Welcome everyone to this session on health equity and climate change in the classroom. My name is Oliver Lane. I'm the manager for teaching and learning at the UBC sustainability hub. I want to thank the CTLT for hosting so many learning opportunities actually over the years. And in particular today in particular today for the opportunity to share with you our perspectives on teaching health equity and climate change at UBC. There we go. I'm joining you today from a muskium unseated traditional and ancestral lands where the UBC Vancouver campus is located. I'm an immigrant to these lands. I I arrived from Argentina in South America about 14 years ago from a region that was inhabited and stewarded for hundreds of years by the Karen Diaz and the Welch's indigenous peoples. And I'd never really looked into whose lands I'd grown up on, not until I came to Vancouver and started to learn about Coast Salish people and other indigenous peoples in Canada about the history and the impact of colonialism and the efforts for reconciliation that are underway. And as I start to get more involved in climate change and sustainability work, the responsibility of acknowledging whose lands we are on and keeping this front and center of the work that we do became even more of a priority for me. And I know for a lot of my colleagues. And this is for many reasons, including including that indigenous people have been stewarding these lands and these natural ecosystems for millennia. But also because we know that climate change is impacting marginalized groups and vulnerable groups in our societies. And we know that a lot of indigenous communities are suffering severe impacts already of the changing climate. So this is why this is particularly important when we talk about these topics in my opinion. So if you if you're I invite you if you wanted to share in the chat where you're joining from whose lands you're on. One of the resources that we recommend is native land.ca that's native dash land.ca. It's a global world map where you can find the different indigenous territories around the world. So for today, we are doing the I'll do the introductions in a minute I'll talk very briefly about the sustainability hub, a group that I represent on campus and the work that we do and how we support faculty. And then I'll introduce you to our speakers are passionate dedicated faculty members that are tackling this this work and on this topic of health equity and climate change in the classroom. Some questions for the panel and some questions from the audience as well for them. You can share those questions in the chat. You can also raise your hand once I'll let you all know when we get started with that with that section. Towards to 45 we hope to be closing having some closing comments and I'll share some resources, in particular for teaching that might be useful to you, and we should be done by by 3pm. Very quickly, a bit about the sustainability hub. You might have heard we changed our name about a year ago we used to be called the sustainability initiative. We are a non academic unit on the Vancouver campus that supports students faculty staff and the UBC community in general to advance UBC sustainability and climate action goals. We are located in the source building the Center for interactive research on sustainability that's on West Mall. We offer a range of supports including curriculum development grants to faculty research grants as well. We host networking events with a special focus on getting people from across disciplines to connect and to explore shared interests and share opportunities. We support students as well developing leadership opportunities for them and with them. We host the climate emergency team in our unit and support their work across campus as well, and we develop resources that are available for, as I say for students for staff for faculty and the community in general. And something very important to mention is that most of the work that we do is in partnerships we collaborate with different units with departments with student groups across campus to deliver the programming that we deliver. So if you're interested in learning more about the work that you do, you can visit us at sustain.ubc.ca or you can send me an email directly and we'll be happy to support your work. I'm also curious to see from the audience if this is a topic that you've already been engaged with, you've been working on or is this completely new maybe so maybe in the, in the chat, if you could just say, new, for example, type in if it's totally new for you or already engaged or already working on this if this is something that you've been exploring for some time, just for us, especially for the for the panelists to get a sense of who's in the room. Let's see. Don't be shy. Okay, we have Jenna just starting to explore this topic over this year. I feel, I feel a lot of people have heard about this topic but just maybe not sure how to engage with it. Somebody with some more experience three or four years working on this. Well, great, thank you for sharing that so we probably have a mix people who are really enthusiastic about it but find looking for ways to get engaged people who have already been exploring for for some times. Somebody here researches this topic and interested in those already teaching this intersection. It's great. Okay, so I hope you feel inspired by our presenters today, three of them are engaged with the sustainability hub in different ways and I'll very quickly mentioned that once, once I introduce you to them. I've just started. I'll introduce one at a time and give them seven or eight minutes to talk about their work and their perspectives on this topic. I'll start with. I want to welcome Raluca, Rado, Adrian ye and Peter verman. And thank you for joining us it is really an honor to have you with us sharing your time at a busy end of the year. So, I'm really glad to have you here and I hope everybody benefits from from your experience. I'm going to introduce Raluca first and then give the floor to her. So, Miss Rado is a lecturer at the University of British Columbia School of Nursing in Vancouver. In this role she teaches within the Bachelor of Science in nursing in the nursing program and leads a health impacts of climate change course taught to undergraduate students from diverse professional disciplines. She serves as an active member of the Canadian Association of Nurses for the environment and the national at the national and provincial levels. On an international scale she's involved with the global consortium on climate and health education nursing working group, and has been instrumental in advancing knowledge situated at the intersection of climate change and human health as a result of our involvement in the academic and NGO sectors. She has been an orchestra graduate studies on integrating climate change into nursing education. And she created a tool that can be used by educators in both clinical and university settings to teach introductory introductory level session on climate change and health with specific links to nursing practice. This, I understand this educational tool on climate change and nursing education is available to download at UBC is open library and I think we can share that link. Let me see if I can do this. I'll put it in the chat if you're interested in this resource that Raluca has developed. And as I mentioned, the three panelists are linked to the sustainability hub, Raluca was a climate education grant recipient in 2021, which is a grant we offer through the hub to support the enhancement of existing courses by adding climate climate change related content to them. The name of her project for this grant was enriched learning through an interactive case based online module nursing to 90 health impacts of climate change. Okay, and over to you Raluca I'm going to stop sharing the screen so we can see more faces. And it's, yeah, there you go. Thank you so much Oliver and thank you CTLT for inviting me to be a part of this, just having the opportunity to share a little bit about my work at UBC in the last two and a half years have been very busy years. I just want to acknowledge and give gratitude and thanks that I give every day for joining you from the Musqueam Nation of unceded and unassisted territory with the Musqueam peoples here in Vancouver. I am a very proud lecture at the UBC School of Nursing, and I'm a registered nurse by background. So for me this specific topic. When I was assigned to the climate change course when I started working at UBC in the fall of 2020. I was ecstatic because as you as you learn from Oliver, my graduate studies focused on developing this tool that essentially focused on how much you can condense in about a four hour session that you could disseminate as much information about about the health impacts of climate change. And from that, starting in the nursing training course which is offered as an elective offered by the BSN program but to non nursing students. So a lot of my students come from diverse backgrounds all the way from kinesiology to chemistry to art psychology, first year all the way through to graduate and I've also had actually retired individuals during the course. It's a very diverse course because you first have a cohort of students who come from these backgrounds which make it very enriching, especially in the sphere of climate change education and then secondly, the core focus of the course is on the health impact of climate So in my first term, when I want to give a little bit of history as to where how I came about to doing this work and being a successful recipient of the grant. In 2020 in the fall semester, I was teaching a course using the Planetary Health Alliance case studies, which is a resource I strongly recommend to people to become familiar with if you're new especially to this year. Because their case studies are essentially focused on different parts of from around the world, and they're very community based, and they touch upon equity they touch upon health impacts, they discuss infrastructure. So I was fascinated by actually using them in the classroom to support students to learn from a more problem based approach. I really do believe that, and I'm going to be talking a lot about this throughout today. And so in my second term, as I was wrapping up the semester and I saw the opportunity to apply for this grant. I thought that it would be even more powerful for future nursing to 90 students to have exposure to a local kind of example. I thought about a globally shared problems of climate change and so the main goal of my project was essentially to pull together a resource that was built in the shape of a case study, similar kind of format to the Planetary Health Alliance case studies on a much smaller scale given the resources of myself and a research assistant working on this. And it was basically to focus on a problem based approach to select a climate change exacerbated events so in this case it was wildfires for British Columbia with a particular focus on the location of which coincided with the heat dome of 2021 that we've experienced and so it was a journey of discovery there was a lot of consultation with many different people from BC and from across Canada because I was on the search for a case study that was ideally still consistent to speak about the health impacts and most of the case studies that I came across from a Canadian context at that time. I would say that the interface and the literature has changed a lot in the last year and a bit. The case studies were a lot more focused on discussing infrastructure on discussing kind of what has happened to the people's homes. So that's kind of important ground but I was seeing the health aspect missing. So that's kind of what was the main driver of my work to to get me to bring the health concepts forward, tied into a local example, so that students can see that climate changes don't just happen through the examples that they were getting from the Planetary Health Alliance are more global, but looking more locally to see what's going on in British Columbia. So I would say that overall, and I'm going to go into more details of course with more questions that come up. I think that the last year and a bit has been a very transformative for me as an educator to see how students are able to connect the theory that they received in the course on various health impacts, and they connected to this case study that's that's very experiential, it gets them to really think critically, it gets them engaged with the social determinants of health which are at the core driving all the questions that they're being assigned to, and also it gets them to work with which is again another critical component that of making sure that we promote interdisciplinary collaboration which I would argue is probably one of the key factors that that helps drive our work in the climate change sphere forward. So I wanted to essentially give students the taste, a little bit of that taste through this case study. And so I am just actually as I'm speaking right now I'm in the process of waiting for the press books process to make this case study as an open education resource that can be essentially adopted into other classrooms so I will definitely be looking forward to sharing the resource with Oliver on the CTLT when it's ready to go as a public link but that's a little bit about my story. Thank you, Raluca. Very exciting work and I have known about your work for some time now. Really exciting and congratulations for all that huge effort and for engaging students as well in the work and helping you do the work. Okay, and we'll definitely have questions for you but we'll jump now to Adrian. For his introduction, Dr. Adrian Yee is the current director of Curriculum with the undergraduate medical education program at the UBC Faculty of Medicine since 2018. He provides leadership for this program to ensure a high quality education experience across all four sites and all four years of a curriculum. Dr. Yee completed his MD at the University of Toronto and his internal medicine clinical hematology training at the University of Alberta. He is a practicing hematologist in Victoria. Previous educational leadership roles in the Faculty of Medicine have included Assistant Dean, Island Medical Program and Associate Director Curriculum in the years three and four. And he completed a Masters of Educational Technology at UBC in 2021. He is the recipient of a professional development grant from the Royal College of Physicians and Surgeons and the principal investigator of educational grants to co-create curricular with patients and caregivers. And Azra Luka, Adrian was also a climate education grant recipient this time in early 2022. And the name of his project for this grant was partnering with patients and caregivers to develop planetary health curriculum for the Doctor of Medicine program. Adrian, over to you. Thank you, Oliver. It's such a privilege to present the work that we have done. I'm going to project my PowerPoints. And thank you for the wonderful introductions. My name is Adrian Yee. I am a practicing hematologist on the unceded and traditional territories of the Songhi, Esquimel and Wysanich. It is such a privilege for me to live and raise my family on the territories. My family came from Hong Kong to Vancouver when I was 11. That's where I did my high school followed by university in Ontario. What I am going to present today is the work that was actually done by our wonderful students, Crystal and Janna. And Crystal and Janna, Crystal is in year two of our program and Janna is in year three of our program. And they have done so much work in championing the integration of planetary health into our curriculum. And before all of you join us, I realized that this event actually coincided with COP 15. And when I was reading the paper today, that quote actually came about on the newspaper, a life at stake as indigenous people and the health of the planet. And that was by Jennifer Copers. That is one of the delegates from the Filipino indigenous community at the COP 15 meeting. So it really adds a lot of meaning to me to come and talk about how we see planetary health and why this is important and what we are going to do about that. And how we're going to approach this critical theme in the education. So what are the backgrounds as we're looking at pointed out that there has been a mounting interest and pressure on variety of education program to integrate planetary health. And we see that as citizens of the province and also has a practicing health professional from the heat dome flooding, so on and so forth. We can actually see the impact has come a lot faster and a lot more drastic than we expected. So that has been mounting interest of our student body or the student leadership to integrate planetary health. So in 2020, we have a group of students came forward. What they have done is we support them with one of the project is to integrate a student led symposium on planetary health. So we invited Dr. Courtney Howard, Dr. Melissa Lam and Dr. Mary Kessler to really present their perspective on planetary health. It was amazingly received by the whole student body. I think about 500 people turn up for the sessions. Most of you probably know who they are. Courtney Howard is a fantastic physician, and that was also a candidate for the Green Party. Melissa Lam is a family physician in Vancouver, and she actually worked on what we call the outdoor prescriptions. And Dr. Kessler is one of our clinical faculty in infectious disease, and she has been teaching for our program for a very long time. So they presented their ideas, their change and call to action to the class. Following that in 2021, we were able to secure the grant from UBC Sustainability and to engage Jenna and Crystal to start working on the design of the curriculum. So what we did is a framework of multiple steps. We first look at the many strategic plans, look at the Northern Ontario School of Medicine on the report of planetary health, and how do they see that? The College of Family Practice about the vision of planetary health and the Medical Council of Canada. We then work with the Patient Community Partnership for Health, so PCPE. What they do is they engage the community members, and then we invite them to provide a perspective. We also invite representatives from non-governmental organizations. What we have learned is this is a very complicated subject. They are interconnected with public health, Indigenous cultural safety, well-being, emergency medicine and primary care. The list just go on and on. And more importantly, with the recently publication of the Okanagan Charter, and we also realized that planetary health is actually aligned very well with the well-being vision. So this is what we learned from our focus group. I think the key one that I get out of is the at the one o'clock, the Indigenous knowledge. And that is one that we stress a lot in our curricular design because you can't possibly talk about planetary health without talking about Indigenous ways of knowing Indigenous connections to the community and the land. And we also talk a lot about the intersectionality with EDI, with diversity and inclusion and belonging, and also with public health and many other aspects of health and well-being. I think one of the quote from the focus group that really strikes me is, as a physician, you cannot do a good job understanding the human body unless you understand the context. So this is what we do as for the MD program. We really try to convey that individual that are graduating from our physician is a holistic clinician and really being able to see things in context rather than just focusing on the disease. So what are our curricular objectives? So these are the five objectives that we highlighted are the high priority for us to integrate into our curriculum communications. So one of the key themes that arise is the climate change anxiety. And this is a huge problem, a huge issue in the community. I think as graduate we expect them to be able to communicate to patients and the communities how changing climate will impact their health. Recognizing the interconnections with nature, biodiversity, human health and the planet and drawing from Indigenous knowledge and to explain the intersectionality. We recognize that planetary health is not an isolated determinants of health, but one that interact with many multiple socioeconomic determinants of health. Development management plan. And this is one of the key part that came out loud and clear is we want our graduate to be able to manage if there is a climate related disaster in the healthcare system. Sustainable practices of healthcare system need to change. What some of the practices that we have is not sustainable. And we want our graduate to be changing and being able to work with the system to move forward to a system that is far more patient friendly and also more sustainable. So what are the lessons that we learned with the project? As with any other change project, the first step is articulate the rationale of curricula change clearly.  So one of the key recipe of success is we need to be clear about the rationale, align with the institutional strategic plan. So a plan aligned with the UBC strategic plan, faculty of medicine strategic plan and the indigenous strategic plan. Be very inclusive about the diverse perspective. This topic. It's very diverse. They have many, many, many perspectives. And one of the fun part is engage our learner actually change the project to be a learner led initiative. And it's so inspiring for me to be able to work with Jenna and Crystal to see that the work they do and how forward thinking they are. So what are our next steps? We'll create some of the curriculum materials to support our faculty that teach in the lecture. We'll start integrating planetary health into case-based learning. So case-based learning is where they tackle a clinical problem in year one, year two. So with the facilitator with the tutor, this is where constructivism happened and where active learning happens. So we want to integrate into the CBL. And the last step is when we talk to Raluca and your colleague and really want to start to expand and collaborate with other health professional program. And I want to thank UBC sustainability, the PCPE and also my colleagues up with Dildon. We would not be successful. Thank you. Thank you, Adrian. That sounds like so much work and having to work with so many different groups and really make it interdisciplinary and involving students. So I'm sure there will be a lot of questions of how you managed to move ahead effectively in that. So if you have any questions in your mind already, feel free to put them in the chat or have them ready. I'm going to introduce you to Peter Berman and then we'll jump into some questions after we hear from Peter's vast experience in this area. So Professor Berman is a health economist with almost 50 years of experience in research, policy analysis and development and training in education and global health. He is professor at the School of Population and Public Health at UBC, where he was also director from 2019 to 2021 and adjunct professor in global health at Harvard TH Chan School of Public Health in Harvard, where he was on faculty as professor until 2019. His current research at UBC focuses on key factors affecting government decision making and response to public health crises. He has also been closely engaged in health systems research in Ethiopia since 2012. He is affiliated as an adjunct professor at the Public Health Foundation of India in New Delhi, and as an advisor to the China National Health Development Research Center for Healthcare Financing and Health Accounts. He was a founding faculty director or Harvard's Chan's Doctor of Public Health degree. He is also editor in chief of world scientific publication series on global health economics and public policy and author or editor of six books on global health economics and policy and more than 60 academic papers in this field. And Peter is also related to the sustainability hub in a slightly different way he's a sustainability fellow with us so that's a two year program and is a recipient of a sustainability education grant. And in works in partnership with another faculty member Vina freedom who couldn't join us today from from a different faculty. So Peter over to you. Okay, thank you so much Oliver, and I assume you can hear me all right. Yes. Okay, great. Good well thank you for that very kind introduction and I am speaking to you today from the traditional ancestral and seated territories of the Musqueam people near the UBC campus. So guys as Oliver said that the work I want to share with you briefly today. It was very much done in collaboration with Dr Vina Sri Ram, who is a faculty member in global health policy at the School of Public Policy and Global Affairs, as well as the School of Public Health population and public health. So Vina and I set out about a year and a half or two years ago to develop a new undergraduate course, linking together understanding of health systems in the global context with how policies were developed and and implemented in the global health context. This has turned into an undergraduate course, which we've now offered twice. And as we were developing this course we came across the opportunity to build in a more substantive element of the course around sustainability and climate change. And I think I would add another term to our vocabulary here resilience, and to think about how to place this within a course on health systems and policy in a way that would both expand the horizons of thinking about those subjects for undergraduates, but also would create some learning materials that could, if we're successful. This is work in progress but if we are completely successful, provide an example of how learning materials from the experiences of the global south, could it could inform students in Canada, and how learning materials about Canada on this subject could inform students in the global south. So we were hoping for a real exchange of learning and experience. In taking this forward and thinking about today's title. I do want to emphasize that health, equity, and sustainability resilience and climate change were all words that were in our minds and which we tried to touch on in this course. One of the most striking things about teaching about health in the rest of the world and especially in the global south is the huge inequity that occurs in the world today. And this is a topic that is very disturbing for students to learn about when they really confront the hard numbers about causes of death, and the very high preventable mortality morbidity and disability that occurs in lower and middle countries, compared to what we experience in Canada, but also within countries within low and middle income countries and within Canada, these disparities also exist. So equity was really central to learning about health health systems and health policy. And in in developing this course we touch not only on the more technical aspects of health systems, but we touch on some of the dynamics of how issues because get attention in different environments, and how inequities can be reproduced through the biases in voice and issue that occur through power relationships through the structures of governance and so on. And and we touch on this in both the lower and middle income countries and mainly in the global south, but also in Canada. One of the interesting things we've observed in doing this course is that many of our students at UBC are young people who are either coming to Canada to study or are relatively new arrivals in Canada in terms of their families. We're curious as much about the issues of equity and resilience and sustainability in the Canadian health system, as they are about that in other countries and so we have found we had to introduce that as well. Now in order to move forward on the sustainability and climate change side, what we've done is we've created two additional modules in the course, which emphasize the impacts of sustainability on health systems that is that health systems are big contributors to glide to the factors that are causing climate change, as well as systems that are being affected by climate change. And one of the cases that we've developed, working with a colleague in the Philippines, looks at how rural communities in the Philippines which face very severe challenges from storms, from flooding from other environmental changes that are linked to climate change, how they are organizing themselves to cope with these threats, and also to sustain the healthcare delivery systems that they value and want to keep in good condition in the face of these threats. And this illustrates, I think, the more directly the climate change to health by directional linkage health systems to climate change climate change to health systems, if you will. The second case that we've been working with colleagues here in Vancouver, and at the School of Population and Public Health has to do more with resilience and sustainability, and examining the experience during the COVID-19 pandemic of the services that were that had been developed and created for some of the very vulnerable populations in British Columbia, especially in the downtown east side around drug use and so on, and how COVID-19 interrupted in many ways the sustainability of these programs with severe outcomes for some of the most vulnerable populations. Most generally the populations that are suffering from drug use issues, but especially indigenous populations as well, who are particularly suffering from this. And these two cases, which bring together some video material, some interviews with some of the key actors in these programs both abroad and here in British Columbia, we hope are going to become materials that can be used in a sustainable way in educating our own students about this, but also can be used in education in courses in the global south that will illustrate that sustainability issues are not only problems of the global south, but that they are problems of the north as well. So let me stop there Oliver. Thank you very much. Thank you, Peter. That's, that's great. Also incredible amount of work and experience from from around the globe. I'm interested also definitely in the topic that you mentioned how how students are maybe stunned when they see all these, all these numbers. And they're not only numbers of each number has a story of course but it must be overwhelming. And that's maybe a question that I that I have for all of you. But I just want to see first if people from the audience have any questions that you want to ask our panelists right now. Feel free to put them in the chat or raise your hand. I think I can see you all in gallery view here if you have a question. Please go ahead. Okay, as you as you continue to think about some questions I'm sure you have questions. I'll just jump in with with one about how do you how do you manage a classroom environment to to make it to make it a safe and supported space for students to engage with this content that is, I'm for sure overwhelming in many different ways. And I'm not going to just any of you who wants to jump into to answer this. Well, if Oliver I don't mind taking a first crack at this because this was very much on our minds in delivering and developing and delivering this course. I think and we do start off the course talking about colonial history and some of the very disturbing elements of how we got to where we are today with the disturbing facts that we live with today. You know, we do in advance, advise students that some of this material is going to be very disturbing. And we also recognize during the course that inequity is a very big part of what we are teaching about. And, and are very concerned that students not see the world entirely in a negative or even hopeless framing. And so we make explicit efforts in some of our sessions to talk about the positives, and there are many positives in the global health scene. The sort of the takeaway statement that I think we like to make is that, despite all the challenges, the last 50 years have seen greater progress in global life expectancy than any period of time in human history almost. And this is evidence of some positives, and also that we shouldn't, we shouldn't see the climate change question as a as a source of only negative experience or future and we try to find that balance. Hopefully we do. And I think that think some of that is the also conveying the joy and the privilege of being able to work on these issues in a world where we envisage positive change going forward, maybe quite after that. I just want to add on to what Dr. Berman said that, you know, I would say that as a nurse, when I start the class, the beginning of the course and the first week. I love the fact that I can teach the class in the position of being a nurse but then being an interaction with students who are not necessarily in health professional streams. So I really just want to emphasize this to the audience that as you see here are health professionals are people who are studying health related topics and I think as I mentioned in the chat I really do think that we have a really important position, which means that you have a position that you should use that position to enact change in a positive means and so I try to do that by setting the tone right at the beginning of the term. And one of the things that I also add is for the course that's been very helpful is structuring the course with time for reflection. Time for reflection comes in the form of asynchronous activities for the students. So, for instance, such to give an example that might be helpful in your practice is that on a Monday I would teach, let's say about air quality, respiratory health, wildfires, and I will go into the actual introducing the case study itself. And then the students then have that reflective piece at home where they go home and they have an assigned discussion where they are to answer questions. Not only that gets their critical thinking with respect to what their own perspectives are on that topic but also actually stimulates them to go retrieve literature that is recent peer reviewed and kind of balance out their perspectives as they're supported by the literature. So through this, they kind of become immersed in a very reflective critical thinking exercise that carries throughout and builds upon like every topic builds upon each other, so that when they come to the case study assignment, they're actually able to piece their capacity to analyze what the literature saying but also with their capacity to come up with upstream solutions that take into account health equity that take into account various components of the social determinants of health, especially the depending on the context of their focus, especially for their group presentation. And the other thing to mention is, I have actually two more examples that I've set aside. A positive storytelling is definitely one of the ones that I think is really critical not focusing on the on the doom and gloom, but also encourage like I encourage anybody who has the capacity to teach about this to adopt different modes of learning that actually meet different learning styles so people might be really good at exam some might be really good in the written format, and others are really good at presentations and so if you're able to tap into those then all the students have a different way to feel empowered in how they shared their learnings contributions to the classroom. And the last point I wanted to make with respect to how I believe like through the course and also through this case study. But altogether the way that I've developed the course I've been very intentional about building in time to have guest speakers who are either from the sustainability hubs climate teaching connector which I've been very much an avid user of and I've been advocating for it and sharing that resource with everybody across the campus but also having speakers from outside of UBC so for instance this this term I've had an entire week dedicated to indigenous sovereignty topics and one of the students is a one who's graduating she's an amazing indigenous student Atlanta grant who talked about food sovereignty for indigenous peoples. And then the second group of people was a indigenous youth who came to speak about the TMS pipeline and just in general, what those kind of very devastating impacts they have for the communities through which they're built. Similarly, I will have had an entire week dedicated to upholding and promoting mental health which coincided with UBC's Thrive month in November. So it's just bringing in additional voices outside of myself really can speak about the work that they're doing in the field and with the communities because I've noticed that at the end of the term students feel very empowered from the stories, especially the stories that are the positive stories that come into the course, and they get to essentially apply the nuances that they learn from the theory of the course, with the practical based examples from, at least I've tried to keep as local as I can so this is the strong I definitely have this is a strong suggestion for anyone is that you have to, you have to bring in all those voices and you have to create the platforms for those stories to be shared. And I'll stop there. Adrian, do you have any thoughts on that I see easily has a question is that a question specific for where a look at just said or it's, well, I guess it's more of a general question so I can wait if necessary. Hey, did you want to jump into. Yeah, I don't have anything detailed to add from what really can Peter have talked about really in details about their approaches. But one thing I've learned as an educator is the culture of the program really matters, especially when you are having a discussion with your learners about what I call critical topic controversial topic. One of the culture that we embrace is humility, humility means that from the level of the leadership faculty and learner. We are actually here to learn will never be perfect, you do not need to be perfect to be a physicians, but you need to be on the journey of lifelong learning. So we'll make mistakes along the way. But this is a journey. So we really stress that any other conversation that we have around topic like planetary health, EDI anti racism so on and so forth. Thank you, Adrian. Go ahead and I have two questions in the chat that I will bring up later. I guess what's coming to my mind is, is an experience that I had in taking a degree as a teacher, and then going out into the real world, you know, and exploring all these wonderful ideas in university and then going out into the world and then part of my experience is working with healthcare professionals as an educator. And so I'm just wondering, you know what your thoughts are on. You do this wonderful stuff like everything that you've been saying today is just, it's just healing words for me, having been there. I, I wonder what it's like for new graduates to go out into the world and be challenged by the, you know, the healthcare is a business, you know, and, and that it's, it's not, there isn't really a whole lot of support to be in these ways. Adrian, yes, go ahead. Well, we have a health economist in our midst, so I really shouldn't talk about that is I'm not the expert in this, but easily I can tell you that healthcare is in a significant crisis as we read day to day from the newspaper. I think there's an appetite to change and to change. We have to do better than what we do now. So this is the time for us as frontline practitioners as learner to influence the system. So we invite a lot of a guest speaker or colleague that actually are on the sustainability committee at the health authorities. And we know this is not sustainable how we do things is not sustainable we have to change. So, you know, it never happens to me to be not optimistic around this subject. But I think the for us is to really take action and do what we need to do within our sphere of influence. Yeah, I would say that, you know, I think that's a really good question because oftentimes my colleagues at the front lines, we're working at the bedside will say we'll push back. I've had a lot of pushback in general from practitioners but also from sometimes from colleagues who, you know, state that our curriculum is too packed like there's no space for this. It's not practical to teach about this, you know, we have to just focus on the biomedical model and I will argue back and say well actually the medical model is directly intertwined with with the environmental aspect that people are situated in as also Dr. So, there is no my response is there's no need to reinvent any wheels. The beauty of these concepts is that you can actually read them throughout the existing curriculum by actually presenting case based stories whether it is overpatient for example who's experiencing an extreme heat related illness and then you bring in all the all the components around that so I would say that there's ways that we can train the next generation of health professionals and also the one that's practicing right now, through these kind of opportunities where you have, and I really think that universities and especially health related professional programs with health authorities and health organizations should find a bridging way to come together and build in professional development that actually relates to these topics and I really, I am confident that this can happen it's just tell me who I need to speak to and I would love to go in and give these conversations it's just building those networking relationships that can address exactly where you're asking so some thoughts. Any additional thoughts that we have we have three or maybe four questions in the chat so I might I might jump into there unless Peter you want to make a comment on this topic now we're good. So question from Stephanie, I'm wondering how environmental health and environmental justice figures into the respective panelists work with the intensification of toxic chemical and radiation exposures due to extreme weather events from climate change. Is the issue of accountability regarding those causing the exposures or those in positions to regulate industry ever discussed. So I would let me just jump in on that one. Absolutely. I mean, accountability is an inevitable topic when one deals with global disparities and, and the history that brought them about and I think students see in front of, you know, our course this term was offered during COP 27 and it was pretty clear that there was quite a lot of discussion about accountability going on before and during that, that meeting. I mean, a hearty yes and, you know, it's, it's important to find a balance between the, the concern about accountability and bringing about greater justice, and also a sense of dynamic of positive change because I do feel that our students are sometimes at risk of feeling that they, there may be little room for them to do anything for which they're not accountable for some injustice. And I think we should try to not allow that feeling to to dominate the conversation. I was just going to say quickly that the one thing that I find helps a lot is in my in my course I, I adopt the micro miso macro level approach. So I always talk about, Okay, here are the big players. This is the the level the really broad level that, you know, when we think the largest contributors in terms of specific industries are government based policies that may not necessarily promote health and well being or consider where the climate is going. But then here are the miso and the micro which I really think that when we gear our attention to solutions built on those people are better able to kind of picture more feasible realistic solutions that are right at their fingertips or they can get engaged with community based action so I always try to bring it from from the macro to to the micro and try to explain that just because at the macro level you might see something that can let can lead you to feel dispaired. Here's how you can get engaged and do this at the micro or the miso level so it's always trying to twist that to kind of provide both sides of the point but to give the actual one that can help them feel like they're doing something so just wanted to add to that. Yeah, I wanted to jump in with a reflection of this project that we have been or are working on. For all the presentation that we do through the governance structure to get the curriculum approved. And part of the curriculum or education that are coaching that I provide is how you work with a system, how you influence the system, and how you work with a team to maximize your influence. I see my job simplistically is actually get money to fund their summer work and beyond that they actually do all the work behind it I provide a coaching and the feedback and get out of their way. So this is part of, I think we have to really convey the message that this is not hopeless, we can always do what we can within the role that we play to further the goals along. But this has to start from individual level to a system level to organization level. Thanks, Adrian. I have a couple of questions in the chat still by Malcolm has raised his hand Malcolm do you have it is it a comment or question related to the accountability conversation. You're you're on mute. Yes. It's related. So, when accountability sort of ties into the issue of hypocrisy, which I find engaging in this topic, I inevitably makes me aware that I'm basically living hypocritically in many ways. And, and one likes to get taught by people who are not hypocritical about what they're teaching. And I just wonder whether you've had those feelings yourself and whether there's some way of articulating it so that the audience, the students don't get disillusioned. So I wondered, it's a bit like how Adrian has been expressing it, namely, we the health system crisis, everybody acknowledges, and we don't know the obvious solutions, but we're going to plow ahead. So the concept of humility is really important. And the, the, yeah, so I'll just leave that and see whether anybody has a way of navigating that. Thank you. Any takers for that one. I'm happy to take a crack at this question but this is the perspective that I gained when I discussed this exact issue with Courtney Howard. And how do we change our behavior so we are actually doing what we are teaching. It is actually really challenging. So on a personal level. I now travel a lot less than before by plane. And one of those things is clear is if I'm going to a conference. If you visit something that I present, then that has to be in person, right? Because you don't really offer a choice. But if something that for my learning, my preference is to engage it virtually so I can actually plan it in my day. So I'm not sure how effective it is, but I do worry a bit about what I call not following your own advice around doing this. I don't think it will never be perfect, right? That's the issue. It's not about being perfect, but it's about tweaking your behavior so you can gradually work towards a goal. Thank you, Adrian. Any other comments? I'm going to jump into one of the questions here by Jenna. Do you believe that there are some generic general purpose tools that need to be developed or incorporated by health professionals to integrate sustainability into practice? So I feel like to this current day, there are so many tools out there that are already developed and are fantastic resources. And so right now I'm kind of like at a point where I'm thinking, let's start putting our energy towards implementation. Like there's already the researchers there, the tools are there. Let's figure out how to get this into practice. And I would say that from my personal experience as a nurse, I found that the best conversations I've had around this has been brainstorming with other educators, which I have the privilege to do through the Global Consortium for Climate and Health Education. We have a nursing working group. We're a pretty global team, but we're talking about how we can approach the colleges, the regulatory colleges, the ones who essentially say what goes in curricula and what doesn't and what can get essentially transformed to competencies that then health professionals can put into practice. My personal opinion is that a lot of more effort and energy needs to be placed into those conversations so that we can actually see what we teach in the classroom become a competency that then standards of practice at least I can speak from from my nursing perspective that are actually a part of the scope of practice that's implemented in the healthcare sector. But I wonder what my colleagues have to add on that. I'll add a thought on that. I'm not sure about tools in the sense that we have, I agree with Relika that we have a lot of tools, and they're not just technical tools, they're tools of understanding psychology, social behavior, culture, politics, and so on. I do think that UBC could do a better job of building the bridges across these tools, and the bridges between sectors like medicine, nursing, public health, and practice at the different levels, including, and as an economist I have a particular personal interest really in more of the macro and NISO level. And because, you know, the, the crises we're facing around the world in health, and also in British Columbia really are not going to be addressed solely by improving micro level practice. And we could do more to build these bridges, even between public health medicine and nursing, but also policy science where the climate, a lot of the climate work is being done and so on. Yeah, one of the roles that I have as the director curriculum, I serve as the complaint department from various sector of the undergraduate program. One of the most common complaint from faculty is learners disengage. And the questions that I always ask is why do you think that's happening. So one of the recent example was a seminar that is two hours, and it's a very dense one way directions of content transfer. And the question that I asked was when you go to a conference as my colleague when you go to a conference, when do you start tuning out when the speakers speak. I think majority of us start tuning out at around 40 minutes. If you are alert and have your coffee, and by around 4pm or 5pm, it's probably 20 minutes at best. So I had the opportunity to work with Jeff Miller from CTLT when I did my masters of education technology. I now gain the appreciation of constructivism. So this is where that I find all the existing tool needs to be adapted for your program. And the learner actually needs to do the work. They need to go through a problem set they need to think it through and actually use the tool to generate their own meaning of the knowledge that they have actually start to learn to apply the tool.  That sounds very true to me. I'm going to move on to another question here by Ellison. Hi there loving the discussions on the panel. I'm especially I'm a, I am a speciality nursing educator focusing on faculty development and ER nursing. Also finishing my graduate studies in health leadership. My question is how do you build sustainability change agents within students. When I bring this up, especially in nursing, my students are saying they can barely get enough staff or have even P breaks that let alone think about planetary health. They recognize it is important but when leadership isn't pushing for the students feel disempowered to move the dial. So how do we as educators motivate or champion them. Let's start with a role modeling and I know this sounds, you know, it's easy to say, but I have spoken about this and actually I was very happy to be able to give a lecture in the relational ethical nursing practice course that I taught this term. So their first term via send students. And there's no better time to influence people but at the beginning of their program, but you have to be consistent. So returning to role modeling I think that when you share your story so for instance I talked a lot about how I came across this space this topic I moved away from joining a master's in nursing, wanting to do a full dissertation on the need to reform the Canadian career act and switch to 180 degrees and did it on climate change because I realized that nurses were not visible enough in these spaces and I'm an advocate that more nurses need to be part of government work policy spaces and so forth. So by actually sharing that you know just like them you know I come through completely not knowing but immersing yourself in the knowledge and if you even have a level of curiosity to want to learn I think that's the first opportunity we have. And being able to share what you're doing with your life what are the aspects in areas where you're engaged in trying to help students find groups of people where they share their same values with them, where they can essentially champion the actual issues they care about, and then trying to connect them with the clinical setting so for instance in BC we have BC green care, and they're fantastic organization because they actually help help professionals in the clinical settings, create green teams try to champion sustainability related issues on their own. So there is a way for students to actually become involved with this if they're actually receive the education and the awareness about all of these other organizations who are actually there for that support. So, I know it sounds easier said than done but I've been through a lot of what you're sharing Ellison in that you know you get pushed back from the students or from faculty because there's always something else that's more important. I always come back to you know if we don't address the climate change related crisis then we're going to be bound to fail and addressing the other crisis so it's just it's it's how we harness our energy and how we try to create opportunity and spaces for conversations and if it means like creating a committee or a, I don't know a book club for instance somebody gave me the idea where you pick up climate related book and you bring the students who are curious about this and you have those critical conversations. So I don't see how that wouldn't necessarily transform into as one of two of those students becoming change agents so that's something that's at least work for me but I'm happy to connect with you if you want. Adrian or Peter any comments on that. I don't have a solution to the issue that we are dealing with the healthcare system is just really busy with everyone around and is challenging. What we try our best is to develop a network and space for learner to explore different topics so you know degree program we have a flex project so flex project is they can work with many colleagues and develop the area of the interest and they get to meet a wider variety of clinician or researcher or health administrators so really understand multiple perspectives so for example if they are interested in a project in quality improvement they will be connected to Malcolm to get to know who's Malcolm what project is he working on and how does Malcolm see the world and become part of the mentorship. So I don't have a quick fix I think we are in a bit of rough patch for the next year or two years or maybe the next five years, but gradually with time, I think we do have to make the long term investment on change, because if we don't change won't ever get there. So I would just add that I like the role modeling idea, and I think that it's kind of important to bring in voices that are involved in practice, and also voices from different, you know from different generations. And one of the, if you've been doing this as long as I have one of the interesting things as you see those students that you had a couple of decades ago suddenly are the change agents. And I think everybody can find the space to practice change, wherever they are, and bringing in those examples I think is great. Thank you, Peter and Adrian and Raluca. I missed the question that was in the chat just found it here. We, I think we addressed part of it but I'll just put it forward again to see if there's any other any other insight into this is a question from Candice. She says a number of students have expressed hopelessness regarding the climate crisis and concern over what they perceive as lack of meaningful actions in society overall. So many people are experiencing what can be a mobilizing stress or fear. How do you're teaching engaging students on these topics with this in mind. We've sort of talked about this a bit. Is there anything you do or recommend in the short term in a given moment in a given class, which is I think an interesting question. Over several sessions example over a course, hope may build, but I'm wondering how we can best bridge from that fear, and how agency, rather than fear can be sustained after a course. Sorry, long question. I have to say, I think that to me that's one of the most disturbing things to encounter today, and that I don't have a solution for it but I do think that sharing examples of positive change and modeling that optimism and commitment to bring about change even small change at the margin is one of the ways that we struggle against that pessimism and despair, because giving into the pessimism and despair will create the situation that we want to avoid. So, I think we just need to keep hammering at it. Yeah, and just to add to that, I'm going to go to an example I know I've shared this with with you in the chat but just I wanted to speak a little bit about that as a resource because I think it's very powerful. And the reason why it's powerful is because it was developed by the past TA, the teaching assistant for the course, and also one of the students I co supervised for her final project. And it's basically she created a toolkit that again engages students in reflective based exercises. They get to select so it's about learning about eco anxiety equal grief and trying an equal paralysis and there's an accompanying documentary 25 minute long that she also produced and she's a nurse double masters and masters in nursing and master in public health. So she's a really, really smart individual but the fact that it's actually developed by a student with student voices integrated. I had the privilege to be in the film but also Dr Melissa lemon Dr Courtney Howard we're in the film as well. But again, because you have a tool and a resource that's created by a student for students, I think that is kind of like a legacy that lives on and that also empowers every cohort of students who comes across that to engage with those topics to break stereotypes, especially with respect to the language that we're becoming used to with these eco environmental related mental health. We call them psychotratic syndromes, but it's, I think it can be very powerful when when students work and student voices are the ones that helped champion how people kind of engage with these topics and to break to break the feelings that paralysis kind of tends to cause when we're so exposed to these topics in the media, and just creating conversation again in class to try to steer away from scrolling too much for social media but rather taking a break going back and forth. I would have the privilege to have somebody from Parks Canada come and speak to who works very closely with Dr Melissa limb, and she actually walked us down to wreck beach and so engaging in those actual again experiential learning moving outside the classroom, and actually connecting with nature and learning why we need to protect it can again move students from that anxious state into more of more where they're feeling one with nature. Thank you and I can add also that what one of the one of the teams that's part of our unit at the sustainability hub is the climate hub. And the climate hub offers a ton of resources for students, including spaces for conversations climate climate conversations and a number of tools and resources that students and and faculty can use in these difficult times. Are there any other questions in the chat I don't I see some comments no no other questions. One that was coming to mind. As I listened to you share your experience developing all these new curriculums and content. What were the, what were the main challenges you faced and what have you done anything differently. Now that you've gone through that process or going through that process. Any tips and tricks and lessons that you would share with other people in their room today. Sounds like it went perfectly perfectly well. Adrian, I think the key part for me is demonstrating that this the success of the program is not just about the design of a workshop. That we are done after we have a workshop. No, this is an area is the ongoing change because I've no doubt a year from now our perspective will change again. And how we approach it technology will change the conversation will change is actually require ongoing adaptation ongoing review of the curriculum is not a static curriculum. I just said that it takes it takes an extra additional effort to involve practitioners outside of the university in and to equitably and responsibly create jointly developed learning materials, especially if you want to share them across different environments. You know, this, this is something one needs to respect the fact that this does take effort time energy, not just resort, you know, financial resources and, you know, we need to kind of acknowledge and reward that when, when, when that effort is made by the students or their professors or whomever. Yeah, I think a final I want to share I think that my biggest challenge has been. It's a challenge slash a question. I can't understand I think for me, moving the past the siloing because still there's a lot of work that happens in silo and I think we touched upon this all of us have talked about coming together finding ways to bridge this work to stop working kind of in different groups but rather bring our energies into one space and I've said this before and I've said it again and if this is the right place to say it I think UBC should should have a like the house where you have the climate change center or the Institute for climate and resources like everything combined in one place so that faculties from across like if we're just talking from an educational perspective everybody from across the country can come in the same place because otherwise there's there's work happening in forestry that's what happening in geography that you never hear about and having a single kind of institute or center for research for for real life kind of community I think would really help bring us closer together to actually attaining that strategic vision that we've committed to as a university and then taking that and applying it to our communities in our local context that are also doing the work so I think for me. That has been probably the biggest challenge to navigate is having to write up emails to different people from different specialties and then feeling comfortable with being uncomfortable because you have to really step outside your comfort zone to reach out to people who maybe are working government at really high level or people you never thought you have a conversation with but just it takes a lot of courage and I agree I think the time component on top of like I have 100% teaching assignments so this has been kind of like an additional you know sometimes even 20 hours a week on top of everything else but when you have the passion and you want to make that change I think it's just trying to get really creative and not being afraid that you know you're not going to know everything so just really welcoming all the knowledge and absorbing it like a sponge. Thank you that's very valuable feedback as well at the sustainability hub we are trying to create that that space that that centralizes these resources and that can create those spaces that can create connections between people from across disciplines and we're working on that and maybe one thing I would recommend if you have a few extra hours a month Raluca is there's an interdepartmental climate committee, which is a group that formed organically through the development of geography and Asian studies and the library. And now it's starting to include people from other faculties and other departments that are getting together once a month to to learn about what other others are doing and this includes faculty staff and students who are typically graduate students who have committees or creating committees in their own department. So there is a there is a bit of an energy in terms of coming together from from across disciplines. And the climate emergency team is situated within the sustainability hub as well and they're trying to bring people together from across campus as well and so that maybe is a good point here to share my screen very quickly. Just to show you, oops, just one second. You see, you see a slide now with resources. Yeah. So this is these are just a few resources that are available at the sustainability hub for for faculty and for students as well but mostly this conversation is about how to support faculty. So I'm doing this at sustain dot UBC dot CA slash faculty, a number of grants, the events that we have to bring faculty together workshops, some research grants as well not only teaching and curriculum development plans but also some research support. I recommend any of you if you want to also empower your students further their number of programs that we have for students or I recommend that you visit this, this web page. Also the climate emergency has a whole set of actions that are recommended for faculty members and staff and students on campus to help us meet our goals for the next few years. Feel free to contact us as well for this. And let's see what is the time I think we're getting close to time. Yes. Are there any other questions in the chat or anybody who has a question please raise your hand. I know I know that Ainsley shared a feedback form. So if you have a couple of minutes to do that. I don't, I don't see any additional questions coming in. I want to thank Peter, Raluca and Adrian so much for being here and sharing this incredible experience and the incredible work that you do with all of us today. I'm sure you're available. I know you're busy but available if people have questions for any of you or questions for the sustainability hub, please feel free to contact us. I hope you took a lot out of this session. And I want to thank the CTLT once again for allowing us to to have these conversations. And hopefully in the next institutes that you host either spring Institute or next year's winter Institute will have more to share with the UBC community. I'll leave this slide open here in case anybody wants to copy those those links. Okay, thank you very much everyone. Have a great rest of your day and definitely be in touch if you want to have more of these conversations or looking for resources. Please. Yeah, please contact me. Thank you. Thank you. Have a good afternoon. Bye. Thanks everyone.


the British came and they wanted to take a census. People had to write their caste, and then it was stuck. So the caste system has to be deregulated in that sense. And in the future, people will choose their caste. Whenever there is a conversation with atheists, they particularly degrade us, the Sanatanais, especially for the caste system. Is it that the system is good, or is it good to avoid going forward, the caste system? The caste system is actually a system that has been hardened by the advent of the British into India. Before that, the caste system was not so rigid. Today someone is a Shatriya, tomorrow they become a Vaishya. They change with a generation, they would change to the next caste. Whichever suited them, they did. So the caste system only hardened into this very rigid structure that you see today. Because the British came and they wanted to take a census, which in itself was not something common to this subcontinent. So when they took the census, people had to write their caste and then it was stuck. After that, they couldn't change the caste. Because in the next census, they would question them as to how is it possible, first you say you're this, then you say you're that. Because the British did not have an idea at all about where they were, who these people were and what was going on here. No clue at all. They came from a rigid, monotheistic, narrow, iconoclastic, limited system that had no clue or concept about where they had landed and what on earth was going on here. So the caste system has to be deregulated in that sense. And in the future, people will choose their caste. If somebody is more interested in learning the Shastras, learning the scriptures and being a teacher, in being a guru, in being a priest, they will call themselves Brahmanas. If someone is more interested in becoming a policeman, being in the army, doing other protection work, a Gurkha, a guard, they will call themselves Shatriyas. Soldiers who join the army, generals, all of those various titles, they will be calling themselves Shatriyas. And the same for Vaishyas and the same for Shudras. Shudras were not a low caste. The caste system was an egalitarian system. And the fifth caste of the Adivasis, what they call the Vanvasis actually, the people who lived in the forests, who did not live in the cities, they had a separate caste. These were all egalitarian systems. And they were hardened into a hierarchical system by the British and it suited the British to become derogatory about the priests, the Brahmins, because of what was happening in Europe shortly before, where there was the big problems faced by the priestly caste of the Vatican, the caste, I use that word, by the priestly groups that had fallen into activities which can't be mentioned here and which were then considered to be corrupt to the core. They extrapolated that to the systems here in India and started to describe the Brahmins as being corrupt, as being things that they were not. The Brahmins had their way, the Kshatriyas had their way, the Vaishyas had their way, the Shudras had their way and it was egalitarian. So this disruption of that egalitarian system by making it hierarchical and then cutting off the head, which was the knowledge, if the people who hold the knowledge of a society are denigrated and destroyed and sent to the gallows, what is going to happen to that society? It was a thought-through, conscious attempt at somehow or the other suppressing this crazy, anarchic, wild subcontinent that they had no idea how to handle. So we have to rejuvenate that. The decolonization process is also a process of reinstating the strength of a system and taking it forward, you choose your caste. What is your caste? You choose your caste. You need a Gotra. Take the Rishi who you feel a connection to and make that your Gotra and take it forward from there.


Hello, welcome to SSUniTech, social design and this is continuation of Azure tutorial. So today we are going to see about the Azure SQL and Azure SQL databases. So what is Azure SQL? So Azure SQL is a family of managed secure and intelligent products and that use the SQL Server database engine in the Azure cloud. So this is a product which is managed secure and intelligent and it is using SQL Server database. So this is the Azure SQL and Azure SQL is having three types or three flavors we can say. The first flavor which is Azure SQL database, second is the Azure SQL managed instance and the last one which is SQL Server on Azure VM. So what is Azure SQL database? So Azure SQL database supports modern cloud applications on the intelligent managed database services. That includes the serverless compute. The second one which is Azure SQL managed instance. So this is the modernize your existing SQL Server application at scale with intelligent fully managed instance as a service with almost 100 percent feature parity with the SQL Server database engine best for the most migration to the cloud. So this is the most important feature for the managed instance that you can see. The last one which is SQL Server on Azure VM. So this is lift and shift your SQL Server workloads with ace and maintenance 100 percent SQL Server compatibility and operating system level access. So in our upcoming videos we will be going to see in the details about these three flavors. So next what is the advantage of using Azure SQL? So the key advantage is you can see listed down here. So the first advantage that we can say Azure SQL Server is a easy to add your solution with no manual maintenance. Just few clicks and Azure SQL Server is up and running in minutes. So we can set up this very easily and it will be running within few minutes. Next Azure SQL never goes down unless the entire Azure cloud is down. If entire Azure cloud will be down only then Azure SQL will be down. Next is Azure SQL is fully managed and always up to date with the latest release and fixes. You don't need to do anything. We are not required to do anything. It is automatically updated with the latest release and fixes. And the last one which we can say serverless computation and hyper scale storage. Option is automatically scale resources on demand. So you can focus on building new applications without worrying about storage size or resource management. So this is the most important feature inside the Azure SQL because once Azure SQL was not introduced then we had to purchase a physical machine and on that machine prior we had to set up each and everything. What will be the storage and what will be the RAM of that server. So everything that we have to specified at the starting. So that was very risky but after introduction of the Azure SQL we are not need to worry anything. It will be going to increase automatically as per your requirement. So this is the advantage of Azure SQL. Next is what is Azure SQL database? So Azure SQL database is fully managed platform as a service that we can say PAS, database engine that handle most of the database management functions such as upgrading, patching and backups and monitoring as well. So without user involvement. So by default we can get these features like updating, patching, backup and monitoring. And we are not required to do anything for these. Next is the Azure SQL database is always running on the latest stable version of the SQL server database engine and patches OS with the 99.99% availability. So next is the PAS. So which is the database engine. So it has the capability that are built into the Azure SQL database enable you to focus on the domain specific database administration and optimization activities and the critical for your business. Next you can create a high availability and high performance data storage layer for the applications and solution in the Azure. So this solution is available in the Azure. Next is the SQL server database can be right choice for the variety of the modern cloud applications because it enable you to process both relations and non-relation structures data such as graph, JSON, material and XML. So next what are the deployment models available inside the Azure SQL? So that we can see we have two deployment models first is the single database and second is the elastic pool. So what is the single database? So single database represent a fully managed isolated database. So what it means? So for example if you have a modern cloud application and microservices that need a single reliable data source. So on that case we are required to use the single database deployment model. Next is the elastic pool. So elastic pool is a collection of the single databases with the shared set of the resources. So here we are not having the shared set of the resources but in case of the elastic pool we will be going to have the shared set of the resources. So for example we can say we have the CPU or the memory and single database can be moved into and out of an elastic pool. So this is the deployment models available inside the Azure. So next is the purchasing model. So this is also very important while we are going to set up your SQL server then we also need to look about the purchasing models. So we are having three purchasing models available. First is the vcore based purchasing model, second is the DTU based purchasing model and third is the serverless model. So in case of the vcore based purchasing model let you choose the number of the vcore, the amount of the memory and the amount and the speed of the storage. So that you have to choose at the prior and the vcore based purchasing model also allow you to use Azure hybrid benefits for the SQL server to gain the cost saving. So this is you have to decide at the starting while you are going to set up the SQL database. Next is the DTU based purchasing model. So it offers the blend of compute, memory and IO resources in three service tasks to support the light to heavy database workloads. So this is very important while we are going to deal from light to heavy database on that case we have to choose this purchasing model. Next is the compute size within the each tire provide the different mix of these resources to which we can add additional storage for the resources. So that we can add. Next is the serverless. So in case of the serverless model it automatically scale compute based on workload demand and bills for the amount and compute user per second. So this is as per your demand. If your workload is going to increase then it is going to charge as per the workload used in the seconds. Next is the serverless compute tires also automatically pauses database during the inactive period when only storage is built and automatically resume database when activity returns. So what about all these will be going to see in the next slides. So here we can understand about the elastic so you can understand very easily you can see the first diagram. So in this diagram you can see we are having only a single database and here we have set the dtu utilization which is the maximum as 100 as we have only single database. So sometimes it is going to use sometimes it is not going to use. As you can see sometimes it is going to reach as 90 but sometimes it is having only 50 and here in this period it is not going to use. So we are totally wasting the dtu utilization here because we are not going to use that. Let us move to next image. So in this image we can see the four databases. So now we have the db1 db2 db3 and db4 total four databases we are having and inside a single dtu utilization the second option that we have seen. So here we have created the shared databases for this dtu utilization. So everything is going to use here as we can see the maximum is going to reach up to 90 only that you can see for these four times and rest we are going to use within the limit. Now we can see if we are going to consider for 20 databases and on the 20 databases we can see the utilization which is going to reach little bit more than 100 that you can see in this case. So if we are going to use the more databases in a single dtu utilization so on that case we can simply increase the limit little bit that you can see it is 120 instead of 100. So in this case we can handle 20 databases. So here we are going to use the resources which is very high as you can see in this image. So this is for the elastic pool instead of going to use a single database we can use the multiple databases there. Go to the next slide here we can understand about the serverless process. So inside the serverless process we can see the number of view course. The number of view course which is maximum is 4 and we are not going to reach any time with this 4 and in this image we can also see in this period of time we are not going to use and this is the inactive. So in case of the serverless if any time duration we are not going to use then it is pause. So the charges will not be applicable in this period of time and once we are going to start using that the charges will be going to start from that time. For example from here to here it is going to charge and from here to here it is going to charge in between it is not going to charge. So I hope guys you have understand about the Azure SQL and Azure SQL database basic concept. In the next video we will be going to create the Azure SQL and Azure SQL database in the practical. So thank you so much for watching this video. If you really like this video please subscribe our channel to get many more videos. Don't forget to press the bell icon to get the notification of our newly uploaded videos. See you in the next video.


You know, Rick, in Southern Oregon, it's typical to see deciduous trees lining a water course like we have here at Timah Creek on my Siski line. In this segment, I'm going to show how to make realistic looking deciduous trees, like these, very easily. You know, I have really been looking forward to seeing how you go about making these great looking trees. Okay, then. Well, let's get started. I like super trees from Scenic Express. They sell a natural plant with an intricate branch structure as a product they call super trees. I like to order the one quarter bushel super trees value pack for about $25. They say it makes 30 to 35 trees, but I find I can get 100 or more trees from this pack making it very economical. Sounds like a great deal for 25 bucks. These are some super tree twigs that I've selected and prepped to make them tougher and less susceptible to damage. Looks like a pretty involved process. What's that look like? I sit down with a large bowl and the super trees value pack bush and look for twigs that have a natural looking tree shape. Here's a good example. The twig may have some unnatural curve to it, but I'll show you how we fix that in a minute. Also, some twigs may have large unnatural looking leaves. I just use some tweezers to remove them. I put each twig I select into a large bowl. I mix up a solution of one part matte medium to five parts water. Then dip each twig into the matte medium solution and let it soak for two to three minutes. The matte medium will dry to a tough rubbery film making the twigs more durable and resistant to damage. I remove each soaked twig and tap it against newspaper to remove any excess matte medium. I've strung some heavy twine overhead and I clip the twig to the line to dry using a clothespin. If the twig has any unnatural curve, the matte medium solution usually softens the twig a bit. So I just clip a clothespin on the end as a weight to pull it straight while it dries. I let the twigs dry overnight. Oh, that's all there is to it? Yep, and here's 50 twigs all dried overnight and ready to go. Well, let's make some trees. For some materials you need some cheap spray paint.  And get a mix of greens and yellows for foliage colors.  And finally, get yourself some coarse, grime, ground foam in a medium color. The exact color doesn't really matter because we'll control the final color with spray paint. Here, Rick, I've stuck some prepped SuperTree twigs in a block of Styrofoam so we can do several at a time. Let's paint the trunks a good trunk color. Let's use this tan. You can spray the trunks outside during the summer or if you do them indoors like we're doing here, make sure you use a spray booth to expel any harmful fumes outside. Okay, Joe, so we're just going to pan with this? Yep. And cover them well, Rick, from both sides with the paint. Okay, good. Now I like to take the black paint and darken just the tips of the branches lightly, like this. All right, take the Superhold hairspray and spray just the body of the tree. Try to keep away from the trunk and get just the body. Okay. Okay, hold the trees over the ground foam box and sprinkle on the foam. Okay. Depending on how heavy you sprinkle on the foam, you can control how dense the tree is. I prefer to go just a tad light so the tree has somewhat of a see-through quality. Okay, got it. How's this? Yep, that's good. Okay, Rick, take this can of medium green spray paint and spray it on all around on just the foliage. Okay. This gives the tree foliage its final color. Focus on the foliage and avoid spraying the trunk. Finally, for one more step that really gives you trees that extra touch of realism. I take light yellow paint and spray it on just lightly from above to highlight the tree foliage and to make it look like it's outdoors in the sun. Hey, that's clever. It looks really easy. Yes, easy and very effective. Here we go, Rick. Five trees ready to plant and it only took us a few minutes. Wow, that's quick and they look great too. So let's make some more trees and then later we'll plant them. I like to use an awl to poke holes in the scenery like this. Add some hot glue. Then I simply stick the tree trunk into the hole and there we go. The tree's planted. Trees seem to look best when planted in groups of odd numbers like one, three and five. Also, trees tend to grow and grows near water like next to Timbuk Creek in this scene. Sometimes a bit of plaster dust will get around the hole, but not to worry. Just brush a little dirt weathering powder around the hole and give it a squirt of water to fix it in place. I also planted some more trees elsewhere using larger trees in the foreground and smaller trees in the background which adds a greater sense of distance and depth to the scene. You can find a small awl if you go into Google and type mini awl. You'll get several options to choose from either in sets with various hooks or separately as a single awl. It often works good to use a motor tool cutoff disc to sharpen the point on the awl so that it's needle sharp. A final comment on the paints I use for tree colors. I like to use Design Master Color Tool Spray Paints. I especially like their basil green. It's a hard to find medium yellow green color that's perfect for modeling many species of deciduous trees. They have a nice assortment of vegetation colors in their paint line and, to top it off, their paints environmentally friendly. Their website is www.dmcolor.com. Another favorite is Krylon H2O Latex Spray Paint. It's a great water-based, low odor spray paint. Just go into Google and type Krylon H2O.


Hello and welcome to the session. In this session we discussed the following question which says, solve the following differential equation dy by dx equal to x into 2y minus x upon x into 2y plus x if y is equal to 1 when x is equal to 1. Let's move on to the solution. The given differential equation is dy by dx equal to x into 2y minus x upon x into 2y plus x. Now this given differential equation can be written in the form dy by dx equal to 2 into y upon x minus 1 upon 2 into y upon x plus 1. We got this by dividing the numerator and denominator of this by x square. So this shows that the given differential equation is a homogeneous differential equation. So we say this is a homogeneous differential equation. Now to solve the homogeneous differential equation we put y equal to vx. Let's consider this as equation 1 and this as equation 2. Now in the next step we differentiate 2 with respect to x. So we get dy by dx is equal to v plus x into dv by dx. Now we substitute this value of dy by dx that is this and y equal to vx in equation 1 we get v plus x into dv by dx is equal to x into 2vx minus x upon x into 2vx plus x. Now this x and this x gets cancelled. So we get v plus x into dv by dx is equal to 2vx minus x upon 2vx plus x. Then again in the next step we have v plus x into dv by dx is equal to x into 2v minus 1 upon x into 2v plus 1. Now this x and this x gets cancelled and so we have v plus x into dv by dx equal to 2v minus 1 over 2v plus 1. Then in the next step we transpose this v to the right hand side. So we get x into dv by dx is equal to 2v minus 1 over 2v plus 1 minus v. Then next we have x into dv by dx is equal to 2v plus 1 in the denominator 2v minus 1 in the numerator minus v into 2v plus 1. So we get x into dv by dx is equal to 2v minus 1 minus 2v square minus v upon 2v plus 1. That is we get x into dv by dx is equal to minus 2v square plus v minus 1 over 2v plus 1. Now we separate the variables in this equation.  Or we could also write this as 2v plus 1 over 2v square minus v plus 1 dv is equal to minus dx over x. Then in the next step we need to integrate both the sides.  Now let i be equal to integral 2v plus 1 over 2v square minus v plus 1 dv. First let's find out the value for this i and let's name this equation as 3. Now we have this i be equal to 1 upon 2 integral 4v plus 2 over 2v square minus v plus 1 dv. Here we have multiplied the numerator and denominator by 2. So we get this. Then in the next step we have this would be equal to 1 upon 2 integral 4v minus 1 plus 3 that is we have taken 2 as minus 1 plus 3 upon 2v square minus v plus 1 dv.  We take this term as i1. So this is equal to i1 plus this term as i2. So we have i is equal to i1 plus i2. First let's find out the value for i1 that is i1 equal to 1 upon 2 integral 4v minus 1 upon 2v square minus v plus 1 dv. We take let 2v square minus v plus 1 v equal to t on differentiating both the sides with respect to t we get 4v minus 1 dv is equal to dt. So this gives us i1 is equal to 1 upon 2 integral dt by t that is we have 1 upon 2 log modulus t plus c1. This is the value for i1 on substituting the value for t that is 2v square minus v plus 1. We get i1 is equal to 1 upon 2 log modulus 2v square minus v plus 1 plus c1 where the c1 is the constant of integration. Next we consider i2 which is equal to 1 upon 2 integral 3 dv by 2v square minus v plus 1 that is this is equal to 3 upon 2 integral dv by 2v square minus v plus 1. This is equal to 3 upon 4 integral dv by v square minus v upon 2 plus 1 upon 2. This is equal to 3 upon 4 integral dv by v minus 1 upon 4 the whole square plus root 7 by 4 the whole square. We know that integral dx over x square plus a square is equal to 1 upon a tan inverse x upon a plus c. So using this here we get this is equal to 3 upon 4 into 1 upon a and a in this case is root 7 upon 4. So it would be 3 upon 4 into 4 upon root 7 tan inverse v minus 1 upon 4 over root 7 upon 4 plus c2. That is we get this is equal to 3 upon root 7 tan inverse 4v minus 1 over root 7 plus c2. This is the value for i2 where we have the c2 is the constant of integration. Now we have i is equal to i1 plus i2. So we substitute the values for i, i1 and i2.  We take c1 plus c2 v equal to c dash is the constant of integration.  Now from 3 we get this that is 1 upon 2 log modulus 2v square minus v plus 1 plus 3 upon root 7 tan inverse 4v minus 1 upon root 7 plus c dash is equal to minus integral dx by x. This implies 1 upon 2 log modulus 2v square minus v plus 1 plus 3 upon root 7 tan inverse 4v minus 1 over root 7 plus c dash is equal to minus log modulus x plus log c double dash. This gives us 1 upon 2 log modulus 2v square minus v plus 1 plus 3 upon root 7 tan inverse 4v minus 1 over root 7 is equal to minus log modulus x plus log c where we have this log c is equal to log c double dash minus c dash. Now we substitute y is equal to vx that is v is equal to y upon x.  It's given in the question that when x is equal to 1 we get y equal to 1. So using this we get the value for log c that is we have when x is equal to 1 we have y is equal to 1.  So this implies we get 1 upon 2 log modulus 2 plus 3 upon root 7 tan inverse 3 upon root 7 is equal to log c. Now let us mark this equation as equation 4. Now putting this value of log c in equation 4 that is substituting this value of log c in equation 4.   So this is the required solution of the given differential equation.  So this completes the session. Hope you have understood the solution for this question.