Mae'n gweithio'n fawr ar y cyfnodd haf. Edw'serve erdoedd oedd y spinoff gyda'r ysgoladu yng Nghymru. Yn gwybod, mae'n gweithio'n fawr, ac mae'n fawr i'r adnodd yng Nghymru yw Andy Ramston, a hefyd yn ysgrifennu i'r ysgoladu yng Nghymru i'r adnodd y dyfodd hanfodol. Fel gyda'r ysgoladu. Maen nhw. A rydych chi'n ymwybod i'r cyfnodd yng nghymru mae ziwel a'r FQR gofoedig i gael eich neu'r ddefnyddio. Felly, eich Pwlad coreisau o bb Majestyau Osiell yn ei ddsig, felly mae wneud gweithio i gyhoedd a ddim gael eich gweith. Rwb i fishwch arall chi'n gwneud. Ac wedi cyhoedol i'r gweithio gan yr mhais yn colli'r bwlad i'r gwnaeth o gyhoedd o bwladol i'r bwlad i'r bwlad i'r bwlad i'r gweithio ymdill o unigwydd nhw'n ddweud o'r clywed o'r context o'r modd teachu, ac mae'r ddweud o'r tyst i'r ddweud oherwydd a ddweud y ddweud am y ddweud anigwyd o ran ydy'r cyfrifyddog a fyddwch yn rhan o'r ffordd i'w ddweud, a wnaethaf oherwydd ein ffordd o'r ffordd o wawr, ac ydych chi'n ddweud o'r cyfrifyddog? Mae'r cyfrifyddog yn rhaglen o'r ddweud o'r ddweud o'r ddweud o'r cyfrifyddog yn e-learning case studies. I went back in 2005, the technologies they were discussing in that report have moved on. We don't inflate�im anymore or anything like that and John gets credit as well, but there's a really interesting case study. There's no, it's a scenario a walk through a day in the life of a student and if you look at what they were doing in that, that ability to create content, to share it, to communicate, to pick up information, to push things on, it still sits there and we're still talking about those types of things there. Mae'n gweithio'r awlaeth, mae'r newid a'r artennwyd, os ydych chi'n dweud o'r iphone, neu rydych chi'n dweud o'r modi, mae'r ddweud o'r 3 yn cymddeithasio'r cyfwyr yn ei gwaith i'r cyfwyr, ac mae'n gweithio'n cyfwyr o'r amser o'r sefyddiadau. Mae'n gweithio'n gweithio'n gweithio'n gweithio'n dweud o'r 20 min. Mae'r cyfrifio'r ysgwrs o'r cyfrifio ei gweithio'r cyfrifio. Is to take us through the idea from the institutional perspective but the learning teaching perspective, it works really nicely with the previous one. In what we think a mobile university will give us in terms of learning teaching opportunities. And then have a look at that and think how is that going to change, how's that landscape necessarily going to change from the way staff and students use the devices and other agents to change who are self that sits in the central services. I've picked 2015 for various reasons, one of which I wanted a narrative to walk towards, so it wasn't just scattergunning example here, example there, example there, example there, but I tried to give you a lens from Bath, so I didn't want to just give you loads and loads of ideas, but I wanted to make it realistic. The other reason is I was at an event up in Northumbria University a few weeks ago, and interestingly, there were people like Derek Morrison keynoted, then Laurie Fipps from just keynoted, and a very strong message from them was the emergence of mobile devices in the learning teaching space, and it resonated very well with the audience. They were getting very excited about this, and I was on third, so I was a bit sort of grizzled about this anyway. But something that I kept going through my head is an operational manager who takes strategy and implements strategy, would Bath be anywhere close to this mobile university learning space. So this is why I picked 2015 to see where we're going to go. And the outcomes, because you like to know that, I'd like to tell you where we're going before. We get that, is if you're a geographer or a background is soil creep, is where I'm going to look at, and I'm going to look at the process of soil creep for a number of reasons. Firstly, the outcome, you can't really tell if much has changed. The outcome is very uneven. Some bits will shift and move further than others, but you don't understand or appreciate the underlying processes that are going on. We are changing, we are transforming, more it might not be at the speed that people like within learning and teaching, but we've got a number of people to take with us. So that's where I'm going to go. The question I've got for you, which will be nice, is once you've looked at this and thought about this and heard this and internalised it, if you can see any opportunities to shortcut the path for us at Bath, I would greatly appreciate that. But we'll wait to see. Okay, so before I get into the intercity gritty, what is teaching and learning in the sense of a mobile university? And I've tried to divide it into two basic areas from the perspective of the academic, the lecturer and the student. We've got more of the same, but we're just going to do it on the phone now. So we've shifted from the desktop, the laptop to the phone, so we've got that type of space going on. And we've got the new learning landscapes, the new opportunities that are coming through that the mobile device gives. And we've had keynotes already today, so the location opportunities accepted. So we are looking at things about wickeytude and the movement of data and the movement of learning opportunities where you are in different geographical locations. Now Bath, if you're not aware, is a very traditional orthodox institution. We research-led, we teach face-to-face, 89% of our teaching is done face-to-face. We teach large groups like this.  The piece of coursework tends to be individual and the exam is individual, the unseen exam. So you've got that backdrop of the way we work, the way we teach our students, et cetera, to try to work in these mobile opportunities. So even though Mike Shuffle's et cetera is seeing that there's a great benefit for mobility for the learner, in reality as you'll see why we go to Soil Creek for Bath, is that's not the way we teach and that's not the way we assess our students. So we've got that pressure or tension that we might need to see some opportunities. We have some opportunities in new landscapes but a lot of our material for the mobile of a face-to-face institution is more of the same but on the mobile device. So this is the sort of Julie Salmond quadrants which is different ways if you can look and interpret this. It's quite a nice way. We really want to take across this message and I'm going to pick on two of the quadrants to work through. So it's going to be a framework of discussion. There's things like we have core services that we support. We support Moodle. We support, we don't, but there are a number of teams that do. So we support Moodle either, e-learning does. We've got SAMHIS which is a Central Student Record Systems or SITS that's used in many places. Wordpress, et cetera. So we have a vast number of different technologies being used directly and indirectly and to empower and enhance learning and teaching. Some of them are more classroom based. Again, we're a classroom teaching institution. We would say well if I'm going to talk to you in a normal semester system you're all sitting there but they're not giving me any feedback and you're not feeding back necessarily outside the Twitter channel with yourselves. So these are missed learning opportunities so how we move using the mobile devices in these spaces to change them. And I'm going to try even though we've got some reference to the external hosted solutions as well. But I'm going to focus on the top two to start with. Now before I go into the soil creep, similar message to the earlier one, we're doing, we're doomed. I thought I'd give you the upbeat bit where we've got a lot of pride. We're very pleased and proud at Bath of what we're doing which is, as I say, is focusing on what you do face to face. That's the blend working through there. So these are four examples of various technologies that we're using in some of the outcomes. I think the thing to start with is to go to the bottom of the slide and work up. So in fact you've got the sort of quote there from the maths lecturer who's now shifts from a very passive learning experience to a much more active learning experience. So there's nothing sort of radically new there. But by using the mobile technologies to give that opportunity to facilitate it. So we're talking about an enhancement on an administration thing here. So if I just sort of talk through quickly some of the uses to see why we're very keen on mobile and a mobile university it will give you a bit of a backdrop to why it might take slightly longer to get there. Right, first one is around the idea of student problem sheets in maths. So if any of you have taught those types of disciplines with large groups and using problem sheets very few people complete the problem sheets. The turnaround of the marking and feedback for the problem sheet is quite long so the impact is quite low when you're talking about 300 or 400 mathematicians and a large number of graduate teaching assistants. So what they did here is simply collect them in, sample a few, build a set of questions around that, a set of slides around that to tease out common known problems and then you've got the students in these groups like this to vote firstly to what they think if the solution they put on the board is correct, is it wrong because of this or is it wrong because of that. Then they showed the results and then you get the students in smaller groups to unpick why they said that and they re-vote. And then you get a shift and what you tend to find is that it scatters and it sort of works towards what you'd expect the overall outcome, which is the correct one. So that was really important and again it changed the way people worked in those spaces. Paul Crawford has been doing things again showing the creativity, peer assessment. A lot of activities here could be peer assessed. So he's using peer assessment and mobile technologies for that in face-to-face teaching. Gemma is much more, is that classic, a third of the course. I'm going to give you a number of questions to work through and you'll respond with your clicker technologies to unpicking groups what is the correct answer. In many cases there isn't a correct answer but it's the point at which you can start the dialogue then. I've got your ideas, I've got your feedback, I've got that and then we can start having a much more dialogue around the area then. Economics is quite interesting because they've been trying to explore the growth of Twitter and otherwise the personal learning networks, the back channels, what is going on in a very large group, what are people thinking when they leave the room, how can they facilitate or how can they add and enhance that. So we've got a lot of stuff going on in that particular space and a lot of really exciting stuff and a lot of good outcomes where it's been evidenced, we're sort of moving along in that space really, really nicely. So I suppose the question is why aren't we all running towards it, what agents are going to help us move towards a much more mobile learnings university in which what is going to slow us up slightly and what do we need to understand if we want to make rapid advancements, why, etc. So I'm going to take you through the top quadrants if you can remember those from the perspective of the central services, i.e. myself, staff and students to pick up a picture of why it's going to be slow and why it might be slightly lower impact than we want. So, two things, two things we look after and this is the uneven nature of it. We've got Moodle as our virtual learning environment and we've got Samus or Sits as our student record system. Samus Sits is dominated by staff activity, they put data in, students come along, they change some of the data, they also go there to do their end of unit evaluation so all students are emailed regularly to say your unit's finished, go in and do your evaluation form, that stores the data in there, so that one's there. Moodle, the virtual learning environment, very much more dynamic in the sense of its functionality. Samus is pretty much static and our Moodle is changes. It changes regularly, we get regular updates, we upgrade every sort of 18 months or so. The focus is very much around the learnings, there's much more student focus, student required interactivity, except are there. If I looked at those two and I have some responsibility to maintaining two, I can straight away say I have to adopt a different strategy to mobilize them in the sense of a mobile device because the requirements to keep up to date with Samus given the way it changes is relatively low, so the style sheet solution could be there and we could roll that out through that sort of device quite happily. Keeping up with Moodle and the way that is evolving is a very large resource. So yes, we've got two techies that look after or are associated with that application but that is a big resource and a big commitment. So the strategy has changed, so this is the unevenness. So for us something like Moodle or for Samus we might look at doing an in-house or a campus M type solution because it makes perfect sense from our perspective that relatively low cost, not radically changing me. Moodle, in a sense, how do we get that mobile opportunities for our students there is with much more community developed and there's going to be us working not on the technical side but where our skills sit. So for instance there's the Moodle for iPhone development came out a few months ago and they're now doing Moodle for Android and Moodle for Windows and Moodle for all sorts of things. So it's the style sheet solution that sits on the application. What we can do and what we're very good at which resonates with the talk earlier is we can get people together in a room focus groups together to drive these drive through various scenarios on these to collect information and send back to the developers. The developers are eight other institutions within a global institution putting into this. So that would be a clear role for us to say learning and teaching from a mobile perspective for us we want it to be able to achieve this we can't achieve these within these developments so we feed it back and then we get the information we get the enhancement and then we'll install the new set of style sheets or we just tell users that there are apps out there, we don't support one we don't necessarily just make people aware and we leave it up to the users to make those decisions and we're just going to make sure we can communicate with them that way. So given the nature of those two beasts we have to have an uneven we will get an uneven development in a mobile in a mobile university and that gets slightly worse in the sense of we're not worse. It gets slightly more challenging or interesting if you look at the face-to-face technologies these are much more diverse and more diverse for people at Bath because we're relatively new to this so other institutions are much further along in the way that they use their face-to-face technologies but the interesting things coming through is we're just at the divergent phase so really we're going to have to let it rip, let it roll see what comes out, see what emerges from the staff how they might want to use it and then that new note we've got a lot of external hosted solutions we've got a lot of, we've got lecture capital going on but the backdrop is quite low tech spaces so we've got to be able to move things in and move things out so all those lovely examples are earlier that require the movement of kit in and out of space which is ridiculous given people's ownership of devices, you should be able to achieve all of those tasks on those devices so that's how we have to think about what we're trying to achieve in those learning spaces there so I built up a picture of an uneven development Bill mentioned earlier the issue of staff and how that as another agent of change might hold us back or might in certain areas propel us forward so it's the challenge on that on the classic side over there you've got the colis and others they're the 4E's model so what we've got here is members of staff are the medium term for us in terms of learning and teaching if we're going to promote learning and teaching effective use of this we need to get staff embraced with it, we need to get staff using it because they're the ones that have to internalise it into their learning activities for it to make sense for the students that come through that they meet on their four year courses so this, I'm not sure if people are familiar with it but it's a very nice little way of trying to give a feeling of would you, if you were the member of staff would you use mobile technologies or would you use certain types of mobile technology i.e. AOS clicker technologies or Twitter within the way you teach and the way your students learn and the basic principle is if you can get these little three things added together and the top one which is the external environment the department, the institution the rewards except for that and cross over that line then that member of staff be them right or wrong whatever decision they make would actually adopt the technology it's quite nice, you break it down to educational effectiveness and awareness you know, you've got evidence that it works how easy is it to work how engaged with you, what do you might get out what might you get out of it, they all interlink and as I said the environmental issues of our mental factors at the top about culture, reward etc so this is a beautiful thing here then I was thinking well if you were a member of staff at Bar would you automatically through things that you can see would influence these would you adopt any use of Twitter and if you look at so all I've done is take the titles of our staff development program very traditional staff development program we run lunchtime sessions we run workshops and we run three week blended courses where people go through a whole set of learning activities to get them to move away from introduction level further on now if you look at that there is nothing there about necessarily in your externally fact about mobile technology, a little bit about clickers and a little bit about podcasting so the steer from the centre and from the central staff development program is we're not encouraging you to be aware of to reflect these two lines about what mobile technologies might be and then if you look at a teaching development fund which is as many institutions have up to a system of rewarding or encouraging innovations in the way that people teach you can get up to a £10,000 one year payment to get things going you look at those priorities again they skew the whole of the staff focus to walk away in this case this is our last one away from the use of mobiles and necessarily teaching to other factors so you've got the two there guiding you to the curriculum of the transitionary period and what you do afterwards now of course staff don't objubili because they are part of the process to decide on the priorities various committee structures and they are part of the process to decide on what is the most effective teaching or program that they actually want so when you offer it's done on feet really so when you offer mobile which we do a lot of mobile learning opportunities for staff they are not taken up so it gives you a feeling that in the short term we've got issues around staff awareness of mobiles and how mobile learning can affect them so that's going to be another agent that's going to slow it down so in the sense to finish up then we've got a quick look at the students and for me the students tend to be more because they are not part of designing the learning activity they tend to be more about the same but on my phone please type group because all they want to do is they want to get in and out of systems very very quickly and where they are what suits them and we're not designing as I say a lot of learning activities around enhancing by using the affordances of the technology so we've got a survey here 2007 and 2006 by students it's part of a JISC project we've got some money to look at QR codes so these are some of the outcomes of it four institutions Leicester, Bath, Sheffield and Gloucestershire won't go down well what came out from the survey in terms of the first question is can they have they got the technologies in their pockets to engage in a mobile university if we were to create vast numbers of more mobile based learning activities so in that said do we need to provide £1000 worth of kit to get them to vote or they use their phones in their pockets as you'd imagine similar to all the other conversations coming through, messages coming through they have, no problems they've got good phones sophisticated camera phones most of them are Wi-Fi enabled most of them are teaching spaces a little bit of uncertainty about if they've got a data package or not which is quite interesting is the unsure which is quite loud so there's a bit of issues there that we need to think about to the students so they can but the next question is will they are they willing to make the step to say if we build these not only will they come but will they engage with it and you've got two sort of things I'm picking up here firstly from the same survey would they actually pay for the stuff and of course, no there's a message which for these groups and these groups aren't necessarily a great surprise because those institutions are face to face teaching institutions so the message that comes through is that I want to pay for that when I've got a thin client machine that I end all over the place that I can walk in and use and I get all the materials there and then so there has to be a very good reason when you design the learning activity and I would come across this problem when we start to design a lot of SMS gaming activities which if you actually count up the number of texts involved to complete the decision matrix quite expensive or not quite expensive has to be factored in the other one I've got is from our George the vice president education is that in fact this isn't mobile learning in the mobile university isn't on the student agenda this is what the ticket he was voted in for and it was really really good vice president he got through most of the things he needed but if you look at that the student body who are voting in these people are very much about well we just need things like feedback we need to know if we say something what's happening these are the things that interest them they want to know get their own funding get the academic executive the student body to be much more effective than it currently is they're not similar to the messages the messages staff are getting they're not driving a mobile learning or a mobile university so that would act as another so that's the two messages there so they can but they won't necessarily or they won't necessarily will they do it or not I want to finish up with in the sense where does this leave us for 2015 in the sunny west country where does this leave us a lot of change from where we were in 2010 and not radical change from where we were in 2005 to be perfectly honest we will expect I will expect to see without the drivers without the alignment between the staff body and the student body for what they want to do within the context of face space institution I will expect the developments and we will see uneven developments very much about letting you do what you can currently do on a laptop a desktop on a mobile device yes you will find that Moodle will let you do quizzes and wikis and discussion groups and all of those types of things but it's still steered very much it's not the device that's giving you the enhanced learning it's you're just getting in and out a lot easier on your phone and therefore unfortunately though because the guy got a soft spot for it left about the other side definitely going to be that it's just a realignment of priorities that might not come in a tightening tightening resource envelope so that's the sort of message I wanted to leave hopefully you can think of if you've experienced them there's similar things and you know shortcuts I would love to know not only what you did how you mixed the pots so please get in contact with me and I shall pass it over for the last few minutes for any questions for Andy then for lunch middle of the back there Tom Hi Andy Colin Andy, University of Wolverhampton I kind of sensed from the last but one slide that you think things are going to change even though the current indicators are that it looks a bit like there's some things that are sticking blocking the system I agree with that absolutely because I think these students we ought to be looking at are the potential students the ones that in four years time will become into the university or whatever it is for 12, 15 how do you think we take our colleagues who are staff colleagues and our current student body along with us if indeed we give ourselves the job of sort of driving this in order to get to where I think you're kind of indicating that we ought to be in 2015 as opposed to just watching it all not happen Yes well if I can go back though it's Bartha no different to other institutions in this sense that in fact to take the staff body with us there's a growing feeling that our staff development programmes are not geared or designed to take the staff with us so those are heads up some we inspire you go away we never see you again or we seldom see you again we get a usual suspects through the system we don't take advantage of connecting this way doesn't allow us to connect with those that aren't aware don't know that they don't know or haven't got the time etc so what we're looking at really at Bartha is the sense learning from we've had a couple of higher education academy projects sort of change academy ones where we've taken units groups of people that are teaching a unit either when the unit comes towards the end of its degree scheme review or there's a set of annual monitoring that have come through to say well we can do that in the sense that the cows come home but it's not going to be effective but we're finding we can take units out with subject librarian, learning technologist student and a number who will teach on the unit they can actually start to do a course redesign and that's once they start the course redesign phase to introduce the technology component so you normally get everybody talks about what will the technology do me and we spend a day persuading them not to talk about that and then they do the course redesign aspect what they're trying to achieve, the learning activities how the face-to-face will work with the online and at the end of it you've sort of taken a group of four people who will then split up with the nature of the beast and go off and work on other units so people like Julie Salmon up at Leicester have got vast numbers of people going through the system this way it's not any clear evidence it's led to change now because it's quite a slow animal to change in the way staff use technology because they only have a certain number of bites of the cherry each year or each semester when they teach those courses but I think that's going to be the emphasis now that course has a slight tension with resourcing in a slightly tighter resource envelope but I think we have to look and think that we've done lots and lots of heads up we do lots and lots of just-in-time stuff support but we probably we do need to rethink the way we develop staff Brian Hi Andy you were talking about student use of mobile technologies have an interest in staff use of such technologies particularly at events like this so there's a whole load of us with a whole set of technologies we've got a good Wi-Fi network we've actually been quite conventional with a bit of power points and a bit of talking so what do you see perhaps at the symposium next year ways in which we could use these technologies to enhance our professional development or perhaps even at all since September The problem with these types of events is their snapshots they're one-offs so I've got to motivate you to use certain technologies that will be a burden of get the readers on or engage in this texting activity which will be cost you and you've got to find out if it actually adds value so it would be more to drop it into a smaller group you could break this up very nicely as a set of small group activities but there needs to be a lot more time in the schedule and the program to allow that and you won't get the nice tight outcomes it will be all fuzzy and you'll go off and say well it won't work at my institution because this is the way it will work at my institution so the real way is to get you to sort of look at it would be nice to have clickers here I could have done it but it would take a large chunk out of this session so I don't think it suits it unless we can get proper activities with Twitter and other things in and get everybody on board but there is a golden opportunity now alt should be running sessions on it there should be workshops, it should be full of workshops about classroom technologies Brian are you just complaining about the program because if so you can leave because if so you can leave it's a pitch for next time isn't it last question How do you praise across the University of St Andrews I think St Andrews as an institution is even more traditional and I think that the problem that we have across all institutions is that I don't think the case has been made on the educational effectiveness issue of technology and there's been great hullabaloons about webcities and blackboards but if you look at what's in them it's powerful and I think that the reason academics haven't engaged with a lot of these things is because they don't see them as valuable and I think that that's where we've got to make the case I agree with you now I'm not even convinced there is a case but I think that that might be one of those I'm not sure your mic was working so I'm just going to the question is about measuring the effectiveness of the use of these technologies essentially and demonstrating to other people their effectiveness to change their practice so I was very happy to show this off but if you probably know more about this what we're doing at Bath in terms of classroom technologies the most academic staff at Bath know because there is not the community of practice at the institutional level so we've trundled off very happily our smart cities fantastic stuff, a lot of the links we're really getting places but yeah we don't share within the institution we either sit within our disciplines and we don't find the space to actually move across and we don't have necessarily I'm going to have to bang on about it because I'm a staff developer we don't have the educational staff development programs to give people space to come out and do these sorts of things so it is very very difficult you kind of get this heads up if you're not part of the institution otherwise it's a lot of work to find out about it yeah well that's it we don't know until we do these and I think to admit the economics ones aren't showing a great amount of value for Twitter, they're interested in the idea but Twitter might not be the solution we need wall gardens we're looking at different Yammer services but we don't know until we've put people through the process to say well actually and we've got to be honest with people and brave and say no absolutely useless yeah it doesn't achieve what you want it to achieve but you've got to go through that okay on the absolutely useless note we will break now for lunch can we just say thank you to Andy


All right, every single week, the great search brought to you by Digikey and Lady Adish, use all her powers of engineering to show you how to search for things on digikey.com. Okay, and don't forget if in this year of part shortages, if there's a part you're looking for an alternative, let me know, I'll help you out, find an alternative component. But this week, I was working on this rotary encoder brick at board, and this is kind of a standard Bourne's PEC 11 rotary encoder with a little switch in it. And I wanted to make a version of this board that was not a rotary encoder, but a potentiometer. So rotary encoder, it goes all the way around, round, round, round, but you don't know where you are, right?  You have to kind of count the clicks. Whereas a potentiometer, it doesn't go all the way around. It only goes, let me see if I can move this. Potentiometer doesn't go all the way around. It goes minimum. Maximum. So you can't go around more than, I think, usually 270 or 300 degrees, almost a full circle, but not quite. You do know where you are, which is kind of nice. Like you know exactly what position you're at. They're nice and smooth, but you don't get that full rotation. So, yeah, there's times when you want a rotary encoder for full rotation.  So the rotary encoder bodies that we're used to are these square bodies. There's a switch and then the three pins. We're not gonna find something that's probably the same. They're very similar looking, but they're not quite the same size body. And that's okay. There are standard size bodies for rotary encoders or about 12 millimeters, you know, 12.5 millimeters. And for potentiometers, they're, you know, about nine millimeters, 10 millimeters square body. And that's just sort of a standard-ish size. That said, I do watch out potentiometers do vary quite a bit from type to type. There's almost more variation, I find, in potentiometer sizes than rotary encoders. A lot of people really, they make rotary encoders, they make them in this standard size. The length of the knob may change, whether it's a panel mount or not, but the overall shape and pinout is the same. Potentiometers, I've found quite a bit of variation. So let's take a look. We want a low-cost, linear 10K resistor without a detent in the center. Get a very bog standard potentiometer that will PCB solder into our breakout, like so, and gives a nice strong mechanical connection, especially having these side nubs. Okay. All right, you want a good night computer? Yeah, I was going to my computer. So let's go to, did you key? Oh, while we're at it, I was, you know, one of the things I was looking at when I was searching on DigiKey is, if you look for potentiometer, you'll see potentiometers and rheostats. And like, you might be wondering like, what's a rheostat? I was like, yeah, what is a rheostat? A rheostat is a adjustable value resistor, which is different than a potentiometer. Potentiometer has the top and the bottom and then the middle goes between the two. So you do have a variable resistor, right? But it's only like, you've got two variable resistors, the bottom half and the top half, whereas a rheostat is only two pins and as you turn it, the resistance changes. So not good for voltage divider, but much, but good for changing how much current is going through something or the bias load or whatever of your device. So in our case, we're looking for a potentiometer, but they do often get categorized with rheostats, but rheostat, two pin potentiometer, three pin, we want three pin. So I'll say that there's a couple other options. There's some wheel potentiometer, trimmer potentiometer. Trim potentiometer is tricky because it's like when, which ones you want and when. So trimmer pots are almost always the surface amount component. They can be through a hole, but they tend to be surface amount or through a hole and they're small and you use a screwdriver to adjust the value. They're the same idea, but there isn't like a knob that you twist usually. Usually it's like a little, you can see here like a screwdriver end. Use your screwdriver and you use to twist it. So they're called trimmers because they are used to trim a value, right? You want to adjust a voltage and it's, you want to tweak it a little bit because there's variations. The trimmer will let you tweak it and then you set it and forget it. You don't have, it's not something that users are constantly messing with. And so for, there are some cases which will want trimmers. Maybe one day we'll go into a trimmer potentiometer video, but for now we're not looking for a trimmer. We want something with a knob. So that's the difference. There's the slide potentiometers again. You know, that's the kind I showed earlier in this video. It's, you slide it up and down. We're not looking for that. We're looking for a rotary. Okay. So what's interesting to me is actually there aren't as many potentiometers as I thought. There's only 10,000 different potentiometers. We did a lot, but like not as many as I would have imagined considering how often they're used. I think there's like a lot of like standards. So let's go with active potentiometers and then let's go with normally stocking. Now usually I would pick in stock but because there's so many part shortages I'm going to go with normally stocking and then we'll see what comes up and if necessary we'll order a variation on it. So for resistance ohms, so there's a lot of resistance values available for potentiometers, but I'm gonna select 10K. And here's the thing. I doesn't actually matter for my use case what the resistance is because I'm doing a voltage divider. So it could be anywhere from 1K to 100K. However, any potentiometer that's made is going to be available in 10K. It's just such a standard value that what I wanna do is find like the series, the family potentiometers, I'll search for 10K. And then if it happens to be out of stock I can always get the 5K or 100 or whatever but 10K is like the standard, gold standard potentiometer values. So let's go with 10K. All right, so next up, number of turns. So if you have a precision potentiometer you can get one that they turn more. It's like a screw basically. It still doesn't go around forever. Eventually do run out of turns. It's mostly a precision thing you spend more for it. I'm looking for something simple low cost just twist back and forth. So I'm gonna go with one turn. So that really cuts down the number of availability. Next up is number of gangs. It's like, is this part of like a crew? Now, the number of gangs is how many potentiometers are ganged up on top of each other, like stacked up to make a, you know, like if you have a double gang that means you can do stereo, right? Because you can adjust two voltages at the same time. Again, in this case it's not necessary but I will, I'll show you what it looks like. So this is a two gang. So see how it looks like, it literally looks like just two potentiometers stacked up on top of each other with six holes total. Those are two independent potentiometers ganged on top. Again, you know, this is useful. Often it's two for stereo. So you have a left channel, right channel and you twist this and you'd be changing both channels at the same time. But like I said, you know, then this is another double gang one, but this one is two hole. It's very cool, but again, we're not, we don't need that. So let's go with a single gang. Okay, so now we're down to 300. So adjustment type, rear, side, top, use defined. I want the top adjust standard. I wasn't gonna select the dash just in case, you know, something is not fully categorized.  And this is also perpendicular. Let me see if I can find, this is, there's a lot of perpendicular ones. This is a top adjust, right? So I found the PCB, it's on the top and that's what I'm looking for. So let's search for top adjust. And then taper, linear logarithmic versus logarithmic. Logarithmic is used for audio applications or sometimes biasing applications where you don't want the resistance to be linear. In my case, I do want it to be linear. I want the 50% point to be 50%, not 10% one way or the other. So I'm going to pick a linear taper. Okay, great. So now we're down to only 90 or so options. Okay, so then, you know, we're starting to look, okay, this is kind of a weird one. This is kind of also a little bit unusual. What's something like this? This looks like a good potentiometer. Ooh, like this one, but this is a multiple pins. Do you see how many pins there are? I only want one potentiometer. I don't know if that's possible to say. Oh, for switches, detent is the center. So sometimes, especially if you're doing audio applications where you want left and right balance, the center will have a detent so people can tell when you're at 50%. In my case, I don't want either of these. I don't want to switch. I just want a plain centiometer. And then, so first of all, didn't we all panel mount through-hole? In this case, I want through-hole and also panel mount. Why panel mount? Sometimes the cad grises panel mount if they have panel mount bushing and they are also through-hole. So in that case, I really do want all three options to get everything that can solder into a PCB. Okay, so then, yeah. So this is like panel mount because it really does look like it's a panel mount, but this would also be considered panel mount and this would also be considered panel mount even though you see it's a through-hole potentiometer. All right, so let's see. Next step, let's look at PC pins versus solder lug. Solder lug would be a panel mount that doesn't plug into a PCB. So I want the PC pins. And then for actuator type, you know, remember we talked with rotary encoders? They're T18, 18-tooth, and they're slatted. Those are the two most common for rotary encoders. Now it turns out that potentiometers are even more options, including this kind, which is, sorry, they're slotted. Sorry, this kind which is slotted. Here you go. See, at the top there's a little, it's actually, this is normally considered as a trim pot, but it's under potentiometers. I don't want slotted. I want something that fits the large knobs. So I want flatted or knurled. Or not slotted or knob. I think those are good. But I don't want slots. I want ones that look like this. There you go. So now we're talking about like standard potentiometers. This one is a T18. This one you see is a flattened D-sheft. This is also, I think a D-sheft. This also looks like a D-sheft. Okay, so now we're kind of at the point where we can look in what, nothing else here is really that important to me. So now let's look at pricing. Let's just swap by price. So this is kind of the ketchup that we stock. It's a standard, this very inexpensive round-bodied one. I actually don't want this because see how it's exposed. I like the ones that are a little bit more sealed. It won't make a huge difference if it's being in enclosure. But for my purposes, I don't, I'm a little nervous about having it exposed. So let's look at this one. Okay, so let's look at the data sheet. Oops, sorry. Okay, so this is a kind of standard potentiometer. It looks like it's available in two lengths and two styles, that's not so bad. Although this one has a little short bodied. I kind of like the look of this one. This is a Bornes one and one thing I really like about it is it's got 6,000 stock, it's kind of nice. So let's check this out. Looks good, remember it's got the T18 looks like or otherwise knurled, knurled top. Not sure actually that is T18. I'm gonna have to grab some and then compare it to a potentiometer. It looks like it has even more knurls than normal. So I'll probably get a couple of these. This one's pretty good, so I'll keep that one. And then, oh I like this one too, this one looks good. Couple hundred in stock. This one has a D-shaft. So I'm probably gonna get a couple of each. They're really inexpensive but they're 50 cents a piece or so, potentiometers are thankfully very inexpensive. I think I'm going to start with this one because I like that it's kind of like the most popular potentiometer on Digikey. So this is what I'm gonna start with. The PTV series 10K ohm carbon linear. And you know, start with this. And again, the physical sizes of all these are very similar. I'll pick this and then I'll find the shaft length and type that I like. But so far this looks really good. I like it's got a sealed connection here. It's got a nice body with two mounting slots and a fairly good sized actuator. So this is my great search pick. The PTV 09A series. All right, that's a great search. That's right. Where?


In this video, I will talk about the embedding of data into two-dimensional space. While this may sound complicated, I assure you it's not. I'll start with a simple example and work the idea to the point where I can embed the zoo dataset from my previous videos into a two-dimensional map. I've found a website that reports travel distances between some European cities. It says, for example, that Barcelona is about 1,500 km from Belgrade, which in turn is another 300 km from Budapest. I'd like to use this distance matrix to devise a two-dimensional plot where my cities are represented by points and the distances between these points are proportional to the distances in my matrix. In other words, I want to construct a map that will faithfully represent the distances of the input matrix. To do this in orange, the first set is to prepare the data. I copy the distances into Excel using edit-paste as special text to get rid of the formatting and save the file to the desktop. Now, to load the distance matrix into orange, I use the distance file widget. It tells me that the data contains 24 labeled data instances which I can examine in a distance matrix. Good, it looks like nothing's changed. Now for the main trick. I will use an embedding technique called multi-dimensional scaling and turn the distances into a two-dimensional map of European cities. All I need to do is connect the MDS widget to the distance file. There we go. I see Belgrade is indeed close to Budapest, Prague is close to Vienna, Munich and Berlin, and Moscow is way off on one side with Barcelona and Madrid off on the other. Multi-dimensional scaling seems to have recreated a map of European cities, except it's flipped upside down. This geographic information was not in our original data. We only provided the distances. A map of European capitals oriented as we're used to would normally look more like this. Madrid on the bottom left, Dublin to the north and Moscow far right. I can help Orange by flipping the MDS coordinates. Note that MDS can also output the entire dataset with embedding that is inferred two-dimensional coordinates stored as meta features. Anyway, I use the feature constructor to introduce two new variables, X and Y, that flip the computed MDS coordinates. Now, when I present my data in scatterplot, it places the cities the way we're used to on a map. Take a second to appreciate what multi-dimensional scaling is doing here. I gave it the driving distances between pairs of cities, and Orange used that data to place the cities in a way that closely resembles a proper map of Europe. We can do this with any data, as long as we can obtain or construct a distance matrix, say the zoo dataset. To do so, let's just restart with an empty canvas. Now, as in my previous videos, I load the zoo dataset using the dataset widget. Remember, the data contains information on 100 animals, described by 16 features, such as their number of legs or whether they have pair or feathers. Now, using this data, I construct the distance matrix with the distances widget. As we've already used this widget in every workflow for hierarchical clustering, I'll skip the details for now, but feel free to re-watch those videos. I can examine my computed distances by feeding them to the distance matrix. And finding them intact, I continue by feeding the distances to MDS. Taking a look at the plot, it makes a lot of sense. The mammals are clumped together and so are the fish and the birds. The three mammals that are closest to the fish are, no surprise, the dolphin, platypus, and porpoise. If you compare this plot to the principal component plot from my previous videos, you might also remember that the insects and birds aren't as intermixed this time. However, orange still indicates with a line that some insects should be closer to some birds than depicted on the map. Remember we estimated the distances from a 16-dimensional space and multi-dimensional scaling can only approximate these distances in two. The distances in two dimensions will never be entirely faithful to those we estimate from 16-dimensional data. If they were, all that 16-dimensional data would lay on some two-dimensional plane, making 14 dimensions completely redundant. You can get the impression of faithfulness by changing the threshold of when orange links to data instances, like this. Again, the line connects the points that represent the instances that are close together in the original data space. In faithful representations, the lines should connect the nearby points in the MDS visualization. Multi-dimensional maps remind us of the plots we constructed with principal component analysis. Remarkably, these two entirely different algorithms can result in very similar visualizations. On the one hand, PCA finds two-dimensional projection which retains the most variance, while MDS aims to preserve all the pairwise distances. PCA is a projection-based approach, while MDS iteratively optimizes the placement of points. MDS also embeds the data in two-dimensional space, where resulting coordinates have no meaning. The main advantage of multi-dimensional scaling is that it can handle distance matrices directly, while PCA requires tabular data representation.


What Thomas A. Kempis offers the modern reader offers each one of us self-knowledge, honesty, recognising our own struggles. He offers us also that we can approach God, we can aspire to this magnificent vocation of sanctity, of union with God, amidst the ordinariness, the everydayness of our daily lives. Whatever we're doing in life, whether it's exceptional, whether it's humdrum, God is right there beside us in all of this. God asks of us fidelity and fidelity is a thing which is both very ordinary, very everyday, but at the same time very heroic, very demanding, very rewarding. Thomas A. Kempis tells us that God asks of us nothing more than what we can honestly do and in return for this he promises us something beyond all we've ever imagined or hoped for.


This research paper provides insight into the genetic makeup of American ginseng, panaxquinquafolius L, and its potential use in the production of medicinal compounds. The authors used a combination of bioinformatics tools such as de novo assembly, gene annotation, and gene expression profiling to identify key enzymes involved in the biosynthesis of secondary metabolites. This information can be used to further understand how these compounds are produced and potentially improve their yield. This article was authored by Louis Edmond M.K., Song Jingyuan, Sun Yongjin, and others.


Hi, everyone. Thank you so much for joining me today for this webinar in collaboration with Product School. Today, we're going to be diving into this very hot topic, breaking into product management from any background. But first, a quick introduction. My name is Upasna Gautam, also known as POS, and I live in Burke remotely in Austin, Texas. I'm a product manager at CNN, where I work on the digital news platforms team, and I work on rebuilding and architecting the content management technology that delivers breaking news to the world. In addition to that, I'm a mindfulness and meditation teacher. And I also sit on the board of directors of the news product alliance, which is a nonprofit community and professional organization that works to elevate the discipline of product management in newsrooms across the globe. So we're going to dive into three things today. One is all around what the product mindset is. And then we'll get into the two most important skills to develop if you're looking to transition into product management from a non-traditional background. And then finally, we'll dive into what the biggest mistake aspiring product managers make is. First, a very quick story. My journey into product management, like many of ours is very unique. A lot of us didn't wake up, you know, when we were teenagers and say to ourselves, I want to be a product manager when I grow up. I know when I was going to school, it didn't really exist. It was very much in its beginning phases of becoming a practice and a discipline. I went into product management just three and a half years ago myself. And my previous colleague who was a product lead asked me if I would be interested in a product career. And I had never really heard of product management at that time, and I had never really gotten a full understanding of what it is that they do. And I was intrigued because I was on point in my career where I was really hungry to try something new. So I asked, you know, well, what is it that I do when they do that makes me a good fit for this? And he replied to me by saying, well, you're already doing most of it. And long story short, he was the same person who offered me a job as my current product manager role at CNN a few months after that conversation. And when I asked him why he took such a big chance on me to give me that opportunity of a product manager at the world's biggest breaking news organization, he very simply responded and said, it's because of the way you build relationships and the way that you're able to communicate cross functionally. And so I wanted to start with that story because it is kind of the backbone of this entire webinar. So we've all heard at this point that product managers are not many CEOs and that was kind of an old phrase being used to describe what product managers might do but let's talk about what we actually do and what they actually are. I like to think of product managers as a combination of a team captain and a janitor team captain because they rally their team around a single mission and janitor because you have the keys to so many different doors. And you know how to use all of those keys and what sits behind all those doors. So there's a lot of power in both of those two different jobs. And one thing to remember is that product management is a practice, and it's practitioners come from a wide variety of backgrounds. So when we think of traditional product management. A lot of product managers came from business for engineering backgrounds, whereas over the last few years we're seeing a drastic shift in the types of those backgrounds. Product managers coming from data science and journalism and marketing and sales. And now, because it's such a developed practice, anyone can actually transition into product management. The best way to break into product management is to become the product manager of your current domain, because product management is a discipline because it's a practice. You can start now. And here are the two most important skills to start cultivating in order to embody this role. I agency and mindful communication.  They don't wait for the right conditions or time for something to happen or to do something. They bend reality to their will. They find a way or they make a way. Here's a great example of a low agency versus a high agency person. Someone who has low agency might say something like, let me know how I can help, whereas someone with high agency is the one who says, I did x to help you with why. High agency pms get full alignment on things like the roadmap their strategy, they set and hit deadlines on that roadmap, and they help to ruthlessly unblock blockers for the rest of their teammates so that they can succeed together. If you actually develop this critical skill, how do you develop high agency and execution skills, you will only learn by doing. So here are some things that you can do now, no matter what role you're in. If you work with the project manager, ask if you can observe or help with the project. Observe and shadow people who are excellent at shipping. How do they address meetings? How do they address issues? How do they communicate in large forums? Observe and learn them and embody those similar traits and methodologies that they have. Learn how to develop OKRs.  There's no doubt about it, but they serve as an anchor for a lot of organizations and teams when it comes to product development. Learning and understanding how to develop them already puts you ahead of a lot of those who are aspiring to be product managers. And another really easy thing that you can do is ask to listen in on user interviews. This is going to give you the insight into A, how they're conducted and B, what does user feedback look like and how do you translate it? Here's an example also of something you can do if you're aspiring to be a product manager. Let's say you love Slack. Slack is a beloved product and interpersonal communication tool in so many workplaces. And let's say your dream job is to be a Slack PM. Many of those day to day tasks that a Slack PM does are accessible to you. So do the user research. Talk to existing Slack users and learn what their pain points are. You can also define a new feature. Learn how to write a full spec for a feature that you think Slack should launch. Or you can estimate the feature's impact. Do an analysis on what impact that feature or a different feature could have. And then also very easily done competitive product tear down. Do an analysis of a competitive product in the market against Slack. These are all things that this PM is already doing, but these are things that you can also start doing now. Another great exercise to take action on is learning how to write a PRD or a feature spec. This is a great exercise because it forces you to think about why a feature should exist, what problem it solves, how it could be built and how you can measure its success. And it provides a window into how to advance a product. It shows that you're able to think short term and long term. And another option and another action item is start that technical side project.  It lets you, it forces you to develop technical skills and or recruit technical talent to help you. It also provides a window into how to advance a product. And remember that when it comes to learning about product management and transitioning into the role doing is greater than watching. It's also greater than things like listening and reading. Many ways to take action just start. But the books and the podcast down. There's only so much you can learn from them and there's only so much you can learn from listening even to someone like me, but build something, no matter how small it is, you'll learn so much more from being in the trenches and being in the game or standing on the sidelines. And that's what being a product manager is all about. So let's dive into the second important skill. Mindful communication. Mindful communication is the ability to handle different styles of communication with clarity and empathy. A lot of times when we think of effective communication as a product manager, we think of being able to write clearly and speak articulately. While those two things are incredibly important, listening is actually of the greatest importance as a product manager. With mindful communication, there's this baseline understanding that life is chaotic and people forget things. And as a great product manager and one that's transitioning into the role, you want to make sure that you're not making assumptions. And this is why listening is so important because you learn to converse in the language of the listener. And when you respond, you're responding with the mindset of a teacher. Here are six questions that are really great to think about before going into conversations with customers and stakeholders when you're trying to communicate value or impact. What am I really trying to say? Why should people care? What is the most important point? What is the easiest way to understand the most important point? How do I want the person to feel? And what do you want the person to do next? When you start to think of these questions and as you enter every important stakeholder conversation or a user testing situation, this forces you to get really, really clear on what it is that you're trying to say. Remember that there is power and brevity. When you're communicating and you're communicating across your teammates, customers and your stakeholders, adopt a framework and make sure that it is memorable, repeatable and vivid. So that when people see a message coming in from you or a conversation from you, it's in your style and it's in a way that is short and sweet, but it's also super, super clear. So for example, in emails, cut and clarify and then do it again and make sure that your most important point that you're trying to make is upfront. Bottom line, upfront always. And actually that point should be in all of the other parts of this slide as well, whether it's a document or a presentation or a meeting, keep your important point upfront. In documentation, make sure you're getting feedback before sharing widely. And most importantly, make sure it is easy to scan little things like how a document is formatted makes a huge difference in readability. And then when it comes to presentations and meetings, ask yourself if it's necessary, then ask yourself again, make sure that there are clear goals to find agendas and follow ups. Again, because you can embody the mindset of a product manager right now, no matter what you're doing, these are all skills that you can start to cultivate right now as well. One important communication tool in product management is smart repetition. To make messages stick, people need to hear them multiple times, but not necessarily in the same way. So make sure you're delivering your messages early, consistently and frequently. Be a broken record. And as I mentioned before, find a framework that works for you, keep it consistent and make sure your formatting is super clear. Remember, when you're communicating, the whole point is to deliver value and impact. No one cares what you can do, they care about what you can do for them. It sounds kind of negative, but when you really learn what this means and how it impacts the way you communicate, every single time you communicate, you will be delivering value if you can adopt this mentality. So here's the biggest mistake I've seen aspiring PMs make after mentoring and coaching hundreds over the last three years. Too much emphasis on your previous or current role and not enough emphasis on the role you want. What do I mean by that?  Cut out everything that doesn't transfer to the PM role you were applying for and streamline everything to align with that role that you want. The best way to break into product management is to become the product manager of your current domain. Make sure you're talking the talk and walking the walk, that is half of the game, right? So remember, you don't need permission to embody this role. You can start today and the best way to start is to take action. With product management, the best way to learn is by failing because failing gives you feedback and that feedback is something you can use to optimize the way that you build a feature or launch a product or develop a spec. And that is the experience that is of utmost importance, not how many certifications you have or how many books you've read. It's what have you built. And so if you take away anything from this session today, it's to put down the books in the podcast and go build something and get that experience from action and not from standing on the sidelines. Thank you so much for joining today. I'd love to stay connected and answer any further questions. It's very easy to find me on social media. I also share lots of content across social media on LinkedIn, Twitter and Instagram, and would love to connect there to continue the conversation. My handle is my first and last name and I hope to see you online to continue the discussion about how to transition into product management. And I hope to help you further on your journey there. Thank you.


A Russian fighter jet has collided with a US Reaper drone over the Black Sea, causing the drone to crash into international waters, a US European command said on Tuesday. The incident occurred after 7 a.m. on Tuesday when two Russian Su-27 fighter jets flew up to the MQ-9 Reaper drone over international waters west of Crimea. According to the statement released by US European command, MQ-9 was completely disabled during the crash. The statement said the US MQ-9 was conducting routine operations in international airspace when it was intercepted and hit by a Russian aircraft. According to the statement, Russian pilots attempted to disrupt the US aircraft before the collision. James Hecker, commander of US Air Force's Europe and Air Force's Africa, has described the interception as unsafe and unprofessional act by Russia.


Hello everyone, I'm Dr. Niyati Mistry, second year resident of radio diagnosis at Vithara VK particle medical college and hospital Ahmednagar. So my topic today for paper presentation is the evaluation of obstructive uropathy using CT urography. Coming on to the aims and the objective is to discuss the current role of urologic imaging in evaluation of patients with obstructive uropathy, identifying the key imaging features of urethral diseases at the CT urography and the purpose of this study is to comprehensively review the role of CT urography in evaluation of urinary tract obstruction, depiction of complex congenital or post surgical urinary tract anatomy and any clinical scenarios where comprehensive evaluation of urinary tract is needed. So coming on to the introduction, obstructive uropathy can be defined as a blockage of urinary drainage of urine drainage from the kidney ureter bladder. There are many types of obstructive uropathy, however the most common causes include the stones in the kidney that is nephrolithiasis, urourotrolithiasis that is stones in the ureter or anywhere in the urinary tract that is urolithiasis. Other causes of obstructive uropathy include health conditions such as pregnancy, prostate cancer in males, retroperitoneal, fibrosis, spinal cord injury, then ureteral structures, congenital anomalies, etc. CT urography has essentially become superior to the intravenous urography as the first line imaging modality since it has more accuracy and sensitivity particularly for the imaging of hematuria. Major advantages of CT urography is that it is not only superior in visualization of the urinary tract but also assessment of adjacent structures and other organs of the abdomen where intravenous urography phase. CT urography provides a detailed anatomical depiction of each of the major portions of the urinary tract. Then these are the phases that we use for CT urography. First we take a plane scan, then after 30 seconds of contrast injection, we take a cortical medullary phase and after 100 seconds of the injection, we take contrast injection, we take nephrogenic phase and after 8 minutes we take excitatory phase. So here we can see this is the normal appearance of three phases of CT urography provided for the references. Image A is a non-contrast azure image through the kidneys where no renal calcification or high urinary masses are noted. Image B is of nephrogenic phase showing symmetrical parankymal enhancement without any parankymal mass lesion. Then the image C is excretory phase through the kidneys showing symmetrical excreted contrast in bilateral renal pelvises. Then symmetrical contrast or pacification of the ureters are noted at the level of the bladder. Then image D, the conal reformatted images of excretory phase image and image E is the excretive phase azure image at the level of the ureteral insertion at the bladder. Then coming on to the methods and material. The study includes all the patient being deferred to the Department of Radio Diagnosis of our tertiary care hospital for the CT urography with clinical suspicions of clinical suspicion of obstructive neuropathy. Informative concern of the participating individuals were taken. Detailed history was taken. Then CT urography was done using Philips 16 flight CT machine. Tri-clinic images were obtained which includes a non-contrast enhanced and the delayed images in agile societal and coordinate planes. Afterwards through examination of the images was done at ICOM Bureau was used and the study was done in random 46 patient coming for the CT urography. This is the machine that we use that is Philips 16 flight CT. Coming on to the cases. This is the case number one where we can see this is the CT urography reformatted coronal image showing the right-sided duplication, duplicating collecting system. Image B is a reformatted image of CT urogram demonstrating a duplicating collecting system on the right side with two ureters. At the insertion of the right ureter there is circular correction of contrast characteristic of a ureter C. Then image C is agile CT urography image shows the right double collecting system. Sorry the net is a little slow. Coming on to case number two. This is agile CT urography images showing horseshoe shaped kidney. A is an enhanced image B is nephrogenic phase which shows multiple cystic lesions throughout the real paradigm. Coming on to the case number three. This is the CT urography agile unenounced image showing moderate dilatation of the left renal pelvis and colisus secondary to the thinking of the proximal ureter. And B is the coronal excretory phase image showing delayed enhancement of the left renal pyronechyma is compared to the right. Coming on to case number four. This is the agile CT urography image showing mild hydronephrosis with tiny intra renal non-obstructive calculus. And B image shows agile image showing the left distal ureter calculus. This is a reconstructed image showing bilateral multiple intra renal calculus of variable sizes with mild hydroneph, left hydronephrosis secondary to the distal ureter calculus. Case number five is the CT urography image showing the left intra renal non-obstructive calculus with proximal ureter calculus causing moderate left hydronephrosis and hydro ureter proximal to the calculus. C is the agile image, the CT agile image showing a large vesicle calculus and D is a reconstructed image showing the above findings. Case number six. This is CT urography image showing agile unenounced image showing the left gross hydronephrosis and the thinning of the cortex. B is the agile nephrogenic phase showing gross hydronephrosis again. C is the agile delayed phase imaging showing normal right kidney and delayed excretion of the left. D is the 3D image showing left-sided gross hydronephrosis secondary to the proximal ureter structure. Coming on to the results, this is a gender-wise distribution of the patients in the present study. The female correspondence was seen in about 31 patients who were male, 15 were females. Male to female ratio was 2.06 is to 1. This is the PI diagram showing the gender-wise distribution of the patients. This is the age-wise distribution of the patient when majority of the patients were in the age group of 25 to 60 and followed by the age group of 51 to 75, which were 43%. Coming on to the distribution of the patient according to the shape of the kidney, about 93.5% of the patients showed maintained rheniform shape of the kidney. However, one showed distorted kidney and about 4.3% cases showed horseshoe-shaped kidneys. This is the distribution of the patient according to the filling defects observed in the kidney. About 76% patient had no filling defect in the renal pelvicalizal system. However, it was observed in only 24% of the patient. And the number of ureters which were involved in 10, the majority of the patient had single ureter in about 98% while we observed a double ureter involvement in single patient out of 46 patients. Then this is the distribution of patients according to the ureter and the urinary bladder filling defect. 24 patients showed the ureter filling defect while two patients showed filling defect in urinary bladder. This is, again, the distribution of patient according to the size and the shape of the calculus. Out of 46 patients, 30 patients showed calculus in the urinary system. The calculus was of variable size and shape. 20% showed calculus rheniform 1.122 centimeters, followed by five patients showing the calculus size rheniform 2.123 centimeters. Then 93% of the patients amongst the positive ones for the calculus showed a round calculus and the rest 7% showed stagonship calculus. Then this is the distribution of the patients according to the location of the calculus. Most common location of the calculus was the ureter which was observed in 19% of the patients followed by the intrapelvic calculus in 7%. Four patients showed a calculator which were intranenal, which were intranenal. And UJ calculus and intravacycal calculus were observed in signal patient respectively. Then this is the distribution according to causes for obstructive ureopathy. Most common pathology causing obstructive ureopathy was the ureter calculus observing 30% of the patients followed by ureteric structure followed by 11%. 11 patients, that is 23%. Again, distribution of the patient according to the HU value. HU value of the calculus was seen in the range of 650 to 1,708 patients for HU value of 1,401 followed by 1,001 to 1,001,201 to 1,306 patients. Coming on to the discussion, then obstructive ureopathy is defined as a narrowing of the ureteric tract necessitating elevation of the proximal pressure to enable the urein flow. The CT urograph examination was able to diagnose the cause and the level of obstruction beginning from the intrapalic obstruction to the Puget obstruction. In our study, the cause of obstruction was the urinary tract stones, which represented 65.21% of all the patients. Second most common cause of obstructive ureopathy was the ureteric structure. Then the CT urography enabled the detailed evaluation of obstructive ureopathy, crucial disease characteristics causing it and differentiating between the urinary calculus and other pathological processes such as structure, secondary to iatrogenic procedure of ureteric involvement in the metastase-sized cervical cancer. In our study, we were able to suggest the chemical composition of the diagnosed calculus with the help of measuring household units. Most of the cases with urinary tract calculus were advised the urography in the presence of hydronephrocyl detector by ultrasonography examination or non-conclusive IVU examination. CT urography with high spatial resolution and multiband reconstruction is able to diagnose the site and the cause of obstruction. And in most cases, it also provides the functional information about the kidney, which is important in the decision making for management. Then coming on to the conclusion, with the introduction of CT urography, it is possible to accurately image the urinary tract non-invasively, very easily, and in very less time. It is to the study of anatomy, which depicts the normal anatomic variations preoperatively and to study the pathologies. Hence, based on our cross-sectional observer study, the following conclusions can be made. CT urography serves as an accurate and non-invasive imaging methods for evaluation of urinary tract anatomy and pathology. It is also very helpful in preoperative evaluation of urinary tract anatomy and variations or any obstructions or functioning of the kidneys. Then CT urography was found to be very sensitive and specific in finding the level of obstruction and the cause of obstruction. Then CT urography was, again, useful as there were no artifacts due to the bowel gases or overlapping structures in the study. CT urography's potential useful in patients having obstructive urology with the cause other than urinary calculus. Though ultrasound still remains the primary investigation, imaging modality of choice in identifying the grade of hydronephrosis, CT urography has its own advantage as it is able to evaluate the anti-unit system from kidney to urethra and is very helpful in obvious patients. Drawbacks are the recent exposure, risk of serious contrast reactions. Pregnant women are contraindicated with this study as risk of potential risk to the fetus. Again, CT urography is becoming the primary method for evaluating many patients with obstructive urology with many diagnostic advantages and it is now replacing the intravenous urography. There is no enough evidence to suggest the efficacy of CT urography is at par with that of existing investigation can be considered as a gold standard for evaluation of obstructive urology. These are my references. Thank you.


Welcome to ServiceMeshCon 2020. I am Marco Palladino, CTO and co-founder of Cong, and I'm very excited to be here today. Today we're going to be exploring the state of the art of ServiceMesh in our industry, explained to us from the makers and the users of the ServiceMesh ecosystem. The goal for today is to capture actionable insights on ServiceMesh, what options we have, best practices, what to do and what not to do when deploying a ServiceMesh in production. But first, let's take a look at why ServiceMesh is important, and let's start by exploring the single most important thing that every modern application must do right, connectivity. And that is because every time a team builds any new application, they create connectivity, and the more distributed and the couple our applications become and the more connectivity we have. The thing is, our services really do talk to each other a lot. If our services were people, they would never be invited at any party. They talk non-stop, over HTTP, over GRPC, over Kafka, database protocols and so on. So let me tell you a story about how I've discovered that this was important. When I was the CTO at MeshAid and we transitioned to microservices, we were so focused on the applications themselves and de-coupling them from the old monolithic codebase that we didn't think about connectivity as much as we should have. We almost took for granted that our cloud vendor would provide fast and reliable connectivity for our services, and we learned a very hard lesson that day. When we ran our new architecture, nothing worked the way it was supposed to work. Connections were slow, unreliable, they were failing all the time. We had to spend a lot of time building and fixing that connectivity ourselves. It was very painful. It was like sailing around the world and focusing so much on the immediate needs like the gear and the boat, but forgetting to bring food on board. And so halfway through, we're going to be having a big problem. We didn't think of connectivity until it was too late. Don't make the same mistake I made. In a digital world, we succeed with reliable, fast and secure connections across all of our services. When connectivity doesn't work, our applications don't work. So if the application teams are in charge of building the products and the architects are in charge of building infrastructure, who is in charge of building connectivity? Is it the application teams or is it the architects? It should be the architects, but today in most organizations, it is the application teams. The problem is when the application teams build service connectivity, they're not doing their job. Their job is to build the products and make the users happy, not managing connectivity. And because of that, they lose efficiency. And we, the architects, lose control of our own infrastructure. With service mesh, we turn the application teams into consumers of connectivity, while providing the right technology for the architects to build it. So today, we will explore a variety of different service mesh implementations and user stories that will help us become the super hero of connectivity and build reliable, distributed software to create value in our business and in the world. And with this, let's get started with the first talk of the day. Enjoy.