So thank you Scott, I appreciate that. Our first presentation is titled Pedagogical Approaches to Neurodivergent Learners in STEM, presented by Sarah Sanders Gardner and Marissa Hackett of Bellevue College. Sarah is the designer and director of Bellevue's nationally recognized neurodiversity navigators program. And Marissa is the director of the Dislutter Resource Center. So I will turn it over to the two of you. Thank you. Thanks so much Eric. I am going to get right into the deck because we have a completely packed session for you. So let's do it. Why thank you for that Sarah. All right, I also want to turn on the chat so I can see it one second. I cannot see the chat. Oh there's a chat. Okay, thank you. All right, so yes this is what we are learning pedagogical approaches for neurodivergent learners. I am Sarah Sanders Gardner my pronouns are they them. Marissa. Hi I'm Marissa Hackett. She her I'm the director of the Disciple Resource Center and faculty in our disabled students navigating STEM program. Okay, here we go. We're going to talk about terminology. Is there a definition for neurodiversity. Yes, there is. And we're going to talk about models pedagogical approaches and give you some tools. So let's get going terminology around neurodiversity. So what we're going to talk about is the language that we use when we talk about disabled people and autistic people. There are two different main ways to refer. And used to be people thought that person first was the only way to go. But now we know, and the American Psychological Association told us in 2015 that both are good so let's look at this real quickly. Identity first is disabled autistic. I am disabled I am autistic and that describes me. It includes disability as part of the person and embraces that disability as one of the many intersections of identity that makes up the person. Many autistic and otherwise disabled people prefer identity first language, the blind community the deaf community or two large communities that embrace that there is also person first language. I had to say it's awkward syntax because I was an English major in college. It separates the disability from the person. And this is a reason why some people choose this language they don't want that disability to define them and they say, my disability doesn't define me it shows a desire to be distant from disability. I think that parents and professionals often prefer person first language, but so do many people with disabilities. The APA said as I said in 2015, ask the preference of the disabled person themselves. And when you're doing presentations, writing papers, etc. You should use both interchangeably. There's a couple of symbols here the one on the left is the rainbow neurodiversity infinity symbol which is meant to represent the many different types of people many different neuro types many different ways of being in the world that encompass our community. The first one is the probably more well known autism speaks puzzle piece I put a do not use sign around it, because many autistic people reject that puzzle piece and in fact research shows that there's a negative connotation between puzzle pieces and people. And so the community at large has asked people not to use that puzzle piece. So other things that we should avoid our euphemisms around disability language. So as you know euphemism is a mild or indirect expression that is substituted for something that people think is to blunt or harsh or embarrassing so people do this with the word disability quite a bit. So they say on the spectrum instead of on the autism spectrum so they can avoid that word autism. They say challenge or differently abled or people of all abilities, or special needs or disability with a capital a, or they make up words like disability and many many many other iterations. Again, disabled people get to say how they identify so the disabled person is using these terms that's fine no need to correct the person with the disability. However, non disabled people should steer clear of these words because they land on us as micro aggressions. Always defer to the preferences and language use of the person with the disability and how they identify disabled people own their identity and this is very important. If you are not a member of the community you do not get to put labels on that community. So, speaking of that let's talk about what is neurodiversity. This term was created by the autism community, and it is defined by the autism community and many other people have tried to define it but there is one definition that was created by the person who created the word. Her name is Judy Singer. She is an Australian anthropologist who was born in Hungary. I've put a link when you have the deck you can go to the links at this blog Judy describes exactly what she means by it, I can only give you a very very brief information right now. So it's came from the idea of biodiversity, and that's why I have this picture here that shows all these different creatures and plants. Biodiversity refers to every living thing plants bacteria animals humans and sometimes it's in a particular reason or biosystem but sometimes it just refers to all living creatures, the term neurodiversity comes from that term biodiversity, and is an expression that comes from intersectionality as well as one of the many variabilities that describe people. It's the virtually infinite neurocognitive variability within Earth's human population. So when you use the term neurodiverse, you are referring to all people. You are not referring to disabled people you're referring to all people. It's a very important part of the neurodiversity movement that everyone has a different way of thinking there is not one way and one wrong way or one different way. Everyone is neurodiverse. The word neurodivergent was also coined from the autism community by a multiply neurodivergent person living in the United States, her name, their name is Cassian Asamasu. And this is to signify an individual whose brain functions in ways that divert significantly from dominant societal standards, very different words neurodiversity is a social movement neurodivergent refers to a person. And along with that term came the term neurotypical. So, these are the definitions. This is where you can learn more about them. As Cheryl mentioned, there are many things that fall under this neurodivergent umbrella I'm not going to go through them again because I got to get through my time here. So here's a quote from Judy Singer neurodiversity is a property of the human population of Earth. While neurodiversity itself is just an indisputable fact about the planet. So neurodiversity movement is something else again, it's built on the idea that just as conserving biodiversity is necessary for a sustainable flourishing planet. So respecting neurodiversity is necessary for a sustainable flourishing human society. So we need all people, not just some people. We're going to take it away. Thanks Sarah. I'm going to talk a little bit about the models of disability which came from disabled communities in the 1980s originally and have been used in disability studies programs for a long time to start out with the moral model and I'm going to start with the problem of disability. I'm not saying disability is problem. It's not disabilities rad. But there is like this idea in society that disability has a social problem associated with it. So the problem associated with disability when you're coming from the moral model of disability is this idea that there is a moral failing in your bloodline from your ancestors from your family line from your parent, somewhere in there. And this is typically considered an older model, but it actually does show up currently. So anytime someone is trying to pray away a disability, that is them enacting the moral model. So thinking around when people said that autism was caused by quote refrigerator mothers or the mother being too cold to the child that was the moral model. Thankfully that is pretty much kind of tapered out at this point.  And the medical model is our kind of typically most commonly used model in the current US society where the problem with the disability is centered on the individual person with the idea that the medical industrial complex or the medical system is what can fix the disability, and that that individual person needs to be fixed by medicine or some other medical medical thing. So our societal solution is to fix a person through the medical model so still focuses on this idea of fixing disability and doesn't focus on disability as a normal part of our human diversity. So the medical model also reinforces cultural constraints around what is a typical or right way of being in the world, the right way to move your body the right way to think the right way to be in general the right way to have feelings or emotions. So then this brings us to the social model, the social model focuses from not on the individual but on society and focuses the problem of societal, the societal problem of disability on how we can fix our built environment or culture are ways of teaching and learning to change the environment rather than change the individual person. So, in the social model, we would say instead of a deaf person can't go to the movies because they are deaf we would say provide closed captions so this is where we enter into accessibility accommodations and universal design to fix society rather than trying to fix the person. And I, we're going to play just a couple minutes of this video. We have the sound turned on for videos. I'm just going to look at the chat real quick, while Sarah is sharing the video because there's some cool things happening in the chat to neurotypical isn't a bad word but it makes neurotypical people feel uncomfortable to confront their privilege totally. And then Jade said, sort of the same way cis people get grumpy when we say cisgender in conversations about gender yep totally cisgender is not a bad word and either is neurotypical it just means fit into the norm that society wants you to fit into. So if you and I go to a building and there's no ramp. Typically people think the problem is that we use wheelchairs where social model of disability would say the problem is that the building is not accessible and it doesn't seem like a radical concept but it changes the fundamental way we think about disability and the work that we need to do to include people with disabilities. People often don't understand ability to be within this kind of context and access to adaptive devices and where we are located economically. When I have my access needs met I'm functionally not disabled but when places have stairs and everything is built for people that stand so I can't see anything and it's a really dark environment so I can't see anything because as you get older your vision changes. So now I need a lot of light to see things in an environment like that of course I'm disabled. I really like separating out impairment from disability so impairment as you know like physical or neurological manifestation like what's real I have a physical impairment and then disability is like what society creates as barriers because of the impairment. So like as you're saying if we're in a place where my access needs are getting met then my impairment isn't so significant but when it's not because society doesn't want to then that's a problem. So I think it's important to really think about disability and the context of what is disabling the environment. The last building I worked in it was really cool because it was universally designed so all the doors had push buttons or they were like magically open you know as you walk up or everything is like automatically at my height. And in that place I didn't need a lot of accommodations but then in an environment where it's not universally accessible where people with disabilities and parents and all types of folks weren't thought of in the design process that's when there's problems. I'm not saying like it's easy to live with an impairment it's not easy to live you know when you have like four kids it's not easy to live when it's like 20 degrees outside. You know for those of us in the Bay Area like 55 is freezing but you know I mean there are times when it's just not convenient to have a body but that's not what oppresses us. What oppresses us is living in a system which disregards us is violent for us you know essentially wants to subjugate our bodies or kill us. That's oppressive my body doesn't oppress me my body my body's fine. We can pause there. Okay, so that was Stacy Melbourne Park who was an amazing disability justice activist out of the Bay Area, who unfortunately passed away a couple of years ago. And then Patty burn who I'm going to talk about now. So potty burn along with other disabled queer and trans people of color, created the disability justice movement and model with these 10 principles of disability justice so. Since the models were created in the 80s and are still really important, it's also important to kind of fast forward up to where we are now and think about moving beyond the social model and into disability justice social model later really good ground work for disability justice. The 10 principles of disability justice are intersectionality leadership of those most impacted anti capitalist politic commitment to cross movement organizing recognizing fullness sustainability commitment to cross disability. Sorry, the solidarity interdependence collective access and collective liberation. I'm going to talk a little bit more about intersectionality but I encourage you all to check out the website that talks about the principles of disability justice more in depth. patty is an amazing activist and super important to learn from. So this is a quote from patty burn. The first a primary principle of disability justice is intersectionality. We know that each person has multiple community identifications and then each identity can be a site of privilege or oppression. The full terms of oppression shift depending upon the characteristics of any given institutional or interpersonal interaction, the very understanding of disability experience itself being shaped by race gender class gender expression historical moment relationship to colonization and more. So we're going to skip this video but if you have a chance to take a look at it, it's, it's great, but it's best in its entirety so we're going to move forward in our short amount of time. So, basically, like with intersectionality we want to be thinking about the role of power and privilege in any individual persons intersections of identities and especially in our own when we are working with neurodivergent and disabled folks. So the role of intersectionalities and lived realities determine access to resources, people who are perceived to be in privileged groups are rewarded for their group memberships while others are disenfranchised and subject to regulation and violence. And then that that role of intersectionality so someone may be perceived as having one specific identity because that's the most visible identity that they have. There are many additional identities that you are not perceiving or identifying just by looking at or first interaction with someone you can go the next slide so I think I'm talking about it. So just something to think about when we're thinking about like what we see when we're interacting with students and how to get to what else might be going on for that student what other oppressions they might be experiencing that we're not. We're not aware of in a first interaction or in our first perception of someone so thinking about the student holistically age, disability, religion, ethnicity, social class sexual orientation, Indigenous backgrounds, national origin gender there are other identities as well so just to be thinking about both how your identities play into what you're doing as well as what's going on for students when you're thinking about their identities. And then we have these three pictures here, a transgender student, a student of color with a graduation gown and they're colorful. I don't know what that's called scarf on and then a female presenting student and they're all very different and people may have certain thoughts about them when they see them and think they know them but they don't necessarily. We're going to move on to pedagogical approaches and we're going to look back at biodiversity, when a flower doesn't bloom you fix the environment in which it grows not the flower. This is a quote by Alexander then hey her. Don't know how to pronounce his last name apologies Alexander, but we want to think about that biodiversity approach. This is in regards to neurodiversity which is all the students in your classes, not only the neurodivergent ones. So let's take a look. The first thing I want to talk about is cultural expectations and I'm going to use Edward T halls cultural iceberg as a model to start with. This is to help us understand that not everyone is communicating and behaving and understanding communication and behavior the same way. So, Edward T hall was a cultural anthropologist who specialized in nonverbal communication and he said when we think about culture we usually think about the surface culture, food, music, literature, language, but what really makes up a culture are these deep culture areas that a person has to live in the culture and learn through nonverbal observation. These are not didactically taught to people nor really can they be because they're all flexible within that culture and then in other cultures. So, things like communication styles and rules, facial expressions, I contact conversational patterns handling displaying emotions tone of voice notions of courtesy and manners concepts of self time and fairness attitudes towards work and authority approaches to religion decision making problem solving. So there are a lot of cultural conflicts in all of these areas certainly between cultures we all learned that back in Star Trek the original generation. But there are also potential for conflicts between people with nonverbal learning disabilities which includes all autistic people and many other people. So I applied this concept I was very excited because these are the areas where we get in trouble all the time, but so do lots of other people because people grow up differently people absorb these concepts differently and they have different ideas around them. So if you think about. Well, I guess I'm going to share an example first and then I'll talk about that. So here's an example from my life. In my own house on the neighborhood. We were allowed kids were allowed to jump on the sofa and swear. And another house a couple doors down you were not allowed to do that or you'd get in a lot of trouble. So, there are lots of different things where I would get in a lot of trouble. And so my parents decided I needed to learn some social skills so they got someone to start teaching me social skills. What do you think put it in the chat unmute yourself shout it out what do you think they taught me in social skills class about jumping on the sofa and swearing. Never do it, never jump on the sofa and swear exactly.  What did the other kids think about me after that. I got some names stuck up goody two shoes teachers pet. Don't play with Sarah Sarah is going to tell us the right way to do things. Right, exactly. So I'm ever met an awkward autistic kid. They got awkward by themselves they got awkward by learning social skills. So, there is a better way. We need to understand that cultural rules are flexible. And what someone with a non verbal learning disability cannot do is see how these flex, we can't follow that. We don't see it. We don't notice it. We will never be able to see it. We need to learn is self advocacy. Someone needed to tell me oh Sarah you just don't know when it's okay to do it and when it isn't the other kids can see it you can't that's okay that's just how you are. Ask the other kids. Is this a house where we can jump on the sofa and swear, or will you tell me when the parents are coming so I don't get in trouble. That would have been fine. I could have had friends, but no. That is a danger of social skills classes these rules are flexible if you think about it. These rules are flexible in your friend groups they're flexible and family groups are flexible and work teams are flexible and corporations or institutions they're flexible and cities and states and countries are flexible everywhere. A typical person can flex with them. A person with neurodivergence often cannot. So, you have some tools as faculty as staff as people who interact with neurodivergent people. First of all, if someone is communicating or or behaving in a way that is different from your cultural expectations in any of these areas. Your first tool is most respectful interpretation or as my students say think the best of them. So think, why would a reasonable kind person be doing or saying this, rather than oh that's so rude. Then use a tool called manager stories. So, um, if you still are telling yourself a story about why the person is doing it. Ask a question.  Could you say what you're doing what what you said again I'm not sure I understood it. That, by the way, works really well if someone is purposely being mean to you to say could you repeat that. Repeat and reword your own statements. So say I'm not sure what I said came across clearly let me try to say it again. Also own your boundaries. If someone's standing too close to you for example you don't need to teach them about personal space simply say I need a little more space I'm going to move over here. You also don't need to teach them how to handle their emotions if you're triggered by someone ramping up or getting loud, you can simply say, I'm going to go get a drink of water I'll be back in a few minutes you don't need to add when you've come down. Right, you just need to take care of your own self, and then also teach self advocacy. So this is everything included in nonverbal communication, facial expressions body language, I gaze appearance, how we use our sense of humor. The important thing to note with these things is research has shown, not only do we not understand you, you don't understand us in these situations you may think we're angry when we're not. You may not understand our sense of humor you may not understand if a student is slumping down like this it may be because they have low body tone not because they're not interested. This also includes unspoken implied or hidden meaning within spoken communication so we need to read between the lines not saying what you mean because you want to be kind. Brene Brown says clear is kind unclear is unkind. You might want to change all of your communication if you don't want to but if someone isn't understanding what you're saying, add some more direct communication to it. This varies between cultures and within cultures, but up to 85% of our communication can be nonverbal. And here we are back to Marisa. I'm going to briefly talk about universal design but I think we've got a presentation coming up that's going to go much more in depth so generally universal design is the idea that we want to set things up for everybody and mind in mind. So, when we're talking about physical space that's ramps etc. But when we're talking about learning space you go to the next slide. Can you describe the picture for a second. Oh yeah the picture that we have up is a brick building with a ramped walkway heading up to it with some folks walking and one person pushing a wield suitcase another person person pushing a wield barrel of sorts. There's a space where anyone could propel up depending on what mode they're using. Okay, so when we're talking about universal design for learning. The general premise is that we want to be engaging students in multiple ways, presenting information in multiple ways including visual written and pictures and auditory. Multiple ways of expression or assessment for everything. And we've got a wheel that says engage express and present information as the three main areas that you want to focus on providing multiple options for. Okay, and now another tool that you can use is tilt transparency and learning and teaching and I am super excited about this as a brand new faculty because I have struggled with how do I make assignments really clear for students. And this is a really great way to do that there are some great examples you can easily look them up. But the general premise is providing transparent information to students on the purpose task and criteria and an assignment or activity. And there are transparent assignment templates online. So what does a well done assignment look like with a specific grading rubric so that the students know how to get full points if they want that and they can also choose to not get full points if they want to hit a seat so. That is really helpful and it looks like Natalie has a comment on it too and people are putting links in the chat. Excellent. Okay, and then another great tool to use is both structure. So making sure that you're providing structure so that students understand what's going to happen when it's going to happen, what the expectations for them are. It supports students in the understanding of why it's important to work through assignments regularly so the understanding of how things build on each other. Why you're doing one assignment before another, the amount of time and energy that they're putting into that the amount of time and energy you're putting into it and then the classmates time and energy so everything is just very clearly laid out. And then it's also important to provide flexibility so allowing for late work without penalty so providing guidelines for one thing should be turned in to be scaffolded and built on upon each other, but allowing exceptions for that because there are always situations that students are going to run into their neurodivergent students where they may need more time to work on something something may come up. Life wise there may be something in another class it's more urgent to do and believing students when they have some sort of situation where they need flexibility right so instead of assuming everyone's giving a dog ate my homework reason understanding that students have a certain amount of things going on in their lives and we don't always know what those things are so believing what they're telling us. And I just want to add a little bit to this page. And that is that many faculty have moved away from traditional grading structures and move to giving one point for every assignment, or just a complete for the assignment. And also allowing students to choose their grade at the beginning of the quarter which indicates how many of the assignments from each category they're going to complete or to what level they're going to complete them. So these are all different ways to allow that flexibility as well. And other practices so making sure that you're using the students name and pronoun and checking to make sure you're using the students name that they actually go by not just going by a roster that might be outdated says lots of ways to do this checking a zoom name if you're on zoom asking students to tell you if they have a preferred name. So at the beginning of the quarter, asking students their pronouns. Super important and the image that we have up is a various different students with different pronouns on their rainbow colored shirts just great. Some students have some, some of the figures have lighter skin some have darker skin there's someone with a head rapper or turban. Someone with an afro. So just an example that any different student could use a pronoun that you may not be expecting it does not matter what the student looks like to you or how you're perceiving them, you have to ask someone to know what it is. And then with students one on one so that one on one connection to make sure that you're building a strong relationship with them at the beginning. And then monitoring students progress and intervening when students are not completing things, not showing up for class, etc. Many campuses have a place to send an early alert or report if a student is having a specific struggle so that doesn't have to be all you as faculty in supporting but the monitoring progress is really important because no one else is going to know what's going on with the student. Without that. Without that and then I see that Sarah put in the chat that you don't need to do around Robin for pronouns where students are saying it out loud so you can ask the question in a more privately like have students turn it in on a four class survey or a first class in class assignment or something in your online learning system where they can indicate privately what they want used that can call out students who are trans and may not be out or comfortable sharing and it can be uncomfortable for some students to do that round Robin in class situation. Okay, now we're going to the tools, we have a few more minutes to go. So we're going to talk about language and stress. And you have we've all been in this situation where we have had a page to read that is just a page a wall of text. And we've then also been in a situation where we have a page to read that has white space and pictures and bullet points. I know which one I would rather read. So the first one is now has a new word in the dictionary right TLDR too long didn't read. So we're going to talk about how to support your students all your students in being able to access the language and your assignments and your emails and everything that you do this is also for website use. It's plain language, it's does not mean to use a certain level of vocabulary it's written to your audience so whoever your audience is if they're college students you should be using college level language, but it is a communication. That's wording structure and design are so clear that the intended users can readily find what they need understand it and use it, rather than hiding what we mean within all the flowery words like people usually do. So, here's an example. Before, and this is a typical thing that we see in emails especially written in the third person the student applicant should be sure to be on time submit an official copy of his or her transcript never say that the word they is very appropriate now. This is a recommendation from professors a statement of financial need a short biographical statement to our grants office by April 15. This is like a math problem to me right I have to circle everything I have to do check them off in the little sentences. Afterwards, this is plain language to apply written right to the person, here's what you need to do the deadline is right up front. Here's your checklist, I would probably even put little checkboxes right, and then where to send it. I don't put more but I ran out of space on my page. So, plain language, much more accessible to all people. And then also, and you can learn a lot more about that at the link that I put underneath the flowers on that page also on our last page. Also, be sure to use your colleges learning management system I believe the UW also uses canvas, which is what we use. Putting your materials into weekly modules is very helpful for students they can see what they have to do each week. If you don't have CD labs already activated ask your college ask your e learning department about CD labs it makes it helps you organize, but it also makes everything accessible to students as well. And so, if you want to put how you're using canvas in the chat to support other people who are here. That would be super helpful I think. So that other people can see, I put everything in the weekly thing I open up the week, two weeks ahead of time so students have a whole week to look through it some students like to organize themselves ahead of time and maybe even work ahead of time when they have are on a good streak right. So, it kind of just depends on how that person manages their disability. Okay, so then the last thing we want to talk about. Yeah, thank you Jade. Yes, I wish we had that at our college. The last thing we want to talk about is make sure that you are taking care of your own self, and also using community care, not just self care. So we want to look at you putting on your mask first and so it might be a beautiful mask like this. So, think about burnout and demoralization they are two different things, and then making sure that you're taking breaks we work a lot. And so you want to make sure. Oh, that's great, Diane. You should contact us about that. I'm going to put on my oxygen mask first. This is a picture of the early days when we used to wear cloth masks. But really, it can be, you know, that that phrase used to refer to putting on your own oxygen mask first right in the airplane. But we cannot support our students we cannot support our friends we cannot support anybody if we're not first taking care of our own selves and our friends, our whole community, reaching out for support, not just like, as Marissa mentioned doing yoga, etc, you can't deep breathe your way out of a pandemic you cannot stretch your way out of terrible class sizes. You can't individual behavior your way out of structural problems right this it takes a community. It takes being in support of others and really relying on other people and supporting them so that whole interdependence piece that we've talked about. And these are our discussion questions so you're going to go to discussion groups in about seven minutes but I'm going to stop sharing now I'm going to share the there's our resources page. Let's discuss what would you like to start doing based on what you've learned today, what would you like to stop doing that maybe is getting in the way of accessibility for neurodivergent students and all students. And what are you already doing that's working well and then what aha moments will inform your teaching going forward. So I'm going to stop share. We've got some great things in the discussion here. Every task has a note about seeking support and the word finding support at the bottom of the page that's fantastic. Yeah I love that. In canvas I have tasks that are not assignments yes like readings I add those to the task to do list as well yes that's a really great thing to do. Yes. Three lessons a week typical time. Yes, letting students know how long it will take to complete something is a really helpful thing. How long a video is how long it might take to read something that you've assigned a range of estimates etc. What else did I want to say around that. Yes using tilt along with these things is super helpful. Making sure your assignments are showing up on the canvas calendar is also really helpful. Talking to your students at the beginning about how to use canvas. See what else we have here. And then also making sure that you're putting links in all your assignments to other material that they need to do that assignment. So not just saying go find the blah blah blah. You can do it so they can do it. Thank you Kayla for putting that in there. I appreciate that. Look at you with your little check marks and everything. That is so awesome. Thanks to Tammy for that one. Hey, this is Tammy I would kudos you for restating what's in chat because if some of us need to get up and walk around. So we're on audio but we're not being able to keep up with chat it's nice when people restate what's being said so thank you. Anything with a due date comes up on the to do list and you can add to the to do list anything that doesn't already have a due date yeah that's why the to do list is really important to put a reading as a as a student to do. I found that telling students how long things take often causes anxiety. Okay, Brandon. That's an interesting point. Yes, it would take more time to complete things with dyslexia Marissa and I had this conversation because I said we should put how long it takes to read this and she's like no it might take someone twice as long. So, maybe thinking about putting that range and then saying your mileage may vary, or please take into account processing speeds or different things. One thing I will say Brandon is I try not to assign things that are going to take longer than 15 minutes. So, hopefully that's not causing anxiety hopefully that's relieving anxiety I'm not going to ever assign something that takes an hour. Yes redundancy of links is very important to tell you yes, all the time just link every darn thing. I use canvas at Oregon Coast Community College sort material by weekly modules related discussion forums reading assignment due day yep, and I use text headers to say like what category the things are in. When I use canvas my announcements were all interlinked so from email they get the to do list. Oh, can you do that. Absolutely it's an internal link in that in that hyper description block. If you go to links, you can select internal link or external link and then you'll get a list on the side.  No, I was just like you will get. No, this is organized well but one of you will feel like your loss so just select it all from your email. Oh my gosh, that's so great. Would you like me to grab like a, a, a instruction alright I'll be right back. Thank you so much jade yay you've helped many people because we'll take this back to our college to not to assume how long things take students are creating unreasonable expectations. Right. Don't tell us the training will take x hours and then wonder why it took three times as long yet true. I agree Natalia regarding nonverbal cues is it important to describe what you were questioning. Instead of you seem really upset say when you I think. For clarification I teach math. I assume it will take my students probably three times as long as me to complete election, the lesson probably five to six times long to complete homework. Yeah, so for some of these longer assignments I would not put up how long I think it's going to take someone. I'm talking about if I put if I'm putting up like a 10 minute reading assignment. Thank you so much jade that is fantastic. I'm going to put up a 10 minute reading assignment, or a 15 minute video I'm going to tell them how long those things are. But if I've got a whole, you know, long thing they've got a read a chapter in a book I'm not going to tell them how long I think it's going to take them to read that chapter. I'm not going to tell them how long I think it's going to take them to do their math assignments. I may talk to them about starting to estimate their own speed so they can plan their time. I'm teaching a freshman course or later in the, in the year but as a suggestion, I walk students through creating their own task lists for the week estimate time they think it will take yeah exactly. I'm with some cues for me then assigned task blocks. I provide blank weekly templates yeah we do that in our program quizzes exams open book with no time limit yeah that's great. Yes. Yeah for sure. Andy and Jan. When you're talking about a student who is looking like they are having a hard time in your class describing what you saw for sure. We are done with our time so we're going to let you go to your discussion groups and thank you so much for having us. Right, thank you so much Sarah and Marissa appreciate all of that. I think, you know, we could do a whole day on this topic.


Dear students, in this topic we shall discuss the lever system of the body. The levers or lever systems help in movement of body parts. The bones, ligaments and muscles in an animal's body form lever systems. The muscles in the systems apply tension to their points of insertion on bones and bones in turn cause movement. Dear students, you know that in physics a lever system has three components. First, an axis or fulcrum, force or effort and a load or resistance. In the lever system of animal body, a joint forms the axis while the muscles attached to the joint provide force and a weight or load is moved. Dear students, the study of muscles and the lever systems and their mechanisms of working are studied in a branch of biology that is known as kinesiology. Dear students, now we shall discuss the types of lever systems of the body. The levers in body and in physical terms are of three types, first class levers, second class levers and third class levers. This classification depends on three factors, first the point of muscle insertion on bone, secondly its distance that is the point of insertion of the muscles distance from axis or fulcrum and length of the lever arm. The first class levers, axis or fulcrum is located between the weight and force. The axis is between the force and the resistance. The common example of this type of lever is a pair of scissors which we call kanchi. The axis is between the force and the weight or resistance or work is performed. In human body, first class levers are very few. An example that we get in humans is the joint between head and first vertebra. In this joint we see that weight or resistance is the head while axis is the joint and force is provided by the posterior muscles attached to the skull. These students, in second class levers, weight or resistance is located between axis and force. In this way, the second class levers are in the resistance and the axis and force are on the side. In common life, this type of lever is a wheelbarrow. In humans, there are many examples of second class levers. We will take the example of lower leg. Lower leg works as a second class lever when we are standing on our tip toes. In this period, the lever in which axis is formed by the metatarsal phalangeal, that is tip toes joints. While resistance is the weight of the body and force is applied by the calf muscles. Dear students, in third class levers, force is applied between resistance and the axis or phalchrum. These types of levers are most common in human body. An example of third class lever may be taken as an elbow joint. In elbow joint, axis or phalchrum is formed by the elbow joint. And resistance or weight is the forearm, wrists and hand. This is also resistance. In addition, the load we take is also weight. While force is provided by the bicep muscles when the elbow is flexed. When the elbow joint is turned, force is provided.


Welcome to Toffy TV, here is the match preview Leicester City vs Everton, another huge game for Everton as we try and get away from that bottom three where we currently are, obviously Burnley, play Saturday, Leeds play against Arsenal exactly the same time we're playing and yeah we have to go to Leicester and get something, big opportunity, certainly after they were playing Thursday night in the Europa Conference league, they will have hopefully exhausted themselves but I mean they didn't look like they exhausted themselves to be fair in the game but hopefully they will have exhausted themselves a little bit going into this game. Yeah obviously losing, you know unlucky loss to one overall and it's emotionally tough isn't it when you're so close to a fine level European trophy and would have been amazing for them to get there and to go down to a narrow defeat and you put such effort into it. You know the shape in the Premier League, playing the Thursday night in Italy and travelling back on day recovery one day signing got another game doesn't really mean that much to them. Hopefully they're a little bit subdued after the disappointments of it and Everton can take advantage of it. It'll be tough for the good side, we've seen them a good decision the other week to keep the ball really well. Albeit he didn't really threaten us after scoring a good decision too much but he did have all the ball and Everton will have to be patient, resolute and hopefully when the opportunity comes I might take the chance. Yeah it's a big one because I think you know we've had a lot of games where obviously a home for us it was a huge game and maybe for the opposition it wasn't as big a game. Obviously we had like a banly where it was a must not lose for both sides unfortunately we lost it. Where is this one feels like for the first time in an away game we are playing someone who's not really got loads on the game and it's an opportunity for us to catch them but that brings its own pressures as well because it is a must win for us so the pressure is on us it's not on Leicester. Leicester's season will just for them they will try and win as many games as they can what they've got left and they'll have had an alright season. It's not great but in terms of getting to a semi-final obviously if they'd got to the final would have given that little bit extra for the end of the season but they'll be down, their fans will be down but they'll also want to take it out on us I think and that's where it does give it just that little bit of we've got to just be careful but at the same time we've got to win the game and we've got to get out there and want it more. And I think if we want it more that gives you half a chance doesn't it or it gives you more than half a chance. I think at this time of the season we've seen with the results recently not just those but from other sides it's all about who wants it more it's been a long hard season a lot of players now are just looking at that beach and for a lot of players this is a good opportunity. They won't have had opportunities to go away on all of these but we've had for the last couple of years this will be their first proper rest for a long time. There's no big tournament so for some of those players they'll be like I just can't wait to finish now. For them they're biggest game of the season we've done things and now it's just seeing the season. We've seen that loads of times so Evan must go there and must aim the right to take three points. So it's week 36 of Ultimate Fan and if you've downloaded the app you know that the packs are available now. Let's get into it. Let's see. It's the free breaks pack. This is the one you get for free every week if you just played the game without a subscription. Let's see who I've got. I've got Alex a Wobie. Interesting. Back in a little bit of form. Evan I've got two games this week. Interesting. Connor Cody. Wolves have got a couple of games coming up as well. That's an interesting one in defence. And I have got from Aston Villa Chukwamike. If that's how you pronounce his name. Tremendous, tremendous name. He won't be getting in my team. Right I have a gold pack. This is the one you get when you play and you pay £4.99 a month for your subscription. You get two gold cards guaranteed and a silver card. Let's see who I've got in the gold pack. I have got Culeveski from Spares. He's been doing very very very well recently. Got him. Tottenham got two huge games this week. Liverpool and Arsenal in their quest for fourth place. I've also got Sun from Tottenham. Again Arsenal and Liverpool this week. Could he get some big points to push them towards the Champions League. And I've got Wilford Sahar who's got the winning goal for Crystal Palace against Southampton last week. There at home at Wafford. It's an interesting one. And also I've got a winners pack from winning my little mini group on Ultimate Fan. Let's see who I've got. I've got Abdelai D'Corey. There you go a silver card. And I've got obviously Leicester and Wafford coming up this week. So there you go. They are my cards this week in the packs. Check out who you've got this week. There's a silver subscription for £2.99. A gold subscription for £4.99. Or you could just simply play for free. There's lots of offers as well on the app. So make sure you download it now and make sure you check out Ultimate Fan. Absolutely. It's a difficult one isn't it because the last six games at Leicester they've won three and haven't won three. So it's not bad I think the previous games before. I think the previous five before them were all draws. So we've done okay there in recent times relatively speaking. But yes for them when you play a big game like that's how we've done it was. Played a lot of games this season Leicester. We've had injuries as well. It comes to that stage where you're knackered emotionally like we said. You've been at two European competitions, fell out of one and into the other. And it's got to this stage now and you're right for them a couple of weeks time will be like get our feet up. And how do you lift yourself after the disappointment that everything will have been built around that second leg. You know these three won one on their own went to Rome. You know at least take it to extra time and then penalties if you can't get away through. So everything after try to take advantage of it. And it's difficult because I spoke to a couple of people yesterday and they were saying I want Leicester to get beat. So that emotionally they've done it and I was like no actually want them to win. So it's interesting to see which side of the fence because you don't know how they'll react. They might come back and like let's prove something to ourselves but have you got that energy when it doesn't really mean anything. You said it before. It's happened to us loads and not losing European semis but just getting to this stage of the season and there's not none on the game and the other team have got something to play for them. Remember Sunderland a few years ago coming together near the end of the season we were mid table but they beat us 2-0. I think they won one away game and they beat us comfortably because we were just flat and we've gone to full them a few years ago. Chef United beat us last year at home. So we've been that team where there isn't that much on it. Sometimes when you drop your level you can get caught. But you can't count on that. Or at least if that happens you've got to be in the position to take the advantage haven't you? You've got to be in that position and we've had the weeks break. They've obviously had the European game as we said and it'll be interesting to see as well what they do with their team. Whether they completely change it or he thinks well actually there's some players who deserve to play or whatever. It's really difficult to say which way they've gone. Like you said then if they'd won it then won the game. They might change every single play because that's all that matters now. But with losing it they might be like well let's try and bounce back as fast. It's really hard to know but then the other side of it is the physical side of it isn't it? How many of those players will be physically ready to play? We know they're going to have loads of the ball. It doesn't matter which lester side whether it be the best 11 or whatever comes after that plays. We know they're going to have a lot of the ball. They had more than half the ball against Roma. They're a possession based side. For me what it is is not getting caught up in that. If they want to have the ball, let them have the ball. Just don't go chasing it round the field. Let them have it in a manner where it's just centre backs passing to each other and midfielders passing across the line rather than going anywhere with it. That's the trick you can't fall into. I think when we played my own, I think when we were on Nildan for 20 minutes, not only did they have the ball but we were running round like headless chickens trying to win it back instead of just, I think that was the difference with the second half. The second half at home. We can't down. We just, we let them have the ball but then when we pinched it in good areas we tried to do something with it but what we didn't, you know we, you can waste so much energy against teams like Lester by running round and getting pulled out of position. But if you just sit in your shape and we've seen it last weekend at Chelsea and I've failed to be before, just stay in your shape. Don't let them weigh themselves out. You stay in your positions and I think that's where the last couple of weeks, that kind of the way we've been playing will come in handy in this game because they will have a lot of the ball. They're a really good position side but just don't let them pull you out of position. Just stay in your zones and you know, just do what you need to do what you've been told to do. Absolutely and there's no, we're not going to gain anything. We're not as fit as them like in terms of mobility. We don't have to say mobility but either. We saw that at Godderson, you know the very mobile side. We were not like that. So, but what we have seen in the last few weeks and what we did see that night at Godderson was we stayed in the game, you know, and for the last half an hour we were the better side. Really, we were the team. But on that night, despite them having all the ball we had, we could have scored four goals. We were the talents and missed two great chances, real good chances that he should have scored before he equalised. You know, and we didn't even play very well that night really. Probably our poorest performance of the last few. So we've got to, we've got to go there, do what we did at Anfield, break the game up. They might not like it but that's the way it is. I mean, Catrish Michael was wasting time after two minutes at Godderson Bureau of the Week and I had honnarchly had it and scored an injury time because he was wasting the time. So we've got to do the same and it doesn't matter what happens. Staying in shape like you said, stay compact, be the team that can break on the counter unless they can get caught, can get caught on the counter. And that's what it comes down to them. They're not as good as, like, possession side if they are. They're mid-table for a reason. They're not amazing. They've had injuries as well. But we know that Everton have had more, ten more injuries than anybody I think it is. So we've had injuries as well. So you've just got to go out, stick to our guns and take something from the game. If we could win, catch them cold, it would put Everton in a tremendous position. Yeah, especially going into Wednesday night, setting it up for the game against Wafford-Away. And obviously we know how bad the away deck hold is. Just one win all season. That has to change in these two games. And if we could get it in this game, if we could catch Leicester after that game and put that to bed, get Frank Lampard's face away win, then you're going into the game against Wafford and you're thinking right tonight. We've had that win now. We get another win tonight and we're on our way with two home games coming up. I know it's a lot easier to say than it is to do. But we've got to be in that position. We've got to be a little bit smarter than we were when we went to Burnley. When we were two on up and then we're gallivanting all over the pitch and your right back is in a centre midfield position and getting caught. We have to be a lot more savvy. And we have been in the last few weeks. But we've got to in these two games. And as I said, it's going to be the fine margins in these games as well. You know, set pieces less than a knock great or set pieces that you can see during the run against Roma. 17th of the season. That's where the deliveries have got to be spot on. The ball into the box has got to be spot on. And then you're hoping that a yelling meaner or a decorre or a charlison or even a dom in a carveling. It might be there. Why would you bring Dom into the side with that? I don't think they like going up against a proper traditional target. The less the defence. Especially if it's not their first choice. Do you think it would be better working them with the charlison? It's hard, isn't it? Because Dom, when he's played, just hasn't been fit. So he's looked like a shadow of himself, do you know what I mean? He's not pressing in the same way and all that. But the charlison is better wired. So then the more he greid, the more he comes out. He had a decent game last week but he came out to give Dom a go. I think Calvallun will be on the bench. I think he'll go with the shame from three and just try to hit them on the counter attack. But Dom, you're right. If Dom and Calvallun's in the side, you can get on the end across some stuff. You can give them a different option. The charlison, like you've said, seems to be better coming off the left. In fact, he played off the left against these last years and scored when he cut in it and put us ahead, didn't he? So I don't know. I'm just not sure of the physical state of Dom and Calvallun. That would be a good scenario to be in, but we just don't know when he didn't come off the bench last week in the last 10 minutes. That sort of gives you an indication of where he is to me to put Ronddon on instead of him for the last 10 minutes. It doesn't seem like he's in the kind of shape to be doing that kind of running round. It's going to be interesting. I think tactically it could be quite interesting as well. I know Vardy played against Roma and he's back and people probably think that he wouldn't play in this game. You never know because if he's back from injury, the manager might think, well, if he's back and he's fit, you know what he's like. I know he's had injury problems all season and they all start to catch up with him the age. I don't think you'll play. No, but what I mean is though, if he does play, it gives us a different tactical feel, doesn't it? Because when he plays, lest there will look for that ball over the top a lot more, then they will, other times, when they're just knocking it around and stuff. I suppose you've got to be mindful of that because he's still lightning. And if we get, you know, because they might look at it and think if we can draw whatever out, and we won't want to be drawn out. So it does, you know, Evan, I think Evan have just got to make sure whatever's less this plan is, don't worry about it. Just stick to what we do. And what, in the last couple of weeks, you know, has helped us look a little bit more solid. I listen and I know we got beat by Liverpool, but for an hour, we were looking solid and obviously just the way they played. Talking about one of the best teams in the world, and we only can see it because we call them moments of sleep, really. I didn't mind for others. That was the way it is if you make that one error. It's in the net against top size, that's what happens and I think what we have to do. I think it's easy to plan against less because they don't change the way they play. They always have the ball. Well, when they had Ranieri in the pool, they let you have the ball, and they won the league with 28% or 24% possession. You're up to the offer and I'm going to knock it in for how he was in behind. The difference now is that they dominate the ball. So I think there's no point going. I think what Evan did wrong in the opening of that for an hour, a goal isn't against them. He went trying to press on the thing and they just sucked you in. And then what he did for the last half an hour, he just sat in and went, no, we'll just get you on the counter then. And it was a lot easier to play against them. They started not knowing what to do then and gaps appeared.  So treat them like Chelsea, treat them like Liverpool. They have teams who have a lot of the ball and just going away slightly to set before. Staying on shape. And when we do nick the ball and I think the core is key at that. Because I think he's really come back strongly since he was left out. He's come back against Liverpool. He's had a couple of really good games. He's great at nicking it. And then we break with the pace. We do that, we can catch them. What do you think the mentality would be though? I mean obviously you want to win the game. It's don't get beat. It's got to be. It's got to be. Ideally four o'clock we're buzzing. We've gone and won. And then we've caught Leicester out. They're a little bit cold and then they bounce back the last couple of games. But we've took advantage. We haven't got to take advantage of the situation. I don't think you can go and go. You've got to win this game. Because if Everton took four points out of the next two away from home. They have 36 points with two home games to come. You win them two. You've got 42. You ain't going with that and a 42 point. There's no chance. So you've got to put yourself in that position to get the points where you know what you've got to do. You might not need 42 points. You know what I mean? It depends what other teams do. Without a shadow. Let's go and get the six points in the next two games. But these are a good side. But they're not unbeatable by any step. If Everton stick to their game plan. Break the game up. Make them a little bit frustrated. You've seen it with so many teams. I watched them a little bit of them against ability. The other week and the pair of them were a bit like... You know what I mean? It was just luck like an end the season game.  But just don't get beat. Obviously they got beat last week at Spaces. Three-one didn't they as well. They looked all right at times. They just took the chances. Let's just have a look at Lester's team that he played against Roma. In that game they went with lots of pace up front. The three in the midfielder you mentioned before were very mobile. But obviously the full backs were very mobile as well. And they went with the strongest centre-back partnership as well. So it will be interesting to see how many of those do remain. Because he has been making obviously game-to-game changes. When he played those last time at Gullison, he had the full team out. But on Sunday when they got beat by Newcastle, he'd had to change side because they played on the Thursday. So it is different now because obviously they're out of that competition. It will be interesting to see. I still think he'll make. I think they'll have seven changes on Sunday. I just think loading the players. I think they've still got three games left of the year. They played 30. I've got Lester. They've got five games left. Five? Same as us. Play 33. They will it on Monday because it's your. They play 33 like us, they've got games. So for them, there's no point in overloading players on Sunday when they've got another game in mid-week in all that. For him. I am honest what is quite strong. I imagine he'll make seven changes for that game. No. It depends. The lad's coming in now. Do you do business now? No, I know. It's difficult to know what you're going to get. But in general, Brendan Rodgers teams all play the same way. The threat will be maybe in the atria and it's your machine that just plays in a three yard space and moves. But he's dangerous in front of goals. Let's have a look at James Madison's numbers from this season. There you go. 31 games. 24 starts. Eight goals. Five assists. Average is 2.1 shots per game. He's always a threat obviously. Dead balls. He's a threat to be given space 25 yards out. He can ping one in the top corner from nowhere.  Lot of games at times passion by. But if you're given that space, you can destroy it. He's got the ability. He's a very talented footballer. Very talented footballer. As you just said there, when he gets the time and the space, he normally does something with it. It's a tough game. If you want to play less the city, this is probably the right time to play them. All the teams recently been benefiting from having games against teams. We've got very little to play for. But you have to execute the plan. You have to take advantage when you've got something to play for, and they haven't. You've got to be in that position, and that's all we can ask from our team on Sunday. Is that they do that? Is that they're there and take advantage of any opportunity that less the city provide for us, and make it one of those games for them where they play, they're just like, I can't be arsed with this. Be horrible, be nasty, be niggly, be inefficious. Show what it means to us. Show what the game means to us, because these two away games, we can't just turn around going on other two away games. We've got to get some points out of these games. These done it years ago. They were going that. Turned it around. It was unbelievable near the end. And then won the league next year. Won the league next year, so there you go. 48% of the Premier League meetings between Leicester Mevin have ended in Dros. It's the highest percentage of any of the 92 fixes that have been played, at least 30 times. I'm going to say that one. Heaven have won few points away from home than any other side in the Premier League, with six. No side has lost more away games than Heaven. Got to do that, haven't you? Heaven have won two of the last four Premier League games, as many as they had in their previous 14. That's just bizarre. Alisson scored five of his seven Premier League games against Leicester, against no other side, as he scored more goals.  When he's obviously been booked nine times. I mean, when you're looking at that, like Heaven have got... For me, there's been a real change since polishing the cup, I think, for Heaven. The structure's been better, and although we came back with two defeats after a West Ham, you know, we played at West Ham with 10 in for over half an hour and lost two of the mistake.  But in general, we were better. But then the last four fixes, Heaven, that took seven points out of 12. You know, that's include Manchester United, Liverpool and Chelsea and Leicester, who were a good side. When we were going into those four games, Pundit and other people going, Heaven are getting no points in the next four, and they took seven. You know, on that home, the last four games there's been 10 points and 12, so there's been an uptent, absolutely. The structure, like you said before, has been important in the last couple of games, and we have to take it in.  Absolutely, that's all for a positive result because, yeah. Do you want that? My five games, my insides can't take any more of this. Stress.  I'm sure it will be. There you go, make sure you check out the Ultimate Fan App, link is in the description. Give this video a like, subscribe, and if you want more videos, daily live videos, join us over on Patreon, where we do, as I said, daily live videos, the link is in the description, and the QR code will be on the screen in four seconds. See you later.


What's up, everybody? Jason here for jasperjayspace.com. Happy to release it, guys. 2022, Panini and Case Football. Just sold out. This is a four box, half case break. Pick your teams number one. And again, guys, if you buy two or more teams, you have a chance to win the Steelers. The way it works is if you buy two teams in this pick your team break, you get entry to win. No max entries. If you buy two teams, you get one entry, four teams, two entries, six teams, three entries, et cetera. If you only get one team, or odd number of teams, it would only be, like I said, no spots or the spots only with the even teams. So before we start, let's give away the Steelers, of course. And now what I'm going to do here, guys, I'm going to alphabetize. So A-A-Rong got two right there. Arthur with just two here as well. Cowboys and Titans. My Brian, two. Falcons and Vikings. Derrick, two. Ed, two. Loose, Jan just got the Patriots. But Joe with two, Sean with four, so that's two entries. All right, Matt Smith with just one as well, or Matt Johnston, sorry, just one. Matt Smith with two, and Nancy with two, so let's give one each there. Then we got Redmond with seven. So technically three. We'll get you three spots there with last bomb module. And then Sean Matic right there with one as well. So instead of the possible 15, we're getting 14. So there you go. So let me double check again. Sean, Redmond, Nancy, Matt Smith, Matt Johnston. Sean, Joe, perfect. So I'm going to copy these names now. Roll the dice. And it's a one and a three four times. Naming number one gets the Steelers. One, two, three, and four. Stays with Sean Matic. Look at that. Didn't even move. So one, three, four times. Congrats, Sean. Boom. All right, shoot. There you go. So let me just delete this right here, guys, because I don't need this in here anymore. And then we'll put this back to normal. And let's print and rip. Five, six for the right.  One, two, three, four, five, six. So we're going to go with the right side. But these will be for number two, guys. All right, here we go, guys, encased foosball. Cards that are slapped up at the end like we usually do. And we'll go with all this stuff right here first. All right, first one we got is a Devante Adams to 25 for the Raiders. Going to catch on. And there you go. Fly, go fly, baby, my boy, Jalen Hurts. And look at that. Jumbo patch, five out of 15. That's choice materials for the Eagles. And that's going to, I think, A-Rom, got my Eagles. There you go. And it does say game use? No, I just think it says not specific. Got Tyler Loggett, Gamer's relic for the Seahawks. Going to Ryan Redmond out of 50. And then we got Isaiah Spiller for the Chargers. One of one. Wow. Wish he had a better autograph, but nice. Notable, rookie signatures. One of one for the Chargers. Chargers going to shot him at it. I don't know if you were expecting that, because I wasn't. But, Sean, all aboard, the big hit express. Nice, nice. All right, so I said, we'll save that. We'll go to the next box. Not numbered, but it's going to go to the Titans. Arto, that one. How about mean Joe Green? Encore collection, nice. Two-color patch there at a 10. That's pretty sick. I like the way that looks. Steelers going to shot him at it, who won them. How about more Steelers? Triple relic there, George Pickens. 50 out of 99. Very nice. And then we got a Kyle Hamilton out of 25. Look at that, a rookie cab. That looks so sick. This is what's spelled a Ravens. Baltimore Ravens going to Ed. Just a sweet patch right there. Two boxes down, two more to go. Again, guys, obviously if that Cosmic didn't sell by the time this sells out, probably won't be able to do it. But obviously this is a quick break. If you guys really wanted to run back number two of Encase, we definitely can. While I was doing that Cosmic, it was at 11, and we quickly sold it out within like 15, 20 minutes. So like I said, if you guys want to run it back, we definitely can. A lot of teams in that are like in the $50 range to get you that chance to win the Steelers. There you go, Guyante Johnson there for the Steelers to 10. Sorry, Gould, look at that jumbo out of 50. Seahawks going to Ryan Redmond. And a little Herbie, choice of relics there to 99. It's going to Sean. Little Wondale Robinson at a 99 for the Jamin. Giants is Matt Smith. All right, one more box, and then we'll go to the Encase park, guys. Travis ETN to 10. Jacksonville Jackers ahead. Garrett Wilson to 99 for the Jets. Matt Smith, ooh, a little LT, LaDanian Tolenton on core collection at a 99. Back to back Jets there for Matt Smith. We're going to end it off with a redemption. All right, let's see what the redemption is. Scripted signature sapphire. Let's see what scripted signature sapphire is. Sapphire is out of 50 or 15, is what it looks like. It's card number 24. And Trayvon Walker, nice. Number one overall pick for the Jaguar is going to Ed. So again, Trayvon Walker is usually at a 99, so he's probably going to be out of 50. There are other players in there that are out of like 25, which obviously that would probably mean they're out of 15. That one should be out of 50 right there. Nice one there for Jacksonville. All right, let's end off with the Encase. So I was told, I didn't realize it, but I guess these are not really graded anymore. So they're just going to slab mag. Here we go. Wow, look at that for the Jets. Joe Nameth, three out of 15. Beautiful there for the Jets. Nice break right there, Matt Smith. There you go. 50 notable rookie signatures, Malik Willis. Well, I think they look great in preseason. I hope he still gets a shot with Tennessee. Art there with that one. All right, this is a thicker one, so this one must be like a patch autograph or something. Aiden Hutchinson, one out of 10. Two-color patch and autograph for the Lions. Go ahead and catch Sean, look at that. Beautiful. The last one here, Leak Willis. How about that? That is one out of 10 this time. No one for the Titans and Arthur. So there you go, that was the four right there.  Like I said, if you buy two or more teams, you get a chance to win the Steelers. If you go to the website right now, looks like four left in cosmic, but down to 13 left in encased, if you guys want to give it a shot, guys. Thank you guys so much, JaspysCaseBricks.com.


Hello and welcome to this edition of Stevenson Athletics plays of the month this time. We're bringing the action from the month of March And let's get things rolling with some more lacrosse Yeah, women's lacrosse senior Brady here put on some nice moves to beat her defender Bakes her one way goes back in the other way and shoots it right over top of the goalies head To get things going against Montclair State You know not about some st. Patrick's Day action Wade Corvin's gonna find JT Thelon cutting down the crease and that Sweep behind the back shot Pass the Lynchburg gold tender and he finds the pot of gold. I Mean he couldn't place it any better. I mean he's going by his back though I don't know if it's a little bit a lot on st. Patrick's Day, but it's a top top corner right there Yeah, is Thelon an Irish name? I don't know Let's go into some volleyball against Juniata in a continental volleyball conference contest The Mustangs here senior Kyle Johnson. Look at that save there get his hand under the ball Jason Gardner bumps it over. It's a free ball for Juniata, but they send it into the net So that hustle play earned some Mustangs a point in that third set Back out to lacrosse. How about another behind the back or this time to face your brothers?  Yeah, the men's lacrosse. He must be a team of brothers Yeah, like really because they've had so many pairs of brothers that have come through this program It's awesome. It is and I bet you they practice that behind the back shot all the time just to be that good at it They're keeping that that play in the family They are Some women's lacrosse another senior Mackenzie Reese Well aware picks up the loose ball for the free position shot and finds freshman healing buns for the score wide open in front of the net against messiah here and Mackenzie Reese and her her fellow seniors are having the heck of a season They are and then all the youth on the field as well or you know, they're showing they're here to play Get out to some shout outs First of all Devonte Williams in the indoor National championship Wins his preliminary heat and then finishes fourth in the national championship in the men's 200 meter Yeah, I mean talk about a senior who's had a heck of a career Devonte Williams He's a place football as well as indoor and outdoor track and field and he is a stellar athlete He is one fast guy and to finish fourth out of all the division three Student-athletes running that event. That's incredible worth mentioning He's the first Stevenson athlete to qualify for the NCAA indoor championship Yeah, wasn't he the first to do it in outdoor as well? Yeah, so Another kudos sent out on the tennis courts Brian Guisman finishing the month of March on a four Match Windstreet. He's won his last four matches in the number one slot Yeah, we talked about it I guess this must be a theme for the month of March talking about four-year athletes and these seniors is Brian has had a of an incredible four-year four-year career and He's doing it in a senior year I think he won Mac player the week honors for that stretch of wins that he's had and he's been winning since he Walked on campus here. So he knows how to get it done and it's always been in the conversation for Player of the year as well on the men's side Another person in the cut in that type of conversation Olivia Montero picking up her 100th career goal in the month of March Yeah, I mean she's just climbing the record book in all in all these categories She's five assists shy of 50 And so I think that would put her just the eighth player in program history to have a hundred goals and 50 assists She ranks eighth right now in school history and points goals and assists and then she she's climbing that record book in draw Controls, I think she ranks third currently and the month of March Historically for Stevenson athletics is a spring break and with that comes a lot of trips Beach volleyball and their second season has a longer Trip to take during spring break. They play nine matches and come back six and three Yeah, like you said, it's just a second season Dave Trumbo knows knows how to get the best volleyball out of his players and You know, there's not that many division three teams and beach volleyball yet We were the first. Yeah, so we're not only are they six and three. They're six and three against great competition Yeah shout out to our trainers month of March with us athletic training month Our trainers led by Scott Zima do an incredible job with our student athletes. So shout out to all them Carrie Jamie Stephanie Jimmy and Connor Certainly these records wouldn't be able to be met or surpassed without their help in getting our athletes back on the playing fields and Courts and ready to compete Yeah, well done to them best athletic training staff. Absolutely vision three Well, that'll do it for the month of March Stevenson athletics plays of the month. Check us out on snapchat Instagram Roku you yeah, you too. 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