The Atlantic, which is owned by billionaire Lorraine Powell Jobs and run by neo-conservative war propagandist Jeffrey Goldberg, has published a pair of articles that are appalling even by its own standards. Virulent Russia Gator Ann Applebaum argues in fear of nuclear war has warped the West's Ukraine strategy that the US and its allies should escalate against Russia with full confidence that Putin won't respond with nuclear weapons. Here's the only thing we know. As long as Putin believes that the use of nuclear weapons won't win the war, as long as he believes that to do so would call down an unprecedented international and Western response, perhaps including the destruction of his navy, of his communication system, of his economic model, then he won't use them. Applebaum writes. But throughout her own essay, Applebaum also acknowledges that she does not actually know the things she is claiming to know. We don't know whether a refusal to transfer sophisticated tanks to Ukraine is preventing nuclear war, she writes. We don't know whether loaning in F-16 would lead to Armageddon. We don't know whether holding back the longest range ammunition is stopping Putin from dropping a tactical nuclear weapon or any other kind of weapon. I can't prove this is true, of course, because no one can, says Applebaum, after confidently asserting that more Western aggression would actually have deterred Russia's invasion of Ukraine. These are the kinds of things it's important to have the highest degree of certainty in before taking drastic actions, which can, you know, literally end the world. It's absolutely nuts how Western pundits face more scrutiny and accountability when publicly recommending financial investments than when recommending moves that could end all terrestrial life. And on that note, it's probably worth mentioning here that Applebaum's husband, European Parliament member Radislaw Sikorski, recently made headlines by publicly thanking the United States for sabotaging the Nord Stream gas pipelines. The Atlantic has also published an article titled, The Age of Social Media is Ending, subtitled, It Never Should Have Begun. Its author, Ian Bogust, argues that the recent management failures in Twitter and Facebook mean the days of just any old schmuck having access to their own personal broadcasting network are over, and that this is a good thing.  Quote, Nothing enrages the official authorized commentariat, like the common riffraff having access to platforms and audiences. That's why the official authorized commentariat have been the most vocal voices calling for internet censorship and complaining about the rise of a more democratized information environment. These elitist wankers have been fuming for years about the way the uninitiated rabble have been granted the ability to not just talk, but to talk back. Hamilton Nolan, of In These Times, posted a recent observation on Twitter which makes the perfect counter to the Atlantic's snooty pontifications. The best thing Twitter did for journalism was to show everyone that there are thousands of regular people who are better writers than most professionals, which is why the most mediocre famous pundits have always been quickest to dismiss it as a cesspool, Nolan writes, adding, Best thing Twitter did for the world in general was to allow anyone to yell directly at rich and powerful people, which drove many of them insane, including the richest guy on earth. Of course, the Imperial narrative managers at the Atlantic would be opposed to normal people getting a voice in public discourse. When your job is to control the narrative, the bigger a monopoly you hold over it, the better.


I'll just hand over to you, Rod. Brilliant. Thanks for coming, everybody. It's great to have so many people joining us today. Very, very quick introductions. My name is Rod Cullen. My partner in crime is Ola McCabe, who is currently running a session here at MMU and was hoping to get out and join us. But as these live things tend to run over a little bit, so she's probably going to join us mid-session. But we're going to talk to you a little bit about our experience of developing what we think is a relatively simple and straightforward model to help colleagues to develop their active learning in their practice. And so I'm going to kind of start with a little activity, with a starter for 10. And so if you make sure you've got a chat switch done, there's a little kind of slidey window in the right-hand side. You'll see that there is an EmotionCon option there. And what I'd like you to do just very quickly is to share an emoji in the chat that represents how you feel when you're about to deliver an active learning session that involves using a new technology for the first time. So something that you haven't done or something that you haven't used before. Thanks, Alice, for jumping in straight away and showing that you get a bit of a sweat on. That's great. Belinda, that looks like you're pondering something, which is great. A little bit of worry and concern for me. I guess we'll see if there are a few more through. So don't be shy. It's good to be able to share how we're feeling about these sorts of things. You can see we've got 16 participants in. So feel free to drop in how you feel about delivering those sessions. So what we're just doing here is what we call a trigger activity. And what we're trying to do really is just basically to get you thinking about how you feel about something and tell us what you already know or what your experience is. And as they're kind of coming in, we're just kind of looking through the things that people are sharing. And then we're kind of just reviewing those to see if there's any common experiences, if there's any differences in opinions, if you like, and highlighting them. You can see kind of the things that are coming in. Some people are excited.  But a whole range of different things, which is absolutely fine. But the purpose of this really, kind of this trigger and review activities is to get something out of our heads to give us a chance to think things through, to rehearse the way that we feel about something or to share our experiences. And our expectation on that is that you will probably be somewhere on this spectrum of things. So those of you probably happy and excited about using new technologies, some of you might be thinking it's quite challenging. I'm a little bit worried about it. Others will be going, oh God, there's so many things to go wrong. You'll be feeling a little bit nervous. You'll feel a coaster ride, a little bit up and down. And some colleagues, no doubt, will be feeling really stressed and really scared. Richard and I had a little bit of a panic at the beginning of this session because Collaborate wasn't working. And that's all kind of part of the natural feelings and experiences of using technology online. So all of these things perfectly natural. So just a little kind of follow-up to that. Another thing that we can do here is we can kind of follow up on that. So in terms of what I've just said there, does that match your experiences? Do you agree or disagree? How do our expectations match with your experiences? So again, if you look down at this time at the bottom of the screen, you'll see what looks like a person.  And you can agree or disagree with what we've said. So you should, after a while, we should be able to see some responses coming through from that. Okay. And just to kind of explain what we're trying to do here, this is what we kind of, we would think of as our kind of track model, looking at our expectations, comparing what you input into the session against what our expectations might be our anticipation. Now that could be compared with evidence from the literature as well, but we tend to, in these kind of ice breaker type activities, we tend to kind of anticipate what we think people will come up with and we use it in a kind of a compare and contrast kind of way. And then having done that, we can then kind of go on to consolidate that activity by challenging you to think a little bit further about that experience. So that's essentially the model that we've come up with. What I probably should do is tell you a little bit about how we got there. Oliver and I work here at Manchester Met, which is a really big, big institution. We've got about 40,000 students, somewhere between 1,500 and 2,000 teaching staff. Before COVID, I think it's probably fair to say that we were an institution that we thought of ourselves as sort of providing blended learning with a real significant focus on the face-to-face provision. So our VLE was used to enhance our provision rather than deliver things specifically online. And so the shift online during COVID was really, really challenging for us as an institution because not very many of our colleagues had much experience of doing that. Part of our shift online was a rollout to Microsoft Teams and the introduction of an Apps for Teaching and Learning project. So we made five interactive Apps for Teaching and Learning for quizzing and polling and discussion activities. We made them available to staff as part of that project to try and help them to develop online provision that was interactive. And coupled with that, which is where Oliver and I came together, was a significant staff development and training provision. And so all when I come from different parts of the different teams within the university, I work in our Central Tel team and all works in our University Teaching Academy. And like many institutions, there's a kind of a false division between these things because our Tel team, although focused on the technology, very pedagogically focused, and our University Teaching Academy, although focused on the pedagogy, use a lot of technology. But because there's a barrier there, we often don't work together as closely as we would like, but that all kind of went aside during COVID. And Oliver and I came together very, very quickly realized we had a lot in common that we could offer in this respect. And so we got our heads together. And part of our initial thinking was that we knew that live webinars were going to feature very heavily as part of our online provision during COVID. But we were also aware of our own experience of attending webinars, really, that it's very easy for colleagues who've never done it before to kind of fall into a situation where they're just presenting slides to students. And we wanted to kind of get away from that. We wanted to encourage active rather than passive experiences. And we wanted to bring an awareness of the new technologies that we'd provided in the institution. We wanted to advocate an approach that was really simple to demonstrate and easy to replicate. And also we wanted to do something that was future-proof so that it was just as relevant to completely face-to-face teaching situations as it was to fully online teaching situations. And if we could kind of think it through, we wanted to be able to sort of think about how we might provide bridges going forward between face-to-face provision and online provision. And so the model that we came up with was this kind of trek approach to designing activities. And roughly speaking, what we just went through is so there is a trigger activity where we look at what participants already know, think, and believe, and we try and get something tangible out of the activity. So get them to write something down, share it in the chat, put some results into a poll. Just bear with me a second while I shut this door. Having sort of received input from participants, we wanted to review that, look for shared understandings, different opinions and experiences. And then having really got into what participants understood by something, we wanted to compare that against either evidence from the literature or to compare and contrast with formal definitions of things and bring in kind of more formal articulation of a particular subject or topic. And having done that, compared and contrast participants' input against expectations or stuff from the literature, we could then challenge them to go a stage further and to unpick that further by challenging their beliefs, challenging their previous experiences, or getting them to build on their previous experiences in the course of what come out of the literature. So that's kind of really sort of a simple model. It's got analogies with things like experiential learning and things like that. So I don't think it's a particularly new model, but it was a nice, simple way of articulating it to our colleagues. So let's try another activity, something that's a little tiny bit more sophisticated. So I'm going to ask you to go to, we're going to use a tool called Bevox. I'm just going to share a link in the chat, which hopefully you'll be able to follow. Vvox is an audience response system which is built into PowerPoint. So if you click on that link there, it should pop up in a browser window looking something like this. And you can put in the session ID and that will join you into the session. And so the session ID is 1-5-0-1-6-3-8-6-7. If you're able to do that, if you could give me a thumbs up or a message in the text, that would be great. Thanks, Sammy. Brilliant. Cheers, everyone. Yeah, it should work on mobile. We're doing it on the web interface here, but there is an app for it that students often have on their mobile phones as well. Okay, so we've got quite a few people that have managed to join the session. One of the nice things about Vvox is when you go onto your next slides, the joining instructions are still on the top of the slide, so you can send people off with the ID which is something that I quite like. So what I'd like you to do in this is I can put you on the spot a little bit with something that I think you might know a little bit about, but we often do this with our students as well. I'd just like you to put in three words into the text question that describe what you think are the essential characteristics of formative assessment. So I'll give you a little while to do that. I'm going to clear the existing results first. And then I'll start the polling. So you should be able to enter your thoughts into that poll now. Hi, Ola. It's great that you're here. Sorry about that road to campus Wi-Fi issues. Yeah, it's a day for the gremlins, I think. So if you look at the top here, what you can see is that in here, I can see that I've got seven responses out of 15 people who've managed to log in. Another one of the features of Vvox is that it gives you an insight into whether you're getting responses for people. And so now I can hold off and I can wait until we've got enough responses to feel that we're ready to move on. So I'm just going to let that go. I think you have to click on the send button because it's a text response, but you can add up to three different words into the Vvox response app. So we're up to 13 out of 15. I'm really conscious of the time, so I feel a little bit tight doing this. I wouldn't normally do it. I'd normally be a little bit more encouraging of getting more people to contribute. But I'm going to close the poll. It looks like a couple of people have had a few minor issues anyway, but maybe we can chat about that towards the end as well. So I'm closing the poll. And so that's now being processed on the server.  So the bigger the word, the more people said it. So as you might expect, formative assessments, really, really key words coming out of there is feedback. There's interesting things like constructive, meaningful, improvement, iterative, instant feedback. We've got the common thing, the most consistent thing that we get in is the notion of feedback being here. So again, this is our trigger and review activity. So we've got you thinking about it, sharing your experience, sharing your understanding. We can review that as they come in. We can see that we've got kind of some common perceptions of this around the provision of feedback, et cetera, et cetera. And so we're reviewing that as well as it comes in. So our next stage is to, well, how does, how do what you guys have shared, what's your experience like against the formal definitions and characteristics of feedback that come back from the literature. So we could spend quite a bit of time comparing these things. So feedback came out quite a bit from our session. We can pop back to that slide and say, okay, yeah, feedback's in there. Needs to be timely, constructive, actionable, included references to key publications in relation to this, to evidence it further. We can talk about formative assessment as assessment for learning as well. So we've got a really good opportunity to say what you know, how you feel about something and how that compares to what we know from the literature or from our expectations as the providers of feedback ourselves. And very usefully, it does all fit, doesn't it, Rob? It's great to see that it actually mirrors there between feedback being timely and that kind of thing. I think that's absolutely true. But also, there's no right or wrong way of doing it. So if we've got this here and everybody's kind of missed the point, this is then a great opportunity to look at myths, misconceptions, making assumptions, et cetera. So there's no kind of, you can't lose with this sort of approach. If your students get everything right, you can build on it. If they're unsure or uncertain, it gives you an opportunity to delve into something and unthink it a little bit further. And so having done that, so we've now got stuff out of you, we've compared it against the literature, we can then go on and we can challenge that a little bit further. We can push and consolidate our understanding of these things. So in this particular example, there are loads of different options that we could do. What we could say is, well, okay, that's formative assessment. What's the difference between formative and summative assessment? So what are the things that distinguish them? And we could do an activity where we ask for contributions to the chat. We could do another follow-up poll in VVocs where we look at different characteristics. But again, we can kind of pull in stuff that we've prepared in advance where we can look at formal definitions. We can look at key characteristics and compare and contrast. So the key thing with, the key difference between formative and summative assessment is that with summative assessment, you're genuinely looking to make some kind of measurement against objective criteria. Students get a mark for it. Usually comes at the end of assessment. It's often referred to as assessment of learning rather than assessment for learning. Really sort of simple little things, but what sits at the core of this is having done that first thing of getting something out of your student's head based on what they currently know, think, or believe. And that's something which in a lot of presentations, what we often do is we just kind of start off by saying, here are the definitions. Here are the things. And then we kind of, we then come to students and say, well, how does that compare? At that point, the students are reluctant to do it because if they're at odds with that thinking, then they're reluctant to share their experiences. So getting the sharing first, I think, is something that's worked really well with this particular approach.  But having worked on it now for, kind of worked with it now for over a year, what's become apparent is that you can think of this beyond the classroom. So you can take the trigger activity and you can pull it forward as online preparation. So you can set the activity in advance. Often a little bit like what you think of as, you know, it's usually cited in the context of the flipped classroom. This isn't flipped classroom, but getting students to prepare things online is a useful thing to do. And then to think about consolidation activity is a follow-up activity. And in doing that, using the moodle or teams at our place, we can provide a link or a bridge between sessions, which we think, again, is a real opportunity with this kind of approach. It's very simple, very accessible for people to think through. So we've got some basic, some simple advice that we usually give in a live session, think along the 15th to 20th minute rule of thumb and think of it as provoking interest rather than maintaining student concentration. What you want to do is to get them to want to share their feelings, but don't overdo it. If you try to do 20 of these in an hour session, it would be too much, but maybe three or four to break up the session is a good way of thinking about it. Don't plan to present your information. Plan to engage your students with them. We think this has got a real kind of good potential for showing effective approaches to learning. Our students tell us that it's enjoyable and fun in the work that we've done to unpick it. If you want to read more about it, we've got a little article that we've written for media and learning. It's only a five minute read. It kind of goes through the stuff that's covered in the presentation. So, given that we haven't got a lot of time left, I'm going to stop there. I know we were kind of short. We got here a little bit late, but I want to give people the opportunity to ask questions and to many points. Is there anything that you want to say, Ola? Not really. Just apologies for being so late. I'm sure that it was all covered super efficiently and effectively, Rod. Probably better without two voices, actually. But happy to answer questions if you've got any. I'd like to say that. Thank you.


Welcome back to JSATV Live, the live streaming network for tech, telecom and data center professionals. Buffy Harakitas coming to you back live from Austin, Texas for Data Cloud USA. And joining me today is Nicholas Shishio. Nicholas, welcome to JSATV. Thank you. Glad to be here. And Nicholas is with General Electric. Nicholas, can you tell us a little bit more about what you do for General Electric and why General Electric is here at Data Cloud USA? Sure, so I'm the senior sales manager for GE Grid Solutions, data center in particular. And my mission in life is to help grow our business as it pertains to the electrical gear that we sell into the data center industry. So I'm here to network, meet people and hopefully grow the business. So Nicholas caught my eye here today at Data Cloud USA. And I have to say, he's probably the most fashionable at Data Cloud USA here in Austin, Texas. Do you want to give viewers a little view of what data cloud fashion is like today? Cool, so I've got, now I was just talking with a gentleman at the bar. He said, I like your crocs. And I said, these aren't crocs, these are Prada. And as we continue to talk, I've decided that they're called Crocs. So I just came up with that on the fly. But yeah, they're comfortable. You could wear socks with them or not. And the sport coat, the pocket square, the shirt. This is my fashion. Very, very snazzy, Nicholas. And in case you didn't notice, JSA is here fashionably in green to support our greener data movement. What's General Electric doing as far as staying green and sustainability in today's market? Good question. So we definitely, so GE, it's always safety first. And then after safety, it's green, sustainability. So we do a lot within any of the three businesses. We have aviation, oil and gas and renewables. So I'm in the renewables and each business has metrics and goals around sustainability. Sustainability is such a critical topic and a very front and foremost one here at Data Cloud USA. What are some of the key messages that you've been hearing on the conference floor here live or some of the sessions? Well, some of the messages I've been hearing are that the growth potential, while it's not unlimited, it's vast. But in addition to just making money, it's also about doing it with a small footprint, right? Putting the heat that you generate back into the grid to be used to heat homes, for example, in Africa, developing nations. That's part of it, doing carbon offsets. So it's not just about the P&L, it's also about giving back in the sense of trying to become carbon neutral. The greater good. And especially at JSA, our greener data movement. And we had 24 authors join our book and our movement to put out our first ever greener data book. We'd love to give you a copy of it. So we truly believe in sustainability here at JSA and we're trying to empower other organizations to join our movement, greener data. And hashtag greener data in case you want to follow that. Gotta have the hashtag. Yes, gotta have the hashtag and gotta stay fashionable here at Data Cloud USA. So give us a little bit more about where viewers can learn about general lecture. Yeah, so there's obviously GE.com, but then our microsite is GE Grid Solutions. There's four pillars. So I'm in grid automation, but there's three other ones. It outlines the products and services that we offer to the industry. And so that's the best place to learn about it, yep. Well, Nicholas, thank you so much for joining us here at Data Cloud USA, live for JSA TV. And thank you viewers for tuning in to another fabulous episode here in Austin, Texas at Data Cloud USA. Happy networking. Yes. So just like my outfit attracted you to me, it was your green outfits that I saw and I kept saying to myself, why are they wearing green? And then as I was walking back, I said, ah, greener data. Lightball moment. And that's why we're talking right now. Carpe Diem. Greener data, hashtag greener data. And thank you for tuning in to another fabulous episode of JSA TV Live. Happy networking.


Let me just teach you how to be a cult leader really quick. If they had eyes in their head and they can see under the bed, they'll see the heads of lead and eyes of wood. It doesn't really matter. Cult leaders often use this rhyming ambiguous language as a tool to exert control over followers. And this can be explained by a few key principles here. First, there's something in psychology called the rhyme as reason effect. We tend to make this error because it suggests that statements that rhyme are perceived as more truthful. So rhyming makes a statement easier to remember and process, which tells our brain, oh, that must be some good data there. Second, ambiguous or nonsensical language can create mental confusion or cognitive dissonance. So it's a form of a confusion technique where the leader obliterates the familiar, replaces it with weird, and makes you more susceptible. Finally, unusual language can serve to separate the cult from the outside world and kind of creates a unique little vocabulary that only members think that they understand.


Hi everyone, Joe for jaspyscasebreaks.com, coming at you with 2020 Panini Prism Football. One pack, Salo Pack Break number three from jaspyscasebreaks.com. At the very end of this break, we're going to re-randomize everybody's names and the top ten are going to get into that 2018 Prism Football Break where you can chase Josh Allen rookie cards, Lamar Jackson rookie cards, Baker Mayfield rookie cards I think. So this is actually a pretty good break. We're still going to move a bunch of spots straight up as well and maybe one more filler break but I think we can get another one knocked out tonight so make it happen. Now first we're going to do the break itself first before we give away those spots so big thanks to everybody on this list right here and thanks to the teams for existing and let's roll it let's randomize it three and a four seven times one two three four five six and seven and final time after seven we've got Brian Crouch down to Daniel Geary. This is just for the break obviously we always do the break first and then we do the giveaway at the end and probably post it tomorrow on the site then Trevor seven times for the teams one two three four five six and seven then final time after seven we got the Jags down to the Jets. All right I'm not going to read off all these right here but there's the first half of the list there and then we have the second right here no we don't let's sort by column B let's just print and rip and then we'll re-randomize that name and then we'll figure out who gets into that 2018 break that 2018 prison football break is a one hobby box by the way which is pretty nice oh then we do then why'd you ask Trevor you caught us we do Silver Josh Allen Tua Antonio Gandhi Golden cardboard King Joe with with every break filled ten dollars is put into a pool at the end of the year it's randomized to the top spot do you realize how many breaks we do every day I don't even know where I'd keep track of that I'd probably forget and then people will be pissed no that's that's sound that sounds like a terrible idea so it sounds like it's just a lot of work for me for for very little payoff and someone at the end of the year is gonna have to wait to see if they're even gonna get that or not what if they're not even customers anymore like giving money to people aren't even customers are you just doesn't make sense all right nothing earth shattering here but Andrew down to Matthew shear and everybody in between you got a shot at the 2018 spots let's randomize that list three and a four seven times it's gonna be top 10 after seven one two three four five six and seven the final time after seven times now apologies from 11 down to 32 get them next time in fact I think I have to do one more of these fillers so if you want to try again feel free jaspyscasebreaks.com congrats the top 10 Daniel Greg Hyunmin Greg Josh Josh Melton Lucas Daniel Lucas and Lucas there you go Lucas with three out of the ten spots not too shabby there you have it ladies and gentlemen we'll see you for that break next time jaspys casebreaks.com


Hey, Aljupa and welcome to my big Swedish adventure I'm riding the length of Sweden from north to south in the previous episode I continued my obsession of lupin flowers. We made it to the sea. Yay But unfortunately, it was time for Mikkel to go home Moron How'd you sleep my friend? Perhaps not as good as the other nights, but still good. You're so close. It's almost all packed up Just keep smushing That's how you do it with bikepacking. You just keep smushing. See you later, buddy There he goes My new Swedish friend It's always hard for me to say goodbye. It is even if I've only known somebody for three days I really develop a connection and Mike's a good guy And I know I'll see him down the road. That's how this works Thank you beautiful campsite next to a lake with pizza All right, bike. Let's go have a great day It's a beautiful day To have a beautiful day. Look at this sunshine I have about 700 miles to go. What do you think about that? almost halfway to No crash ease no flat ease no whammy's and Just like all of my days when I'm out on a bike adventure I don't really know where I'm going today as far as where I'll end up. I'd like to ride another 90 to 100 miles and We'll see where that puts me. I don't know. It's all part of the adventure the unknown My knee really hurts in the mornings But it seems to get better and I hope that's the The pattern here going forward. I don't want this to slow me down to the point where I Can't get the miles I need But little Ivy Profan does the trick little stretching. I should be good Morning lupin flowers How are we doing today? So I was riding by pretty quickly and I looked to the left and I see some classic American cars Check this out You don't expect to see that in Sweden What a beautiful car, you know, and I'm not even into that in the cars But man that is a sexy looking car Man I've heard that there are groups of Swedes that are way into old American muscle cars. I Just found some of them It'll taste a home right there a little taste of old-school home my dad's era He always talked about cars like that growing up the 55 Chevy Little morning stop just to listen to the birds Check out the lupins. Good morning cows. I am on a skinny road out here right now About the width of a bike path No traffic This is the good stuff right now. Wow So I've seen these signs in different places on my route so far and I looked online and There's a route called the Sferia Leiden. There's lots of routes actually Bike routes all over the country and it looks like I'm back on one for a little bit. So the Sferia Leiden is Is a network of bike touring routes all over the country It's not just one from top to bottom or across from west to east It goes everywhere and I appreciate a country like Sweden that develops safe bikeways So that people can explore by bicycle Because as we all know not all of us a lot of us know seeing the world on the seat of a bike is It's really nice and it's the perfect speed nice and slow out of the woods and Into a town good thing about the towns is there's always a bike path always You'll notice these apartments here behind me and pretty much every house has like an enclosed outdoor patio and Swedes love those places because They can use them all year round and still kind of be outside even when it's super-duper cold Look at that car stop for you. Thank you Still on the Sferia Leiden going through Sundsvall now, which is a pretty big city Once again very thankful for the bike path system here. I'm really liking this Garmin This is the first trip. I've ever used it on and The detail is incredible. It's really easy to follow these directions when you're in cities where there's lots of left and right turns all the time and It's solar powered, which is really cool. It lasts for a long long time I only need to charge it like every three days and I'm riding like 10 to 12 hour days Check it out Ikea That's Swedish if you didn't know it You can always count on overpasses and tunnels in a city. Here we go. Oh There's a nice echo in here great acoustics Sundsvall Okay Making a way out of town And Mikkel yesterday told me that Sundsvall It's considered like halfway down Sweden Yay halfway and I have been on the road now For a week. I started last Thursday Today is Thursday Happy Thursday, everybody I'm outside of my favorite grocery store again and today. I just couldn't say no to the Huklaud Bola the chocolate ball these are so good and they're simple It's just like oats and chocolate and some coconut and sugar and butter and It just melts in your mouth. It is so good. Mmm. All right. It's time to get out of here It's taken quite a long time to get through The city and all the little towns connected to the city time to go back out into the Country a little flower therapy always helps More than anything, it's just sometimes good to just get off your bike for a little bit And take a deep breath and just listen to the wind blow through some leaves There's another Sferia laden sign The Sweden Trail I'm on it Sun is shining. We've got some dark clouds Hopefully it won't rain today. We'll see I'm feeling pretty slow and sluggish right now Maybe it's that big old chocolate ball. I just ate What you in me down making me feel slow Or maybe it's the fact that I've been hammering for eight days straight and The rainy muddy days were extremely physically and mentally taxing and my body is finally like whoo Take a break man. Just chill So I'm slowly working through this as I pedal on this beautiful road Thinking about life thinking about how grateful I am just to be out here to be able to do this to have a Strong enough body to pull this off and all the Fancy gear to do it and these cameras to share this with you. I mean Not every moment on a bike tour is rainbows and puppies And right now I'm just kind of blah Well, that's just like life, you know, not every day is awesome Not to say that I'm having a bad day by any means, but I'm just feeling Like I'm having a hard time pedaling But around the corner that could all change There's a lot of ups and downs in this That is for sure. I've done this enough to know that But I just found on the side. I can't leave that flag there Look at that It's the sweetest flag. Maybe I can get that onto my bike somehow. That'd be fun, huh? Okay, I think that might be the best place for it. It's not Perfect, but it'll do. I love the Swedish flag. I love the colors and I have lots of these flags at home in Boulder Let's see if I can get that all the way to Malmö Swedish flag power. Hope it looks good. Is it flowing in the wind? Kind of All right, let's go I Got to give that little flag a home I can't just sit in the ditch like that. I'm in a tiny town now And I stopped at the grocery store to get a little snack. So I got some cold vitamin water. It's pretty hot out I'm guessing it's like 75 maybe a little bit warmer which really isn't that hot compared to what I'm used to back home But it feels pretty warm here and I got myself a Magnum ice cream bar these things are so good And I've just had a bit of a blah afternoon So I need to just sit and chill and have a treat treats make life better whenever you're out On a bike tour or doing something difficult physically just stop and have a treat Usually turns things around My pedal starting to crack.    Not slow me down man. That is jammed in there So I had to flip my bike over and take the wheel off It was jammed right in the disc brake real tight couldn't pull it out without taking the wheel off and now The flag has been severely defaced. I'm sorry Sweden I'll find a better spot for this. I knew it was trouble putting it there, but You win some you lose some Lupin highway Will lead the way To water and a great place to camp riding next to this lake. I saw it on the map, and I'm just scanning For like an open area to camp Trees trees trees.  Oh Hey, what? Even a dock here. Oh I'm totally camping here. Even though it's on the side of a road That looks pretty good to me. Oh, yeah in an old ancient Viking stone Table and bench. Whoo. Let's see how far I went 96 miles not bad. I'm good with that real good Whoo, what a day man. What a day I'm feeling good had a bit of a bit of a lower earlier And now I'm feeling better especially now that I'm gonna get wet and clean off. Oh The water is perfect Yes, yes, yes Well, I found my water And this is a perfect like You know what it's time for my pre-dinner treat Look at my cute little matta boo chocolate I Wonder how old this table is. I mean, it's made out of stone. It has lichen growing all over it Could be pretty old and Now it's time for a veggie wrap. I bought earlier in the evenings.  We do a lot of stuff together. I'm very close with my mom We don't go fishing, but we do lots of other fun stuff. So I always love seeing a mother and a son hanging out and just spending good time together and This lake is just glassy There's actually more bugs tonight because there was zero breeze last night. We had a pretty good breeze So no bugs. So I've got my my bug jacket on And I'm about ready to sleep, you know I slept well last night, but I've really only been getting about Five or six hours of sleep every night. I think it's a mix of jet lag at the beginning and then just getting on a bad schedule, so I'm hoping to get seven or eight tonight because I need the recharge. I could feel that I was slumping today and sleep plays a huge role for me in revitalizing my body And my legs are hurting I've done a lot of miles my knee hurts So, uh, I need some of that That good old sleep Hello there and thank you for making it to the very end of this video You get a high five. I am here to say hey, thank you for watching my videos But also if my videos bring value to your life if you love them with all your heart and soul Or even just a little bit of your heart and soul Please consider joining my patreon. You will help keep this channel alive But you will also get stuff You will get early release videos with no ads which is very cool And I sometimes do zoom calls with my patrons You will have direct access to me through patreon to ask me any question you want and like I said You're keeping this channel alive and also. Hey, I wrote a book. It's called the long way home It's about my very first adventure from Honduras to colorado and it talks a lot about how it inspired me to live An interesting life to say the least my mom loves it. So maybe you'll love it too I will link all this down below But more than anything. Thank you so much for watching my videos.


Hey guys, SheaBear1000 here, doing a little vlogging today. I came with Monkey, she wanted me to go check out a trailer beside where she used to live years ago. It's been sent and empty for a while. Couldn't get inside it, but I did get a couple of minute footage from the outside looking in. I did get up on the porch all through that clip in for it. So, I thought I'd stop here with this little tiki bar place. Ordered me a sandwich, got a nice cold coke. This place has everything, they sell cigarettes, F-Carry-O-Key on Fridays, got everything, drinks. There's a little boat slip here. Just back in there, so that's pretty cool. My camera's not adjusting right for some reason. I don't know what's going on with it, but... Anyway, so thought I'd do a little vlogging. There's a house right up the road that had burned up a few years ago. I might try to get in it. And if I do, you'll see it right now. But if I don't, you'll see this. So... Then we gotta go to her mom's. She's gonna pick up her mom and her dad is having two toes on the other foot removed now. And so... Is that any better? So, I'm gonna... Her mom and dad's truck's making a funny noise. She described it. It sounds to me like it's a lifter tapping. I don't know if it's low on oil or if it's got one ready, a lifter ready to give out or collapse or what. So I'm gonna check that out for them and take some pictures of their golf cart form. They wanna try to sell the golf cart and buy a car, so I'm just gonna hang out there and do that stuff for them. So, more to come. Okay guys, I thought I'd share this with you. If you're hungry, it is the double angus burger with Swiss cheese. Look at that thing. That's the way I like them.  This is the Tiki Bar we was at. It's called the Tiki Hut. We were sitting right over... Right there in that corner. I can't walk back there because that's all private property, but I can come here. This is a public boat ramp. That's the guy that just caught the fish. Pretty nice out through here. Yeah, this place is neat. Lake Bryant RV Resorts. So that would be this place back in here. I can see where he's going. We got a boat coming in. That's my day just kind of hanging out. There's a story about that trailer on that clip. You've seen that...  She said she sees lights on in that place.  She says she sees lights come on in the middle of the night and stuff over there in that little trailer. There's no electricity to it. So I don't know what that's about, but she says she's kind of a... kind of real strange woman. So she's scared of men. She had an issue several years ago where she was attacked and stuff. So she's scared of men, but she swears that she's seen lights come on in that place. So I don't know. It's locked up now, but it used to not be. The boat's locked it up, so maybe it's a good thing we didn't get in there. I don't know. So anyway, so that's what we're doing. We're just kind of hanging out. I think this guy might be getting ready to load his boat. We'll check that out. This is not really the lake part of it, but it goes into the lake. A little channel or canal. Gators out here. So you've got to be careful. Pretty nice out the day. Hotter than hell, though. Goes back in there good ways. So, yeah. Nice area down in here. Just thought I'd share some of that with you. Nice backdrop, though. Then you got shade trees around here. And the tiki hut, which was my favorite. That burger was half a pound. Two quarter pounders of Angus beef. Juicy, you've got to see that. Nice and greasy, I love that. That's one of the best Angus burgers, if not the best I've had in a long time. But two quarter pound patties with two thick slices of Swiss cheese. So, yeah, it was pretty good. I think I can get in here, guys. Alright, I'm out of here. It's locked up. Okay, guys. This is the truck. We need to find out what's going on. I know it uses some oil, because when we had to borrow it that one time, we had to put some oil in it. And I see oil streaks there on the ground. Look up under here. Let's see what's going on here. So, what I'm seeing, seeing right there at the drain plug, it's leaking. Also, in the bell housing, the transmission bolts onto the engine, it's got a lot of oil there, so that's telling me the main seal's probably leaking, too. I don't see anything coming off the filter. It doesn't smoke. I have followed this truck down the road before. Sorry. And I didn't see it smoking now. That's not saying it's not using it. But let's see, let's see what it sounds like when you start it up. Monkey checked it and said it needed oil. Said she was low and I said, well, how much is in it? She said not very much, like that much. Well, you can't really tell by that. So, let's go ahead and check the oil on this thing. Almost two quarts left. It needs to get a couple quarts. This is the golf cart I got to take pictures of there wanting to sell. It is street legal. It's even got a wiper on it. It's got headlights, tail lights, brake lights, turn signals, a rear view mirror. We'll get some pictures of this thing. Dad made it through surgery. He's fine. He's doing old. They just checked the two tires. We'll see what happens next. Yeah, so he's all right.  So it's got like eight batteries in it. So I don't know if a battery is bad or if they all went bad. How long has battery been in there? Because I lived up in the other part when I got those for them. Yeah, so I have to get back over there and check it out so I can't try to sell it for if it don't run. So I'll figure out when she come in. A little adventure for today. She bears shenanigans. I'm going to call this vlog. I got to go home and make her some pork chops. With her you guys, I'll do a video of her. Monkey did one. She's got it on her channel if you want to check it out. But anyway, I'm going to call this vlog. Bye. She better see you.


So the first question real simple right off the bat. Why did you write positive masculinity the third book? Okay? The reason I did was Like I was just saying a minute ago. I really think that masculinity itself is being obfuscated. It's being blurred and it's being distorted By what I call in the book called the village and has anybody ever heard the term it takes a village to raise a child Right okay, so I use that kind of as a catch-all phrase and I use a lot of these in my writing Like the feminine imperative and in positive masculinity. I use that term the village to represent like Not just the the teachers that are teaching you when you are a little kid And we're talking about like from five years on up because five years old is about the most impressionable That a kid is going to be and they're gonna learn a lot of their core beliefs and their core sets right at At that age and because anybody over here that like kids are five years old. They they're like mental sponges so I think that earlier and earlier the village is trying to get to kids to convince them that Being a boy is bad.  It's they're the teaching styles I don't know if you guys are familiar with Camille Paglia. She has she was a former feminist But she writes quite a bit about the education of young children and boys being raised as defective girls and The teaching style which of course is mostly women teaching teaching your kids that are you know yay big is Instilling them and putting this these blue pill beliefs into them at an earlier and earlier age So they already feel in some way slighted because they're a boy If the boy is acting out if he acts like a boy if he has a lot of energy And he wants to go out in the on the playground what we do we sedate the kid right so From a very early age that boy is being taught that being a boy being male is a bad thing in my Thing was my second book There is a actually came from a post called teacher children well and on that post I took a picture or I screen kept a picture of a blackboard or a video display What the teachers had done for this class of nine-year-old boys was asked them what it is about being a boy that they Disliked the most and if you looked at the list of adjectives and it's like I said it's in the second book It will run down Pretty much what you would expect from a women's studies class about what is the most wrong things about men today? And so we're talking about teaching about fourth grade of nine-year-olds about fourth grade fifth grade somewhere around there You're talking about reaching the youngest of the young to Pre-program pre-condition for the blue pill these kids and so as far as positive masculinity is You know titling it as as that I think my my push is to Change guys minds about what it is to be masculine. I was just reading a Reading a an article the other day about how Guys simply don't want to be masculine.  So he's identifying with the feminine. So therefore He's unique or he's not like other guys. I'm here to tell you right now He is like every other guy that there is because we outside of this room out here in the streets right now We are the minority For us to all collect here together And if we were to have you know media here or people who are outside the first thing they would say is these guys are losers Are these guys are they need to find out about women? They need to find out how to date they need to find out how to be a man What losers because we're also supposed to have some intrinsic knowledge of what it is to be a guy and I'll tell you right now when you're five years old and your teacher is telling you that it's better to be a girl And then you get to be ten years old and you get to be 15 and you get to be 20 years old all of that builds up layer upon layer upon layer To the point where you don't know what masculinity is. So that's really why I titled it that because it's really an effort to To counteract what I call the village


So, I am from the MOOC prototype team, here is our team, we have Avinapuri, we have Dhruva Bhaskar, we have Anushri Janget, Divya Pitta, Abilash Karanay, Kushali Alagarda and Mondra Mahendra. IITBX, you would be thinking what is IITBX? It is a MOOC prototype course as and we will be using edX as a base platform to enhance on it, that is what we have done on it. So, our project scope has been to design around the key principle of openness interaction and quality autonomy and the quality education that is free of cost and all that you can think in an education system which you have been barred with. So, IITBX, IITBX is a massive open online course, it is just a prototype name that we have kept now, it can be changed. So, the basic control flow for IITBX will go as we will have three parts, one will be the CMS and one with the LMS and course. The CMS is the content management system and we also call it as course management system and we can handle accounts, logins, create or delete courses in it, add all required material of the courses. The LMS we can handle the student login, the student can register for courses, search for them and the discussion forums will be an interaction between the students. So, the edX module, these are the modules that we have categorized into main components and extra components. The main components will have edX platform, edX platform is the base platform that we work on and the xBlock is the, it is not yet integrated into edX platform, but it will soon be integrated and it is the API that will be handling the component addition architecture and the xQ is a service which will let like when we want to do something and lot of logins together we can lead to problems. So, xQ handles them by adding them to a queue and processing them. The CS comment services are the discussion forums. Code gel is for secure execution of the code that will be running on the system and Xover and edX over are the analytic platforms. Then we have extra components, those are ease and discern, these are the AI components. Then Docker is a Linux engine, edX analytics are the analytic components which also uses ed insights. We have itbx again, so itbx is what we have built on the top of edX. So, it consists of the LMS and the studio as we talked and it uses the Django framework which is built on Python and uses the rake as the software task management tool to organize it. So, itbx will have LMS and CMS. The LMS is the only one which will interact with the discussion forums and each course has a data directory that will be the course.xml file which will contain all the entire description of the course. So, when an instructor wants to add a course he just needs to modify the course.xml file and he can add all the content to that. The LMS is the learning management system, it is the student side and it can handles the student accounts, the lecture order and videos, quizzes, exercises, assignments and everything that a student needs to do. And the CMS is the content management system, it is the instructor side where the instructor can add a course, delete a course, can add subsections, quizzes, assignments, handouts, etcetera. Now course structure, a course structure goes like this, it is divided into weeks and each week is divided into several sections which are called lectures and each lecture will comprise of modules. The module can contain problem, HTML pages, videos, etcetera. Now, we will be thinking why do we divide them into weeks? It is because an instructor might not be ready with all the course material at once. So, this section comes, this gives a challenge to them and so, what happens is, it eases their addition of the course one by one weekly, then we have activities that we did. So, first of all what we did was we designed the template for the MOOC and then we successfully try to install the edX platform and we installed it twice, once on the local machine and then again on the server and then we modified it to work remotely from SSH. And we tested all the different components that the major components that were needed to require like code gel, CS comment services which is known as discussion forum, added also the mailing services to it and integrated the Google Calendar so that a student can easily have a quick view of what he needs. Then the challenge is faced where the biggest challenge was proxy because we had to make all the apps to work around with proxy and we use different modules to do that and we modified even the installation script to work with proxy. The second was we had very less time, the source code was just released on 1st June. So, we had even less than a month to do this. The third was the version management and merging of all the commits because once we modify the code and then comes the major part because we are modifying something our collaborator is modifying something and then merging both of them together sometimes we have to do it manually. The unresolved challenges are still the unstaged and alpha stage components, unstaged are the unstable components and the biggest one is the platform dependency that we have to use on the NICS like platform which are either Unix or Linux. So, what we learned from this project was we learned Python, a programming language, Django, the basic framework which we worked on, we learned the MongoDB it is a no SQL database management system which uses a JSON like format and has an entire syntax of JavaScript and SAS, SAS is simply awesome style sheets, it gives us lot of reuse on even CSS. Then Rake, Rake was a software task management tool which we used and Git was the version control. So, what future plans we have we still which we are still developing and we will finish this hopes of before going. So, few of them we will finish this before going. So, the future plans we have is video tagging which is a self note taking like anyway a student is watching a video he does not understand it he queries around to find the answer and then he can add the note at that time giving the duration to of how much time the note can be displayed. Then we also have the bookmarks and then text highlighting in ebooks like when we are reading some study material or handout that is given by the instructor. So, directly we can add a note or we can highlight it at that moment itself and easy navigation in discussion forums because what happens is sometimes a post is too long and we will find it that it is not interesting enough to read. So, we will have to scroll down a bit if it is a long post we will have to scroll down. So, there will be a easy navigation like one click will switch to the next post and then advanced search filter until now the course are categorized into XML format. So, we are having difficulty in putting the search because it is giving an overload on the search system. So, we will try to enhance this as much as possible. So, thank you. Now I call upon Dhruv Bhaskar to give the demo of the project. Good afternoon.  So, let us start. So, this is basically the CMS, the candidate manual system. This is on the instructor's side he will basically authoring the courses over here but for that he will first of all have to sign up, have an account on this platform. So, he can do that by using his respective email just he have to provide all the credentials and once he sign up for that he will be getting a mail as you can see and then there will be confirmation link after that he will be there inside his dashboard where he can design the courses. So, here he actually designs the courses by providing the course name and inside the course we have sections which may be the week what is basically to be shown in a entire week and the inside that section we will be having such sections and such sections will be a particular topic that he the instructor wants to discuss about in that week and inside this we will be having certain units. Now, these units are basically the main course components. We have the discussion forum, we have plain HTML, we have videos and we have problems. So, this is a video component directly the video gets integrated from YouTube it is not necessary we can also integrate it from other video streaming sites like Vimeo as well. The video credentials can be modified like this and then this is the we are adding a problem we can add the basic problems this is the basic one just one a multiple choice question just one of them will be correct. Apart from this we have some advanced problems as well we will be discussing it when we will be discussing the code gel part and this is the basic estimate pace any particular say for example, if you have to discuss some problem statement and all that you can simply write it over here that will be just a estimate content that will be shown in that particular course content. Now, finally the course has to be made public unless you do not make it public it will not be shown in the respective elements site we will see it in the elements site just a while after. Now, this is the update pace any particular update that is to be given on a for a particular case that can be displayed over here any particular updates since announcements. The static pages here you can provide the Google Calendar integration goes over here or anything else what this is purely an estimate pace. So, anything that can be done in estimate can be integrated over here when one application can be to add the calendar and then this is the file uploads you can upload any image file or videos over here to the main server. Now, these are the settings now here you can basically describe the entire schedule of the course and this is the course info video which basically delineates what actually the course giving a rough idea to the students. And this is the grading part here you can customize the grading schemes the ranges for the different grading that you can do you can put the advanced grading rules in the policies also. So, this is as per the instructors decision how he wants to grade that particular course he can do that and this is a course team it usually happens that they the main instructor in a part from then they will be a number of assistants TAs the info about them will be going over here. And this is the advanced settings it is recommended that we should not interfere with these settings unless we are very sure because it will may cause the malfunctions unless we are very sure we do not basically change these settings. Now, this is the course export with see whenever we create a course that is the XML document. So we can once a course is created we can export it in the XML format and later on we can also import it. So, this is the course import so we can import that particular XML file and it will be integrated in our entire courses this is the course phase the info phase. And now we will be basically talking about the LMS part. This is the this will be basically the part which will be visible to the students. So this is how it appears to the students. So whatever course that is created over there in the CMS will be viewed over here and these are the courses that we have already added which are being displayed over here on the home page and we this is just a video introducing IITB the culture over here on the very home page. And for accessing the courses obviously he will have to log in and when he logs in he gets into the course dashboard he will have to find the course here we have implemented the search functionality a Django app basically. This is the search functionality by using the universities as the keys. So particular the courses for the from the particular university will be displayed and by using a particular keywords also we can basically search and finally by clicking on a particular course we get in we get inside and the course we can register the for that particular course from here the course registration phase. And this is the course if he he will just have to register he will just get into the course and finally he has the access to all the course components he can see the syllabus and other things. So this is the course welcome phase the instructor may welcome the student over here by giving the welcome messages and this is the main course wave part. So here you can see that there is some vertical vertical scrolls over here and these are basically the sections and subsections and the horizontal part is basically the units that we basically added in the CMS. So the units can be the problems it can be the videos and the static estimate pages and all that they basically come up in the horizontal section here we have video clicking on the next we get the next the problem subunit we can evaluate it we can see the explanation for that particular answer as well. And this is a course wiki pays a student basically can use it for himself to specify anything that he understand about the course or whatever info say he has to keep while doing the course here he can write those in force over here you can see that he is just adding an article for his reference letter reference and that is created. Now this is the progress phase here whenever a student basically answers a particular question or any assignments and all that they all are recorded and a particular graph is generated which shows the entire performance of the student in this graphical context. So this is automatically generated based on his performance and this is the help phase or any FAQs that a student wants to he can get from here all the relevant questions have been listed properly over here the confusion that a student may have while resting for course or while taking the course and now we were talking about more advanced modules like code gel it happens that sometimes we basically require the some program execution for designing the problems or we may want the student to write the code. But since that particular code is to be run on our server therefore that if that particular code is not safe it may screw up with your server. So for that particular purpose we will have to use code gel code gel is a sandbox sandbox basically means it's a virtual machine. So when a code is executed it is executed inside that temporary virtual machine and once that execution completes that virtual machine is destroyed. So for security purpose we basically make the use of this code gel we will see how this code actually function so we will be adding a problem a problem that basically makes the use of a python program and requires the python program execution. So we will be going to the advanced problems one custom python evaluated problem and inside that I am actually there is some default code it's a simple code but I have just written one extra code just to see whether this code gel is functioning or not. This particular code is the file write code now the code for file writing and if this particular sandbox doesn't have the permission to do that obviously it's not be allowed to mingle with your operating system and that we will be seeing that in one of the course I have added the permission and in other course I have I haven't and you will see the permission denied here coming up for this one because we haven't added a permission to this particular course. So we will save this particular problem and make it public so that it is visible in the animals part and this is the course in which I haven't added the permission and I have done similar thing for the another course but in there we haven't I have given the permission by adding that particular course to exception. So here I am creating a file the file to which the both of the courses we were trying to write. So first of all I am going to the course in which we don't have the permission to make the file writes. So it's it's just validating whether the sum is stand out in 20 but the additional code for file write which gets fired and that is basically showing that particular because it doesn't have the permission to make the right. Now I will be basically showing you the file where I have added the exception to the second course the android course which I have put the exception so that it can make file write. So there is a commented PY file inside the environments in the LMS directory. So we will have to add the regular expression for the corresponding course ID over here. So this is the course ID of the course which we basically want to put at exception in exception. Now this particular course since it has been given now it is put at exception therefore it has the permission to make the file write. The codes will not basically be telling that it should not make the write it will be giving the permission to make the file write. So the problem gets evaluated and that particular full line script is executed and you can see the file write has happened. I will be doing the cat to that trial file that I created previously. So you can see that that particular text has come up over here the file write has in fact taken place. So the code gel had not basically interfered with the file write for this particular course. So this how the code gel basically allows some of the courses to execute the unsafe code. If I put that course to exception but if I configure that code gel be restricting a particular course to make the file write or any OS related functionalities then you can do that. So for security purpose can be used now we will be having the discussion forum. So this is a discussion forum where the students can basically discuss about any particular problem. You can add a new post. So you can write a title and then specify whatever queries it has to discuss with the other fellow students. So this is a question that he has confusion on and somebody else will be answering this one and there it is. So this is how the discussion forum works and that is all about the demo. Thanks. Couple of things. Did you try to use, try to register for edx 0 0 1 and study? Yeah edx 101. 101. Yeah. So how do you register for edx 101? So there is a website as.edx.org. Right. On that particular website you will have to register. And you could easily register. Yeah. Second thing is what Prasar Aute was asking me. Why did you not try to take let's say NPTEL videos from a lecture and then create a course. So that can always be done once we know the video idea that we can always put it over there in the course. So how easy or difficult it is to upload video links and so on. So there is no difficulty in integrating any course into our course content. Once you have it there in YouTube or any other video streaming site, you can just provide that video ID and that iframe will be important as a course content. How would you compare that with Moodle in terms of learning management system or content management system? So actually Moodle can be used for small scale purposes. Mood websites basically the edx platform is for large scale if you want to implement it on a large scale. Good observation but what makes you say this? What do you find in the code which appears to suggest that the edx platform is much more scalable than Moodle? So the edx platform uses the Django framework. The Django framework has an excellent cache management system and it has lots of other modules also which increases the interaction level and even with what capacity the same configuration server, which Moodle might be having and then edx platform might be having and it can scale up to 10 times in that same configuration. Are there any performance figures quoted anywhere in the documentation? No sir they haven't performed but sir the Django framework like the next one which will be available, it will even be having a thread pool that will enhance it up to more four times. I see. Currently it doesn't use any thread pool. So currently it doesn't have a thread pool. It uses the operating system thread pool. Would you get an estimate of what is the total size of code for different modules of edx, number of lines of code? So the total size of code, sir actually it uses even the operating system and around we have around more than even 200 modules that are being used. Yeah that is okay. So each module can have say around 2000 lines of code. So 400000 lines. Yes sir. That's not too big a code. We used to routinely handle a team of eight people used to handle about 250000 lines of code. So how is the code structure? Could you just get any sense out of the style of code writing? Have they followed any writing principles or anything or you could not look at that? Only the thing that was missing there was the documentation. We had to understand everything on our own. That is pretty standard in almost all open source project. Yes sir. That is not good. So when you understood something have you tried to write some documentation on your own or no? It's in your minds only. No sir we tried to like wherever possible like where there was a necessity we tried to add. So is it recorded anywhere? Do we have that portion what you have added? It could be just few lines of code. The GitHub has all the commits that we have made. So we and anyone can view any version of the commit that we have made. In the GitHub how is this registered? Is it for IIT Bombay or is it registered under individual names of yours? So first I hosted it on my GitHub profile and then I added the collaborators to it. So it is all of you now? Few of us. You are not familiar with the teacher's training program but I had just one question related to that. I personally do not subscribe to the theory that everything online is adequate. I do believe that our students particularly will benefit if there is a group environment for discussion or problem solving or explanations. If we have to build that, is there a feature there where I could describe groups? The discussion forum has that sir like you can make groups for each of the components and then that group will be separate for each of them. No but that is based on the activity. Yes sir. It is not based on the activity. Can I define groups where all activities are the course? A group will conduct independent of another group. Independent of the course. Another group. So a group in Coimbatore, a group in physically, a group in Coimbatore, group in Jaipur, group in Calcutta where these groups will collaborate with each other. That even sir, edX uses it as like there is something, I don't remember the website name but they have registered and they create chapters across the all world. They call it SPOC. Yes SPOC. So can we create, is there a facility to create SPOC and cater to SPOC in the code which they have released? No sir. That's where they want to make money. But it is doable right? Yes sir. Good. Thank you so much. Let's give them a big hand.


Hello everybody and welcome to another hobby-cheating video, and today we are going to talk about fluorescent paints. Oh goodness, there's so many of them out there. Some AK Interactive Third Gen and some Vallejo and Scale 75 and Green Stuff World and War Colors, and there's so many of them. And I get a lot of questions about how to use these because they are a very tricky paint to use. They don't cover at all, they're very, very thin, but they're a wonderful thing you can add to your painting to get some really, really bright pop and colors, the key is we have to apply them in the right way. So to do that, we're going to bring back in our little necron friend here. He's actually in the middle of the last video that I made while I'm waiting on the oil to dry. I thought we would do this. So you can see how in between the, in between these little, I don't know, sections or whatever, if it's gauss, gauss, however you say it, gun, I took some very thin white ink that I mixed with a bunch of Flow Improver, and that's right here. And then this is some pure white ink. And what I did is I just dropped that very thin white right down in there in between those layers. I also went ahead and prepped up the areas of the blade itself also. To show you just what that looks like, we'll do this back part of the gun here. So for example, if I want to go ahead and get some white down in the, in between the areas of this thing, I take that nice thin white, and just because it's so wet, I can just wipe it off and you see how it just flows right in there. The advantage of the Flow 8 is it means it just comes right off your brush. Super simple, super easy. If you've got other elements that you're going to make fairly bright, like say we want to also light up that tube, the key is never try to put your fluorescent paint just over black or something like that. That's never going to work. So here I just have like a light sort of ivory color. What you always want to make sure you do is start by getting some nice solid coverage of a bright color under that, that you're going to eventually have under the fluorescent. Now this is the most important single lesson I can share with you about working with fluorescent paints is that because they're so thin, because they show the color underneath so strongly, you have to start by making sure that whatever you're working over is very bright. So this means don't try to run them over black. Don't try to run them over another version, a dark version of even the same color. Okay, and we can go ahead and hit some of those little high parts there too with that slightly dimmer one. So once you've got a nice solid coat of that down, you're in the right place. So under shading is the first step. So now I'm going to go ahead and switch some things around on my palette, get the fluorescence ready, and be right back. So we're back, all of our white is dry, now obviously in the end I'll probably put some more in other places on this guy like within his chest and stuff like that. We're going to go for the traditional green glow for this because it's fun. And so here I've got my palette prepared. So right here I have my Warcolors Fluorescent Green. Over here I have my Scale 75 Techno Green, which I really like the tone of. Down here I've got the Green Stuff World Lime Fluorescent, and you notice theirs are very much a wash consistency, it's real liquidy. And then right here I have some Scale 75 Green Skin Flesh, not a fluorescent color. That's another key to working with fluorescence. Don't work in only fluorescence. So for example, let's just go ahead and take this, we'll do the tube and we'll do the blade. So when we're working on something like the tube, you don't want to try to do the whole thing in fluorescence. They're quite overwhelming when you use them in that strong of a capacity. So instead, what we're going to do is we're going to take part of this and make it this Green Skin Flesh. I'm not going to worry about painting both sides, I'm just going to paint the side facing toward camera right now. Then what I'm going to do is start integrating some of that fluorescent into the other paint. And by mixing in a little of this existing paint, we can help improve the overall coverage of it because we have some paint that still covers worth anything on there, but we're amping up our amount of fluorescence. And we're just layering it right over the top. And then finally, we can go straight into the pure fluorescent and we just take that in one small area. And one of the ways you want to work with the fluorescent is you want to put a dab of it down, right? So I'm actually putting like a literal chunk of it on there, then I wipe my brush and then I just kind of smooth it out with a moist brush into the other paint, okay? So and you see how much of that under color is showing through there and that's all right. A little bit of a line there, we can fix that, we let that all dry. If you've got something that's really small, like these areas in the gun here, something like the fluorescent color from Green Stuff World is actually really nice because it is so liquidy, it's basically a wash and I can just run it straight over there and because it's so thin, it doesn't even touch the black, like I'm not being careful and it literally couldn't matter less, right? Because it's so weak, it can't actually affect the black color other than to create a slight glow, which is actually kind of a cool effect, right? So that kind of stuff is really easy. When you've got a small space like that, we can do the same thing here on the, whatever this piece is back here, it doesn't have both sides. I guess the back of the gun, I don't know. I don't know what these things are called, okay? So when we've got that kind of a situation and it just flows really easy, we don't have to be careful, we can just wipe it right over. Now when we're dealing with a situation like a blade, because this is the other very common thing on a lot of these Necron weapons, people want to have like a fluorescent touch to their blade. The key there is we're going to take the fluorescent color itself and I'm going to start as weak as I can. So I'm actually going to start with my one that's like a wash and I'm just going to run it over the whole blade surface. Now once again, because these colors are so weak, we're going to use that to our advantage.  Because the black still remains black, but all the white or the lighter colors that I painted on there, those get tinted immediately, right? Including all the edges that I did. Now back to my middle thing as that's dry over here. So we're going to keep, just apply our second coat. You can also mix a little flow improver with these or something like that. That can help sometime. But I'm just going to do it with water here to show you that you can do it with even if you don't have any other tools, right? But you see how I was moving my brush? Notice how I was almost scraping the brush down, right? And that's because I'm trying to pull all that pigment. It's so pigment light. I'm trying to pull it all forward, okay? All right, one of our final, so that kind of covers a lot of different situations, but there's one important final one left. Let's talk about fluorescent eyes and glowy eyes. I've talked about glowing eyes before and on these Necrons, they're really small. But the key with glowing eyes remains the same. To make something feel like it's glowing, there has to be darkness around the glow.  That's because there needs to be bright, dark, bright. And that's what we've, so I put a little dab of white on each of his eyeballs. These things do have very well constructed eyeballs, these new Necrons, right? So now that white's there, what I'm going to do is I'm going to come in, get some of my fluorescent, in this case I'm using the war colors, and I'm just going to take a little dab of it and I'm just going to dab that eye. Then I'm going to take that same thing and I'm going to trace and mix in a little bit of the actual wash here just to get things flowing nice and easy, thin it down a little bit and I'm going to trace the bottom of this sort of eyelid. Still not to let it run down into the dark spot, right?  I didn't put the other color there on the lower part. I'm just going to touch that eye just a little more. This is a real fun thing to do on camera, I want to tell you that. Okay, now look at that, nice glowing standout eyes, you can always reinforce it of course if you want to pop it up. The key is the glow on the underside of the eye is not as bright as the glow in the eye and there is a nice dark, dark separation between them, okay? Alright, so now that all the rest of our stuff is dry, let's go back over here. You can always keep reinforcing, you can just pull a little bit of the fluorescent if you want, you'll notice how that breaks down as soon as you thin it, I mean this stuff is so, so, so, so, so non-covering, it's kind of one of the reasons I like the work colors, the work colors fluorescence really excel here, they're some of my favorites. When I've done my whole slanesh army and stuff like that, I've used their pink fluorescence. But you notice the more I reinforce that, the brighter it gets. For something like back here in the gun, if I want to reinforce any of that, once everything's dry I can kind of take a look at how it all worked out, I could always come back in with a second layer of the wash, just shove it down in there. To me, if you were going to buy just two of these, it would be the green stuff world one because of its wash consistency and the work colors one because of its ease of coverage. Those are the two that sort of work out the best for me, okay. Now let's return back to the blade. So what we can do here is, much like we did before, like you could stop there of course, but if we want to reinforce some of that, we'll get into our pure fluorescent, and if you want to have it have some coverage, then you mix in something else bright, okay. So here on my palette, I have basically a bright white, okay, so we'll bring some of that over, sorry, it's off camera, you can't really see that, but I bring some of that white, I can mix that fluorescent in with a little bit of white, and then I get like a really, really bright, bright, bright version of the color, and I can come back in, re-hit those edges, right, I could hit the middle of this guy, so I still get the fluorescent in there, but now with that white mixed in, it's really popping. I can reinforce my highlight some, just thin that down a little bit, and then I can use the same mix I had earlier of the normal color plus the fluorescent, since it has some coverage to it, thin it down just a little bit, and then I can kind of pull on the edge and just smooth that right down. I can even go to the just non-florescent color, just a straight normal paint, to finish it off with a nice thin glaze into my black, and finish off all my transitions there, okay. And I get that nice effect on the blade without too much work. Now of course, if I was painting some glowing thing for competition, I'm sure I'd spend a lot more time on this, you know, carefully refining everything, making it glow, but this is like one silly Necron guy amongst a horde of these dudes.  So just again, to cover the key basics for you when you're working with these paints, one, you have to start over a bright undercoat. It is the thing I cannot impress upon you enough. These paints will not cover, they, you know, they don't really work over black. Let's flip that around and use that to our advantage, not our disadvantage, right. So we always start with a good under shading.  Anyways, so you start with that, just like you saw me do with the tube. Mix in a normal color, something like I used here with a deeper, non fluorescent green, and slowly work your way up into fluorescent. If you don't get a good enough coverage on the first time, you can always lay another layer of white over the top. Like instead of just trying to lay layer after layer after layer after layer after layer after layer of fluorescence, which is what I see a lot of people doing, they're like, I put on 52 coats and it just won't cover. Okay, come back in with your, you know, come back in with your near white, okay, or whatever, lay down a nice line, maybe you can even feather the edge a little bit so it's not quite so harsh, right? And then once that's dry, then go back over it with the other green, okay? When it comes to glowing eyes, make sure the eye itself is brightly dotted with something white before you apply it. You don't want to then put the same white under the actual, on the ridge under the eyeballs of the skull, because then you'll have the outside here glowing with the same intensity as the eyeball here. And how it needs to look is brightest, dark, bright, okay? So that's the easiest way to think about this. If we had one being the brightest and three being the darkest, it goes one, three, two. Okay? For thin areas like this, just make sure you use a nice thin white, like a white ink or something like that with flow improver to get everything moving. And then you can just run a wash right over it. It won't hurt anything. The black will never change color, easy peasy lemon squeezy there. That's nice and simple. In addition, if you want to go ahead and make even more contrast, one thing I will say, fix this real quick now that that's good to go, if you want to make even more contrast like let's take a look at the back of the gun, one of the keys is once you're done, you come back in with your dark color, okay, and we're going to go ahead and black out those things, okay? Because in the end, bright shows up the brightest when it's against something dark. So we can make it look like it's really glowing inside of there a lot more if we have something dark against it. And again, nice easy step and we're good to go. So now our scary little sci-fi skeleton. He's got a bunch of glowing stuff. He's ready to go. I'm sure I'll make some more things glow on him as I move along, but that shows you a lot of different situations of how to work with the fluorescent paints. Again, part of the key with working with them is often to dab them on, dab, dab, dab. Wipe your brush and then kind of smooth it around. You're kind of pushing the paint on the mini. And that can help you to really get a nice good coverage out of it and achieve what you're looking for.  If you did, give it a like, subscribe for additional hobby cheating in the future. As always, if you have any questions, feel free to drop those down below. Same with suggestions for future topics, I always enjoy that. But as always, I do thank you for watching this one, and we'll see you next time.


I present to you our resultat, our project which we get out at the expense of the Russian Science Foundation project number, 191800538, in search of invisible aerial bounds on the lands of north-eastern Russia. The Soviet-Apulia region is a small area on the Volga-Akka confluence which became one of the largest population centers in the 10th-12th centuries. MGM is a new political center of the north-eastern medieval Russia. This region is known as the territory where Finnish and Slavonic cultural tradition intermigrated. The region was included in the system of international trade links between east and west in the 10th-11th century. In the context of the studies of cultural contacts and Scandinavian presence in the eastern Europe in the 10th century. So the Apulia is of interest as one of the eastern most areas where beauty assemblages with Scandinavian type of jewelry and religious gold items such as clay pose and rings. Those origin is linked with the island island having documented. If you look at the present-day city-like image of European part of Russia, we will see the Ocariven as a sharp border between the regions of high and low agricultural activity. We see one exception, so the Apulia. The socio-economic structure established in the region of the bases of active and extensive development of highly fertile lands largely became the base for the strengthening and elevation of north-eastern Russian lentian and lentian-Moscowian roots. There are both natural and underpacking reasons for high agricultural potential for Apulia. The natural factors are forest soils. The special periglossal region in the territory in the late Pleistocene and during the Holocene optimum resulted in formation of highly fertile soil with polyhomous horizons. The anthropocene reasons seem to be just as much important to the evolution of the region during the escape. The beginning agricultural activity was connected with Slavic colonization of this region in the 10th or 11th century. Since that period the agricultural activity on the territory was interrupted. So three main interrelated processes form the typical landscape of Apulia. The first periglossal process is connected with the degradation of last glacier and related sub-sequent soil forming process. Andropaginic activity from the 9th-10th century is a part of our interest. The agricultural activity continues tillage from the 10th century. So the Apulia is known as a territory where the burrow cemeteries were widespread in the Viking and post-Viking period. But the most of the burrows were excavated in the middle of the 19th century. And now we have about 100 burrows for this territory, which we can name whole burrows. However, our field investigation and evolution of the maps of medieval necropolises and settlements have shown that the number of mounds is much smaller than the estimated population that could master this place. Now we have information about more than 300 medieval settlements on this area. For every 5-6 settlements, which are often more than a few hectares, this is one necropolis. The number of burials noted in each of the burial grounds cannot fully reflect the typographic situation in the region. We have any plans from the excavation of the 19th century, but we can't often reference it most of them because there are no typographic points, or they show incorrectly, or they were destroyed by the plug-in, or other reasons. This plan is one of the four visible necropolis, which located near Soudal. It's a city necropolis. You can see a plan of the 20th century and the present situation. The discovery of medieval ground cemeteries and the areas of cremation in the pit and the grace between burial mounds within the Cnomon burial necropolis made it clear that the funeral rite was much more difficult at the earliest stages of the Slavic colonization of the territory. However, it's not decided the question of scale of themselves funeral complexes. The materials of settlements of the 12th, 13th century shows the growth of the population, but until we can confirm the data from the funeral monuments. Convexity, available information, volume of data on burial monuments, and subjectivity limits the possibilities for the reconstruction of demographic and the social, cultural and historical process that took place in this area. The marked disproportion in the number of burial grounds and settlements and in the number of burials and area of living territories in the mediologies can be explained only by recognizing that a significant part of the medieval burial monuments was destroyed or remained undetected both during the field works of the middle of the 19th century and during the survives of the last decades including the exploration of the 2000s and 90s. So the main task for us now is to create the technology which would enable to locate hidden necropolis to define the structure and borders for archeological excavation, which we'll analyze tasks, and how to find archeological objects in our territory. It should be done in two steps, finding the settlements and defining its border, finding necropolis in the nearby area. It's not so easy because dwelling sites, in general, the technology of finding necropolis for the settlement should consist of three scale survivors, small scale survivors to define areas where more likely could be located necropolis, remote sensing, satellite and drone imaging, archeological field walking, middle scale survivors to define the necropolis border and its structure, geophysics. Large scale survivors to get the data for the interpretation of geophysical results and obtaining archeological information, soil survival profiles, archeological excavation. Discovering apolynecropolis and mapping its structures is a much more challenging task that of the settlements due to the fallen reasons. Feed walking turns out to be significantly less informative. Even if by feed walking we manage to find the necropolis, low number of artifacts disturbed by apolyne gives too little information about the necropolis structure and borders, or at least does not give data for the amount distribution analysis. General considerations about the topography influence on the necropolis position are too poor and give nothing in practice. So, in contrast to settlements case, remote sensing and geophysics are the only options for finding hidden necropolis. The compression of geophysical and remote sensing data of the six solar settlements and necropolis shows that the effects of the settlements on the ground properties seem to be more profound than that of necropolis. So, some mechanisms seem to be similar. This result is a masking of necropolis by tillage, other anthropogenic activities and natural process. In addition, the problem becomes more challenging and there is generally very physically contrast objects in apolynecropolis due to natural reasons and cultural reasons. There are no walls, stones, etc. Very small amount of metal objects make the necropolis is poorly visible for magnetic survey and metal with texas. The way out is the electrical resistivity survey. On low missiles, the resistivity of archaeological objects exceeds the background resistivity. The situation seems to be too typical for the central Russia. So, mapping invisible archaeological objects turns out to be possible by the difference in electrical resistivity. The map of resistivity for large territory affects the individual burial mounds, thus making it possible to identify the borders of the necropolis and the structure. The rows of parallel burial mounds you can see in the map. We see well in case of the mounds with round shape, but some mounds dishes have not preserved well and we see only the circle fragments of different size and shape. Much more serious problem is the natural objects which also have high resistivity. The K interpretation challenge is to separation from archaeological structure. How can we do it? There are three features which make possible distinguishing natural objects from archaeological shape. There's additional physical properties, not only resistivity. The idea is in utilization of all information about all this feature for both archaeological and natural objects. In case of archaeological object on the side, we now have rather present statistics more than three square meters of excavation. Can we easily get enough information about the natural structures to separate them from what we need to find? The answer is likely to be yes. Most of natural high resistivity objects in the landscape are polyo-creogenic relics of the late glacial period and subsequent soil formation included by the polar cells. Among the polyo-cranic objects, the most obvious are ice wedges polygons of different order and pingos. As paleopingos we interrupt the large object of high resistivity. They have rather big deaths which exceed the typical deaths of archaeological features. In contrast to burial mounds, the ice wedges have more censorship and different physical properties. The edges of polygons have high magnetic susceptibility, where the disturbance of the humus layer by ancient people and modern archaeological result in the decrease of magnetic. So, generally, we managed to devise the scheme of geophysical data interpretation allowing us to map individual burial mounds and get rid of natural objects. Up to now, we obtained the following results. We came close to defining the borders and structure of Shkshov necropolis, which is the unique case of the investigation of Apolly. The burial mounds necropolis near big settlement in Apolly were organized as a few clusters of mounds rather than one whole area. We see it in Shkshov and it explains why the plants of 19th century we always see only small number of mounds. We devised the technology, these can be applied to archaeological complexes in the region and provide data for special analysis of necropolis structure and distribution for the burial mounds, improving the excavation planning and out understanding of the region history. What's next? Our technology obviously have some drawbacks which we have to deal with. The first is that we have yet to prove its applicability at the settlements and natural land schemes other than that of Shkshov. The second is that the technology is a large part based on ground geophysics, which in case of conventional resistivity tomography is too slow to perform, especially we consider the investigation area size and the number of settlements. So we have two options to advance the space and we are very much processing technologies to be able to get more information from them to the for the planning of geophysics we will reduce in its amount to utilize all terrain vehicle with continuous recording geophysical system to get significantly larger areas survived in the same time.