The great search part to you by Digikey. Thanks, Digikey. Every single week later, a user-powered engineer can help you, yes, you find things you want on digikey.com. Later, what are you looking for this week on digikey.com? So what I think they do is sometimes if I don't have a great search, I quickly just look on social media and be like, what are people looking for on Digikey? What did they find on Digikey that's kind of neat? To this person, Toy Builder, we don't follow what I should, they make all sorts of electronic projects. And this was kind of a neat one that they talked about. They're like, oh, this is a jumper cable that you can solder in or maybe you can even use with headers. That is ribbon cable with little crimps on it.  And they said, oh, I got them, did you key? And this was a total flashback because I used almost identical cables on the Zoxbox, the first project that we worked on, one of the first products from Adafruit. Let me see if I can find it on ribbon. It was just slightly different. I mean, it's similar. It's not flex cables. It's literally ribbon. And then it had these little stripped-ish ends on it. And you would pull these off and solder them in. And basically, there was two boards on the Zoxbox. There's the main board and the I-O board. Maybe it was the finishing section. So you would cut these ribbons and solder them between the two boards. And it would connect all the I-O. And at the time, this made sense to me because we're like, oh, well, you had point one inch header. And then this way, you could connect the two pieces easily.  That was the thing. If it was surface mount, I would have used FPC cables. But we were trying to do the whole thing only through-hole, just kind of nuts. So this was that ribbon or that ribbon cable. So I actually looked at it. I was like, well, is this even still sold at Digikey? And the answer is called Molex WMO9. I went to the website and it was like it is obsolete. It's not in stock anymore. It was available in every kind of length and configuration. But as I go, well, maybe we could get these ribbon cables, like this person said, oh, I got these from Digikey. If you do want to use something like this, let's find something similar. So since we don't want to get the ones that are not available, we'll do only active. And then we'll say normally stocking to get rid of it. So a lot of these are FPCs, which we don't want. We want this, where it's like cables that have connectors so that we can look at the termination style. So when you say top and bottom with backers, that's definitely FPC. That's like a flex connector that goes into a contact with little ears and you push them in. So you want completely exposed wires on both sides. And those are to solder in wires. And that'll get you a much smaller number of items. And you can see, OK, these are looking right. I don't see the Cript ones. But let's say we want one with like, well, we want 2.54 millimeters, so 0.1 inch pitch spacing. And let's say six conductors. And then we'll look at the lengths. Let's say three or four inches long. There's pretty much all the connectors that we had on the Zoxbox were about this length and size. So this is what we've got. So there's no data sheet. Wait, this is a data sheet. OK. So these are wire to wire. I don't really have a lot of documentation. They do have a whole family at least. So I'll say one thing, you know, I've used them and they're very inexpensive. This is one of the reasons we use them on the Zoxbox is these are, you know, it was based on the same price as having the individual wires. And it was like nice because they were ordered and like they had some flexibility and they, you know, you could, you didn't have to worry about like secondary connectors. The one thing I will say that was an issue with these to watch out for is, is that if you solder them in directly to your board, you do want to use hot glue where the connector touches the PCB because you're going to have this, you know, whenever you have a flexing area and you have a stiff contact near the flex. And this is why you saw on the FPCs they're like, oh, we have, you know, stiffener on the back is that's exactly that flex to rigid intersection, that joint, exactly where you're going to get breakages because you're going to have something that's moving and something that refuses to move. And that's where you're going to get like the force that causes it to eventually crack. So we did have an issue where if folks were working on their Zoxbox a lot and they're moving a lot of pieces and they weren't, you know, they went back and they did some work after the fact they would crack and break the contacts because they were flexing in a bunch. These weren't really meant to flex a lot. But they are like, again, if you're using only through-hole processes or you want to like, you know, you're reworking a board that already has 0.1 inch spacing this is kind of like the thing to use. The only other alternative is you solder in pin headers either right angle or straight and then you use like socket connectors but like those can actually get a little bit more expensive. I remember when we were pricing the Zoxbox this was definitely the least expensive way to make those contacts. And again, if you do it as the last step and there's not a lot of vibration, a lot of motion post installation, you're good to go. So this is my pick for the great search. Handy TE cables, not even from Molex anymore but TE's got your back.


Hi, I'm Syed Hashimi here with another Visual Studio for Mac Tips and Tricks video. During development, have you ever had the need to launch more than one project on run or debug? If so, take a look at the rest of this video because that's exactly what I'll be showing you here today. Here I have Visual Studio for Mac opened up and with a sample project that I've been developing over some time, this solution consists of four different projects. We have an API project, a shared class library, a web project, and then a test project here. And in this case, the web front end, templates web, relies on the API project. So if I want to run or debug this application, I need to launch both the API project and the web project. Looking in the solution pad, I can see that only the templates API project will be launched if I was to run or debug currently. I know that because it's bolded in the solution pad. In order to launch more than one project, we need to right click on the solution and select options. And then we're going to go to configurations under run and create a new run configuration. I'll name it run all, but you can give it any name you like and then click create. Now I'm going to double click on run all and I will select the projects that I would like to launch on start. So that would be the API project and the web project. And then click OK. Another important step is to go to the dropdown in the IDE and select the run configuration which you've just created. In that case, in this case is run all, so I'll pick that. Now we can see that both the templates API and the templates web project are now bolded. Both of these should be launched on run or debug. I'm going to just set a breakpoint in both my web project as well as my API project to demonstrate that both projects are successfully getting launched. Okay, now I'm going to go ahead and start debugging this by clicking on the play button. Okay, we can see that the breakpoint in the web project has now successfully been hit and this will now make a call to the API project and then the breakpoint there should get hit as well. So let me go ahead and click continue here. All right, now the breakpoint in the API project has been hit so we can see that that's up and running. I'm going to remove this breakpoint and select continue here. All right, so now we can see our application is up and running. Okay, in this video I've shown you how you can create a run configuration that has more than one project selected for starting on run or debug. You can also create multiple different run configurations and then switch them using the toolbar which I showed you. Please keep an eye out for the future videos in this Visual Studio for Mac tips and tricks video series. Thank you.


Clark, seven strikeouts in four and a third innings. How are you feeling about that conclusion to your spring training camp? Feeling really good. I thought strike percentage was really high today, kind of attacking guys, obviously being able to get to put away pitches and get swing and miss. A lot of swing and miss today, which I was really happy about. And just continue to build that workload up a little bit towards that last thing in there, started losing a little gas. But that's part of building it up out there and getting past that threshold of building the pitch count up. So I was really happy with today. We've seen that cutter quite a bit this camp. How are you feeling about the development of that and what kind of weapon do you think it'll be during the regular season? Yeah, I thought today was the best day of it so far this camp. I think I had the shape-wise. It was really, really good. I had a lot of swing and misses on it to lefties. And actually, a lot of swing and misses on it to righties as well. So it's really exciting, especially with the strike percentage of it and the swing and miss of it. It's going to be a big pitch for me. And I'm excited about it. As you head into the regular season, it looks like you're lined up now potentially for the number two spot following Garrett Cole there and the Giants series. What kind of opportunity do you think that is for you? Yeah, I mean, it's an unbelievable opportunity. Coming into spring training, I was fighting for the five spot. And sometimes injuries happen. And you look up and now you're fighting and you're in the two spots. So obviously, I'm very grateful for the opportunity. And it's exciting times. I've worked my whole life for stuff like this. And to be able to have that opportunity is something I'm excited for. Just continue to be myself and go out there and get out and help the team win in any way I can. Anthony Volpe named the opening day shortstop. He'll be behind you probably in that second game of the regular season. He made a couple of nice plays today, too. What do you think about Volpe making this squad? Yeah, I think I'm so excited for him. He's such a good kid. He's got a good head on the shoulders. And I mean, his defense is amazing. He's got that glove. Today, he was making plays behind me. And he's been doing it all camp. He came in here and he had an opportunity to compete for a spot. And he took it wholeheartedly. And he kept his head down the whole time and competed and had a lot of success. So I think he's going to be a very, very good player. I think he's going to have a really long career. And I'm just excited to see how it all plays out. I think he's a hard worker and he's got a good head on the shoulders. So it's a lot of fun playing in front of him, I guess. A couple of hours from now, you guys are getting on the plane. You're heading north. You've got to stop in DC. But soon it's going to be Yankee Stadium opening day. How are you feeling as you head north? Yeah, we're excited.  Get that exhibition game in. And then it's full boarder back to the season and getting up in New York. And I know everybody's excited here. And I know the city is excited, I'm sure. And just being able to get back up there and that energy and the Bronx, we can't wait, man. So exciting times for sure. And we can't wait. Clark, thank you for the time. Yes, sir. Thank you.


Okay, we're gonna go ahead and get started. Welcome, everybody. Welcome to those on the live stream. We're so glad to have you worship and pray with us this morning at the Radiant City Center in Kalamazoo, Michigan. I just invite everybody to just go ahead and stand as we posture our hearts in worship. And as we do so, I'm just gonna read a few scriptures from Revelation chapter one. We're gonna be praying in a little bit about just seeing Jesus. The revelation of the man Christ Jesus. And so as we enter into worship, we just wanna turn our gaze into another realm, into that beauty realm. In Revelation chapter one, verse 10, John the apostle, the context here, he's on the island of Patmos in exile. And he says, I was in the spirit on the Lord's day and I heard behind me a loud voice like the sound of a trumpet saying, write in a book what you see and send it to the seven churches, verse 12. And then I looked to see the voice that was speaking with me and having turned, I saw seven golden lampstands. And in the middle of the lampstands, I saw one like a son of man, clothed in a robe, reaching to the feet, girded across his chest with a golden sash.   His feet were like burnished bronze when it has been made to glow in a furnace. And his voice was like the sound of many waters.  And his face was like the sun shining in its strength. And when I saw him, I fell at his feet like a dead man. And he placed his right hand on me saying, do not be afraid, I am the first and the last, the living one and was dead. And behold, I am a lie forevermore. And I have the keys of death and of Hades. Therefore write the things which you have seen and the things which are and the things which will take place after these things. And as I ponder those things that we just read, there's just such an emphasis on seeing, beholding, looking, I turned and I saw. And the response was that he fell at his feet as a dead man. And so Lord, I thank you. I thank you, that you are the one who opens our eyes to this realm of beauty and glory. And we just invite you now, Holy Spirit, to come and do what you love to do. I pray that you would pour out grace this morning as we worship, as we enter in by faith before that throne, as we stand by faith on that sea of glass like crystal mingled with fire, as we turn from the cares of this world, as we turn, God, I pray that you would open our eyes this morning to behold the beauty of Jesus. As we sing, as we declare, Lord, would you expand our capacity, our ability to look, to see, to perceive and to respond rightly with a state of awe, wonder. Arrest our hearts this morning with glory and beauty, we pray in Jesus' name, amen. Outside your presence, peace and sing, you're free. That posture of just gazing just a little bit longer to gaze upon his beauty. One thing I desire, said David, and that will I seek, that I may dwell in the house of the Lord all the days of my life to behold the beauty of the Lord, to inquire in his temple. This is our cry this morning, Lord. We're gonna shift now, keeping our hearts postured right there. We're gonna shift into a time of intercession and we're just gonna continue that cry for more of the Lord, for a spirit of revelation. And I just wanna encourage us, there is a time to grab our journals and to reflect and there's a time to stand and lean in to the heart of God in the place of prayer. And that's what this morning is, this time of intercession where we release our unique sound. God gave you a unique sound that only you can make and we get to bring that now as an offering to him and to agree with his heart. And so I just wanna encourage us, don't sit back, but lean in and let our vocal cords vibrate as we release our unique sound, our yes, Lord, our do-it, Lord, our amen, Lord, as we join the choruses that the worship leaders release. It is that one voice and with that one voice, there is power in our agreement with the heart of God. Ephesians chapter one, praying, we're just gonna stay right there praying for the revelation of this beautiful man with eyes like a flame of fire. Ephesians one, verse 17, I pray that the God of our Lord Jesus Christ, the Father of glory may give to you a spirit of wisdom and of revelation in the knowledge of him. I pray that the eyes of your heart may be enlightened so that you will know what is the hope of his calling, what are the riches of the glory of his inheritance in the saints and what is the surpassing greatness of his power towards us who believe. So Father, we thank you. We thank you that it is the desire of your eternal heart to open the eyes of our heart in the fullness of our humanity to behold the fullness of the glory Jesus possesses. I thank you, Lord, that this is already the longing of your heart. So this morning, we just stand in agreement with you. We stand in agreement with your ministry, Holy Spirit, and we just say, would you do what you love to do all across this room? Lord, all across the live stream, all across the city of Kalamazoo and the city's representative, Lord, we're crying out that you would open the eyes of hearts this morning, that there would be an increasing of our capacity to receive more of the beauty, more of the glory of Jesus that transforms our varied life and our countenance.  It's our cry. Spirit, we need you. We need you to want Jesus. We need you to long for the second person of the Trinity. We just say, Lord, don't leave us here. Leave us here in dimness. Leave us who smolder to Holy Spirit to do what you love to do, to bring us as dead men and dead women before the beauty of the Lord to arrest us. So mightily, God, that we are desking what you break in, God, with that shocking un-possesses of the beauty tenets, of the beauty of his heart, his attributes, Lord, we're asking for a tsunami of revelation that captures our hearts, that marks our hearts, that ruins us, God, leaves us as illiterate love for every fool. We just say, Lord, would you take us up even as you took John up in a realm of revelation, in a realm of glory? Would you do that? Across this city, all across the generations, God, all across the congregations, the little ones, Lord, the old ones, God, everything in between, would you invade our dream of Jesus? Would you give us visions in the day, God, on the beauty of the Lord? We're asking in Jesus' name that those who look the shiny things of this earth, the pressures of life as we live in the transaction of glory, that you impart to us the zest that we radiate your glory in the earth. We cite this morning, in our own hearts, in our own homes, in our own congregations, across our cities represented in this prayer meeting, to see rightly, to behold, as you said, knock and keep on knocking, we're asking, we're seeking, God, do not leave us here. Do not leave us here, Holy Spirit. Open up the eyes of our hearts. Take us up in the spirit. Ruin us with beauty and glory. To see you, Lord, is to love you. To see you, God, is to have our appetite for more. Awakened, showcase Jesus. Feature Jesus in the eyes of our heart. Stun us with a fresh revelation of this beautiful man. We're crying out, blow in this place, God, and release a spirit of revelation across Kalamazoo, Michigan. And every city represented on this live stream begin to rain down the knowledge and the understanding of Jesus Christ, we pray in your name. Blessed are the pure in heart, for they shall see God. So we just ask, Holy Spirit, that you would remove every obstacle to our gazing upon the beauty of the Lord. We invite you to come and do the deep work and do the cleansing work and do the realigning work of our hearts. Wherever there are obstacles and barricades to our vision, to just a clear line to Jesus, we just say, Holy Spirit, come right now. Come and deal with us, come and remove the barriers. Come and remove, God, those things that are hindering our beholding the Lord rightly. You said, blessed are the pure in heart, because we see Jesus. So purify us, Lord, purify our hearts that our gaze would be clear, that we would behold Him rightly, fully, the lens clean, clear, dialed in, capturing everything. We love you, Holy Spirit, we love your ministry. So say it. I know that your eyes are like flames of Jesus, your beauty. I know that your eyes are like flames of fire.  I know that your voice sounds like water. Jesus, your beauty. Thank you for a spirit of revelation that unlocks our heart, that enlarges our heart to receive more. It's good to know that that anthem is outside of time, and as we pause to go our ways, that that song is continuing in that realm of beauty and glory, never stopping, never ceasing. So thank you for joining us for worship and prayer this morning, morning, noon, and night here at Radiant City Center. We'll be back here at noon today, 6.30 tonight. God bless you.


Welcome to the Fiji Symposium 2019 here in Cairo in Egypt where I'm very pleased to be joined in the studio today by Hemant Baigel who is the Vice President for Community Relations and Global Policy Affairs for Mastercard. Hemant, welcome to the studio. Thank you. Now let's talk a little bit about digital financial services obviously that's what we're very much focusing on here. What do you think it would take for the world's poorest people to prefer digital financial services over cash? Do you think that digital financial services will be enough for this to happen? So if you look at today's environment, a majority of the poor, no matter where you are, Africa, Asia, Latin America, they prefer cash over digital because that's what they know best. It gives them a sense of finality or a settlement that happens right away. It is something that they trust. So if you want digital financial services to become part of their lives, it has to be something that's usable by them. So it has to be what's called a customer-centric solution that has to be and not something that somebody in a big room can decide that this is best for the consumers and this is best for small businesses or the target community. So I think that's the first premise. To give you a way of an example, Mastercard has this solution called Mastercard. We in the financial or this community, we talk a great deal about access usage gap, right? So we have a solution called Mastercard Farmers Network which was initially launched in Kenya and in Tanzania now it's sort of being scaled to other markets. That was the primary example of customer-centric. So basically women farmers, smallholder farmers, they sell produce to the local markets. So this platform basically gave a transaction account to these people which otherwise they would have no need for. So if you go out there through some other means or some program and give them a transaction account, they will say, what do I do with it? But now here's a proposition where you sell produce, but we want to take your produce to a bigger marketplace where there is a big set of buyers who want to buy your produce because today you don't have the capability to go beyond your immediate market. So this platform was developed, you know, there's a buyer, seller, it's a marketplace. By the way, if you want to do this, have a transaction account, then you don't have to worry about cash payments and all that. So there was immediate sort of like a thing that was created, okay now I can use this thing. It was mobile driven and so on and so forth. So that's what I'm talking about. It has to be customer-centric. And what innovations do you think are required in regulatory collaboration to create an enabling environment for digital financial services? I think that's a very, very important question and we in the private sector are constantly sort of like in discussions with institutions like the World Bank and others to ensure when they advise governments this is the primary point. I mean I think a lot of governments recognize that but the argument actually gets a little diluted or customized based on how they want to implement this. So to again give you an example, I think we as a global company sometimes face challenges from domestic sort of players. Not that it's a bad thing if you look at like a pure competition standpoint but when it's a preferential sort of treatment that's given to domestic over foreign on the grounds of X, Y and Z, then it becomes an issue, then it's not an enabling environment that sort of curves innovation and it just creates a whole bunch of other problems. I think the enabling environment is key. I mean open competition ability for everybody to participate equally on equal footing and then also then you have other bits in play where you have the right regulations and also governments or central banks or regulators not sort of having a need to immediately come up with regulations, try out things first, those kind of things. And what role can governments play to enhance usage of digital financial services at national level? So usage is a very, as I said in the beginning, it's a very sort of peculiar sort of a thing. I mean you cannot sort of assume that you will build this castle and people will come or use the castle to stick with the team. I think it has to be whether this castle is usable for whatever purposes. So it has to be, I mean in the government, no matter where you are, whether you're in a developing or a developed country, does not have that information. So you have to rely on private sector because they are the ones who have customer relationships. They understand the needs of the customer. So it has to be some sort of a public-private partnership, whether it's handled through a National Payments Council where you are developing these visions for the country, five-year, 10-year visions for the country. That's where, that could potentially be a starting point. But then at the end of the day it's a private sector who has to come up with a plan and then the government sort of enforces it somehow. Well thank you very much for joining us in the studio today and hopefully we'll catch up with you again some stage in the future. Great, thank you.


studying Macbeth. Here's how you can analyse that for scene 2. The scene opens with Lady Macduff speaking here in Iron Bit Pentameter. We can see that she's furious that Macduff fled to England. She uses this extended metaphor of a bird to show that she thinks her husband is a coward for running away. Yet Ross defends Macduff and he speaks here using Ruler 3 to say that Macduff has a good reason but he can't reveal why he fled to England. Lady Macduff is so furious she then tells her son that Macduff is dead. This is her way of saying that he's dead to her for leaving. Her son uses this adjective to question whether Macduff is a traitor. A mysterious messenger then comes in and he speaks in alliteration to warn Lady Macduff that she is in danger. She needs to run away right now. Yet Lady Macduff is too slow to react and the murderers arrive at their castle. The murderer then insults Macduff however his son defends him. These days directions show that Macduff's son is then killed. As the son is dying he cries out in this exclamatory sentence his mother however Lady Macduff is also killed.


Everybody's saying that it was gonna be a first round to get Julio Jones allegedly nobody bit now There's mixed reports Jeff Darlington on get up yesterday said it's probably you're probably looking at like a second or a third round Pick at this point a second round pick though has failed a lot in the past Julio Jones is not security Julio Jones comes in and second round pick and is a guy for your team immediately I don't understand how this works why this works, but I guess this is why GM's or GM's But how do you not pull the trigger on this immediately if it's a third round pick? What am I missing? What is the problem?


So, we will continue talking about verbs and objects, we are looking at verbs and objects in the process of understanding structure of sentences or a structure of a sentence. Out of different components of a sentence, we have seen both the parts namely subject and predicate. We have seen components of a predicate namely verbs and objects and then we have seen the relationship between subject and predicate to be precise subjects and verbs. Then we started looking at what is the relationship between subject between verbs and their objects. We will look at more in terms of structural representation and structural representation of a sentence that is later. So, last time we were talking about nature of verb in terms of transitive and intransitive. We saw that transitivity is largely responsible for how or why a verb will have an object or will not have an object. What did we conclude? If a verb is a transitive one, then it has an object, if it is an intransitive one, then it does not have an object and sometimes there are few verbs in languages, they are dytransitive verbs which will have two objects. Now, please pay attention to these number of objects and the fact that they are associated with verbs in the sense that transitivity or intransitivity may be nature of a verb. Once a verb is transitive or intransitive that is going to stay forever in the sense that transitivity of a verb is not dependent on languages. A verb may not be transitive in one and intransitive in the other language. If a verb is transitive in language A, it is going to be transitive everywhere. Now, we are going to see why is this valency required? Why is this association between object and verbs required and also that the relationship, the presence of object is dependent on verb, not on anything else. So, it seems like subject and object, what is the primary difference between a subject and an object? Besides their position in a sentence, now you know about the position of these things in a sentence. What do you think will be a primary difference between a subject and an object? Anybody? Subjects have no dependence on verbs, that is every sentence will have a verb and every sentence will have a subject. These are two independent principles, they are not dependent on one another. However, whether a verb is going to be present in a sentence, whether an object is going to be present in a sentence or not is going to be dependent on the nature of the verb. That is the primary difference between an object and the verb. We have seen the intransitive, transitive and die-transitive nature of verbs and then I have, I tried to demonstrate some of them through examples to you that verbs like sleep, go, come, sit, dance happen to be in transitive verbs as they do not have objects. And verbs like eat, read and write are transitive ones as they require an object. And we know the distinction between requirement and not requirement by putting a diagnostic test, what was the test? You just need to question the verb with what? If the question is a legitimate question, do you understand by legitimate question? That is if the question sounds okay, then you are going to get an answer also and that answer is most likely the object of the verb. In other words, the answer determines whether the verb will have an object or not. Now, how do we argue that the noun home in sentence number 2 is not an object of this verb? Besides knowing the diagnostic test of what? When we question this verb with what, we know that that is not a good question. Go what? Therefore, this will not have an object. This verb does not seem to allow an object. Nonetheless, you see something here and sentence sounds okay. If someone says I was going, you would want to know where? You understand what I am saying? When someone says I was going, it does not sound like a complete sentence. At the same time, this does not seem to be an object of the verb. So what is going on here? It is an important question for us to understand. I am only underlining this question for you to think about it and then we will discuss this question little later. If you look at the second sentence, Chris was sitting in a chair. If we simply say Chris was sitting, it is not as bad, but sounds little bit incomplete and sitting in a chair, in a room, in a class gives completion to a sentence. So we will talk about them too. Remember, I have told you that there are some verbs which may pass these kinds of diagnostic tests, but it still may not be a transitive verb or the other way around. Do you remember this point? What I am trying to say is this diagnostic test may not be completely foolproof. Nonetheless, it works to a great extent. Now I want to, so in a way I want to put all these discussions in perspective in an example and see how they work and then carry forward our discussions to a different level. So if we have a sentence like this, John likes to eat pizza with his friends in E.D. Sounds like a good sentence. Now for our understanding, I have tried to categorize this sentence in different categories that we have been discussing so far. The subject of the sentence is John. Everything else likes to eat pizza with his friends in the evening is going to be predicate. The verb of this sentence is like. Do you agree with this or do you think there is something else? First of all, let me hear from you and then we talk about this. How many verbs do you see in this sentence? Two, but if you are asked, what is the verb of this sentence? What will be the answer? These are not two complicated questions. The fact that there are two verbs and I can see that, anyone can see that and still someone asks you the question, what is the verb of this sentence? What will be your answer? Knowing that the answer cannot be both of them. Why? Why and like any scientific investigation, every answer must be supported with evidence. The answer cannot be, I think so. That is not an answer in any science, any scientific investigation. I am sure you know that. I think so or I believe, I feel are not the answers. So to make things more precise and these are not too complicated. It just requires little bit of attention. We know that every sentence must have a verb. This sentence has one and maybe it has more than one. But when we say every sentence must have a verb, it must have a meaning. That is the proposition must have a meaning. And if you are deciding that the verb is like or I am telling you the verb is like, there must be a reason for that. What do you think is the reason? Should not be too complicated? No. Not really the answer that I am looking for. Not really the answer that I am looking for. You are saying somehow we can ask a question where we can involve the subject and then probably get some answer. It is simpler than that. Go ahead. Anybody else? We can say the same thing in different words. That is the verb which carries agreement features. Remember we have talked about agreement at great length. That is the verb which carries agreement features. John happens to be the subject because it agrees with John. If you change the subject, if you just make the subject plural, you are going to see some changes on the verb. Suppose if I have to say John and Mary, then how will the verb change? John and Mary like to eat pizza with their friends in the evening. Now, nothing is happening to the verb to eat. Therefore that is not the verb of the sentence participating in agreement. Therefore, like is the verb as it happens to participate in the agreement. This is making sense to everybody. Do you see that? It is not too complicated. It just requires little bit of attention and I am asking you this question only because you have seen agreement features before and you know that there is going to be just one verb in a sentence. When we say there is going to be just one verb in a sentence, what we mean is only one verb will be participating in the agreement. In the absence of such an agreement, no matter how many verbs you have in a sentence, the sentence is not complete as long as that agreement is taken care of, the sentence is complete over done. Step by step. So, should we first identify the subject or should we first identify the verb in a sentence? Because when we defined subject, we said that it is that which agrees with the verb. So, the definition itself says that first identify the verb and then you will be able to identify the subject. But really that the requirement says first you have to identify whether the sentence is fulfilling the requirement of agreement or not. Your question is also important for learning language, for acquisition of language. How do we learn a language? Do we learn to identify categories first? Either in terms of lexical categories like John, Mary, eat, drink, pizza, do we learn things this way or do we learn grammatical categories that is grammatical relations like subjects, verbs, objects or how, what else? I mean one convenient answer or depending upon a particular level of discussion, we can say one can say that is not very important at this time. One can also say we do not know much about them, but you can always investigate how does it work. Therefore, when we try to understand a sentence which let us say we call s and say it has two parts which has let us say roughly to begin with I am going to say subject and predicate or we can say we can refine this and say subjects are usually a noun phrase and a verb phrase meaning everything else is still part of a verb phrase which is predicate. To resolve questions like that when people started looking at feature of a sentence, they had to look at things what we are called functional properties of sentence or functional features the abstract things that we do not see and then when we determine that neither subject nor verb is really required really defines a sentence then people started defining this thing in terms of what was called agreement. So, we really your answer was very simple, but with that I am sorry your question was very simple, but with your question I wanted to emphasize I do want to emphasize significance of agreement that in a sentence it is not really important to identify a subject or a verb what is important to identify the agreement and once you see the agreement then you can see which are the components that are participating in the agreement. Thus you understand what is the subject and what is the verb and lot of times once we identify a subject lot of times that subject is going to be a logical subject also grammatical subject at times depending upon which language we are talking about they may there may be some differences that is in some cases logical subjects may be a different one and grammatical subject may be a different one nonetheless what is more striking is all that you know are not going to be in contradiction with one another they do not violate any principle and then so we will expand this thing further later so let me let me move on and show you more things. So, next in the sentence what is the object of the sentence we see so many so many things after the after verb or associated with the verb and I am telling you that the object is pizza because it answers the question if we say eat what right then we get the answer pizza we do not get the answer friends or evening or anything else right but I also want to draw your attention that the rest of the sentence the rest of the things in the sentence is not finding any space here what are they when we say with his friends what is that and in the evening what is that this is my question do you understand my question we have been talking about a sentence we have talked about agreement we have talked about subject we have talked about verbs and we have now finished talking about objects but we see there are several other things in the sentence so what can we quickly say without saying much about rest of the things one way to put this is see what we have been talking about are really required elements of a sentence they are grammatical revisions and they are required elements of a sentence having said that we end up saying that rest of the things are not required elements right and that happens to be true that rest of the things give you additional information but are not really required components for making the sentence therefore and we I do not want to go and repeat everything you know the required element is an agreement then the required thing manifestation of agreement is between these two and then we know which one is a verb which one is the subject and if at all this needs an object or not that is all and then we have a sentence everything else in the sentence is simply giving us more information not really but and when I say not really required and just giving us information I do not mean they are not semantically relevant okay I am not saying that we do not need to say those things I am only saying required with respect required or not required with respect to requirements of component in a sentence for the for the formation of a sentence and at the level of I language where whether a sentence is good or not here is all that we are talking about whether someone in a conversation needs to give this information that they were eating pizza with friends or enemies or whoever is not really required information at the at the level of I language that is representation of a sentence here getting getting the point so it is important to understand what we mean by required elements required elements simply means required components in formation of a sentence without which sentence may not be complete okay you can drop everything else in the sentence but if we drop pizza if we say John likes to eat with his friends in the evening right there is some this sentence gives you and if you test the grammaticality of this sentence with native speakers this tells you that there is something missing in this sentence okay and if it does not sound too odd to us that is because our languages allows our languages allow dropping of objects because the moment we say John likes to eat with his friends right we are the idea is in our the idea in our languages is the the slot of the object is still there it is just conceptually not required when we say John likes to eat pizza okay what is the object of the sentence the the the verb is like right the object is not just pizza eating pizza the whole thing is the object that is what I meant by damage control and I said like I said I should have picked up a simpler sentence than that we can say John eats a pizza okay John eats a pizza in that sentence what's the word eat and the object is pizza here the sub the verb is like so the object is going to be what is it that John likes and what is it that John likes eating pizza therefore to eat pizza is the object of the verb like it is clarification good enough do you see this this thing okay so when I said in our languages of dropping of an objects is okay and therefore these kinds of sentences in English where we drop an object and sounds okay to us the reason is if I say John eats pizza with his friends right we can say John eats with his friends the moment we say John eats with his friend we are conceptually allowing this possibility that the fact that we are already saying eating must be eating something right must be eating something and if that something is understood so if it does not manifest overtly still at a conceptual level the slot of object stage but not necessarily we need to articulate that in a language like English that's not allowed we must have objects articulated therefore the dropping of an object is not allowed in a language like English it is this this clear to you why I'm talking about several things together one why English does not allow to drop subjects I'm sorry drop objects why our languages that is Hindi English in the Tamil Telugu Malayalam and many others why our languages allow to drop a subject and then why when we speak English a sentence in English without an object looks okay to us okay alright yeah why it allows or it doesn't allow its language dependent we have not answered why it allows or why it allows and why it doesn't allow meaning dropping of an object that is true it see objects are required by verbs at that's a principle why not not why some languages may allow to drop an object and some languages may not is is what is language dependent okay now then the question was why some languages allow and why we have not answered the why part of it that that that is what I was trying I was trying to say I I and this answer may not be a complete answer in some languages like ours when it is it has a space that is conceptual space to to fulfill it fulfill the object in its absence such as when we say eat the object is going to be something edible right therefore it is it it's allowed in the sense that it's okay not to have the subject let me let me give you some bizarre kind of examples so when when we say John likes to play what we are saying is the requirement of language English is we must say John likes to play football right for our English that let's say Indian English it's okay to say John likes to play because in our languages it's okay to say the counterpart of that sentence the reason why it is allowed the verb transitive word allowed without a subject we need we are making a distinction that that is not allowed at the conceptual level the slot of the object is there but in reality we drop it because of the following region that when we say John likes John John plays cricket it the sentence possibly could not be John likes John plays pizza you see the you see the restriction on the sentence this is called selectional restriction okay there is something in language that operates as a principle it's called selectional restriction which is a particular kind of word is going to select only particular kinds of objects what we have seen so far is whether a word selects an object or not okay in some cases verbs do not in some cases verbs do what we have not seen is what are the types of objects a verb is allowed to select like I am giving you example eat cricket cannot be an allowed sequence even though it's fulfilling the grammatical requirement what's the grammatical requirement eat is a transitive verb and it must have an object is are people with me you understand I'm coming to that in a moment I'm coming to that in a moment no I am coming to that also let me let me first finish and I know that you get the point but I need to make it with clarity certain kinds of verbs require only certain kinds of argument that is only certain kinds of object when we say eat it the verb the sequence eat cricket is not allowed because it's not fulfilling the requirement of the type of object it needs to select and this requirement is called selectional restriction okay this is clear and you are right the selectional requirement is a semantic criteria absolutely right no denying from that fact selectional restriction is a semantic criteria now remember few days ago I was telling you about independence of syntax do you do you remember about independence of syntax colorless green ideas sleep furiously where we discussed that a sentence can be grammatical independence independent of its semantics that is even though a sentence does not have a meaning it can be grammatical now I am telling you bringing you bringing something in which says selectional restriction is an important factor now what I am trying to say is I am giving you two two perspective and two two positions and both are at work in language the the discussion on selectional restriction becomes the logical argument refuting independence of syntax those who say independence of syntax exists can be refuted through selectional restriction not not completely but to a great extent okay however dropping selectional restriction allows independence of syntax so though there is no contradiction they are in opposition with one another to some extent because selectional restriction does not allow does not is is not a not a principle only at the level of word only at the level of word when its object selectional restriction works at many levels for example when we talk about adjectives and noun selection between adjectives and noun so we can say the moment we have a we have a noun let us say pointer or a computer it can select only certain kinds of adjectives we cannot say we can say black computer but we cannot say sweet computer okay I hope you get the get the point we can similarly we can say sweet tea we can we can also say black tea but we cannot say fast tea well we cannot say that also if it is coming from a fast food joint we can say that but we you get the point you just have to pick something which is not allowed right sorry bright tea yeah I mean as long as we get the point we we are good with that right so you get the get the answer of selectional restriction independence of syntax and why two things are given as examples and counter examples to another alright now coming back to your thing yeah that that's true John that that's true so here also you're fine when you when you say John likes what to eat but if we have pizza in the sentence then what we are saying is the whole chunk is the object the if pizza was not there then the sentence was okay right I like I like I told you I should have picked up as simpler sentence than that because we are not ready for the whole discussion right away by when I say we are not ready we I mean we need to I need to take you through several other things to reach here so right now what I am saying is pizza is not important here but there is a reason why it is important because when we say John likes to eat okay to eat is also going to play to eat is a is a small sentence within its own right and this is where we are not ready to discuss that part to eat is a small sentence within its own right these are miraculous and magical things in languages and I I I don't mean to digress from the point but I cannot leave it hanging either so give me two minutes and then I come back to this dear I am sure all of us know the sentences like I want to go right simple sentence how many sentences do you see here on the board I want to go right it's it looks like there is one sentence but if I tell you this has two sentences in it do you do you believe that yes so what are the two sentences in this I want and to go no you are saying there are two words where are the two sentences I think at this level you can discuss this much right you are saying there are two words and probably you are right about two sentences but we need to say more to make them two sentences okay we are saying the first sentence is not I want is want a transitive of transitive or not a transitive or it's a transitive or because when we say I want I want something want what so just saying I want is not a complete sentence what is complete sentences I want to go okay within that whole thing so this is sentence number one what's the object of this word want to go right now this is argued to be an independent sentence by itself what's the object of this verb is not really a verb because verbs do not become an object okay and I will discuss little bit more on these things later I promise you this thing I just now right now I just want to show you that this is a sentence it's not simply a word it's not a noun this is a sentence by itself because the subject of this sentence you know this is when I say sentence I am I am cutting several things out of this discussion it's not a complete sentence but it's a sentence and I promise you I will bring you back to this this these kinds of questions and these kinds of questions are important in language because this they tell a lot they give us a lot of theoretically motivated insights in insights and they help us understand language in a much better way the other reason why these things are important is they are such so simple sentences but they could be so complicated at the level of human cognition I am saying both and I am saying that knowing very well that we will wait for more discussions on this thing I am saying this is a sentence but not a full sentence so far this is not a sentence because do you see a subject here no if I tell you there is a subject here therefore this is a sentence because when I say I want to go I am basically saying I want I to go because the possibilities are how do I say I want can I say or not I want him to go I want you to go can I say these sentences are not right these are good sentences they are exactly the same pattern I want you to go I want him to go I want her to go right this so when I say I want to go the sentence is I want I to go right the identity of these two the moment it is matched okay when I say I want to go the identity of this thing and this thing is matched the principle of economy applies and it's deleted not needed cannot be deleted when I say I want him to go because the sentence is completely different I want him to go the sentence is completely different the identity between I and him is not matched it's about a different person therefore that stage and this one is deleted which mean which is to say that this slot of the subject is open okay now we so we can say there is a subject and there is a verb but where is the agreement okay there is no agreement between subject and the verb so I'll come to the agreement part later this is what I said I will discuss this thing later right now I can tell you this seems to be a subject sentence but not a good not a real sentence by real sentence I mean this sentence will not have an independent status outside this big sentence however in this big sentence this has any status okay similarly John likes to eat pizza to eat pizza has a different status okay it's not a complete sentence by itself but some have argued that to eat the pizza to eat pizza is the object of the main verb want but pizza is the object of to eat even though it's not a complete sentence and then there are more discussions required for that therefore that's that's needed but right now I can simply say pizza is not the object in our discussion right now what is our discussion what is it in our discussion the subject the object is to eat pizza likes what to eat even though I feel like I should have picked up a simpler sentence but I'm glad that we I picked up that sentence so that we got to discuss something else I hope things are clear to you you can see these are simple sentences and not very difficult for us to see we say these kinds of sentences several times every day right alright this sentence is relevant for discussing couple of other modules of theory couple of other principles of language which I am coming to very soon now we will stop in a couple of minutes but I want you to see that we are heading in a we are heading towards the discussing these things okay where the the point is and even with the in the previous thing when we were looking at subject predicate objects and verb the point is identifying things okay in this slide I am only trying to show you grammatical relations okay now and you see that some elements are required and some elements are not required this is why I have listed with his friends and in the evening are something else that we will discuss we I have a sentence like students of physics students of physics this is not a good sentence you see that what will be the word students of physics like to eat pizza with their friends in the evening actually I think what I wanted to write the student of physics okay so that that that is a type of nonetheless what is the subject of this sentence student of physics right right now before discussing anything else what can you say about the subject no that is not redundant that is not redundant it is not redundant in the sense that okay let me first say why do you think it's redundant that's fine so what you are saying is students could be of anything but someone who wants to specify students right for that processing it's not redundant you see the difference between redundant and not redundant we are saying the reason why it sounds redundant to you is because you are used to seeing subjects as once one little noun right John Mary students here we are seeing for the first time or at least we are looking at it for the first time that the subject is a bigger chunk I will also show you in what under what circumstances this could be redundant and under what circumstances these are not redundant such as in this case it's not redundant we want to specify students of what when we say students students of what right it's not redundant number one the all we are I'm trying to show you through this sentence is a sentence could be bigger chunk I'm sorry a subject could be a bigger chunk okay and the rest of the things you have already seen so through this we are see we are we are looking at the following point that's several several words in a sentence seem to form a group okay and group of words are called constituents okay that is that is simply simply to say they are forming one cluster and that's easy to see like you have seen student of physics in this sentence the fat monkey were jumping on the roof of this building right when we say monkey what's the subject what's the subject of this sentence the fat monkey were jumping on the roof of this building the fat monkey the so in a way this the subject is monkey but the fat and monkey they together seem to form a group right why is the forming a group with monkey right and not watch right so watch jumping on the roof of this building is one constituent and even in that bigger chunk on the roof of this building is another looks like another constituent and then when you when you say on the roof and then of this building these are a smaller chunks right on the roof of this building is one chunk and within that of this building is another another chunk all I am trying to show you is these are these are are we we see in sentences that words form groups and how they form groups and what's the what's the notion of the whole constituent heads and then then eventually we through these groups we are trying to go to phrases and constitution of a phrase is that how do we how do we recognize a phrase is what we are looking at so we will we will talk about phrases and their constitution soon so that we can come to different principles and discussing sentences like these we stop here


All right, what is up guys karma medic here and welcome back to another dose I did it. I've actually gone and done it I've finally finished the huge soul destroying life crushing USM at least step one exam. It's finished It's done with and I can put it all behind me. USM at least step one. What first aid book who? You guys taste that it's the taste of freedom I know I can't believe it either this huge thing that I've dedicated my life to for the past six months or so is Gone I feel like I have this big hole in my life that I need to replace with something else That's where these YouTube videos come in I'm flying to Greece in a couple of hours as I always do whenever I take a holiday or a break It's gonna be so so wonderful to just be able to actually relax Enjoy the Sun hang out with my friends. Just do something different I've literally been sat down at this desk almost 10 hours a day for like five or six months Like can we soak that in for a second? So yeah, I'm just really excited to honestly be a normal human again Like get back to normal activities in my life socializing, you know going to the gym and things like that I've really really missed those things. Alright, I've got two big things that I want to update you guys on in this video The first of which is my USM at least step one exam I want to tell you guys a little bit about it what the experience was like and how it went and then the second Thing is that I'm about to start my fourth year of medical school fourth year of medical school Damn, that has a really nice ring to it. All right now before we get into it Can I just um, can I take a quick quick moment to just say a thank you to the 407,000 subscribers on my YouTube channel. I don't know if you guys can see that but 407,000 you guys are absolutely mad. That's crazy. I don't know how you guys have gone and done that. Hello to everyone Oh, I forgot to zoom out. Hello to everyone who's new. Hi, my name is Nasser. Hopefully you know that by now Thank you for subscribing to this channel. Thank you for watching these videos I hope you enjoy them and I hope you find them useful I'll be making plenty more to come in the coming weeks and months and everything like that So make sure you subscribe if you haven't already. All right now. Let's talk about the USM at least step one exam It's an eight hour long exam that consists of seven one hour blocks of questions And then one hour of break time that you can use to split up however you want between those seven blocks So on the day of the exam I actually wasn't that nervous which I was kind of surprised about Even when I was like on the tube going there and when I was standing outside the building or waiting in Line to get checked in I found myself to be like pretty calm I was taking deep breaths and just telling myself, you know You've done everything that you can up until this point and whatever happens now happens You've you've done your best however the night before the exam. I was definitely super super super anxious and nervous I actually hadn't even thought about the fact that my exam was going to be the next day until my sister and I Were having conversation at lunch and she was saying oh, you know everything's gonna be finished tomorrow You're gonna be done. It's all gonna be over. Aren't you so excited? And that's kind of when it hit me that everything I've worked for for the last six months is about to culminate in a single day in a Single like eight-hour setting. So yeah, that felt like a lot of pressure and that's when I started to get really anxious and nervous So thankfully it seems like the night before I got all that nervousness and anxiety out of me And then on the actual exam day. I was pretty chill the exam center itself was pretty intimidating There's like cameras everywhere. There's cameras looking at your desk from a top-down view There's cameras in the hallways like you have to walk through a metal detector and you have to have your Sleeves checked and your trouser pants checked and your pockets turned out every single time you enter The audio All right, let's try that again. Your ankles are yet to turn out all of your pockets What's happening? I swear construction has like plagued me here. Anyway, I feel so lucky that in the actual testing center I was assigned like a corner cubicle because I felt like had a little bit of privacy a little bit of Seclusion and I find it really distracting when I can see people to my left or to my right like their head or their arms and stuff Like that So I feel really lucky that I was like sort of pushed in the corner and then yeah I started the first block of questions and at that point my heart was again Racing racing racing. It's like going to an interview when you sit down at the beginning and you get asked the first question You're really nervous, but then as the interview progresses and you start having more of a conversation You start to calm down. That's exactly how I felt So I did two blocks back to back took a ten minute break and then did another two blocks back to back trying to mimic my Classic four-hour studying session that you guys have probably seen on this channel before and then I took my 20 minute lunch break And it just so happened that the two people who were having their lunch at the same time as me They both had recognized me from my YouTube videos from this which is really kind of crazy And was definitely a bit of like a shock in the middle of my exam They were both really polite and we had a nice conversation Which was great to sort of take our minds off of the fact that we were in the middle of this very big important stressful exam And yeah, if you guys are watching this, I hope you smashed it and best of luck Then after lunch the fifth block was fine and then sort of halfway through the sixth block moving into the seventh block I was so so so exhausted. I wasn't tired like I wanted to sleep.  I tried to push all of that away as best as I could I didn't want to strike myself I just wanted to stay completely focused on what I was doing and then think about all of that later And then yeah, pretty much before I knew it My exam was over the like application the software application closed and I was just staring at a blank screen And I just kind of stared on my desk and I was like, oh my god, like is this it am I done? It was it was honestly a really weird feeling It's weird when something you've dedicated so much time and effort to comes to a close even in university when you have You know big exam periods at the end of the year You know, you maybe dedicate like a couple of weeks like maximum month of hardcore studying and dedication to that But six months all for one day It really felt like, you know, like the world was like culminating in this like peak in this huge climax And then it was gone the closest thing I've experienced to this is when I was studying for the MCAT exam Which is a medical school entrance exam in the United States in Canada And I think I studied for three months for that so pretty much half the time So yeah, this was like this was something completely different really really strange feeling to have it all come to an end But a very good feeling. This is a happy feeling. This is not a sad feeling. I'm so happy. It's over now Historically, I don't have a great track record of estimating how well I've done on the test And if I'm honest, I don't really like to think about it when the test results come out the test results come out And that's when I'll know but yeah guys, that's it like this exam Which oh my god, like the amount of notes that I took in this book the amount of time and dedication And effort is just unbelievable Honestly, it's unbelievable. Obviously every student studying for this this exam goes through the same thing But this was how many pages? About 700 pages of content and then there's Pathoma as well Which is another 200 pages and then with all the other resources you end up using There's like a thousand pages of just reading and then something like two to three thousand questions And then there's all the like sketchy stuff. There's oh my god. This exam is just insane It's absolutely insane And if you take a look at the the notes that I've written on the iPad I'll put them up somewhere on the screen here all the notes that I've taken on the iPad pretty much like four years Of your undergraduate Biomedical science degree and then on top of that your first three years of medical school. That's the content for this exam Like it's huge. It's absolutely huge. All right, so that's it The step one exam is completely finished and put that behind me And now I'm gonna start my fourth year of medical school at Kings College London by the time you guys see this video It'll be early September I will have already gone on my small holiday to Greece and come back and I'm about to start medical school I actually always look forward to starting school again after the summer You know medical school, especially but generally speaking like teaching and learning and studying are things that I genuinely enjoy And so I honestly don't mind doing them this year We'll be spending the vast majority of our time in a hospital Actually on the wards talking to patients and learning how to manage them and things like that Which I'm very very excited about every time we go up a level in medical school We gain more responsibility We gain more knowledge and also the fact that I've spent the last six months reading about all kinds of different diseases I'm really interested to see those things in real life So in fourth year of medical school at Kings College London, we all do four blocks of about eight weeks each I'm not sure if we all do them at the same time or if we're like jumbled about but we go through the blocks of Pediatrics mental health emergency medicine and critical care And then the last one is I think OBGYN or maternal health So I'm starting on pediatrics Which I'm actually really happy about because I always feel like I have a good interaction with children I have a good mannerism with children And you know, I feel like it spices things up compared to all of the adults that you see in the hospital Every year before we start in the hospitals We have a bunch of online courses and classes that we need to complete Most of them I'd say are like formalities things about health and safety What to do during emergencies and things like that So I've got to complete those over the coming week to make sure I'm prepared And then as far as outside preparation that I'm going to do for the upcoming year I think thankfully all of this work that I've done for the exam is definitely going to help me And it's gonna go a long way But I am planning on getting one book just a second I'm planning to get the specialties equivalent of this book over here If you guys aren't aware of this book or you don't know about it It's basically like a shorthand pocketbook for all the major organ systems of the body And it covers a whole bunch of different diseases and management It's very very helpful It's something that I used a lot when I was studying for my exams at King's College London And I carry it on the wards with me If I'm honest, I don't really check it that much when I'm on the wards Because I find that there's enough for me to do already without having to pull out a book Even though historically I've very rarely used books to accompany my lectures in medical school Because now we have so few lectures and so much time spent in the hospital on placement I think it's gonna be helpful to have a book so that I can sort of follow along and take a look at What are the types of things that I should be seeing or should be learning about while on placement Luckily, I've been placed in London-based hospitals for most of my placements over the next two years So I'm not gonna have to move anywhere for like eight weeks at a time There's only one placement where it might make more sense to do that Because it's a little bit further away, but I think I'll see how it goes when we get there So yeah, I'll be able to stay in London, stay within my social circle, within the social life that I have here Which I think is really great I think it would be a shame if in my fourth and fifth year of medical school I would have to sort of go somewhere else and start fresh in terms of a social life Or a new city and things like that I'm happy that I get to stay where I am Also, I have everything that I need here I have, you know, my massive monitor behind me I've got this huge desk, all of my lighting and my equipment for filming these YouTube videos I don't really want to be moving all that around When school starts again, I'll be able to make more medical school vlogs Which I'm really excited about because that's what I really enjoyed doing on this channel That's sort of what helped and made it grow Yeah, I think making medical school vlogs is really fun You know, taking you guys along on a whole day and explaining to you what it is that I'm doing at different times Yeah, at the end of the day, the goal of this channel is really to give you guys an insight into what life is like at medical school And also hopefully help you with your studies and things like that at the same time So yeah, I'm excited to start making vlogs again I'm excited to start uploading on this YouTube channel on a weekly basis I know I took a little bit of a break You guys have left me such great comments on the last video So thank you guys for that, thank you for your continued support And yeah, I think that's pretty much it for major life updates USMLE Step 1 exams finished, I'm about to start medical school And in the middle, I'm gonna take a quick little holiday So I should probably get going, finish off this packing and get ready to go to the airport Once again, thank you for taking the time to watch this video I hope you found it useful, I hope you've enjoyed it And if you did, don't forget to leave a like on it and subscribe to my channel See more content from me in the future And I'll see you in the next one Peace


How to jump higher for volleyball. Jumping is an integral part of volleyball as both an offensive and defensive weapon. All athletes can increase their vertical leap by strengthening key muscles, harnessing plyometrics and honing overall volleyball technique. Plyometric exercises increase strength, explosive speed, and agility. Doing these exercises regularly can not only increase your vertical jump, but also improve your overall volleyball game. Targeting essential muscles. Build your leg muscles.  The stronger your leg muscles are, the harder you can propel yourself upwards to a maximum vertical leap. The type of exercises you can do will depend on the equipment you have available to you. Consult a health or fitness specialist to ensure your body is able to strengthen itself in a healthy manner. Focus on exercises that mimic the jumping motion. A good way to do this is by doing squats, which can be done with or without equipment. Squats can be done by simply standing with your leg shoulder-width apart and lowering your body towards the ground with your back straight and knees bent at a 45 degree angle as if you were sitting down on a chair. Stand up straight and repeat. Increase the intensity by adding weights, being careful to incrementally increase weights as your strength increases. 1. Lunges strengthen your glutes and can be done with or without equipment. Lunges can be done by simply standing up straight and taking one step forward with your back straight and knee bent at a 45 degree angle. Step out farther for a more difficult lunge. Stand up straight and repeat, making sure to alternate legs. Increase the intensity by adding weights, being careful to incrementally increase weights as your strength increases. 2. Before using any equipment, consult a specialist to ensure its proper use. strengthen your calves. This muscle group is essential to jumping higher. Calf raises are an easy and effective exercise that can be done with or without equipment. Calf raises can be done by standing up straight with your feet on the ground and then moving up onto your tippy toes. Stand at a ledge to increase the range of motion to your muscles. You can also do one leg at a time making sure to alternate between each leg to ensure balance. Increase the intensity by adding weights, being careful to incrementally increase weights as your strength increases. 3. Build your core muscles. According to popular belief, jumping isn't just about the muscles in your legs.  Many core workouts can be done without equipment. Some good workouts to build these muscles are crunches and supermans. There are many variations of abdominal exercises.One of the simplest is the crunch. Lay down with your back and feet on the ground with your knees bent. Keeping your feet and glutes on the ground, crunch your abdominal muscles as you move your upper body toward your knees.  Lower yourself back down to the starting position and repeat. Be careful to move with purpose, isolating your abdominal muscles and being careful to avoid any jerking movements that could be harmful to your lower back. 5. Supermans are a great compliment to crunches as they strengthen your lower back.  Raise both your upper body and legs simultaneously and hold for a beat to isolate the muscles of your lower back. Lower back down to the starting position and repeat as necessary. 6. Build your arm muscles. The muscles are also a big part of jumping higher as they provide momentum as you explode upwards.  Many good workouts for your arms can be done with weights or equipment. Push ups and pull ups can be done with minimal equipment while bicep curls and tricep pushdowns need weights or equipment for resistance. Pushups can be done without any equipment by laying down face down with the palms of your hands on the ground and your arms extended, perpendicular to your body, but bent at the elbows. Push down onto the palm of your hands, lifting your body off the ground and straightening your arms. Lower yourself back down to the starting position and repeat. Change the positioning of your hands to target different muscles. 7. Pull ups need to be done with a bar high enough to lift yourself off of the ground. Simply grab the bar above your head and lift yourself towards the bar. It may be difficult at first but try to keep your body straight and allow yourself to rise and fall in the full range of motion of your arms. You can either keep your palms facing away from you or towards you, varying the distance between them. Changing the positioning of your hands will target different muscles. Try not to let your arms fall straight down and lock. It is better to keep some bend in them between pull-ups. 8. Bicep curls can be done with weights or equipment by simply keeping your arms straight at your side and lifting the weight toward your bicep, bending at the elbow. Alternate between arms. Changing your grip targets different areas of your bicep and forearm muscles. 9. Bench dips work your triceps, can be done almost anywhere, and requires no equipment. Put your arms behind you on the edge of a tub or on a chair so your fingers are pointing out. Keep your elbows slightly bent and close to your body. Bend your legs and bend them slightly at the knee. Lower your body until your elbows are at a 90-degree angle and lift yourself back up. 10. Tricep pushdowns are done with specialized equipment, usually with cables used to move weights. Usually ropes, bars, or handles are attached to the end of the cable. Utilizing different attachments focuses on different areas of your triceps. Stand straight with your feet shoulder-width apart and pull the cable down by the attachment starting with your elbows at 90 degrees and extending downward, moving your hands towards the ground. Find a fitness specialist for the proper use of each attachment. 11. Find workouts that help and motivate you. Lifting weights and exercising as a whole can be repetitive and boring. Find exercises that help work out your muscles or get you jumping without losing motivation. There are many free resources online to help you vary your workout and find exercises that work for you. Find inspiration through partners, trainers, and music. Jam out to some of your favorite tunes to keep your mind distracted from the repetition. High-energy music can also keep your energy up. Find a trainer, training partner or a workout video for support. Trainers can be expensive but worth the investment to ensure your safety and maximize your potential. Choose your training partners wisely as you want to support each other. It's easy to create a social atmosphere and get distracted from the task at hand when you work out with friends who don't have the same goals as you


I'm thinking about embracing the other. I think in this day and age where there is a lot of immigration, empire building, colonialism, we need to think about how we treat one another. In so many cases here in the United States and elsewhere, we treat those who are different from us, those who look different, who speak differently, who eat different foods, have different names, and we treat them as a foreigner or as the other. I think if we are to live in Christ, understand that the spirit is within us, among us, and around all of creation. We need to be able to learn to love one another and to embrace one another. I think it's a transformative spirit of love that can come within us, among us, and allow us to embrace the other.