Lukashenko wants to destabilize the situation in Poland. Warsaw is constantly expecting provocations on the Polish-Belarusian border. These words were said by the Deputy Minister of Internal Affairs of Poland Macy Wąsik. They understand that Alexander Lukashenko, who has declared himself the president of Belarus, will want to interfere in the Polish elections, destabilize the situation and commit various provocations. Along with that, the Polish Foreign Ministry has reacted to the unexpected statement of the president of Belarus about his alleged desire to improve relations between the two countries. If Belarus wants to have good relations with Poland, then the path to this is very simple. Stop the attacks on our border. Release Andrzej Wachibut and other 1,000 people from Belarusian prisons. Paweł Jablonski, Deputy Foreign Minister of Poland said. He says these are decisions made only by the people in the Belarusian government. We do not have and have never had hostile intentions towards Belarus. We do not intend to maintain bad relations with Belarus. On the contrary, we would like them to be as kind as possible, but the Belarusian authorities behave as they do and they are fully responsible for the fact that we have bad relations. Belarus is just a country that is hostile to Poland. The Polish Deputy Foreign Minister added.


Now it's my job to help us to go beyond the, oh wow, to think what are the possibilities. All right, thanks for talking to us today. I appreciate it. In what areas can higher education lead the development of Internet of Things and in what areas will industry lead? Oh wow, okay, higher ed. My goodness, this is a gold mine for us because you're talking about on time, real data coming in. So let me give you a teachable moment. If you look at Internet of Things where you have a person reading a book and upon stumbling over a word, data is coming in to say to that professor or teacher, you know, Robbie is stumbling over the word control. That means that teacher right away can say, all right, she's stumbling over that word. I need to provide remediation. Instead of waiting what a day, a week, or month for evaluation, she can do or he right there on the spot. That's the beauty and that's the advantage of IOT, the Internet of Things. However, let's switch that to the opposite. If I'm using it for manipulating how I'm going to address various, I keep using shopping, then you go, wait a minute, if I'm not ready to walk down the street and all of a sudden my phone, my clothes, my jury starts to ring that I need to go and purchase something, then you start to think, wait a minute, are we going a little bit beyond the intent of this? What do you see as the most critical element to the development of the Internet of Things in higher ed? All right. I can see three areas. Number one, again, privacy. We need to privacy. Number two is safety. You don't want someone tracking you and that data is used for things beyond education. The third thing is basically creativity. If you are connecting and networking, where's the creativity in all of this? In higher ed, I look at us to, number one, look at standards again for privacy, safety, and to promote teaching and learning. Last question. What are some interesting ways that Internet of Things is applicable for learners and institutions? Oh, wow. Well, first of all, my new role is edu gadgets, meaning smart gadgets, wearable sensors. In other words, I can have clothing that will give off real-time information. And just coming into the hotel, the restrooms are connected. You're giving Internet of Things. You don't even have to turn on the light anymore. You walk in and the lights will turn on. However, those lights are giving back data to the hotel saying, when I'm going in, to turn off the lights, to help with, you know, green, meaning I'm not leaving the lights on, but to give them information of when, what, and how. So I look at the Internet of Things and all of the edu gadgets, everything connected from toys to clothing to chairs, furniture, you name it, as a way of really shaping teaching and learning if we do it the right way. What's been your favorite edu gadget that you brought into it? Oh my gosh, you ready for this one? Sure. How about a smart frying pan? What does it do that's smart? Well, number one, it will allow you to put food in and it will let you know when to turn it over. Okay, now again, I don't cook, so that was like a while to me, but I have three more that I have to share with you. Sure, please. How about that smart refrigerator whereby you can go past your refrigerator and just say, what ingredients do I have? And the refrigerator will talk to you and will list all of the ingredients that you have in the refrigerator and you will say recipe and it will come up with recipes of the items that you have in your refrigerator. Now, come on now. All right, and how about a smart diaper? Okay, as a grand, oh yes, as a grandmother, you know, I'm from the old days where the smartness was basically you putting your fingers inside that diaper and wishing for the best. Now you have smart diapers that will ring your phone when it's time to change the baby. Now it's my job to help us to go beyond the, oh wow, to think what are the possibilities. Look at your hospitals, your senior citizen home, look at all of those who would need that type of technology for care and changing. So again, I have the best job in the world. I look at all of these smart gadgets from again, clothing to shoes to see what are the educational possibilities. Well, Robbie, thanks so much for your time. Well, thank you. Always good to talk to you. And I look to connect him with you. Absolutely. We'll use a traditional smart device though. Okay.


When he worked the phrase Randy rabbits into his description of the golden ratio, I started to clue in on what a playful and expressive writer he is and let's be honest that's not something you find in every mathematician or even every scholar that I work with on articles for the conversation. I should have just looked more closely at his profile to get a sense of his many talents though. Manil is a professor of mathematics at the University of Baltimore County Maryland. He has written three award winning and bestselling novels. And of course he's the author of the nonfiction book will be digging into today, the big bang of numbers, how to build the universe using only math. I'll direct you to his website, which is just his name Manil Suri calm. If you want to know more specifics about all of his claims to fame, but since our time today is not infinite math concept, I got in the book. Let's just jump right in. So thank you for accepting our invitation to join us today Manil. My pleasure Maggie thanks for having me. Of course so first I do need to issue a disclaimer that I am not a mathematician by any stretch of the imagination but I did read every word of the book and it definitely gave me a lot to think about so recognizing that some of our attendees today might not have had a chance yet to read the Manil. Can you give us just a quick synopsis of the project that you set for yourself like, what is the big bang of numbers and, and where do you go from there in the book. So, I think it started the story for me started way back when I was an undergraduate in Mumbai. It was Bombay and my algebra professor told us about this very famous saying by chronic or the famous mathematician, which said that God give us the integers, and the rest all is the work of man, or human beings. And what he meant was that you know once you have the whole numbers 1234 which are somehow coming from heaven. And then you can build up the rest of mathematics from it. And then he went on and said that hey, I can actually do better. I don't need God. I can actually as a mathematician create the numbers out of nothing. And he showed us this marvelous, almost like a magic trick where you start with something called the empty set and then you start building the numbers. And it was, it was the closest that being to a religious experience I think it was really like almost like the walls just dissolved and suddenly there were numbers everywhere so it was really a sort of primal creative act if you will. And once I started writing in earnest and you know I was writing my novels I was meeting a lot of people who were artists and writers. They would always say hey, you know we used to love math. When we were in school but afterwards we kind of never had a chance to really pursue it. And can you tell us something about your mathematics. I was kind of you know I was hoping to talk about my novels but they weren't so interested in that they wanted to hear about math so so I started building a kind of talk which started with this big bang as I call it, building the numbers out of nothing. And when I started, finally, I finally decided I should really maybe write a math book, and it would be aimed at a wide audience anyone who's interested in math. And that that image stayed with me. And I said well, can you go further. Okay, you can create the numbers but can you actually start building everything including the whole universe from that. So, that was a way to get into this project and try to lay out mathematics almost as a story where one thing follows from the other, and everything is embedded in one narrative. I definitely feel like in the hands of a novelist as you take us through a narrative, you know it's certainly not a tech a math textbook in any sense of it so who were you imagining to be your readers as you were writing the book. I think I think my readers were the people that I've been meeting at artist colonies and just regular friends who, you know, would would not really. Maybe would be interested in mathematics, but wouldn't have had the chance to pursue it. And there's just so much joy to be had out of mathematics so many things that you don't really see in normal courses where the emphasis is always on finding the right answer, you know doing the calculations finding the right answer. And that was another thrust which kind of got me to writing this book. Several years ago I wrote a piece for the New York Times, which was called how to fall in love with math. The central idea of that was that math isn't about calculation, as much as it is about ideas. So this book is written for people who want to really engage with mathematics on the level of ideas, rather than get into, you know, real computations and calculation so it's not going to help you do your arithmetic it's not going to help you. But you know, balance your bank account or anything like that. It's really about how math really deals with our lives how we engage with it every day. Yeah, you use numbers as characters in the book and you even give each of them their own personalities along the way. So obviously there's numbers in there and after you set off your big bang of numbers you build a arithmetic you go on through geometry algebra patterns, physics, infinity, that's the one that really started to blow my mind when I read your descriptions about all the different infinities that there that there are that you can prove mathematically. But you really dig into some of life's big questions so what do you, what do you see math's role as being in grappling with those big thoughts like where the universe came from. I mean why we even exist I mean I was getting very philosophical vibes at different points through your book. And that's, that's, that's what I was drawn into once I started you know once you start talking about the big bang, what comes into your mind is creation. And there is a doctrine called creation ex nihilo, which is basically creating everything out of nothing. And you know that's that's a cornerstone of many religions where God creates the universe out of nothing. And also, in some sense being explored by physicists, where you are, you have some sort of singularity and from that, you know everything emerges in the big bang. So, my, my thought was, both these, both these areas, religion and physics, you know they're they're really in the public's imagination, much more than mathematics is. Is there a way to posit math as the true creation, the creative force of everything. And this is a question that's being looked at by by many people and there's a famous saying by Eugene Wigner, who was a Nobel laureate. This was in 1960 or so and he talked about the unreasonable effectiveness of mathematics describing everything in our physical universe you know it's so good at modeling physics and what have you. And that you can look at it and say, Well, why is math so effective, couldn't be that math is really the true driving force of the universe, rather than us just inventing it and using it to describe the universe. So the universe really be describing mathematics, you know, is that if you twist it around. Then mathematics becomes the true force behind the universe, and the universe is just a physical manifestation and approximation if you will, off those mathematical ideas. There's a nice way of looking at things because it gives you a completely different view of math, you know, then then all these, this question of unreasonable effectiveness. Well, it's very reasonable then right becomes perfectly what you would expect. So, so that's that's what I played with as well, I think. What you're describing gets at as a non mathematician I hear this come up from time to time the idea of whether math is something that people invented or whether it's something that exists independently of us and that we discover bits of from time to time. In the book, you, I want to quote this you talk about the duality between design and accident intentionality and purposelessness, and I found that idea really interesting that this might be the ultimate metaphor you say the deepest insight that math can offer us that it's, it's both of those things can you get into that a little bit for us. So the glib answer to to your question, is it invented or discovered, is that you have to create a new word instead of discovered invented it's it's disbanded. Yeah, but but what I mean by that is simply that there are some questions that we really can't get the to any kind of logical answer to our, our supportive answer to what one is the question of our own existence. You know, people might believe one thing or the other, but it always comes down to, are we here for a purpose, or do we just exist, you know, is there some real purpose to our lives to our creation to our existence, or is it just a something that happened randomly, you know molecules getting together and there's no particular purpose. It's very similar to that, in the sense that we can't really tell whether math is something that's always existed. And, or is it something that we invent. Now if we invented, and we're inventing it for a purpose. It generates by itself, starting with emptiness building the numbers you know in some strange realm that we don't know about. Then it's just wafting it's a it's a it's something that just happened by itself. And just like math has that duality that metaphor that can't be resolved. And also, we can't tell about our own existence so in that sense, math is the metaphor for something that you know it's telling us hey, math, you can decide for math, and you'll never be able to decide for yourself either for your own existence as well. I think it's a favorite concept or part that you worked on in the book something that either surprised you that you had so much fun working on it or it was just an interesting thought experiment for you. I think the part that I've always been very fascinated with is the one that you just mentioned about infinity which comes much later in the book. And on a practical level. We can't really tell whether the universe is infinite or not whether it's a finite universe whether it's expanding and will keep expanding into infinity. So, that question is never resolved, but mathematically, we can certainly talk about infinity and infinity is something that keeps keeps poking its head in our lives without ever showing itself so it's like an invisible hand that is often pulling the strings and in fact, at one point the book was called the Godfather of numbers, and this was infinity that is really doing everything in it. So, so the concept of infinity has always been fascinating and there was a mathematician George Cantor, who first looked at this whole idea and tried to set it on a firm footing and really went into the nitty gritty of infinity and he found that there's actually a whole bunch of infinity and they're not equivalent to each other so there's a higher infinity, there's a lower infinity. And this was something I've always wanted to talk about and try to make it much more tangible. And the higher and lower infinity actually you can think of in a very interesting way. The lower infinity is when you count numbers 12345678 and you know you'll keep counting them you'll get to infinity, but not think about a single time interval let's say a one second time interval.  How many instance are there how many instance do you actually live in that one second. And if you think about it there you know there's an infinite number of instance almost as many instance as there would be points in a little interval of a straight line. And that infinity, you cannot actually, you can't say this is the first instance and this is the second instant this is the third instant, you can do that because they're too many of them. So that already starts giving you an inkling that hey, maybe there's another type of infinity. And what was really fun in the book was to pose this in the form of almost like a short story, and George Cantor became, you know, this this mathematician who's trying to save his planet because there are two planets at war and they each have infinite resources and infinite numbers of guns aimed at each other so so that I think was the most fun part. Maybe this is a moment to, well, first let me remind people that we do have the Q&A section where you can submit some questions we will take some audience questions. If we have time towards the end, people seem to have discovered that, but maybe we can turn the corner a tiny bit and talk about just your writing process I would imagine this book is a bit different than writing your novels but maybe not so how do how do you discriminate between the two kinds of writing. Well, initially, I didn't discriminate so this book has a kind of story history in the in the sense that I first, you know when I started I said okay, I need to do something about math for non mathematicians. Let me let me do it almost like a public service I'll do this quick book on explaining math and, you know, it'll take me a few months and I'll just get it out. And of course, of course it ended up taking more than 10 years but that's another story. My first attempt at it was to really go into, you know, it was a nonfiction book it didn't quite work. So then I said, I'm a novelist so why don't I write this as a novel. And that was this Godfather of numbers and the little bits of it have floated into this book so you talked about the characters, numbers being characters and that was the whole story with these characters. My editor, when I showed it to her, the finished version. She said it was charming, which is not a word you want to hear from your editor because it means that they aren't going to publish it. So, I'll have to remember that that's for. And you can you can tell it to people who send you articles to that's a charming article. So it was back to the drawing board at that point and then it became a nonfiction book. And I found that, you know, I think in both types of writing, especially since I should just preface this because my first three books were all on India. India is a vast country, a lot of people don't know enough about it. And so I always felt that I was explaining India to people. And that was actually very useful in terms of training to be able to come to this project and say okay I'm explaining something that might be even more alien to people in India and that's mathematics. And so that in that sense, you know, trying to figure out how people are going to interpret what you put on the page that's very important. In this case, of course, there are other things to worry about like equations and I know that that's one of the surest ways of driving people away so there's a famous saying for people who are working at museums that if you do a science exhibit, each equation that you put in will lose half your audience. So I was very careful about putting in very few of those. And also I was able to now, unlike novels, work with illustrations so there's about 300 illustrations in there, which I think really is almost essential for getting mathematical ideas across. So yeah, so there were different differences, I think the one thing that was the same was I was equally slow so I'm a very slow writer. I remember for my second novel, I did a calculation it took me like 78 years to write, and I found out that only 58 words a day made it to the printed version so I was writing at the rate of 58 words a day. So it was actually 58.7 so it was a little better than that. But I suspect that it's even, even smaller for this book, but it took longer. Well better than zero words a day as an encouraging editor. What kind of feedback have you gotten from readers at the beginning of the book you, you kind of imagine your audience to be anyone from high school students up to hardened math people and I'm just wondering, are different demographics getting different things out of the book what are you hearing from people. Yeah, so that's been very interesting. So certainly there have been many surprises where people who friends of mine who are not mathematicians have, you know, really said, Okay, they've been interested in mathematics and really put in like read the book, little by little, like maybe a section of it and got them through the whole thing. And they've managed to absorb, you know, basically the whole book, which has been very encouraging. They have. I think most of them have said that if something doesn't quite click right away, you can either give it a little more time or skip ahead and then come back later. So that's been one very encouraging set of people. People who like my friend of mine who used to be a German teacher. She went to the library, and she said she spent like half an hour looking at it, and quickly realize this is not something she would ever read. So, so that's, that's fine too. It comes down to two things. One is how interested you are. And this is not just for readers of my book is something that carries through society, like, if someone is really interested enough, motivated enough. That's going to be the driving force to be able to get through not only my book, but also mathematics course. That's something we keep forgetting I think in education with kids especially you really need to get them motivated you get really need to get them interested you need to have things that are fun. So that's the first thing and the second thing is just taking it at your own pace and having the stamina to go through these, which of course comes from interest. So, you know, again, mathematicians have reacted well to this. Better, I would say, than some did to the novel version remember my editor didn't like the novel version. Well, some people did. I showed it to some mathematicians. This is the old Godfather of numbers. And some mathematicians were very vehemently against having a novel about mathematics. I remember one very fairly famous mathematician who said, Well, there are two things I don't like about your book. And this is the old version, you know, the Godfather of numbers. He said, one is the title. And the other is the story. So, okay. Other than that, everything was fine. Yeah, not a lot left after that but okay. Picking up on the point you made about math education do you feel like there are bits of your book that teachers could take into the classroom. Yeah, absolutely. In fact, I think I think for that article that I wrote for the conversation, the one you were talking about. Or no, it was it was a different article that I wrote but one of these articles has a problem taken from the book which has been made into a math lesson, and it's about shelves. Where are the patterns on shelves? Where do they come from? It turns out you can explain them in quite simple terms using very simple mathematical rules. And there's a nice lesson that we've developed based on that, where kids can actually fill out little squares and come up with these patterns that look just like an actual shell would. I have been developing some of these things with a group at Stanford and we're excited about that work. But I think just about everything like the first part about numbers, how numbers are created. I have actually talked about that in middle schools and that's gone on pretty well I would think.  It's very hard to define what a number is. So looking at it in this way can actually open minds that that is the kind of stuff you might need to supplement mathematical, you know, standard mathematical lessons. So yes. So, not to be too confrontational but why do you care if the rest of us know about math or sort of see what you see in the beauty of math? Why do you want to pull the rest of us into this mathematical world of yours? So I think the standard answer which I don't quite agree with is that okay math is useful and so it's going to be of use to you. That's not exactly true in the sense that I think, you know, in terms of how much math you actually end up using in your career. It's only certain people who actually use mathematics. That's not a satisfying enough answer. I think what I do think is necessary is that when we have kids, you want them to have as many options as possible. Well, when people are kids, they need to be interested in math. They need to have horizons that are far enough so that if they explore what career they want or what interests them, and if they need something that requires mathematical training, then they will have that foundation. So, if at the kids level, if at the primary school level or middle school level, somebody decides they don't like math and then hate it and never take math again, that really limits what they might be able to do later on. So I think we all agree that at a young age, we want everyone to at least know what mathematics is and perhaps develop an interest for that. And that's where things get a little tricky because kids are always listening to what's going on in society, what people are saying about mathematics. And when they hear the message, perhaps from their parents or perhaps from society in general that math is tough or math is useless or math is not fun, then that just gets embedded in them. So, in some sense, I'm also aiming this at parents just so that they can bring out that interest and show that they are interested and be interested themselves.  Right. I'm wondering one thing that you and I had talked about back when we were working on our article was some frustration on your part that it seems sometimes that mathematics is not included in the, like the popular science media landscape, like lots of the books that get the most attention or, or articles and things tend to be about, I don't know, I just imagine like the immortal life of Henrietta sex or biographies of people from the past. I'm wondering if we could get into that a little bit where, where, what is your thinking these days about how math is or isn't included in that popular science realm and and does it need more of a place there. I suspect there's two issues over here. One is that mathematicians are, you know, while we are not always successful at making our subject engaging for an expanded audience. Certainly, we're very good with people who have an affinity for math who have grown up, you know, finding these questions interesting. But to make it more relatable. That becomes tough. And in fact, I start the book with a quote from a former New York Times editor who said that, you know, the problem with with math is, it's not relatable. Like physics will tell us answer questions about our own existence, but Matt doesn't do that. So that's something that that's a big challenge. How do you make math more, you know, more in tune with the human experience. Another way is to really talk about how it's embedded in what's around us. But again, that's a very intellectual way. So how do you get to the emotional core that you probably need for really engaging people. And that's, that's, you know, there are people who have managed to do that and that's only what I was trying to do with this story about creation and and infinity and so on that things that we all have have some idea about and would hopefully find engaging. I think the part that I was carping about, and maybe this is, you know, probably people in chemistry carp about that about their subject, but it's this problem with gatekeeping so if there is like a book festival for instance, the people who organize them. It depends on how open their minds are to mathematics. I was once I once applied for a residency, and I did manage to get in by the skin of my teeth this was for writing this book, this was an artist residency where you have to send in something and you know they decide whether they're going to give you this or not. And the organizer then told me that you know it was really touch and go because a lot of people will vary and these are all writers, they were very against having a math text you know be one of the, one of the subjects that they would be supporting. So, and this is neither here nor there, in the sense that people are either interested in it or aren't. And certainly, the problem that that we see is that with some other fields, like physics or biology is much easier to draw people in. It's really a challenge for mathematicians to think about how we can draw people in. And if you can draw enough people in you'll also draw in those gatekeepers for book festivals or whatever, and change attitudes change views math doesn't have that same cultural profile. That's, that's the key problem.  And so then there'll be an article in the New York Times and. Okay, that happens maybe once every 10 years, you know the famous paradox. But isn't math woven into all the other sciences. It feels so integral to everything else. Yeah, it is absolutely integral, but in the popular arena. If you read about these other sciences, it won't be the mathematics that's being described through equations or anything. It'll be the science itself. And if you notice that's what I've done in my book to, I haven't used mathematical terminology to describe it. So, it becomes a question of, you know, drawing people in and talking about various subjects but somehow bringing out the math and it's a very subtle thing. As as as we discovered in that article that I was writing, you can't really start bombarding people with mathematical stuff, but you still want to intrigue them, and maybe draw them in and maybe they'll go ahead and learn some more. There's hoping right. Yeah, absolutely. One of the characters recurring characters in your book, who's not a number is an imaginary version of Pope Francis as kind of a foil as you're going through. And you say that you're going to send him the book. Did your publisher send him the book. Actually, my publisher didn't but I did. Was it received. Well, let me just say how he got in first of all I remember I said that I wrote that article in the New York Times how to fall in love with Matt. Well this article did very well it rose to the number one spot of most email for the day. And, and, you know, as the week progress they used to have a most email for the week list, and it started rising up that list. And by that Saturday, it was number three and then later that day became number two. And I was all set to, you know, just receive this accolade of being the most email for the week. And Pope Francis started making these very controversial statements about abortion and homosexuality and so on, and he literally came bounding behind me and jumped over me and got my number one spot. And I said, Okay, I need to, you know, that was almost like a message from God or something. So I actually ended up putting, as you said, the Pope as a character in my book. And the Pope is very interesting because he's actually had training as a chemist, he's even worked in a chemistry lab. So he has that background in science as well. And also religion, which is, you know, I'm constantly comparing the math and the religious side so he's the perfect foil to bring out some of these questions. So anyway, I said that I would, I promised that I would send him a book, and I did send him a book and a couple of months later, I, I received something in the mail and I have it somewhere here I should probably pull it out and show you. So it was, it was in them, it was an official looking thing, which said Vatican, and I was very nervous I said, My God, this is the Pope's lawyer they're going to sue me for having used him in the book, but was actually an assistant of some sort, who said that the Pope had received the book and was, you know, was acknowledging and said something like you will be in his thoughts and blessings so I took that as a good sign. I don't think the Pope has read it or anything but you know, maybe someday he will. Well, at least you're not being sued I guess. Yeah, exactly. Worst of the possibilities right. Right. I just want to put a plug in again for the, the Q&A there if people have questions. So one, maybe this is an easy one to start with someone asks, Do you have a favorite number or at least favorite number. Wow. Well, I actually don't it's one of those things you know you have to love your numbers equally well. And this is actually, actually that's very interesting because I remember I was telling you about the God father numbers when, when it was a so one of the things in the novel was that this, this God father was created the numbers was infinity actually loves the number zero and the number one those are his two favorites but he can't show it because he has to tell all the numbers that people equally love and you know it gets a little hard after 10 and 11 and 2003 million. He confesses that he really can't love them all equally because there's too many of them. So, so I was a zero and one there and I'm going to stick with a God father's choice. Okay, that sounds good. One of my colleagues reading the book told me her favorite was I. See now that's, that's an interesting choice. So I is the square root of minus one. And this is something that you know and most like when you're in school you probably don't start. Don't come across this but and I debated whether I should or not, but I did start talking about it in this book, and it plays a very central role. The point is that all numbers are created equal right so if you can take the square root of four, which is to why can't you take the swear to minus one. And of course, you know the standard thing that you learn in school is that such numbers are somehow disallowed, but mathematicians, you know if numbers are not strictly for counting. Then why shouldn't be able to take the square root of minus one. And that is the number I, and there's a little bit of personality in the book attached to I is called EMA because it's the imaginary number. So and there's a little, you know, I central to expanding like if we only had real numbers we would just have a line. But if you want to have a plane, then you need these imaginary numbers to so it's woven into the pattern into the fabric of the book. And here's another one from a participant today, there seem to be lots of real constants, are there any complex constants. Well, even, even the number of real constants is, you know, I think again in this article that was in the conversation, they were that we were trying to I was trying to find a constant for each month. So it turns out that it's easy to do for the first three or four months, like pi day is you know 3.14, and then we had these other constants that that worked up to April or so, then it becomes very hard. So there aren't that many numbers that we actually use, you know, constants that we actually use in terms of complex constants. The complex number consists of a real part and an imaginary part. So any constant that you have that's a real constant, then just add zero times I to it, the imaginary part is zero and you get a complex constant. That's a little bit of run around but any real number is also a complex number. So in that sense, yes. Okay, here's another one. How do you reconcile the idea of life, the universe, etc. coming about accidentally versus the order and logic of a mathematically constructed one. That's a great question. And the thing is that with mathematics, you also have to include patterns like randomness. So this is, this is the real reason why numbers like pi are so important. People have probably heard about irrational numbers. And these are numbers that cannot be expressed as one number over another, they can't be expressed as fractions. And the quintessential irrational number is pi which is 3.1415 you know it has a never ending decimal expansion. So if you look at that decimal expansion, you will find that it doesn't have, it doesn't have any repeating, you know it doesn't start repeating itself at any point. Now, if you look at pi. Well, why, why should we be interested in pi. And, and, and the usual answer is, well, it'll give you exactly the ratio of the circumference to the diameter of a circle so if you want the exact ratio, you would have you know you would have to find all these infinite variables in the expansion of pi. practically speaking we don't need that even NASA just uses pi to about 15 digits or something and that's enough for all their calculations. So we don't really need it for accuracy. What produces in our world this world that I'm creating this universe that I'm creating is the sense of randomness, because if you look at the digits in pi, you pick anyone at random, you'll find that you know you can really. It's not repeating so in that sense you can't predict it. Of course, this is, this is not a really random number it's something called pseudo randomness with after all you know, I and you could calculate it. But this idea of randomness is very important, and I think that's what is at the crux of mathematics describing something that happens accidentally. Once you have randomness, you can start simulating a lot of phenomena mathematically, and you will get different stages you will get different end stages, depending upon slight changes in the initial condition. So this idea of chaos of, you know, calculations that start with very simple formulas and lead to great complexity. All of these are ways of thinking about these accidents that create the universe, and mathematics can't really describe it all at this stage, where it can give you a kind of glimpse into how that might happen it can give you a model of some sort. One of our attendees has a follow up on that. He says, isn't that a paradox in an exact number like pi gives the definite ratio. Right, yes. And the interesting thing is that pi, first of all, is something that you can write down you can compute, but you can always write it as a, you know, an infinite series or whatever. But this idea of the definite ratio. It's very true. If the world is the universe that we live in is a flat universe in the sense that we don't quite know we suspect that our universe is flat. But it might be that there's a slight curvature to our universe, probably not but it's possible. What it means is that, and this is sort of you know what Einstein started looking into in terms of curvature of space time, well space itself might be a little curved. And if space is curved, let's say that. Let's say you look at a sphere, when you look at a sphere, and you draw a circle on it on the surface of a sphere. If you look at pi b, if you look at the circumference of that circle and measure it, you know, divided by the diameter, it'll no longer be 3.14. It'll actually be something that is less than 3.14. Because of the courage of the bulge. If you have a bulging circle, it's no longer true. So when you say that you know that's an exact value that also has some assumptions in it. So I'm just pointing that out as a way of answering that. Okay. Thank you. Here's a question that someone sent in ahead of time about how you balance the different roles that you have as writer as professor as whatever else you do in your life. How do your different roles inform the work that you do in each realm. Well, you know, people often ask me, well, how do you do both these things that I have to say poorly, because as you've seen it takes me so long to write a book. In terms of how they actually interact with each other. I think that when I first started writing, I was a new assistant professor, and I wanted something that would be different from what I was doing at work. In academia, especially in the sciences, you're really asked to just concentrate on one thing and one thing alone. And if you don't, you might not be taken as seriously. So I said, okay, I need something other than just mathematics in my life. So I started writing, and I used to keep it a big secret because I didn't want people to find out about it in my department and you know, maybe it wouldn't take me seriously maybe I wouldn't get tenure. So I would actually go all the way from Baltimore to Washington DC and go to a writing group there to share my work. So that became more and more serious and I think that's what finally led to my first novel being published. What that did was it really informed in turn by mathematics as well. So the mathematics informs the writing just because you're trained as a mathematician to be very succinct. And so I think that was something I always try in my writing. But the writing really taught me how even plain prose can be misinterpreted in so many different ways. And so how to fashion and refashion something so that you eliminate these possibilities of misunderstanding. I think that's what was very useful in terms of how I started approaching my work as a mathematician, especially in terms of teaching, like when you teach. How do you how do you do it in a way so that the maximum number of people understand what you're saying. So I think I think that's that's the you know flip side of the interaction between the two. I think that makes a lot of sense, and also why I as an editor liked working with you as a writer because you really had the future readers in mind that you want them to be able to grasp what you're dishing out you're not just assigning them something that you want them to struggle through on their own. You're kind of holding their hand on the on the way. I'll interrupt you there and just say that one of the things that math is that there's always a struggle in some sense to really get something, you know, internally. It's almost like each person has to struggle personally at least that's the way most of us are taught.  And I feel that that's why it's even harder to communicate in in mathematics just because people have in the back of their heads that you know especially for higher math people, everyone needs to have their own struggle and only that way will they succeed in making it their own. So, I wonder if that's, you know, one of the reasons we see why it's harder to perhaps make math, mathematics, mathematics more communicate mathematics more easily. Thank you. Here's another question sort of ripped from the headlines even the web telescope is helping us question assumptions about the age and extent of the universe, assuming mathematics existed before humanity. And we discovered it how come mathematics has never shown us the true age and size of the universe, just an easy one there for you. Easy one okay thank you. Well, the thing is that mathematics by itself is completely agnostic. It's, it's not going to be something that's going to speak to us in that sense. What physics does in the sense that you can apply mathematics. And, you know, you can you can apply to various things and you can say hey this this is a good match. But as far as things like the age of the universe goes. That's not the kind of thing that math is going to do. In mathematics we always start with assumptions so in math, you always start with axioms, which then allows you to build everything up. For example, in this book I started with emptiness which is the empty set and then there, you know that's how I build everything up. What I love about that is mathematicians know that you can't keep going backwards. You know you can't have those Russian dolls that keep fitting into each other and keep asking well who created that who created that who created that you have to start with some assumptions. So that's that's that's actually reassuring in some way and I think that's what I like so much about the fact that mathematics starts with those and then goes forward. Switch topics again not to give you whiplash but one participant is asking can you briefly tell us a bit about your previous books the Indian novels. Certainly. So the first one was called the death of Vishnu. And this is about a man who is living in this apartment building on the steps of this apartment building. And he's dying, and it was started because I went back to visit my parents in Mumbai in around 1995, and this man Vishnu who used to live in our building and do errands was in fact dying on our steps, and he actually died there. And I started writing this as a short story, and it started going into a more philosophical realm. When a writing teacher said, you know Vishnu is also the name of the caretaker of the universe in Hindu mythology. So if you name somebody Vishnu you need to somehow explore that so that's what opened up this whole new world for me. It was interesting because I approached it very much like a mathematician, in the sense that I saw this building, and I saw Vishnu's death. And this building became almost like a theorem for me, in the sense that in theorem when you apply it to different different areas gives you different truths. It's an abstraction and so this building was an abstraction what is this building represent. Well it's these people who are living in it and fighting with each other, but it's also a microcosm of Indian society. So that was another interpretation. And then Vishnu is dying you know I started looking into mythology and trans migration of souls and so on so it became a metaphor for that as well. So that was the first book. The second book was the age of Shiva, and that was more a journey of a woman, right after India's independence in 1947. And she's making her way in a very male dominated world, and she's not perfect, but how she actually, you know, how she actually succeeds in that world and was a story of her and her son basically. And then the third one I decided okay I need to put in some science slash math characters in it. So that actually has both a physicist and a statistician in it. So those are the two main characters and that's called the city of Davey. And that's again in Mumbai and that's in the future so there's a threat of a nuclear war with Pakistan and you know there's there's a love triangle unfolding in front of that. So the third book especially was was very interesting because I got completely stuck at it at one point and I just could not go any further. And, you know, I was making these trees I was approaching it like a mathematician was trying to advance the plot so I was making all these possibility trees. And after that I went, I always got stuck, or it was something some kind of plot contrivance which you know didn't really work. So I finally did this enough and I declared that I mathematically shown that this book could not be written that I just thought okay that's proven it. Luckily my agent who was not a mathematician didn't appreciate my proof and she said you better get back to it and you know finish this book which is finally I managed to finish it. So that's one of the three books and it's kind of interesting I thought that I was done with this philosophy this mythical kind of you know, where do we come from kind of philosophy that I had in the three books, but apparently not because now this one looks at it from a mathematical point of view. Well I think that is a great place for us to rest for now. We are planning the conversation is planning to post the video and the transcript of our discussion for the book club. Online will email everyone who RSVP once we have that up. We can continue to the discussion in the comments section there. We weren't able to get to your question whether you emailed it in ahead of time or typed it into the Q&A. I encourage you to hold on for another day or so and we'll try to get that up and running so we can continue there with Manil. But thank you so much for being our inaugural guest Manil. This was an excellent discussion and a really great book to kick everything off. Thank you. Well thank you. It was a real pleasure. Thanks. I just want to kick in on Beth Daley the executive editor and journal manager the conversation. If you didn't see me before. I also want to thank you, the people attending the webinar for making this possible. I would like to invite readers and donors for a nonprofit effort at the conversation and it made today possible so thank you so much.


Human autonomy is the result of the seamless integration of our perception, our cognition, and our action. This autonomy is this integrated ability that enables humans to perform by themselves without the need to be teleoperated. Autonomous robots aim at this same capability, acting without being teleoperated. So they have sensors, like distance sensors, cameras. They use their computers to plan for their actions and they move. So Cobot is mobile-rooted Carnegie Mellon, performs tasks for users in our building, picking up and delivering objects from location to location. Sensors provide a very large amount of complex numerical data, from temperature levels to distance to obstacles, walls, people, furniture, from which robots need to interpret features about the scene so they can plan for their tasks. For example, a robot needs to know their position. And for that, Cobot uses their 3D scene images to try to extract planar surfaces that are matched to walls and then to maps. And the more accurate is this mapping, the more confident the robot knows where it is. This is a robot that actually moves in our environment performing tasks going from location to location in very different environments in terms of their appearance from corridors to halls and even glass bridges with success. However, in spite of the significant advances in having robots move, robots have many cognitive perception, limitations at the perception cognition and action level. And they definitely cannot understand all natural language and perform all actions such as going upstairs or opening doors. So at Carnegie Mellon, we actually introduced a new concept of autonomy for robots, this symbiotic autonomy, which enables robots to ask for help to overcome their limitations. So please press the elevator button. This says an armless Cobot. Please put the envelope in my basket. And humans can help with these very simple requests. Cobot can also go to the web if their request involves something for which it misses knowledge. For example, bring me coffee. If Cobot does not know where coffee is in the building, it queers the web and then goes to the most probable place returned by the web where the object can be, in this case, kitchen for coffee. It also interacts with humans through dialogue and can ask for clarifications. And when it doesn't understand what the human says, it may pop up some kind of other representation such as a map where the humans can specify what they mean by conference room or what they mean by printer room. And all these interactions with the humans and the web are saved for future use by the robot. Finally, if the robot does not get its help, it waited and nobody pressed the button, it also automatically can fill email messages, templates with the situation, emails to the developers and asks for some remote help to come to the place where the robot didn't get the help. We have been talking about the single robot, but after all, our research involves multiple robots, multiple Cobots that coordinate to actually optimize their task and share knowledge. Such Cobots have moved at Carnegie Mellon close to 1,000 kilometers in the last two years. Our multi-robot coordination is motivated and builds upon a lot of the work we do in Robot Soccer, in which robots beautifully plan for joint motion and teamwork that leads into these beautiful four-way paths that ends with this successful goal. Our multiple robots at Carnegie Mellon, in addition to actually doing their pickup and delivery tasks, have introduced and have performed a very novel and new task of data collection. They move in the buildings with their sensors and knowing their location, and they can collect temperature, humidity, Wi-Fi signal strength data and provide these maps for great policymaking based on the data. So symbiotic autonomous robots, it's a reality. Multiple robots, multiple humans, the web, the physical space. So we can see these robots as cyber, physical, social systems, kind of a new species that coexists with humans. So the ultimate final question that we face is how to move these robots from our labs and our buildings to the real world is how do we actually envision interacting with and getting help from these fascinating new artificial kind of intelligent creatures?


Stepping into the dense Okinawa jungle, Marines of the Corps' most decorated battalion, Second Battalion Fifth Marines, navigate unfamiliar terrain to conduct a Point Man Reaction Course as part of their pre-deployment training with the 31st MEU. The exercise provides the Marines with either new or refreshed skills while operating in the unique environment. Today we are doing the Point Man Reaction Course and it is relevant to what we do because it gives us good situational awareness and it gives us good reaction time knowing where our enemy is at and being able to find them quickly. Teams of three to four make their way through the 100 meter course, engaging hidden targets while negotiating the difficult terrain. The training focuses on communication and live ammunition enhances the realism of the exercise. Sergeant Jonathan Wright, Camp Hanson, Okinawa, Japan.


Thank you very much. I'll explain a little bit why it's me rather than Michelle is presenting this project. Basically, this project, the original title is a collaborative knowledge exchange for learning impact, which is not exactly catchy. We came up with a different title. One of our team members is particularly gifted in that area. Thank you, Helena. She came up with the name Cranoog, which we're using and it doesn't stand for anything, but it sounds nice when we can explain the rationale for why it's used later on if you want. Anyway, it's a partnership between the institutions that are listed there. Our colleagues from MedEi are not quite here yet, but never mind, we'll continue. I suppose the main aim of this project is to directly address a really crucial set of people in higher education, and that's those who are heads of school or heads of department. They really are key agents of change, or in some cases, potentially key blockers of change. They're really, really important. With lots of examples of people innovating as individuals, individual lecturers and tutors, but if you want some sort of more systemic change, you need a collective endeavour really. At the school level, that's a really key unit of change. We think that crucial, we know they're crucial, they shape disciplinary cultures as well, and they contribute also to the culture of the broader institution in various ways. The exact structures of institutions varies, and the amount of devolved power varies from institution to institution, but all heads of school and department, to some extent, are making strategic decisions, at least at the local level, and many of them have invaluable experience of teaching as well. So they're a key group, and we want to work with this group, and we want to try and provide them with support and help, in a sense, raise their awareness and also benefit from their experience in the enhancement of teaching and learning, thinking also about the educationly effective use of technologies, because, as I say, we're trying to nurture a culture of inquiry with regards to teaching and learning. So that's the intention of the project. So the kinds of actions that we mentioned were going to undertake as part of the project, obviously it's about trying to fine tune our understanding of that group of people's needs, so that involves a lot of liaison and communication, and building partnership is really important, because those people are very busy people, and that's one of the key aspects we've mentioned as well in our project proposal. We recognise that people are very, very time-cure, under lots of pressure, so we want to make sure that we're seen as a help rather than a hindrance, and so it's really important to build that sense of partnership and build that sense of trust. What we're trying to do, though, in a sense, is really translate some of the research, the scholarship and the outcomes of many, many previous projects and ongoing projects supported by the National Forum itself, the Higher Education Academy, the Leadership Foundation, just all these different bodies. There's lots of really, really useful materials, resources, strategies, research and evaluation studies that we think could help people who are in that role as head of school. But the difficulty is that these materials are scattered, they're not necessarily written for that with that audience in mind, and so part of our project is really taking these resources and writing bespoke, targeted versions that harvest the learnings from these diverse sources and put it into terms and a framework that the heads of school will appreciate. So what we're doing is we've picked a number of key themes or topics, and we'll see these in a couple of minutes, and we're sourcing, customising, adapting and offering where required materials and pressing those specific themes, where as part of that development, identifying scope for student engagement and participation, that will vary depending on the topic, but it's going to be crucial that in each topic we look for the opportunities that are there. We'll be planning and coordinating local workshops and networked events where we're bringing in appropriate invited experts as needed, and we're also going to be producing podcasts, recordings, and embedding an evaluation into each of the topics of the themes. So the idea is to produce materials, yes, but it's more about repurposing, harvesting and trying to see if we can design those materials and resources for that target audience. So it's really crucial to get feedback from. Now, of course, many of the people here have already explained that there are difficulties sometimes in many Irish educational institutions when it comes to projects that involve employing people to work on the project. It might seem bizarre that if you're provided with funding and you're enabled to actually employ someone to do the work, there then come a series of hurdles that prevent you from actually doing that or delay the start. So our project is not different to most of those which have spoken thus far in that we had also a delay to our project. Sadly, though, at times we did feel that it was beginning to become particularly surreal. As I say, we discovered bureaucratic hurdles we never knew existed. All sorts of strange new approaches to simply setting up a temporary contract with the clamp down on contract work. So at times that's the response. See the colours aren't quite worked out there, but maybe actually the colours are even better on that screen. That's really how we felt at times in the early phase of the project. But the good news is that we've actually taken the opportunity to the delays in employing someone to think in a little bit more detail about what exactly is it we're doing. The speed dating session that was arranged for all these projects in April was actually a brilliant opportunity for us to touch base with one another, and it was a great opportunity for us and this project team as well to review what it is that we're planning to do and how we're going to do it. So we took stock of the situation, whilst one committee, two committee, three committee, four committees were crumbling in the background just simply to allow us to get a job add out, we took that time to plan out things a bit more pragmatically, I think. We began some of our work as well by having initial meetings in each of the institutions with representatives of the target groups, the heads of school and others. We harvested information from those meetings as well, which has also obviously helped to shape our plans. The good thing about it is actually that what's been common to all of those meetings is a genuine willingness to engage. As I said, these people are busy people, they've got lots of priorities, but the feedback has been that they really are looking forward to having this kind of support to be able to discuss collectively, I guess to some extent, issues around teaching and learning and see what kind of supports we can provide. So that's certainly very reassuring. What we've done is we've revised our project plans on what to cope for that delay. Initially, our initial project proposal was for an 18-month project, so the fact that we've had this delay isn't much of a problem in the sense that it's a delayed start rather than a delayed scope. Also what we've done is instead of employing a project worker to do this work on our behalf, we managed to persuade a colleague of ours that her expertise, that her experience and her particular skills would actually help this project considerably. So we've managed to change the staffing to effectively second Michelle Tuher who is sitting here to run the project as the main project worker and she has a lot of experience of working with these types of people and in education and development. So we think actually that's a benefit of the fact that the project was somewhat late in starting, that we feel a lot more confident now in being able to deliver a really effective training and support. OK, so as I say, we have this kind of revised work plan and we have an event happening next week which links into a conference that's taking place anyway and we're going to run a session at that conference, particularly for heads of school and heads of department and we have an external experience facilitator who's coming in to support that, someone who's done a lot of work for the leadership foundation in higher education and also for the Aegee Academy, Steve Utscham who's going to be talking about leadership issues in teaching and learning and actually have a kind of open discussion with the members of our target group. As I say, we've got the project manager and lead developer and that's the ground title we're calling you Michelle. And she has a lot of expertise and experience which we'll exploit to the maximum. So what we do now is that Michelle is available this month on a half-time basis and then gradually we'll step up as time goes on. We're now beginning to look at sequencing the themes and the topics that we're going to deliver content and resources on and facility workshops and discussions on. I also want to mention just there at the bottom that when we've been looking over this and revising the plan we saw that there was a great opportunity actually as one outcome of this project to develop the resources to provide a module in pedagogic leadership that could be used beyond the project life cycle. One of the things I think is important to remember is that this project is a combination between educational development units and HR units and in some ways that's pretty rare that kind of liaison and that's what I think is actually quite interesting quite an interesting aspect about it because many of the heads of school and his department spoke to us said that they were provided with some training for their role but it tends to be from HR and it tends to focus on management issues and budgets and staffing as opposed to front loading the teaching and learning in the curriculum. So this does a clear niche for this kind of work. That's just a diagram that we've seen before that's just some of the topics that we were looking at covering in this programme, this project. They're based on resources that we know already exist and projects are already taking place through the National Forum and elsewhere so they're not just plucked out of thin air. What we've done is start to survey our groups and talk to people and see if any of these in particular appeal to them and try and work out what an appropriate sequence might be based on events that we know are happening over the next year or so. We can see that some of these things are beginning to bunch together into a smaller number of topics because we're only talking about a relatively small number of events and topics given the nature of these people's work. So we've got this kind of five broader categories that these different topics kind of bunch into and so that looks like the kind of structure and we're now talking about the sort of sequencing of these which materials we've produced, which events will be scheduled and so forth and that's part of this ongoing conversation. As we outlined in the original project proposal we do make sure that we align with the professional development framework and there's a really complicated slide by the thing you've got a printout of it that shows the specific items in that PD framework that this project is attempting to address. I think it's also important and we know this from our own experience of many years of working in this kind of areas is that in practice there's an awful lot of work that goes on behind the scenes that's one way of interpreting this picture but the other way of interpreting it too is that whilst we will have a relatively small number of workshops or events happening over the duration of the project actually a lot of the work involved in trying to affect this culture shift or building the confidence of the heads of school and so forth is the stuff that's going on behind the surface. That's why it's really important for us to have an experienced project worker who's going to do a lot of liaison with the target group because they are people who are busy it's very difficult to actually schedule times to bring them all together we know that from experience so rather than simply bludgeon ahead with fixed dates and fixed events we recognise that a lot of the work is going to be about contacting these individuals directly and in groups visiting them trying to get their feedback at every stage of the project so there's an awful lot of that kind of submerged work but it's absolutely crucial that that's done it's not just about producing some packs and running some workshops it's actually about engaging with these people and in as deep a way as we can and so far as they are willing as well of course so just to conclude in terms of the outcomes, the outputs and also thinking about the longer term sustainability obviously what we're hoping that we can get a richer understanding of the profession development needs for those in this role as head of school, head of department, vice dean, there's a few different names different structures and different institutions but we also would like to help them where they feel that it's appropriate to be more aware of the developments and the opportunities that they might have both within their discipline and more broadly in enhancing teaching and learning because as I say they're busy people there's lots of resources, lots of information out there it's difficult for them necessarily all of them to keep up the speed and so we want to try and fulfill that role as much as we can so we will be developing a rich set of high quality resources on these key themes it's about customising and adapting materials it's about writing them in a style that's appropriate and that will in itself lead to content but we're also designing a framework for a future CPD module on pedagogic leadership which will be of course mapped onto the national framework and of course highly likely to be badged that seems to come up for some reason the other aspect of it that's maybe a little bit subtler but is really important in the conversations we've had with head of school is this notion of making sure that teaching and learning aspects are embedded in future management training and development that that division between the perceived remit of HR in terms of leadership and management training and the education of development units in terms of teaching and learning that that division needs to be kind of bridged I suppose and we hope that this is one way of doing it certainly it has been really interesting in terms of the project team who are mixed in terms of the backgrounds to see those links being formed at least on that basis so we're quite hopeful that in the future there'll be a greater understanding of the broader training needs of head of school and head of department okay so I don't know


Hey, this is Brett, and this 2019 Ford F-350 Crew Cab Long Box Dual Rear Wheel XL STX FX4 is stock number 13362Z. I am here at Summit Automotive in Fond du Lac, Wisconsin. You're new and used heavy duty truck headquarters. This 2019 Ford F-350 has the 6.7 liter power stroke diesel engine. This truck has been fully safe and inspected by our service shop. Has a fresh oil and filter change. All the fluids have been checked and topped off. And this truck is 100% ready to go. I'm going to go all the way around in this video. Inside underneath, start it up. Take a look under the hood and give you the most accurate representation of the vehicle that I can. Stone gray metallic is the color, and I shoot all my videos in 4K. 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Headlight lenses are nice and clear and the front bumper and lower valence are in excellent condition. Didn't see any dents or dings on there. The grille looks really good. Has the 360 camera on it, which I'll show you in a little bit. The hood is in very nice condition. Does come with the cab lights up top and the passenger side front fender is in excellent condition as well. No major dents or dings on there. Passenger side rim, no major scuffs or scrapes. And as you go down this side of this 2019 Ford F350, take note of how clean the body is, how reflective and mirror like the paint is. I take these HD videos, so if you are far away or even if you're close by and you just cannot make the trip down, but you're still interested in purchasing the vehicle, you can see the truck, hear the truck and have confidence in the vehicle that you're looking at before you even get here. So when you do get here, there's absolutely no surprises. And you can make a smart and informed buying decision from wherever you're at. And if this video helps you make that buying decision, let your salesmen know that you saw the video that it was helpful and that Brett sent you. Look how nice this dually tub is. Like no rock chips, nothing really nice and clean. Back rim is in excellent shape as well. And the back tires have just as much tread as the front tires. Does come with the camper package with the anti sway bar there and the frame and underbody is in very nice condition. Has all the remaining factory exhaust, so it hasn't been altered in any way, shape or form. And it does come with the factory chrome step bars. This one does have the FX4 off-road suspension package, which gives you the skid plates. Coming around to the back, the rear bumper is in very nice condition as well. Does have the full towing package, which includes the receiver hitch, four pin ends, seven pin wiring. And the tailgate is in a very nice condition as well. I didn't see any dents or dings on there. Comes with a soft tonneau cover. I'm not sure if that's a fold up. Has the shock down assist on the tailgate. Very nice spring and bed liner. It has the fifth wheel and goose neck prep package. This is a Linux bed liner and you get seven pin wiring back here as well. That bed liner goes on to the tailgate too, which is nice. And it shuts nice and solidly for full disclosure, this back rim is in excellent condition as well. Cab's in really nice shape. Does come with the telescopic till mirrors. They're heated at built in directional signals. They telescope out like so and fold in like that. Inside the XL package gives you the gray cloth interior. This one has the 40, 20, 40 split bench seating. No rips or tears on those seats. Does have the lumbar. Has the heavy duty rubber floors, auto headlamps, telescopic steering wheel, power windows, power locks, power mirrors. Take a quick look at the back seats. Back seats are just as clean as the front seats. No rips or tears back here. Does have the latch, child safety system, power sliding rear window with the built in rear defrost. These seats fold up. There's a little storage bin back here. It's not really strapped down over there but not really tied down or anything. Nice flat floor back here as well. So it'd be really easy to take that out I guess is what I'm trying to say. Child safety locks on the back doors and the bottoms of the doors all look really good of course. Stone and gray metallics got a really cool color to it. They're a lot of sparkle. A lot of metal flake on that paint. Really a cool color. We'll hop inside, check out the miles, the radio and everything that this truck has to offer on the interior. Get the built forward tough animation at the beginning there. This one does have 12,864 miles and yes we will be putting some fuel in this vehicle right after this video. Instrument cluster is very nice and clean. You get the multifunction steering wheel, Bluetooth and audio controls on the right. Cruise controls and information center controls on the left. This one has the six speed automatic transmission with the optional tap shift. It has the sync eight inch radio. You get AM, FM and Bluetooth capabilities on here. You have all your different settings which includes your Apple CarPlay, Android Auto so you can project your cell phone to the screen so while this one doesn't have the factory navigation system projected your phone to the screen with Waze or Google Maps or some other nav program and then it's like you have nav right in the screen so that's a pretty sweet system as well. Here is your 360 camera. You can see that is working nicely and there's your front camera and you can change all your different cameras. You have your cargo cam as well. You have the wide view of the front, the back view and then if you put in reverse there's your backup camera and you can zoom in on your receiver hitch to get hooked up to your boulder camper or trailer the first time every time. Up here is your factory exhaust brake stability control. This one has the downhill assist control. Turned out four wheel drive factory brake controller. Audio and volume control audio and climate controls two USBs does have a 12 volt power point and 110 volt 400 watt max plug and dual glow boxes, passenger side format and seat are in excellent condition. No rips or tears on there. And once again that headliner very nice and clean. This one does have these six auxiliary upfit switches the power side and rear window button and map lights. Did want to show you real quick the tire and loading information sticker as well as the VIN sticker. We'll start it up and take a look under the hood. Starts right up. No check engine lights or anything like that. I would personally like to thank you for checking out the video today. And hopefully from this HD video you've been able to verify the quality condition options and cleanliness of this truck all the way around inside and out. Under the hood we have the 6.7 liter power stroke diesel engine engine bay is very clean, runs very smooth. Once again this truck has been fully safety and inspected by our service shop. Has a fresh oil and filter change all the fluids have been checked and topped off. And this truck is 100% ready to go. There is your emissions sticker. And I would highly recommend this truck from a quality and condition standpoint. I don't think you'll be disappointed in this one at all. And to see more pictures of this 2019 Ford F350 or one of our other 550 new and used cars, trucks, SUVs, minivans, wranglers, half tons, three quarter tons, one tons, we got to go to that website right there, summitauto.com. Full pictures and descriptions of every single vehicle from two locations all at summitauto.com. If you'd like to check out more HD videos you can go to youtube.com slash summitauto. Click the bell notifications to get updates on the videos I do each and every day here at Summit Auto. In fact, in a second you'll see a link to subscribe to my YouTube channel, the upper left link to more F350 videos like this one, the upper right link to this vehicle on our website. And more left and right link to one of our latest YouTube videos. In the lower right click those, check us out. We're super excited to help you with the sale to clean 2019 Ford F350. Crew cab, long box, dual rear wheel, XLS, TX, FX4, and stone grain metal. Thanks again for checking out the video. Remember to like, subscribe, and share on the YouTube channel. I really appreciate it. Thanks again.


This is stock number 9764. We are here at Summit Automotive in Fond du Lac, Wisconsin. Your new and used heavy-duty truck headquarters. Remember, we are the guys with the trucks on 41. Today, we are taking a look at this super clean, like new 2018 Ram 2500 Crew Cab Short Box. This truck has a 6.7 liter Cummins diesel. From this HD video, you will be able to tell that this truck is like new all the way around. Only has 2000 some miles on it. Granite Crystal is the color. We shoot all of our videos in 1080p, so if you have HD capabilities on your computer, tablet, or smartphone device, turn them on right now because it's like you're right here looking at the truck with me. Absolutely perfect on this side of the vehicle. It comes with the 18-inch polished aluminum rims and Firestone Transforce HT LT27570R18 tires. These tires have probably 98% of the tread left, and you can see the frame and underbody is like new underneath. Front fender is very clean, no dents or dings on that. It does have the front bumper sonar factory fog lights. The bighorn package gives you the chrome trimmed grille. I didn't see any dents or dings on that hood. Passenger side front fender looks really good as well. And the passenger side rim, no scuffs or scrapes on that. As you go down this side of the truck, you can see just how clean the body is, how reflective and mirror-like that paint is. We take these HD videos, so if you are far away, or even if you're close by and just cannot make the trip down, you can still see the truck, hear the truck, and have confidence in the vehicle that you're looking at before you even get here. We sell a lot of these trucks out of state, so we want to make sure that you get the most accurate representation of the vehicle as possible so that when you get here there's absolutely no surprises. And I can guarantee there's not going to be any surprises on this truck. Like I said, only 2,000 miles, very, very clean. Back rim is absolutely perfect as well, and those back tires are like new too. Frame and underbody is very clean. You can see it does have the rear coil spring suspension. They started that in 2014 on the 2500. It makes a lot smoother ride when you're not loaded up. Frame and underbody is very clean as well, has all the remaining factory exhaust, so it has not been altered in any way, shape or form that way. So you're still going to get all of your powertrain warranty with this truck. As we come around to the back, I'm glad the sun came out because you can really see that granite crystal pearl, all the metal flake in that paint, which you see right there. Really shimmers in the sun there. Rear tailgate, or the tailgate's in really nice shape. No denser dings on that. It does have a backup camera and a locking tailgate. Spray-in bed liner, and the bed is absolutely perfect. No denser dings anywhere, and that tailgate shuts nice and solidly. You can see it does have the rear bumper sensors as well. And as we go down this side of the truck, just as clean as the rest of the truck, no denser dings down this side, you can see just how mirror-like that paint is. That back rim, absolutely perfect too. Like I said, we want to make sure that you get the most accurate representation. You don't want to drive all that way, especially on a vehicle at this price and find out it's not what was advertised. Not that we would do that, but you always want to be sure that you're dealing with the right people and the right truck. Heated mirrors that fold out with the tow mirrors. These mirrors also fold in like so. Inside the Big Horn package gives you the gray cloth interior. Both of these seats are heated. You get a powered driver's seat. No rips or tears or stains on the seats. Driver's side lumbar, factory, floor mats, auto headlamps, power windows, power locks and power mirrors. As we hop inside here, you can see that indeed this truck only has 2,781 miles. You get a digital speedometer, compass, outside temperature display. There's mileage display, all that good stuff. You get a heated leather wrapped steering wheel, cruise controls on the right, Bluetooth and information center controls on the left and on the back of the steering wheel. There are audio controls. You get the six-speed automatic transmission to turn out four-wheel drive. The 8.4 4C radio, so the 4C means that it's going to have Android Auto and Apple CarPlay capabilities on it. You can control your heated seats and heated steering wheel button right there and you can check out your backup camera from that screen as well. You don't even have to have it in reverse to check out that backup camera. You can do your climate control up here. You can do your climate control down here. You can get dual climate control.  Heated seats and heated steering wheel buttons down here as well for easy access. You also have a 115 volt, 150 watt plug-in right there. All part of that big horn package. It has the SOS and assist buttons in the mirror right there. You also have your power sliding rear window button and your map lights up there. Headliner is very clean. It comes with side current airbags and as we come down on this passenger seat, very, very clean. No rips or tears on that. This truck's never been smoked in and is pretty much as perfect as you can get for a used heavy-duty truck. Last thing I'd like to point out, it does have your cell phone holder right there which is always nice to be able to put your cell phone somewhere where it's not going to be rolling around and secured. Back seats are just as clean as the front seats. No rips or tears back here. It does have the latch child safety system. It comes with that power sliding rear window. No rips, tears or stains on any of these seats.  They can lay on a nice flat surface because both sides go down like that. Or if you got muddy boots or tools, put them on here. You're not going to wreck your seats. Everything's going to stay nice and clean. Storage underneath those bins as well. And you have two in-floor storage bins with removable easy cleaning bins right there as well so you can put ice and drinks and whatnot in there. And then empty them out for easy cleaning. Very clean inside and we'll take a quick look under the hood. I would like to personally thank you for checking out the video today. Hopefully from this video you can make a smart buying decision and you know that this is the real deal truck and make a smart buying decision. Anyways, under the hood we have the 6.7 liter Cummins diesel. Engine based, very clean, runs very smooth. This truck has been fully safety and inspected by a service shop. Has a fresh oil and filter change. All the fluids have been checked and topped off. The vehicle has been gone through mechanically 100%. Even though it only has 2700 miles, we want to make sure that everything's right for the next customer. And to see more pictures of this truck or one of our other 450 new and used cars, trucks, SUVs, minivans, Wranglers, half tons, three quarter tons, one tons. You name it, we got it.  Videos of every single used vehicle that we have all at summitauto.com. If you want to check out just our used inventory, you can conveniently go to truckson41.com. That's truckson41.com and check out just our used inventory there. And if you want to make this super clean 2018 Ram 2500 years today, give us a call,<PHONE_NUMBER>. Ask for one of our sales associates to make this Ram yours today. Once again, that number is<PHONE_NUMBER>. And if you'd like to check out more HD videos, you can go to youtube.com slash summit auto. Remember to like, subscribe, and share on this video and all of the videos that you see there. In fact, in a second, you will see a link to subscribe to our YouTube channel on your left. A link to more heavy duty truck videos like this one on your right. If you have not been to our website on the bottom link to this vehicle on our website, click those, check us out. And we really look forward to help you with this super clean 2018 Ram 2500 crew cab, short box, big horn package. Thanks again.