Hi everyone, Joe for JaspeysCaseRakes.com, happy Wednesday coming at you with 2020-2021 hip parade, The Rookies, Prism Basketball Edition, Series 12, a 10 box random team break. Series 12, Graded Prism Basketball Edition by the way, so I'm almost certain that they're all Graded so let's see what we got. Very big thanks to everybody here for getting in on the action, thank you, and all teams are in. Let's roll it, let's randomize names and teams 2 and a 3, 5 times, 1, 2, 3, 4 and 5. After 5 times we got Adam down to Sean O, now let's match you up with the team 2 and a 3, 5 times for the NBA teams, 1, 2, 3, 4 and good luck, fifth and final time. With 5 we got the Cleveland Cavaliers, all the way down to the Miami Heat.  Let's sort by Column B, we're going to pause the video and we'll be right back, we're just going to see if there's any trades when we come back so stick around. Alright welcome back, a little bit of trade chatter but in the end no deals are done here on a Wednesday, thanks everybody for getting in, there's the final print out right here, once again here's the case right there, case four out of ten, good luck, this was just like rocks in there, wasn't cases, we got duped, ten boxes, hundred boxes total in this print run, series twelve, good luck everybody, looking at, I mean there could be Devin Booker's, Luca Donchiches, John Moran's, Trey Young's, all graded and all rookies and all from prison, you share your hits with hip parade, pretty good peeps, alright first one out of the gate is a PSA 10 to kick things off, nice, Rui Hachimura, 2019 Panini Prison Basketball, PSA 10, that's Brandon Faulkner with the Wizards, England Denmark on in the background, Tyve 1-1, begin the second half, little soccer, next one, PSA 9, a Fox in the box, Deir and Fox, 2017 Panini Prison Basketball, base rookie but still a 9, very solid, going to Miles and the Sacramento Kings, PSA 9, 2015, it's Nikola Joakic, nice rookie card here, 2015 Panini Prison Basketball, PSA 9, Denver that'll be for Brian Croft, I don't know if a lot of people thought in 2015 that this guy would be an MVP, does this have 2020-2021 stuff in it, I have no idea, there's no checklist for these repack products, doesn't have any, I would think they would put something like that on the cell sheet but at a glance I don't see any current stuff here so we'll find out, oh there's two in here, I don't know if that's a mistake or if that was intentional but we got a bonus hit folks, first we got a 2018 Panini Prison Basketball, Anthony Simon Silver to 10, PSA 10 that is Gemman 10, Sean O'Leary with the Trail Blazers and what's our bonus here, our bonus is Nikhil Alexander Walker, PSA 10, from 2019 Panini Prison Basketball, Pelicans, that's gonna go to Kym with the Pelicans, nice thing a bonus, watch this card on the top camera, I'm putting this right on top right here, right on top of this stack, look at this, that's usually when there's a pretty big monster, it is a monster, it's 2018 Panini Prison Basketball, Luka Donchich, PSA 10, now that's not a silver addition but what are these going for right now, yeah that's on the cell sheet too, I'm going to 130 point dot com, there's Luka Donchich, PSA 10, there's a recent one, yeah Avery you're right, there's one that sold yesterday actually for $715, there's one on Monday that went for 735, so yeah between 700, 750, somewhere around there, it's not bad, not bad at all, Adam Kelly with the Dallas Mavericks, congrats Adam, and we'll send this along as well, that was the first half, here's the second half, let's see what we got, good luck everybody, so far so good, it feels like a beckett graded card it is, it's a 9-5 from 2019, 2020, it's Jamerant, Jamerant Green, centering is a 9 and the edges, corners, and surface are all a 9-5, Memphis that's going to be Nick Kova with the Grizzlies, I was off-size anyway, yeah that is a beat, I like the green, the green with the blue, pops really nicely, right PSA 10, Darius Garland, 2019, Panini Prison Basketball, Darius Garland, him and Colin Sexton playing some good basketball together, Adam Kelly, Cleveland, this is next box, another PSA 10, and this time it's Wendell Carter Jr., Silver, Silver Rookie for Da Bulls, Adam Kelly with Chicago, really solid break, two more to go, whoa, two in this one as well, there's the other one, alright we got Tyler Hero, and when a hero comes along, PSA 10, Tyler Hero, and that's going to go to Sean Oh and Miami, the bonus hit is PJ Washington Jr., PSA 10, oh it's Garland with the Orlando Magic now, that's what Katie's saying, well either way, both of those guys playing pretty well, nice PJ Washington for Charlotte, that's going to be for Howard, last bottom mojo, strikes again, 70% of the time, hits 100% of time, that last one, good luck, this one's a Beckett grade, it's a nine, it's a Trey Young, rookie Trey Young, no sub grades printed on there, but it is a nine and that is for Josh Kersh and the Atlanta Hawks, he had a great season two, Trey Young, there you have it, I'm Joe for jasmiescasebreaks.com, thanks for watching, thanks for great, okay he was talking about someone else, oh Wendell Carter Jr., with the Magic, I didn't actually, that I did not know, but he's got some upside, all these guys have some upside because they're all rookies, so even if the ones without current value could end up with a lot of great future value, and obviously Luca, Trey Young and all those guys are already great, so hopefully they'll keep evolving, I'm Joe, I'll see you next time for the next break on jasmiescasebreaks.com, bye.


What's up everyone takedown here welcome back to another video today I'm gonna be finally doing my unboxing for my Ottawa senators mystery bag This just came in the mail today. I'm pretty excited to see what is inside now I got this from the Ottawa Senators Foundation They were selling these for $40 plus shipping and it is I think you get three Autographed items from current and former Ottawa Senators players and that can be anything from pictures Pucks hats and different memorabilia So I'm really excited to see what I got in mind because as you guys know I'm a huge Ottawa Senators fan And I wanted to grow my collection. So the cool thing is it actually came in a bag I didn't think they were going to I thought they're gonna just ship everything in a box But it actually got shipped in a bag. Of course. It was in a bubble mailer. They didn't just ship this in the mail So it came in a bubble mailer, but I'm just gonna open it up now and see what's inside And I'm hoping before I look inside I'm not a hundred percent familiar with all of the former players for the Ottawa Senators and If it's just an item that is just autographed. I'm definitely not gonna be familiar with everybody's autograph So I'm hoping there's something in here that Basically tells you Who everybody is that signed your items? I'm hoping they did something like that because that would make a lot more sense and make this video a lot More easier. So let's just grab the first item here and First item is a hockey stick one of their mini hockey sticks and it actually states Who signed it on the back here? So this is Colin White so a Colin White Autographed mini stick that's pretty cool. I'm thinking I'm gonna put this on display. I have to figure out how Maybe on my wall But that's pretty cool. I do like that Especially getting a young player like that That's awesome. I'm a huge fan of that. So I think that looks pretty cool signature looks awesome on that So I'm pretty happy with the first item next Is an Envelope and we'll see what is in here. Okay, so it is a thank you letter Straight from the Ottawa Senators Foundation. So that's pretty cool and Then we have a few cards So a Bobby Ryan card now. This isn't like a hockey card or anything. It's just a hot The card that they printed with a little bit of this information on the back Okay, cool. They actually give you the certificate of authenticity, but before I go through these I'm assuming that's gonna spoil what's in the bag or what's left in the bag So I'm just gonna grab those items at first. So The next item here is an autographed hockey puck And It is oh cool Clark MacArthur So that's very interesting. I like how they actually used a white slash silver marker the autographed puck that I have upstairs Chris Phillips signed I think I shared that in a video as well, but He had a black marker at the time and he signed my black puck So it's not as noticeable that it is an autograph. You can see it on the Ottawa Senators logo, but this here is awesome I do like that It looks pretty cool You can obviously see that it is signed and the fact that it tells you Clark MacArthur on the top That's pretty cool. I am a fan of his I like that. He is back in the organization in some way shape or form I think he's training or help. I think he's helping train some of the younger guys And I think that is awesome the fact that he is back at least helping after having all of his injuries before and having to pretty much retire so a Clark MacArthur signed a puck and then Looks like we have a hat We have two hats Okay, so they advertise that you'll get three autographed items and then after that and you might get a couple Items that are unsigned so you might get a hat or a puck or a mini Stick or something that is unsigned just additional memorabilia for yourself But I actually got four autographed items So the first hat that I have is a autographed one for Jonathan Cheechew. So that's pretty cool I do like how it's white. It makes the autograph pop a little bit more. I find I'm not sure. I haven't seen these ones in the store, but If you've noticed getting an actual hockey team's hats, especially from their store in their arena They are usually what I believe to be like 30 bucks Roughly so this whole thing cost me $40 plus shipping. So that is roughly $55 and To get not only one but two autographed hats in it I think I definitely got the value's worth, but I do have one hat left. Oh That's cool. I already have a couple items signed from him. I had them signed in person But this is an autographed Markstone hat and I know it's markstone sign because his signature is pretty iconic in my opinion because I do have a couple Things in my collection that are signed by him. So I do remember his signature So that is pretty cool The only thing that sucks is the fact that he's not part of the SENS anymore But have an autographed piece from him once again in my collection adding another one to my collection I think that's pretty cool It is just the red one So it doesn't pop as much But you can tell that it is signed and it also does say it has a sticker as well same markstone So that is awesome. I ended up getting four autographed items out of the SENS Foundation Mystery bag, which is pretty cool. I seen this a couple weeks ago on I believe Facebook where they're sharing it and announcing it and For $40 to have the opportunity to get three autographed items I thought was really cool and was gonna help me grow my collection The fact that I got four in my opinion is awesome and I'm really impressed that they sent actually four items and The certificate of authenticity for each items awesome. So there is one for the markstone ball cap one for the Jonathan Cheechew ball cap the Clark MacArthur puck and The Colin White Mini-stick so that's pretty cool that I got four pieces and I got I wasn't even expecting a certificate of authenticity for them makes sense why they sent those but Honestly, I was not expecting that so that's pretty cool. It helped grow my collection Honestly, I would say the puck in the mini-stick are my favorite because the hats in my room for my collection They're gonna be harder to display them They're still pretty cool, and I'm really happy that I got them. It's just for me They're gonna be a little bit more trickier to display in my room. Whereas the puck I can put in the case easily and The mini-stick I'm sure I can hang that in my room some way on the wall So that's pretty cool Clark MacArthur I've been a fan for for a while it's sad to see his career had to pretty much end on the ice due to injury and Colin White's a young player. So that's pretty awesome that I got Young players signature. I was hoping for a rookie But I wasn't having my hopes up just because I doubt that they were gonna have rookies in this whole thing I really really really wanted either Daniel Alfredson Chris Phillips or Chris Neil But the fact that I got four items is awesome, and I'm highly impressed Comment down below which of these four items is your favorite like I said I think the puck and the mini-stick are my favorites just because they're gonna be easier for me to display for my collection But I still love the hats as well Comment down below if your hockey team does the same thing or something similar Maybe they have a foundation where they sell memorabilia to help raise funds for the organization I'm really happy with this as you can tell So I am gonna leave this video here. Hope you guys did enjoy. I'll see you guys in the next video Please take care. Peace


Hey there friends. Thanks for checking in today. We're looking at the new Ruger security 9 Compact new release from Ruger It's a smaller model of the Ruger security 9 that people love when Ruger came out with the security 9 They absolutely loved it Ruger kept the price down It's selling at your local gun store for right around three hundred dollars and the trigger action the hammer Fired mechanism was all taken from the LCP to that that people really liked they added it to the security 9 and many people Really enjoyed this gun and I'm one of them. I shoot it very well and For right around three hundred dollars at your local gun store. I think it's a pretty good deal But now they came out with a compact which I consider a subcompact But Ruger is calling this a compact so there are no industry standards as to what is A subcompact a compact or a full-size gun. So it's Ruger's gun So therefore it is a compact. They did the same thing with the American series this is a Ruger American compact and You know, it's it's it's a great gun. I love that this gun but we'll just do a quick size comparison with The American compact here. We have the security 9 compact on the right-hand side and there you go The MSRP and this is 379. I'm seeing it on gunbroker already around 330 I think over time it'll be right where the security 9 is around 300 dollars, but check this out 3.42 inch barrel, which is identical to the Glock 26 10 round mags it does come with two 10 round mags both flat base plates They also add this finger extension in the in the box cardboard box And I added that on there because I do like the three finger contact That that offers it does not change the capacity at all Okay, you can see it's not a plus two or plus one or anything like that But much like the security 9 it does have a sandpaper-ish texturing nice nice grip there feels nice a little bit of an undercut There it does have the thumb safety All right, and so a lot of people like that it is it is indented enough so it will not it should not engage or deploy at all with Regular use but one quick sweep down with the thumb Makes it available a lot of people like thumb safeties. All right We tend to think that you know, they're they're a pain nobody likes them They can get in the way a lot of people use thumb safeties trust me But the trigger action is the same, okay nice trigger pull there And then your reset you're looking at almost at full position not quite Right there. Now it isn't pretty quick trigger. It does have a trigger bar safety It is a hammer fired gun exact same as the security 9 it does have drift adjustable rear sights you notch there front dot in with the front sight it does have front serrations and a Rail an accessory rail or 1913 rail there for the accessories They did a nice job with this. I Think they did an excellent job. Also while keeping the weight down. I noted before with the security 9. It's lighter than the average Compact size gun. This is too From what I can see witness hole there witness hole there to 10 round magazines. They did a pretty nice job Let's go ahead and get it on the scale. I Have this one here that is loaded. So we'll go ahead and check out the unloaded weight with This mag here and we'll see that It's weighing in it One pound five and seven eight ounces. We move that to just ounces We're looking at 21 and 7 8 ounces. Let's add 10 rounds here All right, the mag does have witness holes on both sides. You see that is a true 10 rounds 25 and 7 8 here's your round in the chamber for the carry weight 26 and a quarter ounces So that is not bad. I Think Ruger did a nice job Glass-filled nylon is nice Let's take a look at how it compares with a couple other guns in the same class We'll start out with the Walther PPQ subcompact the Slide length a little longer with the Walther about a half inch both of these carry 10 rounds And then here we have the Taurus G2C right this one's a little bit shorter by about a quarter of an inch and There's what we're looking at with the grip 12 rounds with the Taurus and here we have the Glock 26 now these are pretty identical You will note that it is very much similar in size and weight The disassemble process with this right is Not hard at all, but it does have a pin there that needs to be Taken down, so we'll go ahead and do that now. I find it easiest just to take a pocket knife and To pull that pin out you just have to give it a little turn there underneath here We have a captured recoil spring and guide rod and here is your barrel It does have an integrated barrel bushing right there So it looks kind of cool. It's pretty tight. You know, it's there's no There's no wobble with it When manipulating the slide and there's your frame And the glass-filled nylon is different than polymer. It's very close But it has a little different feel and you those who who uh Feel Ruger guns know what I mean that that glass-filled nylon just has a little different feel to it and here we're gonna put That part up. Yeah a little different feel to it And many people love it. This is a nice gun. I think it will do well for Ruger and I will be taking this to the range and Taking you guys along check it out Should be fun. If you like videos like this, please subscribe and share I always appreciate thumbs up button Thanks for watching and you guys be safe


The study examined the seasonal variations of energy balance components on three different surfaces, irrigated cropland, Inca, Waike, Alpine Meadow, a backslash row, AR, and Spurs Forest, Guantan, GT. The energy balance components were measured using eddy covariance, EC, systems, and a large aperture centimeter loss in the Heihar River Basin, China, in 2008 and 2009. The results showed that the main EC source areas were within a radius of 250 meters at all of the sites. The main source area for the loss, with a path length of 2,390 meters, stretched along a path line approximately 2,000 meters long and 700 meters wide. The surface characteristics in the source areas changed with the season at each site, and there were characteristic seasonal variations in the energy balance components at all of the sites. In the dormant season, the sensible heat flux was the main term of the energy budget, while during the growing season, the latent heat flux dominated the energy budget, and an obvious oasis effect was observed at Waike. This article was offered by SM Liu, ZW Su, WZ Wang, and others. We are article.tv, links in the description below.


Education of your science, right, scientific research. But for many of us, we wear another hat, and that is as educators. So many of us are currently teaching classes. If you're not teaching now, you will be teaching. A number of you will be teaching. And certainly, all of us have taken classes and courses. So what I want to talk a little bit about are some ideas about how we might improve the experience of education. This is really thinking about classroom education courses and the like, although some of these ideas can be applied very, very broadly. So the first thing I want to start out with is to talk about the dominant way in which we have learned stuff, and that is like this, right? Someone gets up in front, talks for some period of time. There's a collection of people in the audience listening. Traditional lecture. And one question you might ask is, well, if we improve it, how effective is this method of teaching? So a little story. So there's a famous physicist, Nobel Prize winner, Carl Weiman, who won the Nobel Prize, something like 15 years ago or so, for work on atomic and molecular physics, experimental realization of Bose-Einstein conversation. He no longer does that. He actually works full-time at Stanford, works full-time in education research, physics education. But early on, while he was still a researcher in atomic and molecular physics, he was interested in education all along. And it was giving a lecture and explained to his students it was some basic physics course about sound and how it's produced. And when you hear the sound, what is the dominant, where does that sound come from in the sense that what you hear, what is the actual sound producing the vibrating object which actually is responsible for you hearing directly the sound? And explained that it's basically from the vibration of the wood in the back of the violin or of a stringed instrument like a violin. So then in this lecture, same lecture, 15 minutes later, he asked the following question to his students. The sound you hear produced from a violin is A, mostly by the strings, B, mostly by the wood in back, C, both equally, D, none of the above. So it's 15 minutes after he had said what I had said before, the sound is produced by the wood in the back. The question for you is not this question, but this question. What percentage of the class answered the question in the previous slide? This question answered that correctly 15 minutes after hearing that. So we're going to do a little exercise because we use this later. This is actually a useful device to use in the classroom, a way to pull the audience. Let me explain how this works. So for responding to multiple choice questions simultaneously, there's this clever little answer card. And what you can do is you can fold this up. And so you can basically choose whichever one, however you want to fold it in a way, so that you can produce or show only one such answer. And actually, so you have four here, there's another way to do. If you have five answers, you can show a blank. So the reason you do this is when the instructor asks for, so you pose a question like this, then the instructor will say, ask the students to respond. And the students can respond simultaneously and relatively anonymously, rather than raising hands, students can say, like if they think the answer is D, each student can hold the card folded appropriately for their response in front of them all at the same time. And the instructor can then visually, by looking at the letters and colors, get a quick read on where the class as a whole lies with respect to that response. Now, there are more sophisticated ways. There are ways to collect the responses through wireless. There's Clixo called clicker devices. But you don't need that to make this kind of method work to pull the audience to get some feedback. And I'll explain why you would want to respond anonymously in a moment. In some cases, people are just shy about responding, raising your hands. This gives a certain comfort level to responding. But there's also a pedagogical reason which will show up in a little bit when I pose another question. OK, so that's the question for you. What percentage of the class answered a question about the violin correctly? OK. Yes, let me show you the question again. The question's this. In the lecture, the Nobel Prize-winning and very good lecturer, no well-known teacher, prize-winning teacher as well as Nobel Prize-winning in research, explained that sound of violin comes mostly from the wood in the back. 15 minutes later, he asked the question, the sound you hear from a violin is produced. Obviously, in this case, the answer B is the correct answers. The others are incorrect. And the question for you is, what percentage of the class answered B? Which percentage of the class of these four percentages answered that question correctly? OK. So on the count, not yet, OK? Why don't we say one, two, three. Hold up your cards. So I'm getting a quick survey here. There's a variety of answers. OK. I would say a dominant answer. D is the dominant answer, and that's the correct answer. It's not 90%, 60%, 30%, but it is 10%. Well, you might say, well, OK, this is freshman. They're not paying attention. Well, he repeated this experiment. Repeated this experiment, he gave lots of colloquia to physics faculty and graduate students and postdocs. He didn't ask the same question. He was in the course of his lecture, said something. That was not, so it's not obvious. People who jump to the answer typically say something about the strings being where the sound comes from. So there's a certain counterintuitive nature to the question, but nevertheless explained very clearly in the lecture what the correct answer was. And then he polled the students, not in this case, the audience, which was physics faculty and physics graduate students and postdocs. And what do you suppose the percentage of the correct answers from that esteemed audience was? 10%. 10%, yes. So this has nothing to do with the fact that the audience or the class, if you will, is freshman. This is a statement about the impact of lectures and actually how little in the course of a lecture one actually learns. And the explanation for that is that in the typical lecture format, when the learning is passive, so the audience, the students, are sitting there and listening, they're following the argument. It makes sense. They're nodding their head. But in the sense of being able to actually use that knowledge, that is, when asked a question, when they have to bring it into play to recall, it turns out that way of communicating the information because it's passive in the sense of the way it's acquired is simply by listening, that turns out to be not a very effective way of learning. So there have been in recent years a number of techniques to apply in the classroom to do what's called interactive engagement, to get the audience more engaged. We'll say more about the social science behind that or at least briefly touch on that a little bit later. But the idea is the more active the students are in the course of learning, the greater the amount of learning that goes on during the lecture. So one way to achieve this is by so-called peer instruction. And this also leverages another interesting fact that sometimes when a student is learning something new, the explanation given by someone else in the course who has now just understood it, that is, a peer in the course, is more effective than the explanation given by the lecturer. And the way this can be brought into play is the following. So the way this works is in peer instruction.  There's some discussion. And then afterwards there'll be some number of steps. So instead of going on for the entire class hour, there is interruption in that activity. So let me just give the mini lecture for the question that I'm going to set up. So it's Newton's second law, which we can write as F equals mA, where this is the net force on an object. And this can also be written in terms of the momentum, the time rate of change of the momentum, which if the change in time we think about, we can do the finite time approximation for this, which is the change in the momentum over the change in time, the ratio of that for small times is a good approximation. And in fact, when this net force is constant, then this, of course, is exact. Now, we can rewrite this left and right hand side, rearrange this in the following form. That is, the change in momentum, which is the final momentum minus the initial momentum can be written as F net times delta t. So that's the so-called impulse momentum theorem, end of lecture. Now, rather than keep going on, we can stop and pose a question that now engages the audience to actually take that bit, which was just that bit of information, which is communicated, to actually do something with that in a more active way, other than just listening. So he's a question. So I have two disks. And imagine you're looking down from above. These two disks are lying on a table. The table is very smooth. It has no friction, OK? There are different colors here, but they're identical in size, diameter, as well as mass. And what we're going to do is start with both of these disks at risk and apply a pull, OK? It's indicated here. This is a force that we're applying. The same size force, same direction. And we're going to apply that force for the same length of time. And we're going to ask the question. After three seconds, which disk has traveled farther? Now, notice they're not quite the force, which, as you imagine, let's say, you're pulling on a string. And the string is attached to these two identical, otherwise identical objects somewhat differently. So the string on this top guy is wrapped around the edge. And basically, as this string is pulled, or as the force is applied to the string, that unwraps the string. And in the bottom, the string is tied to the center and pulled. By the way, we're applying that same size force, same direction of magnitude, same direction for the same length of time. And the question is, after three seconds, which disk has traveled farther? So that's posing the question. Here's the next step in that process. Each student is thinking about that question and selects an answer. So typically, you give a minute or two. So I'll stop talking and no talking yet amongst yourselves. So we'll have that give a little bit of time for you to think about that. And here's the question again. Now, what I'm going to ask is that now at the end of this period, this is in this step, I'm going to ask everyone to vote in the same way as we had done before, at all at the same time. When I count, at the count of three, you hold up, fold your card up to select which of these answers. I'll show this again. You fold the card up. And at the count of three, hold it up in front of you so I can see, but most anyone else can't see what your answer is. So one, two, three. What you do now is turn to your neighbor and try to convince them that you're right. Compare answers and see whether you're different and you try to convince each other. Huh? What? The purple guy can you go outside? Oh yeah, sure, sure. He could. Go outside? He could? Oh, OK. He could? Just sitting, it's like a hockey puck. No, but the black thing is not a physical mount. No, the black thing is the table, if you will. The edge. No, no, it could go off, let's say. Yeah, it could go off. Anything it would, you do whatever it wants. Anything it wants. Stop, let's stop now. Second? OK. So I would normally let my class go on longer because there's a lot to discuss, but this is physics one, like freshman physics. But this is a non-trivial, non-intuitive type problem applying a basic concept from physics one. So now the next step is, after having discussed, so there was no talking, you turn to the neighbor, you compare to answer, you try to convince your neighbor, what we're going to do is we're going to vote again. So let's see if there's been any changes for as a result of this discussion. So same procedure. If you haven't changed your mind, just hold up the same letter as before. If you have, of course, make the change. And I will ask you to show this at the count of three. Discussions over. You've got to make a decision. OK, we're going to vote now. On the count of three. One, two, three. Not much learning going on here. OK, so I would judge, actually in this case, that there was still a variety of different opinions here on this. Let me, so what you would typically do, if there are difficulties, you would revisit the topic. If it was mostly correct, you would move on to the next topic. Let's revisit this, though. We need to revisit it. So actually, what works really effectively for this is to do a demonstration. Because now you've invested, you're like, OK, can I see something that actually tests this out? So we don't have the equipment here. We can do something that shows this set up with a demo, which does this actually live. But I have, I can do the perfect physics that Lorette talked about in this context by doing a simulation. So let me do this Python simulation that we wrote to demonstrate this. So basically, it's the application of Newton's second law to these two situations. And I have to get in the network. OK, hang on one second. Kick me out of the network. OK, so this was a visualization Python program just implementing Newton's second law impulse momentum theorem. So same size pucks on the frictionless surface, pulling the same force in the same direction. Only differences were applying in the bottom case, the force at the center of mass. In the other case, we have a string that wraps around there, unwraps, without slipping, but essentially applying that force, that same force at the edge rather than at the center of mass. That's the essential difference. And what you see is that as you're pulling both, they both move at the same speed, same velocity throughout the entire motion, throughout the entire time. Correct answer, answer C. OK, answer C. All right. Now, let me just say a little more about this. Just to say, how do you get this idea from this? Since you're invested and you've now spent some time thinking about this, so the way you can think about this, this is the situation. As I said, we apply the same force, same constant net force frictionless. It's that red guy, that pulling force f. Over the same amount of time, that's equal to the same change in momentum. We start at rest. This goes to 0. So at all times, they have the same momentum. They are the same mass. That must mean they have the same velocity at all times. And therefore, they move together. And therefore, neither wins the race. They tie. So that comes out of Newton's second law. So why is this? I think this gives you a flavor for it's a different way to actually introduce or talk about material in the class. And what it does is it provides that engagement makes the learning more active. And we'll say a little bit more about that. Let me say something about this, the measurement. So what's the actual measurements that people have done to show that this really has some effect? So this is Eric Mazur at Harvard, made some measurements. And there's a multiple choice test for mechanics called the force concept inventory. And he basically gave that to his class first when he taught the class using traditional lecture, and then using basically this various forms of this peer instruction. And what he found was that the amount of learning, so on this scale, the way you give this kind of test is in the sort of pre and post manner. You give the test first, let's say at the beginning of the term. The class has proceeded through the term. And then give it the same test at the end. And you measure the gain. How much better did students do on the test after the course than before the course? And on this normalized scale, typically, they will have some score, which is less than perfect. If they improve perfectly, everyone aced the exam. You would get one. But you get something that falls in between, a gain. And what you see is with these sorts of techniques, you get an improvement over and above the measurements that you would get for just standard lecture. There is a larger study that was done, which is in the same sort of format, the amount of gain. Actually measured as a function of the baseline score. And what you see is that this different symbols, basically the open symbols are with the interactive engagement. The hash symbols down here are with the traditional lecture. And for something like 3,000 students and 50 different courses, this is in high school and college, you get the data suggests there's improvements. Yes? Can you say what terrible graph that is? It's a terrible graph, yes. It was pointed at the same point. Well, it's a graph, but it's also been reproduced several times. But this is shaded and this is right. Anyway, point is, this is not my other lecture, this is this lecture. Yes? My point was that snapshot people, this is a terrible graph. This is a terrible graph, I agree with you. But the upshot is that it shows that these sorts of techniques do have an impact on learning. And let me say a little bit about now the background. I won't say a lot about this because there is a lot to say. There are lots of ideas. But there are a lot of aspects of how we think we learn, which are actually quite different from one of the way people actually learn effectively. This is probably one of the biggest ones. The clear explanation.  And of course, that knowledge is acquired at high rate. And the kind of metaphor that this sort of way of thinking about learning, that the clear explanation is, learning kind of goes like this. Here's the instructor. The instructor is here pouring knowledge into the heads of the listening. Their students are listening.  Well, when the instructor gives the exam and they find that the students don't do well on the exam, then it's obvious that the instructor is not at fault because the instructor gave a clear explanation. Must be the student's fault. The students, on the other hand, said, I didn't understand what the instructor really said at all. So it must be the instructor's fault. And everybody's frustrated. And this is not how learning works. So let me give you some simple ideas drawn from the science of learning. It's a separate discipline. It's not the content that we typically deal with. It's from areas of psychology, specifically cognitive psychology. And there's a picture that, basically, learning works, roughly speaking, in what's called a cognitive apprenticeship model. And it says follows. You watch someone. This is not just for classroom learning. Any skill can be in sports. It can be in many areas of life. First step is to see how something is done. That's important. In fact, that's the function of the lecture in some sense. Just to have some demonstration of an expert, model what to do. OK. Now, the next step, though, that's not the, per people watch.  You watch who's a famous golfer, Rory McElroy. Pick your sport. You watch Lionel Messi on the pitch on playing football, soccer. Just because you watch someone who is really expert at it does not mean you can watch that person many, many times. It does not mean that you acquire that skill. What you need to do is you need to practice. That practice is most effective if it's deliberate. That is, it focuses on key aspects that will lead to improvement. And typically, for the learner, the way you determine what needs to be practiced and what's effective at helping you get better is to have a coach. So the purpose of the coach is to provide the feedback that you need. But without the practice, which then the coach can observe and then provide feedback, so that requires practice on the part of the learner. This practice with feedback. And then over time, as the practice increases, the support by the coach is faded and that then to a point where the athlete is ready to perform or the student is ready to take the exam. But there's this sort of process where it's not enough just to see how it's done or hear how it's done, but there has to be this active, that middle step is where this interactive engagement fits in the classroom, that practice that helps in the presence of a coach to help get better. Now let me say a couple of other things. This is a very good book, which the literature in cognitive science is vast, difficult to read. But this book really is a very practical guide. It's called Make It Stick. It talks about the ways in which we have illusions about how to learn and how, in fact, cognitive science suggests the ways in which we actually are effective at learning. It does so in a summary way, and it also provides very practical tips for students as well as instructors. So I really highly recommend that. Let me give a few, just touch on a few of the ideas in this book. First, it talks about this notion of the role of memory. How do you acquire a skill, whether it's physical, whether it's an intellectual, some combination? Memory plays a key role. And the way it could be muscle memory as well, basically it's establishing of the neural pathways, roughly speaking, which really encode that learning in a robust way. And what does robust mean? Well, the process of learning is first there is the process of acquiring the information in what we call short-term or working memory. That is sort of the window into which the gate through which we take in information, which we learn. But that immediate memory is something that we are immediately dealing with is actually very limited in scope. And a standard way to test that is to, in psychology tests, to give a subject a string of digits in rapid succession, well, not so rapid succession. Let's say I call out a sequence of numbers, four, eight, six, nine, and then ask you to recall, how many of those digits can you recall in order from the beginning? The typical answer is seven. About the number in a phone number. And that gives some measure of the short-term working memory. So that's why it's important in a classroom to really be clear, be effective, be focused because in that short-term working situation, the amount of information a student can acquire is really quite limited, the 10%. There's lots that's been said, the amount that's actually at that moment that's really acquired is small because of the limitations of working memory. Now, the process of learning then takes that encoded, that working memory, and then consolidates it in what's called long-term memory. Now, that's effectively infinite. That is, there's a vast amount that as we go through life, we can learn. That is, this transfer, if there's the effective transfer from that working memory to long-term memory. It may be that it's difficult to get at. So it's not just that it's encoded, or let's say, consolidated in memory, but in order to be usable, it has to be able to be retrieved. And so deliberate practice also practices that key aspect of once it's in memory to try to bring it back to use that. Sometimes this happens spontaneously. It may have happened to you when you had a smell or you saw something that triggered a memory from your childhood and the memories come flooding back.  You can make that more intentional and develop cues that allow you to retrieve stuff that you have learned. And the key element in all these tips, which I'll just say a few words about, is that you have to practice, as we said. It has to be effortful. If you don't feel like you're working at it, then it's not very effective at being encoded. But it's not just effortful. It has to be in a constructive way. That's why practice has to be deliberate. It has to be along lines which have been shown are effective at helping you construct to transfer from short-term to long-term memory. Yes? So flashcards are not a bad idea.  But let me just say something that you said about failure. So actually in all of this, that failure in this effortfulness, there will be failure. That's going to be part of the learning process. That should not be feared, but it actually is your friend. It's not a measure, this notion that somehow, because you may have failed at some aspect, that that's a measure of your ability and there's no way for you to get beyond that. That's actually not supported by cognitive science. Turns out that people, there are, of course, wide ranges, distribution of abilities. But given an ability, there is a huge amount that person with some measure ability can improve upon. And it's through this sort of process of constructive, effortful practice. So failure is not something, even though somehow, and I'll say something about that in the context of testing in a moment where we feel like when we fail on a test and that feels bad and we want to avoid that, but there's sort of two aspects. We want to sort of disentangle the part of failure that's constructive and helps you learn from the notion of the stuff about failure, which leaves you stuck and feeling bad about yourself. Here's one general tip. So just as with lecturing, you listen to something passively, you acquire very little of that. Another related aspect of that is this reading. If you read the text, how many times do we say to our students, read the text? Well, reading itself actually is not very effective. Reading and rereading and rereading, that is, this is in the genre of repetition. Repetition in and of itself, simple repetition, is not an effective way to learn. And there are a couple aspects of it. First of all, it allows an illusion that if you become familiar with the text, the syntax of the text, students get the feeling that that is equivalent to understanding the underlying ideas. And that's not right. So it allows to perpetuate that sort of idea. And then a second aspect of that is in the same category of lectures, poor transfer from short term to long term working memory, just this reading aspect because you become this familiarity is really familiarity in the short term working memory sense but doesn't consolidate in long term memory. Okay, so how do you modify that? Stop and test, like we did for the lecture and the interactive engagement, frequent testing facilitates learning. So if you're reading the text, you stop and try to ask a question about or summarize that in a different way to work a problem related to that if we're doing physics and mathematics but that sort of interleaving or putting in testing and frequent is really helpful. And now I wanna say something about this notion. If you fail at the testing, that is okay. As long as we think about the testing as testing giving feedback, there's testing for feedback, which is called formative testing. There's testing for evaluation that's called summative. The latter is not as in exams, the final exams, if it's very long spacing, not frequent is not very useful for giving feedback. So an effective tip for instructors is to build in frequent low stakes testing which provides feedback to students to make that learning effective to do this kind of, so it forces the practice of retrieval to take what was learned, the application to consolidate, to construct representations in the long-term working memory and to practice retrieving that and applying that. That's why this very makes that much more effective, yes. So what is the rate of this frequent testing? The frequent testing puts a load on the teachers. So how to do that best? I don't know if there's any one way to do that. There is, of course, a balance because you have limited amount of interaction time. So there's some suggestions in the context of, they give a couple of case studies in this book, but something like weekly testing, and the key thing is frequent with an emphasis on feedback, lots of testing that gives feedback. It doesn't have to be long, but it has to be sort of frequent and gives reliable good feedback that helps guide students in the direction of getting better. That's the key element, and you have to sort of figure out how that fits best in your instructional environment for the particular material that you're teaching. A second thing, and this is, I would say, probably relatively obvious, and that is cramming doesn't work, which it actually is effective in some cases for, let's say, passing the exam, or students can improve, because what it does is it loads the working memory, short-term working memory. What is cramming? Cramming, okay, cramming. What it means is doing a lot of studying in a short amount of time. The exam is tomorrow, I'm studying tonight, right? That is not very effective for long-term retention. It can show improvements in the short-term on some short-term goal, like taking an exam, but for really acquiring a material it's not useful. It's better to space. And again, there's something about, there's some time dependence associated with this transfer from short-term to long-term working memory that you have to allow for this consolidation takes time, and that's been shown in a number of experiments. Here's one which may not be so obvious. And that is, you might think, it's commonly thought that if you take, you say, okay, I have to learn a set of skills, let me take the first step and learn that really well, and nail that, and then move on to the next one, and learn that really well, and do the next. Turns out that is not as effective as skipping around doing this, and then moving to the next one before you've really gotten this first step, and do that, and then skip around, and have a varied practice. And the reason for that is varying makes it more effortful, that you're trying to recall when you get, let's say you work on this first part, this first step, you go to the second, and then jump back, and you're trying to say, how did I do this? It requires some effort to pull that forward, and that effortfulness facilitates transfer and consolidation in long-term working memory, facilitates retrieval, okay? Now, that seems very counterintuitive, but there have been numerous psychology experiments which demonstrate this. They can be very simple, have, and they don't have to be intellectual, they can be something like an experiment with kids, take and have them toss a ball into a hole from some distance away, okay? One way to practice is, at set distance, do that lots of times until you get good at it. Another way is, take that and make the, toss it a few times at some distance, move closer, move further, back and forth, okay? And you do that sort of training. Then you let some time elapse, so then that means that you rely on long-term working memory, and now you test those two groups, and ask which of those groups are better at tossing the ball into the hole? One's with varied practice, okay? This is shown in a number of different cases. So it's locomotion as well as the- Everything, yes. That's the way, for example, in training in sports, there's this variation. Don't practice just one skill to completion or fatigue. You practice it for some amount of time, and again, it's this sort of effortful, makes it more effortful when we return to retrieve, consolidates it more effectively in long-term memory, and develops retrieval cues that are more effective, okay? There are a variety of other tips like that in this book, which are discussed. What are some tips for teachers? Well, maybe to explain something, so the notion of explaining, okay? But at least to provide an explanation of how learning works, to describe there are these different ways that are somewhat counterintuitive about how learning is effective. Help them give tips to students along the lines we discussed that help them to study. Build in these kinds of active learning experiences, the peer instruction or frequent low-stakes testing to give them that varied testing of differing types of problems, rather than just focusing on just one type. Lots of things to sort of build in. What about resources? Let me point out a couple of resources. For physics, there's vast number of exercises that have been developed along these lines, particularly along the lines of interactive engagement at these websites in more broadly in STEM. There's a website that the National Science Digital Library contains a large number of these. So the punchline is, I mean, I would say the hands-on school really also has this, we didn't stand and talk to you for two weeks, lecture after lecture, right? We talked a little bit and we went into the lab. We worked, you did a lot of hands-on activities. So this is effective in research. It's an apprenticeship model. Science as in the research, doing research is passed on and it's this mixed varied practice. And it's sort of effective because it's effective and there's an underlying reason it's effective. It basically aligns best with how people learn. So try a hands-on approach to teaching as well. With that, I'll stop. Thank you for your attention.


I've seen that when I go through. So, hi everyone. Hello. What do we have here? We have somebody who's celebrating her 52nd birthday. Yesterday, you didn't remember what year. I can't remember. I don't associate myself with a number. Yeah. I've done the same thing. I've caught myself actually saying the wrong. Yeah. It's weird for my birthday. It doesn't matter, does it? I don't think it matters. No. When you get to be my age, you're old, but you're still young and you look fantastic. Look at you. You don't look your age. Well, not you. So we're a bit lucky, aren't we, really? I don't look a day over 70. Shush. Shush, shush. So, yeah. I tried to keep this secret and I didn't want people to know. So I was sending out messages, like an hour ago, I started sending out invites to people and people, I don't know, maybe it was the way I arranged the messages or something, but people were saying, well, I already wished her happy birthday on her timeline. I'm like, no, this is, I didn't write back and say, no, this is different. This is YouTube. Come on, join us and, you know, but people did already send you lots of well wishes for your birthday on YouTube. So I hadn't had time to look at any of them.  And I thought, oh my God, I've got to redo my makeup and it's 22. So why don't you tell everyone what you told me about your makeup and how you had to do a little bit more? Well, the way he said, meet me on stream yards or something like that gave it away. And I thought, okay, so I've got to put more makeup on than I'd normally, I'd always dress up, but I've had a bit of a day and well, evening. And I can't really say too much, but Greg knows. And so I thought I've got to put on more makeup because just in case he's got something surprised, you know, going on there. So... No, no, wait, no, no, that's not exactly what you said. What you said is, I have to put on more makeup than what I would have normally done if I was with you. Yeah, yeah, you know, yeah, kind of, yeah. So yeah, well, and honestly, that's cool because you don't need any with me. I could care less whether you're wearing makeup or not.  So, yeah, you're my man and I wanna make an effort, make an effort, but... And I left my makeup in the back of my mom's car. So I've had to get all the dregs of my makeup out. Imagine having 20 minutes to get ready and I had none of my usual makeup. So it's like, yeah, so it's amazing that I did it. Really? What's so hard to understand about that, Greg? Yeah. We have a lot of well-wishes.  Thank you. 52 is a great number, 13 times four, yeah. Yeah. Vera. Oh, lovely Vera, hey Vera. So your interview with Melissa is very good. Yeah. Kind spirit, singing happy birthday to you. Yeah, thank you.  Not like the last two, the last two are ones that are an accordion and the last one's a banjo. Singing happy birthday to you. And I'm thinking, how funny would that be to have an accordion and a banjo with all the other instruments? But anyway, happy birthday to you. Happy birthday to you. Happy birthday, dear Allie, my forever loved. Happy birthday to you, muah. Thank you, my darling. You've got a much better voice than me when you made me sing happy birthday to you. Thank you, Will, again in October. Oh, no. Yeah, yeah. Can it be privately, please? No. Thank you, thank you. Yeah. Thank you, Alisa. And hello, hello. Do you want to click the names? Where have you got to? Serious love. I'm going up, okay, got it. And there's Linda.  Thank you everyone for showing up. Oh, no, this is very special. Thank you, Debbie, Mary, or Stephanie. Hello, yeah, I was a bit late. Victoria, Maggie, Carol, hello, Carol. And Gypsy JJ and Jean. Hello, Jean. Oh, this is so lovely. Thank you for organizing this. It's Jeanine, isn't it? Jeanine. Yeah. Sylvia, isn't it, Sylvia? Oh, Maggie, Trixie. Hello, Trixie. I love that name, Trixie. Victoria, Stacey, Laura, Lady Virgo, hey. What's this one? How would you put out that? Jelena. Jelena, Jelena, Jelena. Jelena, hello, Jelena. Clayton, hey, Clayton and Eric. Oh, thank you. Thank you for that. Oh, and Ty Lord, Joyce, is it Anna? I can't, I can't see without my glasses. What does that, what's the letters there? I'm not, I'm not sure. It looks like Amabel. Is it Arabelle or Annabelle? It looks like A-R-N. I can't tell. Annabelle, Annabelle. I'm sorry, we're making terrible of your name, sorry. Our vision, our vision isn't as good as what it used to be. No, you just should have your glasses on. Yeah, it's A-R-N-I-B-E, so it's Annabelle. Annabelle, ah, good. And Claudette, hello Claudette. And Wendy, oh, this is lovely. Wow. Mary Jane, Vera, Suzanne. Oh, Suzanne, hi, Suzanne. I know that my mum adds you into lots of her posts, Suzanne. So she knows. My mum's the armchair warrior there. So my poor mum in the restaurant had a fall. Oh, no. Her walking stick slipped. Well, my walking stick that I've got here, I just grabbed a walking stick earlier. And it skidded and she went down. Bless her, so she's OK. It jarred her, but, you know, she didn't want to make a fuss or anything. So I'm hoping she's OK. Yeah, so it was a date. I love you, mum. Yeah, I do love you. Hope you're OK. I know, hi, Gail and Laurie, hello, Laurie. And another Laurie, it's about differently. That's two lorries together, look. Yes. Gracie, hey, Gracie, your window decor is on its way. So it was sent about a week ago. So you should get that lovely. Oh, I've got to send you a great Halleys little clip. I've got to send that to you. Trump arrest, what do you think? No, that's not going to happen. Not going to happen. No, no, Biden. Yeah, I could see that. Yeah. Yeah, Joyce. Actually, I do see that. Yeah, I do, too. Yeah. Can't pronounce your name, but hello, hello. And thank you. This is lovely because there's some new names. Isn't there? So, Erin, hi, Riannon. Riannon, so that's the proper way of spelling Riannon. My daughter's Riannon, and I spelled her name R-I-M-H. I didn't want to put that. Yeah, I wanted it to be... That makes her unique. Yeah, I wanted it to be a bit different. Yeah, hi, Tammy and Alan. Isn't this lovely to leave? Hello, Terry and another Terry. Again, spelled differently. Yeah. Oh, they're sending lots of them. Here's to mom. Thank you. I love you all. Thank you for doing that. Oh, so I so wish for a relationship you have. Yeah, we do not downplay how lucky we are. We really don't, we know. We know, we do have a lot of whatever happens, whether or not it's like attacks or whether or not it's dramas, but we do have a bit of that. But we still carry on going strong. Yeah, still carry on, doesn't it? Lillian, Sarah-Anne, and Sonny, and Catherine. I think that's fair. Yeah, wow. Thank you. That's really lovely. How's it ending? Aw, people love you. For all that you've done for everyone, you know, it's so nice to see this outpouring of love for you. Mm-hmm. Yeah, no, I appreciate it. It's lovely. And you organized it, so thank you, baby. You're welcome. I'm very lucky. Oh, I think we both are. So, tonight we're going to do dinner in a movie, right? I haven't got my dinner planned. No? Have you got dinner? Kind of. I've got some lasagna in the oven. Oh, yeah. I might put some chicken wings in there. OK, all right. But I'll do- Any sandwich team, what's that? Is that a little spiked? Is that drink a little spiked for your birthday? I'll be spiking my own drinks. There's no one else here but me, but no, it's apple juice. Yeah, I've got pineapple juice, so. Don't really drink a lot. We did it at New Year's Eve. We had a drink at New Year's Eve, didn't we? We had to, to actually pull off that costume. No, that was Halloween. Halloween. We had a drink as well. Yes, we did. Yep, yep. Yeah, that was something, wasn't it? Yeah, I've had a lovely day spending, you know, the morning everybody came round. So my mum and my girls and the grandchildren, or some of the grandchildren. And then we went shopping. And then with the girls and my mum and Clifford. And then after that, we went to the restaurant and the dads brought the little ones to the restaurant. So we could go shopping. We've just, we've had just Olivia. And then the little ones came later on. So it was lovely, really nice. So, so I call Allie and she's in the car and our granddaughter, Esme, has Allie's phone. She's watching Peppa Pig. Yeah, I guess there's some character on there named George. And she's like, this is George. So where's George? Where's George? She'd answered the phone to Greg. Yeah, oh, there's, there's more people coming, coming in. Yes. It's just lovely. Where do we get to? I, I, well, I, I. Catherine, we got to you. So we've got Jasmine. I think it's Jasmine. There you go. Yep. It's Jasmine and Vera's Puscat, say a happy birthday and Nora. Is that Nora? Yeah. Yes. I really need to put glasses on more, don't I? Sylvia. Oh, yeah. She was just a bit shaken up, bless her. It was horrible. And yeah, hi, Mary and Sarah, you two in a stand your differences. No relationship is perfect. It's true. It's true. Yeah, we just, it's like blending. You have to blend with your partner, don't you? You know, it's, yeah. And then. Oh, wow. Did you see that? You went right by it. Today is my 52nd birthday, too. Oh, my goodness. Wow. Happy birthday. One of my close friends in New York. It's her birthday, too. Wow. Oh, well, I hope you had or have a wonderful day. Yeah. How about that? Her 52nd birthday as well. Yeah. Wow. Yeah. Happy birthday to both of you. Yeah. Oh, that's lovely. There you go. I think you're left off here. And Kathy. Mm-hmm. Yeah. It's OK to have a drink for it. Yeah, you can have a drink for me. Oh, this is your sister. Hi. Hello, Tara. How are you doing? Oh, Monica. And I can't see that. Can you see that? Siddish. Siddish. Siddish. Yeah. Hello, hello. And Kirsten. Hello. And Natalie. Seeker. Oh, it's still frozen. Fatisa. Fatisa. Fattasie. Fattasie. Yeah. I would say. Yeah. We're terrible at names, aren't we? We are sorry. Oh, so happy birthday. I hope you really have a wonderful time. And what have you been doing today? What have you been up to? Yeah. Um, yeah, I'll just go down to see if there's any new new people. I think, um, no, appreciate everybody. Well, I'm very blessed. Oh, Sarah. Sarah lives just up the road from me, so she's not far, Sarah. Um, well, she's up late too, then, tonight. Yeah. What are you doing up late, Sarah? Thank you, Quentin. Yeah. Yeah. I love how open you are with your love for me. It's rare in men. It really is rare. Aw. It is. And it takes a real man to be that open, I think. You know, to just put his love out there. Yeah. I gotta shout it from the rooftops. I think you have love.  So, come on out. Yeah. Aw, Claudette. Happy belated birthday to Nicole. Yeah. Oh, yes. Happy birthday. Happy belated birthday. Yeah. Dorenda? Dorenda? Yeah. Aw. You guys, oh, I hope you guys have had a lovely day as well. Yeah. What have you been up to, love? Working on my website. Yeah. And some guitar. Yeah. My friend Chuck, he's itching to get me to play out with him. And he gave me the song list, and I figure, you know, while I'm still recuperating from the surgery. Yep. I can still sit in the bed and play guitar. Yeah. So I've been learning a bunch of new songs. And, you know, when I'm feeling healthier and ready to stand for three hours and do that, I'm all in on that. I can't wait to play guitar with Chuck. So he's going now. Yep. Oh, that's wonderful. That's that's brilliant. And he said that he'll play any song you know, isn't he? He's he's OK to do that. No, no, I didn't. I'll play any song he knows. On your list, because he said you could pick on the list. Oh, yeah, yeah, yeah. Yeah, he get. Well, no, that was his list. And he had like one of my songs. Because obviously you're not going to be able to learn 60 songs. So not by like a week or two. Yeah, no. But I could learn like 30 or 40. Wow. Yeah, I could. See, that's so clever. That's talent. That is.  I'm OK. No, you're good. I'm all right. Good. You've got to take a compliment, Mr. Damn right I am. Yeah, exactly.  All right. Yeah, he has just had surgery. Thank you, Sonny. Yeah. Yeah, that one. We love you guys. Appreciate all of you. Really. Yeah. I'm so grateful that everyone hung out with us today. And we're going to be getting we're going to be scooting here shortly. We have we still have a night of dinner in a movie and a chick flick that Alice picked out. Yeah, actually actually Craig picked it out. What? Yeah, he picked out a chick flick. It's not a chick flick. Oh, no. Well, I have to read out the name to you because I don't know. Hold on. Right, it is. Called a dog's tame hatchy a dog's tail. OK, OK. Has anybody seen that film? I haven't seen it. My sister is being very my sister is being very polite. I know she's not. I think she means every single word. It's really something to watch on stage. I bet it is. Yeah, I want to be your groupie. You are my number one. Yeah, thank you, Kim. Yeah. Yeah, that's what we're going to be doing on dinner and a movie. And I'll see Sarah Sinner and it made me made a cry. So yeah, it's not Pamela great movie sad. Yeah, but it's happy as well. Isn't it? It's a it's a based on a true story. Yeah, Richard Gere based on true story. Yeah, because I have to pick my usual films and not Greg's usual films. No, I like a bit of action adventure, a bit of sci-fi, a bit of blood and go like a bit of that.  Cut right into the blood or into this or do that.  I'm going to get the bad guy.  That's me like that. And I'm more time chick flicks and time travel. Well, if you want to call time travel chick flicks, like somewhere in time that I guess that's a chick flick. But it's a time travel movie about the depths of how far somebody would go who's in love. Yeah, yeah. You'd also like what was that movie we watched? It was, oh, my goodness, went back in time. Sue, I think was one of the names in it. Peggy Sue got married. Peggy Sue got married. Yeah, yeah, we watched that one. That was fun. Yeah, it's not as if I don't like him. But, you know, we have to meet halfway in the middle. Don't worry with him. But you're like a little disappointed that maybe Peggy Sue's sister got didn't get killed in that movie or something. And there's no, you know, vengeance. Not enough death in those movies for you. I do love the Avengers, Mary Jane. I do. Yes, I like all of the, you know, Star Trek as well, like all of that. Yeah, I do. I do. Hey, love, it's about a two. And the night sweats are starting to wind down a little. They're not as bad as what they were when I got home. So I'm hoping, you know, that, you know, there's a lot of help that's been coming my way. You guys have been sending lots of love, prayer, Reiki, Quantum Talks Healing, pleasant thoughts, attention, love, healing, everything. It really does make a difference. So thank you everyone. Yeah. And hi, Maureen and Pamela. So I don't know if we did Maureen. Yeah, I woke up for a cold today. I couldn't believe it. It's like really somewhere in time. That's the one we've watched that one together, haven't we, somewhere in time? Yeah, that's where, yeah, he sees this woman and he learns how to, he goes to his, he learns that she was a person back in the early 1900s. And he goes to his college professor who proposed this theory on time travel. And he said, it's just a theory, you know, but it could happen. So this guy actually did everything he was supposed to do and in actuality traveled back in time to be with her. But he made the fatal mistake. Well, I can't, I can't, I don't want to ruin it for a while. No, thank you much. Yeah. It's a great movie though. Yeah. Fantastic. Somewhere in time. Love that flick. Yeah, Tara, I do love all the Pirates of the Caribbean and all of that as well. She likes Johnny Depp movies. I do. I do. I think he's a very good actor. Yeah. I hope he's not won a bad lot, but he probably is. Who knows? Who knows? Yeah. Well, Allie's doing a little rocking. So if you wouldn't mind, send her a little loving healing energy, please. Okay? Thank you. Oh, thank you. Because we all love her so much. Hi, Sandy. Mr. and Mrs. Prescott. Yeah. Oh, that's lovely. See, yeah, yeah, that's one of my favorite is the Back to the Future. I would be happy watching back because I've got a terrible memory. So I can actually wait a little while and then I can watch the movie and I've forgotten a lot of it. So actually I do have a bad memory because then you get to enjoy the film again. So I'd be happy to watch Back to the Future one, then two, then three. I'd be happy to do that sequel. Hell yeah. I'm good with that too. I love, that's one of my favorite. I think that is my favorite all-time, time travel movie. But this is your birthday. No, this is your birthday. You pick. No, I'm not drawn to, I don't care. I was just trying to pick a film that we both enjoy but we both enjoy Back to the Future. So I haven't seen it for, oh God, 20, well, I don't know. 20 years, would it be? When did it come out? I watched it when it first came out. I think. There you go, I haven't seen it since. So it's 40 years ago and you're 52. So last time you saw it, you were 12. Yeah. Yeah, I haven't seen it for a long, long, long time. Sounds good. Let's do it. Let's do it. Let's do it, baby. So yeah. Thank you so much, everybody. Yeah, it's time. We're gonna make something to eat and get our movies queued up and synchronized with each other and spend the night together. So thank you everyone for helping to wish Allie a happy 52nd birthday. We love you all so much. Yeah, we do. We do love you so much. Yeah, have a wonderful day or evening, whatever your time zone is. And stay around, stay there. Hi. So yeah, we appreciate all of you, really. Yes, and we'll be back. We'll be back doing on Tuesday night for Greg and Allie Live and Global Predictions. So stay tuned for that. Yeah, definitely. Hi, Joyce. Okay. Yeah, so anyway, that'll be it for now. Love you all. Yeah. Thank you again for joining us tonight. Yeah, thank you all. Thank you. Bye for now. Bye. Love you all.


All equipment, utensils and food contact surfaces in the processing facility should be cleaned and sanitized on a daily basis, or more often if needed, in order to prevent the adulteration of food products. Most firms use a Sanitation Standard Operating Procedure, or SSOP, and Master Sanitation Schedule, which documents specific details on how workers are to clean and sanitize, how sanitizers are to be used and mixed, and how and when tasks should be completed. These documents should also describe how and where hoses, shovels and other utensils are to be used and stored. The SSOP, or Master Sanitation Schedule, should be reviewed by management periodically and be updated if needed. The SSOPs focus on cleaning food contact surfaces. In order to properly clean and sanitize equipment, utensils and food contact surfaces, it's important that they be adequately constructed so as to be easily cleanable and maintained. The materials used for equipment, utensils and food contact surfaces should be non-toxic, durable and non-absorbent. In addition, equipment should be designed to be accessible for cleaning and sanitizing, or be easily disassembled to allow for cleaning and sanitizing. What's the difference between cleaning and sanitizing? Even though many people believe they are the same, they are really two completely separate steps in an effective operation. Cleaning is the removal of organic material and debris from surfaces in preparation for sanitizing. Cleaning involves washing and rinsing and is usually done with detergents and soap and physical scrubbing or agitation, followed by a clean water rinse. Sanitize means to treat clean food contact surfaces by a process that destroys pathogens and reduces the number of other microbes without adversely affecting product safety. To maximize the effectiveness of cleaning and sanitizing activities, there is an order of activities that should be followed. First, any equipment that needs to be disassembled prior to cleaning should be taken apart by the properly trained individuals. Then, all surfaces should receive a pre-rinse with potable water. Next, all surfaces and equipment should be effectively cleaned using hot water, detergent, high pressure or scrubbing as necessary. Detergent type and strength will influence the effectiveness of any cleaning program. The type of detergent used is determined by the type of soil to be removed. The temperature of the detergent solution and the exposure time are also important, as is the amount of physical scrubbing required and how well the equipment is pre-rinse. These factors should be specified in written sanitation standard operating procedures, SSOPs, or master sanitation schedule to help ensure that they are adequately and consistently performed. After cleaning, the detergent or soap should be completely rinsed off with potable water. Next, all surfaces should be sanitized with an approved antimicrobial agent. Commonly used sanitizers include chlorine, chlorine dioxide, or quaternary ammonium. It's important that the level of sanitizer used be adequate to kill the targeted microbe, which could be salmonella, listeria monocytogenes, or E. coli 015787 or any other pathogen. When using chlorine, a level of 100 to a maximum of 200 parts per million total chlorine is typically used. Personnel should follow label instructions when mixing and applying the sanitizers used. All sanitizer levels should also be checked and recorded. Consider rotating sanitizers in order to prevent the development of pathogen resistance to that sanitizer. There are also several factors to consider when choosing a sanitizer, such as the type of equipment or surface to be sanitized, the temperature and contact time required by the sanitizing solution, and the pH and the hardness of the water. Of these factors, the pH of the water is the most important. Consult with chemical suppliers for guidance in the choice and use of detergents and sanitizers. Also, it's important to read and follow all labels of all sanitizers and detergents. All cleaning and sanitation activities should be documented in writing and reviewed by a supervisor. This provides for uniformity in these activities and allows for changes should they be needed. Another way to check on the effectiveness of all cleaning and sanitation activities is to conduct environmental monitoring of walls, floors, ceilings, drains, chiller and storage racks. There are various types of environmental monitoring, such as bacterial swabbing and the use of luminometers that use bioluminescence or light from organic matter to show whether a surface has been cleaned and sanitized properly. Luminometers measure the amount of organic matter that may be left on food contact surfaces after cleaning and sanitizing. The amount of organic matter is read in the form of numbers. This type of monitoring provides for immediate feedback and can pinpoint problem areas. Firms may conduct these monitoring activities in-house or they may choose to hire an outside lab. Outside labs should be certified by the proper authorities in order to conduct monitoring activities. Check with local or state authorities, suppliers and technical magazines for acceptable laboratories in the area. If a firm chooses to monitor in-house, proper procedures should be followed at all times and all monitoring should be documented and be verifiable. It's always recommended that whatever methods are used, accurate results should be provided in as short a time as possible. The proper use of all chemicals in a fresh cut processing facility should be covered in the Sanitation Standard Operating Procedures or Sanitation Manual. The SSOP or Sanitation Manual should detail what chemicals are to be used for each job, how and when they are to be mixed and applied, as well as all precautions to be taken when using each chemical. All chemicals should only be used as labeled and when safe. All chemical containers should be labeled properly. All chemicals should be stored so as they do not contaminate food, ingredients or packaging. Chemicals should not be stored on food contact surfaces and should not be stored in empty food or ingredient containers. The label instructions for all chemicals should be followed with no hesitation to contact the supplier if there are questions. What is the importance of acceptable equipment construction and proper cleaning and sanitizing activities? Acceptable equipment construction and proper cleaning and sanitizing activities play a key role in the control of biofilm. Have you heard your dentist talk about removing plaque from your teeth? Have you ever walked across a stream and slipped on slimy rocks? These are both common examples of biofilms. What is biofilm? Biofilm can be defined as a thin layer of bacterial cells that adhere to equipment and other services and are more resistant to common sanitizers. Various pathogens such as listeria, salmonella and E. coli 015787 have been shown to form biofilms that can contaminate food products during production. Biofilms can be found on the surfaces of product lines, cutting boards, fillers, spinner baskets, stainless steel and plastic conveyor systems and any surface in constant contact with the product. Bacteria in biofilms are hard to find using normal monitoring techniques. The control of biofilms is also very difficult. The bacteria in biofilm acquire extreme resistance to sanitizers, disinfectants and heat treatment. Because biofilms can build up over time, timely and proper cleaning and sanitizing is needed to ensure that bacteria are killed in the early stages of biofilm formation. Sanitation workers should vigorously follow all cleaning steps, pre-rinse, clean, post-rinse and sanitize every time they clean. The cleaning crew should also strictly follow the directions for the concentration, temperatures and contact times for all cleaners and sanitizers and those cleaners and sanitizers should reach all food contact surfaces. Supervisors or a properly trained employee should conduct visual sanitation inspections after all equipment and surfaces have been cleaned. Microbiological testing of equipment and surfaces should also be considered. Following the firm's sanitation standard operating procedures or sanitation manual is imperative for controlling biofilm formation. A firm should replace or repair any rusty, pitted or deteriorated equipment and food contact surfaces because rust and deteriorated equipment allows for the growth of bacteria. Such equipment becomes difficult to clean, which makes the formation of biofilms very easy. Another important factor in the safe processing of fresh cut products is pest control and exclusion. Pest can and do contaminate foods and transmit disease. Safe and effective control and exclusion is a priority. Proper pest control and exclusion can be separated into two categories, physical controls and chemical controls. Exclusion is the practice of preventing the entrance of any vermin or pest into a facility. Physical controls include items such as window screens, screen doors, proper weather stripping of all doors, plastic curtains and air fans at all doorways. Even the practice of keeping all doors closed serves as a physical control. Insects, rodents and birds, as well as domestic animals, should be excluded from the facility at all times. Other practices can serve as effective physical controls. Proper storage and removal of waste products from the facility, removal of old unused equipment and maintaining the exterior ground surrounding a facility all deter vermin. Keeping a sufficiently cleared space around the exterior perimeter of the building is also helpful. Other practices in the day-to-day operation of a facility help control pests. Proper storage of ingredients, finished products and packaging, as well as the timely cleanup of spills and the proper lighting of the facility all help in discouraging vermin infestations. Chemical pest controls consist of the use of pesticides, traps and baits in and around the facility. It is suggested that fresh cut processors employ a licensed pest control operator or contract with an outside firm to conduct these activities. Any chemicals used in pest control applications should be acceptable for use in a food processing facility and their application should not contaminate foods, ingredients or food packaging. All pest control chemicals should be stored properly in designated areas and not stored on food contact surfaces or in any areas of the facility that could contaminate ingredients, finished products or packaging. All pest control activities should be routinely monitored and recorded. Proper monitoring will show the effectiveness of those activities or it will point out areas that need more attention. Remember, chemical controls can only be effective when used in conjunction with well-established physical controls. The primary goal should be to exclude all pests.


Have you ever experienced being bullied by someone else? Yes, I had to be bullied when I was a child. What did you do about it? Maybe I just cried. Did you tell your parents? I mean did you tell a teacher? Yes, I told the teacher. This happened when I was in school. When you told the teacher about it, what did the teacher do? The teacher also made my friend apologize to me. But when we grow up, we also will be a best friend. In Azerbaijan, mostly in Azerbaijan at universities there is not so much bullying. In Azerbaijan, we have many bullying schools. Because in universities, most people are intelligent people. But in school teaching people, children and middle-aged people, 15 or 10, they don't understand good things. And therefore, they make some mistakes. But some people have that they are doing these things to sink in. And they are very negative people, I think. What do you think adults should do to prevent bullying among children or adults? What would you suggest? Adults don't have those behaviors, yet they are children.    And also, people, adults, must teach their children, must advise them about their behavior. For example, in Azerbaijan, our parents say that you have respect for adults and teachers. If your parents don't say that, there are many or less people who understand themselves. But most people must be taught by their family, parents and I think that. I live in Pakistan. This is a kind of a society in which being bullied in schools and religious institutions called madrasas. It is very much common. It is a traditional kind of education. It is a teacher. I myself got education through a kind of institutions in which the teacher had a stick in his hand. To beat the hell out of the students and beat them and so much. It is interesting because typically here when we talk about bullying in schools, we usually are talking about between students, between children. But you are saying that in your experience, teachers can bully students. You are saying that by the teacher who would hit you with a stick. That is a form of bullying. This is really common thing in our country. In our country, child level is too high. Child level rate is too high in our country. Especially for the city areas, small children are used for child level. In that case, they also face so much struggle in here. Owners are so much brutal to their labor. They also work hard to earn money because they are so poor. For that reason, they are struggling. They face so many struggles that you say it. I think it is a lack of education. In our village areas, the education system is not good. That is why our village areas children come to cities and they are also used for child level.


Welcome to Canada. As you can see navigation nowhere is back. How's your trip, man?  Pretty much yeah, but that's sweet, but they're fun. That's cool. So he's back There wasn't too many videos when he was gone because it was raining most of the time and then that was gallivanting around town Driving campground host Brad around Racing school buses trying to find parts editing uploading all that kind of stuff. So Ten days kind of went by rather quickly. That's a good thing about Filming almost every single day and then uploading every other day because then I have more You know more opportunity to take a few days off or something happens So anyways, let's jump into the build this morning. We got some exciting things today We are going to be completing one of the coolest features of the bus Which also by the way, I think is a first in a in a van life schooly world Feel free to correct me if I'm wrong because I know you guys love to do the fact checks But we'll be working on the roof today All right several videos ago I did explain how to use a key con so we're not gonna go through that again We're not gonna be redundant but all this is gonna be removed and You've seen us play with this toy before which is almost out So if you do a conversion by several of these things They're worth their money in in gold pretty much thing.  That's right. All I did was While eating an apple. All right Guys phase one is done. We just removed all the adhesive and some extra caulking and silicone from the part closest to the hole and This one is done as well now we're just gonna clean this all up and We're probably gonna use a wire wheel and Also Navigation know where it's up there grinding or sorry welding some of the holes shut here doing this little spot weld spot weld and grind So this is gonna be a incredibly high quality bus so Looks like I may have grinded these a little bit too close as you can see That one just needs to be touched up a bit, but this one kind of popped out I forgot that we're gonna be putting some butyl tape on top of this and really this is just kind of over a kill but It's gonna completely seal waterproof These holes here Also today. There is another tornado warning Not what's the other one an alert advisory. It's like I think it's like a full-on warning So they said if the sky turns green Run like the wind Not really sure where I where I would run to out here. Yeah I know has anyone ever out running tornado. I don't know. Let me know the comments. I'm sure Hey now we're thinking take the bus we got like these openings in the roof. That's right Hey, not opposed to that has been on my list of things exciting things to do in the bus The chase down a swarm although I don't really know if we would outrun it in this thing. It's not exactly the fastest for today this is called Margard Lexan Margard. This is Essentially scratch-proof glass We just picked it up in town and we are gonna put it up there and see how it looks. All right. Here we go Here's the first look slightly Flexible this is a six millimeter thick material here. So Yeah, I'm not really sure the best way to do this maybe in the middle work our way out But very exciting. This is going to be a massive massive skylight All right. Here we go the moment of truth In a nutshell We're just gonna make some marks drill some holes and put it up there You know the old saying measure twice cut once That's what we're trying to do. This piece of Margard was 250 dollars Well, I kind of am So we're just gonna make sure this thing is right on the money.  Hey That's been so long. I'm looking forward to catching up. Yeah, it's been like But first I gotta go reapply mosquito spray. So Dean, please tell us what you've been up to the past Four months five months since the RTR. Oh, I've seen you since then haven't I? No Really, I don't think so. I saw you once where Um, yeah, I can't remember Oh, I know where it was. Um, we went to that junkyard and everything. We're all right. Yeah, Arizona. Yeah, that's right Yes, I've been traveling went back home for a month and did some volunteer work and then Last little bit. I've been in T-tons With a van life meetup.  Hey, we purposely skipped it up there But yeah, but I gotta tell you I'm the worst tin snipper on planet earth.  I know I'm sorry And then where are you off to after this head to Alaska sick Nomadic movement and Jeremy beach awesome. That sounds fun.  Yeah, he's he's got some good Don't you have a friend up there that installed the turbo for you or something? Yeah, yeah We got Rod up in Up in though. I think it was Tesla. Yeah, he's in Tesla. All right, if anybody meets Michael in person ask him about all the funny stories in Alaska because there's more to it than just blowing out a turbo Oh, yeah So turns out we can't punk Dean I Can't play play a prank on him Because the first thing he says when he shows up is Hey, we're gonna get to try some beaver stew So we're bringing it we're bringing it over to I'm making some pork It's a really thin pork stew right now, but without the stew because I want to make sure I eat before I eat beaver So anyways, you got some stuff we use for carnitas I don't know what I'll put in there, but just practice in case potatoes onion carrot celery and the protein of the day Fresh beaver All right for any chefs out there just basically onion celery carrots little red potato and here we go Here is a backstrap off of the beaver And we're just gonna cut it up and throw it in there here. We go. This is the beaver stew Reduce reuse recycle Yeah, we got the peanut gallery over here Yeah, yeah, yeah, so we got we don't get this looks nice and tender.  I'm very hungry. You ready for some beaver. Yeah. Yeah Dean It's been a while since he had some beaver Wait, wait, it's really hot hot beaver.   Okay, so like a like a like a beef stewing meat Yeah, it's like it's a What's it called like a sirloin? Yeah, I think that's the cook Flavor yeah I'm taking all cumin. I'm taking a little onion It's a little chewy, but it's not too bad.  Here we go Cheers this beef Cheers. Yeah, here we go It's delicious There's like beef Beaver the other red bean. Yeah, there's like endless jokes with this but just for the record this stuff is fantastic And This is we just made a little stew nothing to it garlic powder onion carrot celery onion bay leaf cumin and Oregano, it's really good personally for you what I was really good I'm sorry if my plate is Brad gave me this because he said I wouldn't like it So he gave me this yeah plate which which one are you gonna eat the beaver? Yeah, so you don't tell them Yo, he doesn't watch YouTube so he won't know What do you think? I think it's good.  What do you mean? What do you mean? What do you mean? Well, I just I don't agree with it, but it smells pretty good All right What do you say? Not bad. Yeah, was it was it tastes like to you?  Yeah pot roast, right? What's that stuff you put on it, cumin? Yeah You


And now, an Ig Nobel Prize favorite moment with Neil Gusman, reputation for not following rules. I first volunteered for the Ig Nobel Prize ceremony in 2010. My job was to escort the camera crew from Russian Channel 1. They had a reputation for not following the strict filming rules in Sanders Theater. I made sure that Janna the reporter and Boris the cameraman followed those rules. As they returned year after year, we became friends, even greeting each other in Russian. Privyet Boris Ijana! The Ig Nobel Prizes honor achievements that make people laugh, then think. This historic Ig Nobel favorite moment video stars Neil Gusman, who helped wrangle reporters at many Ig Nobel Prize ceremonies. The 30th, first annual Ig Nobel Prize ceremony will be webcast September 17, 2020. Tales about the Ig Nobel Prizes can be found at www.improbable.com