You need a financial advisor with the freedom to focus on your specific needs. Whatever your goals, Reeve Potter can create a game plan tailored to you. Call Reeve at 432-0777 at Pikeville, Kentucky to learn more. Johnson County will be hosting their second annual Trail Day Saturday, April 29th. The Trail Day will have vendors, food trucks, and feature the large variety of trails Johnson County has to offer. We're highlighting all of our trails in Johnson County where there's walking, biking, hiking, kayaking, horseback riding. We've got a lot going on. We have a lot going on, downtown walking, historical trail downtown. We're trying to create opportunity for our folks and visitors to come and see the great stuff we have at Johnson County. Johnson County Trail Day will also feature live music, prize giveaways, and other fun events. We have some unique things going on. We have an ATV-UTV ride out at Hargis through the hills. We have a side-by-side parade and show off with trophies even that will be going on downtown to get everybody fired up about the potential of the ATV trails becoming a legitimized trail system. The first 400 people to pre-register for the Trail Day will receive a free t-shirt. To register or for the full schedule of events, visit Johnson County Trail Day on Facebook. For Mountain Top News, I'm Brianna Robinson.


Hello, my name is Marcy Vanna, and I'm going to be presenting a lightning talk entitled University Libraries for R, supporting our users. I am presenting this talk on behalf of myself as well as my colleagues, Masi Dukum and Doris Scott. The three of us are from Washington University in St. Louis. Masi and I are from Becker Medical Library at the School of Medicine on the Medical campus, and Doris Scott is from University Libraries on the main campus. Let me start with an overview of our presentation. I will begin with the motivation for our support and teaching, the types of teaching and support we provide. I'll go into some collaborations we've engaged in to expand our offerings and lastly touch on some examples of internal library use of R. So as far as our motivation for providing our support and teaching, we have really seen an increasing interest in and need for programming skills across our schools and campuses at Washington University. So this includes R as well as other programming languages. Not everyone knows where to start, with some feeling quite intimidated actually. And the libraries are poised to meet this interest and need. The libraries support research and education as part of our mission and educational programming and consultation services are well established in our libraries on a variety of topics. Libraries also have staff with technical knowledge and experience capable of teaching programming topics like R. So let me go further into the types of teaching and support we provide. So we provide in person and virtual R workshops and these workshops generally include a lecture component, a demo component and hands-on activities where attendees can get some practice running our code, running into issues, troubleshooting difficulties. And we can walk around and help them or answer their questions in the chat box. As far as consultation services go, these are basically customized R help sessions for individuals and teams where people can come with their very specific R question and we can try to help them. We also hold special event R workshops and programming and these are an association with special event weeks that we participate in such as Love Data Week and Geography Awareness Week. So as far as the variety of topics we cover in our workshops and can support in our consultation services, these range from basic data exploration, cleaning and manipulation to data visualization with R base and GG plot 2, making maps with R, as well as introductory bioconductor. So in addition to the topics I just mentioned, we've also engaged in very successful collaborations with additional groups on campus outside of our libraries to expand our offerings and mainly our workshop offerings. So one such example is a very successful collaboration we have had with the Center for High Performance Computing and regarding R, we have collaborated on providing an R workshop covering the basics of using R on a computing cluster. In addition, we have very successful collaborations with our Institute for Informatics and as far as R goes, we have partnered with them on workshops on genomic data analysis using bioconductor, as well as associated visualizations of genomic data using GG plot 2. We also have some examples of internal library use of R, one of those being library staff collaborating on faculty research projects. So this is beyond consultation services. This is a case where library staff are actually collaborators on the research project as well as library staff using R for data cleaning, for internal library projects and tasks. So in conclusion, I'd like to share that our workshops and consultation services have been very popular. Our workshops fill up very quickly and often have waiting lists. So as far as the next step, we are currently experimenting with recording the workshops to help meet the demand. So we'd like to acknowledge our collaborators at the Center for High Performance Computing. Tobias and Jing Wang, as well as at the Institute for Informatics. And there we've collaborated with Madhuri Makashal and Aditi Gupta. And again, these collaborations have been very successful and wonderful groups to work with. So lastly, I'd like to leave you with our contact information. Please feel free to reach out to myself or Mazi or Doris. I've included our email addresses here on this slide as well as our roles in our respective libraries. And lastly, I will leave you with the addresses of our library websites so you can check out more information if you are interested. Thank you very much.


T.F.N.N. Headline. News update. Welcome folks. We have the Dow Industries down 6. Nasdaq off 27. S&P's flat. So you get a sideways market in the major indices. Gold. Gold up $8.80. Trading at $14.92. You get Silver up 2 cents. $17.59 an ounce. Light Sweet Crew down 79 cents. $56.44 a barrel. Notes and bonds. You get the 10-year note up 13.6. Trading $129.10. The 30-year up a full point and free ticks at $158.31. And once again, folks, bottom line, we go over to this note market first, which you're going to see inside the note market. We had come down hard yesterday.  You didn't get to the swing point. You had a contraction of volume, pretty dramatic. We did volume of 1.7 million contracts versus 2.4. And then today you're at 1.3 and you got back right inside the higher range again. Anything inside the 129.01 or at 129.10 gets you in the higher range once again. That's your 10-year. We're going to take a look at the 30-year. Same setup inside the 30-year. 30-year right now is up a full point, plus two ticks. And if we go over the 30-year, what you're going to see inside the 30-year. Yesterday, no doubt, you came down hard. Didn't break the swing though. You came down to a price point of $157.25. You had 333,000 contracts traded. It was 157.17. That was the swing point. We only got to 25. You did volume of 333,000 going into 460 and the 30-year also go back in the higher range again. Once it got back inside the 150.006, you're at 158.29. So the bottom line is that the Newton bond market is still not done yet. They still want higher price, lower yield. When we take a look at good old Kingdala, Kingdala was making quite a run out here. Also, the last couple of days, what we had out here with Kingdala right now, that is down 23 ticks. That is laying right at its highs.  Last time where it gave it up on price, folks, was 98004. We're at 9,7979, but it's not backing off. So I suspect Kingdala very well could basically jump over that area. Gold, gold contract, bottom line, catching a bid again. Bottom line, gold, never get down to a swing point. So we'll see how this baby shakes out. You get 297,000 contracts. There's good contract volume on the way top side also. Stay right there, folks. Next 60 minutes of trading coming back.


Thank you very much President and Commissioner. Good afternoon. It's true that the Covid crisis has required very tremendous measures to be implemented and this has been important and we need to boost the economy in Europe and we need to have a comeback for Europe as well following this. But the leaders need to be positive about it. In recently there haven't always been positive images of the EU put forward. Now I come from Staria in Austria which is close to your country Commissioner and there is industry based on cross-border exchange and this is very important. It's particularly important that we re-establish Schengen as quickly as possible comprehensively. This is the 25th anniversary of the implementation of the Schengen agreement and we now


I got a fluffy coat. Fluffy coat. Hey guys, what's going on? Welcome. Hello. Happy new year. I hope you're doing okay. Today I'm filming a video that I was gonna film last year before I decided I was taking a break last year. So as you know towards the end of last year I kind of stopped uploading. I say the end, I literally stopped uploading in June and then I posted a few things when I'm flying, posted a few things when I'm flying. Now I am doing a lot better and a lot more stable and I feel good for once. So I thought I'd do this video now.  So as you know in November last year I got diagnosed as being type 1 diabetic. The month before I got diagnosed with diabetes. So I am insulin dependent. I have to use insulin. I'm not very good at remembering to use insulin until I start to feel ill. But I started off in a really good routine where I was doing it how I was supposed to be doing it and then I started a new medication. I started to have a parolol and my memory is just gone and I just forget to take it. So I'm going to answer in first of all some questions that I got over on Instagram. Now if you don't follow me on Instagram you can go over here. I upload quite a lot. I post all my stories quite a lot and I'm always doing Q&As on that. I also ask for questions for videos on there too. The first question is how does it affect your mental health when you're already suffering from mental health problems? Honestly it made me literally want to end everything and I did nearly carry it on, carry out, carry it out. It made my mental health so bad that I gained very close to being sectioned because I was having really intrusive thoughts. I was hearing voices and it wasn't good. I had a lot of thoughts because I was like I could just inject all my insulin and that'd be it. I've gone from being able to do what I want to do to I have to think about well I have to remember to take insulin. I have to take insulin.  Let me tell you that shit's not fun you know it's no game. I'm getting better at it now but coming to terms with the fact that this is my life for the rest of my life was hard.  What do you wish other people knew about it? That being a type 1 diabetic has got absolutely nothing to do with your weight. What you eat is very simply down to the fact that your pancreas does not produce insulin. If anybody would like to argue that take it off my pancreas. It doesn't work. How did others react to the diagnosis? My mom I don't know my mom was like are you sure you can't just take meds and I was like I've tried meds they made me ill.  I can drink a can of coke if I want. I can drink a can of Vento if I want. I can have chocolate bar if I want. I just have to compensate it. Continuing on because you know life. Let's take that off. And I'm glad I've brushed the word. So how did you find out? I found out that I was diabetic because I had a number of A&E admissions to an AA unit which is ambulatory assessment unit and my sugars were really high I was dehydrated and no matter how they gave me so many fluids and my body just loop dehydrated. My potassium was low. My health just went completely out the window and I insteponain-y multiple times and I got admitted to a ward multiple times and in the third instance they just they they did the antibody test and I started an insulin and a few weeks later I got the results back from the FHS which showed that I do have the antibodies which is how I found out I was type 1 diabetic. I was told when I got diagnosed that the chances were I was going to be type 1 and that is because of the damage that everyone knows I've caused to my body from overdosing from all the self-destructive things that I've done. My liver is my liver is coming it doesn't work. So given the amount of health issues I have it wasn't really a surprise it just the way they got me was the initial blood test I had done was related to my lung on my forehead that I'm still waiting on a scan on. I should probably chase that off actually. But I have blood done and then the next day I felt of course I knew because it's diabetic isn't it and I got diagnosed it'd be diabetic then and it just it happened overnight on a literal level. What's having stretch up is 24 seven like what are some of the signs you're low off or high for you. So I don't check my blood sugar as often as I should which not the best thing to say. When I check it it's because I can tell that I'm high or low and for me the symptoms are the same. I get really hot I have to lie down and I feel like I'm going to pass out and I can never tell if it's because they're too high or because they're too low. Well I do keep things in the R-suit wall for hypos and for hyper episodes so that's an important thing too. Are people born with type 1 and go undiagnosed or doesn't develop over time so it can be both. It can be born with it. It can be born with a non-voluntary pancreas or it can develop over time. It is genetic and a lot of people in my family are diabetic. However they are type 2 diabetic and I'm not. How long did it take to be diagnosed? I wasn't even looking to get the diagnosis I wasn't I had no real symptoms of it and I didn't really think it was there and then literally overnight I got a phone call saying you need to go to this diabetic clinic and I was diagnosed diabetic. Shit my life just changed in a matter of a few words and that was that's hard. The next question. Do the injections hurt? Yes they do. I'm consistently bruised from it so it just hurts even more. I've had two different types of needles. I'm trying a third. The first one I had was okay. They were like flaxy ones and they went in pretty easily. The ones I got at the minute. You have to stab them really hard and it hurts okay. No way is injecting yourself ever not going to hurt. And is there a way to help it not hurt like with ice? I would never put ice on when I'm trying to inject. If anything I probably put a heat pad around it so it heats up so it's easier to actually go in. But yes it is painful but unfortunately it is a necessary part of it and so carb counting and insulin adjustment. I don't actually count carbs because I'm type 1 it's hard. You can't manage type 1 for a diet really. You're always going to need insulin and carbs are irrelevant to be honest. Like I had these diabetic sweets and even after them my sugars just go high anyway and insulin it carbs don't matter type 1. Who doesn't matter type 1? Type 1 is a condition that you can never get rid of and there is nothing you can do about that. You have to use insulin and you don't have a choice in the matter. If you don't you probably end up dead. Type 2 is more managed by diet. That's the big difference. I don't have to work my insulin doses out. I see a diabetic specialist every few months and I've met this woman twice now and they just adjust the dose depending on how you're doing. I was having a lot of lowers so they lowered my insulin and I've been okay on that. I haven't made lowers. I haven't had any highs. So that is the big thing. Another thing is not like if I was having a binge eating episode I would have to work out insulin and because I also have forticep drinks because I struggle with food that's no secret. I haven't eaten soda. We all know that. When I have a forticep drink I have to have two clicks on my insulin pan which I think I've got a headache. I know I've got a lot of him with me. I only have two pens. I have a short one and a long acting one. So this is an insulin pan. This is my rapid release insulin and how it works is this click round. So my standard dose four times a day is 12. So I click it round to 12 and I inject that. Whenever I have a forticep it is two so it's just two clicks. It's quite easy to do and these are the needles that you have with it. I have an insulin pan. I don't have to like do syringes and all that. Thank god. An assumption. An assumption about diabetes. I asked for assumptions on Instagram as well. That it's a hard to accept and a life changing diagnosis 100%. It hit out of nowhere and I had no idea it was coming. I didn't think about it. I didn't know it was there. And to go from being able to like I just want to drink a bottle of Coke to if I drink that I'm glad to do that. Oh my god. I've got to remember to do insulin five times a day. It's that that's hard to grasp but it's hard to like that's hard to cope with. I am going to end this video here. I think this has been a bit of an interesting Q&A. I hope this has given some facts about being type one and yeah if you have any questions or anything you want to ask feel free to in the comments. I'm pretty open to answering questions. I've accepted it now. I'm doing a lot better with it so ask away and don't worry about offending me because you won't. I promise. Yeah bye guys. Also if you want to support the channel I have an Amazon wishlist a Patreon and I have two other channels I'm going to be starting a pet channel soon as well. So if you are interested in anything that I do it is linked in the description as always and if you have any questions or video ideas let me know in the comments down below and when we go down there hit the subscribe button hit the like button.


Good video got it time being a time. I'm we are on time. In fact, we were early until we're late Today I'm celebrating just a little bit the completion of a paper draft that I started Two years ago when I first applied for this job about three years ago I mapped out three projects that I wanted to work on The sort of built on each other the first was I wanted to find every flare in the Kepler database that we could possibly find and that took me about a year the second was to take all the flares from this catalog and Determine how the rate of these events change as stars age So we're gonna look at old stars and young stars to compare how the rate of these flares evolves over time And that's the paper that I just finished Well, I just finished a draft of and now I've sent it to my co-authors But it's a major milestone and it means for downhill from here publication. Hopefully in the next month or so The third paper was using that model of how the flare rate evolves make predictions about how many flares We should see in missions like LSS T Like for this this telescope and you might say like wait a minute Is aren't you in your third year aren't you finishing this postdoc and you've only written two papers? I've actually written several more the nice thing about this job is you can kind of go where you can follow your nose And go where the exciting things are so in the meanwhile, I've written papers about rotation and star spots and And things like tabby star and boyage and star I was able to map out the big picture of things that I wanted to work on and at the same time have the freedom and the support to do related projects That came up and they were unexpected But the truth of the matter is my goal was to get this paper done at the end of year two And now we're halfway through year three. So that's why we're 11 months behind schedule In the scheme of things that's not too bad brutally honest truth is this paper took a long time Not because it was especially technically difficult or that it was that hard to write In fact, I really enjoyed writing it and I spent a lot of quality time in the last couple months Putting some good words down that I'm pretty happy with the biggest hurdle was my own head like I got completely in my own head about it and it became this self-perpetuating cycle of being behind schedule and missing deadlines that I would set and Hopes that I would have for getting this project done or meet some certain goal I made a really good push to have this paper done before double s and it didn't happen It's very hard to force science to fit into a timeline Which is why I've really valued this job as a postdoc as part of this self-perpetuating Anxiety about this project. It also shuts down my ability. This is for me It shuts down my ability to work on other projects And so I've got a paper draft that I started six months ago with my friend Brett Morris And I haven't felt like I could write that I haven't felt like I could contribute to that because I have this big thing Hanging over my head that I promised myself and other people I'd get done so for the rest of the week I'm gonna chip away on the other projects that I've been dying to work on and I wanted to make sure I got a vlog in I figured today would be a great day to shoot a vlog because today They're going to commemorate or open the new bell tower they built at UW So yesterday I read the entire instruction pamphlet that came with this lens Because I was so excited to play with it The entire manual one page and in the limited instructions it said do not Get this lens wet So of course it's raining Okay, we barely made it. I think I lost Danielle back there. She's taking pictures We made it to the first ringing of the something something bells It's shocking revelation Daniela has not been into Suzlo library and the rain hasn't bedded enough We're going to scurry across red square and I'm going to show her the Harry Potter room keeping in our theme of these bells


And welcome back to this session at the conference today. I'm excited to introduce you to Grant Potter and Ann Marie Scott, who will be leading this session in just a moment. And before I hand over to you, I wanted to say that one of the quotes that you included in your session description in the program really jumped out at me. It says, from an open ETC member in 2020, I feel excited again for the first time in a while about a real community working together. And I am so thrilled to hear you tell that story. So without further ado, I'm gonna hand over to you now. And I ask all of those watching us live to say hello in the chat, introduce yourself, and enjoy this conference session with Grant and Ann Marie. Thank you. Thanks, Marin. Good morning everybody, or good afternoon everybody, or wherever you are. I am in Western Canada on the unceded territory of this equipment people here in British Columbia. And Grant, if you were about as far away from me as you can possibly get and still be in Canada, I think. So do you wanna say hello as well? Indeed, hello everyone. And we're coming to you. I'm coming to you from the Atlantic Time Zone in Nova Scotia, it's great to be here. So yeah, so this morning, we're gonna spend a little time talking about the open ETC, open ed tech co-op, an endeavor that's been running here in BC for about five years. And it's a digital education platform built on quite a different paradigm to some of the digital education platforms I think we've all been experiencing in extreme measures over the last year. And we want to really pick apart the foundations on which it's built, the kind of founding philosophy. And then tell you a little bit about the, how it's played out in the pandemic and what kinds of things it's been able to foster in the pandemic. So we called our talk Fostering Resiliency with Platform Co-operatism. And those of you who heard Marin do the introduction, will have heard Marin steal the quote from our opening slide because one of the key features of this platform is the extent to which it's about networking people and community together, not necessarily technology for delivering content. It's built on a fundamentally different paradigm. It's also built on a shared ownership and shared operating model. But I think it's probably useful to start with a few definitional pieces. So I'm gonna pass over to Grant who's gonna take us through those. And I'm gonna try change the slides. So many of you have likely heard that turn the platform economy. The platform economy being the emergence or the sharing economy. You've probably heard that term before of the emergence of the last, perhaps 10 years or more. So, and some scholars who are researching the emergence of this forum, platform economy, to find the platform economy is generally two types, innovation platforms, innovation frameworks and then matchmaking services. So your matchmaking services would be kind of like Airbnb, Uber and those types of things. So there's been a lot of excitement about the platform economy, but there's also been over the last three years increasing levels of concern over exploitation that going on within the platform economy. So in that many of these innovation platforms and matchmaking services in the platform economy are extractive and they are having all short and long-term effects on the folks that are being extracted from. So next slide, please. And then extending that a little bit further, Ben Williamson has done some great stuff. We have a link here. Anything, all of our slides have links on them. So feel free to jump off any of the slides. He's done some great research and some writing on the platform university. If you look back 15, maybe 20 years, universities would host software, they'd license software hosted on their campus and over the last decade or more, increasingly it's hosted elsewhere and licenses are applied. Each license has gradients so that giving different levels of operability, different bill levels of visibility within the platform. And so Ben has raised applied to say that the platforms are actually, instead of the universities taking advantage of the platforms, the platforms are coming in and basically occupying the university, becoming critical to the operational success of the universities. Next slide, please. So that the idea of the platform co-op has been emerging over the last few years as a response within the economy to that extractive measure that we see in the Uber where, you know, ride-sharing where the folks that are doing the work and actually make up all of this platform are demanding more voice, more control in the governance, the terms of their labor. And so you'll seeing platforms themselves the entire framework for the matchmaking being created and organized by the members that provide the service. So in the platform cooperative, borrow many of the principles from the cooperative movement. And so we have a photo there of some of those slides shared governance and some leadership as well as input into the platforms themselves and some of the architecture there. So next slide, please. Oh, trying to get there. Let me press the buttons. Okay. So Grant's given us a little bit of info of the kind of bigger picture of platforms, this kind of increasingly extractive nature of platforms and some of the bigger pushback in broad thinking against them. But if we drill down into why platforms are particularly important in education and digital education, the first thing I think if we go right back to the Cape Town Declaration, that calls out the potential of platforms and open infrastructures to support open education, particularly networking educators and creating communities of practice. So that kind of potential for platforms, that positive potential for platforms has been there for quite some time in terms of thinking. Though I would say as Grant has outlined, it's not necessarily playing out that way. And indeed there's been some very, very recent research like early this year. There's a special issue of critical studies in education that really drills into this idea of the digital education platform. Does some really good work to quantify the characteristics of a digital education platform and really unpick what digital education platforms do inside the academy. And we've pulled out this one little quote about them as key educational devices in the governing of education. They really can shape and frame education and the activities of the academy. But I really like the end of that quote where it calls out the generation of different potentialities. And quite a lot of the studies in that particular issue are not wholly dystopian, but are really exploring some of the more commercial angle on this. But what we have done with the open ATC is try to build a platform much more in the spirit of the Cape Town Education Declaration and think about those different possibilities, different potentialities. And I think that's fundamental. If you can build platforms to extract value from the academy, you can equally build them to invest in the academy and create value in the academy and create sustainability in the academy. So I think it's really interesting to pick apart this idea of the digital platform and this idea of potentialities and then explicitly design for the alternative to those extractive platforms. So hopefully what we're gonna show you over the next few slides will show you how that can be done in practice. So we're gonna talk a little bit more now about the open ATC itself, how it works, what it is, and then cover off a few examples to show you how it works in practice. So the first thing is just a light overview of our kind of sustainability and governance model. We have leadership and administration from a series of founders and advisors. So there's three founders, Grant, Brian Lam, Tannis Morgan and then a couple of us working as advisors myself and Clint Belonde from BC campus. And then that's kind of governance group widens out to what we call our institutional leads. So there are, you'll see on the next slide, 13 or so different institutions in BC who are using the platform. And so we have institutional leads from a number of those organizations who meet with us as a governance group and have some kind of private chat groups for helping shape and manage the service. And then there are organizations in BC that exist at the sector level that support sharing across the sector. And I think this is really important in terms of kind of the cultural context for why something like the OpenETC can work. So we have BC campus who are very generously providing us with an amount of funding to support the OpenETC. And then BC Nets who provide shared infrastructure services for the sector. So we're able to build this service on top of server infrastructure that's owned and operated inside BC, which is incredibly important for adherence to BC privacy laws and to make this a safe and sustainable place that BC institutions can use and play in. I mentioned earlier, we have 13 out of 25 post-secondary institutions in British Columbia using the OpenETC. Very different types of use, very different levels of use at the different organizations. In some institutions, there are very large numbers of sites perhaps on our platform. UVic might be a good example of that. Where it's being used to provide an e-portfolio service for students, but it's actually maybe quite a small section of the institution that's using the platform, a few classes with high numbers of students doing e-portfolios. And then if we look at other institutions, maybe like North Island College or Kamosan, and we're gonna talk about them in a couple of slides time, they're using it to underpin the delivery of their entire teaching and learning support. So small numbers of sites maybe, but very, very high usage of them across the entire institution. And we do have one other institution, not in BC. We have some colleagues from Yukon University also using the platform due to some inter-provincial sharing arrangements in place. But yeah, around half of the sector in BC is using the OpenETC in one way or another. And I think what we're seeing is that there's a gap maybe more in the community college space that the OpenETC is starting to fill in terms of infrastructure and services that complements what's available inside the institutions. Whereas some of the universities maybe have a slightly wider, richer set of provision on hand already. And that's really important in terms of sustainability and providing something of value to the sector that maybe individual institutions couldn't do on their own, but by coming together and doing it in the shared model, we can. So we can have nice things if we all play together. The short hand of that. And Grant, perhaps you could talk about the tech. Indeed, there are the technologies that the OpenETC has played with over the last number of years. The bulk and the core of the technologies that probably get, not probably, they do get the greatest amount of use, our WordPress and MatterMode. WordPress, I'm sure you're all very familiar with, but MatterMode is, think of that like a team-based communication platform that's an alternative to Slack. Folks have used things like Microsoft Teams and Slack, well MatterMode is like an open source part and allows us to bring some more customizations to it and have a little bit more flexibility as well as access to the data privacy aspects too. So as you can see there, lots of growth over, especially over the last year, 2,400 accounts, over 2,400 accounts with over 2,800 websites, lots of growth within organizationally by instructional designers or teams that are working on it. And then also in many cases, it's used by classes as an alternative to, you know, mixed feelings from everyone in the LMS discussion forum. So I've seen great things happening with instructors and students in that team can increase animals. Next slide, please. Let's see. Sorry, I'm having problems with the technology just as well, I don't work in technology. We're gonna have to speed up a little bit because I can see our time is ticking away. So we're gonna rattle through a few examples for, you know, the kinds of things over the last year that the services facilitated. The first one is from Kamosan College, where this is a mostly face-to-face teaching college. And this very rapidly obviously had to pivot to online education, along with most of the rest of the world. And very, very quickly, Emily Schudel, the instructional designer there had to shift all of the e-learning tutorial material that she had to somewhere far more discoverable so that it could really underpin the complete support model that they were putting in place for faculty and then as it turned out for students as well. And I've put a link to her site here on the platform because that's one of the wonderful things. These are all open and discoverable and everybody can look at everybody else's stuff and learn. But yeah, this quote said, Emily basically spent a week shifting her material onto the OpenATC site. We provided her a way of making that information public to then underpin the support model they were putting in place in a way that her local infrastructure didn't support. And obviously in that one week to go can see the writing on the wall time, there is no time to spin up something else. So we were immediately there. And that site has been built out upon, as I say, they brought student support into it and it's now become a resource that's underpinning all of the academic activity there. And I've put another link in this slide because there's actually a little 20 minute audio interview on the OpenATC site with Emily as well if people want to listen to more of that story. The key thing is that by doing this and by bringing her faculty onto the platform for their support, they've started to experience what the OpenATC can offer and actually a number of follow-on faculty activities have fallen out of this and it's facilitated a lot of things that would otherwise have been difficult to do over the pandemic and that little interview will give you more on that. And I'll skip on to the next example. This is another kind of resiliency. Similar sort of use case, this is North Island College and two sites, one called Learn Anywhere and another called Teach Anywhere. Learn Anywhere focused at students, Teach Anywhere focused at academic staff. A similar use case, but Liesl Nak, who's the director of the Centre for Teaching, Learning and Innovation there was brand new into the institution, tentatively feeling her way up into setting up a Centre for Teaching and Learning and suddenly had to flip the entire institution to face-to-face teaching. And again, finding the internal infrastructures, internal processes didn't really make it easy to quickly make a huge amount of content available online, easily discoverable. She wanted people to be able to put it into Google and find it because the load that everybody was under making this pivot was substantial. And again, these are open sites. Everybody can see them. There's quite a lot of sharing of these examples that goes on in the Mattermost Channels around the OpenATC. So you can have a look and explore both of these sites as well. We do have another interview with Liesl which will get published on the OpenATC site soon and it gives a little bit more detail on this one too. The Learn Anywhere site, she had a wonderful quote in the interview we did with her where her students basically said, this is how we are surviving the pandemic, this site. This is what's helping us. So quite simple use cases, but being hugely impactful and hugely valuable in those organisations. Grant, I'll hand over to you. Indeed, and I know we don't have a lot of time left for questions so I just want to, the next three slides are just a few examples about the OpenATC has supported collaboration, peer production and open educational practice. So I'll let folks go through some of those slides and look. Two of them refer to some projects that you're going to hear about today and some other ATC folks that are going to present on some of the work that they've been doing over the last year. So I'll leave it at that and make sure that we leave some time for some questions. Thank you so much. That's fantastic. I'm really delighted at hearing so much and we had a lot of comments. So thank you to Tanez, Leo, Erwin, Allen, Brian who were in the chat. There seemed one question that I wanted to highlight from Tanez just now. So we'll bring that maybe up on the screen here for you guys to have a look at. So any thoughts Grant and Marie on the sort of small low resource institutions? Yeah, I was just thinking about that the other day that it, the cooperative platform, cooperative model that we're in right now, OpenATC, there's all opportunity and expertise in the pocket throughout the sector by creating a call-up opportunity where there's contributions, not contracts, you allow people to provide those in-kind contributions without having to adopt the entire soup to nuts, you know, arrangement, having to adopt the entire infrastructure to administration. So I do think that it creates that invitation to smaller institutions that might have fewer resources to join in a collective endeavor. I think that's super important, Grant. And one thing we heard in both the interviews with Liesl and Emily was the extent to which local IT departments were better or less well resourced and particularly in the pandemic flip have had so many calls on their time and effort that some of what the OpenATC has provided, I mean, it just, it wouldn't have happened, it couldn't have happened. So it's back to that, you know, if we play together, we can have nice things in the philosophy too. That sounds amazing. I have to say it's been so impressive to see how this project has come up leaps and bounds over the past 12 months. I can see a lot of love for this project in the chat and I'm sure that conversation will continue as well. We are pretty much up for time now. So I do want to encourage you to please post your links in the resources channel on Discord and to everybody who's joined us for this session, please show your love once more and your appreciation in the comments. For Grant and Anne-Marie, we've given a wonderful presentation. So thank you very much for joining us here. Nom, nom, nom.


Listen guys, I am not one to call something ableist when I do not know for a fact that it is intended this way, but I don't think that there is another way to interpret this random song suggestion that I got this morning from Spotify. This song is called Go Blank Yourself By Two Feet. By Two Feet? Art, are you kidding me? This is a personal attack. This is I Feel Targeted.


Hello and welcome back. So previously we learned that there's a lot of different things going on when we perform a hypothesis test. So what we're going to do now is kind of put all these things together and get a little bit of practice and with calculating or doing all the various calculations for a hypothesis test. So in my example I have a random survey of 75 death row inmates and that revealed that the mean length of time on death row is 17.4 years with a standard deviation of 6.3. So those are my sample statistics. We'll conduct a hypothesis test to determine if the population mean on death row could likely be 15 years. So likely be means equals to we're looking at the mean being equal to 15. So state the hypotheses and identify the claim.  Mu equals 15 would go to which one? Which hypothesis always has the equal to? That would be your null hypothesis.  So what would the alternative be? What's the opposite of equal to? Well not equal to. So we're dealing with what is called a two-tailed test here. Now that that's done remember what our hypotheses are. Mu equals 15 for the null hypothesis. Mu is not equal to 15 for the alternative hypothesis. And now I want to calculate the test statistic. So we're going to have to use one of the test statistic formulas here. Since I'm dealing with the mean since the population standard deviation is unknown I will use the following test statistic formula. X bar minus mu over s divided by square root of n. X bar is my sample mean. X bar is 17.4. Mu is 15. It's the population mean value that we're dealing with in our hypotheses. 15. Your sample standard deviation is 6.3 and your sample size n is 75. So square root of 75. So when you do your calculation on top you're actually going to get 2.4 and on the bottom you'll actually end up getting 0.7275. So make sure you are plugging this into your calculator correctly and you get 0.7275 for the bottom. And when you divide these two values you will get a test statistic of 3.3. So now we have to find the p value. So this will be the sum of the area of your quote critical regions. So if you draw your bell curve this is a what-tailed test. Since not equal to is the null is the alternative hypothesis this is a two-tailed test. So shade the right tail of your bell curve, shade the left tail of your bell curve. The sum of these two tails, the sum of these shaded regions will be your p value, the sum of their areas. So I know that 3.3 is the positive, it's a positive test statistic and it's what separates the right region from the rest of the bell curve because you assume that the mean is zero. That's because of the way we calculate our test statistics and how we standardize everything. So our mean in the middle is zero. So how are you going to find the area of that region? For Google Sheets we'll go to the compute tab and we'll just use the normal region. For the sake of simplicity we'll stick to using the normal region on the compute tab. Mu is zero, sigma is one, where does your shading start? What's your lower bound? 3.3 and where does your shading stop? What's your upper bound? It goes on forever so you just put a really big number like six nines. So I will type this into Google Sheets, go to the compute tab, go to the normal region, mu is zero, sigma is one, lower bound is 3.3, upper bound is six nines and let's look at what the area is. It's going to calculate it for us. Decimal places you actually do end up getting point zero zero zero the four rounds up to a five. So point zero zero zero five. So this right tail area is actually point zero zero zero five and because of symmetry about zero the left tail area is also point zero zero five. So that means your p-value because this is a two tail test because it's two tail your p-value will be the sum of your left tail and your right tail. So point zero zero zero five plus point zero zero zero five. You could also just take point zero zero zero five and times it by two but at the end of the day you get point zero zero one. That's going to be your p-value for this test. Let the level of significance be alpha equals point zero five and consider a test statistic of two which is obtained when testing the claim p is greater than point five. So I first want to find the p-value and the first thing I want to make clear to you is always use the test statistic to find the p-value. Always that's the relationship there. The test statistic is used to find the p-value. So let's draw a picture. Let's draw our bell curve. We're dealing with z-scores here. Standardized value so the mean has to be zero. What type of test is this? If I had p is greater than point five which is going to be my you know it would be my alternative hypothesis if I was to write out my hypotheses. Greater than indicates a right tailed test. Right tailed. So on my bell curve I will shade the right tail and the value that separates this right tail from the rest of the graph will be my test statistic of two. So to find the p-value I will use Google Sheets. I have a mu of zero. I have a sigma of one sigma of one. My lower bound would be two and my upper bound would have to be really big number. Let's just say six nines. This is how we find the p-value we use to test statistic. So normal region zero and one your lower bound is going to end up being two and your upper bound six nines. So your p-value to four decimal places is point zero two two eight. Point zero two two eight. That's point zero two two eight. Point zero two two eight. I always like to at least write out part of the word p-value. I don't like to write p equals because then we might get confused with proportions and other fancy notation. So p-value is point zero two two eight. Find the critical values. Well you will use alpha your significance level to find critical values always. We're still dealing with the same type of test. It's still right tailed. Right tailed for life on this example. So shade the right tail and your goal now when you find a critical value is to find the x-axis value that separates the tail from the rest of the graph. Alpha is the area of the shaded tail. Since this is a one-tailed test alpha goes in the entire right tail. So alpha is the area which means point zero five. So in Google Sheets if you want to find the data value you would say okay mu is equal to zero sigma is equal to one and then you need to know the area to the left of the data value you are trying to find. Well if the area to the right is point zero five the area to the left is one minus that. We have to draw the picture. The picture helps put things in the perspective because sometimes you have a right tail test sometimes you have a left tail test sometimes you have a two tail test where you have two tails shaded. So these are the three things we need zero one an area to the left of point nine five. We will type those into Google Sheets zero and one are already there left tailed area point nine five and look at that we have our critical value. So it looks like our critical value is about one point six four. One thing to make sure is if you're not getting the same readings this mean your Google Sheets spreadsheet it's possible somehow the formulas might have been affected. So feel free whenever things don't agree to try resaving a new copy of the spreadsheet using the master link and that should fix your issues about nine out of ten times. So one point six four. So my critical value is one point six four. That's the value that separates usual versus unusual values of the test statistic. Now let's let the level of significance be zero point zero five. Consider a test statistic of z equals negative one point seven five which is obtained when testing the claim p equals one third. So if you were to write out the hypotheses for this test p equals one third is the null and then p not equal to one third would be the alternative. Let's find the p value. I think it's important to know that what we have here is a two tailed test not equal to means we have a two tailed test. So when you find the p value remember p value is found from the test statistic always. Write that statement out a hundred times and I promise you'll never go wrong here. Draw your bell curve and since it's a two tailed test shade the left tail and shade the right tail. I know that I'm dealing with z scores so the mean in the middle is zero. Where would this test statistic of negative one point seven five go? Would it go in the left tail or the right tail? Since it's negative you should go to the left to zero so it should be that cutoff value that separates the left tail from the rest of the bell curve. So what I'm going to do is if I go to sheets Google sheets I have mu equals zero I have sigma equals one I'm finding area under a curve so I need my lower and upper bound for the left region the lower bound is a really big negative number so negative followed by six nines and the upper bound where does the shading stop it stops at negative one point seven five and that's what we're going to type in the Google sheets we're going to find the area of that left tail so zero one I'm using the normal region lower bound is negative six nines and then my upper bound is actually going to end up being negative one point seven five so what is the area of that tail is point zero four zero one the zero and the fourth decimal place rounds up to a one because there's a five afterwards five or higher you round up point zero four zero one point zero four zero one all right so the p value is the sum of the two tails this is a two-tailed test so my p value is going to be whatever my area of one of my tail the tails is times two you add the p value twice or you can multiply it by two either one's going to give you what you need so point zero eight zero two that is your p value so for a two-tailed test you take the area of one of the tails and you double it or add it to itself because the left tail has an area of point zero four zero one which means because of symmetry the right tail has to have an area of point zero four zero one so careful with these two-tailed tests you just don't take the output from google sheets and use that as your answer you have to double it for a two-tailed test well let's find the critical values since it's a two-tailed test you will have two critical values remember critical values are found from alpha so shade your left tail shade your right tail you're looking for a positive critical value and then you'll be looking for a negative critical value two-tailed test means you have two critical values so if alpha is point zero five that leaves how much for each of the regions point zero five divided amongst the two recent regions point zero five divided by two is point oh two five all right so i have point oh two five as the right tailed area point oh two five as the left tailed area to find the negative critical value you'll go to google sheets new is zero sigma is one and then area to the left for the negative critical value the area to the left is point oh two five let's type these three things in the google sheets so i'm finding a critical value i'm finding a data value zero and one and then left tailed area point oh two five you get about negative one point ninety six that's negative one point ninety six so my negative critical value is negative one point ninety six because of symmetry what's my positive critical value positive one point nine six so two-tailed tests have a positive and a negative critical value that's what separates the rejection region or critical region from the rest of the bell curve all right so a lot of practice here with p values critical values and all that fun stuff but remember p value is found from the test statistic and then critical value is found using alpha so let's assume a significance level of alpha equals point zero five and the claim is that women with them have a mean height equal to 160 the hypothesis test results in a p value of point oh six one four so identify the hypotheses and state the conclusion about the null hypothesis so we'll reject it or fail to reject it all right so a mean equal to 160 would that be a null or an alternative hypothesis does it contain equal to yes equality always goes with the null hypothesis what's the opposite not equal to so my claim is my own hypothesis so let's compare the p value to alpha point oh six one four the point oh five remember p value compared to alpha the p value is point oh six is greater than point oh five therefore we cannot reject the null hypothesis we must fail to reject the null hypothesis we fail to reject our claim since we fail to reject our claim that means all eyes are on the null hypothesis all eyes are on the claim that means because my null hypothesis contains my because my null hypothesis was I failed to reject it because the claim contains equality meaning it's the null hypothesis I used the following structure for my statement there is not sufficient evidence to warrant rejection of the claim that women have heights with the mean equal to 160 when your claim is to null hypothesis your statement's always talking about your conclusion in terms of rejection or failure to reject so what you've just learned is basically how to do all the various parts of a hypothesis test and all the do the various calculations using technology to a certain extent what we're going to do next though is literally take everything and type it in the google sheets and google sheets is going to literally tell us the p value and all the other information we need for this hypothesis test so it'll make our job a lot easier so that's all I have for now thanks for watching


In case you missed it, McPon released a message to the fleet outlining new guidance for CPO 365. In the message, he gave a shout out to the entire CPO mess for successfully completing the 2013 season. Although guidance hasn't been altered much, a couple of changes stand out as a result of fleet feedback. McPon brought back CPO pride shirts for wear during all PT sessions. He encourages other services to participate in CPO 365 with the stipulation that they participate for the entire phase one and phase two training periods. McPon emphasized that he expects every chief petty officer to read the guidance in its entirety. Visit all hands magazine online for more information. From the Defense Media Activity, I'm petty officer Brandy Wills.


Lots of us have been there. We get injured and we are given some exercises to perform to help our rehabilitation. But if we are honest, very few of us do them. Sometimes we can't remember. Sometimes we have other priorities. Sometimes we're just not sure if we're doing it right. So what if technology could help? Healthcare is changing and we need to reimagine the way we receive this care. After operations we spend less time in hospital and these hospitals are finding more innovative and efficient ways to offer care with an increasing emphasis on self-management by you, the patient. Boomerang is a mobile technology platform that aims to support you in your recovery after surgery. The concept allows you to not only track how much you do your exercises but also tell you if you're doing them wrong and how to correct this. You're also able to learn all about your operation and recovery in an interactive way. Your physiotherapist will be able to access this software to see how much and how well you are doing your exercises in order to support you as best as possible. As part of my PhD research, I am developing and then testing this technology with a group of patients from the Beacon Hospital. This large private facility is at the forefront of technology-driven healthcare and serves the population of Notoni South Dublin for patients from all over Ireland. My research takes me from the healthcare facility into the academic setting at the Insight Centre for Data Analytics in University College Dublin. The team and Insight are working at new and exciting ways of improving healthcare delivery and human performance with the use of sensors. Boomerang will harness this sensor technology stored within the smartphone that lives in many of our pockets. This makes the concept very accessible to a lot of people and requires very little cost. All you do is strap your phone onto your leg and follow the exercises on the screen at the tablet. I will be testing this to see how user-friendly it is and to see what impact it has during rehabilitation from hip and knee replacement operations. My project forms part of the Wider Chest Network, an EU-funded research group from around Europe looking into how technology can be used to deliver better healthcare and meet the demands of the future. With 15 PhD researchers from a variety of disciplines there is an opportunity for learning from one another as well as understand healthcare in different countries, the good bits and the bad bits. Chest provides the opportunity for researchers like myself to challenge the standard practices and come up with new approaches for healthcare fit for the 21st century. I have access to a wealth of advice from very knowledgeable experts across education, healthcare and industry in order to complete my project and hopefully we will be able to make a difference and better support patients in the future.