And that does for the corners. First down. Hey, by the way, praise to Pat Holberg in his first World Series game. He's been pinpointed tonight. He has. Yep, umpire Pat Holberg called a perfect game in the World Series. And today's breakdown is brought to you by Rocket Money, formerly known as True Bill. Let's take a deep dive into what made it so special. What makes him such a good umpire? And all the other umps can learn from it. And look at this. That pitch, the pitcher wants, called as a strike. But it's a ball. And the same at bat, he gets strike three. And the batter wants it as a ball. And if you take a closer look at both pitches, they are a ball apart. And one found the zone. And the other didn't. And you look at it there. And you're like, all right, good call, blue. You had it. They weren't in the same spot. They were different. You just got to be consistent. That's what he did all night. According to the umpscore card from unscorecards.com, he was perfect. Now, there is a little bit of a buffer zone they have. Where balls can go either way. It just depends on the ump's consistency.  All the true balls, the true strikes, he called correctly. And I want to show you just what I found. He puts his head right behind the catcher on the batter's side of the plate. You always see umpires go to the batter's side of the plate. But he's still finding dead center. He's lined up with the plate. And when I even liked more, when I watch this, was the dance he does with the catcher. So he's going to react with the catcher. And catchers react really late, because they don't want to give away to the hitter where they're setting up. And he's moving late with them.  Because if the pitcher hits his spot, that's the lane it should be coming down. I thought that was super cool to watch him do this little dance, because the catcher goes inside there. And he goes inside with him. He's ready to go outside, but the catcher goes inside. He's like, OK, let me adjust. Gets there. Now this is the worst called game of 2022. And you can see the complete opposite approach where Greg Gibson, the umpire, is not lining up with the catcher. Just his head is so angled. And he has no clue what's happening on the outside part of the plate.  And C.B. Buckner, now he was the worst umpire of 2022 in accuracy that called games all season. And he's doing the same thing. Like he's just setting up where he's going to set up. Doesn't matter. He's not trying to anticipate what pitch is coming, get a good read on it. That pitch was a strike. And the one before to Alonzo was a ball. And these are the two pitches next to each other. The one on top, ball, the one below, strike. Just not good. So it's impressive what Hohberg's doing. And he truly cares. While looking at this, I also realized that umpires only call 49.55% of pitches the rest get swung at. So 50.5% of pitchers getting swung at. Umpires don't need to call balls and strikes on that. I just never really thought of it like that.  Anyone could probably call them. Maybe not anyone, but a lot of umpires, because they're just off the plate. They're in the waist or the chase zone.  They're just strikes. Everybody's getting those. Which leaves, on average, 58 pitches per game in 2022 that umpires had to make a decision on. They were in the shadow zone. They were on the edge. And that's what they get paid for is those 58 pitches. Now, in this World Series game, Pat Hauberg had 44 of these pitches that were on the shadow zone. And that's what I really want to go look at. So first, I was looking on the outside and the inside edge because those don't change batter to batter. That's just the plate. So it's easier to be consistent left and right, inside, outside, because that doesn't change. And he was really consistent on this side of the plate. His right side. So he calls both of those strikes.  They're both strikes. Now he calls all of these balls. And some of them are as close as you can get, but they are a ball in. This one, the Tucker right here, they do say that based off his preferences, the way he was calling buffer zone, this one should have been called a strike, but he called it a ball. So that's one of the five they're saying was wrong according to the estimated strike zone. And that one, I don't know if it's high or inside, but look when you overlay these, they are a ball different. And the ones on the inside got called strikes. And the ones on the outside got called balls. And he set up that line all game and stayed true to it, which I think is all hitters really want. And it's like, just get it there. Even when a righty was up, that side of the plate, he was pretty dialed in. Those were both called strikes. That one's called a ball. This one's a little out, called a ball. And then this one is kind of low and outside. And they're saying that he called that one different than his preferences. That was one of the ones they said, according to how he called the rest of the game, he probably should have called that a ball. But look at that, those are both strikes. Two different pitches from two different arm slots, but yeah, they're there. So it's nice to have consistency. Now these, one's a ball and one's a strike. And yeah, they are different when you compare them. Same with this, one's a ball, one's a strike. And yep, they're like a ball apart. So he was really consistent. And then let's take a look at the other edge of the plate. Now he didn't get a lot of calls there. That one he called a strike. And this is also one of the five that they're saying based on his zone, that's probably a ball. But boom, kind of steel strikes as a batter a lot. I wanna go into that a little bit because I was watching that. Now this is the inside to righties with a lefty pitching. And again, calls that a strike, calls that a strike, calls this one a strike, and that one a ball. And when you line up the three strikes, they're all, you know, doing the same dance as they cross the plate. But this is where I'm talking about that. Maybe the batter stole this ball because these pitches are really similar.  But they're really similar.  And that, you know, I wonder how much the batter can affect the call by doing that stuff. Later on, seems like something like that happens as well. Now let's look at low and high. There wasn't that many high pitches and low was, it's interesting. Cause this change is batter to batter. So that's a strike and Boom can't believe it. And yes, that's one of the five pitches that they say, yeah, he probably, that goes against how he called the rest of the game. Now one's a ball. So if you take a look at both of those overlaid, again, we got Castianos and Boom up and Boom's back knee is really bent to the ground on the right side. And Castianos, he stays upright. Now these pitches are, they're really similar and they go different ways. And these batters are similar heights. And I wonder again, if Boom gets that strike called on him because he drops his knee, if that comes into play at all, I doubt it really does. I don't know if the umpire can look at his knee mid swing. But maybe, but maybe keep going on the low strikes. We got McCormick up and that one gets called to strike. You got two catchers that really frame the ball. That one gets called to strike. This one, that's Diaz, that's called to strike. Castianos, that one's called to strike. He doesn't agree with that. And Hoskins, that one's called to strike. They're all similar. So that's the line, right? But then this one, Therese, is called to ball. And the Astros really wanted that. Let's take a look at the two pitches to McCormick. Same batter, same height, pitches thrown and same spot. So they were both called strikes. Now these were called differently to Hoskins. One's called a ball, one's called a strike. Same height batter. And if you look at it, you know, they're very similar but one maybe catches the edge and the other doesn't because the calls are consistent with where the balls are. The one higher up called to strike. The one lower called a ball, very similar. But that was what he was doing. It's crazy impressive. And after spending a lot of this week looking at all this footage, watching the pitches, comparing it to other umpires came away with something that I already knew. Umpiring is really, really hard. Shouldn't really make old men do it. And when you got younger guys like Pat Hohberg who can do it perfectly, put them behind the dish more often. Why are we wasting days where this guy just does second base or down the line in the post season which is basically just going fair, foul. A whole crowd can do that. That's a waste of Pat Hohberg's time. Put him behind the dish, let the players rely on him, let them feel secure. You want reliability, go to rocket money. It's a personal finance app that allows you to manage and cancel unwanted subscriptions, lower your bills, and build custom budgets all in one place. To save more and spend less, join the 3.4 million members using Rocket Money. Head to rocketmoney.com slash breakdown to get started for free. Cancel all them subscriptions. Cancel all the umpires that stink behind the dish. Rework the system until the robots come. You should have tried. That's the biggest thing. As umpires you should have tried something new before the robots come.  Why do we have to do this rotation thing? Seems easy.


When it comes to pricing our services, there is a common teaching that tells us that we should charge what we're worth, right? And I that idea has has always bothered me because How much are you worth? I'm not talking about how much you have in your bank account.  Is it are you worth $100 an hour? Are you worth $5 an hour? That's a terrible way to think about it Okay, so so I think a human being I think you are worth an infinite amount It's really unquantifiable how much you're worth It makes more sense to talk about charging What makes sense for your services in the market? So let's stop saying charge what you're worth. Let's just saying charge what the market rate is For your services, okay charge what the market rate is Right because when when people have tried to follow the charge what you're worth teaching they end up raising their prices and There's also a common lie that says well when you raise your prices you actually get more clients Baloney, okay, I've tried it myself I've seen lots of other people try it and it hasn't worked basically when you raise your prices to what you're worth what you think you're worth Again danger when you connect monetary worth to your own self-worth Very dangerous because you start to look at other people who charge more as somehow being more worthy human beings And they're not we're all equal Okay, and so again when people charge more they often find that them they have less clients because the market Essentially says well, I'm not sure I want to pay that for this kind of service. Okay, so what's better is to say charge What the market rate is now when we talk about that? There's another common teaching that I really don't like which is Charge what the market will bear Charge with the market will bear what that means is you should charge as much as possible It's an economics idea. You should charge as much as possible until you start to find that you have less and less and less clients Okay from from raising our rates too high, right? In terms of you should charge to the map to the amount that you have the most income possible charge what the market will bear But let me ask you this question You are my market right because I'm a business and marketing coach And you might want to hire a business or marketing coach to guide and support and encourage and Help you with strategy for your business to build your business. So you're my market How does it make you feel when you think that oh George is gonna charge whatever I can bear To me it feels Uncompassionate and so I'm gonna offer a different teaching about pricing Which is and I model it for myself. I charge from a standard of enoughness for me and Compassion for my ideal clients I charge actually as little as I can get away with and That's so different. I think than what most people do Which is they charge the most that they can get away with I try to charge as little as I can get away with meaning I charge the the least that I can to still live where I need to be living right now And I actually happen to live in one of the most expensive cities in the world. I live in San Francisco This is you know, in fact, you can't see it, but the Golden Gate Bridge You could see a little bit the Golden Gate Bridge is right there Okay, so so I If I were living in You know, Mexico or something like that and my wife have taught my wife and I have talked about that possibility in the future But right now we cannot move for for for certain reasons personal reasons If I were living in Mexico, I would charge less than what I am now Even if in the future when I do move there my skills would be even more and demanded the market So I charge from a sense of enoughness like what do I need to have enough for where I live and I try to Be mindful about not having more and more and more desires If I have more and more desires and need more and more things and vacations and whatever then I'm gonna have to charge you more but I charge from both enoughness and compassion this Balance is what I'm aiming to strike and what I hope to Model for those of you who also wish to do business from a from a more a sense of compassion authenticity even enoughness and one of the wonderful things when we charge the lease that we Need is that we also get to be able to pick more of the clients we want to work with Right, so I hope this is encouraging and as always I'm open to your questions and your comments


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Hey there, I'm gonna flip over Hi, I want to try to turn this and see oh good it will work. I am broadcasting from My new office. We just moved And I have my own office and I'm very excited. So I will I'll show it to you. Well right now. It's a complete pigsty, but I'll show it to you later some other time So thank you for joining me and welcome. We have 11 whole people in here tonight. So that's just great See here's something I've noticed I like turning it this way and yet I can't see the comments quite as well But I think it it converts to YouTube a lot better or it looks better on YouTube What I used to do with my old Periscope broadcasts was I had them on a page called catch me And that page is no longer there. So I have now you moved all of my old Periscope broadcasts to YouTube so that's great So if you go to my website called to pedagogy and click on up on the corner top right There's all my little social media icons and stuff and one of them is YouTube if you go to my YouTube channel You will see now. There is a playlist that's called advice for teachers. So if you go there all of my periscopes are there So yeah, just great. So tonight we are going to be talking about whether or not recess should be withheld As a punishment. I got an email actually just a couple days ago From a guy may not have even been a couple days ago might have just been yesterday Saying that he Hey Jason When I'm looking this way it's because I'm looking at the comments because they're coming up on the bottom of my screen I'm going to try and look at my camera so that I'm looking at you But I may occasionally look hey, Nicole So he was he was saying, you know, like I typically have held kids in for recess As a punishment, but I'm starting to have doubts and I thought well Yeah, there's definitely a lot of stuff out there about that practice. So I thought that would make a great question for tonight So I wanted to try to tackle that issue tonight. And so tonight's periscope has a Has a download has a document So if you're if you've never been to my periscopes before What I will do sometimes is It's great because it's sort of like a little research project that I get I'll have a teacher ask me a question And then I will go and dig up some good stuff And then I become a little bit more of an expert on that topic just because I took, you know a little bit of time. I Wish recess was still a thing in my world, too You know little kids have great they have adults tell them to take maps and have recess and yeah, and then anyway, okay, so Tonight if you go to Cultipedagogy.com Slash Periscope and I'm gonna just check that and make sure that it's right because yeah cultipedagogy.com slash periscope There is already a list or a link to a document that has the resources that I'm gonna be talking about tonight So if you want to link to those articles later That's where you'd find it called to pedagogy.com slash periscope and there's a link for May 10th, which is tonight's broadcast so Thanks Mark, I want to show you the rest of it But it's just you know what I am gonna show you all the rest of it because I want you to see the difference later So I'm just gonna quickly walk you around.  Look at this sick view Okay, that's pretty nice, right? Yeah So really really excited. We were really out growing our old house and so we just moved in and it's been very very hectic and I'm very excited about this So let's talk about recess Everybody's loving on the room. We're talking about recess. So Here is what I found first of all I just started off by basically googling it and I really couldn't find any support for Taking away recess for kids. Just none like everything I found was Categorically against the idea of taking away recess. So I'm gonna tell you how I'm gonna break this down Okay, because I want to make sure that everybody's clear that I really do get Why I am in Kentucky. I'm in Bowling Green, Kentucky I really understand why teachers take away recess and I want you to know that I am going to be addressing the fact that I can empathize with what happens in In the teacher's head when you're going to take away recess I just think that All teachers need to understand why it's not a good idea to do it and what some of the alternatives are So first we're gonna talk a little bit about the research about why it's not a good idea to take research Research recess away from kids Talk a little bit about why teachers do it and then some alternatives Okay, so the first resource that I linked to in the handout is That okay, some people are talking about alternatives. We're gonna get to those in a few minutes So if you've got suggestions, we are definitely gonna get to a point in this broadcast where I really want to hear What other things you do because I've got some suggestions but I Want to get those all like Get those all added up together later. Okay So the first study that I linked to is it's called the crucial role of recess in school and it's by the American Academy of Pediatrics and They I mean they really look at it for some from so many different angles And so what I did in this document is I basically just pointed out the ones the points that I thought were really really key Okay, so I'm gonna read some of these to you and Some so much of this is stuff that everybody's gonna be like yeah, duh like we know this already It's this common sense, but the fact that there have been all these studies on it that can actually quantify and say this is not just you You using your common sense. This is actually based in some science. We've discovered this to be true after recess This is recess for kids or a break for older kids So this this is true not only for elementary-age students, but also for adolescents students are more attentive and better able to perform cognitively They also say That it almost doesn't even matter what kids do during recess because I think sometimes Some teachers are gonna be like well these kids are only socializing especially when you're dealing with like fifth and sixth graders If they're just standing around talking It may be Tempting for a teacher to say well if they're not even getting physical exercise. What is the point? This some of this research that they're quoting in this APA study Says that it doesn't even matter what they're doing if they're getting a break from the learning It's actually helping them to be able to focus better when they are learning and this has to do also with I Mean, I think there are two practices that are going on. I think there are teachers that are taking away recess Abba as teachers that are taking away recess as a punishment and Hold on a second. I Just want to make sure that we don't that we've got people who are being just Excited about stuff and also want to make sure that we're getting rid of creepers But I don't think we have creepers. We just have people that don't like kids with phones. That's fine okay, so the The point is that they need a break and it's not just it's not just people saying oh kids need a break like literally they need a break in order to process more stuff and Now with all the testing and stuff like that There's even more of this pressure to sort of just keep drilling and keep learning and keep learning and keep drilling And if they never get a break the information just can't go in. Okay. I've got a question about what do I teach? I used to be an English language arts teacher in middle school I was a teacher for seven and a half years and now I help teachers Hang on one sec Okay, so what the Other study or this study is also saying is that the students actually need time To to socialize and that recess is the only opportunity they have all right I'm gonna have to flip this because I'm not able to read the comments. I was trying to keep it nice and landscapey But I just can't do it. I can't read the comments while I'm doing that So, okay, so they perform better cognitively they develop social skills and again That's something that certain teachers are gonna just say well, that's not that important. Yeah, I'm I'm being held accountable for all these academics but It's gonna impact the in academics. So If they're not given the break, it's gonna end up impacting the academics anyway Okay, so this study that I linked to from the American Academy of Pediatrics. It's got a bunch of other stuff I'm really just breaking down some of the most important things that I found But the thing that I thought was really the most interesting that didn't Necessarily occur to me in terms of common sense was the piece at the end about how it doesn't even matter what they're doing during recess It can be any kind of a break if they don't necessarily have to be Running and playing and throwing basketballs and enjoying fresh air They so this is holds true for adolescence as well that they they can just be hanging out talking and that Cognitive break can really really help them later It also goes without saying that it helps their behavior as well.  That teachers a lot of times will take their recess away from those kids and then those kids will their behavior will get even worse so For so many reasons a break is important for kids They don't actually recommend as Particular length and and I probably should take that back because it actually might be in there And I thought you know I wanted to pull out the most important things about should you or should you not so I would Definitely recommend that you go and take a look at that study and see because they link to so many different studies in there Okay, I Want to just take a moment to talk about The thought process that goes on in a teacher's head because I don't want this to turn into just slamming teachers who take away recess I think that teachers who take away recess are at the end of the rope. I think they are just they have Threatened to take it away and then they have to to follow through with their threats Which is one of those reasons why you know once you've been a teacher for a little while you should be learning from your mistakes They're don't threaten something that you don't ultimately want to take away, but really Taking recess away is I believe it's a sign that you You don't have a lot of other solutions and you don't have a lot of other options Yeah, and Nicole you did they just don't have a lot of other options Which means that you have an underdeveloped tool kit basically and that toolkit needs to be better developed Yes, just as true on the parent side so What we need are some more alternatives first of all The first thing to look at is is your lessons in class And if your your teaching style requires kids to be sitting still for long periods of time without any activity That would be the first place to go for Looking at a solution looking for a solution to this problem If you find yourself constantly punishing a few kids or the whole class, which is a whole separate issue Another thing you shouldn't be doing There's a real good chance that your Learning activities in class are just not interesting enough for the students and that that would be the first place to look Another article that I'm linking to is Called nixing recess the silly alarmingly popular way to punish kids and this is from the Atlantic It's kind of a really good overview of the problem and they Suggest a number of alternatives. Okay, because we've got a question here about how do you punish them? What they recommend are sort of these bigger systems like PBIS, which is positive behavior intervention Support and supports. It's a whole approach to discipline That's very different from the kid does something wrong and then you just punish and then you just punish which by the way Part of what some of this research is showing is that punishments like Taking away recess tend to happen way more to Minority students to schools where students are higher poverty Those schools tend to Have more just straight-up punitive like hardcore punishment as opposed to figuring out what the problem is and finding a creative solution Or recognizing positive behavior and having students work toward privileges and stuff like that. So that's just sort of a separate issue Okay, but PBIS they they recommend something called the responsive classroom and also a company called playworks And these basically all of these are working on making school a more positive place Oh, I forgot to turn off my I forgot to turn on airplane mode. I hope I don't get interrupted. Okay However, I've also linked to other things that give you some more suggestions for other approaches The third link in this document is to an article from a blog called the inspired tree house And it's called positive discipline 10 ways to stop taking recess away And she offers 10 other alternatives now. Here's the thing a couple of the alternatives I thought we're kind of already like taking recess away For example separating the child from everybody else during recess or making them do certain things at the beginning of recess in order to earn It like doing some sort of cleaning job But that kind of felt like taking away some of recess anyway But I did see some suggestions. So that's why I stuck with the link One was having the child work toward extra recess for good behavior as opposed to them losing it Starting with a clean slate and saying let's see if we can work towards earning everybody extra recess if you do X Y and Z So putting the focus on earning more instead of losing the recess Another suggestion is withholding screen time instead of recess time. So if students have time during the class to Whether it's you know get on the computer or on the Chromebooks or something or get on the iPads and play You know a game of your choice. Let's take that away instead of recess You know take away There are probably other classroom privileges too that can be taken away if you really are at the point where you just need to punish instead of Recess and that's the thing any teacher especially at the elementary level you probably have a lot of different Things during the day whether it's preferred activity time or you know station choice time or whatever it is where they can They can lose a different privilege instead of recess since recess is so important for all a lot of the different kinds of development Another idea which is I think interesting this the child can still have recess But you they may lose access to a favorite piece of playground equipment Instead of saying no recess at all Okay, Nancy. I'm going to address that in just a few minutes. This is a this is a good idea Um Remind me if I don't address it to talk about what what we should do if the kid needs to catch up on on work So the idea is restrict what they can do during recess a little bit So just saying you know you can't play on the jungle gym today or if this is a child that really loves kickball Maybe they miss kickball or maybe they just miss five minutes of kickball to a little kid Just having to sit out for five minutes and do something like they know they're being restricted That might be enough to make an impression. It doesn't have to be lose all of recess. It could be something smaller So I thought that was interesting because they still get to go out to recess But maybe they lose access to some one particular thing that that day Okay, how are teachers able to diagnose a child with ADHD okay that I'm gonna write that down Okay The person who just asked me that can you please send me an email and ask me that again because I've been wanting to do research On that and I've got sort of like my own ideas based on experience, but I have not done any real serious reading on that So please send me an email if you just go to called to pedagogy.com click on about and there's a contact, okay? Yes teachers don't diagnose kids with ADHD, but sometimes we can recognize some key signs and then we can maybe refer That's that's a good point. We're gonna get to the ADHD thing probably in another periscope Okay, a lot of people are answering yes teachers don't diagnose But we might be at the front lines of being able to pick up on the signs of them speaking of ADHD The last resource that I'm linking to in the document for tonight's periscope Which by the way, if you're just joining us the document. I'm talking about is it's just a download if you go to cult of pedagogy.com Periscope Tonight's periscope has a link to it just says May 10th taking away We recess has a punishment click on that and you'll just go to a Google doc that has links to everything in Tonight's periscope and I am definitely going to be talking about ADHD in a future one because I can see there's a lot of interest in this The last resource is actually an article written about a situation where a boy who had HD ADHD Was getting punished frequently by losing his recess and his parents didn't like that and they talked to the school and they said look This is just not working. This is making his behavior worse.  Can we please do something else? To to deal with this problem instead of taking away his recess so he just tells the story and and I think The solution that they came up with is such a good example of Instead of a school instead of a teacher and administrator Seeing bad behavior and just giving a blanket punishment for it Looking at the individual child and saying what is the problem and what we can we do creatively to address this issue and Prevent it from happening instead of just constantly looking for ways to punish punish punish Because I think as teachers we just keep thinking if I can just come up with a way to really get them Then they're gonna learn their lesson and they are going to stop doing what they're doing Instead we need to be figuring out. What is the problem and how can we stop it from happening instead of trying to find ways? To just you know teach them a lesson What this family did and what this school did? Was one of his problems was that he had a lot of trouble settling down after coming in from recess and So they were taking recess away from him So what they finally ended up doing instead was at the end of recess every day He just he had an errand that he ran and They would send him to the office with an Manila envelope that he had to just deliver This gave him an extra two to three minutes to walk down to the office Deliver it and come back gave him a sense of responsibility and the secret was that sometimes that envelope didn't even have anything in it But the office and the teacher understood that this is just and I've actually heard this term before it's called an Antiseptic bounce which I love that term an Antiseptic bounce basically meaning that you kind of bounce the kid from your class, but it's clean It's not it's not loaded with a punishment of any sort. You're not sending him out of class. He's being sent on an errand and This worked beautifully for them by the time he got back He had sort of gotten rid of that last little bit of excess energy He was ready to focus and he also felt good about himself because he had just done something to help They were giving him some responsibility now that To me, I don't think that that is the response to or the alternative to taking away recess I think it's an example of a Teacher and a family and a student figuring out and I had seen Yes, carrying library books. I've seen in the comments earlier talking about working with the student to find a solution because Most students don't want to be the kid who's misbehaving, but if taking away recess isn't working for them Which it sounds like it just doesn't in most cases They they might even know what could help them. So I think it's an example of Figuring I was going to work for that kid. Would I send a restless student in the middle of class on an errand? Here's the thing Once I got to know my students well enough I would be trying to catch that restless student a little bit before His behavior got to the point where it was unacceptable So yeah a walking break So once I know this kid as soon as I see that that knee is starting to go and he's starting to look a little bit You know uncomfortable that would be the time to send him on an errand as opposed to when his behavior has gotten completely unacceptable because once it's Passed the point where you know, the other kids are going to be like, you know Look, you know, Johnny's really acting up Why are you always rewarding him by letting him walk around school by himself? Like it needs to not look like he's being rewarded for this behavior. It's preventative. So That's great Nancy my kids have started recognizing when they need a break and they ask that's fantastic, too Like that's self-awareness is so important to build that in the students because really what we want is for them to be able to self-monitor and self-advocate and Figure out what it is that they need and be able to speak up and say look, I really need this It's gonna prevent a problem later So, oh a lot of so much good stuff tonight so I'd say take a look at some of these resources, especially if you're in a school where a lot of teachers are doing this taking away Recess take a look at that first one the crucial role of recess in school because it really really helps back up the opinions With really really solid research research in a lot of areas Okay, what was that other question because I said I was gonna answer another question in a little while Oh, it was about makeup work should recess be used for makeup work. See, I don't think it should be used for makeup work you know because Again, it's not so much the idea of losing recess as a punishment. That's a problem. It's losing recess Period has a detrimental effect. Yeah, catch up time To me. I'm thinking it's still You know, it's still them doing academic work and they're not getting that break so That's it. You know what that may be another question for me to answer in another future periscope Let's get some ideas For what when kids need to do makeup work, when do you find that time? Oh my gosh, so many ideas are coming up right now My gosh, I miss using lunch. Miss using lunch missing lunch. Oh gosh missing lunch You mean having lunch in the teacher's room. Yeah, we used to do that in middle school a lot separating them from their peers The thing is I feel like if you've given a punishment to a student and then they stopped the behavior that led to it Then that worked But oh, I see you're talking about a working lunch to making up to make a missed work.  You have so many different ideas. Okay before we go I'm gonna have to watch this later and write all these down for future periscopes All right, listen, how would I punish a child? That's a completely set listen I think you should go to a website called smart classroom management Because I think once you're at the point of punishing Things have already gotten too far. You're already you've already lost control if you're punishing What we really want to do is prevent the behavior by building relationships with the students getting to know them really well and and also making sure that there are really clear consequences for certain choices and Also that there are great privileges for when you are making good choices Like being able to choose your own seat and being able to sit by a friend and these are privileges that you would then lose if you can't handle them so Having to punish a child means that you've kind of lost control of a situation and We've all done that and we've all been there, but I think if it's your regular Modus operandi, then probably it's time to recheck and see oh We did one on students not completing work. Yeah, listen Go to cult of pedagogy.com I've got social media icons in the corner click on the YouTube one I've got all of my periscopes now on on YouTube It's called advice for teachers and we did one on students who don't turn work Man, I'm not seeing a lot of these comments the the Website I just mentioned a few minutes ago with smart classroom management. It's just smart classroom management.com. Yes I can't keep up with you guys tonight. That's fantastic Okay, so thank you. I hope this has been helpful. Hey, Mario. I'm glad you're here I Have a feeling I'm gonna be taking One of these ideas that came up tonight for next week. It's gonna depend on how much research I'm able to do but Thank you all for for being here. Oh one other thing. This is a complete side note But I created a course about Twitter if any of you don't really feel like you're getting the most use out of Twitter I made an online course for it and it's 30% off and the and the sale ends tonight So if you feel like you want yes, you did Carla. I saw that if you wanted to learn more about it It's about an hour and 15 minutes. It's not very long So if you're interested just go to my website go to cult of pedagogy goji and go to to post down the one that says So you have a Twitter account what now click on that and the information about the courses in there And that the sale is gonna end tonight. So If you want to learn more about Twitter come grab it tonight while it's still on sale, okay? I'm done Have a great night. I'll see you next week. Thank you all so much for for joining me


This is the story of what happens when you trash talk LeBron James and it goes horribly wrong. As we all know the Cleveland Cavaliers were the first team in NBA history to come back and win a championship down three games to one. There were many storylines involved within this season, the Golden State Warriors were the greatest team of all time record wise winning 73 games and LeBron James was trying to chase his first NBA title in Cleveland. So in this video we have some hilarious untold stories of NBA players that were involved on this day, players from the Golden State Warriors team and players from the Cleveland Cavaliers team. I hope you guys enjoyed this video, it took me a long time to edit and produce for you guys so if you do enjoy it by the end of the video I'd really appreciate if you guys could hit that like button, let's aim for 3000 likes for the next episode, be sure to hit that subscribe button if you do enjoy these videos and you want more videos just like this one. Full credit to all the podcast interviews and clips used in this video, they are on the screen right now and in the description box down below and I hope you guys enjoy. We got to go out there and play obviously better than we played tonight, much better than even when we played in game three but we got to get one. It's not about overlooking this, about getting one on their home forward, they've been very successful so we got to come in with the mindset that our coaches that will give us a great game playing and we got to execute that. I'm also curious though after game four when you guys lose at home. Take us back to that locker room down 3-1. I can remember we were in Oakland, we went to their practice facility, the Golden State Warriors and it was the one, you know, Clay had started, Thompson had started talking about how they were better than the Showtime Lakers. You know I don't really look at that are you the best team of all time, are we the best team of all time because I think it's all subjective, you know, to say we're better than the Showtime Lakers. How can you say we can never play them? We were better than the Showtime Lakers. You know that was kind of a shot at his dad as well. I grew up with Clay. So we're going over the Bay Bridge and that commentary is just still picking up. It's on Twitter, it's on Instagram, it's on all these social platforms. Oh, Sports Radio, everything. So I called Bronnan to the office to listen. We got to do this, this and this. We can beat the, and Bronnan was on board was like man they getting tired, they getting worn down. Some things we got to change defensively to kind of change that. So we're going over the Bay Bridge and that's when Bronn just said, he looked around and goes, you know what guys, this is, it's written. You remember on the ride back when Bronn saw that tucker up? Bro, we sat on that, on that, on that bus going back and Bronn was like, no, we're going to win game five. We're going to win tomorrow night. We're going to have a huge game. It's going to be tough. Yeah. It's going to come down to the last few minutes. We're not losing at home. They going to say, whoa, whoa, they going to do that. We're going to come back here. We're going to get game six, right? And then they finna get scared. Game seven, anything can happen. He like, we actually in the best position. We have no pressure on us. We supposed to lose. He's like, but we going to win tonight. You know how the bus here, when you first get on, it's quiet. It was quiet as a motherfucker. Yes. How did this start? How did the conversation start? It was crickets for, bro. And for us, it was really, it was literally airy on the bus. Like, ain't nobody want to call nobody. Nobody had their headphones on, listening to music. Like, it was just frustration. And when he said that, I just remember everybody on the bus being like, hell yeah, we definitely finna win. And everybody just going to turn their headphones down until we was all on the bus. Like, yeah, bro, we 100% not finna lose, 100%. That's how it played out. It's crazy. It still gives me chills thinking about it. Everybody, the meaner changed. Like, we weren't even mad no more. It just looked like it took everybody to be like, yep, y'all down 3-1, statistics say y'all lost. So y'all lose.  What did you tell the team then? Walk us through that moment. Because it's funny, we just had Shump on here. And Shump told us what Brian said on the bus to kind of get them going. And then you added your part to it. We got down 3-1. And I just felt we can beat them. Like, if some things we had to adjust and make some adjustments and some tweaks. But I just felt we can beat them. I swear I did. We got down 3-1. I said, whoever don't believe we can win, don't get on the plane tomorrow. In the NBA finals, you got to lay it all in a line. If you don't think we can win, don't get on the plane. It's not hard.   I know what I'm capable of doing.  The first two games, I thought they blew us out on their floor because we weren't ready for their speed and the pace of how they play. You can prepare for it all you want, but until you actually get a chance to get on the floor and see how fast they play, how hard they cut, you really don't know. And so after game two, we came home, made some adjustments that I thought was great for us. Game four, we lost, it was a close game, but our adjustments were exactly what we needed to do. And so before we left to go to game five, I said, listen, if you don't believe we can win, just stay here. I'm being like, no bulls, just stay here. We don't want you on the bus. We don't want no negativity. If you don't think we can win game five, just stay at home. We'll see you for game six. And I thought we actually really could win. I didn't think it was over. So we go there for game five.  What happened? He stepped over me and I had a natural reaction to get from over. You don't step over a grown man. It's disrespectful. I'm not sure I would react the same in the moment, just because I've grown as a person. I don't regret reacting the way I reacted in the moment because the only reason I can't promise you that I wouldn't react that way, because if somebody steps over my shoulder, I'm naturally going to try to get you off my shoulder. That's just who I am, I don't want a guy stepping over my shoulder. I'm sorry, I just don't. And if it happened again, I would do the same thing and get off me. And so I can't promise you that I wouldn't react the same way. Green was assessed a flagrant foul for striking James in the growing Golden State one game four. Green was suspended for game five. What I do know is, I think LeBron coaxed me into that. I knew we still had a chance. Like, it would be so much harder. You know how it is, Draymond's a heart and soul. Did you think he deserved it to get kicked out? Honestly. I didn't at the time. Yeah. I thought he got stepped over. Yeah. And I was like, man, he's defending him. So what happened? You're supposed to just do this and let him step over? LeBron figured out a way to get in Dray's head. And that's what happened. The heart and soul of the team. If you take out the heart, how does the body look?  You know, I'm just kind of shocked. Some guys take it so personal. It's like, I mean, you know, it's a man's league and people have feelings and people's feelings get hurt even if they're called a bad word. I guess his feelings just got hurt. Clay Thompson said, I guess he just got his feelings hurt. What did you say, Clay said? Clay said, I guess he just got his feelings hurt. Oh my goodness. Did you guys talk about this in the locker room when it happened? Now, you know, it was always difficult for me because I played with Clay and Steph and Draymond. The thing that I found ironic is that Clay got a thigh bruise because he thought it was like somewhat of an illegal screen and it's not even, it is a man's game. Clay is true, right? But you can't say it's a man's game when it's in reference to somebody else but then be calling a screen where you just got kneading your thigh, you got a little thigh bruise saying that. But I don't believe that any great player needs any extra motivation, right? Like the motivation is the thing.  Two most important games of your life, it's when you were born and when you discover the reason why you were born. I think we're born to be champion. Game six, game strides. We win game five. Kyrie and Braun both have 40. Ironically, the game Draymond's out. Both Braun and Kyrie go for 40. The first time they're in the finals, they go for 40 a piece. I'm like, oh, could have used Draymond back there. We won game five, we're in the locker room. So after the game, everybody's in the locker room. All the coaches, the front office people, the owners. And I had everybody in the locker room give me $200. Give me $200, players are everybody. And they said, what you doing with this money? I said, I wrapped it up and I'm gonna take it and I'm putting it in the ceiling. We come back to get our money. We're coming back for game seven and get our money. So that means we had to go home and win game six and then come back for game seven. And so we go home, we win big in game six. Steph gets ejected. If you told us to be in your season one game and win a championship in Oakland, we'll take that any day of the week. We're coming back, Braun gets a speech and is like, listen, they getting worn out, they getting tired, they getting, like we just gotta keep going, keep going. When we attack, like I said, when we attack that, it cannot guard us. All right, we play with pace, it cannot guard us.   And you're up three-one and you're already kind of counting the win as like, just get it done, dream on suspension and all that. Like kind of is a little distraction, but you're like, we're still right there. Whether we two-times like defending champs back to back in the whole vibe. Honestly, I thought we were good even when we got back home to Oakland. Like I knew like, we don't lose at home. Yeah. Then last time we did lose, it took Kyrie and LeBron to go for 40 a piece. The first time I found it was history. Two teammates, some like, all right, anomalies happen. So we get back to game seven. This is the game seven in NBA finals. This might be once in a lifetime. Leave everything out on the floor. We do that, we'll give ourselves a great chance to be by the ear with our dream, all right? LeBron James and the Cavs with victories in games five and six to even this series and seven games apiece. Can they pull off the victory here tonight? Actually by Jefferson Barbosa, shot blocked by James. Keep playing, cut. You know, Bron was, you know, Bron is right. You can get 20 and 10 in the first and one half just like run out of bed. Like I pulled him over to the side. I was like, do you see the way he's playing? You see how they are playing? He was like, what? So we go over it. And I was like, so cause if I was guarding you, I'd do X and he was like, cool. He took it and used it. I've been in the G league for the whole year and I'm talking to the young kids and they just like, man, screw you, man. Like whatever, you old, you don't know what you're talking about. Like they not listening to nothing. And I'm fighting them for their attention just to teach them things that I just picked up along this journey. And they not really listening to the end. So like I'm not used to somebody listening. He was taking every set of information you give them and applying it, no matter who it is. Like he can take, he can take constructive criticism. But the first half he was like, he was just, he wasn't doing enough for me. You know what I'm saying? So he come to the bench one time. He's like sitting on the bench and he sit with legs crossed. He's like five hundred nails and something. He jumps like, no, not right now. I'm sorry. D Jones like not right now. And she's like, he's buzzing me. Like, what's he doing? So then halftime comes, we go into the locker room. And so halftime, we got the film and all the film. I said, no, we ain't doing no film. I said, Brian, you got to be better, bro. You got to be better. You got to pick up by language up. All right. You got to play harder. You got to be more aggressive. All right. And listen, man, everything we got is 24 minutes, man. Everything we got. I was like, what you mean? I got this. I said, I don't care about no stats. You got to be, what you want me to do, T-Lew? Guard Raymon, be aggressive, shoot the ball, stop, turn the ball over. And Taran Loo in game seven is just pleading for more from LeBron James. How much do you expect LeBron James to give you, dude? You said it was an intense halftime, like in the locker room. What was said? You know, even though LeBron's leading the Cavs in rebounds, assists points, Ty Loo goes to LeBron. In halftime, he says, you got to be better. Like, he's getting you and everything. He's like, come on, LeBron, come on, LeBron. Warriors are up by seven. Draymond Green is headed towards the finals MVP. He's hitting everything. LeBron is guarding him. He's getting scored on. And I don't remember what specifically he was asking for, but, man, that was just so great. LeBron's like, what do you mean I got to be better? And this profane argument breaks out. He's like, man, I said, man, we need you to be better. If you want to win, it's on you. He's like, so I stormed off. I go to locker room, stay in the door, boom. Ty Loo kind of went at Bron. Ty Loo kind of went at Bron, and then went back into the coach's room. And then Bron was pissed off, was like, man, because Bron was in a very good vibe. I think Bron the whole time had a great vibe about him. This whole time, he had never lost his cool, never been emotional, never, he was just like the ultimate leader, right? If there was any kind of like doubts or moments, like we never saw them. We go grab D. Jones. D. Jones, man, was your boy tripping? He's like, he's like, who? Like, man, Ty Loo, he's talking about I ain't doing this and doing that. Well, man, listen, I ain't been here all year. Everything I read is about how you trust him and how you, why not trust him now?  So he go to James Jones. JJ, I can't believe, man. And then James Jones was like, No, James ain't. But Bron, is he lying?  Boom, he stormed out of locker room. That was the first time that he was mad that Ty Loo kind of said, I need more from you. Ty Loo was like, yo, I need more from you. And Bron was like, what are you talking about? He's like, well, I just need more. It's not enough, I need more. And then Ty Loo went into staying. And Bron was like, man, mess with my vibe, man. I've been cool. And all of a sudden you're just like, oh, geez, here. Because we were down. We were down going into halftime.  People who have known LeBron for years who were there have never seen anybody speak to LeBron the way that Ty Loo spoke to him at halftime. And LeBron basically says some really bad language and walks out. He's the first guy on the court because he's so angry at Ty Loo. Boom, he stormed out of locker room. And the second half, Dom made the whole game. Max in, tough fallaway shot. It's good. James drives, gets in the paint, puts it up, and puts it in. Five to shoot. Azeli again goes back up on him. James steps back for three, puts it in. LeBron, James from downtown. And the Cavaliers go up by two. You know, obviously, Ty Loo, who is a master motivator, got that one or two more percentage points from him. That was needed. But we were all kind of looking around like, yo, this is the first time in the whole postseason that Bron's kind of had an attitude. He felt like he had a good grasp and Ty Loo kept pushing and trying to get more. Two hours later, LeBron's in the huddle before the shot that Kyrie Irving makes. And he's making the suggestion with Ty Loo in concert. Let's set this play up for Kyrie. And in some of Kyrie's hands, walk us back through that process. So you remember, Bron had just made that big block. And it's no knock to Azeli, it's just bad. Nigga Dalla to Kyrie, back to Nigga Dalla, up for the layup. So when Steph, I got the rebound, pushed it. I probably should have kept going. But I hit Steph to do two on one. Like we practice drills every day, and then he bounces it back. I'm like dunk on his head. That's game seven. He's played every minute. It's the last possible game. It's the last possible minute. And he does an athletic feat of sprinting back. Split second late, that's a goal taken. Kyrie back there, got the rejection. I'm not on the court and I'm sitting down. I see the two on one. I've been a two on one guy my entire career. So I'm thinking it's either gonna be a foul or a buck. That's the only thing that's gonna happen, right? I'm hoping that if it's a foul, it's Andre, who's not a great free throw shooter, but you're seeing it in real time. And then all of a sudden you just see a blur go across the screen. And it was one of the loudest, the loudest sounds I ever heard. Boom! And when it happened, I was like, damn! I was like, yo, that was the loudest. I'm like, what just happened? I didn't even know he blocked it, but I heard boom. And I was like, man, that was cold. I was really, it was like a fan moment. I was like, man, that was beautiful. And that's what it was. It was just a blur past me. And it was, you know, you can see me sitting down. And I'm like, wait. And then I see Braun come in late. And once he gets that block, I knew we'd just taken away an opportunity from them. So now it was back on our chance to have an opportunity to score and do something. And Andre was like, dude, there was nowhere for me to go. If I would have tried to reverse it, he had both arms on both sides. He was gonna block either side of it. He came out of nowhere and just made an incredible play. And then I'm thinking like, maybe I should have went to the other side. He had the other side. Yeah, exactly. It was just an amazing play. And, you know, I've done many articles about it. And people expect me to have some type of, you know, ill feelings. I'm like, man, that's one of the best things I've ever heard. But I heard it. I ain't see it. I heard it. Down three, one, it's over. Golden States winning again. And it's like, this dude, you know, led the series and points, rebound blocks, assists in every category. And he was exhausted. Like he hadn't came out of game the whole game. And so he was done. When I look at plays of any human being that have ever been done and at the moment they were done, I can't think of a bigger defensive play, you know. When he blocked the shot, I'm like, God dang, that was amazing. Like, I had that energy. Right. He was fried. And so we came to the bench. I think it was a man in 13 left in the game, something like that. And we came back to the bench. And man, bronze over there, he got the wet towel.  I, you know what I'm saying? Like he's exhausted. And he's making suggestion with Tyloo in concert. Let's set this play up for Kyrie. Is LeBron telling Tyloo here, hey, give Kyrie this next shot? I think he was trying to say, let's get him on staff and then let him go to work. Bron, Bron is the ultimate teammate in that sense. Like he always tries to make the right play. He is, he is playing chess in all times. So we come out of the timeout and we just went into 12 action with JR and Kyrie. We cleared the whole right side out and said, JR, you gotta set us a hard screen.  So that's a great defender too. But I'm just like, man, I can't believe I can see through that switch. It still burns. JR set a great screen and then Kyrie came off.  I thought I was gonna go to the right. You know what I'm saying? Kyrie size him up, step back to the right. You gotta take that one. Yeah, you gotta take it. That was a dagger. Man, I feel like that ball hung in the air so long. I was like, man, this better not go in. Off the dribble too though. This better not go in. This better tarnish. It went in. Damn. That's one of the biggest shots of NBA history. What I say about that 3-1 situation is I've never seen two guys play at that level. For three straight games. For three straight games. It was the craziest thing I've ever seen. Like, Ron and Kyrie were just on. Like, we played well. They just played better. They stole momentum and that's a beauty. They get the game six home games. Of a seven game series, that's a beauty of it.  And I think they don't get enough credit too, you know? That was obviously, you know, a low point for the Dubs at that time because everything we went through to get that record too. Like, we went after that record. I'm grateful we went after it. I'm thankful. And hindsight, looking back, and we got it.  Yeah, for real. Give me that ring. I'll never forget walking back to the locker room after freaking, I see your coach. I see Tyloo. The first thing I see when that buzzer sounded is Richard Jefferson with his hands up. I'm already mad.  Yeah, yeah, yeah. You're Richard. And then I see Tyloo run to our bench and I'm just like, it's the most deflating. It's a feeling you can't really describe. Like, the deflation inside you. It's like, all that hard work. It just hurts so bad. It still hurts. We went in championship, everybody's going crazy. And so I go in the ceiling and get the money. And so the first thing, Braun asked me like, hey, man, where's that money? I said, man, I don't know. It disappeared, but I kept it for myself. So, but just think about that. We went in the championship and Braun asked where's the money at that's hidden in the ceiling. Doesn't miss anything. Doesn't miss anything. But I kept it. So now you know, Braun. It meant so much to him to win one there. And that's what I thought was so cool. You know, so he wins a couple in Miami and now he goes there and this one almost meant more to him. Cause that first one, the joy on his face when they won in Miami. But for him to do it in Cleveland and do it with a block, you know, just it showed what it meant to him. The hunger that he, you know, he went after that title was pretty amazing, especially the way that series went. The 2016 Cavs coming back from 3-1 versus 73 and 19 being down 3-1 versus one of the best teams that ever been assembled. Two-time MVP. Two-time MVP. This was an unbelievable achievement for a franchise unbelievable achievement for myself. What I was able to do for this team with this team was able to do for me. I've never been so locked in with a team to where it's like we like loved each other. Ah, that happens. That's the beauty of sport, you know? You gotta take the wins and losses. It is. You know, making these runs, to me, that's why what LePron has done incredible. It makes no sense. While you're going through that grind, there's four or five other teams that are on the climb that are incredibly motivated, that have been building their teams specifically to beat you and that can't wait to play you.  And you guys had a lot to do with his record in the finals too.  Yeah, he got us, he got our best team. He did.  You know, stuff doesn't age well, not an age well. And I hope you guys enjoyed the video. If you did, please help me up by hitting that like button, subscribe if you are new and hit that notification button. Here are two new videos I think that you will also enjoy if you enjoyed this one and I'll catch you guys in the next one.


My name is Dr. Leslie Dibley. I'm motivated by the need to give a voice to a hidden group if you like. And also to address issues that maybe other people find a bit yucky if you like. Things are just a little bit different. I started life as a nurse, and I have had a career in clinical nursing practice with adults and children in the last 11 years in full timing research. I do research into chronic conditions, mostly gastroenterology, mostly inflammatory bowel disease. This condition affects a lot of people in the UK and worldwide. It's very difficult to deal with because it is unpredictable. It causes symptoms that are antisocial, so frequency and urgency of bowel actions that can't necessarily easily be controlled. Through my years of doing research in that area I have grown this interest in why even though people are dealing with those very debilitating symptoms they would persistently avoid stone surgery. Stone surgery is not to be taken lightly, it's made for surgery but it has the potential to add a quality of life by taking away that uncertainty and giving a form of control. Having real passion I think for giving voice to people who are dealing with something that is hidden and particularly when it's something that actually people don't talk about. Somebody has to do it and I'm proud that that's somebody's name. The University of Greenwich is proud to be part of the UUK-Made at Uni campaign.


This is the Lesson 4 lecture and this is about pixel-based and object-based image classification. The objectives for Lesson 4 are, define the eight classic elements of image interpretation, explain the seven categories of tasks performed with image interpretation, apply the elements of image interpretation to data collected from a variety of sensors, construct an image interpretation key, perform pixel and object-based supervised classification using ArcGIS Pro, create a workspace and project in eCognition and execute rule sets, and apply segmentation algorithms to remotely sensed imagery in eCognition. So therefore, basically the objectives are to get into the idea of image interpretation and pixel-based image classification, a pixel-based supervised image classification, and then to transition over to object-based supervised image classification, and that will be our segue into object-based image analysis. So this slide highlights the fact that high spatial resolution mapping needs are not met by the free moderate resolution satellite data that is easily available to us. So in other words, in moderate resolution is about 10 meters to 30 meters, 10 meters for Sentinel, 30 meters for Landsat, and that is not sufficient to do for example urban mapping where you want to map the roads and subdivisions and so on and so forth. And so the two graphics on the right of the nape image on the left, so we have a one meter nape image on the left where we can see the features on the ground very clearly. If you look to the on the right-hand side on the top, you see a pixel-based classification from a Landsat image and you can see all you can discern is the presence of the woods, but that's about it. You cannot discern the line features, the roads, the subdivisions, and so on and so forth. So here's another case where we have a comparison of Geobia-derived high spatial resolution map on the left, and this is derived from using one meter ortho imagery and LiDAR data. And on the right, we have a map that is derived from a Landsat image. And once again, you can see that all you can discern is the vegetation patches, the patches of the forests, but you cannot see the individual buildings and the roads and so forth. And typically townships and small cities and large cities need these high spatial resolution maps to create value-added GIS products. And this once again points to the efficacy and the power of object-based image analysis techniques. So this slide highlights the comparison between a pixel-based image classification and object-based image classification such that on the top row, you see the nape imagery that was used for this classification. So the nape imagery has a one meter resolution. And then look at the, in the second row, the pixel-based classification and you can see the salt and pepper effect on it. If you look on the last map in the pixel-based classification, the last map, which means the one that is further to the right, you can see that salt and pepper effect in the woods, in the forest class. Whereas if you look at the object-based classification classifications in the third row, you can see that the maps are much clearer, cleaner, and do not have the salt and pepper effect in it, which is a distractor. So what is Geopia? It stands for once again geographic object-based image analysis. It is essential for analysis of high spatial resolution imagery. The recent advent of high spatial resolution remotely sensed data like multi-spectral imagery and LiDAR has shown limitations of traditional pixel-based classification methods as you will examine in lesson four. High spatial resolution data is now becoming available free. So for example, now we have nape imagery is available for the entire nation free. Increasingly, we have these high spatial resolution satellite constellations in the commercial space that are crunching out terabytes of data and that in special cases they will give you free imagery for education and research purposes. And the amount of this imagery available for both teaching and research is going to keep on increasing in the coming years. So what has happened is that in the past couple of decades, in the past few years, we have become data rich and technique poor. So Geopia methods can simultaneously analyze data from multiple sensors with data of varying resolutions and incorporating physical and social vector data. And along the same lines, Geopia literacy has become an important workforce development issue, a workforce for remote sensing applications because the remotely sensed data sets are converted to actionable information and these remotely sensed data sets that are becoming available at higher spatial resolution, higher spectral resolution, higher temporal resolution are massive and they all need to be converted into actionable information such that this information can grow legs and walk in a public policy sphere and lead to betterment for all. And with the advent of Geopia techniques, the elements of image interpretation have once again become very important and as we will come to see, provide a very essential framework for object-based image analysis applications in which we try to replicate the cognition of a human being based on these elements of image interpretation. So data is not equal to information. So you can have stacks of data, layers of high spatial resolution data that needs to be then converted into information which is where the data becomes very useful and you can begin addressing questions like how much tree canopy do we have? How much tree canopy do we have per parcel? Or how much more tree canopy can we potentially have per parcel? How much impervious surface do we have per parcel and so on and so forth and all of that can only be done effectively with high spatial resolution data and object-based image analysis becomes a critical tool to convert this data into information. So here's another slide that kind of highlights this idea of conversion of data to information that data plus OBIA is equal to information that object-based image analysis techniques are critical to converting this data to actionable information. So we have a NAPE image over here and this NAPE image was converted into a land cover map using actually both NAPE and LIDAR data that gave a very accurate high spatial resolution map which was then queried using the property parcels that were available as to how much tree canopy do we have per parcel? How much impervious surface per parcel? How much additional tree canopy we can have per parcel? And Charlotte O'Neill Dunn has done a lot of work in developing these metrics that I have shown to you on this slide. So going back to elements of image interpretation, here's a picture and what do you see? And if you stare at it closely enough, different people might interpret this image differently. And so I'll just let you look at this image and make your own judgments. Do you see a snow field or do you see horses stand in there or do you see both? So go into human cognition. The word cognition comes from the Latin word cognizir, meaning to know, to conceptualize, to recognize. And the human faculty for processing information, creating categories, applying knowledge, and changing preferences is very special, is what makes us human. And cognitive processes can be conscious or unconscious. And going to human cognition and image interpretation, we can see that anytime we are looking at an image, our eye is automatically assessing the proximity of the objects that it beholds, the similarities, the continuities, like for example in the case of a road or a river, symmetries that might exist in the picture, and other elements of image interpretation. So how do humans see and classify objects? So basically the sense organs gather and sort the raw data. So we've got rods and cones in our eyes. So basically each one is going to create a pixel of data that captures the brightness and the color. So we basically have a pixelated image in the back of our retina, which is upside down, and the brain processes, filters, and classifies the data and presents it to our conscious mind with information. If our consciousness were presented with everything that our senses collected down at the pixel level, we would be inundated and unable to function. So basically the millions of pixels, let's say, lots and lots of pixels are rapidly converted by the brain to a few objects, and the information presented to our consciousness is qualitative, and our brains work from this complexity of the incoming information to abstraction where it puts it in categories. So remember that our brain creates these categories and land use and land cover are categories as well of phenomena that occurs on the surface of this earth. So what our conscious mind sees is determined by the categories that we have created ourselves and the categories that we are aware of. They may be categories that we are not aware of. We tend to find what we are looking for. Forrests, once again, a generalized forest class can have subclasses and can be alpine or bottomland, wild, managed, old growth, regenerated, or the back 40. Trees can be a forest, tree farm, orchard, windbreak, arboretum, or your backyard. A tree can be coniferous, deciduous, ornamental, native, invasive, or your favorite shade tree. So what this highlights also is the importance of geontology, which means standardizing definitions of observable geographic features, particularly at high spatial resolution. And what this standardization does is it allows for a seamless sharing of workflows in the community of remote sensors looking at particular problems. So once again, how does our brain go from complexity to abstraction? Abstraction being the objects, the meaningful objects that we perceive, for example, in a high spatial resolution image. And when we look at an aerial photograph or the world around us, we are presented with great complexity in the scene that we behold. And we are naturally wired for our very survival to make abstractions from the images that we see around us. In other words, we are constantly classifying the imagery that is coming into our senses. And we are also conditioned by our experiences, our past experiences, our surroundings, and even by our training as Earth remote sensors to make certain kinds of abstractions. Now bear in mind that qualitative concepts are difficult for computers. If a computer, let's say, is looking at the image to the right or the left, it cannot tell where something is not right here, where a human being can say, well, wait a minute, something is not quite right here. And that's because a computer, once again, cannot deal with qualitative ideas, but can deal with quantitative ideas. Once you have classified the image, now the computer knows what every pixel stands for, what type of a land cover does it represent. So how do computers see and classify objects? So computers see digits and process quantities, numbers, and computers require rules or software or programs to process these digits, these digital numbers that imagery is made up of, and image objects are made up of. So these rules compared to human cognition are relatively simplistic and deal with specific quantities employing mathematical or logical operations. This will become clear as we develop rule sets in e-cognition based on an interpretation key to classify high spatial resolution imagery. Again, so what is Geobia? It's an approach to image processing which employs an attempt to make image processing more like the human cognitive process. And it begins with partitioning remotely sensed imagery into meaningful image objects or segments based on their spatial, spectral, and temporal homogeneity. And then there is the attribution of properties, quantities, characteristics to image objects based on the parent remotely sensed imagery as well as other data sources. And then it is followed by the classification of these image objects using rules which analyze object attributes, relationships with other attributes, with other object attributes within the image or relationships with objects external to the object under consideration or other objects internal to the object under consideration. So the complexity to abstraction process for Geobia workflows involves the following. So first you need to have an idea of the classes that you are trying to extract from the remotely sensed data and therefore you need to have a class hierarchy. They need to be the major land cover classes that you're looking for. And then there will be subclasses as well. For example, a forest can be divided into deciduous and evergreen. And then each one of those could be divided into the different species of the tree stands that exists and so on and so forth. So delineating meaningful objects or segmentation is the next step and is a very important step in object based image analysis workflows. Then there is always some image the object exploration in which you get an idea of how the object characteristics are quantified for objects. What's the mean blue reflectance? What's the NDVI for an object? What's the standard deviation of the right for an object? And so on and so forth. Then you select relevant attributes for categories and categorization. That means to say that is the process that you go through in developing certain characteristics that define particular objects and they get encoded in the rule set. And then there's also morphological operations that you can do in e-cognition even though this is an idea that is at the intermediate or the advanced level in Geobia and that is reshaping objects, merging similar small contiguous objects into bigger objects, growing objects by attribute thresholds, breaking big objects into smaller objects and shrinking objects by attribute thresholds. Then objects are assigned to a category, let's say a land cover class. Then there's some filtering of noise, some cleaning up, they are cleaning up algorithms in e-cognition and then the classified map gets exported for further analysis to a geographic information system. So here is a more formal definition of image segmentation. So commonly the term segmentation means subdividing an image or entities within an image into smaller meaningful partitions. And yet segmentation is any operation that creates new image objects or alters the morphology of the existing image objects according to specific spatial, spectral or textural criteria. This means that segmentation can be a subdividing operation, emerging operation or even a reshaping operation. Here is a graphic that shows you the process of segmentation. So we have an image of a painting of Mona Lisa and we have an image of it and you can see that it was segmented using a particular criterion and then you can see the segmented image that is of a lower resolution than the original on the right. Always keep in mind that well-defined image objects or segments have an objective meaning that they comprise what are known as meaningful objects. So in this example, objects correspond to a desired subset of the overall image. Like for example, the skin objects, the hair objects, the objects comprising the eye, the objects comprising the smile, the background shadow and so forth. In eCognition software, perhaps the most effective segmentation algorithm is the multi-resolution segmentation algorithm and it works bottom up. In other words, it begins from each pixel and grows outward. It consecutively merges pixels based on spatial and spectral homogeneity and the resulting size of the segments is based upon what is known as the scale parameter and the shape of the resulting segments is based on the shape, color or what is known as the compactness parameter in eCognition. There are 30 computer-intensive algorithms and can be somewhat slow and memory-intensive, but as time is going by and more computing power is becoming available and is getting to be cheaper, it works very well on contemporary laptops and personal computers. It yields very good image abstraction. The meaningful objects such that if you had a geographic scene as you will come to see, it can break out the roads and the forests and the built up areas and the pastures and the agriculture into meaningful objects. It can create slivers and noise sometimes and often can be used as a secondary segmentation process where the whole segmentation is done with the chess board algorithm or the quad-tree algorithm and this will be clear as you start working with the lesson for lab activities in which we are going to do some object exploration. The image segmentation parameters in the multi-resolution or the MRS segmentation algorithm in eCognition is as follows that you have three of these segmentation parameters. The first one is the scale parameter which begins with a value of 10 and larger the value of the scale parameter the larger the object, so it depends if you want to capture the individual three crowns as objects you'll have a smaller scale parameter if you want to capture the entire forest one object then you're going to have to have a larger scale parameter and then you have the other two parameters for multi-resolution segmentation as well the shape parameter which is related to the spectral homogeneity of the object and the compactness parameter which is related to the shape homogeneity of the object in the ArcGIS Pro we will mainly utilize the mean shift segmentation in fact in ArcGIS Pro as of yet there's only one segmentation algorithm available and that's the mean shift and within which you will have two different parameters to vary to get different types of objects and we will be doing an exercise in the lab in the lesson for lab activities in which we will examine these ideas by exploring both multi-resolution segmentation in e-cognition and the mean shift segmentation in ArcGIS Pro for example here we have a case where the multi-resolution segmentation operated upon the image of Mona Lisa and when the scale parameter was 30 which is relatively smaller then the image objects end up being the bright skin the shadowed skin, the eye components the mouth, the curly hair, the straight hair and so on and so forth whereas if you did a multi-resolution segmentation of Mona Lisa with a scale parameter of 500 notice that the image objects are much larger as they average over the spectral and the spatial homogeneities and the basic idea being the larger the scale parameter in e-cognition, multi-resolution segmentation the larger the objects just depends on what you are looking for. OBIA or Geobia also allows for multi-sensor data fusion so for example over here we have a lidar intensity layer then we have a color infrared nape imagery with four bands and we've got the lidar data, spatial data here as an NDSM and all three of these layers can be queried to produce a very accurate land cover map you can also have class hierarchies in e-cognition as well so you can have land cover classes and then you can drill into a particular broad land cover class let's say like forest and get into the sub classes as well such that you have a hierarchy of classes available to you in object based image analysis and after the process of segmentation is over in e-cognition you will be developing rule sets and these rule sets reside in the S tree window and here's just an example of a rule set that you will be working with in your lab for activity and the rule set will be provided to you. Once you have your rule sets developed then you get very consistent output as long as you are dealing with the same data layers of the same sensor taken at the same time you will get a very consistent output of your map products. The workflow that will be emphasized in e-cognition software applications in this course will be as follows bear in mind that you always have to do significant data preparation before executing a Geobia project and that involves image clipping mosaic in, reprojection and so forth getting all your layers in the same coordinate system is extremely important for e-cognition applications because e-cognition does not reproject the data on the fly like ArcGIS Pro does surface models are created if you have LiDAR data available such that you can get the normalized DSM on the NDSM the heights from the ground then rule set development on e-cognition on just a subset of the data and once you've got the rule set ready for a representative subset then that rule set can operate upon the entire image over the entire study area and then you get a land cover map that is further analyzed and accuracy assessment will be performed on it to assess how accurate the land cover map is. Upon executing the rule sets in e-cognition are image data that can be optical imagery like nape imagery along with spatial information from a LiDAR derived NDSM you make the rule sets operate upon this data and you get a land cover map and once you have a land cover map now the computer knows what is where and this layer can go into your GIS for further analysis. So here's another example of further value added GIS analysis of a high spatial resolution land cover map and in here the percent impervious surface per parcel has been calculated for the city of Gainesville for the year 2010 and this information is needed to estimate the storm water utility fee that is going to be instituted sometime in the coming future. Similarly the land cover map can be used to estimate the percent tree canopy by parcel within the city of Gainesville, Georgia as well and that's yet another value added product to look at aspects pertaining to urban forestry, how much forest cover do we have in the city and it turns out the more the tree cover the urban tree cover that we have that starts driving down the water treatment costs because trees act like natural filters to the water precipitation that occurs. In the lesson for lab activities you will conduct a pixel and object based supervised classification in ArcGIS Pro and this includes some object exploration with varying the two different segmentation settings that exist on ArcGIS Pro for object based image analysis and they are the spatial and the spectral parameters. We will also have an introduction to eCognition and the lab activities that you will do in lesson 4 and in lesson 5 will be based on an OBI tutorial created by Jarlath O'Neill Dunn for America View. Jarlath is a faculty member at Vermont and also teaches Geography 883 at Penn State. eCognition software will also be utilized in these lab activities in which you will learn to create workspaces and projects how to upload and alias the data and executing provided rule sets for segment exploration and for water classification in this particular lesson. So the rule set in this lesson will be provided to you and as a resource for introduction to eCognition 10.0 which by the way was just released this December so it is pretty much brand new. Please view the Geography 883 lesson 2 review and the lesson 3 preview lecture on Thursday the 21st of January in which I have gone over the general eCognition interface and how to create workspaces and projects. Please look it over before you start working on the lesson 4 activities. It will be very helpful to you. So this is what the interface for eCognition looks like and as I mentioned in the previous slide eCognition 10.0 is brand new and has several improvements in it. I believe that you will really enjoy learning object-based image analysis. It's a very essential tool to get off a contemporary remote sensor and we will be using eCognition in lesson 4, 5, 6 and a part of 7 and some of you may choose to use eCognition for your project in developing a OBI application. If you have any questions or comments please post them in the lesson 4 general questions and comments forum.


Every aspect of our daily lives is dependent on energy. We use it to travel, to illuminate and heat our homes, to produce the food we eat, and so much more. Access to energy is crucial for our societies, and the way we produce and consume it can have a great impact, not only on our well-being, but also on the environment. So what does an energy system which serves us, the people, while respecting the limits of our planet, look like? The first thing to know about energy is that the source is key. Conventional sources such as fossil fuel and coal are contributing to climate change, and they put the environment and humans in danger. We need to replace these with sustainable energy sources such as wind, sun and water, which are easily renewed. Countries such as Portugal, Denmark and Germany are already living proof that energy systems can run solely on renewable energy. Citizens can become prosumers instead of consumers. This means that they can produce, sell, store and consume their own renewable energy. In several other European countries, we as consumers can choose a green energy provider, and with our demand, stimulate further investment in research and technology. Another important thing to keep in mind is that it's not just about quality, but also quantity. And when it comes to energy, less is better. Opting for energy-saving devices, switching them off when they are not in use, as well as general responsible use of energy can save us a lot of money. And remember, energy is everywhere, so consuming fewer products in general is beneficial for our planet. So, if it's so good, why sustainable energy not yet the norm in Europe? Well, as much as we consumers can influence things, we still need to demand our politicians at national and EU level to take action. Firstly, our current energy production and distribution systems favor big corporations, meaning that the energy sector is highly privatized, and the decision-making of setting prices as well as production conditions are left to a few powerful profit-seeking actors. Secondly, our energy markets are often obscure and secretive, and we as consumers are not well protected against market monopoly. With little public control on prices and a lack of funding for renovation and energy efficiency measures for older buildings, energy poverty is still a big problem in the EU. Think about this. One in ten EU citizens cannot afford enough energy to cover their daily needs. Also, we are currently dependent on external actors to have enough energy. This means that tense relations with Russia, as well as with authoritarian regimes in the Middle East, can affect our energy security. If we move towards domestic and decentralized renewable production, we can ensure that we always have enough affordable energy for everyone. On top of that, we need to demand accessible and accurate information on energy efficiency of products from our politicians. For example, through proper labeling so that we can make the best decisions for our purse and the planet. Finally, the fossil fuel industry still receives subsidies in Europe, which come in various forms such as direct funding, tax exemptions, preferential loans and guarantees from public banks and gives them favorable access to resources, infrastructure and land. Civil society and progressive forces are already calling on the EU to phase out fossil fuel subsidies by 2020, but we still have a long way to go. So, now that you know what a sustainable energy system looks like, you can see that change is underway, but we need citizens, industries and politicians to push for more and demand faster transformation. I hope you feel energized to bring about your own contribution.


I earned mine on the track in 2012 and 2013. Football since 2002. On the soccer field, 2011 and 2012. Swimming. For over two decades. Year after year, Navy continues to dominate Army. Over the past 11 years, men and women have been dedicated to continuing this legacy for generations and generations. Navy's superior level of athleticism rises high above that of its competitors. Our commitment to excellence in academics, athletics and ourselves is without equal. Continue our legacy. USNA. We know what it means to win.