This is the church of the open mind. This is the church of the loving heart. This is the church of the lovingness. Together we care for our earth and we're for peace and friendship in our world. Great. Thank you very much. So, welcome everyone. I'm so glad to have a full house here this morning. I'm so glad to have so many great people inside. I decided not to teach this year. Some of you have done this before. Some of you are new. I'd love them to have that one with people because the veterans can tell the coach the new people. And they have a lot of little sites. Since you guys have been on the front lines, you guys have got some insights in the ministry of drums. So it's great to have your expertise here. For the most part, I think we have new posts. This is with great teachers. So we have countless children. Children are cleaning, food is relieved and exploring our origins, represented here. There are seven trainings for all of you at Texas. And maybe we could just kind of go over how quickly and do a really brief introduction. Are you willing to teach them one more time? I think that would be great because we get a sense of, well, some of you can spot out and you can teach them. And you have a sense of what classes are represented in those today. So, Cindy, do you think you could go first? Sure. I'm Cindy Gehring and I'm teaching Jordan Monday and on Saturdays. Stephanie Simon and Jordan Monday on Saturday. Lou Vanerly. I'm Jordan Monday on Sundays. No, I'm not. There's one other car. I'm Kelly Rack and I'm teaching child's children on Saturdays. I'm Hannah, and today I'm teaching chalice on Sunday at 11. I'm Kessie Pincardine and I'm teaching chalice on Sunday at 11. Please, why not order these nine on Sundays? And I'm Jordan Monday teaching chalice children on Sundays at 11. I'm Karen Timberlake. I'm teaching free-to-believe on Saturdays. First question, free-to-free, free-to-free on Saturdays. Hi, I'm Brian Statham and I'm teaching free-to-free on Sunday at 11. Well, what about free-to-free on Sunday? We took her exam and we're teaching child's children on Saturdays. Lou Vanerly, the chalice owner, I am on Sunday. John Shield, I'm exploring our origins on Saturdays. Jen is an headquarters chalice children on Sunday. I'm standing chalice children on Saturday. Sharon Simmons, free-to-believe on Sunday at 11. I know you want to take a nap on Sunday? Or to the sun on Sunday at 9. I'm Karen Statham and I'm teaching free-to-free on Sunday at 11. I'm L.A. and I teach free-to-believe on Sunday at 11. Paula Hall, chalice children on Sunday at 9. Fred Stern, free-to-believe on Sunday at 11. Sarah Feldman, free-to-believe on Sunday at 11. Lori Schwartz, free-to-believe on Sunday at 11. So you want to just look and introduce yourself? You did it for me. Do you want to sit up here for whatever you want to do? Whatever you want to do. We'll break. And then we're going to have these three groups with one other spot to focus on classroom rituals and just orient you to the space that you will be teaching in. And then we'll come back here and talk about next steps. There's some questions and answers. And date. So your program is a communal experience because it's an amazing group of adults and kids that make up our program. And I think that both be off of each other and learn from each other. I certainly hope that would be your experience this year. We use the term industry around here fairly loosely but intentionally, if that makes sense. We see it a lot of the work that we do here as an administrator classification, which is different than being a minister, per se. But when we talk about ministering to our congregation, we're just talking about caring for each other, the people who are part of this community. And so I think of you all as our educational ministry. You're the ones who are in charge of bringing our education to life and bringing care and harm to our educational program. So thank you for your educational ministry. It's a big part of what we do in our community here. We could have best curriculum in the world and I think we have pretty good curriculum. It's not perfect, it's always a work in progress. But really without the commitment and caring and engagement of our educational ministers, it's just a project we see in the future. So you're going to be bringing life to the program. Our goal, in part, is a lot of knowledge that our faith can then revert to take to us as a school school, is that we go out of our way, I think, to make it very different than being in school. Our goal is really to nurture a sense of faith and spiritual development and very caring and positive living. And so that is the focus. We want that to be the essence of our program, not so much the content, but the community piece of what we do here. And I think if you ask any minister if their task is all about giving, giving, giving, they'll say, oh, I get so much out of the community ministry just as much as I get if not more. I certainly hope that that would be your experience as well as educational ministers here that in doing that work with our kids that I hope you will learn and grow and your life will be enriched by that as well. And we're kind of on a mission. I'm kind of on a mission to make that a really rich experience for you this year. So we're going to be focusing more on that piece for our teachers on how to make this a really rich immersion experience because we know that a little bit about it. So let's start a bit talking about focus here today. And I'm going to start out by talking about the program and then talking about your purpose or your role in that program. So we're going to do kind of a quick brainstorming here. Given that we are a religious institution, a union institution, a large children's RE program, we've just brainstormed some ideas about what you think we might hope to accomplish with the Children's Religious Education Program here at U.S. to discuss ideas about what you think we're here for. We want to keep friends with one another, meaningful relations with each other. Do you mean like outside of here? Yeah. Can you elaborate this for me? Yeah, yeah. Okay, so I'm going to hear from you. I'm just going to say good things about big things. Okay, good. We're going to talk a little bit about that period where the parents are then able to go talk and have a coffee. Oh, yeah, we're going to make sure that you're building up a coffee company as well. That's what happens right in town. Yeah. The service is usually done about 30 minutes a week before the class is over. So that means the parents are then able to talk and have a coffee before. So we're supporting the adults. We're supporting the adults that's a really good point. And also I would say that a lot of adults who teach together develop really great relationships too. We've had teams that decide to teach together for year after year after year, which is just so wonderful to see because they make, you know, some of the substantive connections as well. Laura. The reason I brought my mother is self-worth. Self-worth? Self-worth. That we treat children here as individuals worthy of being heard. Yes. Great. Love it. I was going to say it was pretty similar to that, is that they experience FUS as a loving, nurturing, accepting community. Yeah. FUS as a loving, nurturing, accepting community, and instead use a heart for short-term care. Okay. Yeah, this has to be quite open-minded. We're becoming aware of the world. Excellent. We're becoming aware of the world beyond ourselves and compassion. So, yes, in the sense of service. Great. Any others? Having fun. Having fun. Wow. So, friends and relationships, community engagement, thinking about big things, building adult community, developing self-worth, seeing FUS as a loving community, becoming aware of the world around us, developing compassion and service to that world, having fun. I think maybe the one thing that I'll add to that is focusing on our set of principle. Yes. The stewards of FUS, a film industry, what that means exactly, I mean, I want to try to fill the layers of that by giving you kids. So, the foundation for an interest to a term. When I was teaching, I could do the same thing with two different groups, and it would be great if one group and the total would be possible with the other group. So, it's so important to have that flexibility to take advantage of that so that you're a community. We talked a little bit about the fact that we wanted to be sure that the classroom addressed in this context of the importance of race in our society and our classroom and our troops so that that is kind of unfolded all the time in a sense of exception. We wanted the classroom to be the safe place. We're reading up some down here. Safe place. We wanted to be sure that you were using the different styles of reaching out to the children so that they would encompass different ways that children would have an experience. We wanted to have a sense of home, acceptance, meaningful, civil conversations, encouraging kids to be expressive, supporting the expected behavior and other environment. And we'd like to work equanimity for ourselves and for our students. Great. Thank you. Our baseline is that Franky was thinking, man, my parents made me come to class. We accepted. I want to make good friends. I want to be comfortable, not scared. Snacks are a bonus and we're officially not allowed to. I want to have fun. I want to play on the playground at the same time. I'd like to do fun activities, make cool crafty things, and I thought this would be as a... I want my voice to be heard. I want my input to be considered. So as teachers, we want to make this a place that's different from school and other parts of life. So to help with that, we can be on time and be prepared because we're a really good baseline. We want to create a couple of great ways so that, again, you know, his input is considered. And we can create that space, that environment where they know they can... where they know they're going to get. For their input, they're going to get back this of creating the environment. That's what we got. Keep it interesting. Change up the pace.  Welcome the kids by name. Thank them for coming today. Look them in the eye and say, wow, it's great to see you here. And acknowledge their participation. We actually do participate because that's what we want them to do, is to engage. Great. Thank you. Do you have some? Yeah. A lot of the ideas that we just talked about is curiosity, creativity. I mean, the welcoming piece. They're mature, they're playful, and they're relaxed. Because it's doing some of that. So I'm not going to miss you guys. Thank you. Can you speak up a little louder before I explain everything? Absolutely. I especially think that children come in with some sense of ambition or purpose. So if you get busy right away, it's nice to help. And that sense of stewardship for the earth. That is key. A lot would be a part of the community and belonging, not just to them in the classroom, but sometimes they get so excited about coming they'd write their parents. You know, they're already writing an alphabet on the phone. So some of the things that we're hoping to bring is a sense of openness, being truthful, being honest with them, a sense of stability, playfulness, accountability, humor, enthusiasm, reliability, compassion, calm, knowledge, warmth, and patience. Great. I'm teaching. I'm going to go back. We are extra committed in how to support you all in your next. So I want to talk a little bit about how we would like to help you focus on the hard piece of that. Hopefully ways to better support teachers. I think that a whole piece of how to visualize I think the importance of focusing on portraying your teaching team is really important and often gets overlooked. But I think it's very to say that strong teaching in each of our classes and in some of our experiences which are experiences for everyone involved. And it's also true that something in the most frustrating experience for teachers is behavior management. So that's what we're going to talk about on Teacher Tuesday. It's October 9th and we'll be here and we're going to feed you. We're going to have child care. We're going to start out the evening with all of us together and here focusing on that exact sure with creating a safe space for kids and really how do we speak to the heart of all of our kids in the context of our classes. That's what I'm leaning towards right now. And then we're going to break that by classes so all the treasure hunting people go in one place. And during that break out time you will be meeting with a professional teacher who can talk about behavior management skills and hopefully also someone who has taught that curriculum once or twice or five times and can talk a bit about pieces of that behavior. And then you will wake up into teaching teams and I'll have some activities for you to do with your team that will hopefully help strike that in your team. So the timing of it is strategic and that you will have already had a few weeks and you're about to see what might be some trouble spots either with your team or with your class and and it will put us early up here that you can address those things moving on whether it be with your team members or with your class. So I really hope strength of that night I think is going to be on having everyone here because please I know it's never going to happen and I'm going to put it up to you and it would be great to have everyone here that evening so October 9th 5.30 to 8 o'clock so that's one way that we hope to help you all. Another way is through that Facebook page that I send out that email about it. So many responses. So let me just clarify that that was just entirely meant to be a supplemental thing in that source kind of thing that I put on there is that we take pictures of all of these people that you have filled in and put that on Facebook or across the article that I think oh that would be beautiful for our teachers to read and I put that on there or you come across something that you think is great and you put it on there or you say wow this thing happened in class and I was fucking good I was doing a lot of what that letter might be and that's going to share that with other teachers so it's a way to bolster what you do and that so Facebook is one thing the ministry team was working on gathering links to videos that maybe might be helpful to you that maybe mildly became your management or could be a type of something that you think would help you in the work that you're doing this year so she's putting together a list of things so that we have a kind of video library and I'm going to share that with you all to use as you wish another one that I did was inspired by Kathy so we're talking about Kathy with us she's giving us great ideas and don't feel like you have to read everything that goes out there or watch every video link and I want to sit there thinking like holy cow I'm going to get myself into it's there for the taking you can take it away and then another thing that I'm going to start doing this year usually for at least the first three quarters of the year I send out almost always a weekly teacher news thing with information that I think would be helpful so starting in October I'm going to have a theme for each teacher news for that month and it could be something like teaching anti-racism to kids or creating sacred space for kids or facilitating discussion with kids addressing special needs with kids things like that and I will include information and I will send that out each week the same thing about that each week because I know teachers are going to be so they have a whole month to catch up on that information and they choose to and then the other thing that I'm going to do is the the review rate of the Unitarian Immersive Association probably about seven years ago or so came out with a whole series of curricula called Tapestry of Faith and in Tapestry of Faith we included four teachers for every lesson and a way for teachers to spiritually prepare for that lesson so I'm just going to steal from them and find nuggets that I think are vital for our teachers to spiritually prepare before they walk into the classroom so those will be a part of those teachers news emails as well as a way to hopefully support them so any questions about doing it that is there another way that we have to prove that we're doing it? Other than that Yes 15 minutes before I don't know there's not because your team will have an opportunity to meet as frequently as or as infrequently as we might for all of us and one doesn't have a lot of people to do because a lot of the time teachers are popular but there's an appreciation there's a teacher appreciation that are not to be met in January or if you do very nice to me and the opportunity is out of this and you can help your mind but other than that other than that Sunday school so you're saying that there's going to be one bigger newsletter or how do you do that? Teacher news October and then once you know take a look at that too is it one of the newsletters? No, it's just an email and what I mean is that the first weekend of the month you're really busy saving it to a new teacher news but the next week you catch up a bit and that's saying you need to read for that month Does that make sense? Which is basically reading the weekly teacher's news Yeah Yes Still focusing on big picture I like to think about the system interpersonal connections kids to kids kids to the adults and the adults to each other we emphasize community over content and I can tell you one of the stories that I've heard from teachers in the past where they would say that they ran into a kid at Target or something like that and they ran into them and they'd be able to hide them and that just falls to my heart I love that and then the soul he's able to create experiences for our kids that really touch into who they are by search for secrets and helps them to kind of transcend the sense of discovery Let's skip the next I think are really really important and we really emphasize that we want all our teachers to use consistently the opening and closing rituals Some of you many of you have different rituals that are written into your curriculum you'll notice when you go home this afternoon and start reading through your biochemistry section I bet we have a good information about opening and closing rituals that we want you to use in your classroom and I think that they're really important because each week things change for the classrooms, different teachers, different kids but the rituals really help make for the experience they've shared language and shared experience that I think is really an important grounding for them it also helps you all remember the importance of heart and soul in the class and not get too wrapped up in the context so I think it's important in that regard and the rituals just help us get to a different place you know, it helps us let go of how we rush to get there that morning or that afternoon of course we are not being asked and it helps us to just kind of get to different psychological aspects so I think rituals are really important we ask that people have a class covenant for the class since each year and to be told first grade is you don't really come up with a covenant we have images which I'll show you later that we're just sort of very, very loosely saying this is how we want to be in a relationship with each other second to fifth grade it's a little more detailed about how we want to be in a community together what behaviors do we want to share with each other what's important for us to feel safe in this space and feel like we have a voice you know, that kind of stuff so there is a handout also in your binder that talks about really a good class covenant and I recently came across another resource another resource that talks about building a covenant around the seven principles which is also a new curriculum it's not, I'm not saying you need to follow that but I think it's a really cool idea because in there so that's just too digital we divide our teaching world who's responsible for delivering content for that day so they kind of speak to the mind and to an extent apart of what happens in the class that day the community is the person that will just be opening and closing the tools and then also kind of focuses on what's happening in the dynamics of the group that day so that the curriculum we have to balance delivering the content of managing the class of the community that takes care of this behavior stuff and good stuff it's not just like dealing with behavioral problems it's also like wow I know the way you guys are sharing over there that kind of emphasizes the positive so there's those distinctions between the teaching world those have two teachers between the role that they're passing through those in the classroom it's part of communication and safety so you'll see when you fill out the calendar with your teaching team that somebody signs up for curriculum somebody signs up for community you don't have to choose one or the other for a whole year you're not going to do enough to do that ideally you're community-leaf ones per month and curriculum they have it sold into the classroom through whatever you do through that equation so I think it's important that you be authentic that you can be as willing to take a risk as you would hope the kids are in the classroom that you have curiosity in the middle of mind just as you would hope they would bring to the equation I have the hope that when you come here you're not just like out of the way that's not just something to check off your list that you bring something into that as an area it's not because I think it would be literature for you to do that I see it's important that this woman who used to be in charge of child and family development and she came up with this list of questions to kind of bring to the forefront for you your spiritual foundation how to make this how to make teaching a more meaningful experience so to what extent Kan or has this teaching experience misses to ask yourself each time you're in the classroom Kan or has this teaching experience deep in my relationship with one or more child to what extent Kan or has this teaching experience deep in my relationship with one or more other adults to what extent Kan or has this teaching experience deep in my sense of belonging to this community and to what extent experience giving me new knowledge or concepts about my faith. So I think there are good questions to ask and a good way to kind of keep it all meaningful for you because you're doing it and not making just an empty list of tasks. So you're not doing all of this alone, but they do until you want to talk about the bigger picture as well as involved in your classes. Each class, hopefully, I think there's a couple of holes to get our volunteer list, but most classes have a classroom support coordinator. We have a couple of classes, so you may not have a new parent. If you have only six kids in the class, that's a lot of parents. Probably three of them are teaching. That class are not responsible for the classes. The first and second weeks probably, because we put your pictures outside of the classroom so that parents can identify their names and mention any of the faces, I guess. Mostly what they do though is they flag parent helpers. They schedule parent helpers to be here each week. So I think in the week of teaching, you should have yourself your co-teacher and a parent helper, which is really nice. And for some of those larger classes, we need incentives. So that's that's nice. And then you kind of look at the things we do here, but you don't need to know that. For the year, there are specific dates that we have designated.  K-1, we tend to stay in here, but we still do the servicing. We're very fond of making peptides for the community and society. But other classes might get out and do other things. They might do clean up at the arena. People are planning activities for Salvation Army. They're the whole long list of things. So each of you, ideally, there's a couple holes in the volunteer list, but our faith and action coordinator is responsible for planning that. We ask that one teacher to present it for that, just because it's nice to have someone who's familiar with the kids. And it's usually pretty fun. So there's that. There's the parent helpers that I mentioned who show up each week to give you a hand. And I would have heard you to be really intentional and put some thought to how you can best utilize that parent helper. One easy way is to have them do attendance as people come into the classroom. But you know, as you're thinking about what the lesson is for that week, how can I best utilize this other individuality and then hope that they show up? Something different. Karen is over there. Karen Anderson, program assistant. And she is the person who's in charge of all the registrations.  She makes sure you have the name tag you need, the technology, so she is the queen of lots of resources that you benefit from. We have religious education leaders on Saturdays. They're stationed at the entrance to the Lamar auditorium. And Sunday is stationed down all there. They are people who are signalling visitors. So people are allowed to just come and visit your classes. We ask that they visit them more than three times and then make a decision about registering or not. Some of you, maybe you have full classes and we will still allow visitors, but we let them know that they can't officially enroll in that class. So from the beginning they were thinking about other times that they could enroll. But they support you and that. They're dealing with the visitors. The visitors sign in again. Probably some of those were one of those parents that signed in. And are you doing that? And then they take them down to the classroom to show them where it is and if you're in the classroom they'll introduce the visitors to you. So they did support me. I focus more on the curriculum content, dealing with class issues, behavioral issues, special needs issues, teaching team issues, teacher's news, planning things like this. Planning the great future of creation. So that's my piece. And then there are the children's art ministry team that needs each week that's planning some of the minus things for you like the Facebook page, the field library. They plan the feature appreciation dinner. And they also this year, maybe for the next few years we'd like to feature our classes in our opening newsletter. There's so many people in our community that we don't know much about children's religious education. We think it's an awesome program and we want to brag about it. So each month we'll focus on a particular class. So someone from the CRE ministry team may be contacting you to ask you questions about how a class is going, what you like about that curriculum. They may kind of talk to the students in your class to put together a little article. And then the other piece of your support is your teaching team, to really lean on each other for inspiration, for camaraderie, for humor, for processing difficult situations. So that's your village, your CRE village. Lots of support to help you in the work that you do. It's okay. So I'm like really behind in that. Far behind in that. Do you want to interject here? And then I can come back to Nassau? Yeah, just basically. Get a good one. It's where you came in tonight. You've seen about, well, baby time. This is okay. Behavior problem. Keep that confidential. That's going to change as more families register or things shift around. Every time you go to the community support coordinator, and they support the teachers by arranging from their interpreters in the younger grades, they might gas. Okay. Would we have asked the CSC to help in the class? Correct. Yes. If you were a short teacher, you're going to ask the applying support coordinator to help you out that day. Good. Thank you. I've been learning a lot. Right. Right. So the CSC is really good. If somebody, if, you know, this is not a good example. What a sensitivity to sunscreen, and they didn't mention it when they go down their report. If I'm here, it's an e-mail or I'm here on Saturdays and Sundays. So I'm really keen about getting sure everybody's got all that information. If a person enrolls at a class of start, if somebody's name tag gets ripped off, or is it obscured in some way? I think so. I would encourage your children to put stickers on their names. This is a pocket card. Then I'm going to enroll some of them. So if they need to decorate them, they can just decorate the card card. That would be great. Supplies. Supplies. It can make things. You can either put a note in your supply bin. This is a supply bin. So every weekend, you've notes from me in your supply bin. Because I take them out. And if somebody needs to make them, you know because if there's like... My markers are dry. If you need markers, you can leave it over here. What you'll be seeing later is open. So these containers, stay where they are. They just stay there. These containers are kind of, this is Google the I's. What you want from the supply posters. And then put the box back on the shelf. And the reason why is because somebody else might have a great idea of Google the I's too. So, please know that I am looking at the weekly enrollment. And I am counting, counting three visitors. So I have a plus three. If you use, if you find something else, if you think of it, put a note for the next class. And you can't even put a note. And it's something special that you want me to get for you. I need to know by Tuesday. So I need to know by Tuesday, so I haven't been staying at home yet. I'm here by bus. So if I know Tuesday before I go home, then we have to do that. 14 years. And I also taught at Latin school. And so from there, I learned that there's a great site called Go Noodle.  That's just getting our, it's just kind of doing too much redirecting. It might do a great deal with them. Volunteer list. Who, you have our faith in action, so you've got your CS. They don't get too little to you not to do too serious projects. All the contact information with your teaching team. And it tells you for whom your class needs it. Just know that you have all that information in one place. A class list in your binder. Try to just go happy and excited about the summer each week. Let the parents know what they did. That week. And the reason we do that is to keep parents involved in the religious education process. So if you're saying, hey we talked about around that conversation during the week with their children. So it's a way we help supporting parents that tend to the conversations at home. So lots of times teaching teams will designate that the curriculum sends out the email or the community or sends out the email. That's entirely up to you how you present the data. But what we really do want to do is make sure that somehow we know what's been sent out each week. And I'm not talking like three paragraphs here. I'm talking about three paragraphs. This is what we did in class. We did this project. We did this subject. This is not a requirement of what we do. But sometimes teachers can take pictures and include those in the email which is really adorable and wonderful. You do that. Make sure you're checking your attendance sheet to see if there's a kid who isn't supposed to have that photo taken. So with the emails that's a good question. I wanted to welcome you to the email. I'm not a well-meaning email and that's a summary of the picture. I'm not a well-meaning email but a summary of the picture. Nice to hear it. That's how Karen knows what the class is. Can you switch that around? Yes, I can. It's really easy to do it because that first Karen's schedule off. And if everyone is doing that she will legitimately know. Sorry. A paper and action coordinator. I didn't think I'd have them. That was a big day. And we'll switch things around. But by and large stick to this schedule. That'd be great. I've designated. Thank you. Don't want to be busy setting up class when you're busy thinking. So, there's that. Can't work out so quickly. Well, I wanted you to see that. I'm telling you to be able to say this is... curriculum. People are asked these two weeks ahead of time to have the more time. The more time spent with me. Karen has made texts for everyone that she mentioned. Please learn them.  I don't have to bother wearing them. But the visitors don't know the teacher's name yet. They don't know who you are. So... And Karen and I had about 90 teacher names that we didn't know, unfortunately. We didn't know a lot of them. So, we can... Yeah. Oh, in the front of my mind. Oh, no. Okay. We're not going to have class. But we're not going to have rooms Okay. When a visitor is coming to your classroom, they'll put a paper that has their name, any special concerns that he would have. With that, Karen said, wait. Lisa. To do that, explore our origins. We have electronic copies of that curriculum that you can use if you want to put that on and write whatever notes you want. But the other ones... Well, none of the papers are going to be featured right on that because we really use these every year and it will cost us a lot of money to put these in that. So, first, it's hard to do what you want to write on yourself. And... I wrote on the intro pages. No, that's okay. Like the colorful ones? Yeah, the colorful ones before. I thought those were okay. Those are okay, right? It's definitely right. Good point. Yeah, that's right. We really need to encourage you to read through all of the introductory materials that you should handle. And violence, space development, stuff that's in there is intentional and we think it can be really helpful so we want to encourage you to do that. And we'll be the introductions to the curriculum in terms of their intent for that curriculum. So, that's definitely where we it's important to know that the people who wrote some of this curriculum, like Tertiary Hunting and Childhood who's been in particular with the origins of the house here so it's kind of written to meet our structure in our lives. But the other ones are written with no particular church or structure in mind, you know, very generic. And so there are many things that you will see that it would make sense to skip, like an entering activity. You don't have to do an entering activity because our kids aren't staggered in at any time. They're nervous for 20 or 25 minutes and then they hunt to class. So, we don't have to bother with that. Also, Tertiary Hunting and Childhood's children a few years ago went through all those lessons and updated them and so there are notes for each lesson adaptations that we've made for those curriculum and there's like an introductory thing about that. So, with a lot of information I would really encourage you to read through your lessons while you advance for two reasons. One is that rules continue to loop really well and you can make some decisions about what's called what to do and what isn't. You may read through a lesson like if you read through a few days, have a ton of questions just a night before and then you might think oh, I saw something that I think would fit in really well with this and it gives you some time to hold that together and maybe most importantly is that it gives you time to make that content authentically like how can you deliver this in a way that's authentic to you where you're not just reading from the curriculum but you kind of absorbed what are we doing and where are we going what's this lesson about and then you can just deliver in a way that is you so that makes sense I want you to also know for those of you new to teaching that parents are always welcome to stay in class up until the later grades so that doesn't include the people who are here the parents are always welcome to stay in class this happens a lot in the preschool in K1 classes where the kids aren't quite ready to let their parents go and that's totally fine and just a couple more we're going to focus a lot on that October meeting but I just want to say that if you are having issues during those first few weeks don't hesitate to let me or Cari know we really want to address those issues early on because to everyone's benefit it's to the class of benefit it's certainly to your benefit so let us know Karen is going to be coming on Saturdays and Sundays I'm going to be there every other Saturday on Sunday the month and we will either read in the comments area out there so you can come find us if you're having any issues or come talk to us after class and let us know if there's anything some basic strategies to use we don't use physical restraint kids in our program but if you're having any issues maybe going down and talking to the eye level of them maybe removing that child from the group just to have a quiet conversation with them about concerns that you're having when we are having issues the first thing to do is talk to the parents and see if this issue is having other places and what are some strategies that are being needed at school for instance so that we can have an consistent plan of action and you know there are many years when someone at the end of the year says oh it was such a frustrating year because of this behavior that we have why do you suffer through the whole year you know I don't know if you can do that and I think part of what makes people hesitant to intervene in challenging behaviors is that that kid's parent for instance might be a teacher and might feel uncomfortable intervening with their parents there that's something that I don't think we'll talk about if you're two teens about how you want them to address that but if you are two teens there are some behaviors that's just not you don't have to respond to any little things but I think it's worth asking what is the consequence of ignoring a particular behavior if you're seeing a kid being destructive or disrespectful or disengaged or whatever what is the consequence of ignoring that behavior how does that affect the kid how does that affect the community if there is a disruptive behavior going on in the classroom how does that impact the feeling of safety in the near past how will that impact you as a teacher so I think lots of times it's really as educational ministers it's really important to help our kids learn how to be really with each other and hopefully we'll be providing a lot of tools for you in the next eight weeks or so for how to best do that but I just because I want to make the point that the importance of that as important service is helping them to manage behaviors in my classroom and so yeah would you be able to talk a little bit about kids with special needs autism selection and resources available yeah so we do have some kids who are on the spectrum we are sending a questionnaire out to the parents who have identified a special need to get more information about their child and I've received some of those back and maybe for others but once I get that information after this week I'll probably give people a few more days to get back to me I will, the information that I have I have a little word to you so that you have that information as well you are welcome to reach out to parents if you want to have a conversation about them about their child I've asked them to share some strategies that they have used with their children some of our kids will have an inclusion buddy and that person is an adult but we assign two inclusion buddies to one child who has a special need who's parents have asked for an inclusion buddy or it's possible that in 90's your child will actually really have a careful conclusion and that person the buddy's responsibility is to just focus on using that child in the classroom so that the teachers can do their thing and look for ways to engage them as much as possible some of the kids have a limited engagement that's okay but we want a buddy who's there to meet them where they're after that means leaving the classroom after 15 minutes and just sitting out there so if you ever feel like you have a kid in your class who's limited from an inclusion buddy kids feel the cool sometimes the parent are coming to talk to you about the challenges that their child might have and just to help explain it because a lot of the kids we talked about how we want the kids to be accepting different people different situations and I found that these the graders the graders they have kids who have different challenges at school and most of them accept you as their buddy so just to put it on the table so it's not and so they can also help and get out of that that's a great point but I think it's option it's a great yeah we have had some parents who have come to talk and I think that's really helpful to the class and to the teachers and the support of the veterans and if you have a child who you think that would be a good fit to have a parent coming to talk just let me know what you're talking about okay, all right we're going to break into this minute and break up into grade and second to fifth grade I do want to mention that when you walk through the comments there's a couple tables that have a bunch of resources out on them and you should take a peek at that because those are things that you can use to help supplement what you're doing so for instance there's yoga cards, there's mindfulness activities there's books for just fun classroom community building things there's parachutes to play with the books and cards are things that we will keep them in the dissertation table because at the end of the comments the other materials are in various places you can just ask Karen or I if you would just like to know what you use them you might want to take a picture with your camera or your phone just to remind yourself what the resources are but you know just know that those things are available so when you can take a look at that and break or you know the one through like teachers into room 4 you can follow her are we taking a break or and then I'll give a second just to fifth grade teachers in part of your room to talk to your team about and to you and then to you about something so be sure to keep that confidential the welcome letter it looks just like it but it's a way for other families to know what to expect so if you can just attach that to these emails that would be great get actually you can all be here that would be great not so much there's more discussion different ideas and to just sort of be mindful of any biases that you're bringing into the classroom a lot of people land in unitary universalism because they have not had good experiences or other religions and so they carry that advantage with them so just kind of be mindful of how you might be unconsciously projected that this is particularly important in older classes talking about other religions but it can come out in lots of ways so be mindful of that is there anything that you want to add given our program discussions just take 30 seconds to talk to yourself see if you have any ideas if you want to add it's fine to not walking is way more fun than it seems like right now a couple weeks then it feels very, very loud here it's 10 but our children are gross there's a lot of people who have been in this room for about many years what does it mean you call us childless children I mentioned that to claim that you do training for that and so when you do a drink you have to do nice there's a lot of people a lot of civilized it's quite amazing we haven't covered it all so children bring up questions are you okay with answering them if you find them okay with more objection what they don't think is true if you're there if there was a problem if you see that something is so it's okay to respond to this obviously to be pretty grouchy but it depends on what you do for a talk I was simply interested and I was going to say we have a copy of the principles just look at those employee and say well how does what you talked about do you all have to express your personal feelings but I think for many of us the principles do answer very nicely pushing back on some kind of way so if you get a phone the church message that takes the pressure off of you and be mindful of how fresh you are so you feel like you've got that on so that doesn't matter yeah it's obvious you can know but I think more important when Dr. Churchman will say you are a new person you have sustained this for how many years 18 years I was doing one and six years ago I think that it's really important that we remember the sustainability piece of this is that I'm extremely grateful to you to have stayed with the force for so much and that as we engage I bring that to what Michael Schuler said is that we have next steps to go and I'm here because I've been welcomed for some of those challenges and I appreciate that we will go on that struggle together as teachers because it's better off that we do it together and you being the leader of that for 18 years means that we've sustained that for so long and the resolution that takes courage and a future movement to children and thinking turn that back to class anything else?


Good morning my beautiful friends and welcome back to Tuesday. Nope. I get this wrong every time. I swear. I have taboo Tuesdays Welcome back to taboo Tuesdays where we talk about difficult subjects or things that you may have always wondered But never felt comfortable asking or things that are just weird to talk about because hey I think education is important and the more we talk about things the less weird things become Today I'm gonna answer a question that so many of you guys asked me about and it really all boils down to Subconsciousness when it comes to being an amputee for the first 27 years of my life I had two legs now. I have one in a one in three quarters Do I have two good legs or do I have one and a half in my amputee in my dreams? How about when I wake up? Do I ever forget that I am missing a leg? Do I ever try to take a step on it? These are super good questions and actually things that I always wondered about so let's dive in and talk about that So if you aren't an amputee, what do you think? I mean, do you think that your dreams would immediately adjust? Do you think that you would always remember you were missing a leg? Let me know in the comment section down below and then let's head on with the rest of this video And I'll give you my answer up before that quick word from our sponsor Well, it's actually from me, but I'm not our sponsor today audible.com is sponsoring this video I absolutely love this service. It's why I love talking about them. They are the world's largest collection of online Audiobooks I use them literally every day I'll usually fall asleep to an audiobook and right now along with Joe's book club over on patreon Which I just launched earlier this week I am listening to everything happens for a reason and other lies I've loved which is a fabulous book so far great narration I really enjoy it so check out audible.com if you're interested in audiobooks now Here's the thing if you want to check it out for a month totally free You want to get a free audiobook and just see how the service works use the link down below Not only will that help me and support the channel, but it'll get you a free audiobook You'll get to see how audible works and get totally hooked like I did and now I've had a membership for like three years So who am I in my dreams? Do I have two legs or one? I actually really wondered about this when I was heading into amputation like I mean if you've been one thing looked one way for 27 years and then something changes overnight is your Mind gonna like recognize that is your subconscious gonna recognize that are your dreams going to immediately change I think that question when I was asking it came from a really logical place like oh our dreams or representations of ourselves But actually dreams really aren't representations of ourselves dreams are like projections at least for me They're usually of things I fear I get a lot of weird dreams and like nightmares and things like that So I kind of assumed that as soon as I was missing a leg my brain would kind of adjust to that But it didn't it didn't for a really long time I think I've had like one dream in which I was missing a leg and it was like a daily life dream It was like I was just living a normal day in my dream while I was sleeping It wasn't a very restful night, but aside from that I have been like running around and doing stuff with two good legs I've had a prosthetic on in one dream, which is weird to me because my body has permanently changed I obviously know that but my dreams don't I still dream like I have two legs I'd be really interested to ask this to someone who lost a limb when they were much younger than me Or was like born with limb differences. It's an interesting question to me But what about when I wake up do I forget that I don't have a leg This is like super super common for amputees wake up in the middle of night You're groggy You just want to head to the bathroom and head back to your warm bed and you forget you have a leg and you take a step And you fall that has not happened to me fingers crossed just yet when I wake up I'm usually like awake really quickly So I've always been aware of the fact that I am missing a leg but there have been two times I have tried to take a step and very quickly very quickly came to the realization that oh wait That doesn't it doesn't work that way anymore Both times it was when I was trying to like stand up from a chair to be honest with you one time was when I was trying to stand Up from the toilet, but I mean whatever we're gonna call it a chair And so when I tried to take that step and like fell over I had somewhere to sit back to so neither was like catastrophic I didn't actually fall down either time. Thankfully I have fallen. I have like slipped on crutches before I've had some issues with that But never because I forgot that I had a leg didn't have a leg I have a leg never because I forgot that I don't have two good legs anymore thinking about it now It kind of makes sense to me that Subconscious things like like dreams and stuff like that wouldn't necessarily adjust a hundred percent because I have phantom pain, right? My nervous system still thinks my ankle and foot and toes are there I feel it right now I feel both of my legs all the time the sensation is weird like a lot of times my ghost foot will feel stuck or At a weird angle or something like that, but it's always present It still feels like it's there even though it's not so it kind of makes sense to me that while I'm sleeping It would still be a part of my body if that makes sense I've also never woken up so far and like forgotten that all of this happened like woke up and thought oh I have two good legs and I'm like ready to go for the day. I'm kind of glad that hasn't happened I think that'd be kind of a jarring experience if I woke up And I thought I was like, you know back years ago and then realized that I wasn't for the past seven months every time That I have woken up. I have been fully aware. I am an amputee. I am missing a chunk of my leg It's gone now. It's gone forever. Yeah, and that hasn't been an issue Those are super good questions though guys and things that I wondered too before I actually lost my legs Keep those questions coming feel free to comment in the comment section down below if you have any other suggestions for taboo Tuesdays videos Because I'd love to hear them as long as something is asked respectfully I would love to hear what you are wondering about a huge debt of gratitude goes out to all of my patrons Thank you so much to everyone who is supporting me over on patreon. You guys are amazing and help me so much I truly appreciate it today's patron of the day is Marilyn Marilyn Thank you so much for everything you've done for me from sending me truly delicious cake to taking care of me by supporting me on Patreon and more thank you so much as always I really look forward to reading your comments and responding to as many as I can and thank you again to audible for sponsoring this video Please check them out. They are fabulous, and I really like a service. I'll link the book that I'm reading down below Thank you guys so much for spending a few minutes with me here today I truly appreciate your time and your care and your compassion and your awesomeness So thanks for being here and listening. I look forward to seeing you in my next video I love you guys. I'm thinking of you, and I will see you then. Bye guys


Hey guys, welcome to Sportsman Tech Talk. My name is Jim Isaac. Today we're here to talk about the latest and greatest offering from SeaKeeper, the ride system. Alright, so to get started you first need to understand what the SeaKeeper ride system is. Most people when they think of SeaKeeper, they think of the gyros. This is not a gyro. This is actually replaces the trim tabs on the back of the boat. It's an auto-leveling system, but unlike old-school auto-leveling tabs that had a strong delay, this system reacts at one-tenth of a second. So by the time you hit and start to roll or pitch, it has already corrected the issue. This system really helps with the leveling of the boat from side to side. It also helps with the bow slap of the boat and gives your boat a true running attitude. It's one of the great features about the SeaKeeper ride system is this system is totally autonomous. So once you turn the key switch on, this system is already working and ready to go. This system is great for experienced and new boaters alike because if you have people move around the bow or different weight distributions while you're running, this system reacts, levels the boat out, gives you that good running attitude and just makes it for an all-around more comfortable ride for everybody. Alright, so we're going to give you a quick rundown of how this system works. So on your screen you're going to have an auto and a manual mode. 99% of the time you're going to be in the auto mode. It's hands-free. You'll never have to look at it again. Those times that you do want to adjust the bow a little bit further down or you want to do a list side to side, you also have a manual mode where you can control this just with a keypad just like your normal trim tabs would have. As you can see, the SeaKeeper ride system mounts through the transom just like a normal trim tab would. The difference is this actually has a cup that actuates down as the boat's going at one-tenth of a second on either side to adjust for that ride.  Alright everybody, that was a quick rundown of the SeaKeeper ride system. This system really is revolutionary. It's going to change the game. Get out there, experience one, ride on one. I promise once you do you won't want to ride on anything else. If you have any comments, questions, please leave them below. Please subscribe to our YouTube channel. Thank you for watching. We'll see you on the next one.


On the bulkhead of the USS Enterprise, the first nuclear-powered aircraft carrier in the world is a flak honoring the Greek philosopher Democritus, who lived nearly 2,400 years ago. He was first to suggest that all things were composed of particles which he called atoms, a Greek word for indivisible. The sharpest sword could not cut them he said, nor could the heaviest hammer crush or break one of them. They were unseeable, indivisible. Unseeable, yes. Indivisible, no. They have recorded their presence and revealed their power in micro-photographs caught at the moment of disintegration in the heat and force of massive explosions and in the wake of a ship. Out of the bursting core of the unseeable atoms, scientists and engineers have released a source of energy surpassing anything ever before known or imagined. A boundless physical force with power to reshape the world and the lives of everyone in it, now and in the future. The search for ways to release and control the energy that lies in the nucleus of the atom is one of the greatest detective stories of all time. Not until 1938 did things really begin to move. Then it seemed that the idea of nuclear power developed like an actual nuclear reaction. Particles of the idea struck the receptive minds of scientists, technicians and engineers. They in turn gave increasing impetus to the expansion of the idea and the reaction is still continuing. Hundreds of inquiring and responsive intellects have contributed to the transformation of an atomic hypothesis into a physical reality that has brought into being true submersibles and surface ships that can keep to the seas for years without refueling. To call the role of names of men and women in many countries who have contributed to nuclear knowledge would be quite a task. Therefore, let us narrow our story to one spectacular area, the development of the nuclear navy. A major breakthrough in atomic science came in 1938 when Dr. Lisa Meitner and Professor Otto Hahn split the atom of uranium-238 in their laboratory in Germany. It would be 1942 before Enrico Fermi could demonstrate the possibilities of a self-sustained nuclear reaction in the United States. But before that happened, the nations of Europe were at war. The search for the secret of the atom's power was concentrated on the development of the bomb. When the war ended, the navy and the newly established Atomic Energy Commission could then undertake what was to be a revolutionary project, the use of nuclear power to propel naval ships. In 1946, a group of naval officers and civilians were assigned to work on the Manhattan Engineer District's Daniels Power Pile Project at the Clinton Laboratories, now the Atomic Energy Commission's Oak Ridge National Laboratory, Oak Ridge, Tennessee. Senior member was Captain, later Vice Admiral, H. G. Rickover, a qualified submarineer and engineer with a strong faith in both the practicality and necessity of atomic propulsion. His convictions and determinations soon made him a dedicated and efficient spokesman for a nuclear navy. He became the driving force in the design, development, construction and operation of nuclear propulsion systems for submarines and surface ships. The hopes of Captain Rickover and the navy were encouraged when Chief of Naval Operations, Fleet Admiral Chester W. Nimitz, approved a program for the design and development of nuclear power. With the termination of the Oak Ridge Pile Project, Captain Rickover and his group returned to work with the Atomic Energy Commission, serving as the director, division of naval reactors, United States Atomic Energy Commission, and as assistant chief for nuclear propulsion, Bureau of Ships in the Department of the Navy, and with no precedent and no technology available for such an undertaking, he had to start from scratch. He had to conceive, design, develop a reactor in detail, and build and test the countless components and systems. Under his direction, the program brought in industrial participation. In 1948, the AEC contracted with the Westinghouse Electric Corporation for the development of a pressurized water reactor plant for the propulsion of a submarine. A land prototype of this reactor plant was constructed at the AEC's National Reactor Testing Station in Idaho. Construction began in August 1950, and the reactor was first operated at power on 31 May 1953. This was the first production of significant quantities of useful nuclear power in the world. The prototype was also used to train the crews which would operate the nuclear power plant. The nuclear Navy needed highly trained and competent personnel to ensure the safe and proper operation of nuclear power plants. In 1951, the Navy awarded a contract to Westinghouse for the design and construction of a similar plant for installation in the world's first nuclear-powered submarine, the USS Nautilus. Design and development were done by the AEC's Bettis Atomic Power Laboratory in Pittsburgh, Pennsylvania. This laboratory is operated by Westinghouse for the Atomic Energy Commission. This is a simplified schematic drawing of a nuclear propulsion plant. This is the reactor, and this the steam propulsion machinery. The reactor, encased in heavy shielding, contains fuel elements of highly enriched uranium. Control rods of neutron absorbing material control the activity of the reactor, as they are inserted or withdrawn. As controlled fissioning or splitting of uranium atoms occurs in the reactor, tremendous heat results. This heat is carried to a steam generator by highly pressurized water. Here the heat is transferred to less highly pressurized water, which is converted into steam to drive the ship's propulsion turbine and turbine generator sets. The turbine generator sets provide all the electricity required aboard the ship. This is the system that went into the Nautilus. The Kielva Nautilus was laid at General Dynamics Electric Boat Division at Grottin, Connecticut on 14 June 1952 by President Truman. She was christened by Mrs. Eisenhower on 21 January 1954. From the very initiation of the naval had been strongly supported by the Joint Congressional Committee on Atomic Energy. On 17 January 1955, Commander Eugene Wilkinson, first skipper of Nautilus, sent the triumphant message underway on nuclear power. To the non-believers who had questioned the practicality and reliability of nuclear power, Nautilus soon gave answers that more than answered the questions. During her shakedown cruise in May 1955, Nautilus steamed submerged from New London, Connecticut to San Juan, Puerto Rico, a distance of more than 1,300 miles in 84 hours. This distance was 10 times greater than that previously traveled continuously submerged by a submarine. It was the first time that a combatant submarine had maintained such a high submerged speed about 16 knots average for longer than an hour. It was the longest period spent submerged by a U.S. submarine and the fastest passage between New London and San Juan by any submarine surfaced or submerged. In 1958 with Commander William Anderson as captain, Nautilus spent four days under the Arctic ice, going from the Pacific to the Atlantic and passing directly under the North Pole. On her first charge of uranium fuel, Nautilus steamed 62,500 miles, more than half the distance was traveled fully submerged. For a conventional submarine of this size, more than 2 million gallons of fuel oil would have been required. Following Nautilus was Seawolf. The Seawolf's nuclear propulsion plant, which was cooled by liquid sodium, was designed, developed and built by the Knowles Atomic Power Laboratory, connected in New York, which the General Electric Company operates for the AEC. Seawolf's first gas carrier were naval applications and further work on sodium-cooled reactors as a means for propelling naval ships was abandoned. So in 1960, her sodium plant was replaced by a plant similar to that installed in Nautilus. All subsequent naval nuclear propulsion plants have been of the pressurized water type. In the meantime, a more advanced and simplified reactor was developed by the Atomic Energy Commission. This plant, designated as the submarine fleet reactor, was installed in the attack submarine's skate, swordfish, sargo and sea dragon, and the missile firing halibut. Again, new records were written, new areas explored. Skate made the first transatlantic voyage to England and back while submerged. Later, she explored the polar seas. And in 1958, she went around the world in 50 minutes on a circular course one mile from the North Pole. Sargo spent 31 days under the ice cover exploring this almost uncharted sea. Sea Dragon was first to transit the Northwest Passage from the Atlantic to the Pacific in 1960. Skate and Sea Dragon met and carried out combined operations around the pole in 1962 and won the praise of President Kennedy for their conquest of inner space. They had shown that the icebound seas of the pole were accessible, that the Arctic could be used as an operational area for nuclear-powered submarines in all seasons. The USS Triton, one of the largest submarines ever built, 448 feet long, 7,700 tons. Triton added new records to the impressive list of achievements of nuclear-powered submarines. Skippered by then-Commander Edward Beach, she made history in 1960 by circling the world underwater, 36,000 miles in 84 days. And at no time was Triton detected by our own or any other forces. Continuing advances in nuclear power plants combined with improvements in hull design and the development of a solid-fueled Polaris missile produced the dramatic and strategically potent Fleet Ballistic Missile Weapon System. Single-propeller submarines with higher speeds and improved handling characteristics carry 16 Polaris missiles capable of reaching any land-based target on Earth. George Washington in 1959 was the first. The others also bear the names of American patriots, able to operate submerged for months to cruise indefinitely at high sustained speeds, difficult to detect. They patrol the seas by day and night, the closest assurance to an ultimate deterrent in the world today. While the nuclear submarines were writing naval history with every voyage, a nuclear propulsion plant capable of propelling large surface ships was being developed by the AEC. The prototype of this plant was constructed at the National Reactor Testing Station near Idaho Falls, Idaho. And the Navy's first nuclear-powered surface ship, the cruiser Long Beach, which is powered by a modified version of the large ship reactor, was taking shape in the Bethlehem Shipyard in Quincy, Massachusetts. In September 1961, Long Beach was commissioned. Possessing all the attributes of nuclear power, Long Beach can keep to the seas almost indefinitely and can operate at high sustained speeds far beyond the capability of conventional ships. Her naval tactical data system and other complex electronic equipment supply almost instant answers to complicated tactical problems. Conventional weapons and missile launchers give a powerful protective response in anti-submarine operations. Two months after the Long Beach was commissioned, the carrier Enterprise put to sea nearly 86,000 tons, the largest and fastest warship in the world, with a flight deck covering four and a half acres. Her eight nuclear reactors produce in excess of 200,000 shaft horsepower to drive her across the seas of the world at speeds in excess of 30 knots. Because the Big E needs no fuel oil to run her reactors, she can carry extra aircraft fuel and ordnance to keep aircraft operating longer than similar fossil fuel carrier. As with all nuclear powered surface ships, the absence of smoke stacks and corrosive gases vastly decreases maintenance problems and permits the use of more effective fixed array antennas. And flying conditions are improved by the freedom from smoke and hot gases across the deck. A wide range of armaments, speed and detection facilities make the nuclear carrier less vulnerable to attack. The third nuclear powered surface ship, Bainbridge, a guided missile frigate was commissioned in October 1962 and further demonstrated the advantage of nuclear propulsion or combatant surface ships. With her speed, endurance and specialized weapons, she is well equipped for her task of providing a shield against enemy air or submarine attacks or to operate efficiently on independent missions. In the early summer of 1964, Enterprise, Long Beach and Bainbridge were deployed to the Mediterranean, assigned to the sixth fleet to form the world's first nuclear powered task force. On 31 July, the three ships were designated as Task Force One with orders to carry out Operation Sea Orbit. The cruise was to demonstrate the capability of these nuclear powered ships to maintain high speeds for indefinite distances in all environments of weather and seas without reefing aircraft to people in remote areas of the world. To demonstrate the ability to reinforce U.S. power quickly in remote areas with a force ready to fight. To show the ships and their facilities to military and government leaders along the track of the orbit, distinguished guests from Africa, Asia, Australia and South America were flown aboard on 16 different occasions. After they were given suitable honors, they were escorted around the ships and later from the reviewing stand, they saw a demonstration of some of the capabilities of the men and weapons of the nuclear task force. The course of Sea Orbit followed around the coasts of Africa and up to Pakistan, south and east to Australia and New Zealand, continuing easterly along the Roaring 40s, around Cape Horn, up the coast of South America and on to Norfolk. It was a track that passed through all the seasons, crossing the equator four times and coming within 500 miles of the Antarctic continent. From New Zealand to Cape Horn, more than 5,200 miles, the ships maintained a steady 26 knots and there was plenty of power in reserve. The only import calls were in Pakistan, Australia and New Zealand and Brazil. In each port, visiting was limited, but hundreds came aboard and their response was tremendous. Task Force One proved its staying power and reliability, its freedom of action and its complete independence of logistic support. These ships have increased the Navy's mobility, versatility and effectiveness in protecting the nation's interests. They demonstrated on the long cruise their unlimited range, higher sustained speed, immediacy of response and reduced vulnerability. When the ships came into port at the journey's end, they had covered more than 30,000 miles in 58 days at sea without replenishment of any kind and without a single nuclear power problem in any ship, in spite of the rugged demands that had been made on them. Well, it's a long way from these scratches on a micro-photograph to a Task Force circumnavigating the world, but the atom has made it. In the decade since Nautilus first got underway, the Navy's nuclear-powered ships have steamed more than 8 million miles. In all this time, no nuclear-powered ship has ever failed to meet an operational commitment due to a malfunction of the nuclear propulsion plant. With conventionally fueled ships, mobility depends mainly on fuel supplies. Even in feast time, a worldwide fuel distribution is required to maintain our sea power. And in wartime, there must be an availability of oil stocks, storage facilities, tankers, and escorts to protect them. Protection is even more necessary during the actual period of replenishment. In heavy weather, refueling is often impossible. At times, this has caused destroyers to turn back for lack of fuel. And sometimes an entire force can be immobilized by an attack on the relatively vulnerable fuel trade. But when Task Forces are nuclear-powered, fuel restrictions are ended. The full potential of logistic freedom can be realized. There is no longer a need for fuel availability or for establishing petroleum facilities, which has always been a major consideration in setting up advanced bases. In remote areas, the superior mobility of nuclear-powered ships may mean getting to a hot spot quickly enough to prevent a major eruption. The advantages of nuclear propulsion for surface ships were further conclusively demonstrated when the Enterprise and the Bain Bridge joined the 7th Fleet off Vietnam on 2 December 1965, marking the first time that nuclear-powered ships entered combat. During the transit from north of Virginia to Suffolk Bay and the Philippine Islands, the two ships maintained a speed of advance in excess of 20 knots for the entire 16,000-mile trip, despite the fact that flight operations were conducted for nine days and three nights, arriving with sufficient jet fuel remaining to conduct days of heavy combat operations. The Enterprise, on her second day of operations, demonstrated her high state of readiness following this long transit by setting a new daily record for combat sorties by any aircraft carrier performing in-country support. The capacity for virtually unlimited steaming at high speeds means that hostile areas can be transited quickly. Submarine contacts or heavy storms are more easily avoided. Fast retirement can be made from the threat of air attacks. The element of surprise is increased, especially with the elimination of tell-tale oil. The absence of smokestacks and air intakes makes it possible for nuclear ships to be buttoned up and washed down automatically in the event of atomic, biological or chemical attack. The tremendous reservoir of power in the nuclear reactors is able to meet the constantly increasing electrical demands of communications, radar, sonar and the naval tactical data systems, as well as the new weapons systems and the requirements of flight deck catapults. Another benefit of nuclear power is greater maneuverability. Instant power, power to move ahead, stop or back up quickly. Among other advantages, this immediate response minimizes the exposure of the operation of American industry have been spectacular. But we are still just on the threshold of a nuclear age. Knowledge reacting to continuing nuclear discoveries acts as a catalyst in many areas. It is reflected in power plants to produce electricity and to provide fresh water such as this Navy installation at McMurdo Sound in the Antarctic. It stimulates medical and scientific research. At the National Naval Medical Center Bethesda, special facilities and equipment are dedicated exclusively to nuclear medicine. Here the Navy trains its own doctors, nurses and corpsmen in the most advanced techniques. At the present time, we lead the world in nuclear propulsion knowledge. We have proven the superiority of nuclear powered ships. Out of the unseeable atom, scientists and engineers of the Navy and the Atomic Energy Commission working with leading industries have developed and demonstrated the greatest power the world has ever known. What has been achieved is a monument to the man of vision who set their minds and hands to the almost insurmountable problem of isolating and controlling this prime force. They have made the submarine a true submersion. They have created the Polaris missile system as the most potent deterrent to enemy attack. They have opened the frozen seas of the Arctic. 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Welcome to the book map platform details webinar. This is Bruce at book map risk disclaimer trading equities in futures involves Substantial risk of loss and it's not suitable for all investors past performance is not necessarily indicative of future results For more information go to book map comm There's a free trial for 14 days, and this will give you access to book map You can get the book map basic or advanced. I'll show you that in just a minute As well as access to our other resources, which includes the advanced order flow webinar that begins in about 28 minutes Okay, so this this webinar here we go through the details in the platform What book map is showing you the basics and then? Which is important and ask questions about what what you see here And then we'll get into the a little bit of the order flow at the end of the webinar here All right, and then You can always reach out to us at support at book map calm So that free trial includes that advanced webinar as well as some other resources. Okay. There's a trader education course And some documents as well Okay Let's see here. Let's go to book map calm and scroll up to the top here So we'll click on explore. There's some intro videos here for those of you who are new And I see some new faces in the room. So welcome to to book map here These are very short and they're they're concise They just go through the basics of what book map is showing you can find out more about what book map is its uses Usages the platform the benefits Our partners here. There's a data feed here available for book map for equities through dev experts And it's a very powerful data feed. You can find out more about it here and if you have any questions about some of the Equities, let me know. I have some equities loaded and we can take a look at some of them Connectivity okay, so book map is a software platform just like any other platform You will need a data feed or data provider or broker To connect book map to the live markets and this is how you can connect book map Okay, with one of these data feeds or brokers or through the API for example through Ninja trader or interactive brokers or TT X-Trader Pro Okay, so pricing here is the 14-day free trial for book map basic and advanced So there's one version of book map. It's book map basic. It's 49 per month is billed quarterly So every three months you build 150 bucks Now you get the 14-day trial period here You can go for the advanced version is 99 per month and the difference here are the add-ons We have the ability to trade right from the book map chart And then we also have these proprietary indicators that we developed that are specifically designed to understand the position of larger players where they might be providing liquidity Order book and volume and balances as well as an iceberg detector And a correlation tracker. There's some other details as well For those of you who are quants and want to learn more you can click here and reach out to us Okay Let's see What else? Social media you can follow us here on Twitter at book map underscore pro And then here is our YouTube page and you could subscribe to us here at YouTube If you're new I would recommend going through some of the intro videos that you see here and then features and components Go through some of the features features and components videos here to understand what book map is And how to use it and then some of these order flow video snippets here These go through very concisely order flow phenomena that we uncover in the live Webinars the advanced order flow analysis. Okay, so these are just it's kind of a quick way to understand some of the phenomena In in book map and then we go through it in detail in the live webinars Okay All right, let's jump in here and take a look at book map. We'll take a look at the Nasdaq and All right for a lot of you you're going to look at this chart and It may look very foreign. Okay. It's actually really simple We're showing you basically three different data types now. I'll close this Subchart indicator panel that we have here Which is just showing the cumulative volume delta Okay with lots of different settings for that we'll just close that up though and Just go through the data that you see here. Okay, and just understand the basics in book map All right, we're really showing you if I zoom in here just three different things We're showing you the historical best bid and offer We're showing you the volume and that took place on the best bid and offer with these dots Okay, that's traded volume and then we're showing you this heat map here Which is the limit order book It's where people are offering up here and where they're bidding down here Okay, now that you usually see in the dome as you can see over here the current order book This is the dome here in book map. This is Liquidity at these specific price levels limit orders people providing liquidity. Okay now we just take that this data here turn it into a heat map and then we project it on the chart historically so it's actually a really simple stuff now Let's go through the demo here, and we're going to just turn on some candlesticks. We're going to turn off the volume And we're going to turn off historical best bid and offer as well as the heat map Okay, and the indicators as well and I need to turn off the new feature that we have on the candlesticks here that gives the V-wap here. Okay So just make it really simple And let's zoom out. Okay. This is a five-minute candlestick chart And we are all accustomed to Understanding the candlestick charts so open high-low close of a five-minute period And you can start to read some of the pressure with the wicks and the color of the body and the length of the candle and the body and What's going on here? In price it gives you a you know some some insight however there Are is so much more data here that we're not seeing that is a very very opaque for example We have no idea Where the volume traded on this candlestick chart now we do have a volume sub chart here However, it's not showing you where it took place on the candle. Okay. That's important data We want that insight we want that transparency because it's going to allow us to make much more informed and precise trading Decisions so There's another thing that the candlestick chart is just is completely lacking here And that's the ability to show Microstructure okay because it's aggregating this data for five minutes is going back and forth in this candle And then that time period is over and a new one starts so I'm going to turn on the historical best bid and offer All right, and let's zoom into this low here, and I'll show you what I mean Okay Actually actually a candlestick charts not doing such a bad job today Maybe maybe this would be the best example of some of the microstructure that you see In book map that you don't really see in the candle whatsoever. Okay, so this is the breakdown here 930 930 we you can see the pre-market. We went sideways for a bit kind of broke down here Went sideways for a bit and then broke down again. Okay. Now. It's this microstructure here That gives us a lot of insight in book map. This is the historical best bid and offer. That's it. That's all it is So the red line is the historical best offer the green is the historical best bid And you can see that we went sideways for a bit. In fact, we auctioned down below Here and came right back up into the range and then failed again Okay, and in this auction down below was successful and you can see that price trended lower Okay, all of that kind of data here We have no insight looking at the candlestick. In fact Look how we broke down came back up and tested into just where we broke from right here in The microstructure we don't see that at all here in the candlestick. We just see a couple of Red candles and some wicks Okay, so now Let's turn on the volume and get some transparency to understand where the transactions are taking place So for example look at all the transactions that took place here. This is really insightful We understand that there was a lot of selling down here. It's also a lot of buying is it's on both sides here So we kind of went sideways for a bit And then you can see this rejection down here I came back up and We went right back down and look how the selling took took some charge here. Okay, we see them larger Dot here selling and it's a taking place down below the swing and And it's accepting. All right, so you can see that We continue on down and and this is very indicative of a trend in the order flow is we can see large volume trading at lower lows Okay, and the swings and the returns back up into The of these pullbacks here and we see very little volume trading compared to these other areas where the swing low is Okay, so lower lows lower highs on the lower high pullbacks here. We see less volume Okay, so already I mean that's already lacking on the candlestick chart and already we can see there's Possible trading strategies based here Okay, so looking for a pullback looking for low volume looking for price discovery to the downside To trade where it can trade. Okay, and then further as well Right because there was a lot of transactions down here. It's there's not a lot of transactions here It's rotating lower to find those transactions All right, so that's the volume and Let me zoom into an area here and I'll show you exactly what occurred in some of these areas so I'm in fact We can see a reversal here in the in the structure And you can see the the aggressive the aggressive volume take place here. So let's zoom into this area And I'm going to show you exactly what book map is displaying. Okay, so On the historical best bid and offer here you can see all these dots. Okay. These dots are our trades They're transactions. All right So historical best offers the red line and you see this green dot This is a market buy someone hit the market buy button and the transaction took place on the best offer They crossed the spread they took liquidity off of the best offer. That's why we consider this aggressive volume Classification they paid up the spread and they took liquidity. They didn't provide liquidity They didn't wait at a specific price level. They were more aggressive And then the red dot is an aggressive market sell and now all of these different dots and you can see all the different transactions If you want the data, you can use the data tip tool here We can hover over these areas and you can see this was The date here the time What was on the ask or the liquidity that was on the ask here and the volume? This was for volume of one Okay, this one down here is for a volume of one on the sell side All right So we can see exactly What transpired here now we can zoom into these areas here and continue to zoom in Down to Microsecond and even nanosecond levels Okay, now we don't trade at these levels. Okay, but we can we have every single Market event from your data provider Okay, and it's all recorded here But note how as I start to all start to zoom out here and I start to compress the timeline together That we're gonna get an aggregate view here And so we're giving you all the data Every single event, but then when we zoom out we're giving you the overall aggregate Just visually or graphically so I can see this big dot here and you can see that it's a pie chart It has buying and selling in it. Okay, this is for volume of 201 contracts And the majority of it about three-quarters of it Is aggressive buying? All right, and that's what's pulling the market up out of these areas All right, so that's the the volume what it's showing you and the Yes, and you know some insight into some of the volume here Okay, so we broke out of this range right here. Okay, look at this selling down below and And then we see that we kind of went sideways for a bit here And then we broke above the swing here and we see more volume and look at the green Okay, so a lot of buying up here Okay, and it's accepting up here Right above all of this Volume down below in this range. Okay, we're in a new trading range and You can all of this kind of transparency here is something that you can see in bookmark very clearly But you'd be a pretty hard-pressed to be able to see that in a Candlestick chart. Okay, you may even depends on the on the time frame, but seeing some of this microstructural stuff and understanding the transactions that took place On the microstructure is also giving you more insight than a footprint chart would because a footprint chart also Aggregates the data it'll sit there on maybe a five-minute candle or maybe it's a bar range Where finally it will go into a new bar when a new range is broken and That But all of that data on that bar is going to be aggregated so you don't see the microstructure You don't see these small little breaks and understanding of what occurred and where the volume traded right immediately after that So that's the advantage that you get at book map Just by seeing that historical best bid and offer It allows you to see that microstructure Okay. All right, so that's just the volume and the microstructure here and the The next thing that we want to be aware of When we're when we're trading is understanding the The transactions is good, but we want to also understand The limit order book where are they bidding and offering in this market? All right? It's an important part of the order flow now We usually access that by looking at the dome. Okay, the COB column right here current order book This is your dome in book map Okay, we can see all of the Traders lined up here. These are contracts at these specific price levels in the Nasdaq e-mini Okay, these are traders lined up. They want to be sellers here on the offer Okay, they want to be buyers down here on the bid Okay, and we can start to look at large areas and We can see 90 contracts right here. All right 87 contracts or 97 up here Okay, so we want to understand where the majority of the traders are it gives us insight to where price might move or be repelled from Right now the problem with the dome is that once this data changes here that the information is is It's lost. It's not recorded so you'd have to remember it you have to write it down and remember it in your head that At 78 there were 90 contracts and there are no more At this point now at 61. Okay, so they pulled they pulled liquidity so the way book map solves this issue is We Record it in the heat map Okay, so you can see here that Areas of high liquidity in the heat map are painted bright white Okay, so now we know exactly where they where they are with the high liquidity. Okay, and a little bit darker shades there's less liquidity Okay, and so now in this window here, this is the current market window with best bid and offer and last traded volume We can see You know them pride providing liquidity when these numbers change here the liquidity heat map will change now Where this gets interesting is that we project all of this historically on the chart Okay, so you can see here that you can see how they're flashing like it's getting brighter And then darker and then brighter. Well, that's they're they're adding and pulling liquidity at this 78 and a half level Let's zoom in there. Okay, and we can we can see all of this recorded on the historical chart Okay, this these striations that we see at this price level is the adding and pulling of liquidity Okay, so now on a bigger picture. We can start to understand their intent to trade at some of these levels Okay, look how this trader here is probably the same guy He was adding and pulling but now he's adding up at a higher level So he's not he doesn't want to be a seller here He wants to be a seller here now a point higher at 79 and a half He's also now pulling here coming up to this 80 and a half or maybe to 81 Okay, so now we can start to read the intent of these players in the auction And we can see that no, they don't really have the intent to trade here. They don't want to trade Okay, they want to they want to trade on the offer up at higher levels, and that's pretty bullish showing a bullish activity Okay, and you can see the buyers are You know the aggressive buyers here. We see the green dots pulling price up probably gonna come up here and test this 81 area And why do I say that? Well, it's because that's where the liquidity is a Market needs liquidity to trade and we have that insight now Okay, now we can see if these guys really mean business up here as well, but we'll have to wait until we get up here all right, so Anyway That's what the heat map is showing you it's the advantage that you can see historically and we can Really see it when we start to zoom out Okay, and you get a feel for the overall picture of the liquidity in the The bit the zoomed out view here. Okay, so here they are down at 75 providing high liquidity and here They are up at 81 providing high liquidity Okay, any questions? All right. Well, I also want to show you something here this is a data feed with rhythmic and You can see here that if you look at your dome You probably you may have Ten levels on the offer and then ten on the bid Well, this this data feed here with rhythmic is offering complete depth of market So these areas up here or if I if I zoom vertically a little bit these areas down here This is all live. This is entire depth of market Okay, this is a this is a real distinct advantage Okay, we can see where players are starting to provide liquidity look at them them coming in up at these levels between 82 and 83 all right and Even bigger picture It's this works out really nicely Here you can see they're providing high liquidity before the 930 open right here. Okay. Here's our 930 open We see high liquidity up here Okay, we see them getting very aggressive Chasing price here and pressing down on Price in some of these levels here with pretty high liquidity All right, and we can see that these these traders down here. They're just waiting They've been waiting since or before 930 and we can see that they got filled down in these areas Okay, we can zoom into that area and we can see exactly or precisely what happened Okay, actually a lot of them pulled Okay, and we can see that but we can see that they they're getting filled in some of these lower areas here And I'm also starting to suspect that they're pulling high liquidity here getting out of line But they're gonna get filled down below here with maybe iceberg orders Okay, it's a trick that a lot of the larger larger players use all the time Okay, and we can turn on indicators and look at the iceberg detector here These dots are a little big so let's let's turn those down a bit Okay Okay, actually I'm kind of surprised we we really don't see a lot of a lot of icebergs down here Okay, so that's kind of funny but See a little more down here in some of these areas and and also here but 50 50 contracts traded that weren't in the book Okay, a little higher a little higher area kind of interesting to see that Anyway, usually we'll we'll notice that if you see large liquidity like this and then large transactions after this liquidity is pulled Start to look for icebergs down in these areas here They're they're absorbing price without showing their liquidity in the limit order book Okay, that's some of the advanced features that we go through in the The order flow the live advanced order flow webinars that start in about four minutes or so, okay, so Let's let's wrap it up and we'll see you in the next webinar if you guys are in current trial Or are in our current customer at book map. Okay For those of you who who are current customers and you're in here Ask questions ask questions about some of the new features in book map. There's some new videos that we have I'll let you guys know in the next webinar, but You know, this is your time to ask questions about the platform and about the software and what it's showing. Okay All right guys. All right. Take care and we'll we'll see you tomorrow