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Okay, welcome everybody. Welcome to the March 19th, open for anti-racism monthly webinar. We are excited to see you here. We're excited about the speakers today. But before we get into that, I do want to take a moment to acknowledge the tragic shooting in Georgia of Asians and Asian Americans. It's a powerful and horrible reminder that racism comes in many forms. And our work to be anti-racist and to educate people about anti-racism is more important than ever. So please keep our Asian, Asian American Pacific Islander brothers and sisters in mind today. So with that, welcome and let's go to the next slide. We're going to do introductions first and then we'll do a little bit of an overview of CCC OER. And then we've got two Dynamite speakers today about two Dynamite organizations, first at the African American Male Education Network and Development or AMEND and Whites for Racial Equity and Educators for Equity. We'll share some upcoming events and then open things up for questions and answers. I should back up though and say hi everybody. My name is James Glopagrossclag. I'm your moderator today. I'm with College of the Canyons and one of the co-leads on the open for education, open for anti-racism program together with my longtime partner in crime, Una Daly. Una, you want to say hi? Hey everyone. Glad that you could join us today. We're really excited to have Trevor and Anita with us. So enjoy. And we also want to give a give a special welcome and shout out to our fantastic course developers and facilitators of the OFAR course. Kim Gru and Joy Shoemake. Kim, you want to say hi? Hello everyone. And Joy, are you here? I'm here. Hi. Really great to be with all of you. Thanks so much. Great. Thank you guys for all the work that you've done with our participants. Okay, next slide please, Liz. So today we have again these two Dynamite speakers. First, we'll hear from Trevor Brackett, who is a counselor and associate professor at Pasadena City College. One of us, one of us community college folks. And he is, pardon me, again with the African-American male education network and development.  And Anita Crawley, who is co-founder and instructor with the Whites for Equity and the Whites for Racial Equity programs. And Anita is a, she'll tell you more about herself and her path in her presentation, but she's a long time colleague in community college work specifically in the distance education world. And with that next slide, we'll share a little bit about CCCOER, our organizing organization for this project. That's the Community College Consortium for Open Educational Resources, which is, of which Una is the director. The mission of CCCOER is to expand the adoption of high quality open educational resources, support faculty choice, foster regional OER leadership, and the ultimate goal for all of this work is to improve student equity and access. Next slide, please. And the Open for Anti-Racism Project, for those of you who did not participate in our cohort and are joining us for this webinar today, let's remind, let's let you know a bit about that project. That is, this is a one-year program to explore how faculty can use OER and Open Pedagogy to make their teaching more anti-racist. Our faculty participants completed a one-month course created and facilitated by Joy and Kim that taught about anti-racist pedagogy and linked that to Open Educational Resources and Open Pedagogy. You can see that the first cohort of participants came from 17 California colleges all over the state and represented here. Can we get the next slide, please, Liz? There we go. Okay. So without any further ado, we're going to turn this over to Trevor Brackett with Amen. And I'm catching myself to not say amen. When I see the logo, I always put the two in there. So Trevor can correct us on that one. So we're going to turn this over to Trevor. Go ahead and share screen, Trevor. Perfect. Good morning. I guess I could good afternoon, everyone. Thank you all so much first and foremost for being here and being a participant of this webinar truly means a lot. Like James said, my name is Trevor Brackett, my counselor, associate professor over at Pasadena City College. But also, I'm also an executive board member with the men, African American Education Network Development. A lot of people around the system call it A2 men, but we like to be referred as a man. So James, thank you so much for forgetting that, right? I truly appreciate that. Definitely, first and foremost, I just really just have to have my thoughts and prayers out to our Asian American population. It's really just seeing what's transpiring. It's just been devastating. And just throughout the last couple of days, just meeting with the board of a man. And so we just really just want to let everyone, you know, all of our Asian brothers and sisters know that a man, we stand here behind you 110%. And whatever y'all need, please feel free to reach out to us. I'm going to go ahead and share my screen really quick and where you are. Guys can see? Good. All right. Perfect. So this here really quick. This is the board of a man. We were comprised of individuals coming from, we have counselors within our actual board member, Dr. Brian Breeland. We have, you know, presidents and I believe we have three presidents. That's on the part of the board as well. And we also have vice presidents, deans and and professors as well. Some of the work that we do with the man is focused on working with some of our African American students within the California Community College system. And really try to do that by transforming the minds of our African American males as well as try to work with changing and altering the curriculum within the California Community College system. We're very, very passionate about what we do. We have over 20 charters and more applications for the California Community Colleges to apply for a men's student charter, which is in, you know, in my opinion, I'm going to be a little biased. But, you know, I think it's been doing, we've been doing for non-advisor, you know, over at my institution, just really just seeing the growth of the minds of the African American males as we know a lot of them are disproportionately impacted. So just really just trying to, you know, increase their success rate and persistence rates in the California Community College system. What I like to do, you know, I was getting, I got with James and so if you have any questions, just please feel free to write them in the chat. As I'm talking that way, I could kind of address. I'm James, and if you could please let me know the questions, you know, that way I could address anything that we want to, that needs to be addressed. Now, a couple of things that I did was when we talked about anti-racism and everything of that nature, so I got with myself and said, okay, Tre, what can I say? You know, I just want to just keep it real, right?  Number one is really decolonizing the curriculum, right? And just really just trying to make our students, you know, African-American male students and students of color, you know, feel more comfortable, right, within your actual course. So I think that's, that's critically, critically important. And so how are we doing this? How could we be able to do this, right? So I kind of did a presentation and, well, it's not going over. I'm sorry, I'm trying to change the slide. That always messes me up when I'm in, when I'm in Zoom. You got to click on, click on the presentation and, and then forward. Change, you want to say something? There we go. Good. Okay. Okay. So some of the four elements, the main elements, in which I would like to, you know, whenever I'm discussing or we're working with, you know, individuals when it comes to working with African-American males within our classroom settings, and to, I mean, this all goes down to, you know, trying to break that barrier, right? And number one is, is challenging African-American males with within our, within our classroom, right? So there's some of the things that a lot of them throughout the state and we challenged them. We expect them to be excellent men first, right?  So this is some of the, you know, since it's a graph here. So having high expectations for those students, challenging those students, supporting those students, right? With different support services in which we have on different campuses, you know, just, you know, letting them know about EOPS and TRIO and all these other different programs, right? So just really kind of get to know the actual student. And last but not least is authentic care right here, right?   And so that's some of the things that we definitely try to instill within a lot of our mentees, you know, with the men. Because we know we show that authentic care. A lot of these students run through law for you, right? So that's critically important there. Some of the things I kind of want to talk about as well is, you know, just, you know, some of this, what are we doing as a system, right? As a community kind of what are we doing to try to change, you know, the stigma, I should say, you know, in, you know, working with African American males. And so that's one of the things, some questions that I wanted to ask. So we can get you guys involved with that, as far as the different institutions that you are, what are you all doing? How do we change, like, I guess I got my notes here, how do we change the policy and the system structures within our actual institutions as well? What are some systems and structures that your institutions are changing as far as creating, and if you haven't been thinking about that, just kind of think about that process of what it is that you all could be doing. That's critically important. Also, one was the last time you look at some of your disaggregated data when it comes to, you know, working with African American, you know, population, you know, students of color population as well. I talked about, you know, what are some policies that you all need to do, right? Also, what I want, let me go through it, man. Okay, here we go. So some other advice or things that we do is, you know, facilitate relationships between African American male students from underrepresented backgrounds and faculty, staff at your institution, will help them get, you know, acclimates to college life, facilitating relationship, building between faculty, staff and students, facilitating academic and social success, of students at your institution. So it's lots of things that we do with the men, and so these are just some basics, you know, things that I kind of want to share with you all. And I don't want to take up all the time because I could, you know, with this, but I kind of wanted to share it, you know, with Anita. And again, I like for my stuff to be, you know, live and direct. So just, I like to make everything interactive. So if at any time, just feel free to ask any questions. Excellent. Thank you, Trevor. Appreciate that. I'm going to take a quick peek at the chat here. We don't have any questions right now, but there may be questions that come up in the chat. And whoops, I've got my camera off. My internet is struggling a little bit here today. So I put my turn my video off. Thank you so much, Trevor. Appreciate that. We'll keep our eyes on the chat. And it's a powerful, you know, for me as a powerful example of sort of a grassroots effort to help our students, you know, it's not not waiting, waiting for somebody else to come along and do it. You and your colleagues have put the program together. And as Una noted in the chat, there are 20 colleges around our community college system that already have chapters. So make sure you find out if your college is one of those and connect with them. And if they are not, then please connect with Trevor and see if you want to get a chapter started on your campus. Because at a certain point, this is this is well, this is why you're here. This is work that we have to do ourselves. So now we are going to turn it over to our friend, Anita Crawley, to talk about another grassroots effort and organization that she is doing herself. And she'll talk more about that in a second. So Anita, go ahead and take it away and you're feel free and you're free to share your screen. Hi, everyone. I hate to start out by arguing with James, but I'm definitely not doing this myself. I'm Anita Crawley. Let me share my screen and start my presentation. Trevor, I wanted to say to you how to thank you for what you're doing to start out with when I was counseling back in the dark ages, these services did not exist. And just as an aside, one of the colleagues I'm going to be talking about and I started out by talking about curriculum infusion. I'm going to embarrass myself right out of the box. We did a presentation for ACPA National about curriculum infusion. Nobody knew what that meant, but we're taking our counseling courses and we're trying to make them welcoming to all of our students. We had my daughter, two of our colleagues and one person attend that session, a national conference with thousands of people. So that I would say that that presentation was maybe in the mid-90s. So things have come along the way since then. Anyway, let me start with my prepared comments. One of this is, I'm sorry, I didn't, let me start at the beginning. Community and college, secret sauce is what I'm going to be talking about. And it's a play on words because my entire 30 plus year career has been with community colleges. I adore community colleges, three states. So one of the things that I love about my career is that it frequently leads into my personal life. And those blurred boundaries have made both all the better. Let me start by telling you where we're going in this, in this presentation. I'm going to start talking about myself. That's not a typical subject for an OFAR webinar, but I do so as an illustration of how folks with white skin privilege walk through this world. Mingling my personal and professional background has led me to co-found two organizations, Whites for Racial Equity and Educators for Equity and Justice. My focus at home, at work, in the community is all about the role of white people in the struggle to dismantle racism, including what happened in and around Atlanta this week. We created this problem as white people and it is our responsibility to take it down.  And I will be brief because I have been around for a long time and I'm not going to tell you every last detail, but I will tell you that my consciousness of being other began in elementary school when it was clear that I was different than just about all the other kids in my school because I wasn't in school on the high holidays. Around about third grade kids started asking questions and thought it was cool that I didn't have to come to school, but for me it made me different and I did not think that was cool. Granted, the feeling of not belonging has been a microscopic percentage of my life, but it did begin my awareness of difference. I've always been pleased that I attended a high school where probably 20 to 30 percent of the students were Black or Asian Pacific Islander, the San Mateo High School, for those of you who are local. The irony was that internally the school was totally segregated. I only had one Black student in my college prep classes. The attendance boundaries changed after my freshman year and I could have chosen to go to a school with almost exclusively white students, but I stayed put. Moving on to college, in my undergraduate program, race relations in my sociology major was by far my favorite. I sometimes think that if I had to redo I would become a sociology professor. I marched in the streets of Eugene, Oregon at a time when I aligned more with the thinking of Kwame Toure Stokely-Karmukov than I did with Martin Luther King. I was a bit of a rebel. My first professional job was in Knoxville, Tennessee where I worked as a social worker first for the Department of Child and Family Services and then for the Knoxville Housing Authority. I was recruited for the Housing Authority job by my first African-American supervisor. I have had three. The secretary and I were the only white folks on the staff. This California girl did not understand nor did I have the skills to challenge Knoxville's white supremacy culture. I didn't have the vocabulary at the time, but I was certainly aware of how different issues of racial justice and equal treatment were in Tennessee than anywhere else I had lived. I remember thinking when I later learned the word culture shock that I felt more culture shock when moving to Tennessee than during the entire year and a half that I had spent living in Berlin, Germany. Culture shock is defined as the feeling of disorientation experienced by someone who is subjected to an unfamiliar culture, way of life, or set of values and attitudes. That's what Tennessee was for me. When working in the Housing Authority, I went out to lunch with an African-American male colleague of mine. We thought it was funny to make people think that we were a couple. I didn't realize until later that this could have put him in danger. Another African-American colleague's son who had a driver's license came over to work in my yard. At the time, I did not understand why his father accompanied him. In retrospect, I think his parents were concerned for his safety in my white neighborhood or may have been concerned about whether or not he was safe with me. In Tennessee, pervasive racial comments outraged me, but I did not have the courage nor the skills to interrupt them. My husband had a clerkship in Memphis and when it was time for him to look for a permanent job, I insisted that it be in north of the Mason Dixon line. We moved to a suburb outside of Chicago. Several years later, we moved from our first house in Illinois as our oldest child was about to begin school. Illinois had just come out with school report cards, so I could look at the demographics and I was able to spread all of these report cards out on my living room floor and choose a neighborhood where I knew my kids would go to school with other kids from diverse backgrounds. I think it worked. For six bridesmaids, three were women of color from high school. In the mid-90s, while working as a counselor at the community college in Illinois, an African-American colleague and I created a COTA diversity one-on-one course. We would introduce ourselves in one of two ways. One of us would choose the traditional way that instructors introduced themselves and the other would use our principal identities as our introduction. For example, I would say that I am white, currently able-bodied, Jewish woman with more than my share of educational and economic privilege. Class continues to be one of the fastest to fill in that college and my role in its creation is the piece of my career of which I am most proud. A couple of years later, I got interested in online instruction and online student support. Yes, technology was the bright shiny object at the turn of the century. I had to choose one area as a specialty and it is my white privilege that made it easy for me to just follow that online learning pathway. For the next 20 years, I work primarily in online learning, only occasionally dabbling in equity, diversity, and inclusion work. My California community college career started as the Chief Student Services Officer for the online education initiative launch team and ended this past just this January after facilitating the online learning grant at MPC. So in 2012 is when I came back to California. I call it coming home and I came home. It's kind of a play on words because I came home to California, but I also came, eventually came home to my true passion, which is equity work. And that's what I'm going to talk to you about next. First, I'm going to talk about Whites for Racial Equity. In 2015, I found myself at an inaugural meeting of what has become Whites for Racial Equity. It's a Monterey County local organization. I was invited to this meeting because I had been attending presentations facilitated by Angelus and Caroline Haskell about their book. I highly recommend this book, by the way. Combined destinies, Whites Sharing Grief about Racism. From then I learned that all of us are damaged by racism and our humanity as white folks depends on doing what we can to dismantle it. I've taken that grief seriously. At this meeting, I leaned over to a gentleman sitting next to me, turns out it was Anne's husband, and offered to create a website for the organization that was developing. And I've been serving on the Whites for Racial Equity Steering Committee ever since. I'm going to tell you a little bit about this organization by reading from the website. Whites for Racial Equity is the Monterey County affiliate of SIRGE. SIRGE stands for Showing Up for Racial Justice. SIRGE moves white folks into accountable action as part of a multiracial movement through community organizing, mobilizing, and education. WRE has monthly meetings which are designed for white people. I hesitate because we've gotten pushed back about that and you might have some questions, but let me explain why it's so important for white people to do the work that we need to do. We take risks and we dig deep as we examine our privilege both critically and personally. The Saturday meetings really are about the self-examination and learning skills and main commitment to action. These meetings are not designed for people of color, as it can be painful for those of you who are people of color to listen to white people struggle and stumble. So often, when there are people of color in the room, white folks ask you to educate us, to speak for everyone in your group. And through that behavior, white people wind up adding to the pain that we have been causing for centuries. So that's how we respond to the pushback of the white's only Saturday meetings. WRE is not a destination but a springboard. So it is not a replacement for multiracial activism. In fact, the people that have been attending our Saturday meetings have gotten involved in a variety of Monterey County organizations. For example, the criminal justice system, education, arts, local governments, the ad community, very big in Monterey County, student social service agencies, and many more. In addition to the monthly meetings, WRE holds other gatherings that are multiracial, such as a monthly book discussion or movie discussion, panel discussions, and other types of training. We co-sponsor several events throughout the year with various organizations, and some of these are led by people of color. We provide a weekly e-blast, list events in Monterey and surrounding communities, share resources on our website, and use the WRE Facebook page to encourage more spontaneous communication. We'd love to have you on our mailing list. And if you go to the website, there's a sign up for that e-blast. It's quite amazing. One of my colleagues does that. For our annual fundraising event, we are Secret Santa's to the children served by the Village Project, the local organization. For our December meeting, we celebrate the year and provide a year-end report, and I've shared a link to that on this slide to the 2020 report. And you can find additional information about specifically what we did last year. Okay. How's our time? Oh, we're good. Let me go ahead and talk about educators for equity and justice, and then perhaps there'll be some questions. In April of 2020, so before George Floyd, my Diversity 101 course colleague, the accessibility specialist from the San Illinois Community College and I formed a partnership to teach online equity courses. Let me tell you a little bit about who we are. You know about me, so I'm not going to tell you any more about me. In addition to the 30-year friendship, the strength of this partnership is supported by our diverse professional and life experiences. Stephanie is an associate dean and professor in the Graduate School of Education at a four-year school, teaching multicultural education courses, and she will be teaching the Equity, Diversity, and Inclusion in the classroom course for E4EJA. Pasquale is a recently retired community college professor and accessibility specialist, and will be teaching accessibility courses. I add my counseling, online teaching and learning course and web development and technology to the mix, and we'll be teaching the whiteness courses, which I'll tell you a little bit more about in a minute. So Stephanie's lived experiences is as an African American woman. Pasquale's lived experience is as a person with a physical disability and a Latina with an immigrant background. Our shared values for equity, diversity, and inclusion and our passion for social justice are just a small part of what we have in common. So what do we do? I mentioned equity courses. Additionally, we offer webinars and customized trainings in the area of our free specialty. So I've linked to the website here on this slide. Hop over there and learn more about our courses and what we do. I want to spend just a few minutes talking about the whiteness courses. I'm pretty excited about this. I see this as a series of three courses. So for the white folks in the audience, whiteness 101 leads folks through a self-reflective process of understanding their life journey through a whiteness lens.  The application component of this course, each course has one, will provide an opportunity for four participants to consider the changes they want to make to their attitudes, behaviors, and actions in their work and personal lives. This course addresses intra-personal racism, lots of self-reflection. The second, making implicit bias and microaggressions visible is the second course. It's one thing to understand that we all have hidden biases that translate into behaviors and unintentionally harm others. For me, the important thing is for us to be able to identify those biases and interrupt the behavior before it results in harm to others. This course, so this course emphasizes intra-personal racism. And then the third course, anti-racism, allyship, and actionist practice. Participants will deepen their understanding of intra and interpersonal racism by delving into topics such as white exceptionalism, white saviorism, tokenism, optical allyship, really an important concept, and more. So the goal of this course is to encourage white folks to adopt a commitment to anti-racist practices throughout your life and to take actions that support dismantling our white supremacist society. This course, and the other two do as well, moves folks into dismantling racism at an institutional and systemic level. I'm a big believer that we have to start with ourselves before we can come to any table as a better person. And for me, it's a lifelong process. In conclusion, in clothing, I've shared with you examples of what's led me to what I'm doing today. What I've not shared are the many times that I've made mistakes and harmed people of color. I'm aware of a few, but I know there are many others for which I am unaware. This thing I can do is to establish authentic relationships with people of color and work for their trust so they feel comfortable telling me when I have stepped into it, which I will inevitably do. Most importantly, I must listen without defensiveness and learn how to repair the damage I've done. For me, relationship building, and I love that Trevor mentioned it as well, and activism are lifelong practices. And I see this as a part of my life forever. Thanks so much for listening. This is where you can reach me. Any comments? Thank you, Anita. Thank you very much. I really appreciate that. Your personal testimony is really powerful and it's inspiring how you've turned that self-awareness into action and into further education. So while our participants here throw some questions into the chat, let me go back to Trevor. Trevor, people in the chat are raving about your annual conference. Could you say a few more words about your annual conference and how and when people could sign up for that? Absolutely. Absolutely. Number one, next year is going to be our 15th year anniversary. So we plan on doing big things next year for the 15th anniversary. We've got some great speakers in mind, keynote speakers in mind of who we're going to bring to amend. We're even thinking about getting a bigger venue because we're expecting, I mean, we had over a thousand people over this last conference on Zoom. So if you haven't been to a mini conference in person and or Zoom, obviously now, I mean, it's really, really, I mean, we just, we try to make a memorable experience for many of our individuals, you know, for the individuals that come, you know, as far as having the DJ there and having, you know, good breakout sessions and good food and just the energy. And so, but, you know, what I hear from a lot of students, you know, black male students is they've never thought that a group of black men could actually be on a board and work together to provide, you know, an advocate for them. And so, you know, we're using in suits and, you know, they said they never see black men in suits and just just things like that.  So next year's conference is usually the first week of March. We do, we haven't finalized the actual dates yet, but it's definitely going to be the first week of March, beginning like on a Wednesday. And we also have what was great is that we start implementing the Women's Learning Institute as well for, you know, for all my female, you know, women colleagues as well. And that's on a Wednesday. That's by Dr. Dean, Dean Joe Curry. She usually moderates that it switches up every year. So it's not just for the brothers, you know, so we definitely try to get some of our sisters in there as well to, you know, to, you know, for professional development. And it's been, it was very, very well attended this year. We had over 300 women throughout the system in attendance there. Yeah. So, and again, I was supposed to share the link, James, I don't know if we have the links, if you want to start a charter on your casual campus. We got that in the chat. Okay, cool. So, and again, so for those, and I kind of really didn't get into it. I didn't want to take up too much time in regards to the student charter. However, we have our charter advisors. We have actually our charter coordinator as well. So what we do is we send individuals out to your prospective campuses to meet with the VPs, the presidents and everything of that nature to kind of talk about, you know, talk about them and talk about the benefits of having a student charter within your actual institutions. I kind of took a step back from that. But yeah, so we actually hired somebody full of time now to do that to go out there to meet with institutions. So, but please feel free to reach out at any given moment. Terrific. Thank you, Trevor. I know Deborah had a question that she wanted to ask the audio. Deborah, go ahead. Thanks. My question is for Anita. First of all, I really appreciate you sharing your personal story. So thank you for doing that. There's something that always has bugged me and I'm just really looking for some more understanding. And I understand why your Saturday meetings, the group's Saturday meetings are white only. My question is, though, what puzzles me is how do white folks get to understand my experience without experiencing me? Without requiring you to do the labor? No, no, no, that's not my question. No, not without. So it has been my experience that the only way that a white person can experience a color person, right, a person of color is through a personal interaction with that person and that person's life and that person's experiences. And so what I am curious about is in a homogeneous group of all white people who have all white experiences, understanding that there is a safe space to talk through some things and should be, what I am confused about is how they get the experience of a person of color to have a better understanding of that person. Yeah, for sure, Deborah. My response is that the Saturday meeting is just, it's the springboard. You've got to go somewhere else because this is just the beginning. This is just a place for white folks to realize the harm that we've caused. And the next step is to expand education and, to me, the best way is through relationship. Because for me, without relationship, you don't have empathy. When I see what happens in Atlanta, it hits my heart deeply because I think of my friends who are Asian Pacific Islanders and the pain that this week is causing them. And that empathy has got to be developed. I don't know where we go from here without that. And that's relationship. And so it's start on a Saturday meeting, figure out your niche, figure out what sector is resonating for you and then take action. So without action, I think it's self-indulgent. If all, I'm going to be really candid here, but if all folks do is attend our Saturday meetings, that is just, that is just more white centeredness. Yeah. And it doesn't change the world. So you've got to go, you've got to get out and take action. Yeah. Thank you. I appreciate your, I appreciate your response in here. Thank you very much. Thank you, Deborah. Yeah. So let's see if there are any more questions or comments from our, from everybody here in the audience. Go ahead and type a question into the chat or feel free to unmute. And please feel free to speak freely as well.  So, you know, if this, you know, my thought process with this anti-racism, you know, with this webinar is let's, let's keep it real. So please just feel free to just speak freely is my point and I'll answer whatever. Thank you. I see Monica has her hand up ready to ask a question. Thank you. And I don't know if it's a question or a comment or me not getting it. Sometimes I feel that we exclude ourselves based on our own color, right? I feel comfortable talking with anyone. It could be any color, any background, anything. And I usually, when I don't know about certain cultures, I ask to learn without stereotyping, without thinking that someone who speaks with an accent comes from certain area, or without thinking that somebody who is a person of color could be low income, you know? So why is it that we have this, this obsession with putting ourselves in little boxes? Wouldn't it be better to just mix everyone and learn from each other? Because you have good people and bad people of all colors, right? So at times, I don't know. I feel, I feel like we, we just don't, don't need to segregate ourselves and put, you know, I am a Latino. I will go with a Latino group. I will, you know, exclude this or that. I'm very confused. Great, great, great question. So, and this is a perfect question, Monica, and this is what really excites me about having both Trevor and Anita here together, right? Obviously, Trevor's organization is African American males working with African American males, and now, now women as well. And Anita's organization is predominantly working with whites. So Trevor, Trevor and Anita, which one do you want to start? Well, I will just, my first reaction, Monica, is this is so hard. I can't, it's hard for me to speak. I'm, I've got this white skin. But I feel like sometimes if I was, you know, this is not appropriate for me to respond to at all, Trevor. Absolutely. I feel like that's, but just doesn't make any sense for me to say it. No worries.  I think I like people not, not open minded, Monica.  For example, you know, I think that we sometimes do things because, or we say things because it's what's supposed to be said at that particular moment. For example, like the George, we talked about George Floyd, like, you know, when George Floyd with that whole thing happening, it was a big thing, right? And then literally 30 days later, nobody said anything about it as far as what individuals were out where I was at and just throughout, you know, so it's kind of like everything just kind of just, but before it was, oh, we need to do this, we just done a solidarity with the black community and this and that. And so, you know, and then it just kind of just disappears. And maybe some of my, you know, my elders, you know, on here, that's African American, you know, could kind of chime in on this. And I just think for me being, being a younger African American, it's kind of like they, we say what we have to say so it can look good in the media, it can look good in our perspective, you know, places, but then it just kind of just, just disappear.  So I'm trying to be as political as possible with that, with that politically correct as possible with that question. But that's, that's, that's what I think in my opinion. Thank you, Trevor. And we've got, we've got people queued up who also want to respond. You, you and first and then Elizabeth wanted to respond. Okay. Thank you very much for this forum. And, you know, just kind of a response to what's happened in Atlanta, how the carceral state rushed to minimize this violence to a perceived mental crisis, or simply a bad day underscores the reality that our fight against anti-Asian racism is connected to the fight for Black lives. Anti-Asian racism spans over centuries in the U.S. from the exploitation of Chinese row of workers, their lynching, race riots, targeting Asian illegal occupation of the Philippines, anti-Asian immigrant laws, starting from the beginning of the 19th century, incarceration of Japanese Americans during World War II, multiple and endless U.S. imperialist wars across Asia to the ever-increasing Islamophobic violence against Muslim communities since 911. And therefore, I think that the work that Anita is doing is really important because come on, white people, know your own history. Bravo. Thank you. And, you know, particularly here in California, Elizabeth wanted to also respond. So I'm sorry I missed the first half here. So if it was already said, that's fine. But, you know, I think that the answer to the question of why you would have a couple of different groups, this is not saying exclusively, you know, have groups that are affinity groups and then have groups that are, you know, for white people to do some internal work they need to do. It's saying it's part of a multifaceted reply, you know, to deal with different needs. And so if you look back at the stages of racial identity development, there's a different set of stages that people of color are in that has to actually emphasize partly healing, racial healing, healing of internalized racism, which from the anti-racism book is like the worst form of Black and Black violence could be on, you know, yourself from internalized racism, for example. So that's a different journey dealing with different stages of identity development if you're a person of color in a white supremacist society versus if you're a white person who may begin at the stage of development where you don't even know that there's a problem or agree that there's a situation that needs to be resolved and people need to then be met where they're at, right? Or we just end up in these groups where we exclude them as like the, I don't know, the up there and we don't bring them forward. So I think really what the approach requires is that you have to have healing and affinity spaces for people who understand each other's struggle and that's the purpose of having maybe some person of color affinity groups here and there. And then for white people to kind of educate other white people and be able to move forward, it's not saying exclusively, absolutely there are also spaces to work together, have shared dialogues, et cetera. It's incredibly important but just getting through some of the different stages requires different approaches. And what I've recommended at my school and my community college where I work is actually having three tracks for allies and people who do not identify as persons of color to be able to meet them where they're at and then something else for healing, you know, for individuals who've been experiencing the white supremacy culture in our institution and need to be able to support each other through it. It's not saying white people don't support them too, it's that they need to do the work too. Thank you. I need to add to that but many times you have people of color that are prejudiced against our own. So when we talk about African Americans, there is such a huge variety. You have people who are not first generation, very wealthy people, never experienced low income upbringing. Same thing with Latinos, you know, sometimes you have Latinos who are very poor, others very wealthy, well educated, not so when we talk about that that's my confusion, right? Because we're talking about white as if they were in a different status which they are because they are the majority and the historical prejudice that has been imposed to the culture. But every time I had someone oppressing me in my career, it was actually someone from my own background. So how do we fix that without blaming everyone? Because we have some people who are really trying hard to understand and then when we go and express how we feel, it's like are we pushing them aside or making them feel guilty for something that they don't feel? Thank you, Monica. You have definitely started us down this rich conversation. I think many of us could stay here all afternoon but we do have to keep an eye on the clock. Robert, why don't you respond as well? Ask you to keep it brief, Robert, and then we're going to move on. Thank you. Thank you. I was going to say a lot of what Elizabeth already said. Elizabeth hit a lot of those points beautifully. It's a multifaceted approach. We need those affinity groups so that folks can talk with people that they are more familiar with and we need those groups that have a very diverse background so folks can collaborate with each other. So she was right on point with that. But Monica's follow-up question just now reminds us about how all of us, no matter what background we have, all of us need to learn how to heal from our own racist wounds. We all can be racist. We all can be misogynistic. We all can be ableist and we all can exhibit all of these types of things and we have to unlearn all of these things in those affinity groups, in those diverse groups, in the spaces in which we're working with students, colleagues, our families. We all have to unlearn these things. It's not just one particular group. Thank you, Robert. Appreciate that. Can I just jump in? We do need to move on. I apologize. Let's say if we still want to hang out after the one o'clock hour, fantastic. We'll be here. We can continue a very rich discussion.  I'm going to turn this over to Una. All right. Thank you, James, and sorry to interrupt such a rich conversation. Just wanted to mention that we do have several more webinars coming up in our series. Next month we have the pleasure of having Dr. Frank Harris III, whose education professor at San Diego State is a co-director of the Community College Equity Assessment Lab, works with Cora Learning, and I understand that he's also a dissertation advisor for Trevor. So we're just thrilled to have him. And then in May and June we're going to invite our participants from the Open for Anti-Racism program to share a little bit about their experience this semester and what's happening in their classroom. So excited to have you all join us for that. And this is just a little bit more detail about Dr. Frank Harris's presentation. It's going to be on employee, equity-minded, and culturally affirming teaching and learning practices to advance institutional equity. And all of you who are here today are automatically registered for that webinar. So just do join us on April 16th. Back to you, James. Great. Thank you, Una. So real quick, if you want to learn more about the connection with open educational resources, this is a real work that we're doing is, you know, how do we change what we're seeing in terms of racism and racist structures in our education? One way that we are delving into is utilizing open educational resources. So here on the screen you see a number of ways to learn more about open educational resources. And if you are really interested in OER, the key professional development opportunity is to get on the CCC OER email list. That is the really rich, rich, rich source for a lot of great conversation. Next slide, please, Liz. And okay, so now we're going to go, even one more slide now, Liz. And if you want more information about the Open for Anti-Racism program or CCC OER or OER in general, here's all of our contact information. Please give us feedback on this webinar. And with that, we're going to go back, well, we're going to say goodbye to anybody who has to leave. Thank you very much for those who were here and do have to leave. One more acknowledgement to the William and Flora Hewlett Foundation who is making possible the Open for Anti-Racism program. Great, thanks to them. And for those of you who want to stick around for a little bit, let's go back. Hasna was next up in the queue for commenting. So Hasna, if you're still here, please feel free to unmute. Thank you so much, James. So I just wanted to share, I put on the chat too, that white hegemony and supremacy are synonymous. So when we think about colonialism, we think about supremacy as very synonymous, and it's so ingrained in our communities, especially communities of color, that racism is further perpetuated. So racism did not start with communities of color. Racism started with white hegemony. And because it's being further perpetuated and we're not dismantling the hegemony of whiteness, being the norm, being the dominant racial identity group in our communities, people are therefore continuously marginalized. So I just wanted to share that because I heard some narrative in the discussion that people of color are also racist. That I disagree with, I think that it really comes down to colonialism and white supremacy being so ingrained in our communities that has made us look and it's actually become a framework in our everyday practice, and we don't even realize it, that it's happening unconsciously. And sometimes it's consciously. So I would really encourage you to have that critical consciousness of why. Why did it start? Who is it benefiting? And as you see the what's going on in the world right now, especially in the United States with Asian Americans, African Americans, the Islamophobia, the anti-Semitism, this all comes from the fact that there's a there's a dominant group that is being threatened. They are being threatened because they're no longer getting the hegemonic power. So I would really encourage you to be critically conscious when you think about the power structures between racial identities in our community. Thank you, James. Thank you, Hassan. I appreciate that. I'm going to kick it back to Anita, whom I cut off earlier in one second. What was just said was so important, James. I can hardly I'm just bursting. Well, while you collect your thoughts, Anita, let me let me take a Hassanist comment and maybe do well for sure paraphrase to our particular context in education and as educators. Walking through the campuses of most higher education institutions in the United States, one might just say, hey, I'm a human being walking through this campus. With Hassanist critical consciousness, one can become aware that it's that you're walking through a predominantly white institution that has been created by white people and teaches a white created curriculum. That's the layer that we that not everyone understands at first glance. So, Hassan, thank you for the critical critical component of that.  So I totally agree with what Hassanist just said. For me, I would love to hear your comments about what is the best way the most effective way to dismantle it. There is no denying that this is about power and fear. Absolutely positively. How do we go? I mean, to me, it's one person at a time one day at a time. But there have to be more effective ways to do this. Or I mean, where we got this is really dangerous time. Yeah, can I respond? Okay, I would say call it out. Call it out. It's going to be uncomfortable, but call it out. Change our policy. As Candy says, we got to look at policy. We got to look at the structural and systemic praxis that has been in place in our institutions, particularly if we're looking at California Community Colleges, who hasn't benefited, rather than looking at disproportionate numbers and data by creating this biological racism about people of color why not reform the system? Rather than looking at them as a deficit base, look at them as an asset base. Look at Latin Billings 2.0 remix and use and apply that cultural pedagogy in our classroom, that cultural revitalizing, cultural sustaining pedagogy in our classroom. We have to create our curriculum based on the lived experiences of our students. And that's how it should have been from the beginning. But unfortunately, this country has a history of enslaving African Americans, indigenous and Mexican Americans, and now Asian Americans, you see that the gliss goes on. And so we need to go back. And we in order to decolonize a system that was never created for people like us, how do we go back and we change that system so that we include the lived experiences? But I think for white co-conspirators, y'all need to really capitalize on the white co-conspirators. Our media does not talk about white co-conspirators. They never talk about the Jane Elliott's, the Mandy Manning, the James Tyson, the Heather Hyer, the Brannlin Toslitz. They never talk about those people because they don't want people to know that we have white co-conspirators. Even in the Black Power movement, Brown Panther movement, there were white people there. No one ever talks about them because they don't want to see, they don't want to display and show that white people have, there have been white people who have supported these movements. And that's another way of hegemony. That's another way of hegemony, controlling. And so I would say, you know, we need to have people in position of power where they can make that change. And that includes not just in the education system, but every time I have a student that comes to my office and says, I want to be a politician and they're a person of color. I'm like, yes, we need more people of color and politician and legislation and lawmaking and education system because we need to go back and reclaim what should have been ours too. 100%. Thank you. So we've got a cue. Kim and then Sharon. Oh, I was just going to quickly say I did a presentation for my team this morning, just about the language we use in our course design. And pardon me for not putting my camera on, I wasn't planning to speak. But we were just talking about how you ostracize students and you, whether intentionally or not exclude students, just surely by the language you choose. And we did look at different educational frameworks. And one of them was the deficit versus the asset lens. You know, we've been trying to quote, fix people at our institutions instead of looking at what we're doing to educate everyone and help everyone learn. And so like even if we self-examine as Anita says, but we can also bring it to our work immediately. And that was one of the things I was going to say earlier because Trevor was asking those questions we can ask to self-examine. And that's one of the things so far is done. We said, you know what, it's great that our colleges all of a sudden have these, you know, statements on our websites now about how we're equity champions. But now we can do something right now in our classrooms to have an immediate impact. And like I said in the chat, we've been having difficult conversations like these in our road for cohort among ourselves, et cetera, because we've created a safe space for people who are on a journey to be more anti-racist or trying to do that. So really exciting stuff today. Thank you, everybody. And thanks for, you know, just let me add that to the conversation because just at a presentation today, my team was blown away and on fire for this. Great. Thank you, Kim. I know Sharon had her hand up, but I don't see her here anymore.  Thank you. Thank you. And, Hasna, I'm jumping for joy. And thank you so much for sharing your background information with us. I just wanted to say in this OFAR course, my students are barking because they're having to deal and take a deep dive. I'm an AOJ faculty at Grossmont.  And now they're having to deal with issues relevant to mass incarceration, Jim Crow, the new Jim Crow. And they're questioning why are they having to really take a critical analysis about racism, racial, structural, systematic issues in classrooms, just in my classroom. So obviously, it needs to be broader that everyone, this is everyone's lift. This is not just one faculty on a campus dealing with these issues because then you're going to have a huge revolt when students are having to look at social issues and social injustice. My awakening happened in college. When you leave your parents' residence and you broaden your knowledge, it was Dr. Caranga that did an exercise in my own college experience that had us close our eyes to visualize what Jesus Christ looked like to us versus what was written biblically. And it's a huge contrast. So when you are looking at those things that you're learning in academic institutions, all of our responsibility to provide that opportunity for our students to critically analyze what's happening in their local communities. So when they get those jobs in law enforcement, they are going to be exposed and not taking a one-frame lens and mindset. And when they're having to deal with other cultures, they're already fully aware. So you're going to be able to deal with some of the racism and racist behavior in our law enforcement community. It starts with us. And right now, unfortunately, there are only a few of us doing it. So I just wanted to tell you thank you for the opportunity. But the struggle is real. Thank you, Sharon. Very important points. In addition to your observation about your students never before having had an African American female instructor, the fact that they are balking at the content that you're presenting or the way you're framing the content underscores that all of their previous administration or justice courses were silent on those topics, which is kind of mind blowing. Anybody else in the queue here? Let's see. Anybody else before we have one more short announcement? I want to make sure we hear from anybody else who wants to contribute to the discussion. James, it just sounds like there's a clarion call for courageous conversations on campuses. I mean, it's just that simple. You have to be real complicated, but it's got to be real. Trevor's still here. Yes. Trevor's here. Thank you. So that's gotta be real. Let me make one quick sort of organizational announcement for those of you who are participants in our 0404 cohort. Thanks to Oona's good work. We will have the opportunity coming up for you to participate in a brief video interview in which Hasna can go to town and Sharon can go to town and tell it like it is in those videos. The intention is to create a little promo reel so we can share with others the work that you all are doing so that we hopefully will have the opportunity to get more people involved in this kind of work. So just be on the lookout for that announcement coming from Oona that invitation to participate in some video interviews. Before we close, I want to turn it back to Trevor. Well, let's first Anita and then close with Trevor for any final words? Find your niche and do it. I mean, it's got to be ongoing effort for any hope of dismantling this situation. Thank you. Trevor, bring us home, man. Absolutely. Thank you. And speaking with a couple of my mentors and I told them I was getting ready to do this event and one of the things he said, he said, Trev, he's really high on the system. He said many of our ancestors and our brothers who fought in the Malcolm's, the Martin's, the Marcus Garvey's, they still for some. And he said that but they all died for wanting betterment. And so he said, so what power are we willing to relinquish in our education system that's going to make it safe and equitable and equitable space for African Americans? And I thought about that. I was like, wow. So that's what it's going to take.  But yes, what power are we willing to relinquish to make sure that we see the success of all of our students? So I kind of wanted to sleep in there and just kind of think about that. Thank you, Trevor. Yes, change is hard and threatening to the status quo indeed. Thank you so much. Thank you to everybody for hanging in here and thank you to our presenters for sparking this conversation along with Monica for sparking this conversation. Any final comments? No, thank you. What an amazing webinar. And hope to see you in April with Dr. Frank Harris, who I know is going to be amazing as always. So thanks, everyone. And we continue the journey. Yeah, thanks, everybody. Thank you, Trevor. Thank you, Nita. Keep up the good work. Thank you to all of you for participating and we will see you next month.


In the previous class, we have seen two different types of mechanical compressors, the reciprocating type and the diaphragm type of compressor. In this class, we will see few more types of mechanical compressors. So, starting with the linear compressor, these linear compressors are basically used for cryogenic applications and these are driven by sterling cycle coolers. They use hydrogen or helium and they are also used for domestic refrigeration. They have very less number of moving parts as against the previously studied compressors. In them, the crankshaft, the connecting rod, these components are absent. Now, because of the absence of the rotating components, the design of these linear compressors, this is relatively simpler and we can have cost saving also as against the other reciprocating type of compressors. Now, if we look at these compressors, then we have an inlet wall, we have an outlet wall or the discharge wall, then we have cylinder, we have a piston, a spring, there is a linear motor with a magnet and then there is a helical coil which is in fact connected to a DC voltage. A voltage is provided to the coil. So, in fact, in these type of linear compressors, there is a linear motor and that is responsible for providing movement to the piston. And this is connected to the piston by means of a resonating spring system. So, the piston movement is provided by this linear motor through a resonating spring system. Now, these linear motors, these can be, these are of magnetic type and these can be like moving coil and moving magnet type. Now, if we look at the moving coil type of these linear motors, then these have very high efficiency, they have long life, they have lower noise and vibrations and in them then there are series of hollow coils and those hollow coils, they are in a permanent magnetic field, a strong permanent magnetic field which is provided by a permanent magnet. But with, in the case of moving coil type of linear motors, the requirement is of a large permanent magnet and that becomes the major disadvantage of these moving coil type of the linear motors which are actually used for various aerospace applications. Now, in order to address that, we can also have other linear motors which are based on the moving magnetic type. These moving magnetic type of motors, they provide very good heat dissipation, very good out, so they have a low outgassing capacity. At the same time, they are highly reliable and they are made up of permanent magnet and that is divided into two parts. So, there is a sort of moving magnet in the middle and that moving magnet provides this motion to the movement to the piston and even with the use of in these moving magnet type of linear motors, with the use of small magnet, a high magnetic flux could be created. So, in this, as there is a polarity change, we can achieve even the compression or expansion with the change in the polarity in this linear motor, in the voltage which is supplied to the these coils. So, the compression and suction stroke is provided by means of this coupling through the spring and with inverting that polarity which is provided, we can have the compression and expansion of the gas which is there in the compression chamber. And these motors which are used, the magnetic motors which are used, they usually operate at their resonant frequency. So, that the losses could be less, so that the ohmic losses are less and then there is a direct coupling of the these motors with the piston.  So, without even the using of the lubricating oil, we can reduce with the use of this gas bearing system which can act as a pad to reduce the friction. And even we are not using any lubricating fluid oil, but still we are able to reduce the losses and we can even achieve a reduced contamination. So, no contamination, we can get pure hydrogen. At the same time, the operation of these compressor is noise free, so it is a silent operation with low noise, there is an absence of crank and rod assembly, so the piston here is deflected by means of the linear motor. So, since there is this absence of crank rod assembly, this has a certain challenge also that in that case, the piston could even get deflected by the gas properties, like if there is a change in temperature or the gas flow or the supply voltage, there would be a deflection associated in the piston. And as such to control that piston movement, we can have position control devices, but the use of these position control devices, it adds up to the complexity of the system. So, there needs to be a controlled design, system design that has to be incorporated and that will further increase the complexity. These type of compressors are used for basically cooling the various electronic circuitry. So, these compressors, linear compressors have advantages, they are quite compact, they are reliable, they have high efficiency, they produce low noise and low vibrations. At the same time, they have a long operation life, they have reduced number of moving parts, but at the same time, there are disadvantages also that you have to control the piston displacement because that could be governed by various other parameters like the temperature, gas flow and supply voltage. So, the controlling devices needs to be integrated and that increase on to the complexity. At the same time, it has to operate under the resonant condition, so that synchronization is essential. The reported efficiencies have been with these linear compressors higher than 73% with a flow rate of higher than 112 normal meter cube per hour for an inlet pressure of 2 MPa and an outlet pressure in the range of 86 to 95 MPa. Now, the another class of compressors which can be used for hydrogen and they are very much suitable for hydrogen compressor are the liquid compressors. Again they are the positive displacement type of devices and they compress hydrogen with the use of a piston, but that piston is now a liquid. So the movement or the compression of the gas is provided by means of a liquid as such these are known as liquid compressors. There is no sliding seal because there are no as such moving components involved in the compressor chamber and since we are using liquid and gas for compressor, since the liquid which will be used that is having a very good specific heat capacity, as such these type of compressor they operate under almost isothermal condition. Since they operate under near isothermal conditions, the required work of compressor is lower, they have a better efficiency and the process is more cost effective than the other reciprocating type of compressors we have learned so far. Now, in this type of compressors both the liquid and gas they are compressed together and these liquid and gas they are compressed in a chamber and since the density of these liquid and gas it is different, there the at the same time the heat capacities of these are different during the compression whatever heat is being produced that heat is absorbed by the liquid and as such there is no requirement of any external heat exchanger or any external cooling with these type of compressors. So we can have a cost saving when we are using these type of compressors, they are much more efficient compared to the other mechanical compressors. Now if we look at the these type of compressors then we have two chambers which are connected by means of a pump which controls the flow, we have liquid and gas in these compression chambers which are connected by means of pump and then we can have compression and expansion in these two chambers and there are inlet walls and then you can get that at a high pressure hydrogen outlet. So in these type of liquid piston type of compressor the compression is achieved by moving piston and this piston is not a physical piston this is the interface between the gas and the liquid. So the liquid column that acts as a piston and that moves back and forth so as to achieve compression and expansion in the whole process. Now this movement of liquid inside these piston liquid piston compressors this is achieved by means of a pump a fluid pump. Now as during the one of the stroke when the gas is taken low pressure gas is taken in the pump drives that fluid to the other chamber so that there is a gas which is taken in the suction stroke while the reverse happens in the compression stroke. So during the compression the liquid level rises so the volume available volume reduces and as such compression is achieved and the high pressure gas could be collected. So there is a series of compression and expansion that will occur and that is driven by the liquid column and that liquid column movement is by means of a pump. Usually these type of compressors are used for compressed air storage and these are like they can provide compressed air energy storage at pressures of say 20 to 30 MPa and these are integrated with renewable power plants. Now we can achieve although there is a very good heat transfer involved because whatever is the heat of compression which is being produced this is absorbed by this liquid and this can be cooled down. So this operates under isothermal condition but we can further improve the heat transfer characteristics by including a porous media. Now this porous media that will have several pores there will be several interconnected pores in which the liquid can flow and that can provide high surface area and that will result into a better heat transfer. At the same time the presence of that porous media can further reduce the chances of leakage can improve efficiency can achieve better heat transfer and that will also eliminate the dead volume which is there. At the same time this heat transfer can further be improved by having an internal liquid spray cooling. Now in this not only provide these droplets will not only provide high surface area for a better heat transfer but at the same time for the liquid compressors this these will finally condense back and come into the liquid. So these type of compressors can that was a liquid piston type of compressor we can also have a liquid rotary type of compressor and these rotary type of compressors these are specifically used to compress gas which has a high liquid content. So that is a saturated gas which has a very high liquid content can be compressed using these liquid rotary type of compressors. Now in them there is a stator frame inside that it is an impeller which has series of blades and the kinetic energy is used to compress the gas and these blades these extend radially. Now the problem with these rotary type of compressors or like in the case of centrifugal compressors also that lies is the low density of hydrogen is the major challenge and we get a very lower efficiency with these rotary type of compressors. So the impeller which is present in the stator that forces the liquid to move and that forms a ring and in that way that compresses the gas. But these type of compressors these are not widely used because the efficiency associated with these type of compressors is very less. So it is less than 50% efficiency that we can achieve. Now another type of compressor could be ionic liquid type of compressors. So again these are liquid compressors but the liquid which is used is an ionic liquid. These ionic liquid are low melting point salts. So under the room temperature conditions these are present in their molten state but they have several advantages that they have very good thermal and chemical stability. They have got very high ionic conductivity. They have moderate viscosity. They have high polarity. They are they have a negligible volatility and that is very important. So as such the loss of that liquid should be lower. They are very environmental friendly, they are fire retardant and they have a very good characteristic which is good lubricating properties and that could reduce the associated losses, friction, wear and the leakages as well. So they have very good lubricating properties and they have got a very low compressibility. As such they are very ideal towards hydrogen compression and using these liquid ionic compressors we can achieve high pressures. So these are again liquid compressors. The principle of working is same as we have learned. The only difference is the liquid which is used is an ionic liquid and this ionic liquid this has a low vapor pressure and very good tribological properties. This is essential so that the loss of the liquid should be lower and it has also at the same time low solubility of gases and it is very low for hydrogen. So as such the loss of hydrogen will be very less when ionic liquids are used. So these compressors are highly volumetrically efficient. They can provide high compression ratios when it is considered for hydrogen compressor. The company which produces ionic liquid compressor is the well known Linn company and they have supplied compressors which could compress hydrogen in 5 steps, less number of steps with less number of moving components which could supply hydrogen at a pressure of 90 MPa at a flow rate of 90 to 340 normal meter cube per hour. And these compressors have been supplied for various hydrogen refuelling stations where these are used for compressing hydrogen to the required pressure for FCEVs for filling in the vehicle tanks and for various other storage vessels. So these compressors since with the use of ionic liquid they have a good lubricating properties that is and they have also very good coolant properties. So the problem of thermal management is not there and that leads to giving a very high efficiency. So the typical efficiencies of these ionic liquid compressors is even higher than 83 percent and that is the biggest advantage. So ideally these are very advantageous towards hydrogen compression. So the major advantages associated with the liquid ionic compressors is that the gas which is compressed does not have any contamination because we are not using any lubricating oil. They are comparatively better than the reciprocating type of compressors. The requirement of energy is much lower. They work almost under isothermal conditions. The work of compression required is lower. They have a higher efficiency. They have a long service life. The cost of the materials which we are using is lower. At the same time there are less of moving parts, less of vibration, less of noise and we can achieve very high compression ratios with these type of compressors. They operate under isothermal conditions. They have very low, very less number of moving parts. But the disadvantages associated with the ionic liquid compressors is the ionic liquids can cause corrosion and then there are high risks of corrosion. Because of these corrosion challenges, the strength of material could reduce over a period of time and that can decrease the efficiency of these compressors. At the same time because of the corrosion, there could be different corrosion products that will be formed and that can lead to contamination. So the contamination could be driven by the corrosion products and because of the corrosion, there will be an associated cost which will be of maintenance. So an increased maintenance cost can result. At the same time, since the liquid and gas they are present in the compression chamber, at times this liquid can also come along at the time of discharge. So this liquid can also leave the compression chamber and as such to remove the liquid which comes along with the gas, we need to have liquid traps to separate from the gas. At the same time, if there is a low pressure created, then that gas can also get trapped into the liquid. So not only liquid can come along with gas, but gas can also get into the liquid and that is what is known as the cavitation. So cavitation phenomena can also lead to loss of the gas in these compressors. To summarize this part, the ionic compressors that we have seen, they have very high efficiency, even higher than 70 percent. They can compress gas to high pressures. We can achieve hydrogen pressures. If the suction pressure is say 0.5 MPa, we can still get a pressure of 100 MP at the delivery. And the number of steps which are involved in these type of compressors is very less, even in 5 steps we can get such high pressures. At the same time, they are very energy efficient. The energy required for compression is 2.7 kilowatt hour per kg, as against 4 or 5 kilowatt hour per kg for many of the reciprocating compressors. If we talk about the liquid compressors, then they have a low vapor pressure of the liquids. They have low solubility of hydrogen. They have good tribological properties. So these are the characteristic of the ionic liquid and that make them very favorable for hydrogen compressor. Now the another choice could be a centrifugal compressor. But the major problem in using centrifugal compressor is, since the molecular weight of hydrogen is very low, so as such if we want to compress hydrogen to an appreciable pressure, a high tip speed will be required. And then there will be again problems which will be associated with the contamination because that will contamination will come from seals, there will be vibrations associated because of the high tip speed, there will be problems associated with the rotor dynamics, the efficiency with these type of systems is also very poor. And then there could be impeller failures. So the volumetric type of compressors are preferred compared to the centrifugal type of compressors for hydrogen compression among the mechanical type of compressors. So we have seen that the major challenges that lies with the mechanical compressor is, there could be contamination of the gas because of the moving parts, because of the lubricating oil used because of the seal materials which is used in the seals. The design of these compressors is complex, there are challenges associated with the reliability of these compressors. Then since they have moving parts as such there is a cost associated with maintenance and a regular maintenance is required, a monitoring of these devices for failure is required. At the same time they consume a lot of energy in compression. So typically 5 to 15% of the content of hydrogen which is being compressed it goes in the compression. So this is that of the lower heating value which may be required for compression depending upon which particular technology we are using. At the same time these mechanical compressors they are larger in size. So the size requirement is big as such the required footprint area is also large and they require a lot of power for driving the compression process. So a large power requirement associated with the mechanical compressors. And they have a higher cost and these cost if we take a typical example of a compressor at a hydrogen refueling station this may account for 54% of the capital expenditure in a hydrogen refueling station, 28% of the required energy consumption and 18% of the operating and maintenance cost could come from these compressors, mechanical compressors in a hydrogen refueling station. So what could be the alternate? The alternate to the mechanical compressor could be non-mechanical compressors. In that non-mechanical compressors we will see in the next class. Thank you.


Today we're in breakdown six ways to help you get better grades in 2023 and we're going to jump right into it. Let's break it down. Hey friends, welcome back to channel today. We're going to talk about six steps and three particular categories that you can use to get better grades this year in 2023. And we're going to talk about strategies in three specific sections. The first is going to be the method that you actually use to help build your retention. The second one is going to be overall on the planning on how you study. And the final one is how to improve your flow, your motivation to kind of get into it. So let's break it down. So let's get into the first category of how to improve your method or overall retention and your studying. So the first technique that we'll talk about is the daily test. And one of the biggest issues that students have, particularly in medical school is that so much of their day is just spent trying to get through all the material that there's very little time to just ask the saying, did I actually understand any of that? And I know the biggest difference between me when I was making season B's to a consistent A's was having what I call the daily test. This was a part of my day where it was specifically designed to say everything you've just reviewed thus far, whether it be your slides, your lectures, homework. Let's see how much of that you remember. This was one dedicated hour, usually in the evening, to just assess how much I've learned. Now, there's many different techniques that you can use during this hour. Some include doing things like flashcards, doing practice questions that relate to the class material that you're learning. Or for me, one of my favorites is the brain dump.  You use a piece of paper or a whiteboard and you basically try to regurgitate whatever you learned from a lecture or a lab and seeing how much you remember. But you do this as quickly as possible. Now, the main goal of this is to identify where, you know, there's a point A, a B, and a C of a topic, but you have difficulty going from point A to C. Maybe you forgot what point B was or you're not quite confident that whatever you wrote on the piece of paper is true. As an example, let's imagine you went through a lecture about high blood pressure and you remembered that there's three medications in particular you could use, but you only remember two of them, although, you know, there's three bullet points on that one lecture or on that one slide.  Now, go back to your source that you use in the first place, whether it be your slides, your lecture notes, the videos, recordings, and fill in that gap.  Now, initially, when you're learning a new subject, there's going to be tons of gaps. So that's the benefit of the daily test is now on a daily basis, you'd say, even after learning everything, I'm still struggling with X, Y, and Z. I'm going to dedicate more time maybe on the weekend to come back to this topic. Most students, again, are spending so much time just trying to get through the material you never have in time to say, did I learn it? Doing something like a brain dump or a daily test through practice questions is a very great way to do this. Most students, again, are spending so much of their evenings trying to just get through their lectures, they never have time to ask themselves, did I actually learn something from all that review? Doing a daily test session really helps you say, yep, got this piece of information, these topics will need further review. Now, the second strategy within the method and retention that comes down to having a very simplified study plan. Now, this is something that we work with a lot of our students in our one-on-one coaching programs, which you guys can again check out below. But the main thing that we try to teach your students that I'm gonna ask you to do this yourself is what are the steps to go from an information being presented to you to ultimately being ready for the test? How many steps are involved from you getting exposed to any information in a syllabus or a lecture all the way to being prepared for the exam? If you feel like there's multiple steps, multiple resources being included, you have too many steps. And in 2023, you really need to make a commitment to saying this is step one, this is how I'm going to take a new piece of information and convert it to something that I can then come home to on a daily basis and start reviewing. And step three is to again, use something like a daily test session to say, this is a weak point. I'm gonna come back to this more often than my strengths. And if I repeat the process, there's gonna be very few weak points between now and at the quiz or the test and I'm gonna be golden. But really trying to make a commitment this year of not necessarily adding more, but adding less and asking yourself what's the best of the best of what you're doing. Often an extra resource isn't going to change the game, simply just changing how you flow from your lectures to the test is going to make a big difference. Again, if that sounds easier said than done, I understand that's why we help students do this on a one-on-one or any of our programs. If you're interested in working with us or what that looks like, those will be linked down below. If you're interested in some of our free study resources, those will also be linked down below in the description. Now, before we get back into today's episode, let's take a quick second to talk about today's sponsor which is Picmonic. Now, if you're unfamiliar with Picmonic and you're on your medical journey, they have hundreds and hundreds of videos for literally any class or material that you may need. And what makes Picmonic so unique is that in addition to having so many videos on literally any topic you need, so for example, here we're in microbiology, you can click on any video, so here's Staph Aureus, and the videos themselves are very short, so this video is about one minute, 54 seconds, but essentially will break down the most high-yield components that you have to know in this setting about Staph Aureus in this very nice story format using images. So here's a very nice Oreo cookie that essentially will link an image to your brain on an important concept about that. In the future videos, you may find that the same memorable image is included in another related video, so then you can link together concepts. For example, here, this venom jar with green represents food poisoning, so any bacteria that may cause food poisoning may have this image in their overall picture and video, so you can say, okay, I know all the different bacterias that have food poisoning. And then whenever you feel comfortable with a relatively short story, you can easily go into the review and quiz phase and actually quiz yourself on the various different high-yield components. Now, in addition to having a very unique and easy way to remember information for your quizzes and tests, you can also add all of the videos you're watching into a relative playlist. So if you're studying for a microbiology class, you can go ahead and essentially click all of the videos that you add and add it to those playlist. And then whenever it's time, you can come back to your individual playlist and either watch those individual videos again or ask for specific quiz questions related to the videos that you've now said that you've mastered or at least learned the first time. And that's just scratching the surface in terms of features that pick monocas to help you on your medical journey. Other cool things include having a weakness guide so you can see which topics you're the weakest in, as well as their study scheduler so you can actually say these are the topics I need to know and here's my test day and then it will essentially will give you a study schedule based off of that. So if you're looking for an all-in-one resource to your on your medical journey and you haven't quite found it, definitely recommend checking out Pickmonic if you're interested, there'll be a link down below. And our friends at Pickmonic have also been nice enough to include an extra 20% discount if you use the code, the MDJourney, at checkout. And so if you're interested in learning more about Pickmonic, that link will be down below. And as always, thanks to Pickmonic for being today's sponsor. Now we've talked about improving your actual methodology. Let's talk about improving your actual planning. The first thing that we can do is a 1% weekly check-in. Just how we talked about having a daily test session to understand how much retention you're getting from the material you're learning on a daily basis, a 1% weekly check-in is actually assessing your study strategy and not so much information. For example, you may set some time aside on a Saturday or Sunday to do a few things such as looking at your weekly calendar and saying, how many of the things that I want to get done this week that I actually get done? How many of the tasks did I have to spend more time or less time and how I'm going to make adjustments going forward to the next week? What study strategies that I want to do and which of them actually didn't provide any benefit or which ones did I not even get to, although it sounded nice. Which resources helped me out, which one didn't? Doing so, you can make small improvements of saying, just what are one or two things that you can do this upcoming week to make an improvement from the prior week? How can you improve your scheduling? How can you improve your study retention? How can you improve your motivation to avoid getting distracted? Find the biggest challenges of the prior week. Ask yourself what small commitments you can make to have that 1% improvement because again, over a span of 12 weeks, 13, 16 weeks, you can make a big dramatic change in how you're studying without really doing very much differently on a week-to-week basis. Next, let's talk about effectiveness planning.  But when push comes to shove, I need to make sure that if I'm just a few days away from the quiz or test that I'm only doing those key strategies, those key techniques that really will give me the biggest bang for my buck. Now, this is something that I've talked about extensively in prior episodes, as well as breaking down in some of our programs, including a rapid study accelerator. That's a great program if you want quick results in a few days, go ahead and click that link down below in the description to learn more. One of my favorite things that we talk about in that program includes having a study retention hierarchy plan. But essentially what this includes is that knowing that it's very natural for a student to have tons of study techniques at their disposal, mainly because of tons of experience as well as experimenting with study strategies because you just have to learn different classes in a different way, having a list of all the techniques that you may go to, maybe flashcards, maybe practice questions, maybe having an outline, maybe annotating on your slides, and making a list of these saying that all of them are acceptable and then giving a grade based off of how well they help you understand something and retain something. If I know, for example, that out of my list of study strategies that I've used, something like my flashcard system, which we talk about in our Anki video, I'll link that down below, would give a nine out of 10 for me and a retention, but something like mind mapping or creating outlines is more of a two or three out of 10 kind of task. I know when I'm crunched for time and I really need to get down to studying for a quiz or test, I'm gonna go to those flashcards and things at the top of my list compared to the things that they int. This is a great way to make sure that you're not doing techniques, like annotating on slides, if that's gonna be a three out of 10 task for you on your list. Having a visual list of all the strategies you could use is very effective, especially if you're finding that your motivation is low, which we'll talk about in the upcoming sections. If you're not wanting to use a specific strategy, maybe I'm sick of flashcards, but I know practice questions are just as helpful for doing a whiteboard print dump is also effective. I can make the right moves and shifts without making an effective decisions, like jumping to reviewing my notes or creating outlines when I know they don't work for me. And then finally to the last pillar is going to your flow and motivation. Obviously, one of the biggest struggles with studying is not just the strategy you're using, but actually getting to doing the work and consistently staying focused and motivated to do it day in and day out. So the first strategy that we'll talk about is something that we talked about in our psychology and medical school episode, which is the one hour fallacy. This is one of my favorite paradoxes of medical school, which is I always thought that I had to study longer. And if I did study longer, my grades would do better. And so I'd always tell myself that if I had the choice of studying an extra hour or not, I should because my grades gonna depend on it. I'm gonna get a C instead of a B or a B instead of an A if I don't study that extra hour every single day. But as I learned over the long haul of medical school, is that that wasn't true. In fact, often I was spending that extra hour, extra day, ineffectively just because it was there. But if I instead gave myself an hour or two less every single day to study, actually made better decisions on how I studied during those less frequent study times, and then was able to use that extra one or two hours to do things like just relax, or get some exercise in, hang out with my favorite people, and ultimately that made me a happier, more effective student. And one of my favorite pro tips that we give to a lot of our coaching students, especially once they have a study strategy they're happy with, is let's try to cut down your study strategy this week by 20%. It's gonna be a little overwhelming, but you're gonna start asking yourself, do I really need to do this? And does that extra hour really need to be there? Often the answer is no, and then you can find yourself having more time to really spend on things that matter to you. And ultimately that's gonna make showing up to study the next day much easier. Next, we're gonna talk about motivational planning. Now this is similar to our study retention hierarchy that we talked about in the prior section, but sometimes it's not the difference between studying effectively and not, but simply just getting to studying. If I had the choice of doing an effective study strategy versus not starting in the first place and then falling behind, sometimes it just makes sense to do the study outline knowing that it's easy to do. If you had to make the decision between doing some setting, even though it's an ineffective strategy or doing none and then having the risk of falling behind, obviously option one has lots of benefits. And so sometimes you just have to get to a study strategy that may not be the most helpful, but it's the easiest to start with. And so similarly to that study retention hierarchy, create a list of all of the study strategies you're using. And again, we break down exactly how to do this in that rapid study accelerated program. So if it's linked down below in case you're interested, but have a list of them and simply give them a score from one to 10. Again, for me, flashcards were very easy to get into because I didn't have to do all 100. I could do 10 and feel like I was having some progress. That would easily give me a 10 out of 10 in terms of motivation. Practice questions, on the other hand, took a lot more energy out of me and so those would give out five out of 10. So if I wasn't motivated, I wouldn't start doing practice questions. Similarly, outlines for me weren't effective retention-wise and they weren't effective for me to jump in. But once you have your list and your scores, now you have go-to study techniques that you can go to when you're not feeling the motivation to start in the first place. If I was having a day that felt like a drag where I didn't want to get into studying, it's very easy for me to say first of all, suck it up, let's get to work. But second of all, it is okay to do your flashcards or maybe do a brain dump because those are easy things to say yes to or maybe committing to just doing 10 flashcards and then ideally you'll have motivation to keep doing more and more. But those guys are the three pillars and particular strategies within those three pillars to help you get better grades this year in 2023. Now, if you want to understand the exact study method that I use to help me get a 3.9 GPA medical school, I'll link down below an eighth step process that I use, absolutely free video course for you on how I got great grades in medical school as well as our medical school success handbook. This is a document that I'm updating on a weekly basis with my favorite tips and strategies, something I wish somebody had given to me on my first day of medical school. Hopefully it helps you out as well. Again, as we talked about the two other things that I'd recommend you guys check out if you're interested in getting better grades and want our help in doing so. One, you can check out our very quick to easy use program or rapid study accelerator program. Takes literally one or two days to get through and you can find yourself making better decisions on how to study or you can choose to work with us one on one in our variety of our coaching programs. I can I'll link that down below. If you're just interested in seeing kind of results or students are getting, go ahead and click that down below. But as always my friends, if you enjoyed this episode then go ahead and check out this episode and all the study strategies I use to get a 3.9 GPA in medical school as well as this one right here on how I study for exams with confidence. Hopefully you guys enjoyed these and as always thanks for being a part of my journey. Hopefully I was a little help to you guys and yours and I'll see you guys next one. Peace.


Everybody forest here ripping 2022 flawless collegiate football hobby one box number 15 left side serial numbers with the random here in just a moment Um, I mean I'll be right. We'll do it right now Uh, so names and numbers everyone's going to get assigned a left side serial number Then anything that comes out of the box that has your number you will get Good luck. Everybody. Let's do the random now a six four and two Six times on the random here Name is first then numbers one Two three four five six James a down to robert h and the number six times now one two three four five six 13 down to 15 All right james a 13 john m 18 joseph h 25 pengen c five richard l7 kc 17 ribbon y 21 jt 12 peter c 10 steven b 9 james a 24 brian f 8 maricio 16 peter c 6 chris s 14 charlie g 22 matthew c 20 Sean s 23 steven b 1 john m 11 josh w 4 ryan d 19 jacob p 2 Sean h 3 robert h 15 get those posts it'll get you a link where you're starting. Yeah, there's your link Also, call it the name as we go along here And then notification 15 minutes before this game started that you know Healthy to questionable with some injuries and my two quarterbacks are derek karn jino smith So you started karn?   All right first up is a dual laundry tag jacquan brisker five out of five Pengen see with a five spot His dual laundry tag there Patch guard drake london five out of 10 Pengen see five spot again rookie auto de marvin leal numbered 16 out of 2016 spot maricio c the marvin leal 16 of 20 A cameron thomas team logo signatures numbered four out of 10 josh w with the four spot Dual patch auto mild sanders one of five Stephen be with the mild sanders a Citrus bull patch. I'm not sure if that's such a bull or not sanders Tray lance number 19 out of 20 patch auto Ryan D second-year lance collegiate patch auto a bison right there Horizontal rpa one of 10 johan dotson steven be with the one spots Another nice one for you steven Two color patch just barely pretty nice hits there start with a diamond gem rookie bailey zappy six of 25 Peter see with the six spot. There's a diamond guarantee there zappy sapphire rookie gem george Pickens 13 of 20 james a 13 spot And horizontal rpa sam howell 13 of 25 three color UNC patch James a 13 There you go qb rp in the back that's gonna do it everybody Thank you again. We have one more One box are coming up