank you all for introducing ourselves. Now we're gonna have one of our NEA Foundation representatives talk about what global learning fellows is and what the NEA Foundation does with global learning fellows. Thanks so much, Jennifer. Hi, my name is Elizabeth Schneider and I'm the Chief Officer for Strategic Initiatives at the NEA Foundation. We are thrilled to be with you today with former global learning fellows and with others who are interested in global confidence. The NEA Foundation is dedicated to promoting the best in public education and we do that in several ways. One of which you're seeing manifest tonight is the investment in individual educators' leadership and building their skills to advance their students' performance. We also work with a number of organizations around education equity and excellence and partnership with them and we work to ensure that educators' voices heard in policy. The Global Learning Fellows Program is a year-long cohort-based learning opportunity for educators, elementary, middle and high to refine their craft and to think about the importance of building global competence. In this increasingly diverse and interdependent world, this program is of more and more significance it seems as every year goes by and we are really grateful for the continued investment of time and energy of the alumni who stay connected and continue to learn together. So we are really pleased for them to be here to share some of their learning with a broader audience and look forward to engaging with all of you. Thank you. Jennifer, I'm also gonna mention one other quick thing I'm gonna put into the chat. We have a new grant opportunity that we are announcing that we have announced today Envision Equity Grants. This, along with two other grant programs that the Foundation offers, Student Success Grants and Learning and Leadership Grants are available to all educators and we would really appreciate and welcome you all sharing this with your network, sharing it out on social media and taking a close look at it in case it's something you're interested in applying for. Awesome, Elizabeth. Thanks for informing us about the Global Learning Fellows and also this awesome new grant that you're putting in. I think it's really awesome to see the different initiatives coming in from the NEA Foundation. We're gonna go on to Global Connections Defined by Mckisha. Yeah, thank you so much. Elizabeth, thank you Jennifer. Thank you so much. I'm so excited for tonight and I'm excited to hear these amazing educators talk about global connections in their classroom and this slide is basically to remind you that as you think about global connections in your classroom, think of it as an amazing opportunity for you all to build global competence. So global competence, this is one definition according to the organization for economic cooperation and development. It is the capacity to examine local, global and intercultural issues to understand and appreciate the perspectives and worldview of others to engage and open appropriate and effective interactions with people from different cultures and to act with collective wellbeing and sustainable development. I feel like that was such a mouthful. All right. So also on this slide is a graphic of the SDGs that sustainable development goals. These are a great way to connect your classrooms as well and build that global competence. And I think we're ready to go ahead and get started with our first presenter. Yeah. So our first presenter is Chris Gleason. I'm gonna, he wants to do his own sharing on the screen. So let's do this. All right. Hey everybody. So probably in no other time in history have we been so connected, I mean by a worldwide pandemic, right? And so finding ways to reach out to students not just throughout the United States but across the world has been something that has been really moving to my students. They felt isolated. I don't know about you, but my kids felt isolated in their homes and so on. And this was a way for them to reach out. Now, before the pandemic hit, we had due to the Global Learning Fellowship and so on really inspired me to reach out and do a lot more. And so I'm gonna share with you just things that we've done in the recent past. You can see that in 2019, we reached out to Addis Ababa, Ethiopia. And what was cool about this project is that the kids really took ownership in it. So I'm gonna show you a quick video, the one on the right here. These are two of the students that kind of led the kids through our own school. Seven BU literacy room, learn about ecosystems, and this is like a quiet space in here. You can learn about different animals. I'm Verhano and my camera girl is Teetai. Welcome to our seventh grade campus tour. So as I said before, we're a college prep school and we also offer a lot of activities such as sports. One room in the distance is the school store. That's where you buy. Okay, now you could see the topography of Wisconsin in winter. And then my students looking at these kids in Ethiopia and just the connections. They're like, dude, they've got green plants and you know, and other things. So very surface level at first, but what was cool is the back and forth continued for a couple of months. And it got deeper and richer and the conversations centered around those standards. So we're talking about what's water quality like and not just beyond music. Music was our entry point, but then it was going deeper than that. Now this past year, we actually looked at two places at one time, Perth, Australia and then Johannesburg, South Africa. And in both instances was really fun and the kids, they really took ownership again and they enjoyed hearing from classmates across the world. Here's Perth, Australia. Good day. I'm gonna be performing a soundscape. In this performance, we imitate the sounds of the Australian bush including leaf crunching, rain, frogs, birds, cricket and wind with that instrument. Sleaf crunching is made by violins and violas pushing and scraping their bows against the back of the instruments. The rain is made with- Okay and cute, right? But here's the thing, the kids just, you know what they accent, right? But they were leaning into their screens and they were riveted to listening to this and finding out more. And then by the time they were done with that video, they came back with even more questions and so on. And then the last one that we've done probably the most recently here is Johannesburg, South Africa. And this is what- Yay! Nope, not the wrong one. That button. My name is Bukitawari and I play piano as an instrument. My favorite thing about music is that I can freely express myself in this class and not get judged for what I like and what I don't like. And the skills that I learn from this class are very necessary for going into a lifestyle or a career in music later on in life. Yeah, okay, very articulate too. So it was, I mean, it was joyous because the kids found three really important things. Autonomy, they understood mastery and then purpose. They understood the relevance of doing this but they also had, I empowered them to say, okay, what do you want to find out? What do you want to know about? And then fed them some of these standards and so they were feeding off of that and then the connection made. Boy, they just loved it. So it's been a great experience. This is something that will continue. The thing that we're really excited about is this next year we're gonna commission a composer to write a piece honoring Nelson Mandela's life and then connect kids from South Africa actually doing the vocal and the singing along with the concert band here all simultaneous through technology and so on. So that's where we're headed next. That's my three minutes. I'm out. Awesome, thank you so much for sharing that with us, Chris. And I hope all those music teachers are in our, and all the teachers have got some cool ideas from that. So we're gonna move on to Andy and she's gonna talk about how she connects her classroom. Thank you, Jennifer. I hope you all can give me some grace and understanding Jennifer's gonna help me with the screen as I'm having tech issues this evening. So thank you for understanding. If the first topic that I wanted to talk about and resource is Skype as scientists. So if you don't mind clicking on that link, please. Thank you. So if you are interested in connecting your students doesn't matter if it's elementary, middle, or high school this is a great resource because you can connect your students with scientists across the world. There's a huge database of scientists and you can choose who you want to participate with maybe, excuse me, maybe choose a subject, what have you and do whatever you choose that would benefit your students with Skype as scientists around the world. So that's one great resource, highly recommend. So thank you for that, Jennifer. The next resource is Twofold and it's the National Geographic Explore Classroom. So if you can click on that link. Hi, I'm Garcia, okay, here is this. So one reason it's Twofold is because the Explore Classroom can allow you to connect your students with Explores around the world and they will actually have live interaction where the children can ask questions and dialogue with real everyday scientists so that your kids can see a scientist is not always this man in a lab coat working in some sterile environment. Scientists can be working all around the world doing many different things and it really helps your children understand that they can explore the world just like all of these different people that are conducting science research around the world. And then it's Twofold because another great resource for global connections is the National Geographic Educator Certification Process. So you can go through that and become a National Geographic Certified Educator yourself and there are teachers around the world who are also certified and there's a community that is many people are very involved and share lots of different resources and it's all free, so you can't beat that. So there's the Skype, the Sciences Explorer Classroom and the National Geographic Educator Certification. And then my final resource to share with you is one that it's a labor of love. I spent a long time compiling all these resources. If you will Jennifer click on that link please and scroll down some, it's a blog but it's housed, my spreadsheet is housed there. You can keep on going down and this is what I consider a treasure trove of resources. There are over 200 grant and fellowship links and deadline information, synopsis of what the grant or the fellowship is. So I spent some of them I have participated in, others I've heard from different people and they highly recommend them. Many of them are at no cost. You go through an application process. Some are reduced costs and then there are some that may require pay but those are much less than the ones that are either subsidized or free. So please peruse those resources and see what you may be interested in because through many of these different experiences you can connect your students with people around the globe but you can also travel yourself to different places just like we do with the Global Learning Fellowship and you can connect with educators around the globe in person and hopefully build those connections that will last long after the program. So you can continue to communicate with the educators and connect your students as well. So three resources I highly recommend free and joy and let me know if you have any questions. Happy to answer. Thank you. Thank you, Andy. I'll definitely be looking at that Excel sheet. That's awesome. Oh, it should be on there. I know it was on there, yes. Senator Elizabeth said I need to add the Global Learning Fellowship. It should be on there. So next up we have Terry. Candy, that was an amazing list. I'm going to be delving into that myself. Thank you. Definitely a labor of love. Thank you. And thank you for sharing it. That was a lot of work. Really excited to talk to you all about these three ideas and the first one is Empatico, which some of you have heard about, but Empatico is just an incredible resource for us. Usually for elementary, the right now they're kind of in the grade one to six ballpark, but they've been expanding. So you have to just stay tuned. We've been doing it at our school for three years and we started out with international connections and that's what you usually think of with Empatico. And in this first picture, you see the teacher from Nigeria and he and I became friends, from just contacting each other and making the arrangements for what time and so forth. And these are our students over here. We're from a very small school in Western Massachusetts. It's pretty rural. So having a chance to meet people that are different from our kids is an incredible opportunity for them and just mind brought me. And so important for our kids that are gonna live in a global world. So, but one of the challenges, it's worth it, but one of the challenges of working within an international school is the time difference. So we had to have our kids come in early before school to match up with their time. But then last year, we did an Empat... Well, we did a lot of them, but one of them was with a class in Virginia. So from Massachusetts, it was pretty easy. And they were so different than our students that it was really valuable. When we first were matched with them, it was a little bit of a disappointment. Oh, it's Virginia, you know? We thought we might get Barcelona or something, but it really worked out so well. The kids were from a whole different walk of life and our kids learned a lot from them. Now, this year, Empatico has come up with a new program and it's called Empathy Across the US. And so it's a pilot program right now, but I'm sure that it'll be continuing next year. And what they've done is they have taken your school demographic and partnered you with a class in the United States that's just very different from you, racially or culturally. And so once again, it has given our students a really great opportunity. And I've been leading that districtwide this year and we have about 10 teachers that were brave to sign up because this year, as you know, as teachers, it was a really hard thing to put your hand up and volunteer for something else. So I'm really proud of the momentum that we've made in our district and I strongly urge you to check that out. There's the link there. It's free. They have all the lesson plans. You get on the dashboard. It has all the plans. It has cues for questions, reflections. Everything is already done. And the people that run the program are so creative, thoughtful and intelligent. They just, it's really an amazing program I highly endorse it. The second one, Asante-Sana for Education is a nonprofit foundation in Tanzania to promote education in Tanzania. And before Empatica was ever invented for us, my school has been connecting with the Asante-Sana for Education, which means thank you very much.  And that has been really a wonderful opening, eye opening for our kids. And now we do an annual fundraiser for this program and we're pretty tightly connected. And that third picture that you see that has our Waitley banner. Oh, in the first one, there's a Waitley banner too. I had the opportunity to go there in 2017. And I don't know if Joe Underwood is on this call, but he's a 2018 Global Fellow and he got to do the same experience the following year. And it was just amazing to me to see in these different schools, they would have our Waitley banner hanging that we had all signed. It was just incredible. And then the last thing I have here, there's a little bit of a homegrown thing, but I have invited a lot of different people to come into the school and speak. Obviously not this year, we've done that, but by Zoom. And I am connected with an independent school in the area of high school and they have many international students. So I've been bringing in those students yearly and they've come in to speak to the classes, this girl's from Afghanistan. And so it's just brought a lot of information and humanity and connection to our school or small little school. So I highly recommend it. I have my email up there. If anybody wants to be in touch and get any more information about any of this. Thank you so much. Terry, we have one quick question from Laura. She asks, do they match you or can you choose? Is it a year-long program or just a one-time connection with Empadico? Well, it's not, it's really as long as you want it to be. It could be a year-long, it could be several years long. And they match you, but if it's not something to your liking, you just don't accept. And then someone else will try to match with you. Look at a little dating game. Thanks, Terry. My internet jumped out for a second there, but Isabel, did you get a chance to ask me if it would be okay to share that list on our website, attributing it to her? Absolutely. Awesome. Well, thank you, Terry. And I've also used Empadico and what's nice is if you're an immersion, a Spanish immersion teacher, they also have it in Spanish. You could connect with others in Spanish from different countries as well. And we've used it, we did it with Mexico City and the kids loved it. So it's a pretty awesome program.  So this is pretty similar to Empadico. It's E-PALS except that you create your own profile and you put down what you want as far as a project and you put down your language. It's for ages three through 19. So that really opens it up for a lot of projects. And you can look through other teachers around the world and look at what projects they wanna do and then you contact them. And from there, you set up the parameters of what you want your students to do. So I put my information on there and then a teacher from India contacted me and we set up the project and we exchanged all our files through Google Drive. So we just shared a Google Drive, Google folder and we dropped files in there, we dropped videos in there and then it was very easy for us to show our students what they were working on. So kind of like the other project we started with a cultural exchange. So the students in India showed us their lunchroom and the food they like to eat and that got the kids really interested because they love food. And then I had my students play instruments and then the students in India played instruments and they made videos of it and the students were really interested in what they were playing instruments, what types of instruments they had. And one of my students played WAM, careless whisper on the saxophone which I didn't know that was possible and that was really great. And then from there, we went into the main part of the project which was pollution and I had my students break up into groups and they chose what they wanted to research in our area for pollution. So we went into the history of it. They researched possible solutions and then they developed a project and they chose what type of project they wanted to do. Some people did slide shows, some kids did videos and then we just shared it on the Google folder. They watched it and looked over it in India and they did the same for us. And it probably took, I think we probably spent about two or three months total on the project and students really got a lot. They were able to compare similarities and pollution and problems that they had in India. Same thing we had in the Pacific Northwest and this served as a foundation for Andy mentioned the National Geographic Educator certification. So this project was the foundation for that, for my certification. And the other thing I wanna briefly mention and this will lead into the next presentation is I did a project with a class in Germany that top set up and we talked about the 2020 presidential election with a class in Germany. And they only have that every four years but look for that in a couple of years because that was a great project too. So I'm happy to answer any questions. The site for ePALS is really easy and I'll put it in the chat, it's just ePALS.com. Thank you, Dawn. That was awesome to hear how you teamed up with India especially for pollution. I mean, it's a big thing right now and trying to come up with solutions. Thank you for sharing. So now we're gonna go on with Kira. Yes, and this slide, I was told I only had one slide so that's why it seems a little hectic and crazy but that kind of actually describes my life. So I teach German but I also teach English language learners and I really wanna encourage you to investigate GAVE. Stands for German American Virtual Exchange do not let the German part of it scare you because actually I did many of these materials with my English language learners. They are all in English and I set them up to exchange with American students in my high school. So we had two exchanges going one with a school in Germany and one with the English language learners in my high school and the American students in my high school to teach them a little about other cultures. So it is a virtual exchange between German and American high school students if you're looking for a high school activity. The exchanges can last four to six weeks. Ours that you'll see my partner, one of my partner schools there, we made it last actually pretty much the whole semester. So students complete getting to know you activities. And again, like Terry said, I used Empatico too and Terry you need to know you're my very first Skype ever please don't be afraid to Skype in the United States with your students. It is just as valuable of an experience. So they completed getting to know you activities like Empatico, everything is done for you. And if you don't like one of their getting to know you activities, there are four other ones to choose from in each lesson. The lessons are arranged into units. One topic that we did was everyday life but there's also one on sustainability. So within that, there's four getting to know you activities around the topic of sustainability. There are four getting to know you topics in the area of bullying, sports and discrimination and stereotypes are all units that they have released already on the GAVE websites. They also have exchange activities. You're expected to complete two of them but there are four for you. So you can choose which two you want to do. And they are all in German, all in English and are all free. The reflection I thought was the most interesting parts for my students. They had never met a student from another country ever. There is no German knowledge necessary and anywhere with internet access. I did link to an article I wrote about our exchange on this slide as well for the Ohio Foreign Language Association. Basically we used padlets because like Terry was saying the time difference is always a challenge. We did have one live meeting but most of our work was done on padlets and all of the exchanges, sorry, the units and with a final product that they have to complete and that is the we video you see down at the bottom. So two students, one from Germany one from the United States collaborated to create a video of activities they could do offline. It was also interesting for my students to learn that Germans in this particular community that we were exchanging with were not allowed out of their house for two weeks and we were back in school. We've been in school since August full-time, no hybrid, all students everywhere. So it was very eye-opening for me and the students. And my contact information is at the top. I encourage you to go to the Goethe Institute. That's how you say that GOE word. Goethe is probably the most famous German poet. These are institutes all throughout the world just for the study of German. But again, all these materials are in English so go to the Goethe Institute page and check it out and these are all live links on my slide as well. So feel free to click away. Thank you so much. I'll have to definitely check that out. That's so cool, especially they could be used even though you don't teach German. Yes. Here's some of them. We'll do that next. Okay, so now Sandra will be presenting with Rufo. Hello everybody. So happy that you're joining us this evening. I am going to speak with my colleague Sir Rufo about a relationship that developed, I would say, organically. Many of us have traveled quite a bit and one thing I'm encouraging everybody to do is to network. So back in 2015, I was selected to be a part of the Teachers for Global classrooms and that is a program through the United States State Department. And this took me to the Philippines where I was matched with Sir Rufo and he acted as my mentor as he taught me about the Filipino education system. And from there, we fostered a professional relationship and decided that what we started learning and doing together in 2015, we wanted to continue. And so I'm now going to pass it on to my colleagues, Sir Rufo. Thank you, Sandy. I'd like to say you are very lucky to have Sandy McKelsky in our school. I can just imagine that up to now we still have great connections. So it has been six years now. Thank you again, Sandy. I'd like to share with you that some of my colleagues in Hussarizal University are with us today. So after the program, when Sandy went back to the U.S., she had come up with the idea of a project called cultural mandalas. And I still have some here. Thank you. Which she initially used in her classroom. So we had several exchanges over chat and messenger about it and how to come up with it. And then she finally sent it through snail mail. So it's like, it took about two months before it reached the Philippines. So the mandalas are circles that have pie wages that describe the aspects of culture. So again, I'm showing it to you how we did it. Could be about food, religion, language, clothing and the government. The pictures are just amazing. And these are symbols also to represent the students attributes of their culture. And at the back of the mandala here, there's a poem that's entitled, I Am. And since I teach seventh graders and I teach English, I also use that opportunity to practice them in poetry writing. But I also inform my students that their work, the mandalas would be sent to the U.S. to be studied by the students of Sandy. So in my classes, my students enjoyed holding and seeing the drawings and reading the poems to American students. And perhaps just like the students of Sandy, questions about the U.S. culture were also asked. And interestingly, they were able, they were able to see similarities and differences in our culture, such as preference for music, clothing and sports. So this is allowed my students to explore other cultures in the world, deepen their understanding of other people that regardless of diversity in race, distance and religion or culture, we still live under the same sun. I believe that the project as this one, the swapping project will somehow make our students observe, reflect and think meaningfully. So I have been emphasizing also in my students and in my co-teachers that global citizenship is a 21st century skill. And I am so delighted that this kind of interactions between Sandy and me, I have been an initial step toward developing such competence. I am also happy to share that Sandy included me again in a recent international grant that sought to help students build their resilience and sustain a good mental health during this pandemic. And I'm also pleased that in this undertaking, a colleague of mine by the name of Lorenza de Guzman, she is here in the Zoom room, helped me carry this out by asking her students to draw out artwork about resilience and write insightful essays. And lastly, one remarkable point Sandy and I have been keeping is our connection. Now it's even more possible because of the help of technology. She has also been generously, I'm very proud to say this one, sending out a number of boxes of books to the Philippines and these five child schools in the Philippines rebuild their library. So again, I am grateful that Sandy and I have been partners in helping Filipino and American students become global learners. Thank you. And I just wanna say just quickly that when the pandemic became more and more clear that this was gonna be a global problem, we were just very lucky that the State Department offered up a grant opportunity. And it was through this collaboration that Sir Rufo and I, and along with two other Filipino educators designed and created this project that enabled us to purchase more than 800 youth resilience related books and also teacher educator resources to help our students through this time. And the experiences are maybe but all are impacting our children greatly. And it's only through working together that we are able to help our students. So please build those relationships, continue networking and it can be something very simple as swapping through the mail or something more grand that's grant funded. So we're happy that you're here this evening sharing ideas, thank you. Thank you so much. I think it's awesome that you kept the relationship after all those years. So it's, yeah, definitely do reach out when you do get as Sandra said, just seeing that connection. Next up is Mary, she will be talking about how she does international global connections in her classroom. Thank you, let me just share it. I'm going to share the global connections that I do as it's loading. Hold on, is it presenting? Okay, so I'm gonna begin over here. I incorporate a lot of the United Nations sustainable development goals into my classroom and being a Holocaust genocide educator. I wanna bring in what the United Nations has to offer since they were created pretty much right after World War II. So I focus a lot on goals 16 in my classroom and we recently just did a UN tour. We did a few of them this year. We've had a virtual tour where they've taken us on the journey of all the 17 sustainable goals but also showed us where these decisions are being made and how they're being done. And I put in there the link itself. Where they have redesigned to adjust to the pandemic. They have now Black History virtual tour. They have women's roles in society virtual tours. There's a whole list of themes that go around what the UN is all about and pretty much the equity that they wanna strive for. I also just recently through the DGC, which I put the email here to contact them, got in touch with someone who deals specifically with genocide and they connected with my students to talk about how the United Nation tries preventing genocide. And some of the challenges, one of the biggest challenges is not all the countries are signatory members in eradicating genocide. So this becomes kind of where my students were thinking fast forward. How can they make those countries become a member? So the United Nations has a wealth of information as we know, but there's also opportunities for them to come mainstream into your classroom. I also bring in a lot of international trip opportunities to my students. I organize many different places for my students to talk to. It's an opportunity to kind of connect with what I'm doing in the classroom. But I've taken small groups, I've taken large groups and we've traveled pretty much all over the world. But the most important thing is the academic element that is being fused into the trip. And I offer those during spring break and I offer those during summer. My students at the end of the school year were realizing that we throw out way too much books, pretty much used nice, you know, not so much used books in the garbage at the end of the school year. There might be like half a notebook filled in and there's still pretty much half a book that can still be used. And we started partnering up with an organization called United Schools that was willing to take our materials that were gently used and would be shipping them over to Nicaragua. And I wound up visiting the school to see where our materials were going. And there were kids that were keeping our binders that our kids generally were throwing out right after the school year was over. These kids were holding onto them for three, four years straight just due to the fact that it's so hard to come by. So that reality of what we think is just a wasteable object at the end of the school year becomes a longevity somewhere else. We also bring in a lot of virtual exhibits into my class. I just connected with humans of the Holocaust and they actually have a virtual exhibit museum that is pretty, you feel like you're in a museum and it's very interactive. This is the link here, but essentially to show you what my students have done is the curator and the photographer will actually connect. And my students always write thank you cards after the presentation, but they will connect with the students to talk about modern connections that are happening in terms of hate crimes, in terms of anti-Semitism and how it connects historically. So there's a modern element and historical element that goes in it. So he'll just, I'm not gonna put the whole thing, but it kind of shows projects. And I'm the grandson of Holocaust survivors at both my grandparents were Holocaust survivors. So he brings in a lot of Israel. He brings in a lot of history, but he also brings in the real narratives, the real stories. And then we spend time talking about justice and how it can be rectified and how it can be a stronger system. And then we always do a mystery connection. Facebook has a great page called Mystery Skype in the classroom. And I've seen people talk about e-pails and, but this is a forum essentially where you can kind of customize and make a post specifically of what you want. So if you're looking for a class to connect in Germany, you can pretty much just put that on there and you'll be amazed of how many teachers will respond back from all over the world. And I do it based on themes. So we had a game, a theme game where we connected with students in Israel, but we actually played with them. Not only do we learn about the country and the culture, but at the end, my students were actually teaching them a games in the United States. And then they were teaching us games that were created in Israel. And we actually played a digital one together real time. And then we did a theme of culture. We just recently connected with kids in Turkey on the theme of music. We connected in Zambia. We connected in India. We talked about plastic. So every pretty much twice a month, I have cross connections with teachers from other countries. And the kids do all the presentations. I don't do anything. The kids go up there. The kids present their screens. The kids talk about it. And the kids literally take the leadership role. And the kids on the other side are doing the same. They're presenting, they're talking, they're asking questions to each other. So the teachers are kind of hands off and just assisting with the actual technology. All right. I'm gonna stop sharing. And Jennifer, I'm gonna give it back to you. There you go. All right. Okay, so you guys, this has been absolutely amazing. If you're like me, like even though I've been working with these presenters for weeks, I still have like sticky notes with all these notes that I've written down. This has been so amazing. So because it's been so amazing, we're not going to have time for our breakout rooms, but we still want you all to connect with members of your grade level. So if you're in elementary school, we still want you to be able to connect with elementary school educators and middle school educators and high school educators here. And because of this, we're going to go ahead and share our breakout slides with you all. And what we're asking you to do on these slides, if you would like, is to go ahead and put your contact information on these slides. Share out with the group some of the things that you've done in your own class as far as connecting your classroom globally or share out some tools that you would like to learn more about. This is all about connections. So right now, Jennifer is putting in some links to the slides for you all. And if you're in elementary school, you can click on the elementary school link. And if you're middle school, click on the middle school link and just add to those slides. And here's an example from our last webinar, someone who was in the middle school group. This is what his slide ended up looking like. So he put his name on there and he put his email on there and he put some ideas or some tools that he wanted to share out with the group. All right, so I know we can't all be in the small groups right now just because of time, but that doesn't mean we can't share our voice and open up these slides and share with other people across our grade level. I think it would be an amazing opportunity. And Isabel, who is an amazing NEA representative, I know she would be so excited to share these slides with everyone if we filled them out. So that would be awesome if you all did that. And Jennifer, I think the links are all in there now. So you all can click on the links and go ahead and start working on those slides. And we also have a survey to fill out. Jennifer, do you wanna jump in? Sure, at the end of the links that I sent, there's also the survey as well. And I'll resend the webinar survey too. But as you can see, there's a heading for each link and then the webinar survey. Add either as well. Well, we really appreciate you being a part of our webinar. And there's gonna be another one coming up, Global Webinar Number Three, Teaching with the Sustainable Development Goals. It will take place in late May and it'll be the same format as well. As mentioned, please complete the short evaluation. If you can't before you leave, if not, we'll be sending that out as well with the links to the each grade level to add into your slide. So thank you so much for coming. And if you have any questions, feel free to stick around. But this concludes our webinar too. Thanks for taking your time to be a part of this. We really appreciate it. On behalf of the Foundation, thanks so much, Jennifer, Makisha and all the terrific presenters. We have really enjoyed this rich conversation and look forward to sharing these resources widely. Thanks again. Thank you, everyone.