Hi everybody. Yes, we are filming. We are recording the ECT part three, the environmental communication teaching part three, because we had some technical snafus in the location that I was in two weeks ago when we were supposed to do it. Thanks for joining us or thanks for watching the recording. And we will plan for some stops to ask some questions along the way. And sometimes we know that we have people that are watching for the first time. And so I want to do a little bit, just a tiny bit of review here of where we've been in this three part series. My name is Kelly Bonner. I do training and consulting and educational and assistive technologies. And one of the things that I've always been involved with in many years of being involved in assistive technologies is with students who have complex communication needs. And environmental communication teaching is an implementation strategy series that looks at for students that have augmentative and alternative communication systems, or just learning to use their communication systems, whether that is a communication board, whether it's a communication device, whether that is an AAC app, or a device itself, whether it's a low tech device, or a high tech device, and how we get that implemented during the day in the classroom. These strategies have been used in early intervention classrooms, preschool classrooms, kindergarten, grades one, the hallway through the high school classrooms. We've also used the same strategies and adapted them for students or young adults who have been in vocational training programs, as well as parents that have wanted to use these same strategies in their home. And these strategies come to us from a training that was started in the late 1980s and early 90s as a part of a research grant out of Purdue University in Indiana. So with that, the big part about and the big purpose for ECT was that it places an emphasis on staff really understanding that students need to communicate and we need to set that purpose from these three main components. That is what people are talking about, what our students need to talk about, how we set up our environments in the classroom, and what we, the adults and their peers use as our partner strategies as we talk with them. That it's not just that all of the communication purpose is set on the communication system. Too often we think that it's just, oh, if we get the right device or if I get the right communication vocabulary set, that's going to change everything for the child. But it is set by these components that we have more control over what we are doing, how we are interacting and how we set up the environment to be more communicative for students. If we have an environment where children aren't asked to communicate or it's set up for them to communicate, if we take all the communicative turns, if we don't expect for them to communicate, then they have no need to. If we shut them down, whether we do that on purpose or we don't realize that we're doing that, if we have no expectations, if we don't realize that they can be more communicative than what they are, there's no purpose. So all of the purposes set by the activity and then within that activity, how we take turns in communicating and then making sure that the environment is conducive to being a communication rich environment. On the five steps that we've gone over in the first two parts of the ECT process, look at how do you set this up? What are the kinds of activities that are a part of our school day? And we looked at that systematically by having you fill out a day mat that looks at from arrival at school to departure from school. What kinds of activities are more dyadic in nature where more than one person is interacting socially? What activities are more joint action routines where, again, more than one person is accomplishing an action together? What kinds of activities are more behavior regulation where the kinds of messages that a student has regulate the behaviors of others to get them to do things for them? Those are those basic needs and wants that a child has to communicate. And then the instructional activities of the day. What are those things that they need to communicate in school, to answer questions, ask questions, be a part of discussion? So we have these different communication contexts. And throughout the day, you can figure out which parts of the day have lean more towards one side of communication for another. And we look at choosing activities in the scripting out process to help students and looking at supporting different kinds of communicative functions. And that's what we look at in part two is, how do we choose the activity based upon the kinds of communication functions we're trying to support for different kids? Not that we're not giving them access to their communication system throughout the day. You are. But this is when you're really honing in and deciding upon an activity for this ECT process. Are you trying to expand somebody's vocabulary? Are you trying to develop the language within the vocabulary set that they already have, but possibly they're not using it? Are you trying to look at their multimodal communication? Maybe they are using one word verbally and you're trying to support their use of more words based upon a communication system. Maybe you're trying to use a communication system so that some of the behaviors that they are doing and communicating more in a behavioral way and supporting a more socially appropriate use of a communication system rather than behaviorally showing what it is that they don't like in kinds of more destructive ways. In step three, we've looked at different kinds of environmental strategies that support. And these are all strategies that you've probably picked up on in other kinds of training. They aren't all brand new things just because this is ECT. But we often look at ECT as being the umbrella that brings everything together that people have learned in a variety of trainings from a variety of different places. But this gives you a way of bringing all of these strategies together. In step four, as we're starting to put together the script, we talked about prompting strategies, the idea of using modeling. Again, these are not brand new things to hear about for many people, but that in the environment itself, we use the communication strategies that our students are using so that they see other people using communication boards. They see other people using communication apps so that they see people talking with symbols, just like those students who we are teaching sign language to, we use sign language with them. So our students that we're teaching symbols to, we use symbols to talk with them. So we model with them as they are making attempts, then we, you know, have a particular prompting hierarchy, something that is the least to most invasive strategies. So that we aren't immediately doing things like taking their hands and banging them, you know, putting them right on to their messages, but that we're guiding them, giving them suggestions. You know, we don't know what's in somebody's head about what it is that they want to say. So we can be an accomplice. We can make suggestions. We can give them some open questions. You know, what do you want to say? Somebody's just greeted you. What do you want to say to them? Somebody's asked this kind of a question. I might say this. So you might make those kinds of suggestions, give some partial prompts for people, model what it is that you might say before giving them some kind of a full model that they might want to follow up. In the end, if they choose not to say something, then they've chosen not to say something with their communication device. The other thing is that not for all students, and we mentioned this when we talked about the idea of prompting last time, not all students respond well with a verbal kind of prompting hierarchy. And so we also look in ECT at the idea of using non spoken prompts. So the idea of using gestures, the idea of pointing or even using flashlights to queue. Sometimes you'll hear that referred to as shadow queuing here in augmentative and alternative communication systems. So again, doing that in a least to most specific so that you might gesture or use the flashlight over the entire communication system, and then narrowing it down to a section. You know, it might be that you're looking for a verb they might say something in the verb column, maybe then down to two of the verbs, you wouldn't just be pointing to one specific thing for them to say.  Then putting all that together in a script, writing it down, one so that you know the process I mean you a lot of times I think oh I've got this I I know what it is that I'm going to say, and then everything starts happening. And there's more than one person involved in the activity, or something doesn't happen that you expected it to having that written down in a script really helps you in a way that you've got something to refer to. And on a day that you're not there. This is the lesson plan for other people to follow. This is also the way that everybody knows what's expected. Everybody can follow along with what to do, if somebody doesn't say what might be possible to say, and that other people aren't prompting in a different way than what you might be looking for. You don't have one person prompting that too high of a level and another person prompting that too low of a level, but that you can all follow through still expressing your individuality with a student. But everybody's on the same game plan with a student. And once you have a script that leads to today's topic where you can do your data collection. The other thing too, it's one thing to watch a webinar to go to a training, you know, to hear all of this information. But unless you really turn around and try it out yourself, it's not going to do you any good. And you can hear it and hear it, but to really go in and put it into practice to, you know, put your toes in the water and give it a try. I mean, it doesn't really take a lot if you were asked, you know, you're asked to take a look at your day. What are the kinds of things that you already do the most successful ECP teams have not rearranged their school day. They've all they've looked at what already exists in their school day. They've used that day map. They've mapped out their day as it exists. They've looked at the kind of communication skills that their student, you know, is successful with. And they've looked at the kinds of things that their students are struggling with. And they've targeted the kinds of the parts of the day that their child is struggling with. And then they've mapped out one activity to start with, you know, map out the whole day. Nobody can do that. We're not asking you to do that. But this is to take one activity and lay out what are the kinds of messages that are a part of that activity. And that's how a script gets started. Even though we're coming to the, you know, the end of this series, you still, you still are offered that opportunity to write out that script. Email it to me. My email is going to be at the end of this webinar. Email it to me so I can send you feedback. And this is an ongoing thing. It's not just a matter of, you know, this series that we're doing in this particular school year, but email it to me so I can give you feedback on it. And then you just follow through with that process because again, you can hear it, but unless you try it out, it's not going to become a reality in your situation. So I'm going to just pause to see if there's been any questions put into the list because Ross can see that and I can't. Nothing posted so far, but if anybody wants to jump in, feel free. Sometimes people will ask, does this only work at school? We've had vocational training teams use these same strategies. We've had early intervention strategy teams use these strategies at home. We've had teams use these strategies out in the community. So it really is just about trying to pick an activity and being planful with it. I even, I had a mom two weeks ago, who was a part of ECT in another province. And we had done ECT when her daughter was in elementary and her daughter is now in a secondary program. And she sent her scripts and we're looking at them now for when her daughter hasn't been a formal part of ECT training for five years. And it's something that her team is still carrying through with and still looking at and still following through with the process. And so it was gratifying for me to know that that was something that her school board and people in her school board were still working through those strategies. And her mother was still following through to see, is this something that was we were still looking at still on the right path for her daughter and what she should be communicating at the age that she was at and integrating her AC system in the context of the school day. Get data, some of the things that happen, there's a multiple things that happen in environmental communication teaching for data collection. One of the most valuable things is video. And so a lot of teams will video just, you know, right on the phone, on that's on right on their camera that's on their phone, they might do it on their iPad. They might have some other kind of way that they take video. But what we have people do is once they've selected an activity is to video that activity, the way it is, and how it occurs right now within the classroom. And then try and do an intervention segment, at least once a month. I have some teams that video once every week of that activity. So you're trying to get, you know, whether it's a short activity, it's really easy if it's a long activity, you're trying video about five minutes segment of it. So that you're trying to get this monthly sampling for the speech language pathologist. You can do some of your sampling from that you can get some of your information on communication functions. It's good for her during that time. It's good because it's a regulated amount of time. It's the same activity that's occurring. So we can do a lot of tracking that way because it is the same activity that's occurring and we can track data that way without a lot of variance. That because it's not a different activity on a different time, that kind of a thing. We will then go through a couple next couple slides are going to take you through how you can track more hard data through the prompting hierarchy charting forms. Because you have a script of the activity, we can use that activity to collect information on the prompting hierarchy. And so this is why it's important to spend time going through your script. So we had, I think in ECT webinar one, we had looked at a student that during the leisure activity had done the go fish activity. So with Emma, she had gone through the different there were different parts of go fish getting it started. Certainly these things don't have to go in a particular order. And they don't have to be said each game because these things might not occur every time you play go fish. But when you have your script written out, one of the things that you can have is that, you know, when you've got your activities, you know the things that the student is supposed to say. And then you have your prompts, and your prompting hierarchy for the staff. One of the things that you'll be tracking is how far down the prompting hierarchy that the staff needed to go in order to support the student in saying a message. Again, if a student chooses not to say a message, we'll have a way to mark that, but we'll also have a way to mark, you know, how far the student went. How far the staff went in order for the student to say the original message. So for example, so in the materials and I'm going to show this to you if you do it on paper, as well as you wanted to collect your data in an Excel spreadsheet. So on the paper form, you would just recreate your activity. Sometimes people will just put kind of Q word down the first column. And then the prompt level would be if it, you know, the plus is usually, you know, they do it right at the environmental queue. What they do is if they do it at the open question, the partial prompt, the command level, or the full model. And then we also try and track information on the adults. Did the adult provide some descriptive feedback after the student said something. What we have found is that when adults start following a script.  And they forget that after a child has said something, you need to talk back to them, you know, if a child has asked you for something. Well, you know, here it is. If you're in your snack activity, and a child has asked you for some juice, you know, you don't just like, give them the juice and wait for the next part of the script to happen. You know, say to them, you know, Oliver, here's your juice, you know, or thanks for asking for the juice. Here it is. You have to have some natural form to what it is, and how you talk to kids. People get really, you know, honed in on the script, and if it's not written down for them to say, they are just waiting for Oliver to say the next thing. And so it gets a little too mechanical. So one of the things then what will happen with data collection if you're trying to do it all on paper is that and this looks very busy. But what will happen is that we'll look for the dates. And we've tried because we're going to try and graph this then. And so you would put the dates that you collected your data and each one of these, you know, circle filled in or square not filled in is going to represent a different date on your paper chart. Then you have your steps of the activity. What you're going to do is put in how far down the prompting hierarchy you had to go. So you would put in that you did it, did they do it at the open question level. So I'm going to go back a slide. These things like OQ, partial prompt, man, these kinds of shortened versions. And where did I get these from? I got these from up here on the script. Environmental Q, open question, partial prompt. So a lot of times people data collect, collect right on the script. So if they'll have the script there with them, they'll put a little check mark at where they needed to go. Like, you know, the student said, go fish, not at the environmental Q. What do you need to ask to, oh, set it here. And so they'll put a little check mark at open question. So then when they go fill out their data sheet, the little check mark is here or a little plus sign. Here's where they communicated. So when they go fill out this sheet, it'll say, you know, open question or OQ so that they know what to fill in here. This then once they have this all filled in with different dates, and they know what happened at every step, they can then transfer this to a graph at the bottom. I'll show you an easier way to do this in Excel. And to do that, it's going to be best if we kind of watch, watch a real kid. And we're going to watch Dylan in an activity, and we'll watch him three different times. So you can follow along and kind of see where the data collection came from. So Dylan is going to be going through a lunch line. And here are the different parts where he can, he has opportunities to communicate. He comes into the lunch line with his grade one classroom. They choose a milk on their own. It's kind of right there at the door. Then there is a station where they interact with the lunch people to choose their main course. This is the part where Dylan had the most difficult time, which is why the team chose this activity. In that Dylan, if pizza is not a choice that day, Dylan has a bit of a communication meltdown. He has been known to yell. He's been known to throw things, fall on the ground and basically behaviorally interact with the staff in the lunch room. And this is cause of great amount of stress. So much so that it's been discussed that Dylan's not to be going through the lunch line with anybody else, with any of the other children. And so they create, you'll see then in the second video, there's an intervention of exchanging a communication symbol so that first he always has choices of whatever the main courses are. However, if his favorite things aren't there, there is always a backup of a peanut butter and jelly sandwich. Now peanut butter and jelly is not just a backup for Dylan. It's not something special just for this boy. It's always a backup for every child in this school. So it's always kind of like the third choice. There are always two choices. And then there's peanut butter and jelly. So he has a symbol to exchange for Peter a butter and jelly if he doesn't like the two choices. So you'll see that happen. So you're going to see a baseline video. Then we're going to watch a second video with that intervention. You'll also see that the staff in the lunchroom, you know, learning him and learning his patterns over time, you know, are learning better better ways of interacting and giving him some other choices. You'll also see days when he chooses not to pick a second drink, not to pick a dessert. And for health reasons, that's no big deal to his family. The biggest deals are you must choose from the first milk, you must choose from the main course. And then the last communication interaction is that you have to interact with the cashier and tell the cashier your student number. So in the first video, I believe he just walks right past the cashier. In the next video, they have made two interventions. One is the is that the typical cashier has been swapped out with a staff member who he's familiar with. And they do this for a period of time, just to get him so that he doesn't walk past somebody that he doesn't know so that he starts to learn how to interact with the cashier. And they also have an intervention where the note his student number is on a card that he can show. He does know the number and he can say the numbers. However, they do have a card backup system so that he can show the numbers to the person. So you're going to see that happen in two different occasions and how that works out for Dylan. And then we're going to see the data collection. So I'm going to show you three different a baseline and two interventions. Don't pay attention to the dates because the dates are all kind of wacky because it was off on their video, their electronic video camera. But then I'll pause as well in case you have any questions. And then we'll go and see the data sample, the data that they collected, and I'll explain it and how it's put into an Excel spreadsheet. First video is going to be the baseline. Again, the timeline is wrong on this from their camera. The choice of the hamburger, they just offer him that peanut butter and jelly sandwich while he's saying offer him something different. Like people just kind of offering him things not supposed to be taking him with their baseline video. So now let's take a look at once they do an intervention, the peanut butter and jelly sandwich. He will hand them the card of I want peanut butter and jelly. Three choices out and name them for him. Anything else, you know, just like every other kid, you're not kind of forced to take a second milk. You're not forced to take other things. But the person at the end of the line cafeteria or right beside the cashier are where his number. So this is now a stem, which is actually a very big deal for them. Kind of a little bit concerned about what might though it's not that they're just doing it for videos. They're they're doing this, you know, they've moved through different parts of the activity. So they think you didn't see one of you didn't see the February video, but you saw the January, you know, did he choose you didn't see him until he was out his main choice. But the first videos weren't given at all count against the kid given we put an X you a way of marking a data sheet. So a minus if a prompt was given wasn't given where the child did communicate. So for Dylan and that in the video where the intervention got started at the environmental queue he didn't take it. Nobody listed the names of the items. They just kind of gave him a partial or they didn't say to him what do you want. They just listed the names which is a partial prompt. They didn't give him kind of the command step. They just basically the peanut butter, you know, peanut butter. And so that's what at which he gave he and he took the peanut butter so that's where the plus is choosing a side item. It was there and he didn't take curly fries.  And then nobody gave him any other prompts. The second drink was there he chose not to take it and nobody gave him any other prompts to take it. Choosing a dessert. The dessert was there and he chose it for telling the cashier. It was there, you know, right to the cashier. She stopped him and brought him back and asked him what's your number and he told of the number column. You do it tallying wise as you tally the columns based upon where the pluses are. Follow along with your data sheet. That's what you're looking for. Where do you get the pluses and do those pluses change start to change over time. And then let me I'll show you these numbers take us to to the graph to put it into Excel to put it into Excel because something that Excel can work with. Like doing miniature golf. Environmental Q level is a one. The open question is it to the command level is a full. So kind of what you do is you find number next to the plus. Out your data sheet. That's the number that you put the column. So for this first for January 21. Step one. Dylan communicated down at the partial crop level. So that's a three. Step two. He communicated at the full model level. That's a five to make any selections. So they are left blank. They're not put at zero. Because the zero line in Excel chose a dessert. The environmental Q level. That's a one. He told the cashier at the open question level. That's a two. And then we did the same thing for January. I mean, for February 11. Environmental step one was at the environmental Q. That's a one. Step two was at the full model. Step three was at the open question. Step four, he didn't choose to pick anything. Step five. At the environmental Q. Step six. Was at the full model. The last activity you saw was on April 5. Step one was at the environmental Q. Step two was at the environmental Q. Step three was down at the full model. Step four at the environmental Q. Step five. He didn't choose to say anything. Step six. He did at the environmental Q. Does that make sense? Are there. Questions before we go on to making the graph. I'm watching Kelly and none have been posted. All right. So I mean, it gets thinking about it as miniature golf is the easiest way that we've been able to do that. Bill Ziegler, one of our ECT trainers in Bucks County, Pennsylvania is the one that equated it to miniature golf. And we've used that ever since Bill has done that. And so when you have it figured out this way, here's the chart in Excel, same chart I just showed you, but now it's on the Excel spreadsheet. Then what it does is it will, you know, put each line. It'll give you a different color. It'll give you different shape. And you can change all of that in Excel. You know, you can make it whatever color and shapes you want it to be. And of course, then you put it into PowerPoint PowerPoint changes. But, but then you can see and track it. And what you want things to look at is over time. And so green is our last line here is that you want things to come down so that more and more, they're at this number one that at the environmental Q. They're communicating, but when you see spikes like this, things that are up at the number five, you can go back and you can look and you'll see, well, what happened? What happened that day? And, you know, for Dylan in the lunch line that could have been, Oh, what was the item? You know, it's the lunch line that day or here in this case, we were able to go back to here. I mean, this is a really, this really shows out here on April 5th, everything he did was at the natural environmental Q, except for step three. And when we went back and we looked at step three, well, guess what? That's the step where the support staff person just went and grabbed something in the lunch line and put it on the tray for him. And so he it's not even that he got a chance. He didn't ask him, did he want that dessert? I think it was a second drink item. She didn't ask him if he wanted it. She just chose it for him and put it there. So that's, that gives you that teachable moment to the staff person to say, you know, look here, this guy was something that got put on his tray. You didn't ask him if he wanted it. We don't know if we wanted it. We didn't ask him if he wanted it. We didn't ask him if he wanted it. We didn't ask him if he wanted it. And if we're a student for like Dylan, we're kind of lucky that that didn't trigger a meltdown moment. And so again, teachable moments. And it can really, you know, when you're looking to track a kid over time, this can really show a staff person and say, look, he would have had a completely successful lunch day. I'm going to show you a video that was taken by Dylan. That really wasn't his fault at all. You know, so, you know, following any kind of data sheet that you might be using, you're going to see the next student. I'm not going to show you video, but the next student, just this idea of marking codes. A prompt is given, but a student doesn't communicate, might be a minus. Plus is a prompt is given, but then the student does communicate. And then an X is that the staff forgot to give the prompt and skipped on to something that was a higher level prompt. So we have, you know, students, you'll see some EPP if you want to watch anything else to add to this. There's some EPP training materials in the AbleNet University series. They've got some of these for free that I've done also for students that might just be doing one step activities. They've got for AbleNet has some training videos that are for students with severe communication impairments in classrooms. And we've got a training series in there called CEP, Communication Enhancement Process. And so we have these same thing, activities that you choose purposefully. They've got prompting hierarchies. But we track their data collection very much the same way. So it might just be on a one step activity. But also we look at what were their AAC modalities. So they might have been a child that started out using picture exchange. As they moved on, maybe they moved on to using maybe a one step product like a Big Mac. And then they moved on to using something like an iPad with, for this little girl Ruby used iCommunicator. And so they were using the same kind of prompting hierarchy. And they looked at, well, how did this change? It was the same kind of activity. But as products were introduced, yes, it might have taken further down the prompting hierarchy. But look how much more progress she made from with using the Big Mac. They were able to get her back to just a verbal cue and to a natural cue, which they weren't able to make that kind of a progress. When she was on picture exchange, we're starting to see that same kind of progress when they introduced an iPad app like the iCommunicate app. So it's, you know, using and knowing what you're doing with partner strategies is really important. And knowing how to do data collection. So even if you're doing one step, things like more and tracking a student using a reading activity where they might be doing more to turn the page on these same kinds of things, following what you're doing. How, you know, if you get someplace where you're still having to go to a full physical, you need to make some changes. That's what you make those changes purposefully, like not, you know, putting the device not on right away, or moving the assistant out of the way, you know, where, what's the child doing, you know, while making some notes. What's happening. Yes, they might be getting some things, but maybe it's because they're repeatedly activating a switch. So changing things up and making some differences so that you can see why you're getting some activations. So those kinds of notations on on your data collection forms can be very informing. And then you can look at it over time and can see even tracking, you know, a core word like more used in different activities, you know, in this case, a literacy activity moving more from an eating activity and a toy choice making activity to a reading activity. And they were able to track that over time. So with the CT and looking at it as we kind of, you know, wrap up here our series. And maybe I should pause just to see if there was a question about data collection. All clear. Okay. Just, you know, as what we've gone through is that, you know, environmental communication teaching is a process. You know, it's something that we look at building skills of a student and team members through the whole school year. You know, we look at targeting students who are learning new communication systems. They might be learning new communicative functions with their system. They might be learning to communicate in new environments. But we're also looking at staff. And I think the data collection part really shows that in that sometimes we're looking at teaching staff to implement new prompting strategies. I'm having them pull back on maybe being too aggressive with prompting kids and saying, you know, there's a process to that. We it's not meant. ECT is not meant that every student should be scripted through the entire day. We often start in the beginning of the school year and then we often see by midpoint we're able to pull back on scripts because people have an idea of, you know, what are they supposed to say a student is getting the idea of generalizing some of those core messages through the different environment. We often might do two scripts, maybe a third script, and then we're seeing generalization happen, and you can really pull back. We're also looking at generalization on prompting strategies and staff start to understand how to follow along how to support a student. So we're really, you know, seeing that kind of carry over. And then, you know, if we follow through with one student, sometimes we don't need to do a second student unless there are other types of communication behaviors that need to be scripted out so that staff can learn a new kind of prompting procedure for either for a new communication system, or for a new type of student that's entered their environment. And with that, I'm going to turn this back to Ross. Perfect. I know that you can follow through with us at any point. Perfect. And then I'll maybe follow up with you Kelly and maybe we can get a copy of the PowerPoint again, and I'll just make sure I get it sent out to everybody because it'll have all this information. We will wait a second or two in case anybody has a question. I think that's a long enough awkward pause. Very good. So Kelly, thank you ever so much. Really appreciate it. And then let everybody know that remember that the videos, all three of them are stored on the ERLC website. And so the first two are already there. This always takes me a few days to get these converted to a more usable format and then I will get it popped up. So just nothing but a bunch of thank you's Kelly are coming in on the box. So you're welcome very much. Really appreciate it. I hope you enjoy your time in Texas. And hopefully as Kathy has said, at some point here in the not too distant future, maybe we can get you here until bird again. That would be wonderful. Looking forward to it. All right, perfect. Thanks Kelly and thank you everybody. We'll talk soon. Thanks everyone. Bye bye.


Problem was, I could never feel it. The way my acting teachers wanted me to.  I couldn't feel it the way my headshot photographer wanted me to. During my last session with him, I'm not making the right expression. He kept saying to me, You're an honest man.   And I was like, What? I figured he was prominent. He used to shoot everyone. He knew what qualities a face like mine was supposed to represent. And he kept being like, You're an honest man. An honest woman. I just couldn't give him what he wanted. I think by the end of it, I just looked constipated. You try it. You try it. You try it. Try to look honest. Try to look honest. Try to look honest. See?


Appalachian Wireless has some of the best data rates in wireless on our plans and not to mention an amazing deal on one of our hottest smartphones but that's all the time I have to explain. See store for details, better service, bigger savings. That's today's Appalachian Wireless. The trial of 28 year old Amanda Bowen came to an end today. When a jury took less than an hour to return guilty verdicts on all charges including murder in the first degree of Tina Goble and complicity to murder in a first degree of both Kani Johnson and eight-year-old Trinity Maynard. The defense focused on presenting a setting where Jack David Smith was becoming increasingly irrational and threatening in the months leading up to the murders while portraying Amanda Bowen as being someone more often than not incapacitated due to mental deficiencies and drug abuse.  That was the very day we used that skirt and when he said that the testimony of Amanda Bowen was passed out. During closing arguments, however, the prosecution told jurors that it was Amanda Bowen who in her own type to confession said that she and Jack David Smith had been planning for weeks and that it was Amanda Bowen herself who chose the target of Tina Goble's residence for both robbery and murder. Her statement that she and him said it talked for weeks about where to get a pill. And that night, prepare, donk, donk their dark clothing, put their gloves on and wrapped it with tape, got their guns in their knives and they went to her best friend's house. With the question of guilt or innocence finally put to rest, the trial now switches to the sentencing phase which is expected to begin on Wednesday. Reporting from Paintsville, I'm Jackson Ladder for EKB News.


So today we are talking about how to cover your work surface. If you've seen our videos before, you know we are big fans of the vinyl shower curtain, right? It's awesome. Any drips can peel right off, but you might not always have a spare shower curtain lying around. However, you probably have parchment paper, you probably have wax paper. They are both awesome to line your work surface with, especially for smaller projects. So again, they are going to stop the resin from soaking through onto your table. And any spills, look at that, just come right off. Awesome. And here is the wax paper, it just peels right off, so you can even reuse this over and over and over again.  There you go. That's it, until next week. Ah, thank god that's over.


What's the word y'all? We all just witness history, man. It's not very often that you get to see an all-time record get broken. Like I had to go back. We might be able to see LeBron beat Karim. I'm doing Jabar's points. But all the other wars, there's nobody that's active that's really close. So yesterday was a very, very special day, man. Shout out to Steph Curry. I think that other than doing it at home, the guard, it was a perfect place to get it done. And I like that they stopped the play. I know y'all be playing 2K, and when you're grinding badges and you hit that 101 point, so you hit that 31 assist, they always stop play, call time out and celebrate. And that's exactly what they did. Shout out to Steve Kerr. And it was super inspirational to me. And I don't mean in a sense that watching Steph Curry hit is 2,974, three, is that the number? Three point shot made me want to go to the gym and get shots up, but like, it's just such a good story.  He had an NBA father. But whenever I see a guy that's under like six to three, dominating anything basketball related, it's inspirational, man. This dude is a six to guard and he's getting three point shots up over giants. This is a guy that revolutionized the game of basketball. Like, why are we getting up to this point? I had went down this rabbit hole, went back to the 2015, 2016 season, his last MVP, the unanimous MVP season. And I went down a rabbit hole, watching interviews, watching highlights. And it just made me admire Steph Curry even more. I mean, a dude average 30 points per game in 50, 40, 90 on an extreme value of three point shots. The 50, 40, 90 club is small. Shot to Kevin Aram, because he was average at like 28 if I'm not mistaken. But the 50, 40, 90 club is super, super small. So going back on that season made me admire Steph Curry more. And to see him hit this shot very early on in that first quarter was special, man. Y'all know we preach the enjoy basketball all around here, right? And I would say 95% of the timeline was admiring Steph Curry, congratulating Steph Curry, just are in the moment in celebrating this all-time record being broken. But that was like the 5% that was very salty about Steph Curry doing this. People in the mentions after I was saying congratulations to Steph Curry. And the mentions like, why is this such a big deal? The answer is cause we don't see all-time records get broke every single day. And then other people bringing up like moments of Steph Curry's career where he was subpar. Like in the finals where he wasn't able to perform. This is how, imagine going to somebody's graduation ceremony and being like, but he failed Psyc 101. I can't celebrate that he graduated right now because he failed Psyc. It's ludicrous. And you just gotta enjoy it while it's here, man.  But eventually he will not be at this same caliber of player. So appreciate it. Like you gotta think about it. This dude, if it wasn't for some ankle injuries early in his career where he played 26 games in his third season or just a couple of years ago when he played five games this record would have been broken like two to three years ago. And he'd be like way ahead of everybody. And Steph Curry's rookie year on average in the NBA, there were 18 three point attempts per game. 18, right now it is 35.5. This is a guy that revolutionized the game of basketball. I have a cousin that's really solid. Shout out to him. He's a freshman in high school. He's playing varsity. And I remember going to some of his games when he was even younger and watching him play and watching the younger people play. And I honestly do believe that Steph Curry has gave hope to a lot of the smaller guys that have basketball dreams. Remember we're talking about a dude that is six two, right? Realistically speaking, you have to hit the genetic lottery to end up being the average NBA size. So Steph Curry being the guy that he has had all the younger dudes in the gym pulling from the logo. Now you can argue whether or not that's good for 10 or 11 and 12 year olds to be pulling from the logo but it puts an extra emphasis of confidence that this basketball dream is not dead just because I might only be six foot or I might only be six one. Steph Curry did that for everybody. You have to think about it. Right now we're already seeing some of the Steph Curry disciples. Trey Young is one of those dudes. Now I know that Trey Young's all time idol is Steve Nash but if you go back, he mentioned multiple times that he idolized Steph Curry and the reason why he's shooting from so far back is about Steph Curry. We already seen one of the disciples and he's doing it now. He's not doing it at Steph Curry efficiency. That's the big thing. That's the victory. And there's not gonna be a lot of people that would be able to hit the shots at the efficiency of Steph Curry but we're already seeing that. And I think that every single season there might be a Steph Curry disciple coming to the NBA. Now they not gonna all be as successful as Trey Young but we're gonna continue to see players come in and be launching from logos. And the next part of the conversation is whether or not this record will ever be broken again. Steph Curry still got a lot left in the tank. Remember he's 33 years old and he's the MVP favorite according to a lot of people. So he's not slowing down anytime soon. And if he's just putting together average season once it gets to three point shots, he might end his career realistically at about 4,000 three-pointers mate. Can that record be broken? Probably, you gotta think about every record was meant to be broken except for John Stockton steals because I legit think that they was giving bro steals when he weren't really getting the steals. Every record was meant to be broken and I mentioned how the game has changed because if Steph Curry were to enter the league right now and then have a similar career, I think that record is not being broken. If he's coming into the league hitting 4,400 threes in a season. But you have to remember when he got drafted only 18.13-pointers were attempted per game. So his first couple seasons, just 163-pointers, 151, then we had the injured season. And then we get to the 200s, 200, 200, 400. Again, that season is so ridiculous, bro.  So really, let's say that Steph Curry ends up putting up 303-pointers every year if he's completely healthy. He might end up at 4,000. Also, I'm not a math guy. Numbers confuse me and y'all notice. So don't take this too serious. But there are some guys, like I mentioned, Trey Young, who's a Steph Curry disciple who's already started off his career a lot faster than what Steph Curry did. He came in at 20 years old. He's been relatively healthy so far in his career and he's already at about 600-pointers made in three and a half seasons. But even if we're 15 years down the line and Trey Young beats Steph Curry's record, I don't think that makes him the greatest shooter of all time. I still believe that Steph Curry will hold the title of the greatest shooter of all time, even if his actual record was broken by a guy like Trey Young. Because I'm thinking about the efficiency in which he did it. This man has shot 43% from three in his entire career on about nine attempts per game. I mean, the man is shooting 43% from his career from three on about nine attempts last year or this year, 40%, 42%. And then he had the year where he hurt his hand, so 24%, that looks bad on his resume, but regardless, 43%, 42%, 41%, 45%. I'll tell you that 2015, 2016 season is one of the greatest individual seasons of all time. And again, compared to another guy like Trey Young, he's shooting 34% on his career. So again, the value might get it so that Steph Curry's record is broken 15, 20 years down the line. But again, I don't think nobody's gonna be able to hit 3,000 threes at 43% from three. I don't know, man, I watched that moment. And honestly, since I found out that I was gonna be a dad, I've been way more emotional on things that probably don't warrant remotion. Like, I don't know Steph Curry. I've never met this man a day in my life, but I was emotional for him. When he hit that shot and he screamed and he got teary eyed, I got teary eyed. Like, I was the one in the gym. Well, I was the one training, bro, to hit the almost 3,000 threes. It's kind of wild, man, but I am a guy that enjoys basketball. And that moment was fun. But Steve Kerr said, like, the best thing about it all is they ended up winning the game. I mean, that's super important. You didn't wanna have this legendary moment be soiled by Julius Randall. So they got that win. And it's just an amazing moment for Steph Curry. And now we just keep the tracker going. How many can he realistically hit before he retires? I got mentioned in this tweet, shout out to Greg Harvey between the numbs. He puts together these type of things very, very often. And I want us to sit back and just look at the progression of the three-point shot and how Steph Curry got to this point. So the three-point line came in here and we just watched as people go up. I have not watched this just yet because I wanted to save it for the video. I'm gonna keep it a buck. If I pause right here, how many names here do you recognize? You see Larry Bird is climbing up. Dale Griffith is climbing up. Reggie Theis is there. Brian Winters is there, but like the top of the top. Who is this? Who are these dudes? Brats? I don't know you. But now I'm, oh, Dale Griffith is up there and there's Larry Bird. You knew that Larry Ledger was gonna take over. Look at Larry Bird, another player to average some crazy numbers 50, 40, 90. And then Dale Ellis and Larry Bird and Danny Ange and Michael Adams, they all fighting for that top spot. I don't know much about Michael Adams. I didn't know he held the record for that long. There's Dale Ellis taking over. Reggie Miller comes up. Reggie Miller comes up and I'm guessing he's about to body this. Yeah, he takes that first place spot and he runs with it. Dale Ellis slows down. Reggie Miller speeds up. Look, he has an all 300 plus over number two and he's still active in 2000. Oh my God, 500 plus. I bet at this moment in time, people thought that this was gonna be an unbeatable record, but they had no idea of the evolution of basketball. Look at him go.  Jesus showed the work for himself. Ray Allen coming onto the scene, dominating. Okay, so we're at 2008, 2009. We're about to get to where Steph Curry entered the league. Keep that in mind. Ray Allen, give me that record. And I'm going, I'm going, I'm going. And Ray Allen is about to stop pretty soon. And we're Steph Curry. We're in 2012, 2013. And Steph Curry's not even in the top. What is this, like 20? He's not even there just yet. Okay, so we have hit the final number for Ray Allen and Steph Curry is not even on the board. This is, this is seven years ago. Steph Curry is not even there. Uh-huh, I'm just waiting for Steph to come up. We're in 2015, 2016 and Steph Curry has not even been shown yet. Uh-huh, there he is. He just jumped up. He's right there between. Okay, let's, let's see the moment that he hit the board. There he is, 2015, 2016. Now watch him fly up from 2015, 2016 to 2021, 22. Look at him fly. Dominating. Pass Reggie. And now today, passing Ray Allen. I love the NBA because there are so many players in it that are easy to root for. I don't know a single player that I can, at this point at 25 years old say that I hate watch. Steph Curry, LeBron James, Kevin Durant, the greatest Yanis, all of the greatest players in the league right now are so easy to watch because you're, you're such good people off the court. Or in Kevin Durant's case, super funny off court when he's replying to Skip Bayless saying, I don't, I don't really like you. Um, and that's one of the reasons why I really do enjoy the game of basketball, enjoy the NBA because watching Steph Curry's journey has been a blast. There's nothing in his career that made me want to start to dislike him. And the same thing for KD Yanis. I can't say the same about LeBron. Honestly, I was in the camp that hated LeBron in the heated days, but I'm over that. Because right now I'm enjoying basketball, hopefully you are too. Um, I don't know what this video turned into, but hopefully we get a good slate of games tonight and I'll be back tomorrow to talk about all things NBA that's not just one player related, but I wanted to show my appreciation to Steph Curry and everything.


Personal notice, changes my stock and trade. If the job's too tough for you to handle, you got a job for me, George Valentine. Write full details. Standard Oil Company of California, on behalf of independent Chevron gas stations and standard stations throughout the West, invites you to let George do it. The Witch of Mill Hollow, another adventure of George Valentine. My dear Mr. Valentine, my name is Salis Oric, and from my experience as editor of a small town weekly newspaper, I know that I'll have to say but a few words in order to attract your attention. Let me only preface my statement with a remark that Mill Hollow is just an ordinary town with an ordinary number of secrets and the ordinary amount of gossip. That until a year ago, we all got along quite well together, without any disturbing element to ruffle the surface of our peaceful existence. Further, that this is the year 1950, and what happened seems almost impossible. What happened, it did. And yet now, as of this morning, our town is once more peaceful. The disturbing element is no more. And why? Because Mr. Valentine, last night there was a fire, and in that fire, the witch was burned. Oh, now wait a minute, Mr. Valentine. There ain't no such thing as witches, you know that.  But we wanted your opinion, Mr. Sterns. He ought to be back in his office over there pretty soon. I'm a busy man to name his brooks a couple of real estate deals. Mr. Sterns, we can catch Oric later all right, but the cleaning woman at his place, Olga, says, you're the man who can tell us the facts in a hurry.  Well, all right, come on in. Fire department. In addition to my other duties, I am proud of it. Sort of a volunteer basis. But we got three boys unregular in two trucks.  Sit down. We even got prizes for competition with the other small town departments. I keep them on their toes, let me tell you. But last night, wasn't there a fire? Mr. Valentine, let's get this absolutely straight. Yes, there was a fire. The old mill itself went up. Oh, it's nothing but a ramshackle land mocked down by the quick back of Widow Lawrence's property. Good for nothing but spooners and cobwebs. Condemned it myself as a hazard five years ago. It went up around midnight like a four-alarmor in Hades. See the flames ten miles. Well, when it was over, one of the boys spotted, uh, what used to be a woman. Was that the witch? That's her name. A couple of kids said they'd seen her out late, seen her sneaking up to this place, the mill. You mean she was, she was alone out there? Of course, and I'm telling you from man. And the fact that I can't find a trace of intent in the fire itself, in seniorism to you, that nobody in the proper sense of it got burned, that is, by anybody else. Miss Abby just got herself trapped in an accident. Unless she set fire to the place herself. But I just told you that... Oh, I don't know. The witch is burned, period. That's what everybody says. What was she doing out there anyway at that time of night? Well, how should I know why a witch does it? Yes, you were the one who said there aren't any such things as witches. Well, she wasn't one the way I remember her. I never had any trouble with Miss Abby. How is it you do remember her, Mr. Stearns? Doc Ransom, I suppose he could give you a better idea of what made people hate her. The kids be afraid of her.  She shook her umbrella.  Out there at the mill to put a spell on the place. That's what the kids think. Well, go on, go on. Tell me about it. What is it you remember? Well, she was the piano teacher. Yes, piano teacher. That's the main thing. Just as nice to everybody. Never spoke a hard word, but a whisper of gossip crossed her lips, not for 20, 25 years, many. Regular institution, just like choir practice or the town elm trees. Only, well, about a year, though, I remember the change began.   He was howling along at the piano the way he always was. One, two, three. Some under faster, some under faster. Start again. One, two, three. Keep your wrist out, that's better. Four, five, six, seven, eight. He doesn't bother you, does he, Miss Abby? The dog doing that. My lads, no. Wrist. One, two. Be dead soon anyway. Let him enjoy himself. Wrist up. One, two, three. Miss Abby, what did you say? Wrist up, that's it. About the dog. The dog. Why, just that he'll be dead.  He'll be dead very soon. Miss Abby. It's a strange, what's the matter? What did I...? She fainted right there on the piano. I remember she came to and said it was just the heat. Nobody mentioned the dog again, of course. Oh, now look. Doc Ransom, he can tell you more than I can. I don't know how our reputation gets started. I'd warned my wife myself about that spaniel. Feeding it so much and he was so old and wheezy, was a nuisance too. Only, well, I'll tell you this. Next morning the dog died.  I don't know why a sweet little lady should start saying strange things. A country doctor, Mr. Valentine, is not a psychiatrist or any high... But Dr. Ransom, Miss Abby did change about a year ago. Oh, the ugliness. That's glands, I suppose. And suddenly talking so much might be from the repression of the years of silence. But I never had any trouble with Miss Abby. She never cut loose on me anymore and she did on Auric or with a Lawrence. What do you mean cut loose? The whole town seems to be buzzing with the idea that a witch got burned. Now, can you blame me for being curious why Miss Abby went up in such spontaneous combustion in the midst of such universal dislike? In the midst of fire, you mean. An accident. Oh, I don't know, Mr. Valentine. Of course there's no such thing as predicting death or being in tune with the supernatural, but what? Oh, shooting a mouth off it at funny times. A wedding rehearsal once, I remember that. Nothing to do with her or me or anything else, but just funny the way it happened. That's all. People don't even live here anymore. Miss Abby was playing the music. Anyway, just a fancy rehearsal. Everybody patting each other on the back. Big, successful marriage. Only a long raid in the middle of it. And what am I playing this for? Does anybody have any idea? Why play for rehearsal of a wedding that's never going to happen? Doesn't anybody else know there's not going to be a wedding? Doesn't anybody else know there just isn't going to be any wedding tomorrow? Because there isn't, you know. There isn't. There just isn't. Of course there wasn't a wedding, but don't get the idea Miss Abby predicted it, or put a hex on it. Well, the bride seems she was mixed up with some other boy, married him instead, later on. But the point is the old lady liked to spill secrets, is that it? I don't know how she could have known. Maybe she didn't even know she was doing it, or why? Yes, it seems to me Miss Abby was just a little... A little crazy, yeah. A lot of people thought that. There was even a growing move on to put her away. Everybody's always been so fond of her before, but I tell you, I wouldn't have wanted to sign the papers, Mr. Valentine. Yes, I might as well admit. It always seemed to me there was... Oh, maybe some method in her madness. She was mean. That's what she was mean in spite of her. She threw rocks at the kids. Only when they called her names. Go on with your cleaning, Olga. She would have got around to you sooner or later, Mr. Oric. Mr. Valentine didn't come here to listen to gossip and superstition. Maybe I did, Oric. Olga, here's been more help than you have, Mr. Oric. I can see how you spent your time waiting for me. Your ear's getting bigger and bigger. It's quite a story, isn't it? But I had my reasons for asking you. Yeah, well, let's hear them fast, because me, I'm gonna ask what the police have to say. That's where I've been. Whether it's smoke or it's fire is scarcely the appropriate expression of... What did the cops tell you, Mr. Oric? They knew she was a witch. I'm sorry, but if you don't like it, I prefer a privacy case. There, there. The police said nothing. They're investigating. Uh-huh. And do you think they should investigate? Well, Miss Abbey got so she almost couldn't keep her mouth closed. Every secret she'd ever heard. Every little thing the town was unwilling to face. Of course, from my standpoint, it made a good news source for the paper, her shouting... Naturally, she never attacked you, did she, Mr. Oric? What? Oh, nothing. Just that everyone we talked to seems to be an exception. Oh. Well, it wasn't only the people she defended, or the ones she began to pry about, spy upon.  No, even the nicer people began to lose patience. I was present one night at the school board meeting, when we'd found it necessary to explain to Miss Abbey that her services as teacher of our little music appreciation class were no longer desired. It was really quite...  No. No, leave me out of it, Fritz. My lands, I don't see why you want to discharge me. I certainly don't drink like the chemistry teacher does every night, or give poker parties like that man. No, no, no, Miss Abbey. Never mind. Is it because I can't stop talking? Is that it? For twenty years, I've never said a word. I've never raised my voice. But the things I've seen, and the things I know inside me about people, yes, yes, every one of you. Whether I'm a witch or not, you'll never know. But I'll get you. Yes, I will. And you'll see whether I can be got rid of. Now, that's pointed to...  All of you who have paid of me, everyone! And then last night, this poor little mixed-up lady who hated the town as much as it hated her, she dies by accident. There's her picture.  George, here's another place. Sure. Charred at the base of the wall, just like the other one. A woman could get trapped in a place like this very easily. Not if these burn spots tell the story. Besides, what was she doing out here at the mill? Hey, look, there's another one, see? Oh, by the door foundation. It's blacker than the rest, isn't it? It's worse than the rest. You know what that means, don't you? Well, most accidental fires only start in one place. Brooke, see, it wasn't an accident. I'd be willing to bet on that. Miss Abby was hated and feared by the whole town. And last night, she was in here and somebody set fire to her. Last night, somebody murdered her. Oh, hello, Mr. Valentine. I'm Judd Lee, the Sheriff's Office. Oh, I didn't know you were out here. Yes, Cy Oryk got us nosing around. I didn't notice those burn spots, but... I dug this out of the floor. It's a bullet. Fire from the 38 revolver, I'd say. I dug it out of the floor right here. About the same place where what was left of the witch was found. So maybe somebody shot her and then set fire to the building to destroy the evidence.   Like Oryk and Stearns and Ransom and... Mr. Dundley, I kept hearing about the name Widow Lawrence. And so? In what connection? Well, never mind. Who is she? The exact opposite of Miss Abby, I'd say. Keeps to herself pretty much, straight-lays. Never talk about other people. Richest woman in town, too, I suppose. Always was loudest to say Miss Abby should be put away. That enough? Enough to make me want to see the Widow Lawrence right now. How about that? She doesn't answer, George, but her door's partly open. Well, a small town hospitality. Mrs. Lawrence. Mrs. Lawrence. Step down for a minute, I guess. Yeah. George, why do so many people speak of Miss Abby as a witch even after she let herself die? I mean, if you're going to talk about the supernatural, witches aren't supposed to. Hey, George. Yeah. Um, Mrs. Lawrence. Are you home, Mrs. Lawrence? In here, I think, George. Look out! Get out of my way! My land is no place a woman can... Don't touch me! Don't touch me! I'll get you, I'll get everyone of you! George, did you see? That wasn't the Widow Lawrence. The Witch, George. Miss Abby, it was she, the witch! We'll return to tonight's adventure for Valentine in just a moment. Maybe sometime this month or next you'll find yourself motoring through scenic mountain country. It may be pleasant, even cool for you, but don't forget that kind of driving is tough on your car's engine. Those long winding miles of steep grades mean sizzling engine temperatures, a serious threat to upper cylinder walls. Ordinary oils run away from heat like that, but not RPM motor oil. And car owners who live in the mountains will tell you more people prefer RPM than any other brand. In fact, this is the motor oil that's first choice where driving's toughest. For RPM is compounded to cling to hot metal, give you the finest engine insurance you can buy. Tomorrow, start using RPM motor oil in your car. Ask for it at independent chevron gas stations and at standard stations where they say, and mean, we take better care of your car. Now back to tonight's adventure of George Valentine. The witch of Milhollow, Miss Abby, who for 20 years was only a shy, retiring piano teacher, and who then suddenly became a vindictive, spiteful woman, bore a witch. Which is it? Yes, just what is Miss Abby? Because if your name is George Valentine, you came to Milhollow on the report that the witch had been burned. Yet you've just seen her, heard her scream as she ran to get away from you to run outside in the dark. She went this way. Listen. No, she didn't. Go click around here. I can't see anything now, do you? So dark, so many trees. But she couldn't just fly away on her broomstick. Well, it looks like she did, ain't you? Oh, stop it. She's a lie. That was she in the flesh. Of course it was, Brooks. And don't worry, we'll find her, too. Come on back to the house. But George... Hey, see what I mean? She'd been rifling the place, going through the desk, frantic. Stuff spilled all over. But this is the widow Lawrence's house. Yeah, only what was the witch looking for here? More important, George. Where is the widow Lawrence? Well, Doctor, you reexamine the body? It's the widow Lawrence, all right. It was her body at the mill, not Miss Abbey's. Well, Mr. Oric, how do you want to murder the widow Lawrence, richest woman in town, exact opposite of the witch? The widow always kept her mosh. Oh, wait, Mr. Valentine, you understand it was a logical mistake to make. About the body, now, don't you? Of course it was. The witch was generally hated, but no one had anything against Mrs. Lawrence. I said wait, she was murdered. Definitely murdered. I found where that bullet had scraped a bone. Well, what do you think, Mr. Oric? I don't know. Isn't it possible that in the dark... Oh, a person doesn't get hit by a bullet by mistake. Oh, no, of course not. No, it wasn't that somebody thought it was Miss Abbey. But the children, they saw Miss Abbey last night. Hand it up. Don't you see what I'm driving at? We have exactly one suspect for the murder of the widow Lawrence. Yes, yes. The only person in town who might have done such an irrational thing as to... Hey, the witch! I saw her! What's that? The witch, outside, ran up into her house. Her own place? Well, come on! She is on the balcony. Third floor. Get away from her! Take it easy, Miss Abbey. Take it easy. Nobody's going to hurt you. Hello, stands. I saw her. It was just a second ago. She came up the dark street, stuck in there without being spotted. Yeah. She's been running suggestive and hiding. My fault should have had her locked up long ago. Yes, why would she hide, Mr. Valentine? All right, stop it. But look at her. She must be the one. She hated Mrs. Lawrence. The widow was trying to get her sent out of town. I said stop it. No, it's not true. You know it's not. Miss Abbey, I'm warning you. Take it easy, Dudley. Doctor, it's got to be she killed her. It's not. Oh, cut it out. Cut it out, both of you. Well, Mr. Valentine, I would... Hey, Brooksy, get over there. Tell Dudley to calm her down. Do anything but calm her down. Valentine, please, listen. All right, Doc. Let's have it fast. Your conscience has been bothering you all day. Now, what is it? The widow Lawrence, about people hating her. Come on, hurry it up. Hurry it up. Well, I never collected a bill from the widow. I did her favors, a loan to money. Now, take it easy. The richest woman in town, huh? That's what I mean. She never told anything. She was closed mouth, never gossiped. What did she have on you, Buster? What were you hiding? Nothing much. Just about some gambling when I was younger. But do you see, if people knew my... Never mind you said enough, friend. Okay, Dudley, let me try. She just stands there staring down. Sure, Miss Abby's out of her mind now, all right? Valentine, wait. Huh? Look, don't you see it? That's why she came back here. That's why she won't let anybody near. That's smoke. Smoke. Oh, hey, Sam. Call for the engine. I'll get her myself. George. She set fire to her own house. Oh, George, she'll jump. No, she won't, Angel. We gotta take a chance. We're the ones who are gonna get the witch. George, there's smoke coming from in back, too. Yeah, from both sides. You get out of here, Brooksy. Get out of this building. It's built like paper. Come on, come on, Brooksy. Step on it. I can do it myself. Well, all right. George, but her... Come on. Hey, Stearns, wait. Where are you? Stearns.  I know what I'm doing in a place like this. You don't.  Where is she, Stearns? We're both crazy. Out there. I ought to be able to see her from the... What about Stearns? Hey, go me. Sam Hill. If she sees us, she will jump. So what? The baddy old banshee? Listen to her. Get easy, lady. I wouldn't come near for sour apples. Hey, Valentine, look at that. There is even the gun over there on her table. See it? Yeah. Come on. We're being suckers. I know what I'm talking about. Sure. You're the expert. I know. Fire chief. The guy who couldn't spot any indication of incendiarism when the mill burned. Not a trace of it, you said. Valentine. And I'm a rank amateur. And I found it. And now the same thing happens all over again. Fire started in several places. Hey, listen. There's the engine. And you say there's the same gun. Only how do you know? There's the same gun. Well, like this. Stearns, your eyes aren't that good. No, you're not going to rescue her. I am. Because you sure were busy today, Stearns.  Valentine, no. No, listen. Miss Abby was out at the mill last night, but not as a murderous as a witness, my friend, a witness who saw you there. You were just guessing. Saw you and been scared to death ever since because she knew nobody believed her. She didn't have proof. And if you think I'm wrong, Mr. Stearns, just look at the way her eyes pop every time you move a musk. We're not staying here. That's the one thing you're going to do. Okay. Okay, Miss Abby. Did you hear all that? Now look, I'm a stranger, Miss Abby. I won't hurt you. Okay. Okay, lady. And we'll just let somebody else rescue the fire chief. Of course. It looks that the way it was. I saw them out there that night at the mill. They were having a fight. The widow and Mr. Stearns. Only he saw you too. Is that right, Miss Abby? Sure. Sure, Bruxy. He admitted it. Tell me something, Miss Abby. Let me ask you what you were doing out there. It was midnight at a deserted place. Was it the spying on them naturally? I see. They were up to no good, I could tell. Been meeting out there for years so nobody would be suspicious. What was she black marrying him for, George? Oh, I can tell you. I can tell you. Found someone over at her house. He'd made crooked real estate deals. That's what.  You see, Fred Stearns came from a family of three boys. And every one of them has a piece of scandal that you could cut with a... Look, look, please. Never mind. Never mind that. Well, don't you want to hear about it? And about the other nice ones, too. Mr. Silas or a conducting... Miss Abby, I'm only interested in putting together a crime. Well... Yeah. Stearns fought with a widow and killed her and passion, he claims. Then he was terrified with a witness running loose, even if it was a witch. Excuse me, I'm sorry. He got his one feeble chance at you when you came back to your own house blind with fear. He knew he'd be caught if he just plain murdered you.  He could perform your rescue in the most un-gently manner. Well, of course. Now, let me tell you about Cy Oric and Dr. Redford. Miss Abby, really. They are just very important.  Oh, sure, the widow Lawrence, she capitalized on them in a small town, but... Twenty years, I kept quiet. Never said anything. Besides, every word I said is true. But look, you overstate it.  Oh, I'm sorry. No, why should you be? I see things, that's all.  Now you're doing it again. Stop it. All right, all right. I don't really want to be the witch of Milhollow. What about you, too? Now, George, why should she stop? You go on, Miss Abby, just this once about us. What was it you were going to say? No! When you start out on your vacation motoring trip, you can read all kinds of books and literature about the places you'll visit, but for helpful up-to-date information, as you travel, depend on the men who know the locality, the men at standard stations and independent chevron gas stations. You may want to know whether there's a hardware store, a druggist, or what sightseeing trips you should take in some areas. At all these service stations, you'll get friendly, courteous answers fast. And here, for your convenience, you're always sure of finding restrooms that are clean and tidy. These restrooms are inspected often, recleaned and well supplied with soap and towels. So remember when you start on your vacation, for local information and convenience depend on independent chevron gas stations and standard stations, where they say and mean, we take better care of your car. Tonight's adventure has been brought to you by Standard Oil Company of California on behalf of independent chevron gas stations and standard stations throughout the West. Robert Bailey is starred as George with Virginia Greg as Bruxy. Let George Do It is written by David Victor and Jackson Gillis and directed by Don Clark. The green title was heard as Miss Abby, Ted Osburn as Orrick, Joe Duvall as Stearns, Larry Dobkin as Ransom, Gigi Pearson as Mrs. Stearns, and Bill Boucher as Dudley. The music is composed and presented by Eddie Dunstetter, your announcer, John Heaston. Listen again next week, same time, same station, to Let George Do It. This is the Mutual Don Lee Broadcasting System.


Let's just start with the fact that class components are how I develop my React components and how I like to do things. And I have a particular reason why that works for me, but I think the biggest one is, so a class component is essentially defining a class that's in usually its own file, but it doesn't have to be defining a class that is a React component.


Hello, my name is Zachary Rogers. I'm one of the fourth year emergency medicine internal medicine residents here at University, Maryland. I chose to train at the University of Maryland because I knew my passion was critical care medicine and I want a program that would expose me to the broad field of critical care medicine as well as allow me to be directly involved in the patient care as a resident. I first became interested in the University of Maryland through the podcasts and lectures of some of our amazing emergency medicine attendings and I rotated here as a fourth-year away student and I absolutely love the experience. There are very few emergency medicine internal medicine training programs that can offer the amount of medical complex patients that we'll be seeing throughout our training here. We have the shock trauma center when the nation's premier trauma centers next door and we are one of the largest transplant centers in the US. So that means that you will be constantly exposed to extremely medically complex patients both in the emergency department and on the medicine floors. It really is an amazing place to train and prepare you for any field of medicine you choose after your residency. My name is Samantha Yarmus. I'm a third-year resident in emergency and internal medicine at the University of Maryland. I chose to come here because of the focus on both comprehensive emergency and internal medicine that's available here. I feel that we have a very sick patient population that teaches me a lot about becoming a doctor. I also rotated here as a medical student and I really fell in love with the program with the people here. We have incredible faculty who are world-renowned in their fields and who are incredible teachers on shift and in conference every week. I knew that I wanted to focus on a career in medical education and I felt that coming here provided me with incredible role models to teach me how to become the kind of teacher I want to be. Best of luck with applications and with interview season this year and I hope to meet some of you via Zoom and in person next spring. Hi, I'm Kami Hu. I am the program director for the combined emergency medicine and internal medicine residency and the co-director for the combined emergency medicine, internal medicine, and critical care medicine program here at the University of Maryland. Our mission is to train physicians who are capable of taking care of acute and chronic illnesses in a variety of settings. Physicians who are educators who give back to the medical community and who practice with empathy and humanism to improve patient outcomes. Our grads go on to do great things in various settings and specialties including infectious disease, global health, geriatrics, cardiology, hospitalist medicine, and of course critical care. They practice well and thrive in a variety of settings, some of whom have gone on to run their own emergency departments and EDICUs. Our residents benefit from remarkable training here at the University of Maryland. Our categorical EM and IM programs are strong and well respected and anybody who is interested in our EM-IM program should go on to look at the information that's provided by both of those programs separately. What we are looking for are people who are hardworking, who give back to their personal communities, whether inside or outside of the medical field, and who are interested in connecting with our patients on a deeper level to provide good care. Some of our patients are the sickest, the poorest, and the most disenfranchised and we really believe that our residents and doctors here do their best to help them improve. If you think that's you, we welcome your application. We look forward to meeting you and we wish you luck on the rest of your interview trail.


They have decided in particular areas of their life to evade, to completely ignore reality, to ignore facts, and just be mindless.    And so surprising still and will for a long time, I guess, surprise me, because I have a benevolent view of people, will continue to shock me and surprise me. And some of them are on our chat. So they're on here regularly or many of them have left because they were on, remember they were on in January 2021 telling me that Biden was never going to be president, he was never going to be, and I said, you know, if you're right I will say I was wrong and apologize, but if you're wrong I want you to come back on the show and on the chat and admit you were wrong and not a single one of them ever did that. They're all gone, they're all disappeared. And some of the Russian supporters have disappeared from our channel as well. And my guess is Russia has clearly defeated many more of them will disappear. And I guess they keep chatting among themselves trying to figure out what went wrong or why, you know, there is this alternative parallel universe in which they were right and why we were wrong. Anyway, it's truly, it's an interesting phenomena. Lack of thinking, lack of acceptance of facts of reality even at the most basic level is truly interesting. But this, you know, you shouldn't take anything. I say, I say seriously because ultimately all I am is a vehicle for the Ukrainian government propaganda machine. All I do is recite to you what I hear and what the Ukrainians ask me. I hope they pay me well. I really do hope they pay me well. Patriot Pete just posted something really good. So it's not a super chat. It should be a super chat. It's not a super chat. It's in the chat, but it's worthy of a petition because it's actually really good. He writes, the Russian army losing so badly that Putin is at risk of losing the support of the Republican Party. That's really good. I thought it would just be a conventional thing. Oh, Putin's losing support of the Russian people or losing support of the Kremlin or something like that. But no, he's at risk of losing the support of Taka Kalsen. He might actually lose Taka Kalsen and the rest of the Republican Party. What will he do then? All right. That was funny. Who is it? Who said that? Patriot Pete. Cool. All right. So as you know, I will do my spiel in 9-11 in a few minutes. But as you know, you guys get to dictate much of the program and what we talk about on the show. You can do so with the super chat. You can ask questions. You can ask big questions, small questions. You can ask questions on anything I see and a number of questions already on 9-11 that is great or in Russia. That would be great. So any of those kind of questions that relate to the topics we talked about on the show would be fantastic and appreciated. But you can really ask questions about anything. So feel free to jump in with those. And 9-11. So 9-11, I think we'll go down as one of those real moments in which history shifted, in which it will be one of those moments in the decline of America that is going to be noted and remembered and historians will study and try to understand what and how and explain it. It is, of course, we know and we've discussed often that ultimately ideas shape history. And there's no question, we'll talk about this, that ideas shaped America's response to 9-11.  They're not determining the rise or decline, but they are accelerates or they slow down the rise, the kind of inevitable rise and decline that is driven by ideas. So all ideas give you the broad framework of the direction a culture is heading in. The specifics, how it declines, the speed of its decline, the way in which, the particular way in which it declines, ultimately determined by the people, the facts, the events, if you will, on the ground, on the ground. And certainly this is the case of 9-11. Now America has been in decline for a long time, certainly by certain measures, economic freedom, certainly America's been in decline for about 100 years. That decline was slowed down a little bit, maybe by Ronald Reagan, but then accelerated later on by a compassionate conservative, George Bush. But of course, George Bush's whole term was dictated by the U.S. and the U.S. and the U.S. was the largest in the term by 9-11. But the economic decline of America, economic liberty is really being set in place by the progressives, by progressive ideas, with ideas of collectivism and altruism and socialism and just a rejection of the ideas of the founding fathers, the idea of individualism and of individual rights. In other funds, liberty and freedom are a certain period of time. But generally the ideas of intellectuals, the ideas of the forefront of our culture have been for the most part in decline with, I think, a slight reversal during the 1970s, 80s and 90s, but then a continuation of that decline. And those ideas are basically being shaped by the left, by ideas coming out of the left and manifest in the progressive movement, started in the mid-19th century and ongoing into the 20th century. That progressive movement has become more radicalized by postmodernism that has morphed, ultimately morphed into kind of the hippies of the new left, the rejection of traditional Marxism and basically an embrace of pure subjectivism, pure emotionalism, which has reverted into what we have today, which is critical race theory and DEI and ESG and Doomsday, climate change and all the rest of it. Those are the ideas of the forefront. And one of the great tragedies, one of the great, the fundamental tragedy of America is that the people who position themselves, the people who position themselves as the defenders of the ideas of the founding, which means the ideas of individualism, of individual rights, of capitalism, of freedom, of liberty. The people who position themselves as the defenders of that, as the lovers of our history and our founding fathers and our institutions and our documents and our constitution, the people who position themselves defending that have no clue what those ideas are based on. The great tragedy is that the people who position themselves to defend all that are not men of enlightenment, but are men of regression. They are conservatives. Conservatives have always opposed the radical nature of the formation of the United States of America. I mean real conservatives. America was radical. America was a big change. America was a big shift. And it didn't fit. So we're left with religious conservatives to defend a radical, fundamentally secular, fundamentally individualist revolution. We're left with the William F. Buckley's of the world, and he's the best among them, to defend a revolution that was completely foreign to William F. Buckley's mentality. So the right basically left open to the left to have influence over the culture and the policy, the fundamental policy issues of America. Thank you for listening or watching the Iran Brook show. If you'd like to support the show, we make it as easy as possible for you to trade with me. You get value from listening. You get value from watching. Show your appreciation. You can do that by going to www.uranbrookshow.com slash support by going to Patreon, subscribe star locals, and just making a appropriate contribution on any one of those, any one of those channels. Also, if you'd like to see the Iran Book Show grow, please consider sharing our content and of course subscribe, press that little bell button right down there on YouTube so that you get an announcement when we go live. And for those of you who are already subscribers and those of you who are already supporters of the show, thank you. I very much appreciate it.