I've been flipping for five years. I'm going to be starting my sixth year of flipping my classes. I flipped at the high school level and the college level. How many of you are work at the college level? Couple of the models I'm going to be talking about, I think will work well at the college level. Some of them are going to work also good at K-12, in addition to that. Flip learning is basically where students watch and learn the basic material before they get to class. Typically at home the night before, sometimes it's the morning of, or in my case, sometimes it's during lunch. They're procrastinating. Imagine that students do that. But then you spend your class time with your students where they're trying to do the harder part of the learning, learning how to do the material rather than learning about the material. Where we're in lecture you were really learning about the material in class doing the easy part of the learning and then being sent home to do the hard part of learning typically without any resources. Most people that start the flip class start with the traditional flip classroom. Kristin called it the basic model where you're really just flipping the traditional homework in the traditional lecture and not really changing a whole lot else about your class. So you still have your students with the direct instruction typically via video. Then they spend the class time doing, in my case, as a math teacher, those math questions. And then applying it and still taking your assessment in class. We at Byron High School, who have been in our department flipping for five years now, have developed a course, Moodle site, for each one of our courses. It might be taught by multiple teachers, but we have one course for each, or one Moodle course for each course that we have. Where it contains our essential learner outcomes, our videos, our links to additional resources, our homework, our homework solutions, and so on. One of the things that we do is when we record our videos, we put all of our videos on YouTube. However, we don't want our students to go to YouTube to watch the videos because they're gonna be distracted by all the side videos that come up. The guys in my Calc class, if they're on YouTube watching me, they're gonna wanna watch Bikini Calculus that comes up on the side versus learning from me. So what we do is we embed our YouTube videos right in Moodle on a separate webpage so that students only have one place to go to access all the information for our courses and not being distracted by the other things that YouTube can offer. Now, Christine talked a little bit about this, but some teachers are like, if I'm not lecturing, what do I do? Well, that's where you spend class time, truly helping your students make deep sense of your material. For the most part, the traditional flip learning is a bridge to more student-centered learning environments where the student is actively involved in the learning process. These are different types of flip learning that have been occurring out there, and I'm gonna talk to you about some of these. I have firsthand experience in the mastery learning and the peer instruction, and I'll talk briefly about some of these others. Mastery learning is where students, for the most part, are working at their own pace through the curriculum, watching videos, taking notes, practicing and applying it, and then taking an assessment. Here's kind of a visual picture of what the flip learning mastery approach looks like. You start in the upper left-hand corner by watching the video and taking notes and encouraging your students to take notes, trying to get them actively involved in the learning process. Then they are practicing and applying it in class where either fellow students are there to answer their questions, and you're there to assist them. Then they go ahead and do their mastery checks, which is a relatively short quiz over that lesson. If they're successful with that mastery check, they move on to the next topic and repeat the cycle. If they score less than 80% on that mastery check, they take a little detour, try to relearn that material, take the mastery check again. If they're successful, they move on. If not, they go back there. If after the second time they've taken the mastery check and haven't been successful, that's where you as a teacher need to intervene and work with that student one-on-one. One of the key parts with the mastery environment are these mastery checks. They can easily be done in Moodle, and if you do that with your Moodle quizzes, it simplifies your classroom. Some teachers aren't as comfortable with Moodle, so they use paper or pencil quizzes. Either one works just fine, but one of the things you need to keep in mind is it needs to be short and effective. Typically four, maybe five questions at the most. One of the problems that students or teachers often run into in a mastery environment is a line of students waiting to talk to them. Either to get a mastery check or waiting for you to grade the mastery check or get feedback on the mastery check or they just need help understanding the material and want your input. So as a teacher, you need to go ahead and devise a system within your classroom and how it operates to avoid this line because if students are standing in line, they're wasting their time. Another thing if you're dealing with mastery is you need to think about the physical makeup of your room. You need to have an area in your room where students can work together in groups or as an individual if they want to be able to learn the material, but you need to have a totally separate area of your room set up for assessments and where they're doing those mastery checks. So you gotta think about that physical setup. The second iteration of the flip classroom for Ramsey Mussolam was this idea they explore, flip and apply. Students go ahead and get a basic understanding of the material by exploring it and playing with it themselves before they receive any formal direct instruction from you, the teacher, and that's the flip part. Videos in the explore, flip and apply are typically shorter and over very specific topics so that students who are missing some information from the explore phase can just watch those individual lessons or videos to help them get a good solid foundation. Then after more practice and inquiry, then they move on to the apply stage which is typically some type of an assessment. Could be a project, could be a writing assignment, something along that lines. Another example of the flip class in flip learning is problem-based learning. Sometimes people use this also for problem-based learning. For the most part, it's another way where you're not necessarily front loading the material or students with the material to be able to learn what's going on. Imagine a student trying to learn how to build a fuel cell and they get to a spot where they're like, okay, how am I always getting so much more of this one element out of my fuel cell when I'm running it? And they get to a point where they need to learn how to balance chemical equations. So then they go from the creating phase back down to the learn basic knowledge phase by watching a video on balancing chemical equations. Then they can go back after they've learned that to creating again with the problem-based learning approach. Then there's gamification. Some of you were here this morning and had us listen to the session about gamification. For the most part, it's taking the flip mastery level, one step beyond that and adding elements of the badges into that system to create the gamification. You can easily do that with Moodle by adding badge systems and restricting access and so on. If you're interested in learning more about it, I'm not an expert at it. You can talk to Stephen from this morning or you can scan this QR code. It'll take you to a blog that tells you a lot more about the gamification and using those techniques in class. My second iteration of the flip classroom was peer instruction. Peer instruction was started by Eric Mazur in the early 90s. He's a Harvard physics professor. I think peer instruction works great at the upper level high school and works great in college if you are a college person. For the most part, it still involves students learning the basic material outside of class. And then in class they're asked a series of conceptual questions and then they try to convince their peers. Eric Mazur says education is a two step process. First, the transfer of that information. Secondly, it's the assimilation of that information. And as staff and faculty, we need to make ourselves available to help students with the assimilation. Because after all, information is everywhere. It's that assimilation that's the hard part of learning. That's where you're trying to make deep sense of it. Why not be in the room with the expert that can help you with that? That's the idea, the flip part. For the most part, students walk into the room, they're given a multiple choice question. They answer it on their own referring to their notes, which encourages them to take notes, and they guess if they need to. Then they start discussing it with each other. Sometimes it's not a discussion, sometimes it's an argument or a debate. And then we repeat this process. Now here's more a graphic I made of more of a breakdown in detail what it is. You pose your question. And for me, the first question's always on the board when they walk in class. They think, refer to their notes. During the yellow, they're not talking to anybody. There shouldn't be any conversation. Then they commit to their answer after they've had time to think about it. And then they share it with the teacher. Then they start discussing it. Sometimes arguing, sometimes debating. Sometimes it's extremely passionate people really getting into it here. But I love hearing the higher level thinking that goes on here. And hearing their discussions. Hopefully they've been able to convince their neighbor what the right answer is and why. The person with the right answer typically made that leap from not understanding to understanding within the last 24 hours. They remember in detail what it took to get over that gap of not understanding. For me that happened decades ago. I don't remember. But they're able to go ahead and help their peers over that gap of not understanding. And then they share the answer with the teacher again. We're gonna try it, hopefully we have time. We're gonna try peer instruction with you. So I'm gonna pose a question. You can't talk to anybody. No googling, sorry. Most of you know that metal expands when it's heated. So let's answer this question. This plate's heated uniformly. It's going to expand. Will the radius of the hole expand? Stay the same or decrease? And we're gonna make this a little bit shorter than I would really like just for the sake of time. So take some time to really think about it here. If we had more time, I'd allow you to think more. But for the sake of time, one finger up if your answer's A. We're gonna go old school on this. Two fingers up if your answer is B. Three fingers up if your answer is C. Look around, see if you can find somebody that has a different answer with you. Engage, try to figure out who's right. Try to persuade them that you're right. By the way, for the sake of time, we're gonna go ahead and continue on. I would love to take more time to get really great discussions and all that. But because I was only given 30 minutes, we need to go ahead and move on. Now, when you're looking at these, we're having people go ahead and respond initially with their answer. And ideally we want 50% of the people to have the correct answer the first time. However, that typically doesn't happen. You often wanna have anywhere between 30 to 70% with a correct the first time. In that range, you can have great discussions. However, I'm assuming most of you are like, he's not gonna tell us the answer? Or what is the right answer? Well, you guys are emotionally hooked in the learning process. For those of you that are maybe college professors, how often are your students emotionally hooked in the learning process? So what is the correct answer? Radius of the hole will increase. There's two common ways to think about this. As the plate is heated, it's going to expand in the length, in the width proportionally. So therefore the hole has to expand in the same proportions. A second way to think about it. There's a finite number of molecules going around the inside of this hole. There's space between all of them. You provide heat. They start vibrating faster, increasing that space in between each other. If the space increases between this finite number of molecules here, it's gotta get a bigger circumference, causing your radius to increase. Now, I've used the peer instruction model for three years. So I'm gonna share with you some of the data that I've collected that supports that this model does work. At the high school level, I've taught my calc, my pre-calc, and my algebra two in three forms. With lecture, the traditional flipped in the peer instruction. By the way, I'm missing this one over here because I had a year long student intern. I didn't think I could use his data during this. But you can see that the peer instruction approach in green outperforms all the other models. And what we're looking at here is the number of students that were proficient. The percent of students that were at 80% or above on all the assessments that were given. The peer instruction model outperformed all the others that I had. At my Augsburg college, Augsburg is just across the street from the university here. I teach a stats class. And here I was looking at end-of-course grades. With my lecture, it was here. After I flipped and did the peer instruction, it rose by five and a half percent. In addition to that, 100% of my students in my college class, and by the way, most of them were full-time working as a nurse. All adult learners, average age, about 45, with high math anxiety. They wanted to avoid me, but I was a roadblock. For most of them to be able to get into their master's program. So, it's not a class that they wanted to take. They had to take. But 100% of those students found the peer instruction model a lot more effective in lecture. And they would prefer that at all their classes. Also back at the high school level when we're comparing our failure rates in geometry with the peer instruction model, they're cut in half. Now I wanna share with you some reflections about the flip class in general. The flip class allows you to be able to get to the higher levels of bloom sexonomy and the harder levels in class where the students have you as a resource. They can do the lower level parts here at home where they're learning about the material and have you and their classmates to do the hard part of learning to help them out. Flip learning is an idea, but there's multiple ways to implement flip learning in your classroom as you have seen. And even within my school, at one point we had four teachers in my math department doing peer instruction. We all implemented it slightly different to best fit the needs of our students and our style. You need to modify and adapt each one of these tools to fit you and your students. I love Moodle for the idea of a flip classroom. It's, I can give my students one link of where they can go to get everything for my course, whether it's my videos I make, my homework, my solutions, my links to additional resources. I love having access to Moodle for my students. Relationships in learning between the student and the teacher often allows students to be able to learn more and at a deeper level, but that takes time and many interactions. In a flipped environment, you have that time, you're working with students one on one, the whole class period. With that time, you know you're connecting with students. When during the summer, you get emails from students and text messages from students just checking in on how you're doing and want to know what's going on with you. I had a student that said to me at the end of the school year, I've never had such a deep personal connection with a teacher before and he contributed that to the idea of the flipped learning because instead of standing in front dispensing information, I was out there working one on one, getting to know the individual students. And whether you're flipping or just using Moodle, I love this idea that learning's occurring 24 seven, not just during class. Through looking at Moodle reports, I can see that students are accessing it at home in the evenings, in the weekends, and at night. I even have students accessing it between two and five in the morning when I think they should be sleeping. There's not necessarily a lot of people then, but still some. Whenever you are implementing a change in your class, you want to make sure you're getting student buy-in. You get student buy-in, you want to explain to them ahead of time what the process is and why you're doing it. You want to guide your students through the process and then use positive reinforcement to encourage them along. With the Flip classroom, videos are important and our students love watching videos for entertainment online. They've been watching videos for years. However, watching a video for entertainment is totally different than watching a video for learning. So you need to model for your students in front of the class how to watch a video for learning, telling them how to engage in the video with pausing it and rewinding it and when and why to do that and encouraging them to take notes. I share with my students thisachronism. We have L for learning, telling my students be focused on the learning of the material rather than just getting the video done and then being involved in the video by pausing, rewinding and taking notes. The taking the notes is essential and then being focused on the video. And for most of our students to be focused on the video that means they need to deal with the technology. They think they're great multitaskers but when you focus on something you can learn it at a much better level.  This last one you're gonna probably have to repeat it multiple times throughout your class because they're gonna forget that or purposely not remember it.  I've been dispensing a lot of information to you with the flip classroom. Students can pause it, come back a half hour later or an hour later when their mind is fresh and able to take in more information. Students are treated as individuals in a flipped environment versus a number going through an assembly line. You also have more time in a flipped environment. More time with the students but you often have more time in your curriculum where you can have more hands on activities, more projects, more application problems. You also have more flexibility. Flexibility in your pacing but students have flexibility on how and when to learn the material. One of the side notes that I love about the flip classroom is if a student is gone, they can go ahead and log on and watch the lesson and I don't have to go ahead and ignore the other 25 to 35 students in my room while I work with that student one-on-one to get them caught up. For the most part, a lot of my students who are gone come back already having watched the video and done the lesson. Another thing is, listen to your students.  Another thing I think is very important is that you're always out and about with your students.  So be out and about with them all the time. I'm often asked what does my class look like? It does not have straight rows. I allow my students to move their desk wherever they want. I don't really care what my class looks like as long as my students are working and focused on learning. I would encourage you to jump in and try something new. Try the flip classroom if that's your area of interest. Questions at this point? Yes. Do we need a microphone for her? Thanks for a nice presentation. Did you ever use lesson in Moodle? Use what? Something called lesson. No, I have not. That's something you should try. Okay. I also teach stats to adults who don't wanna be there. I'd been teaching online for a number of terms and then I had the opportunity to teach in a face-to-face class and I wanted to do the flipped classroom and I jumped in with both feet and my students said, what? And I said, no, no, really, it'll be great. And a couple of weeks later, they convinced me to drop it. Now, we only met once a week for three hours at a time and that may have been part of it. Okay, so you have the same thing. What my students told me was that they wanted me to be there when they were being introduced to the new ideas. They wanted, I guess I have a friendly face. They wanted like a personal introduction and then we did all kinds of things like this. I don't lecture, but we did a lot of hands-on. I tried to get them to work on their weekly projects but they really wanted me to be there for their first taste of each news topic. Do you have any advice for if I try this again? I didn't do the peer thing, so I could try that. Okay, I started off my first class with, I'd say a half hour lecture of explaining what the flipped class is, why it's helpful and letting them know that I was there to help them learn and to help them learn it at a deeper level through that, I guess, face-to-face interaction where they can learn the basic material, basic understanding through the video and we can do the harder part of learning in class together. And so that's kind of the way I approached it and I could share my presentation I went through with you if you wanted. For those of you that are watching online, she had said she had tried that approach for several weeks but the students still kind of resisted and gave her the desire that they wanted her to be there when it was first introduced. Do you ever insert engagement activities with your videos online? I think that's kind of where the lesson question was going, like do you have students watching the video and completing an activity that makes them engage with it or is it just a video presentation and come to class? I have not. I do know that some teachers that do and there's different ways, relatively easy ways to make your videos more interactive even if they are still just a 10 minute video there's ways to be able to get questions inserted periodically, yes. And I think that's a good way to be able to engage your students but I have not done that. But there are several ways to do that with or without mode. When you're working with the peer instruction, do you find any problems with let's say some of our more vulnerable students who consistently are wrong with their first choice and then let them get that down? I guess, I let my students know that there's no penalty for making mistakes. And when you are having them discuss in a one on one or small group setting they're not as concerned that they have a wrong answer. They would be a lot more concerned if you pointed them out or had them up in front of all that. But in a small group environment I've not seen that that's worked negatively. But I have had some students that really struggled but it's during that discussion time that the light bulbs go on and they really find that helpful. There's a question up also up front here and I'm not sure what the timeframe is here. We're doing okay, we can get the questions answered. Okay. Thank you. One of the questions I had was I guess for the peer activities when they're working in groups were they doing individual assessment before they were going into the groups to kind of gain a mastery level or do they kind of just go right into it? And then the second question I have is and I think you addressed this during your presentation but if there were students that didn't view the material beforehand what do you do I guess during the class to help bring those students up to speak? I'm referring to I guess my college experience or my high school experience. Probably your college. Okay. At the college level with my adult learners I'm like if you didn't come prepared that's your issue you can always go back and watch the videos again but even if they didn't come prepared and almost all of them did they can always still learn quite a bit just from listening to the conversations that their peers are having. And you had two questions and I forgot the other. The first one was mainly are they doing something before they go into the peer to peer setting answering questions where they have practice to gain mastery in that? No practice with the mastery with my college level I typically put about three questions up on the board at once most of the time multiple choice occasionally free response. They try to answer it themselves all three just by referring to their notes and then pretty much everybody's done with all three then they start engaging with each other. And then after they've engaged with each other kind of come to an agreement and what the answer is then I'll go over what the correct answer is and why and some common misconceptions that students have. And some of that how much I explain will be based on what percent of the students got it right. If they all got it right I'm not going to have much of an explanation. If only 70% got it right I'm going to have a little bit more in-depth discussion with it going over the questions or answers. I have a sort of following question. Do you find it that you need to set the expectations of the students before you start flip learning if it's different to what they've experienced in the past so that be more successful. You definitely want to inform them of what you're planning on doing and why and the advantages of it. And at the high school level I definitely set expectations that you have to watch it before class or you get to spend an extra half hour with me at a given day. At the college level I just explain what it is why we're doing it, the advantages of it but I don't necessarily set any other expectations because my college students being in the middle of an adult life and my class was kind of preventing them from reaching their career goal they were motivated to put the effort in. Thanks. Any other questions? All right, great. Thank you Troy.


Superman joins us on a special day 27 also known as Andrew. Take it away! On day 27 we have a brand new $100,000 sponsorship winner for small channels who will be getting 95% base revenue shares spread across all other YouTube channels. I explain how to win it from the Freedom Forums. Who am I? I'm Andrew Kahn also known as Kahn on the forums or Superman. Alright everyone today's sponsorship winner is known as on our forums as the member of the week. What is the member of the week you may ask? The member of the week is a very helpful member who follows the forum rules, leads conversation and puts them in a positive direction, gives advice and most importantly never gives up. They help not because they can win a sponsorship but because it's the right thing to do because the community needs help and everyone can use a little help. That's why the forum team and I every week chooses from the forums with people we notice who exemplify great leadership abilities and that's why today's winner is look beside me GLP Maddie. Thank you so much for all the work you do on our forums and thank you all the previous member of the week winners. We haven't forgot about you and we're working on getting you a sponsorship as well. Stay tuned for that video if you want a member of the week. That said you can click this video on screen now to see how you can claim your sponsorship prize and if you want to know more about how to get a member of the week all you have to do is be a good person, be humble, be helpful and almost of all be part of the Freedom Family. Do what's right not because of what you can win but because it's the right thing to do. That's going to be it for me today. George thank you so much for this opportunity back to you. Let's discover freedom. Click the first video to learn what is freedom and how it helps you grow. Click the second video to learn about sponsorships for all Freedom Partners even if you have just 10 subscribers and click the other videos like how do I leave freedom to learn more. Click get more views to learn how to build your audience faster on YouTube. Click get more CPM to learn how to make more money from your channel and click get more music to learn where to get more music to spice up your videos. Click the first playlist to watch The George Show on Freedom. That's my show or watch the Anthony show or the Alex show also on Freedom. And we will grow together as a family because this is the Freedom Family. You are part of it we are all part of it and we're all growing together. So grow with us and partner with Freedom. That play now button right there on the video bar is all you need to click to get started.


All right, yeah, coach, just checking in on any updates on Calvin and any other injured players from yesterday's game. Continue to tell you guys, you know, so as we get an update, we'll give you an update. I understand you got to ask no update there. He led injuries. We're just still waiting for the medical efforts. You know, like most Mondays NFL, you know, MRIs and making sure the doctors and we get it right. But so we don't. Know exactly what we're dealing with. Okay. And coach, the offensive line. We probably didn't do much about him yesterday, but no sacks. Just a couple of hits. Can you discuss their play over the last few weeks? Yeah, like a lot of players on our team, a lot of groups on our team. They continue to work, get better. I did a nice job with the game plan. It's a good defense and, you know, it's kept Matt pretty clean. And the decision to go with one sitter, how'd you arrive at that? Just like we do a lot of our decisions. We're going to make the best decisions to help us win, to help the team. And that's no knock on Drew. Just what we felt, based off the last couple of weeks, it could change this week. Depending on the matchups, just how everything goes this week of practice. I'll save some for later, perhaps, so we can move on. But how did you see Walker's play when you got to watch it again on film review and that the guys get a big kick out of that in the meeting today? Well, I think it's a, I think it's a, what goes unnoticed is that it is a coordinator effort. That was a great call by Dean. You know, Mike popped out there and, you know, Floyd did a nice job on the rush, wrapping around and Mike popped in there. So I'm assuming that he obviously that can probably didn't realize where Mike was popping from and it was a good disguise, but it was a good by all 11. It takes everybody to do their job. And it was a good job by Mike being in the right spot and taking advantage of it. And really good job by foyer to not doing anything like people up, you know, using the rules and make sure he helped Mike get in the end zone. Michael. Hey, Arthur, just to get this out of the way, I know you said that there's still tests. Is there concern at all with Harris and Fowler that either one of those are long term injuries? Wait till I get the real information, Mike. I don't feel like you're concerned about a lot deal with what the facts are when I'm giving them and we make sure that we're like I said, the medical experts look at it and we confirm it and we have a plan that we're not there yet. But I'll wait till I get the actual facts. As far as Cordero, he didn't seem to play in the fourth quarter. What went into the decision beyond that the two point the last one and then two point conversion. What went into the decision not use him on the last two? Really two drives because you have that other one. You have one play. So I would call it right now. You're playing a situation on football. We, I got told you yesterday when you guys asked again, you can continue look for deeper meanings and some of it's just practical.  You know, you may be able to get, you might have diminishing returns. So we got a lot of faith in all those runners, depending on what what we're trying to accomplish. We're in a four minute situation there. And, you know, like I told you yesterday, I think Quadrant Olson does a hell of a job for us and he continued to get carries and I believe in the guy that got popped out. Dick Juan Jones made it made a good play. And then, you know, Mike Davis, we got in that four minute drive. He did a nice job. So it's no knock on CP. Again, you guys want to put labels on things or think more of a deeper meaning into it. We got faith in all three runners.   So we got faith in all those guys. You mentioned earlier or you mentioned yesterday that you feel like you all haven't even scratched the surface of what Dean might be able to implement. How much did you think you would be able to really put in this year versus what you've actually been able to do? Well, it's what your guys can handle and we're not going to force things that maybe not fit our current personnel and that's not a knock on anybody. That's just the way it goes. You can constantly evaluate that. Appreciate it. Thanks. Josh. Arthur Michael Walker said something yesterday about last week they were talking about we want to be five and oh now that you know got one down you want to win four more. Does it matter to you how your players talk about the end of the season in terms of it's a chunk that needs to be, we need to finish strong or versus just one week at a time, one week at a time, one week at a time. Our players don't have any problem focusing on the task at hand, Josh. I think we can sit here and talk and cliches and say nothing of matters, but we all as humans can multitask. You got to get off this zoom here. I'm sure you got other things to do today and you can handle that. And you can also handle being present right now. It's no different. However, they want to handle it. Our guys won't have an issue. We know we have a hell of a challenge this week going out to San Fran playing a really talented football team that's played pretty well the last couple of weeks. Thank you. Shades, Michael Haney. Hey, thanks. I like the shades too. Arthur, we were talking about last night and he said that you can see the offensive lines confidence is being built kind of weekend and week out and I was curious. Can you see that in them and in what ways do you think that manifests for them? Well, I think you're starting to see, like I said, a lot of their work pay off and there's no shortcuts. If you want to do things the right way. So that's a long, hard journey. And certainly at times you want things sooner rather than later. But while we didn't sit there and panic and give up on the run game, we know how we want to be, how we want to play in a style and it's a credit to Coach Ledford and those guys up front. So they'll continue to work. I thought they played pretty really physical. I thought they finished well yesterday in the QB. Can we go out to San Fran and do it again? It's funny because I don't think I've ever asked you any like special teams question, but over the last couple of weeks, I feel like I can't not talk about Thomas Morcette and what he's kind of meant for this team. And for you, what do you kind of look at when you're looking at a guy like that who came in and has really performed well for you guys and meant a lot to the field position? Well, we've had some good contributions. You know, Dustin Colquitt did a nice job in his role here and he's a veteran and certainly a talented capable punter. And then by circumstances, Thomas came in here and he's done a good job the last couple of weeks. He's a pro. He works hard at his craft and smart guy. I'm sure you guys should talk to him sometime. I'll give you guys some to talk about, but he's a very intelligent guy, a smart player, but he's here. Thank you. Is that kind? Hey Coach, good seeing you. When you make franchise history, you're doing something right with Cordero, 5 TDs, rushing and passing. You know, he's showing his versatility. Was this a young man who just needed reps that you obviously have seen his kick return skills, but he just needed opportunities on both facets of the offense to prove what he can do in this league and that's what you've been able to give him, reps? Well, I think a lot of times it's just, a lot of his experiences probably helped him get to this point that we obviously had a vision for him and he's taken and run with it. So, you know, credit to the CP. He's done a nice job week after week, and we just find different ways that we fit into the plan each week, how he can help us and help us win. He's done a nice job. Mark Cunningham, do you have anything? Yes, Coach. Obviously the number one goal is an NFL is to win games. You know, your record is what your record is, but you also want to improve. In your view, what aspects of your team have improved from week one until now? Several.  Same thing in New Orleans. I think you saw yesterday too. You know, close the game out. You know, you want to end it. You want to end the ball as an offense. You know, if you got to lead, you want to end up in the victory formation, which we did. So I think you've seen certainly the mindset of finishing games has improved. I think you're saying a team that's playing smarter and more together. We got to do, you know, still get it stuff to work on. You don't want to hand team stuff. You know, the penalties and special teams that led to pretty good field position for them, you know, to touchdown drives. We still got to stop them. I'm not saying that blaming one phase, but those are things we can improve on. But overall, I think we're doing a better job in all three phases. You said the mindset at the end of the game. Does that include you as a coach? I know you were expressing disappointment about the way you handle, for instance, the Washington football team game. It wasn't about the mindset that I was disappointed. Michael, more about the results. So that's not what I said. You know, they're saying you talk about lessons learned. If you had to do it over again, I think that's where you've got to be objective. Say, if I get in a situation again, no one, you know, do you take an ultra conservative approach or do you say, hey, look, I'm going to I'm going to trust it. You know, the veteran quarterback to make the right call. So that's what it was about and nothing to do with mindset. George. Yeah, there's much success as you guys had running the football in Tennessee. How tough was it during this part of the season when you guys were not doing it? How satisfying is it now that you'd rush for 398 yards in your last three games? I wouldn't call it tough. I mean, obviously, George, that's why you don't give up on it. You keep working at it. Certainly you could say you get frustrated, but I wouldn't call it tough. I think it's definitely pleased that it's trending in the right direction and we just kind of continue to do it. You know, that's how you're going to win games late in the year, especially on the road. We got to continue to improve and evolve and adjust. You know, it's not that you can't just re-print the same game plan, certain things you want to carry over, but that's a challenging NFL, especially when you're playing good teams in San Francisco, a pretty good team. Thank you. Thank you. Do you have any follow up? Yes, coach.    No, no. I'm not calling that no. Can offend a lot of people on the Zoom call. Yeah, no, no. I mean, NFL years that's old, but you know. Well, unless you're a quarterback, I guess that's changed. Yeah, yeah. So, no, I got great appreciation for Steven Means and what he does. And like I do a lot of our players, we've got some really good veterans here at D-Led and Steven Means is about as tough as a guy I've been around and a really quality person to really fun to work with Steven. And San Francisco, George Kittle, where is your, I mean, he's just kind of like an old throwback football player Terry, Terry Holt said this morning if he couldn't run routes, he'd be playing left tackle. What are you all, you know, seeing that and Kittle and the 49 or some of the issues they'll present for you all? Well, I think Kittle got a lot of respect for George Kittle. You know, he's one of those players and he looked at you watch him play. He doesn't cheat the game. He's a very, very effective route runner. He knows how to get open and makes big plays and big moments. I really got a great, I really have a great appreciation of the way he plays every down. It goes without saying, but that's a similar mindset to when, you know, I worked with Delaney Walker, both those guys, they can bring it, they do a play after play week after week and sustained success D-Led. So I've got a great appreciation for George Kittle. Thanks coach. That's it for me, David. All right, Michael. I am personally offended by the old comment, by the way, just so you know, Arthur. Yeah. Totally, totally offended. I've got a couple more for you. The back of quarterback decision, you went with Felipe and not Josh behind, behind Matt. What went into the decision between making that flip because we don't really see those guys in practice ever? A lot of it's just with the game plan, you know, we, we con kind of heavy Felipe did more of a position player and then playing on special teams. He had a role. Some of it, you know, didn't feel as necessary, but he had a package. And then the way it's been trending, I mean, we'll make that decision weekly based on if we're going to put all three of them up, then Felipe would go and have, he's got to have a role on teams. If we're going to address three, address two, and that'll be decided, you know, but the game plan, how they practice that week. They know that. So that's what we, that's what we did there. So it's, so it's not necessarily Felipe passing Josh on the depth yard. It was more game plan centered. It's like with all our players, we evaluate it every week. Everybody's got a chance to be up. No, obviously some are more obvious than others that you could assume will play, but the majority are rostered. There's going to be decisions made by the end of the week. And with Kaminsky, he's a guy who's up for the first time in a while. What went in, was it just the injuries that led to that situation? Or were you seeing other things as well that led you to get him a shot? Both. What did you think? How did you, how did you assess how he played? They did a nice job. You know, played his role and what to do.  You know, John, that's not, that's not easy. I mean, there's two ways to look at it. If you're a cynic, you can say, well, it's paid to be ready through it is, but there's also, I've seen guys go south because, you know, they're inactive over and over and over again.  So very pleased with how John stepped up yesterday and how he played. But I appreciate the way John comes to work every day. He's always ready to go. He's always prepared. He practices hard. That's why I like guys like John on our roster. Appreciate it. Thanks. Josh, Dorey, any thoughts here? I just got one, just kind of big picture coach, if you can just educate me on the game. We, surprise, I don't put a word in your mouth, but when they were up down nine and they went for two late, I guess, what would be the coaches thinking behind that as opposed to, you know, I guess just kicking that. Yeah, I'm just John. That's a pretty good, pretty good argument. There's people that have a hard liner and saw something where John Harbaugh was talking about, I guess they got a similar situation. I haven't seen their game, but I saw that. Well, you know, you say you rather know what you need if you go for it early. You go for the two point early. So if you don't get it, then you know you're down two possessions. I think you could make a pretty intelligent, subjective argument going against it. I've been a part of a game. It happened to us a couple of years ago. We were playing Cleveland and Tennessee. Similar situation. They went for two didn't get it. Now you're down nine. Now you're down two possessions. It certainly can affect the play call on the other side. There's more pressure. Even when you're not the put stress back on the offense.  So, but if you say, all right, if you could keep it a one possession game, that can affect the offense at four minute. Because if you don't get it, essentially you got a two possession lead and you may it may allow you to be a little more conservative play calling offensively or it could change maybe what you would call you get into a third down. It may not be as much of the got to have a situation. So there's a lot. There's a lot at stake. So they decided to go for it, you know, to make a seven point game right there. And then they had the penalty had backed up and it made it. A point game. So that's a pretty good argument. I know what the numbers say. It's ironic that came upon our game. And I'm assuming it came up in Baltimore game. If that's what John Hardball was talking about. Thank you. Anything else? All right. Thanks guys. Thank y'all. Thanks. Thanks.


Kyle how are you able to help Cole keep hitters so off balance tonight. I mean I don't know if it's as much me helping as him just he's just you know pitching great right now and fastball was electric and he was throwing the off speeds right off that and just keeping everything in the mix and it just kept everyone off balance. When he's throwing likely like he has lately especially tonight 7 innings 15 strikeouts. What's it like to be behind the plate for an outing like that. It's pretty special. I mean I was a human track or anything. But you know just you kind of start to realize that like a lot of these hitters are striking out. You know obviously I don't know I'm not like counting but yeah I could I could tell that that he was striking out people at a very high rate. Was his stuff particularly good in the bullpen or when was the first indication to you that he could have this type of a night. I actually thought his bullpen was pretty bad. But that's usually an indicator that he's going to have a great game. So that was you know as soon as he struck out a tiny the first time I was like OK he's he's dialed in. Kyle how impressive was it the three Ohtani at bats that when Cole struck him out on I think 98 99 99. Just the Ohtani obviously has hit fast balls very well this year. Those at bats in particular jumped out at you. It's just you know Garrett really I think he really rose to the occasion. So he's a special player and arguably the most exciting player in the game right now. I think I think Garrett definitely rose to the occasion and brought his best stuff and did what we all know he could do.


Hello everyone, bonjour à tous, and happy Pride. I know we all wish we were together celebrating, but I'm so glad we're finding new ways to celebrate, because it's so important that we continue to show our support for the LGBTQ2 communities. Here in Canada, we have a lot of ways together, but there is still work to be done to build a country even more welcoming and inclusive.  And by taking part in this year's Public Service Pride Week, you're taking a clear stand against hate and discrimination. You're also signaling to Canadians that their public service promotes a safe, respectful and inclusive work environment for everyone. And this year, more than ever, we need to make sure everyone feels supported and included. Because with everything going on in the world and people feeling more isolated as a result of physical distancing measures, we need to look out for one another. Continuons tous ensemble à nous battre pour protéger et améliorer les droits et l'inclusion de toutes les personnes des communautés LGBTQ2 pour que tout le monde puisse se sentir libre d'être qui il est. Profitez bien des festivités, soyez prudents, prenez soin de vous et restez connectés les uns avec les autres. Happy Pride, everyone. Bonne fierté.


Yo, what's going on? I'm Joe for jaspyscasebreaks.com and that is 2020 Mosaic football Hobby pack number 34 with a chance to win Up to six national treasures football random team spots If you're watching live, we got to do a couple more fillers after this But then we'll be in breaksville rather quickly. So let's keep working on the other ones But for this one big thanks to everybody here. There are the teams right there. Let's do the break first roll it randomize it Snake eyes easy one two oh And obviously a different dice roll for the giveaway part at the end one two No trade windows and these we just want to get to the giveaway part as as quickly as we can Excuse me. We got here's the first half of the list right here and The second half of the list right there and let's alphabetize And let's just print this out Select a pack And we'll re-randomize that list and see who's gonna win those spots and NT. All right, so let's just use the die We'll use that one. We'll go one two three for the left side four five six for the right side Six right side when one two three for the top pack and four five six for the bottom pack To top pack. This is random is it's gonna get Paper what are you doing here? My printing let's open up this pack Printer problems ladies and gentlemen happens We've got a mosaic Tom Brady got a Josh Kelly right here, too It's not so bad and that'll be for the buccaneers that'll be for Chad See if I can try this printing again here Well, if he's a styrofoam got inside the gears the printer fret down a Matthew and everybody into between There's the new dice. There's the new list And let's roll it and randomize it Five times one and a four One and a four five times four and a one five times top six after five. Good luck one two three Four and a one the final time good luck. Good luck. Good luck So that means so it's a top six so that means from seven on down. It's sad times No good, but I appreciate you trying ladies and gentlemen. I really do Top six though. Happy times for them. Happy times for PJ Kevin Matthew Brett Brian and PJ once again Thanks, everybody a couple more filler packs to go and then we're in breaks along that NT check it out Jasper's case breaks.com. Bye. Bye


Good afternoon, everyone. This is Melissa with thestockswish.com, and welcome. Welcome to BNY, another beautiful, beautiful, beautiful golden gap. And so here we have it. And this was not a gap on earnings. There was, things got for lots and lots of reasons. It was a gap on a downgrade, and the interesting thing was it was mentioned on bad money as a good long stock, as a good bullish watch, as a good stock to buy last night. So once again, it's very interesting here, two days in a row, I'm looking at short stocks that Kramer is looking to buy. It just so happens that people are plopping this information in the room, and then I'm reading it. But it's not taking me off of what I'm doing, not a wish. So let's look at it. What do I do? I get up in the morning and I rate the gaps. I was really on top of this thing, too, solid, open, rallied, hit it, hit it immediately. And you could have actually done it here, too. And you know what? I almost took more. I almost doubled my size in my trade, which means that I would have risked to risk units. I should have done it. I just knew it. Knew it, knew it, knew it, knew it. Anyways, there it is. Boom. And I had a perfect exit on this.  So after that, after the exit, it rallied like a banshee.  You actually went through the price, still held. I called a second entry on this. Look what it did after that. I mean, this thing really, it's still going. I'm not in this anymore.  And after you have your gold mates of the day in the morning, why keep trading? Why? There's no reason to keep trading whatsoever. It's 11.15 and if you did my cost today, you should just go back to bed or go to the pool or go golfing. There's nothing else to do. I mean, this is exactly what people do. They have a fantastic morning. They think, well, I'm up all this and I'll keep trading because I'm, you know, I'm not more than expected. No, if you're not more than expected, you want to keep it. Keep it. Say thank you market. Thank you BMY. Thank you for doing everything perfect today and everything right. And thank you for working so quickly, so big, so fabulously. Thank you BMY. And thank you market today. And that's what you said. And that's what we said. And look, this is still lower. Glorious. So if you did the second trade on this, you're still in it. If you didn't take it out here. So again, time of the day for this bounce was 1045 target on this today. The next target is $48. $48 is $47.85. Because of markets week today, I do think this gets down to $48 and if it gets down to $48 there's a chance to break it down to $47.85 ish. So this is going to try to break a new law right here. Look at this. Here it is. Yeah, there it is. It just did break it in a, what? Look at that.  But it could keep going. Nice short. I, I really went through to took my time reading some things today because I want to make sure I picked the best, best thing because there wasn't a million things to look at today and I was really being a picky poo about things. And I didn't do the Walmart. I looked at the Walmart and then I was like, hmm, so I really, after I looked at this, you know what? This is a good gap. This is a good gap, I said. And actually at the time when I rated it, it was, it wasn't even here. I think it was all the way up here or something. But I looked at it and I rated it and I said, this is a good gap. And so we did it. Nice trade in BNY. Again, Kramer called it last night to buy it. It gapped down today and, and I rated the gap and it rated for the 26 point rating system. If you want to learn how to trade, I'm teaching people how to do it and people are joining the room then and taking my calls and making money. So if you're really serious about trading, you'll take the class and you will be in the room and you will take the calls and you will trade. If you are not serious about making money, then you'll just watch my videos like this one and you'll never learn really what to do and waste your time when you could just be trading and making the money. Because you can't make money by watching my videos. You can only make money by getting my calls and learning the system. The system teaches you how to do it to point you the direction to know which one is good. And on top of that, you know, I am really, really, really good at actually narrowing down things sometimes when it's neck and neck with two things to watch or three things to watch and to pinpoint the right one to see it because I'm really good at reading weakness and I'm also good at reading strength and I'm going to do a video on Cisco here in a minute as well, which was a bullish guy. But the golden gap classes this weekend, May 17th and 18th, it's a time to learn it. You still have half a year left to get your trading career underway. Take the class, start to trade, learn the gaps, practice the system. But by the end of the year, you can be where you want to be financially with your goals trading. It's a great time of the year to learn. It's May 17th and 18th, 9 a.m. to 5 p.m. Eastern time. Cost of the class is $24.99. If you're interested in signing up, I still have spaces available. Tomorrow's the last day though. It's Melissa at thestockswish.com. I always get tons of people last minute. You really know you want to do it. Get me the papers back today or email me today. Melissa at thestockswish.com. Thanks everybody. Have a great day.


Hello everyone, today we're talking about another push-up mistake.  So this is really important because the neck position is what's determining how all the nerves come out of the spinal cord in the neck and supply your arms. So if you start to get tinglies or you start to get nerve stretches or burns or you have other shoulder pain issues, you should definitely look at the neck position. What does it look like?   What does it look like though?  Sometimes if I'm trying to cue it, the head does come up at the top but then you lose it on the way down. You're going to feel this a lot in your arms and not a lot in your chest. Big things that I like to cue is I want you to keep your face away from the ground and that's the first and foremost thing. So if you're doing it right here, try to fix it first and just see if you can get that position. It's not a super straight knuckle like this.  And that gives me my position. Now if you're losing it at the bottom, it's much more difficult. I haven't found an easy fix for people because they're very overloaded in this position. So first you got to make sure you can kind of understand what's happening. So take a look at your video or whatever you're doing when you're noticing this and just say, oh yeah, try to correlate what you're seeing with what you're feeling. And so you can say, oh yeah, my position is good there but it's definitely different here. Okay. I got to emphasize it for it, there you go. This I think it's helpful to think about it from the support muscle. So your armpit muscles, your serratus anterior, they keep your body supported up and if they're shutting off completely on their way down, you're just going to have stuff sag towards the ground in this upper body region. So what you want to kind of do is actively push away from the ground the entire time you're lowering. So if I just lower, it's really easy for my head to come forward. But if I hold that tightness as I come down, it doesn't happen, right? So think about this, first you got to find the position, you got to make sure you can get there at the top. From there, you hang on to it and you actively push away from the ground on your way down. It's kind of counterintuitive, it takes a little bit of coordinating but you'll be able to do it and it'll help you out. Last point is that sometimes this just needs training so give it some time, practice through it and you know, if you can't get any good reps, you got to find a better cue or just regress it. So it's easy to incline your hands on a bench or on a barbell on a power rack. You just move the hooks up and you put your hands on the bar. Don't be afraid to regress yourself, don't be afraid to do fewer reps. I want them to be clean reps and then you layer on the training volume after that.


Good morning. Thank you very much for the kind invitation because as I was telling just a short while ago when we had a coffee I always like to come to Ireland because it reminds me of the very nice moment we lived here when my country Slovakia was admitted into the European Union and the island was at that time in the presidency and they organized excellent welcome party for us in Cork and then very nice rising ceremony in Dublin so I realized that our two nations are very close because we like to have a cold beer we like to have a good fun and we share I would say very much similar similar temperaments since that time of course I came to Dublin and to other cities in Ireland many times and I saw the enormous rise and I now I see a very difficult austerity time the island is going through and therefore I was very pleased that I could discuss those of these issues yesterday in your joint committee on European affairs that I had the chance to raise some of these issues with your minister for European affairs Lucinda Crichton but also minister Howling and I met also both speakers in your parliament Kean Korla and Kahelok this was my best gaelic I can get you know so yeah but I have to say that one thing I was repeating in all the mistakes that also we in the commission are very much impressed with very solid track record the island established in in tackling the crisis in the close cooperation with Troika with the with the commission and even though I know that the times are are tough especially here in Ireland but I think that there is also a lot of positive signs on the horizon I think everybody was very much impressed by your exports which have been also growing during this tough time and I think that six percent is a very very impressive result your high-tech industry is doing very well your medical industry is doing perfectly and also your agriculture I think is going through very very positive period as well so I think that with the traditional Irish resilience hard work and very solid track record I believe that Ireland will be very soon back on track and very soon back in very very solid economic performance when I was invited to speak to you about the community method I very much welcome the opportunity to do so because of course this is the issue which is not discussed only in Ireland but all over all over the Europe and I think that especially with the Lisbon Treaty entering into force we could see how the community method became something which is now called in Brussels jargon ordinary legislative methods so it means that vast majority well over 90 percent of the decisions are adopted through the community method meaning legislative proposal from the commission and then qualified majority voting in the council and the majority voting in the in the parliament and I would say that at that time when the Lisbon Treaty was being adopted we've been more extremely pleased that we are now concluding the 10 years of very difficult institutional debate that we are giving the European Union new tools which should be strong and good enough for managing the European Union in its enlarged form of 27 and that we are actually equipping ourselves with the tools which should help us to be more performant on the global stage what we most probably didn't realize at that time was enormous economic interdependence which was developed over the years since we introduced euro and I think this was one fundamental lesson of the crisis that independence now more than ever is requiring much stronger and much deeper integration that you have to ensure that national economic and budgetary policies cannot have such a devastating effect on the euro area as we have seen over the last years we I think realized the the depth of these interdependence only when we saw that two percent economy can actually affect the situation in the whole eurozone and that actually we could create the global ripples in the economic economic development if you look at the at the causes or the roots of the crisis I think we have to be very open and frank about it that the crisis was caused by irresponsible actions from the governments and the financial sector which led to the massive debts and to the economic policies which were simply not unsustainable we also have to admit that globalization reveal the fact that we are lacking competitiveness that we've been living beyond our means and that we've been losing this competitive edge which was so much plasticly revealed when the globalization pressures been so so became so much present in in the european european union and therefore the the fact that we understood how the european economies are integrated whether they whether they are or they are not part of the eurozone means that simply in the future we cannot support loose canons of irresponsible economies and policies of this nature in in the future so for us in the commission I think it's it's quite clear that europe's response to the to the crisis caused very clear or led to very clear conclusions that we need to cooperate much more efficiently and we need to look for more rather rather than less europe and I think that one lesson was also quite clear that the framework which the lisbon treaty brought to us simply was not enough from the point of view of economic governance from the point of view of political and financial instruments we had at that time at our disposal and we had to do everything on time we had to fight the immediate crisis and at the same time we had to lay down the infrastructure for the future for the future cooperation for the deep integration and built in the preventive mechanisms which would not allow us to have the same crisis situation crisis situation again the lisbon treaty was very much the treaty which I believe strongly strengthen the parliamentary dimension of the european union be it in the european legislative process by the strengthening of the position of the european parliament by putting it on the equal budgetary and legislative footing with the council but also by involving more and more the national parliament be it through subsidiarity check mechanism or be it also through the political dialogue which we introduced from the commission because we just simply realized that especially in the fields like economic governance like the debate on the sustainability of our budgetary policies we would need more and more of an interaction between the commission and the national parliament as well very often i heard especially the last year after the stormy first months when the lisbon treaty entered into force the discussion who was the winner and who was who was the loser and of course the commission was very often described that is in the position where its influence is being is being weakened and where we are like losing some of the power to other european institutions particularly the european parliament at that stage but i cannot agree with the assessment because i serve something like the inter institutional interface i'm commissioner but i represent also the commission in the general affairs council in the council which prepares all all summits which is the last one before the leaders sit together where we exchange a view with the herman fandrompoi where he is presenting his views and listening to the response from the from from the ministers so he could be better prepared for the meeting and the prime ministers or the presidents could be better informed what they might expect once they once they come to brasil's i also serve as a commission responsible for the relations with the european parliament i and i went through all the difficult negotiations on the framework agreement so i can i can really see the situation from the from the three perspectives and if i can make one conclusions it's quite clear that the lisbon treaty actually strengthened all three institutions it strengthened the union and it strengthened the cooperation and it forces us to do more than we did before it forces us to cooperate much more closely than before and it's put the commission very often in very demanding position of the honest broker when he become to the conclusion of the legislative process and we are looking the solution which is acceptable for all three institutions if you look about some i would say most evident and positive changes brought by the lisbon treaty i also have to of course mention except the increased transparency of the process increased democratic legitimacy of the EU decision making process also the the the the most visible changes which been brought by the by the lisbon treaty the first one of course was the creation and the election of the first president of the european council also at that time there was a discussion is it a good thing how it would fit into the overall construction of the european cooperation but i think that after two years of the crisis when we have several absolutely crucial summits it's quite obvious that we've been actually lucky that the lisbon treaty entered into power before the crisis went to this very severe period because i cannot imagine how one would be able to be president or prime minister of his or her country and at the same time would be able to run the the european council with all the responsibilities the european council got over the recent year especially in tackling the crisis i think that both the thanks to the to the personal qualities and and personal features of both presidents baroso and fund rompoy the cooperation is excellent actually mutually reinforces both the institutions they have regular meetings on monday morning when they are discussing agenda when they are i would say dividing the their roles and and tasks and of course they very much respect the treaty so if it comes to appearances at such a levels like g20 g8 president baroso speaks on what are the commission competencies and you know them very well from from agriculture to to transport and the president fund rompoy speaks about what are his responsibility like cfsp csdp and the cooperation is working i think very very smoothly new element which was also brought to the forefront was the creation of the external action service and we discussed it yesterday at several meetings because i participated in so-called quadrilogue where the commission presidency kathie stone for her new service and the european parliament and we've been actually working on getting it done agreeing all the changes and building up the european external action service and of course i'm sure that you would understand that it was not an easy exercise to get all these institutions working together to create new european diplomatic or to merge the the cultures of the commission officials council officials and of course national diplomats now the european external action service is there the kathie stone is performing her duties she doesn't have the easy task because also the global situation is not easy but i think that she would need also in the in the in the future more more support from the foreign minister so we can really use also this new tool to the to the fullest speaking about other institutions i should come i should come back to the to the competencies of the of the commission because if you look at them from from purely analytical point of view i think we also would agree that the lisbon treaty actually reinforces the the competencies of the commission lisbon treaty preserved a near monopoly on the legislative initiatives its executive functions and the power to adapt non-essential parts of the legislations to the changing circumstances these are the famous delegated and implementing acts or the former cometology we sometimes sometimes so much discussed and sometimes creates a lot of preoccupations by the by the national parliaments i think that i can tell you with the with the practical experience the lisbon treaty reinforced the the community method and actually um clearly underlined the vital role of the the commission in in in the whole process our chair was speaking about the directorium about the meetings between chancellor merkel and and president sarkozy and it's true that newspaper headlines give the impression that chancellor and the presidents who are leading us out of this crisis are really in the in the forefront of these discussions and i think it's also very natural that the two major and biggest economies of the european union work towards the solution to the current crisis but i have to underline that this is only part of the process because if you look how this crisis being tackled from what aspects we had to address these challenges the crisis brought to the european union you would see that the actual recipes and the actual measures which been adopted been adopted through the community methods because what is our major tool how to prevent the crisis from taking place this is the legislative package six spec which was really worked through on the communitarian basis based up on the legislative proposals coming from the from the commission and after very close cooperation with the task force which was also formed by the herman fund rompoy so we've been working on the two parallel tracks but in then the result was the legislative proposal which came from the commission and which was then swiftly approved by the member states and by the european parliament so we can say that in these very difficult times also this parallel approach has actually helped us to build consensus much faster and help us to agree to the level of the coordination to the level of communitarian cooperation which is unprecedented and when i remember the spirit of the discussions when we've been discussing the lisbon treaty or before that the the constitutional treaty i think that if somebody would at that time would propose something similar to the six pack simply he would be laughed at because at that time it was unthinkable that we would be able to to make such a leap forward into the integration and in such a sensitive areas like we are now covering in the six pack so i would say the lesson learned from the crisis then the very good understanding of the problem cooperation between both presidents and very important role the commission play in the formulating the the needs for the better economic governance and making concrete proposals which been then approved by the parliament and uh by the by the council if you look at another measures which been adopted to tackle the crisis it was quite clear that we need to address the problems of the financial sectors and we went through different measures how to improve the governance of the financial sector how to actually complement what was very much missing and was one of the reasons we end up in this very difficult in this very difficult crisis which was lack of solid regulation of the financial sector therefore we we proposed and now it's already in place the new supervisory structure new three european authorities which are forming together european systemic risk board which is now very strong solid regulatory body which we believe will will bring new ways how to supervise and regulate economic and financial industry another example which i would like to describe to you is how we are using the communitarian methods to actually manage better our economic future we realized that also national policies have such a influence on each other on and on the overall european situation that we must proceed with much better coordination in that area as well therefore we came up with the concepts of annual growth survey with the concept of european semester and national semester what i'm talking about commission now's now before the end of every year brings and presents the annual growth survey this is our analysis in which we highlight what we believe is the crucial for the european economic development in the next year what are the major problems we should tackle and on which we believe the national economies should focus their attention then we start with the european semester when the commission's analysis is discussed on the level of economic finance ministers on the level heads of states and government and once we agree on these analyses then of course we are pushing the national member states to adopt the national reform programs with the specific responses to these european problems and also these national it's called country specific recommendations are discussed on the european level and these recommendations are adopted as a collective commitment coming from the european side and coming from the from the national side and then the european semester is becoming the national semester and we see that through this way we'll be able also to to coordinate our policies better and to be in more coherent approach to our economic development one issue which was very problematic also here in ireland but in spain and in other countries was the presence or recurrence of economic or macroeconomic imbalances i call them for better understanding bubbles we had internet bubble we had real estate bubble we had construction bubbles in the european union and of course these are the phenomena which are very difficult to tackle to be tackled from the government point of view because governments are happy when the economy is growing and sometimes it's very difficult to accept the fact that maybe this this growth is not healthy and i remember how many debates we had on these imbalances on these bubbles and how difficult it was to adopt any measures against these developments therefore we decided to tackle this issue as well from the european level the last week we adopted the first assessment report where we highlighted the 12 member states because of the potential problems with macroeconomic imbalances should be deeply analyzed should be evaluated and if the conclusions would be that there are clear lists of the imbalances also new measures should be taken to to prevent these imbalances into becoming bubbles and of course this is another tool which we will use to prevent these negative economic developments from from happening one thing i would like to underline and by this i would like to underline also very important role the commission plays in all this exercise is the fact that we intend to use the the new powers the commission got under the new economic governance to the fullest because we cannot risk that we would end up with another broken stability and the growth pact which was so eloquently described by mario monti just today is in the european parliament because he said in european union we do not have good guys and the bad guys we been in these negative developments all of us together the stability and the growth pact was for the first time broken by germany france and it was during the italian presidency so all three big economies been somehow complicit in that in that development and therefore it's quite clear that once we put the the six pack into the operation we want to use it from the day one with all necessary authority and using all the powers and you could have seen the consequences of this approach already in january of this year because in december the commission sent out the warnings as somebody called the love letters from oli to to five to five member states and three of the member states clarified their positions and corrected their budget deficit immediately for belgium it was particularly difficult because you know that they've been forming the government for some time they've been discussing the budget for some time as well but then there was a stark choice to be made or one billion euro cut or quite quite hefty fine and in the end we've been very pleased that we found the solution with the belgian government the budget deficit correction was was corrected and the belgian is on on on their own on the right track the one country where we didn't succeed yet was the hungary but there a lot of discussion also on other item is taking place right now and there because it's not a member of the eurozone the mechanism doesn't imply the financial financial fines so there is look for another possible sanctions and when we discussed it in the college the conclusion was quite clear the more we will be looking for the proportional way how to sanction this negative budget budget development in the hangar in the form of freezing part of the part of the euro funds but this would be the measure which would come in place as of first of january of the next year and we hope that with the close cooperation with the hungarian authority we will be also able to solve this issue if you allow me now couple of words on the subject which is also quite hotly debated in ireland and this is inter intergovernmental treaty i think it was quite obvious over the last two years that the treaty the structure we have the monetary union which was built by using the common currency among the EU 17 member states would need to be complemented by the economic union and this was the primary cause and primary reason why we started the the discussion on how to do it of course the preference of the commission was to proceed in 27 to proceed through the regular amending procedure of the lisbon treaty but as you know very well this was not possible because two member states were not able to support such approach and therefore we had to go for the intergovernmental intergovernmental treaty i have to say that the commission didn't ask for this treaty because it sits outside of the EU treaty framework as i said we believe that most of the changes we can achieve through the secondary legislation some of the things which we couldn't we believe that we could propose through the regular amending procedure to the treaty but as i said because we like the consensus it was not possible so then we in the commission focused very much on the content and and the spirit of the treaty and i have to say that in the end we've been very pleased that the outcome and and the spirits of the treaty went into the direction which was very important very much welcomed by the commission and by the european parliament in the end so what was achieved at first no new institutions been created secondly it's quite clear that the primacy of the EU law is clearly acknowledged then it was underlined several times in the text of the treaty that commission has a central role in delivery of the treaty objectives then it was clearly highlighted that the treaty and the performance based upon the treaty must be always in conformity with the lisbon treaty and the community method and on top of it we've been very pleased that we managed to convince our our partners in the negotiation that this international treaty should become the part of the legal framework of the EU within five years which we see as a very important safeguard for the for the compatibility not only on the text of the treaty but also on all the actions which will be stemming from the treaty in the future and i know that there is the concern in ireland as to whether the implementation of a treaty would necessitate a new referendum and our understanding is that the attorney general is looking at the issue now and of course the commission fully respects the internal procedures for the ratification of international treaties in each member states including ireland of course so what would be what would be the what would be the future as i see it i believe that now we are in the situation when we are slowly slowly putting the the the last pieces of the of the of the puzzle into this very complex mosaic of the new quality of economic governance into the into the new quality of the of the future economic union and that we are building the system which i believe will help us to proceed to the exit of the current crisis and therefore there is time not to focus our attention only on immediate emergencies but we have to look at what is so important and so much felt across the whole europe and this is how to restart the growth and how to restart the jobs the jobs creation therefore we've been very pleased that the last informal european council was already not in emergency mood it was the normal informal european council after several months when the leaders been discussing the prospect for the job creation how to restart how to restart the growth and how to tackle unemployment which is a particular problem in in your country and which is a particular problem in in my country as well therefore we came up with the idea which i which i was also presenting yesterday to the members of the european committee of your parliament where the commission will do its utmost to start the closed cooperation with the eight member states on tackling the youth unemployment we suggested creation of so-called action teams where we would like to get together government representatives social partners and commission experts and if we look how we can use the the european social fund or what still has not been allocated from from other funds to the better use of the creation of the jobs for the young people how we can amend the legislation or proceed with the active labor policies in a way that we would be able to offer young people something which is called job guarantee in austria it it works in a way we would like to see replicate in all the countries where there is such a big problem with the youth unemployment meaning that within four months after end of your schooling you should have a guarantee that you will be or working employed if this is not possible that the requalic requalification courses would be offered to you or you will get the possibility to continue your studies because that the prospect of having almost 30 percent young people unemployed in ireland or more than 35 percent of young people not working not in school not in training like we have now in slovakia simply enormous waste of time and we are wasting the potential of what is probably the best educated young generation we ever had in the european union this kind of cooperation is already taking place also in ireland there will be the team of experts coming from the commission to to ireland already next tuesday and i believe that we will have all the necessary expertise and all necessary insight in how we can use the european funds in ireland to the better use for the young unemployed people coming back to your country i was starting about what could be the sources of growth in your case i already named the sectors which are doing so well but i also have to pay a tribute to your compatriots to my colleague moira gigankuin because she's doing excellent job in simplifying all the procedures for the researcher scientists and sms to use the eu funds for research and innovation and i have a good news for you you became the scientific superpower of the european union because you are the you are the medium sized or small member states this is how i describe my country as well but you already manage to achieve excellent results because you are getting 20.7 percent of the overall eu contribution going to the research and innovations programs for the sms and this is an enormous achievement because these are these are not preallocated many this is fierce competition based on the high quality research and the high quality high quality project and therefore what would be very important for ireland would be our efforts to get rid of as many barriers in the european union as as we can because we do not have money for fiscal stimulus in the european union there is no such a member state which has money for fiscal stimulus what we have to use is we have to use to much better use our single market we need to use better the potential of 500 million of potential customers and clients and therefore we came with a single market act where we see that there will be 12 legislative proposals coming on through the fast-track procedure which would be aimed exactly at that removing the barriers and creating the possibilities for the small medium enterprise and for businessmen to use the market better so if you allow me to conclude by saying that i clearly believe that the lisbon treaty strengthened the community method that the commission got absolute new powers especially in the field of economic governance which been unthinkable just a couple of years ago and that the success and the power of the commission would of course very much depend on how we would perform the duties but also on how much we would be supported by the member states because we are there for cooperation we are there for working together coordinate our actions but the political support for the commission is always necessary and in some difficult times i can tell you very much welcomed thank you very much


The federal government has resolved controversy surrounding the location of a new federal college of education in Aikete State. The Ministers of Education, represented by the director of the college, Dr. Uchen Naoba, confirmed that Ilaue Aikete is the actual location approved by the federal government. The monarch of the town, Ajibadi Alabiyeh, shows that the community will take direct ownership of the institution and showing its protection and providing an enabling environment for staff and students. Hello, hope you enjoyed the news. Please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.