Hello everyone. Myself Shope, I am Matigar. I am working as a assistant professor in computer science and engineering department at Walsh and Instruct Technology, SolarPore. I welcome you all to the session on IEEE Standards, Learning Outcomes. At the end of the session, the students will be able to identify different types of protocols and applications of each protocols. The first one is students will be able to identify different types of IEEE Standards and uses of each standards. These are the agenda, collision-free protocol, limited-contention protocol, IEEE Standards 802.3, that is Ethernet. First one is collision-free protocol. In the previous video, we have discussed about the CSMA protocol and then multiple access protocol and then MAC protocol and some other protocol. First collision-free protocol, while transmitting the frames from one station to another station, we have to check whether the collision can occurs or not. Based on that only, the collision-based protocols are ALOHA, CSMA and CD, are the good when the network load is high. The collision-free protocols are good when load is high, in that time bitmap protocol and then binary countdown protocol. These are the two protocols we have to use for collision-free protocol and then collision-based protocol. First one is collision-free protocol, bitmap protocol, the bitmap protocol we can also call it as a reservation protocol. Bitmap protocol, the stations take turns transmitting a single frame at a full rate in bits per second. Trace in order, access to shared medium so that every station has a chance to transfer a data. Each cycle begins when a reservation interval that consisting of mini slots. One mini slot for each of the N stations, for that we have to use three different steps or methods that are reservation, polling and token passing. What is reservation? After transmitting the data from one station to another station, the current station, how to reserve in the current next station, then after transmitting the data, the data directly will go to that particular reserve station, the data will be stored in that particular station. For example, here first five reservation frames are there, one, two, three, four, five, total five frames are there, the reservation frames and then this is the first data how stored your user want to store in the first place, it can be reserved. Then after transmitting the data from reservation frame, directly the data will store in the yellow colored place only. In the same manner, here at the end there are total five frames are there, frame one, two, three, four, five. These frames before transmitting they have reserved in the next station after transmitting the frames from current station to the next station, the data directly will goes to that particular reserved places then it will store. Then after storing, here the user won't face a problem for collision detection. Reserved as the name itself indicates bitmap protocol. Before transmitting, we have to reserve in the next station that whatever the map reservation place is there, the current data will goes to that particular places it will store. That is bitmap protocol, after mapping then the data will store in the next station. Binary countdown protocol, each station sends the data or address bits in some order from highest order bit to the lowest order bit. For example, if the user want to transfer some amount of data it means first we have to go to the higher order bit then we can go to the lower order bit. The bits in each position from different stations we have to perform the OR operation. Nodes, there are five nodes are there or four nodes are there A, B, C, D and then addresses there are five addresses are there, A address is 0 0 1 0, B is 0 1 0 1, C is 1 0 1 0, D is 1 double 0 1 and then next one is 1 0 1 0. In out of these addresses we have to check out which one is the highest priority then if it is highest priority then we have to give it up then we can go to the next one. For example, node C is the highest priority that is 1 0 1 0 having highest priority then gets transmits. Then after transmitting C then we can go to the next higher priority then after that we can go to the we have to follow the same procedure for transmitting the addresses. The problem with this protocol is that the nodes with highest address always wins. This is a reflection spot the reflection spot can contains one question that is a list the different applications of collision free protocol. Now pass the video and answer the question for answer for this one. Now let us see the answer for this one is application for bitmap protocol collision free protocol in the reservation places we have to use it is used in satellite communication. Next one is limited contents in protocol in the limited contents in protocol the collision based protocols that are ALUHA, CSMA, CD are good when the network load is low then collision free protocols that is bitmap protocol and binary count on protocol are good when network load is high about how about combining their advantages limited contents in protocol. If the station behaves like a ALUHA scheme under high load the station behaves like the bitmap scheme under heavy load these are the different protocols we have to use in the MAC protocol. Now let us see the IEEE standards IEEE standards is an Ethernet there are so many IEEE standards are there 802.3, 802.4, 802.5, 802.6 there are so many IEEE standards are there out of those IEEE standards in this video I am going to explain only first IEEE standard that is 802.3 is one of the most widely used standard for computer networking and general data communications okay IEEE 802.3 is a family of standards for LANs which defines and logical link control and several MAC sub layers. If the user how our current station how some frames they want to transfer that frame from one stations to another station then what they have to follow how they have to send the data in the form of frames okay and that first one is when a computer wants to transmit a frame from current station to the next station what we have to do and then when a computer wants to receive our data from next station or previous station then what steps we have to follow it is there in next slide that is carrier sense multiple access with collision detection that is CSMA slash CD the basic idea when a station when a station have a frame to transmit listen for transmission on cable that is carrier sense when a medium is quiet and another station transmitting the ferry or transmitting frame listening for collision if collision is here then stop transmitting wait random moment of time and then transmit again this is the frame format that is there are some fields are there preamble SFD source destination address source address type data and CRC preamble field it is a 7 bits SFD that is start of frame delimiter 1 byte destination address 6 bytes source address 6 bytes type 2 bytes data in this place the user actual data they can keep that is size is 46d1500 bytes okay CRC that is cyclic redundancy check it is a 4 bytes it can be used for finding the errors while transmitting the frame from one station to another station okay these are the different fields are there in a frame frame field that can contain the different part and then it can be used there is a preamble field is a starter field and the start of the frame delimiter it is a starting field here we have to use some mnemonics for fixing the starting end of the frame frame the destination address the destination address can contain the remote information or receiver information source address it is a current user information that is client information or current sender information the length of the data that it depends upon the user this is a x-hole data they can keep in a frame then that they can transfer the data that is the data what type of data they have to mention before transmitting the data in the form of frame check some check some field can be used by transmitting the data if the data is corrupted data is lost or somebody somebody have hacked the data then to find out that information we have to use the check some part okay these are the references I have used for referring this video thank you


By now, you must be convinced that the Turing machines are quite powerful as devices that can implement algorithms. We have seen not just the basic model of Turing machines. We have seen several extensions that is adding of some extra power or facilities to the basic machine. We have found that even with added power, the class of languages which would be accepted after, for example, an extra tape is added, something like that. That class of languages which can be accepted by Turing machines, that class remains invariant. Before we study the limitation of this class of languages which we had called recursively enumerable class of languages. I would like to emphasize again that Turing machines are very powerful devices although they look very simple. By now, if you think a little, you should be convinced that Turing machines can simulate computers as we know. Let me just spend a couple of minutes on this point that now, when we say Turing machines can simulate computers, what we would like to say is that suppose you are carrying out an algorithm by means of computer as you know, that particular algorithm can also be carried out by a Turing machine. So, to convince you of this statement, what we can do is to consider a very simple processor. Now, again I would like to emphasize that just because I am considering a simple processor, I am no way limiting the scope of this particular statement because even a simple processor can simulate that is known fairly or however, elaborate processor that you might think of. So, what is a processor? Simple processor that can be modeled this way that is simple processor of course, executes programs, it has memory and this memory contains both data and the program and a simple processor can have some registers and registers also can store some bit pattern. So, you just talking of simple processors. Now, from our knowledge of computer organization, we know how does a simple processor operate? Because what it does that at any given time, there is some contents of program counter which is a register. Now, program kind counter tells me tells us instruction is to be executed next. Of course, you know program is a sequence of instructions, it can be of course, the execution of a program, how it will execute in which sequence these instructions will be executed that can depend on data, etc. That all we know, but basically there is some place which has the address of the next instruction to be executed and then of course, there is memory and what is the essential part about the memory? That every memory cell has an address and in that address, we that cell at that address contains some bit patterns. So, a typical instruction could be like add m 1 and m 2, m 3 something like this. This instruction is telling that add the contents of memory 1, cell 1 to memory 2 and the result should be placed in memory address 3. So, one way of doing all this by kind of machine that we have by machine I mean a Turing machine that we have, we can imagine our Turing machine has several tapes and one tape contains or models the memory that models memory and this also we may have you know we have may have another tape to do work, etc. We can say work tape just consider how an instruction like this could be added. First of all, we need to say little more about what we mean by modeling memory. So, we may see that we have some special symbol followed by a string and then again this special symbol followed by some string and then again here let us see in between I have a cell which also contains another special symbol let us say to imagine this. Now, what I will interpret that this part is the address after all address is a string and this part between sent symbol and the next sharp symbol is the we are seeing what would be the contents of the memory cell whose address is this. Now, of course in normal day to day processors we have some bound which is the word length etc that kind of situation but here in this model we can have arbitrary sized contents. So, now as an instruction which is to be executed which is like this let us say which will that you know these parts of the instruction will tell me 3 addresses. So, imagine that here I had the contents of the addresses m 1 is an address m 2 is another address m 3 is another address. Now, let us say this is the address 1 which is here m 1 now if you see here 3 addresses and here there is the code for or you know op code basically that is why we that is what we say op code for let us say addition which is a particular bit pattern. Now, what we the or Turing machine can do that in another tape it can fetch the contents of this address 1 how will it do so because you see this is a bit pattern and therefore, this of course goes to infinity may be on both directions. So, it looks for this pattern in the places in those places where addresses could be stored see that addresses are stored flanked by a sharp symbol and a sand symbol. So, it will look for it will look for such a such strings in this tape and compare with this bit or you know symbol by symbol if they match then it knows that it has reached the corrects address and then it can copy the contents here in another and similarly it can so basically what I am seeing is that it is not difficult to see that fetching the contents of some specified addresses can be done fairly easily in this way and now what does op code addition involve you know executing that it would just involve that adding this and this if the contents of address 1 is here contents of address 2 is here. So, essentially we need to add and you can imagine that depending on whatever is the op code here the Turing machine which is of course is going to be a big thing it will go to a particular part of it. So, you know after all op code is again a string the machine can decide you know to go to a part of its machines program or you know after all a Turing machine can be seen as lots of states and in each state it is we are being told what is to be done. So, it goes to an appropriate part of itself where these operations will be carried out essentially the operation what for addition is add this to this and may be the result of the addition we may you know we can carry out that addition in another tape and that addition is placed here contents of the result of the addition and now the last part of this executing this simple instruction was to store the result in the address in the cell whose address is address 3 again what we do is will be scanning the memory tape the Turing machine will scan the memory tape it will find out where this match is occurring again remember that strings which are flanked on the left by sharp symbol and on the right by send symbol these are addresses and when it finds then after that send it should place this one. Now of course, it might mean you know creating space or squeezing some space, but all those are simple operations by now you should be convinced that they can be done. So, after that it should carry out the next instruction. So, what would the next instruction where will the next instruction be next instruction will be also there in the memory somewhere at a cell whose current address is the contents of the PC. So, basically if PC was you know PC you can think of is somewhere again on some another work tape or something with the program counter. So, now these are all some tapes, but this PC is program counter contents here. Now normally what we mean is unless the program counter value changes because of the operation of the previous instruction we will add that is what we say add 1 to the PC which really means go to the next instruction. So, you know again you look for this address between sharp and send wherever you find it skip the next contents part go to the next thing here. So, whichever is the way either you know we can say physically that the instructions will be one after another on the tape. So, if you know you just carried out instruction corresponding to this address or contents of this address for the next you need to the address will be even here. So, that you copy and that will have the correct PC value that is what you do after this and then from there from that address you fetch the next instruction in this tape and that then you will be updated the Turing machine will be updated to carry out the execution or the simulation of the execution of the next instruction. So, this is at a very gross level I have described that to you or I have tried to convince you that it is not difficult to see that a simple processor can be simulated by a Turing machine essentially simulating each instruction of the this simple processor program in an appropriate manner. Now, therefore, what we can see that Turing machines are of course, fairly powerful in the sense that they can do all that our ordinary or even extraordinary computers can do and when I say that it can do whatever computers can do if you want to you know if you want to work on this statement in the sense if you want to find out what are the limitations of this statement in the sense that can Turing machines do everything that you might think of doable or it has its limitations there we need to be a little careful and therefore, we will come back to the context in which we operate and that is recognition of languages because that a language is some subset of finite strings over an alphabet and let us see the alphabet this is the alphabet of languages under consideration and now we may ask a very simple question that does some Turing machine exist a language let me put it slightly you know this is not very nicely put the way we would like to say is that you see there are a language over sigma is of course, a subset of sigma star right. So, the focused question is given any L which is a language over sigma you can ask this question does there exist a Turing machine to accept. So, in other words if you see what we are really saying is that we are asking the question are all languages over sigma recursively enumerable right that is the focused way of asking about the power of Turing machines. So far as language recognition is concerned over some fixed alphabet remember just once more the definition of recursive enumerability we say language is recursively enumerable if there is a Turing machine to accept that language and the question that we are asking is there are so many languages over sigma star do you have for each language L do you have a Turing machine M such that L is the language accepted by this Turing machine of course different Turing machines will accept different languages that is fine or the same language may be accepted by different several Turing machines. But given a Turing machine that accepts a specific language and we want to know that the class of all Turing machines when we consider the languages they accept the language languages the class of languages accepted by the class of Turing machines does that class exhaust all languages over sigma right. So, this is the question and answer to this question is no. So, there are in other words what we are saying that there exist languages over sigma which cannot be by any you can see that if we prove this statement then we have proved limitations of what Turing machines can do so far I have been trying to emphasize that Turing machines are very powerful objects in the or devices in the sense that they can carry out all kinds of algorithms. And as is the philosophy of this course we would like to understand the power limitation of the power of the of any device that we are considering. So, in particular we want to know that what is the power or where what is the limit up to which Turing machines can be used all right. So, this proof of the statement these two are I mean this statement that there exist languages over sigma which cannot be accepted by any Turing machine proof of this statement is by something called a kind of argument which is called diagonalization proof is by diagonalization argument this is a very powerful style of proof now you know some proof strategies like induction proof by contradiction etcetera this is kind of this is a special kind of proof by contradiction. And of you might have seen the proof that there cannot be a bijection between the set of natural numbers and the set of real numbers that proof typically that we know of is by a diagonalization argument I would like to explain the diagonalization argument first by means of a simple but a fairly powerful proof of now what I will prove is this statement that there cannot be a bijection between a set X and its power set which is normally denoted as script or P of X now and we read it as power set of X now what is the power what is the power set of X. So, P X is by definition set of all X 1 such that X 1 so power set of X consists of the set of or power set of X is a set itself as the name suggests and this set contains all subsets of X. So, in particular it contains the empty set because empty set is a subset of X as well as the X itself because X is again a subset of itself that this statement says that between X and P X no bijection is possible what we are trying to do let me just say it here example diagonalization our diagonalization argument will prove this statement which is of course same as that statement now as I said the diagonalization argument is also a kind of proof by contradiction and any proof by contradiction starts by assuming the negation of what you want to prove right here between X and P X no bijection is possible that is your statement which you would like to prove. So, negation of this statement is that there is a bijection between power set of X and X assume there is a bijection between P X let the bijection be B F and this F maps X to P X being a bijection of course F inverse also exists and F is 1 to 1 now what we will do is we define Y which will be also a subset of X and the definition of Y is as follows that Y consists of X in X such that X is not an element of this looks a very knock was statement but it is very interesting statement we will see how it manages to this definition itself how it manages to prove this very general result alright. So, essentially how we are defining Y this capital Y we are saying look an element of X will be in this set Y if that element is not an element of the set or subset of X to which the small X is mapped to this is what it is right now we can see clearly Y is a subset of X because Y by definition basically some elements of X. So, capital Y is a subset of X now since it is a subset of X mapped F will map it to of course some element X X for every X we have others but you see because it is a bijection F is a bijection the at this remember this F is from this set to the power set. So, since F is a bijection for every element of this set there would be some corresponding element of X which alright is the map of we are taking that element from here in other words for our so far as our purpose is concerned again Y is a subset of X since F is a bijection therefore it is onto map for its range and of course the range is the whole power set and in the range Y is there. So, there exists some let us say X prime such that F of X prime is this set I want to emphasize again that the existence of this X prime is because your F is an onto map on P of X and capital Y which you have defined in this manner is a subset of X and therefore it is a element of power set of X and since F is an onto map on this set there would be some element of the domain that domain of course is the set X itself capital X some element X prime of an element of X such that F X prime is Y alright. So, this is straight forward from the use of our definition of bijection and now consider the question is X prime and element of Y right X prime is a specific element of capital X and Y is a subset of capital X. So, it is a meaningful question that is this element an element of Y now suppose there are two possibilities either X prime is an element of Y or it is not an element of Y we are taking the first situation suppose X is an element of Y. So, now what does it is what is it saying that remember we are saying since X prime right we are asking this question is X prime an element of Y. So, X prime assume this so X prime an element of Y which of course Y by definition is F of X. So, I have X prime is an element of F of X prime, but if X prime is an element of F X prime it cannot be in the set Y because in set Y you are only choosing those X s which are not elements of the set that X is mapped to by the bijection. So, this really implies that X prime is not an element of Y. So, starting from the assumption X prime is an element of Y we are getting to the fact or the conclusion that X prime is not an element of Y. So, this is a contradiction. So, therefore this supposition is wrong the other what is the other supposition that X prime is indeed an element of is not an element of Y right here we assume the X prime is an element of Y and here we are saying X prime is not an element of Y. Capital Y is by definition F X right. So, therefore we have X prime is not an element of F of X prime. Now, if X prime is not an element of F X prime in that case you just look at this definition for Y this implies that X prime is an element of Y. Now, here again the situation is starting from this supposition we come to the conclusion which is just the negation of that supposition. So, there are only two possibilities either X prime is an element of Y or X prime is not an element of Y in both cases we are reaching contradiction which therefore means that our original assumption that there is a bijection F between the set X capital X and its power set that must be false. So, this whole thing implies F cannot exist and therefore we have proved that there is no bijection between X no bijection between X and its power set alright. If you see what is really happening in this proof the crux of the proof is in the definition that we made for Y and this definition made sure that no so basically the definition made sure that Y cannot be the map of any element X right. This is what we do did now this statement that Y is not or cannot be the map of any element X you may think of I am just trying to explain how did you get to this definition and because even what you are Turing machine context will use similar arguments we need to be clear about the way these proofs diagonalization proofs work. So, this is something you are trying to prove that construct some Y such that this Y cannot be the map what was the map we said F the bijection map of any element of X. So, basically we wanted to show that take any element X of and we wanted to ensure that F of X is different from Y right. Now, these are two sets right F of X is a set because F maps is so F of X is a set of elements from X and this is also a set of elements of the way we achieve for a particular. So, here again consider a particular X let us say X 1 and we want to ensure this condition that F X 1 is not same as Y. So, this statement is will be correct if for every element X 1 we manage to do this. Now, two sets are unequal can be two sets can be unequal because either this has an element which this does not have or this has an element which this does not have right that is how to we make we can say two sets are not same. So, the you can imagine the witness of this statement will be an element which is in the symmetric difference of these two sets right that is which one that element which is either here and not here or which is here and not here and interesting thing that we did that we made X 1 itself to be that element to be that witness. So, let us write this sentence fully witness of this particular statement will be an element which is in that means all the elements which are in F X but not in Y union. So, basically what is this say that this part consists of all elements which are in F X 1 but which are not in Y and this consists of all elements which are in Y but not in F of X 1. So, now this entire set if it is non-empty that would mean this non-empty would imply this particular assertion that these two sets are not same and the way we have defined this set Y that we make X 1 to be that element which is in the symmetric difference right how because you take your map right and see what X 1 gets map to this is a particular set. So, we will just call it Z right. So, F X 1 is of course a subset of capital X which we are calling Z right. Now, this element take this element X 1 we are asking this question is it in Z right if it is in Z will not put it in Y right. So, in that case if X 1 is in F of X 1 in that case X 1 will be here but not in here because by this definition since X 1 is an element of F X 1 will not put it in Y. So, this set will be non-empty because X 1 will be there or if X 1 is not an element of F X 1 then we will put it in Y. So, this part will be non-empty in either case X 1 is the witness of this. So, we are taking every element and making it a witness of the fact that our constructed set is different from that subset of X to which X 1 gets map to by our assumed bijection and thereby we are you know proving that this particular statement is true. So, again in summary what is the summary of what I am trying to say here if you see really a diagonalization proof you will see it is trying to prove non-equality maybe of two sets and this non-equality like here we said that you know we tried to prove whatever be the statement that assertion we broke we could break it down to maybe an infinitely many simple assertions like here that for any element take an element X 1 make sure that F X 1 is different from Y and each one of these you ensure in defining the diagonal set this Y will be called a diagonal set alright. So, we will see as a you know when you see for the first time such an argument it looks complex, but if you go back examine it once more in the light of what you wanted to prove and the basic strategy of the proof. So, you wanted to prove in this case that there is no bijection between a set and its part set and you your proof idea was assume there is a map and then you constructed a particular subset of X such that it was not in the range of F. So, by that what how did you do that that this Y is different from the map of every element. So, all these conditions one by one or you know conceptually you can see that for this condition X 1 is the witness for another let us say X 2 this X 2 itself will be the witness and so on. So, let me just complete that in this case that that element which is the witness. So, this is an example of a diagonalization proof this is fairly complex proof if you see if you are seeing it for the first time and it is a very powerful as at least this particular example or example proof of diagonalization makes a very powerful statement we did not make any assumption about the set X capital X whose part set we are considering this X could be finite and even in infinite we are not saying that it is denumerable or not. So, any set or any set the statement stands that there cannot be a bijection between that set and its part set. So, now what is the statement that we would like to prove in this course about Turing machines is by this method first statement that will prove is that there are this is what will prove that there are non R e again the proof will be prove by and let me give you the proof first of all from a very overall point structure first of all we will see that you know our case is simpler than the previous one in the sense that here everything is at least our Turing machines the class of Turing machines will be enumerable. So, what I mean by that is I can line up all possible Turing machines all possible Turing machines to accept languages over sigma. So, this all possible Turing machines to accept languages over sigma they can be kind of lined up that means what I mean is I can the word is enumerate which is a technical word, but think of this way you it is possible for you to conceive of all these Turing machines to be in some sequence m 1 m 2 m 3 m 4 m 5 and so on right and each one of this Turing machines accept some language. So, the language accepted by this is of course, l m 1 this is l m 2 this is l m 3 and so on and now you want to prove that there exist non R e languages. If a language is R e to accept which is which is this which is a language over sigma then this has to be one of these languages is it clear because these are the only Turing machines which will accept languages over sigma and these are the corresponding languages which are recognized by each of this machine. So, essentially these are all the R e languages which are over the input alphabet sigma. Now in the same style that the way we created here a y and made sure that that y is different in some way in our way particular way what we are going to do here is to define a language will call it l d such that l d is not l m i for any i. So, we will ensure define a language l d and ensure that l d is not same as for every i right once we manage to do that if I can manage to do that then that would immediately imply that l d is not why because had it been R e this would be one of these. So, in particular let us say had it been R e it may be recognized by some m star which is somewhere in this line up. So, let us say this machine m j suppose it if l d was R e then they would have been a machine in this enumeration of all Turing machines to accept languages over sigma let that be that machine be m j the corresponding language would be l m j, but we would have ensured since we are doing it for all i we would have ensured l d is different from l m j and thereby we prove again by contradiction that l d is not added. So, two things that I need to do which will do in the next hour first of all prove this that Turing machines which accept languages over sigma that class of Turing machines can be effectively enumerated which means I can line them up one after another and some ordering. So, I can talk of i th Turing machine i plus 1 th Turing machine n th Turing machine in that ordering and if at all there is a Turing machine to accept a language over sigma that will come somewhere here in this line up. And then I would define this language l d which by definition will make sure that l d is different from all these l m i and of course, our l d will the way will do it of course it will be a language over sigma and therefore, l d is not an r e language over sigma this is for a fixed alphabet sigma we will carry out all this discussion.


We looked at Dolly Yen and we looked at Aussie dollar and at the time we looked as if the dollar was going to weaken further. Ultimately that hasn't happened. We've seen a significant rebound in the greenback and a little bit of further weakness in equity markets more broadly. And that does appear to be slightly worrying because I think the change of narrative in the last 24 hours in terms of how the dollar is looking does appear to suggest that we can probably expect further weakness in commodity prices and a significant rebound in the dollar. And that's likely to weigh on equity markets more broadly. Now yesterday we looked at the pound and we were looking at the potential for a little bit of a move higher. The picture has changed somewhat since then because on the daily chart we can see here what is known as a key reversal day or a bearish engulfing day. And that's very negative for the pound and that does appear to suggest that the potential moves higher that we've been targeting over the course of the past few days could well actually start to run out of steam. And certainly on the basis of this chart here there is potential for a move back to around about 144.70 and potentially even lower towards around about 143. It's important not to underestimate the importance of this bearish reversal coming as it does at the same time as a fairly positive reversal or a positive indicator on the US dollar index. And we're going to look at that as well along with Euro dollar because there does appear to have been a slight sea change in sentiment over the last 24 hours. And that could well be the precursor to a little bit of dollar strength after a prolonged period of US dollar weakness. So certainly looking at the oscillator here we do appear to be rolling over on the daily chart. The bearish reversal on the daily chart does appear to suggest that we could actually start to roll over. The key level that I'm looking for here is around about 144.70, 144.80. That's the next key support. It's also the lows that we saw on this little doji candle back here at the end of April. So certainly keep a very close eye on that area of support over the course of the next couple of hours. Looking at the dollar index this is also quite an important chart and the overall scheme of things we can see from this chart here. This looks very very much like a daily hammer and certainly on that basis there is a risk that maybe we could actually see a bit of a rebound in the dollar index back towards this series of highs that we saw in the middle of April around about the 95.20 area. If that happens then that's likely to have a spillover effect on to Euro dollar and we can see that pretty much on the basis of this daily chart here. We have what looks suspiciously like a potential shooting star, a very long upper shadow which appears to suggest that potentially for all the bullishness over the last six days investors and traders are now looking to take a little bit of profit on their long Euro positions. The key support on Euro dollar that I'm looking at in particular will be this series of highs that we saw at the beginning of April between 114.20 and 114.40. Certainly think there's a reasonable chance we could well look to test that that area here around about 114.20 over the course of the next few trading sessions which brings me neatly on to Dolly N and as regards to the last 24 hours the key level still remains at the 200 week moving average around about 105.20, 105.30. We hit loads of 105.50 yesterday so it's important to keep an eye on that. But on the basis of a slightly stronger greenback you've got to question whether or not maybe we've seen a short term base in Dolly N and could see a move back towards around about 107.80 in the short to medium term. That would certainly be an area that I will be looking at with these series of lows through here. It's very easy to draw the train line resistance in through there. If we look at the lows there and then we look at the peaks here we've fallen slightly short of that. We're back above 106.70 for the time being. To stabilise I would hope to see a move back through 107.70 to retest this area through here on the Ichimoku Cloud resistance currently on the four hour chart. So that's it for today. Thanks very much for listening. This is Michael Houston talking to you from CMC Markets.


Welcome to The Commentaries, a podcast series from Tan in which you'll learn how to read and understand history's greatest Catholic works from today's greatest Catholic scholars. In every series of The Commentaries, your expert host will be your personal guide to not just read the book, but to live the book, shining the light of its eternal truths into our modern darkness. Visit tancommentaries.com to get your copy of the book and to subscribe for access to all the great reading plans, new episodes, bonus content and exclusive deals for listeners of The Commentaries. Hello and welcome back. I'm Father Robert Nixon, a monk of the Order of St. Benedict and director of the Institute for Benedictine Studies at the Abbey of the Most Holy Trinity in New Norcia, Western Australia. This is The Commentaries series on the imitation of Christ by the great spiritual teacher Thomas A. Kempis. Today is day seven of our series of podcasts and we're going to be covering book three, chapters one through six. Now as I mentioned before, the imitation of Christ is divided into four separate books or four major sections. This book three is by far the largest and is entitled of internal consolation. In chapters one to six, we're given some very illuminating passages and a lot of these are written in the form of dialogues between the soul and the soul of the disciple and Christ. So the disciple will speak to Christ, will ask him questions and then Christ will provide truthful replies. It's written in a really kind of original and distinctive way. So I think you'll enjoy reading this. The first chapter is the internal discourse of Christ to a faithful soul. And this faithful soul is speaking to God. He begins by saying, I will hear what the Lord God will speak to me. Blessed is the soul who hears the Lord speaking within her.   Blessed is indeed which hearken to the truth itself, teaching within and not to the voice which sounds without. Blessed are they who penetrate into internal things and endeavor to prepare themselves more and more by daily exercises to the attainment of heavenly secrets. Blessed are they who seek to behold the intent on God and who rid themselves of every worldly impediment. And now to this wonderful declaration, Christ replies, thus says my beloved, I am thy salvation, thy peace and thy life. Abide in me and you shall find peace. Let alone all transitory things and seek things which are eternal. What are temporal things but deceit? And what will all things created avail me if thou has been forsaken by thy creator? Cast off then all earthly things and make thyself agreeable to thy creator and faithful to him that so they may attain to true happiness. And this wonderful chapter, it's kind of a recapitulation of what's been said so far that we need to turn towards the internal to the eternal to the divine and put aside the external, the temporal, that means the passing things, the things of the exterior world. And this is wonderful advice, which we can never fulfill completely, because as long as we're in these mortal bodies, we can't disregard completely the exterior world, nor should we. But indeed, we need to focus our intention, our desire, the longings of our heart upon those things which are eternal. And in the prayer we read, we are read with the demands of my senses, the tumult of my passions and the inefficacy of my desires. I come to thee, O Jesus, earnestly to implore thee to recall my mind and my heart to their centre, which is thy presence and thy love. So this coming back to the centre, coming back to the kingdom of God who lies deep within each one of us. In chapter two, we continue this kind of colloquial or discourse between the disciple and Christ himself. Chapter two is entitled, The Truth Speaks Within Us Without Noise of Words. And the disciple speaks to Christ. He tells him, Speak, Lord, for your servant is listening. Let not, Moses, speak to me, but you, O Lord my God, the eternal truth, lest I die and prove fruitless, if I be only outwardly admonished and not in kindled with him. Lest the word which I have heard and not fulfilled, which I have known and not loved, which I have believed and not observed, rise up in judgment against me. Speak, then, O Lord, for thy servant hears, for thou alone hast the words of eternal life. And I think this is a wonderful declaration. He asks that he doesn't want to hear the voice of Moses, nothing against Moses, of course, but saying that the law of Moses represents the external demands of our religion. He instead wishes to encounter this internal, this ineffable truth.  But in themselves, they don't bring salvation. They're not a formula for salvation. They might kind of be a prerequisite for salvation. But it's Christ himself who is the eternal truth, who is the authoritative word of God. And we're told that God speaks to the understanding by the light of his spirit and to the heart by his holy inspiration. All the prophets deliver in the word of God. All the truths which preachers announced to us cannot enlighten the understanding, nor touch the heart if God himself does not speak to us by the motions of his grace. So opening ourselves to the action of the grace of God and desiring it most fervently. In chapters three, we're told that the words of God are to be heard with humility, and many weigh them not. In other words, many don't give them proper consideration. And Christ speaks here. My son hear my words, words most sweet, exceeding all the learning of the philosophers and the wise men of this world. My words are spirit and life and are not to be estimated by the sense of man. They are not intended to gratify a vain self complacency, but are to be heard in silence and received with all humility and great affection. This is so important that the words of Christ offer us this wonderful sweetness. And when we say the words of Christ, it means, of course, what he actually said as it's recorded in the gospel. But it also means what he exemplified through his actions. One of the particularly important sets of words of Christ are the seven last words which he spoke on the cross. And I know that Tan has a great book by Saint Bonaventure coming out upon these seven last words. I recommend that to all of you. It was very privileged to have the opportunity of translating it myself. But to think of these utterances of Christ as of profound and almost infinite meaning, we can ponder them very carefully. Take one sentence of Christ in the gospel and make it your theme for the whole day. Then he goes on. But alas, for an unchangeable good, for an inestimable reward, for the highest honour and never-ending glory, they are unwilling to take the least pain. Be ashamed, then, you slothful servant who are so apt to complain seeing that you are more ready to labour for death than for life. They rejoice more in running after vanity than you in the pursuit of truth. And here he's comparing how eagerly people pursue the things of this passing world and how few of us put correspondingly great efforts into our spiritual life, into what will ensure our internal happiness. So there's, you know, a kind of strange dichotomy there that people are prepared to work so hard for certain things, for achievement in business, in sport or whatever. But, you know, we Catholics, we're, you know, we're often not prepared to do much more than turn up at mass on Sunday, which is a kind of strange state of affairs. In chapter four, we're told that we ought to walk in truth and humility in the presence of God. And this is so important. Christ speaks first. He says, Son, walk before me in truth and always seek me in the simplicity of thy heart. He that walks before me in truth shall be secured from evil occurrences and truth shall deliver him from deceivers and from the detractions of the wicked. If truth is on your side, you will be free from all anxiety and unconcerned at all that vain man can say against you. Then the soul, the disciple, replies to Christ, Lord, this is true, as thou say, so I beseech you. Let it be done with me. Let your truth teach me. Let your truth guard me and keep me till I come to a happy end. Let the same truth deliver me from all evil affections and all inordinate love. And I shall walk with the imperfect freedom of heart. And this is a recurring theme. You'll recall in the first book there was a chapter against inordinate affections. Now inordinate affections are kind of misguided attachments to earthly things. And it doesn't mean we shouldn't have regard or respect for earthly things and certainly for other people. But our love for them has to be ordered in the context of this unbounded love for God, who alone is the perfect and eternal good. The next chapter then takes us on the wonderful effects of divine love. And if we think about it, this divine love is a splendid thing. It overcame, it overcomes everything, sin, death and so forth. It finds its perfect expression in the life, the incarnation, in the miracles, in the teaching and above all in the death and resurrection of our Lord and Savior. And we begin with the disciples speaking to Christ. I bless thee, because you have given to me to be mindful of so poor a wretch as I am.  For you are my glory and the joy of my heart. You are my hope and my refuge in the day of my trouble. But because I am as yet weak in love and imperfect in virtue, therefore do I stand in need of being strengthened and comforted. For this reason, visit me often and instruct me in your holy discipline. Free me from evil passions and heal my heart from all disorderly affections that being healed and well purified in my interior, I may become fit to love, courageous to suffer and constant to persevere. This is truly excellent because the disciple firstly declares his unbounded love for God, but then admits that because he is a weak and finite being, this love is not quite what it should be or what it would be. That, you know, we fall prey to distractions and to competing affections and desires and so forth. It's something which we shouldn't deny and it's something which we shouldn't be ashamed of because it's part of our nature while we're within this vessel of flesh, our mortal life. But at the same time, we need God's grace to help us to overcome it. And we conclude with the prayer. It is possible, O Lord, that thou who art infinitely lovable and thou lovest us with an infinite love should find in us so little love for thee. Revive in our hearts that fire of divine charity, which thou, my saviour, did bring from heaven upon the earth and which thou desire should glow within us. Grant that becoming insensible and indifferent to all creatures. We may feel neither ardent or attachment, but for thee alone. So imploring God, who is the source of all love and who is love itself, to inflame our hearts with a desire for him. So our love for God is actually a reflection of God's love for us. It's an imperfect reflection. But, you know, by working on it, by polishing the mirror of our life, by focusing on this love of God, by turning away from our attachment to our earthly things, we become a more authentic mirror and reflection of this glorious love of Christ. And chapter six is entitled The Proof of a True Lover. And it begins with Christ asking or telling, my son, thou art not as yet a valiant and prudent lover. Hmm, a very challenging statement there. And then the disciple replies, why, O Lord, and Christ answers, because you have fallen off from how they began upon meeting with a little adversity and to greedily seek after consolation. A valiant lover stands his ground in temptation and yields not to the crafty persuasions of the enemy. And he is pleased with me in adversity as he is pleased in prosperity. A prudent lover considers not so much the gift of the lover as the love of the giver. And this is so important because he's kind of using imagery he had drawn from earthly love and saying, if we, you know, if we love someone, if we're a man and we love a woman, or I guess if we're a woman and we love a man, it's a sign that our love is not really true. If it's changeable, if it depends upon things going well, if we're willing to turn aside from this love we profess, as soon as it gets a bit difficult, or if we're kind of looking around for other consolations rather than seeking alone for the happiness of the one whom we claim to love. He says, look not upon the gift we receive, but rather on the love of the person who gives it. And in this context, everything which happens to us in life is a gift of God. We should love and esteem it as such. We shouldn't look at it too closely and say, well, do I like this thing which God has given me today? We should say, no, I love it because I love God, the giver. So these are very inspiring and mystical thoughts and so much to ponder about as we find in every single chapter of this most glorious book, The Imitation of Christ. And so this brings us to the end of day seven in our study of The Imitation of Christ. Thank you once again so much for listening and for joining me on this great journey into the mystical life. Next time, we'll continue our discussion looking at book three chapters seven through twelve. Until then, may Almighty God bless you richly with every grace. This has been an episode of The Commentaries, a podcast brought to you by Tan. To follow the show, study more of the greatest Catholic classics and to support the commentaries and other great free content from Tan. Visit tancommentaries.com to subscribe and use coupon code C-O-M-25 to get 25% off your next order, including The Imitation of Christ and countless more spiritual works to deepen your interior life and guide you to heaven.


Welcome to this online module pathways for effective school family partnerships. My name is Naomi Campbell and I am the legal empowerment program director at the right question Institute, and I'm joined today by loose on Tana. Hi, I'm excited to join you in this session today and I'm one of the co founders of the right question Institute. I'm also one of the co authors of partnering with parents to ask the right questions. Great. So let's get started. So in this online module of brief overview will be learning a method to help families ask their own questions and participate effectively in decisions. We'll be looking at applications with a focus on conversations about healthy health and safety in schools, but we'll be looking at a wide range of context in which you can use this method as well. A more detailed outline of the online module will be giving you a brief background on the right question Institute and then parts one through three are the actual training experience. So part one is an experience in the method for formulating questions. Part two is unpacking the method looking at different applications and family engagement. And part three will be giving you some tips on facilitation and integration into your work. And then finally we'll wrap up with some references to further resources and next steps. So this is an interactive training an interactive online module, meaning you'll be working and following along with the steps of the training. So you could be going through this individually or in groups and I'll give you instructions in a little bit about what to do if you're walking through individually or if you're working with a group. And first I'll turn it over to loose to give you a little background on the right question is to. Okay. So let me share with you a bit about the work of the right question Institute or RQI. We have been working for many years in developing methods to foster the development of two skills. First, the skill of asking better questions. And second, the skill of being able to participate more effectively in decisions. These two are foundational skills for thinking for learning and for taking action. And you might be wondering why questions. So again, asking questions is foundational. It is a foundational skill. And also the ability to focus on decisions help people become more effective as they participate and also helps them become more strategic. And when people learn these two skills, learning to ask their own questions and learning to focus on decisions they become more engaged. They understand more and they discover their own power, the power that they have within themselves. And it happens and this is why we focus on these two skills that even that they are so important. These two skills and especially the skill of asking questions is rarely thought. And that is basically what we are going to do today in this webinar. So a little bit of background on RQI's methods. The methods actually grew out of the insights of parents who were in a community where RQI's co-founders were working. They were working in a dropout prevention program. And the parents in the program said that they didn't go to the schools to advocate for their children, because they didn't even know what questions to ask. And so those parents were naming a previously overlooked barrier to their participation and advocacy. So RQI said about looking for ways to build a skill that the parents could use no matter the sitting or situation. So instead of giving the parents a list of questions to take to the schools, they looked for ways to build that skill. So that original insight from parents led to our work in many fields in legal empowerment, healthcare, social services, voter engagement, and more. And it led to the publication in 2016 of partnering with parents to ask the right questions. Luz Santana is a co-author of partnering with parents. And the book gives case studies and examples of how to apply these methods in the field of family engagement. Okay, so let's get started. So this is part one. We're going to walk you through the steps of the question formulation technique. We find that the easiest way to learn the method is to experience it for yourselves. So be sure to follow along with the steps. And what you'll need before you get started, you'll need a pen and paper or a computer document. If you're working in a group, make sure that everyone can look on on the same document so that could be flip chart paper and markers or it could be a Google Doc, whatever you prefer. You'll need also some way to keep track of the time, so phone or watch and for this part one, you'll need about 20 minutes of uninterrupted time. And then if you're working through this in a group, you'll need to split into teams of three to four people. You'll need to identify somebody to be the scribe who's going to be writing down the group's questions, and make sure that the scribe is also contributing questions to the list. And if you're going through this individually, make sure to follow along with each step. Pause the video now if you need to split up into groups, choose the person to be the scribe or gather materials so press pause if you need some time to do that, otherwise we'll move on to the first step. Okay, so we're going to give you a topic that you're asking questions about in a minute, but first we're going to give you some rules for producing those questions. So the rules are ask as many questions as you can, do not stop to answer, judge or discuss the questions, write down every question exactly as it stated, or as it comes to mind, and change any statements into questions. So think for a second about what might be difficult about following these rules. So lots of people say rule number two, especially if you're working in groups, people want to stop to talk about the questions that everyone's asking. But just make sure that you're following all four of these rules as you're producing the questions. So we're going to give you a topic for asking questions today or your question focus. The topic today is creating a safe school environment. So creating a safe school environment is your topic for asking questions. So remember you're asking as many questions as you can, writing them down, do not stop to answer judge or discuss, write down every question exactly as it stated or comes to mind, change any statements into questions. So you're going to pause the video now, give yourselves four to five minutes if you're working in a group and give yourself three minutes about three minutes if you're working on your own. So, pause the video now. Okay, moving on to the next step. So you probably have two types of questions on your list. Close ended questions and those are the questions that can be answered with a yes or no, or with a one word answer. You also have open ended questions and those are the questions that require more explanation. So what we need you to do now is to identify your questions as close ended or open ended. So mark your close ended questions with a C and the open ended with an O. So give yourselves about three minutes if you are working in a group, give yourself one minute if you are working on your own. So pause the video now and work on identifying questions as close or open ended. Okay, so let's now look at some advantages and disadvantages of the close ended questions and let's think about those advantages what would be good about asking those questions that can be answered with a yes or a no. Just think about it. So people often talk about advantages of the close ended and they say that they provide a very clear answer and that they save time. Now let's look at some disadvantages of the close ended questions. Just think about it. Very often we hear that the close ended do not provide enough information and that they don't encourage a dialogue or conversation. So as you can see the advantages and disadvantages. Now let's think about the open ended questions and let's think about what will be some advantages of asking those questions that cannot be answered with yes no and that require more information. So people often say that one advantage is that the open ended can provide a more in depth explanation and that they provide much more information as well. Now let's think about some disadvantages. So there might be too much information to handle. The answers can get off track and the question might not be answered. So as you can see there are advantages and disadvantages of asking the close ended questions advantages and disadvantages of asking the open ended questions. So the point here is that both types of questions are useful and important depending on what you want to know. And this is contrary to a belief that the open ended questions might be better than the close ended. And the close ended if you think about it, they are strategic sometimes you want to get that yes no answer to get to your next question. All right, so let's now continue working with the close and open ended questions and what we are going to do is to improve them. And in improving them what you are going to do is to take one of your close ended questions and change it so it becomes open ended as soon as you finish that take an open ended. So, and change it so it becomes close ended. So, post the video now and give yourselves two minutes if you are working in a group. If you are working individually give yourself one minute. Okay, so moving on to the next step. We're going to go through a step of prioritizing your questions so review your whole list of questions and choose the three questions you consider most important from your list. We're going to focus questions with an X. While prioritizing think about the question focus, which is creating a safe school environment. So again, pause the video now, give yourselves three minutes if you're working in a group and give yourself about one minute if you're working on your own. Okay, and the final step, we're going to reflect on two questions. What did you learn. What did you notice about your thinking as you went through the process of asking questions. So again, pause the video, discuss in your groups for about four minutes. If you're working on your own you can jot down some notes for a couple of minutes. So we hear a very wide range of responses here. Some people say that their priority questions were further down their list of questions, further down on their list of questions others say that they may have had a very emotional reaction to the topic but that they feel like they're thinking becomes clear as they go along. Others say that the questions of other people helps them think in new ways about a problem or that coming up with questions can help them identify their goals. So talk a little bit about applications and what other people have said when they go through this process, but just think about what you learned or what you noticed about your thinking as you went through the process. Okay, so we're going to move to part two now so we're going to look at the method in a little bit more detail we're going to unpack some of the applications as well. And part three will be on how to actually use the method or facilitate the method yourself. So this is the process that you just went through the question formulation technique. We gave you a question focus or a topic for asking questions. You produced your own questions using a set of four rules, you improved questions by looking at the difference between closed and open ended questions categorizing them. And the advantages disadvantages and then changing questions from one type to another, you prioritize your questions, and then you reflected at the end. So this is the method on on one slide. And what we see what that happens when people go through this process is three types of changes. Those are cognitive changes or changes in what people know affective changes or changes in what people feel and behavioral changes changes in what people are able to do. And so just to give you some examples of what those changes look like an example of a cognitive change. You are better prepared, you know what you want. And when you know what you want, you can look for a way to get it.  An example of an affective change. It helps you advocate for yourself without feeling overwhelmed or inferior to what someone might have. If it wasn't intimidated anymore, it makes you feel like I can do this. So this is from Alicia and Boston, who's describing an active affective change when she's learning how to use this process to advocate for her son. And then finally an example of a behavioral change. I could ask questions at the school, but by doing that I was able to get my son the services he needs. And this is from a participant who was living in a homeless shelter who was learning to advocate for her son with a hearing impairment in schools. So an example of a behavioral change. There's quite a bit of medical literature on the use of this method in medical context and how it improves health care outcomes when patients are able to ask questions in a very step by step process before meeting with their doctors. There's a variety of studies that you can look at more in depth if you're interested. There are some outcomes for families and educators in this field. When families and communities learn this method for asking their own questions, they can improve communication between families and educators. There's increased family participation and engagement and there are stronger partnerships between families and schools. I would go through a very brief case study about a school shooting that where people use the question formulation technique to engage families. So a background to the case study, a 12 year old had brought a gun to school and had shot another student. And this was in a primarily immigrant community primarily Spanish speaking and many families had never set foot school set foot in their children's school before. This was a very scary situation, a very emotional situation. And a parent educator and organizer had convened a meeting of parents at his house. So he used to question focus in that situation, a shooting at our kids school. And the parents began to come up with questions. So first they said they have to do something about this. And the parent educator help them reframe that into a question. What are they going to do about it. What are they going to do to make sure it doesn't happen again. Are the police involved. Are our kids in danger. Will more kids start bringing guns. Where are the parents of this kid. When our kid was bringing a gun to school. Is the school going to tell us what they plan to do. Is there something we can do to make sure they tell us, and they changed that question that closed in in question to what can we do to make sure that they tell us. So first list of questions the parents actually moved from talking about what are they the school going to do about it to action steps that they could take as parents, and what they what role they could play in advocating for their children. So the three priority questions that they chose were, what are they going to do to make sure it doesn't happen again, are our kids in danger, and what can we do to make sure that they tell us. So the initial meeting at this parent organizers house. What happened next was an emergency community meeting where they led the parents more groups of parents through the qft through the question formulation technique. They then organized a meeting with leadership at the school not included the principal and the superintendent. So the first priority questions of those leadership leadership figures at the school and uncovered that a lot of the decisions that were being made were actually being made either by the school board, or by the city council. And so this actually led to them advocating for more after school programs, violence prevention measures, and actually one of the parents ended up running for city council after this experience. So this is just one example of how to use the qft in a context where you're engaging families around health and safety issue or a very emotional issue for in a community. There are many other examples of integration, and just to give you a brief sample of those. So people have used this process to help tackle homework problems when a when a student is having a homework problem, having a conversation with a family member about it. And then open house to address bullying issues at the school. And of course development and implementation of individualized education programs or IEPs. And so in each of those cases, there was a different question focus. So for tackling homework problems, the, the educator use the question focus as the student seems to be having trouble doing his homework. And so the parent was coming up with questions about that focus. In an open house addressing bullying of the question focus was creating a caring environment. And one question focus that you could use in the development of IEPs is that is the question focus, the school recommends an IEP to help your child. So you're getting a family member a parent a guardian to think differently, think in questions and in questions that they can bring to an IEP meeting for example. For example, health and safety examples this can be used to address. For example, lead or mold problems in schools indoor air quality infectious disease policy, essentially any contentious issue or issue that you want to engage families and communities around so that you can have a more productive dialogue. You can turn that into a question focus. So in this presentation, we're going to pause now and answer these two questions. How do you think the families and communities you work with could benefit from this process. And what are some specific situations in which you can use this method for helping parents and families ask their own questions. In the video now discussing your groups for about four minutes four or five minutes. If you're working on your own you can jot down some notes for a couple of minutes. Coming back together. So so just some I'll put some other integration opportunities up on this slide. Those include open houses title one meetings family fun activities parent universities. There are many many different contexts in which this could be used either in a one on one context or facilitating with groups. I'm going to turn it back to loose for part three of the training on facilitation tips. All right. Okay, so let's look at some tips on how to use this process for asking questions. So one of the things to do is to introduce the process as quickly as possible. So don't spend much time because probably the time that you have is critical, and you don't want to confuse people about what to do during this process allow them to have the experience with very clear instructions. And also do not explain the topic. Or what we call the question focus. If you do explain the topic, you will be setting direction for the questions, and they will be following your suggestions. So allow them allow them your participants to think from different angles and perspective and to think about what they are interested in learning about. Okay, so do not stop to answer the questions as they are being produced. That is not your role. If you stop to answer the questions, then it will be very difficult to get back to that discipline of just asking questions. And then make sure to leave time for reflection, allowing time for reflection allows participants allow parents whoever is in your group to think about what they got from the session and how they can use it. And in using this process, it is an easy process to use, and there is only one shift in practice, a change on how you work and operate. And that is that, rather than you being the one asking questions of participants, the participant is the one asking their own questions. And in order to use the process, you will need to find a question focus or topic for asking questions. And there is only one requirement for the question focus that you will use for participants to ask their own questions. And that would not be a question. If you give them a question, their tendency would be to try to answer that question, rather than coming up with questions. And some principles for identify the question focus, it should be simple, personal or relevant, and it should encourage question formulation quickly. So what what's next, what to do with the questions. So you can use the questions to set an agenda and give information to participants, you can use the questions for problem solving. You can use the questions to gather information that parents need or the school needs. You will be able to identify what parents want to know what is important to them. So there are many ways for using the questions, and you can use them in any interaction you have with parents, you can also use it in meetings that you have with parents or with the community. You can use them when you are problem solving when we are trying to communicate more clearly with parents and the same thing will happens to with the parents who learned the process that will be able to figure out what they want to know. The coming to the school or going to the meeting with questions that will be more prepared to interact to communicate to participate. Alright, so you have gone through the process. So now let's think about what did you learn from this session. And we need you to post a video now discussing your groups or jot down some notes. Great. So that was the end of the third part of the training and the end of the part where we'll be asking you to pause your video. So now I'm just going to wrap up with a little bit of an overview of resources and next steps. So the resources that accompany this online module. We have an overview of the resources. We have a teaching template, which is mostly designed for use when you're working one on one with a family member or with a small group of family members, a guide to using or facilitating with the teaching template, and then a PowerPoint which includes in the notes group facilitation instructions. So we're using tools for you to both use in an individual environment in a one on one teaching environment and when you're working with groups or with a community. So those those will accompany this online module they'll be on the page to download when you complete the module. We also have other resources available on our website right question.org. You can see there's a drop down menu from resources and you can click on schools and families, and there'll be an overview of those resources and a number of resources that you can download download when you sign up for free on the network. Those include step by step videos for it for for facilitation, including a video on three roles parents can play in their children's education, a teaching method that we didn't cover in this online module. You can look on the left hand menu and scroll down to watch and listen and click on instructional videos and see the videos there. And I would also recommend two videos one is using the question formulation technique in groups about group facilitation and another teaching video using the question formulation technique with individuals and that video features a one on one setting where an instructor is working with a family member who is preparing to advocate for her son in the schools. All of these resources are available for free they're under a creative commons license meaning that you can use them and adapt them for your needs, as long as you reference the right question Institute as the source. And finally we just like to thank you for joining us today thank you for joining us for the online module. Feel free to reach out with any questions or comments at contact at right question.org. And again you can register to access free resources at www.rightquestion.org. Thanks and have a great day. Thank you.