Μετά από αυτές τις αγωγικές ομιλίες, σήμερα δίνεται ο λόγος τους ίδιους τους εκπαιδευτικούς. Καλεσμένοι ομιλίτες σήμερα είναι εκπαιδευτική που έχουν δουλέψει στο πλαίσιο του Open Discovery Space και έχουν διακριθεί με διάφορους τρόπους, είτε συμμετέχοντας και κερδίζοντας βραβείας σε διαγωνισμούς που υλοποιήθηκαν στο πλαίσιο του Open Discovery Space. Όλοι αυτήν διαγωνισμή είχαν να κάνουν με το σχεδιασμό και την εφαρμογή και νοτόμων δράσσεων στα σχολεία. Αφενώς λοιπόν είναι οι νικητές διαγωνισμών. Αφεντέρω είναι εκπαιδευτική που ο καθένας στο δικό του σχολικό πλαίσιο έχει διακριθεί, έχει αναπτύξει διέτρες πρωτογουλίες, έχει αναπτύξει και νοτόμες δράσεις. Ο κάθε εκπαιδευτικός θα μας παρουσιάσει πέραμουν τις δράσεις στην οποία σχεδία σε κεφάρμοση, θα μας πει και στοιχεία για το σχολείο του και αυτά είναι νομίζω που είναι ιδιαίτερα σημαντικά για να αντιληφθούμε όλοι πια είναι η δυναμική και ποιος είναι ο αντίκτυπος της οποίαςδήποτε δράσεις μέσα στα δεδομένα της σχολικής πραγματικής εκάστοτε, της σχολικής πραγματικότητας.  Να σας θυμίσω επίσης ότι αυτή τη στιγμή που αρχικά είχε στόχο να ευλέξει 2.000 σχολεία έχει ξεπεράσει τα δυόμεση 1.000 σχολείας όλοι στην Ευρώπη και στην Ελλάδα με τη βοήθεια των πρεσβευτών που ενεπλάκησα να αποπέρσει έχουμε ξεπεράσει τα 350 σχολεία. Επομένως η συνησφορά τους είναι σημαντική στην υποστήριξη και την ανάρτυξη του δικτύου αυτού αν μήτι άλλο σε εθνικό επίπεδο στην Ελλάδα και γι' αυτό και είναι καλυσμένη σήμερα εδώ και οι πρεσβευτές ώστε να μας περιγράψουν ακριβώς τις δράσεις που ελλοποιήσαν. Θα ήθελα λοιπόν να ξεκινήσουμε με την κυρία Βαναγιώτα Αργύρη που είναι μαθηματικός στην Ευαγγελική σχολή η Νέα Σμύρνη και θα μας παρουσιάσει μια δράση που έχει να κάνει με την φυσική αλλά και μεταμαθηματικά. Motion in Physics and Mathematical Function και την Ευαγγελική Βαναγιώτα και την Ευαγγελική Βαναγιώτα. Σήμερα. Ευχαριστώ να είμαι εδώ για τη δημιουργία μου. Θα ήθελα να κοιμηθώ και να παίρνω ότι αυτή η κομφερνά είναι πολύ σημαντική για όλους μας γιατί θα έχουμε πολλές ευκαιρήσεις για να αλλάξουμε την εξαιρεία και οι ευκαιρήσεις και οι ευκαιρήσεις με την ευκαιρήσηση εξαιρείας μας. Λοιπόν, θα αρχίσω η μου δόξα με δύο πραγματικά ερώτηση. Πώς μπορούμε να χρησιμοποιήσουμε την εξαιρεία σε δημιουργία, φυσική και μεταμαθηματικά και πώς μπορούμε να προσφέρουμε να χρησιμοποιήσουμε Από την αρχαία θα προσπαθήσω μία χαρακτηριστική και μία πρόσφαση των σημερινών. Στη δεύτερη φορά θα προσπαθήσω να προσπαθήσω αυτή τη στιγμή από την Ιησία Πόρτα. Στη δεύτερη φορά θα προσπαθήσω μία πρόσφαση των σημερινών και μερικών καλύτερων ως αγγελμαγητικά. Στη δεύτερη φορά θα προσπαθήσω μικρές αξιόδια. Ο κόσμος να προσπαθήσει να δει για διασκευγήσεις, να προσπαθήσει όλες και χαρακτηριστικά. να δούμε τι έχουμε καταγωγωθεί, μεταστασία της προοδεμένης εξοσογεία, να δούμε τι είχε καταγωγωθεί, με τη δυο εξωσογεία, να χρησιμοποιήσουμε τα διάστητα να αναλυθούμε σε παιδίδια, να προσπαθούν, να εξηγήσουμε, να εξηγήσουμε και να αναλυθούμε. Η πρόσφυρή της εξωσογείας είναι ουσιακό για το σύγχρο, ή για το σπιράλι, συμβουλήθηκαν τα προστασία των δημιουργών, τις προστασίες, να βρεις δυνατές, ηχορία και τη δημιουργία στην σχέση των εξοδεύων. Το πιο σημαντικό είναι ότι οι δημιουργές της σχέσης δημιουργούν τον εξοδεύοντας, γιατί they are using critical and logical thinking and consideration of alternative explanation by finding answer to questions. Students learn about science while they apply to those. It is assumed that in the disciplinary courses are widely commended to help students to acquire the mental agility and critical thinking skills needed for success in the real world. These courses show students how to address complex issues and promote the synthesis of knowledge and help to draw the campus community closer together. The Easy Portal has developed the technical infrastructure for designing and delivering technology and change in the disciplinary lessons followed by inquiry-based learning. While we are teaching mathematics and physics in classroom, we shouldn't be limited to transmission knowledge in each subject. But the most important is to make transmission in these fields of science. We have to give multiple possibilities for cultivation of critical thinking, creativity, spirit of research and exploration and self-motivation. Educational software as GeoGebra Improves interdisciplinary teaching approaches and introduce new forms and opportunities for learning. Finally, the last principle of my scenario is the assessment of problem-solving as copentess to measure the effectiveness of inquiry-based learning. After this basic characteristic, I will present this characteristic of my scenario online from Easy Portal and I will be happy if you implement this scenario to your students and comment and exchange ideas about the results. At the first phase, students should understand the definition and basic characteristic of linear motion with constant speed and the definition and characteristic of linear motion with constant accelerations. There are photos and questions to explain to students the basic concept of linear motion as speed, displacement, distance movement. We have to notice that this concept are used in different ways in daily life so students make misconnection. There are also graphs that students make calculation and discuss the questions with their students. Also, we add notes for teachers for introduction of this activity. I am passing at the second phase while students from Algebra form passing in graph representation of motion. From the value table, students create the graph for linear motion with constant speed and second, linear motion with constant acceleration. Also, in this phase, there are notes for teachers. We have include more exercises for experiment and discuss with their classmates for deeper understanding. In the third phase, from graph form of motion, students pass to Algebra form. In this phase, properties of educational software, GeoGebra, are essential because students could move the runners and making changes to variable of motion. You can see some basic questions that we call our students investigate from graph representation. The most important in this first graph is that the constant slope of line is the speed. So students using their knowledge from Algebra create the Algebra form of equation at the same way we are working with graph of constant acceleration. All answers are for teachers to notes. Analysis, students have to explain linear motion according to Newton laws and making exercises for deeper knowledge. We also have add two videos for motivating them to discuss moreover. In the last phase, we give many directions and notes to teacher for expansion of these disciplinary courses in maths and physics. There are many fields that we can use in quite-based learning and mathematical educational software as oscalization, Newton's law, Hooke's law and many other fields to motivate our students. Thank you very much for being here. I would like to let you know that there will be questions at the end of all sessions. So if you would like to take down any questions that you would like to address the presenters. I want to let the rest of the speakers know that the time for the presentation is 20 minutes. So if you hear me going like this, it means that you are over the time. So far we are doing great. Also, if you would like to post some questions online, you can do this via Twitter and you can use the hashtag OCCAthens or you can use the Eden Secretariat account to send direct messages. I will put it on the wall later on. Thank you, Mariota. We will have some questions for you definitely at the end. Yanni, would you like to take the podium? Thank you. Yanni Ciotelis, he's been an ODS enthusiast for a couple of years now. I do not remember an ODS gathering that he hasn't been presenting something and it's always a great pleasure to have him with us. Hello, it's also a great pleasure for me to always be here and of course to collaborate with all of you. Thank you for the acceptance of our project, of our work. The title is Implemented Innovative Learning Methods, a two-school example. As I can see, there is a problem with the names which actually are at the bottom of the first slide but I must refer to two excellent headmasters and headmistresses of my previous schools. Dr. Maria Agiropoulos, which was my headmistress at the junior high school, the model experimental junior high school of Patras and of course George Birbas, my headmaster at the general high school of Pelopio in St. Olympia. I'm referring to these two head of my schools because you will realize at the next slides why the administration of a school is important for developing innovative activities in schools. Of course also Maria Fodoropoulou, the core author of this work, done excellent work in many parts of the presented innovative activities that I will present you in a few minutes. The two schools example, of course, it's a comparison actually between a rural school and an urban school. The rural school was located at the ancient Olympia while the urban school was located at Patras. For those who are not from Greece I can tell that Pelopio is the citizens are almost 5000 while at Patras we have something like 20,000 citizens. Apart from the differences between the local areas where the two schools are sighted, of course the urban school was also a model experimental school. Here in Greece there are almost something like 20 or 30 schools we call them experimental. Why? Because we are trying to implement some new pedagogical techniques such as the excellent clusters, excellent groups or innovative programs related to environment and so on. First of all the difference between the two schools are referred mainly on the different aims. We had set in order to apply innovative activities. At the rural school we had a problem about abandoning schools from many students. So we have to face this problem. On the other hand at the model experimental school we have the challenge of excellence. Our aim was mainly to achieve as much as possible distinctions at the contests and so on. Sorry for this. At the model experimental school students joined our school after exams so they came to follow and attend educational programs, groups taking part at experimental workshops. Teachers also won't take part at experimental workshops. They are also taking part at exchange mobilities and other innovative projects. While on the other hand at the rural school it is a vision of teachers and especially administrations vision to organize students in such groups according to their interests in order to make schools a more familiar place for them. At our rural school but also at the urban school we have organized astronomical groups, environmental groups, drama groups and students seems to reveal their real interests about all these activities. So this was actually the same in both schools. Also according to the orders of the administration of the schools we followed almost the same steps. First of all we tried to improve the equipment and improve also the building infrastructure in both schools. The second step was that teachers had to be trained and trained into new pedagogical approaches into new innovative educational projects and research methods. This was very important because after that all these gained skills had to be transferred to students. In order our main goal was to achieve a balance between labor market and society and school actually to prepare our students for real life. Of course one of our major steps was evaluation because through looping processes we are entering into a content process of improving and finding our positives and negatives. About the urban school activities. First of all we begin with an in-service training for teachers organized by the administration in the school and secondly we organized after an Erasmus Plus Key Action One project a wide in-service training activity for teachers. We signed some very important collaboration protocols with the Eleni Copping University, with the University of Patras, the Technological Institute of Patras also. Furthermore we improved and developed further the equipment of our schools. We got at the model experimental school two computer labs, a very fast high speed internet connection. All the classes got projector and computers which actually this is not the case in the Greek public schools. Usually we have one or two class rooms with such equipment. We tried to promote what we call the 24 hour school by developing the school on cloud. An internet site where students can find the lesson taught the day before at the school if they didn't attend the school. Furthermore we paid great attention on developing educational material especially in the direction of interdisciplinary because we strongly believe in these projects in their disciplinarity. At the first here we developed seven clusters, seven groups of excellence with a major aim to take part at contests and scientific competitions. This is the poster from our virtual visit to CERN which was actually supported by the Open Discovery Space Project. This was held at the model experimental junior high school at Patras on December the 13th. This image is from our drama group. This is from our Christmas event. We also pay great attention at the Greek tradition. This is an image from the shadow map called in Greece, Karagiosis. This is a hoar about music and an image from our Christmas event also. We further proceed to some innovative activities as you can see here, innovative experiments. This is a cloud tamper. This was organized at the cluster of modern physics related to element particles and of course our robotics class group of excellence which was very successful. As far as the rural school activities and the same way, the same path we paid great attention about contests because we really wanted to provoke curiosity of students and raise their interest. We organized a very successful astronomical event which was followed after a couple of months with a similar environmental event. As far as the innovative approaches we proceeded many synchronous video conferences with scientists. We also organized a virtual visit to CERN and of course as far as concerns the ICD we tried to implement digital lessons on everyday teaching practice and also we further proceeded to some innovative activities related to augmented reality such as the Kinect camera for producing educational material. This image is from our astronomical event held at our rural school. Actually this was placed near our school. We had of course a connection and a remote control of a telescope at Israel called the Idubarraket telescope so we had the opportunity to see some real images from deep sky. We had some invited talks from professors from the University of Patras. Here you can see Basilios Raffiropoulos. Also we had some very impressive hands-on activities from the head of the center of natural science laboratories of Ilia Mr. Calogirou. Of course at the end of this astronomical event we had also observations of the night sky by the telescopes of the Astronomical Union of Patras Orion. The achieved goals. One of our main achieved goals was the first place at the European contest called Odysseus where five students from our school managed to gain the first prize. Following up we organized an ecological event an environmental event. We have also some invited talks, speeches from professors from the University of Patras. Also in the way of connecting our school to labor market we have some presentations from representatives from the labor and tamper of products of the local tamper and also from people from volunteers organizations that encouraged students to had some activities related to the environment. Last but not least we organized a night about chemistry where students present their own experiments related to chemistry. We continued of course trying to imply innovative activities. You can see some applications of augmented reality or air presenting as we call the use of connect camera. You can see students here presenting a presentation by not touching the keyboard at all but only using the connect camera which actually detects the hands of the presenter. This is an image from a student hunting a dinosaur. This is an augmented reality application. This photo is from a virtual visit to IRC Leon an institute dedicated on fuel cells. A researcher called Mike Chambas organized a virtual visit, a virtual tour for us through internet. Of course this also was a very successful activity where 12 schools from the area of Illia where ancient Olivia belongs we organized a very successful event with a duration almost 6 months where students from 12 different schools presented their own activities related to physics and Olympic games. What is now common for both schools? The common is that we realized that both schools had to develop a network of collaborations with several universities, organizations, institutes and so on. What is important in these networks is that if we also add the links between all these organizations we can develop a very thick network which actually is a network of ideas and knowledge flow. The same also exists at the model experimental junior high school of Patras. As far as consensual conclusions it seems that changes in operation and administrations and administration concluding to wide cooperation and participation. This is our main goal cooperation and participation as possible. We developed a culture of innovation which influences the local society and this acts looping causing back some changes to our school. Of course this works beneficially in the way of the thinking school. We also realized that an essential evaluation can only take part after a long period of implementing innovative activities. I think after four or five years. Also it seems that it's very important the lifelong learning and the constant education of teachers. Also the extroversion of our schools. It's very important for both students, their families and the local society. Extroverts giving students the opportunity. Responsibilities to organize an event. This gives really make students to feel important in the school environment. Furthermore collaboration promotes the diffusion of knowledge. Students can transfer knowledge to their families families can transfer knowledge to the local society and so on. The local society then can influence the school back. Another remarkable conclusion is the importance of educational scenarios, material and content. This is where ODS plays the important role. In many ways we diffuse our knowledge through this very successful platform the platforms of the ODS. But also ODS gives us the opportunity and the ideas to go on in these kind of activities. Virtual visits to sharing astronomical events, environmental events and so on. Participation in contests. Another crucial parameter of where ODS ads and offers very important ad. This is motivation, condesert motivation for students. Finally also evaluation which is also included in the ODS is one important step for our activities because always we can find the positives and negatives and further plan and organize our next steps. Setting our new goals and bridging the gaps. Thank you for your attention. Thank you very much. I was ready to knock my pen. As I said, for those who just came in there will be questions at the end. We have a mic going around and you may ask questions in both English and Greek if you wish. So now I would like to invite another very interesting case of a notice ambassador in Greece Mr. Nicolos Naranzis. He works in a quite interesting case of a school which is a vocational and special needs school in northern Greece and he is going to talk to us about science teaching and innovative science teaching in secondary special needs education. I come from here. Everybody, everybody. Hi, I'm Nicolos Naranzis. I'm a physicist in a public, special school in a secondary education. I will have a small problem with blue. Okay, we'll see. Anyway, I like to move. Thank you for the invitation. It's almost three years. Every project, Go Lab in ODS is very inspiring. Someone can ask why education? Because one child, one teacher, one book, one pen can change the world. It's so simple. We need nothing else. This is my school in northern Greece in Ceres. It's a special secondary school. It's also something like junior high and also high. School, we can find not only the usual ages of age in the students, but in the junior high school we can find something like 17. We have this arbitrary, let's say, range for the ages. In Greece, in special education we have inclusion classes in typical schools and we have autonomous special schools for mild difficulties and severe difficulties. This is a school about mild and one or two severe difficulties. We can work. A few things about, you can see it, language disabilities, about the definition. It's a neurological condition with the individual's ability to store brochures and to produce information. All these three parts can be effective. Not only. We have affection in maths, in reasoning, in imagination, in memory, in a second level. But we have to exclude... Can you see it? No. But we have to exclude for disabilities, for late disabilities, other problems like mental retardation, autism, cognitive disorder, problems in hearing and in visual impairment. But all these are in special education. The main problems I can face when I'm teaching same students, we can't connect scientific ideas with mathematics. It's very difficult. Yes, they can understand the concept of velocity, but if you give them the type, the form, it's very difficult. We have difficulties in memory. Store, process, and so on. As we know from constructivism, students idea are universal and it's not easy to modify it. The old ideas stays alive in specific context. It's very difficult to transfer knowledge. I can accept a new knowledge for physics, but not for biology, not for the linguistics. The best assessment we can do is to make a very philosophical change if you are familiar with the Piazza Scheme. It's very difficult. I have here an example of what is going up in the mind of a student with dyslexia. This is our brain. When we see the word tiger, three areas are activating in our brain, in the left hemisphere. The first, in the front, are the phonemes. Two, I, do, i, are. At the second one are the syllables. Tie, gear. At the third one is the word as a whole. It's an optical dictionary in our brain. In a student with dyslexia, the two last parts are morphaxonyl. The brain activates, thank you. Activates, no. Never mind. Sorry, we have some live streaming. It's impossible to do it without lighting. Sorry about this. It activates the red part where the image is some visual information in order to read the word tiger. That is, take more time. Of course. The left hemisphere is about analytical thought, language, science, logic, mathematics, and the red part is more for creative, intuition, music, art, and the holistic thought. Okay. Now, from learning these abilities to difficulties, and about the teacher in a typical class. In a typical class, a teacher can see, they are very good students, not to perform well. When this distance is very big, we say, oh, there is a problem. Perhaps he must be a diagnosist to see it from a specialist. And we are losing very much. Never mind. And the teachers' judgments are very important and are very reliable. Some research shows that we can help the diagnosis because if a teacher says, oh, this guy has a problem. Perhaps we have to give him help. It is 91% for sure. It's correct about learning these abilities. 100% for mental irritation and 95% correct about the group of low achievement. There are many tools that we can use as teachers to help the diagnosis. In order to have a very early estimation, not a diagnosis, just an estimation, we have a problem. Please see this guy and not the other guy. We can see difficulties in learning, we can see difficulties in the school performance and in behavior. Okay. No, in my teaching, with my colleagues and my students, first we can discuss. We can discuss about what to do. I discuss in order to understand. I collaborate, I support, and of course repeat. All this began three years ago in the pathway contents. So I very thought of a basic science education. Next, I use very much international educational practices, repositories, and all the knowledge gained about brain networks in the network, in the lab. I'll explain right after. For the go-ah and base science education, I use the 7e model. I'm very thought of the extent phase. We want to give new knowledge, to have a transfer of knowledge. In this phase, we can use, we have the freedom to do this. It's for deep understanding of course scientific ideas, for knowledge transfer, and the development of everyday life skills. It's very important for special education. Example, in a Sado ILS, in the extent phase, I can speak about Sado puppetry and Sado economy. With these two posters. When I teach light, I can speak about planets auroras, but also art. This is for the art. Here is Picasso, with light. And that's an example of Sado auroras, the earth, Jupiter, Saturn and Uranus. From international educational practices, I'm very thought of this brochure from the International Bureau of Education of UNESCO. It is very short but the point with teaching spirit from all over the world. Okay, connections. Is an odd yes and my Twitter, all the announcements is on Twitter. The examples. Three years ago, there's a didactical propose to deduce the concept of energy flow, wave, oscillation and disturbance. It was awarded with the third prize. The scenario includes the analogies, energy change, posters. My posters. And some experimental inquiries with pendulum, and other experimental setups. And we did this as a workshop in almost 40 science teachers in the Perfeture of Ceres. Next year, it's a... For the go-luck, it's on DC circuits. The initial idea was to emphasize the dialogue about experiments and real life. This week, it's the Eratosthenics experiment. When we go out and measure, there are five or ten measurements. If I ask them, what is the real one? I provoke them. What is the real one? You don't know. It's all real. Okay. But they are prisoned in the models. This is awarded with the first prize in the go-luck National Pizza Codens. So I attended the summer school. This scenario includes also a smartphone or tablet for various spots of the students, comics, posters. This is an idea of very deconstructed circuit points of the microphone. We set points and we construct a polygon with the volts. It's very simple to find the algebraic sum to be equal to zero. Many symbols, many letters of fusion. The poster with the analogy of the traffic and the electrons, the battery elevates the potential. A bridge opens its switch on or off for a traffic light red or green. This side, this poster worked very well with a guy with Asperger in the third class of the junior high school. This is from this year's go-lub teacher against the first prize and it was on open aquarium when I left two objects to fall. But ok, but we have to use also photo and video software. Let me show you this. It's ok. Can you see it? That's better. We construct a very simple apparatus. We take the video, the guy left it and then I take some screenshot to inquire what is going on. This is LVPC in this trial. The lightest goes first. And so all this conversation about what is happening, why not? They have everyone, as Aristotle said. It's very joyful. This is my favorite proposal against the posters from the experiment. I also said something in the green and green net competition that it was highly commented that it was about to set the citizenship in the core also with the environment. I constructed three ILSs on water set waste and wetlands. It's better here. There is a post and when you click on the image you go to the associated ILS and the photographs downstairs of the town are from the extent phase. We have for the energy we have new ways to do things and this is the radioactive waste. We can escape pollution. Perhaps we can escape a black hole but we can escape pollution. We have to do something. Here it is lasers and bubbles. It was a redacted proposal listed top 5 in this years competition. I will present in short the stages. It has four phases. We remember all the experiments the same experiments with the same students we did two years ago. We went to the laboratory center of science in every perfection there is an office about science teaching. We did some pre-activities and then we have the main activity with lasers some oils or salt solutions in order to investigate what happens and in the same building there was the hierarchy of the science museum with teaching apparatus almost a hundred years old and we extend with many items from the easy repository and the posters again all the knowledge gained from the brain I use metacognition the metamemory in evaluation phase Let me present. It is important to speak about the brain in our students. Why? Space and education when we explain how brain works what is the problem they can help to react it's not that you are stupid let's say it's something we can change it in the lasers above proposal we use the bus to go to the town but I choose also to walk why? because after 20 minutes of a walk the brain is more active this is very good for our students also on metacognition I use some questions in the evaluation phase they can take them home and write them what did I like what was difficult for me how did I work am I satisfied for my performance for my group performance they can rethink and evaluate and also very good thing it's when we do hands on activities many times this is hands off for the teacher and that is cultivates metacognition also on metamemory I use some questions we can find as ease of learning what judgment of learning there are also feelings of knowing I didn't have something to do with that we just bring it for the reference or we can find it some what is that prior a task I ask them what do you think about this task just from looking at it they click easy not easy very difficult after the task so that was easy not easy difficult and then again in the evaluation phase I ask them in the future how difficult for you it will be like that so we can see what we think or we are underestimated our capabilities or we are overestimated it's very good for momentum ok about the brain there are three brain networks involving learning they are the recognition network they are the strategic network let's say at the back and they are affecting network all over the recognition network receives the information the strategic strategic plans, coordinates and the affective is all about emotional dimension I have another perhaps better ok yes λοιπόν at the app it's the affected network it's the why why shall I put effort for this task why the first thing of a student it's why shall I engage or not if he decides to engage then comes the strategic network what shall I do in order to be successful and then the recognition how shall I do it this is all from the customer the UDL network the universal design for learning the universal design for learning gives all these guidelines in order from the beginning to from the scratch to do our our proposal to write down our proposal so the educational activities presented here without red or green or blue it involved send students working in teams and as researchers the educational outcomes are among others knowledge on the poor scientific ideas better relationships between teachers and students and they boost also student self-esteem we are we are in special education we are very very it's a five flight very very very what about the emotional component we try to integrate it very fast the first pillar it's to remove all the obstacles and offer educational activities in order to facilitate the learning to provide them the experience for life necessary the second pillar is that we are engaging all these networks and let us keep and all this is about inclusive education and the final at least one of my students to go to the march and at least one of my students to stand for human life like this gentleman thank you thank you very much Mr.Neranzis and now from northern Greece in Ceres we travel to remote island which to be honest I had never heard of until last year when we met Stefano Spuricakis it's a tiny island near Icaria you may have heard of Icaria and Stefano is going to talk to us about his experience as a teacher in that school and also about his cooperation and the activities he designed and implemented through ODS and this presentation will be in Greek so if you would like to use your receivers to emphasize what Lenny has said this is an extremely remote island with four inhabitants and two teachers an extreme special case both for ODS but for world education and we have been very proud in OpenScaver Space to have facilitated this kind of distant education Stefano Spuricakis καλημέρα και από μένα είμαι ο Πουλιτσάκης Θερθάνος απόφητος του Πεδαγωϊκού Δημοτικής Εκπέδευσης του Αριστοδελίου Πανεπιστημίου Θεσσαλονίκης κατάγμα από την Πολικάρπη Αριδέα We are a totalist university of Θεσσαλονίκη και apart from teaching at school I like music and football Since 2011 I have worked in various schools in Greece but last year I was I spent last year as a teacher in Thimena Thimena has 136 inhabitants of whom only six are permanent inhabitants During the school season I had two students this year there will be one student in grade school and one in kindergarten Thimena is a very simple but beautiful island with great views it is a very serene island and I would say that Thimena is an ideal destination for vacation For a teacher things are different though I can tell you based on my experience that coming from a larger city in Greece to Thimena was a big challenge you need three and a half hours to get to Thimena from the nearest bigger island Even for the locals access is difficult to medical centers or to a bank because inhabitants have to take the morning boat at 7 o'clock to get to Icaria which is the closest island It is not only the remoteness from the other islands but also the weather conditions in Thimena It is known that Thimena has a very variable weather so you may be blocked in the island and have no possibility to leave because of the weather conditions When I first heard that I would be positioned in Thimena I had to look it up on the map and ask what it is and my emotions were very mixed when I arrived there On the one hand I was happy to have a job as a teacher at that island On the other hand I had the words of a colleague in my mind but in Thimena you can make it everywhere It took me a few days to understand what life was about in that island I first arrived in the island of Furni near Icaria and had to find out that there was no boat to take me to Thimena on that day So it was only on the next day that I could arrive to Thimena When I set foot on Thimena I realized that everyone was looking at me as if I were someone famous The good thing was that everyone was willing to get to know me because they had heard that I was coming You understand that I didn't have many options for accommodation in Thimena So after finding some accommodation I met my two students girls and the head of the school I heard however when I got to Thimena that a big percentage of the inhabitants are affected by a rare mental disorder So that makes them blind and retarded There is no physician in the village Only military doctors visit, rarely visit this island So the inhabitants have to deal with this rare syndrome They feel very marginalized They feel the outside world as something remote and external and distant to them These inhabitants of Thimena however are very open to embrace refugees migrants who arrive on the island They take them in food and shelter In the eyes of these people the world is a very wild thing and when I came to Thimena I saw in the eyes of the people this hopefulness but also I saw fear in their eyes because anything unknown to them is bad So I believe I had to prove that they could entrust their children to me They had to find out whether I would be the link between Thimena and civilization I cannot find the words to describe the emotions that I had when I first came into contact with these people For me personally there was no other option than to try to find access to the people During the school year the school was engaged in a European project and three other projects one of which was open discovery space which was a very important venture because you have the possibility to cooperate with teachers of all levels from various places It was a difficult hard venture but for me it was an important challenge Pella Papa from the primary school authority of SAMOS supported me as well as another colleague who urged me to participate in one further European project and I'm very thankful to them because I think that through the participation in these projects I became a better person I owe Thank you to my friend Petros Teriopoulos who is sitting here in this room in the back because he was always urging me and encouraging me to take a step further and become better and this was we spent hundreds of hours talking through Skype and Skylight and for those who do not know Skylight it is a platform that Petros himself has set up you can you can talk to other people see them or talk to them only through a microphone and through this platform I could discuss with Petros any issue that would come up One day Petros talked to me on Skype and explained to me the project that he was setting up to share music and to unite or link the world let us share the music, let us link the world in other words the music should become a tool an educational tool that would make teaching and schooling more accessible and familiar to the students we decided to link the myth of Daedalus and Icarus to this project and at the end of the school year we had developed a model scenario that was acknowledged in the framework of ODL ODL this was for me gave me impetus to further work on this platform first I created a platform about Thim and Nassos to make this tiny island better known secondly I wrote the history of the primary school of Thimena after becoming an active member of the platform I was invited by Petros to join communities such as Icaria Thimena let's share music and others so with Petros as my constant assistant I created the platform Icaria Thimena music when the action would be fulfilled one would be able to find among a variety of actions those actions that can be implemented in their classroom and so this is a platform where you can integrate your action and that is also what we did we developed an ICT action in a remote island that does not have any luxuries or any possibilities similar to the ones of urban centers however through this community and through a subcategory of this community that is called chats or discussions we were able to develop an action with the duration of three minutes Mrs. Caterina Boulacou from Athens would support this action and would play a melody from Greece Konstantinos Boulacou was designing the music from another place and from Rhodes a third lady would participate in this action by creating the final scenario this was a venture that was linked with many problems however I was able to modify the curriculum of the school so as to integrate these actions as well these are the weather conditions in Thimena it is characteristic that in most of my chats with Petros we had to have a lot of patience because the signal was not good another big problem was that there was no bookstore at the island so whenever we ordered a book we had to wait at least 10 days for our order to arrive and many times we didn't even have signal our mobile phones for a few hours to a few days therefore we decided that our action would involve only the primary school of Thimena and the school of Pella it was already the end of May and time was short so when the books finally arrived at the islands the students created these materials they drew Icaros and then I allocated roles to them one of the student had learning difficulties so I would have to discontinue the project if I had to work only of my two students therefore I modified the action I first created a text about the myth of Daedalus and Icaros and then we dramatized the myth of Daedalus and Icaros and recorded it on video we used a candle the flame of a candle and finally the form that this scenario took was that every time that there was music that accompanied the happening of the myth the scenario may sound quite simple to you but if you consider that one of the two students had learning difficulties it was a big challenge so this has been one sign of what can be achieved therefore when I was positioned at the school of Policarpi I decided to continue with this action again Petros supported us through skyline with his music and I would like to show you a video to see the outcomes of this work there seems to be a technical problem we will try to solve it by the way time is short so we will not have the possibility to to watch the whole video so I just need two minutes to conclude open discovery space as a tool together with skylight has supported us and made it possible to us to create an action that links geography arts and many other disciplines together and at the same time the students can learn more about music geography arts through play Petros, Stefanos, Felicia Maria and the children of the Policarpi teacher made it possible to implement this project all these children may live in a remote place but they can be empowered to be more enthusiastic about learning these elements are important and we have to understand that open discovery space actually offers children simplicity in learning which student does not like to laugh to play, to draw most students say that break the break time is the nicest time during the school day but open discovery space gives us the opportunity to make teaching and schooling more playful and more pleasant even if few children will become more enthusiastic and let us not forget there is not only Athens and Thessaloniki in Greece we have to take into consideration that children in remote places such as Thimena are also eager to learn so starting with open discovery space as a tool let us try to make a step further I would like to conclude with some words to my colleagues who are present here I know that we could be more methodological in our approach but what is more important is not to give up if sometimes we were afraid that we would not make it it was the team spirit that helped us carry on many challenges many big problems made us modify our initial aims but we carried through and we were able to achieve something that was unheard of in Thimena before that there would be a platform that can be used of course we made mistakes but without mistakes you never learn what is right we always had the words of Laotse in our mind a trip of 1000 km starts with a step forward thank you thank you very much now to George Katsanis George Katsanis is a physical education teacher he was one among 20 teachers who won a scholarship to participate in one of our summer schools in ancient Olivia he is the author of an extremely interesting educational scenario that combines science with physical education and he is here to share his experience with us George Good morning I would like to thank the committee for giving me the chance to share an educational scenario and I hope that you will enjoy it as much as I did with the students the title is teaching physical education through mathematics, physics web 2 tools in secondary education the impact and the challenges the main idea was to prompt students to participate actively especially those who aren't very skillful in sport activities and to understand the relationship to other cognitive fields the Olympic event of was chosen because it combines features from various fields such as mathematics physics, biology, history and more by understanding this relationship the students will feel more capable or at least they will try to participate more actively in physical education a subject often misunderstood in the higher grades of secondary education of course information and communications technology played a very important role by bridging the different cognitive fields and the present educational scenario included collaborative activities learning by doing field research, simulation, 3D modeling and web 2 tools our methodology we had 3 phases the first one was we presented a motivational video and discussion and then we created a wiki so that we have to upload all the digital content to be accessed by everyone on the second phase which is the main phase we had a field test learning by doing and the interdisciplinary activities with the computer science physics and mathematics and of course the third phase which is the final edit of the material, discussion and presentation to communities such as school community, the local community and the parents association so, the phase one we had a specific stimulus which is used to trigger brainstorming where the students discuss regarding the problem and suggest a list of ideas for the structure of the project the specific stimulus was an awarded short film named 3 times 3 and the story involves physical education, mathematics physics, anatomy and it was an excellent way to intrigue the children to participate in our scenario for saving some time I will have to show you the video but please excuse me I will have to put it in fast forward so that we will save some time but you will get all the main idea we have two protagonists the children name them the hero and the bad guy so I will use these terms to guide you through the video which is very ok, this is the bad guy this is security guard he is playing, he is very skillful he doesn't miss a shot now we have the hero he is the janitor the first one is very strong about his skills he goes up to his post and the hero continues to do his work until he goes and finds the ball in the field then as all children do but as you do he will try to do what what the other guy did but we see that he is not very skillful perhaps many of us who work in school we can see our students someone who is very skillful someone who is not skillful he doesn't give up, he tries again and again the first reaction we usually blame God for not putting the shot but our hero has another set of skills he doesn't give up so what does he do he starts to measure he uses science distance for our bad guy all these things are totally strange he doesn't understand but someone does and this is the interesting part he goes out to see what happened our hero is more confident of himself and when he goes back he has a package which is an invitation right now because both understand the game and how to play it every protagonist from his own i feel that you enjoyed the video so we are moving on if you liked it try to think what happened in the classroom so after this other film we discussed about the story and the main idea through questions and answers we start to focus on the throwing technique which is common in many sports events such as shot put at the end we get a team worksheet so that the students will gather information regarding the use of iCT regarding the throwing event of shot put the second activity we went to the lab with a computer science teacher and we created a wiki in order to put all the information in a digital form this way all the information works paper relative digital content are accessed by everyone in the team the second phase which is the main phase we had learning by doing field research, interdisciplinary lessons and with the use of web tools the main goal was to achieve which is to examine the relationship between physical education and other cognitive fields so we went out to the schoolyard and we tested we tried, we practiced the shot put and at the end after they get familiar with the activity we recorded three throws using tablets it's a very nice tool but it is allowed to use the schoolyard or in the schoolyard using recording software and another team worksheet was given after the throws so the kids will have to find the progression of the olympic records from the modern olympics and onwards this is a picture from the test the good thing about software and tablets is that you can have results on site it's very important you don't have to go back to the lab to edit right on site you can find the result we keep the two numbers 33 degrees and 23 degrees in mind I will tell you why after the measurements we go inside using web tools again we edit the throws to keep the part that we are interested in and we upload them to the wiki we also can create a 3d modeling contest using another web tool and the subject was to create a module of the stadium of ancient olympia where in 2004 was held the olympic event of short put after many many years an interdisciplinary lesson followed with the physics teacher where a video was presented of olympic game short put athlete and then the students had to identify the forces that are present and to name the laws of physics from the start till the end after discussion we discussed about the ideal thrown trajectory or the angle that the software has to be and we put the theory to the test using an online simulation from the university of colorado the three measurements are from 30 degrees 45 degrees and 60 degrees as you can see the 45 degrees is the optimal after all this knowledge the recent knowledge of laws of physics and the ideal trajectory we went again outside the schoolyard and we made the measurement again but right now the children had to try to be more close to the 45 degrees angle also we gave another worksheet with the different techniques of the olympic short put as you can see both students almost reached the optimal degrees which is 45 this is the second test after the disciplinary lessons we went again in the classroom with a mathematics teacher and we tried to imitate the hero of the story so we took from the school textbook of high school a mathematical problem and they tried to solve it after they solved the problem they discussed with the teacher and we also used a mathematics software GeoGebra to try and create the same trajectories at the end again in the lab we took the first try and the last try and we tried to put them side by side to see what was the result so we compare them and we edit them this is the result before and after first a girl from 23 to 38 degrees and a boy from 30 to 41 and the phase 3 the final edit occurs result and conclusions from the project are presented to the school community so the students take all the educational material they edit and they update the wiki and they discuss about presenting the project to the community and of course at the end the students presented the project to the school community and the parents association in all these activities there were some challenges the greatest challenge in this particular project was to inspire the students to have a positive feeling towards physical education and other cognitive fields towards this goal is somehow confusing because physical education is about moving and the other cognitive fields usually you sit on a chair and you intake or the knowledge also the different nature of various fields such as biology and anatomy physics make this project even more difficult nevertheless when the students have this relationship between two seemingly totally different cognitive fields for example physical education and physics then both subjects have gained an enthusiastic student also teachers have good intentions when they plan interdisciplinary courses these courses frequently lack sustainability two problems to much information or polarity when a teacher feel that their field of expertise is being underestimated we try to do more so in order to address these problems teachers must carefully conceive the design and they must use both field based and interdisciplinary experiences for students in the curriculum the educational scenario had a strong impact on students, teachers and the local community for students the outcome was surprisingly positive and the physical participation of the students increased from lesson to lesson inspired by the project the students collaborated synchronously combined conventional and innovative tools used various research methods and created their own original material the students also changed their attitude towards physical education as predicted in a positive way after the specific project they were more open minded and more eager to try sport activities the impact on the teachers the teachers recognized the benefits of interdisciplinary lessons and the interaction between the various cognitive fields as the children asked after every law of physics or a mathematical problem to perform an experiment or to associate it with an everyday human activity the impact on the local community was also great they had the school when they learned about the innovative scenarios to continue to perform similar projects and to assist in this direction when possible this innovative practice despite the fact that it was implemented in a small scale in school it can also with the use of ICT be implemented in a larger scale to implement to participate foreign schools and universities from all over the world so in conclusion the results from the implementation of this innovative educational project were a clear change of attitude towards physical education both in school and in life furthermore through the use of interdisciplinary material the students were able to understand between these cognitive fields and they realized in practice the meaning of a healthy mind and a healthy body thank you thank you very much it was very interesting to have an activity that was associated with physical education it's the first time really since we've been involved in ODS that we see physical education teachers so motivated and active and now when we go back to science I would like to invite Mrs. Maria Leftheriu to approach and Mrs. Leftheriu is the national winner of the educational scenario that ODS organized first of all at national level here in Greece and also at international level she is one of the two international winners and one of the prizes she got was a scholarship for the open discovery space summer school last July so Maria will be presenting us today her winning educational scenario which is entitled landing on a comet the Rosetta project thank you very much for the invitation I am a physicist and science teacher in the lesson of Germany Agon in Crete the title is landing on a comet the Rosetta project this scenario and another one from a colleague from Portugal received the first prize in the Pan-European contest and so first of all I want to show you my school it's located at the mountains of Crete at 850 meters so it is isolated from the big cities of the island so we want to make good things in this school because we have less students so we make some innovative projects like we have a seismograph of the QCN project of the Stanford University pupils construct hydrobot last year we have school programs with Arduino platforms we had also a program with science and art last year we had the Rasmus Plus we participated in the digital festival so before sometime I discovered the open discovery space portal and inspiring science so we create the community of our school and then we are working with this platform the offering tool I think it's very interesting tool very powerful we can put the scenario information description, the phases and activities and all of this so for us the goal of this scenario has many aspects the first aspect is that we want to implement it in the Greek curriculum because the Greek curriculum is very dense so we want to have it inside the real curriculum so also we want to two things the first is the learning process through innovative techniques such as simulations and ICT tools and also we want pupils they will learn the physical and very important physical loss but also we want to learn the latest scientific achievements for example in space science like this one learn to find the necessary info they will play a learn through ICT tools we have interactive physics software scratch applications creator simulator all are freeware as you see we will approach the problem from different methods and we want to work as a researcher and to test parameters and I will show you that pupils find the specific value for the acceleration of gravity but also very near to the real value according to references the first phase introduction to the problem teacher has to organize the class into teams presents the latest achievement through videos and pictures and then teacher makes a discussion and will give the guidelines and what we want to explore in this project for this reason I have here two pictures to show you at the left you see Rosetta 4 11 years 2004 and after 10 years found a comet and last November Phila a small robot like a laundry machine that weights 100 kilos makes two jumps it was a failure in the laundry system of Phila so makes two big the first was a big jump it was the duration approximately at 2 hours about 1 km and then Phila the second bounce was duration about 7 minutes so this failure for us is the crucial and the important element that here pupils will implement Newton's laws and we'll see if they can find the acceleration of gravity of this comet the phase B is too little has two things to play at first play with a scratch application for example they can change the parameter of the acceleration and they can observe the different track of the object and then they have to collect data they can find it on the web I have some mega values like velocities or the duration and the heights of those two jumps then we can make rough sketch to show to pupils what we want to make so I divide the motion of Phila into five different parts for example one, three and five are three falls or the two and four is with the deceleration and then pupils can assume that they have constant G constant acceleration of gravity and they can put the forms that are already known as you see the first and the second and they can find G that is equal to ten minus four and also to another equation of motion of the height is again equal to ten minus four so we find the same order of magnitude from analytical equations then we make something else we have another method we have active physics so the pupils have to make some tests they will try to simulate a landing of Phila so they put the two masses for example the mass to be the earth and the other to be Phila or to be another planet so they put at first G equal to 9.81 that's like on earth and then we make G less and less here I will show you one this simulation it's like on earth and if you put G equal to one you will see that the motion is lower the three boxes that you see it's the velocity versus time for example and the force versus time and if we go to the smallest value that we can put in interactive physics it's equal to ten minus three you see that the motion is very very slow it's like the simulation on Phila so after that pupils they know that this they know that the comet is not a rectangular or not a spherical but now we will assume that this is spherical we will put the radius of one kilometer the real dimensions are the same order of magnitude and we deactivate the homogeneous gravity field and activate the planetary interaction between Phila and the comet so the total force can be computed from the simulation and I show you only this picture you can see that the force is equal to 0.066 from the the right box and when we are at the surface of the comet and then we can find that G equal to 0.00066 I have a small error Mr.0 so we have a comparison between two different methods we have the analytical forms and we have the software for the interactive physics so we found a very good agreement pupils are very happy because they found a similar result and also are very happy because they search on the web and they found that actually the gravity on the comet is equal to ten minus four at the same order of magnitude now I will finish the scenario with some other activities I will show you only one this activity is very very nice we can fight it in the gold lab repository it's the impact calculator on down to earth you can have you can see what will happen if this comet fall on earth so for example if 67p comet fall on earth in Paris you can choose projectile diameter the projectile angle, the velocity the different materials for the comet or for the planet and we can have some numerical results for example the kinetic energy or the impact energy how frequent so teacher can make a very nice discussion and with pupils and I have conclusions I think that space science is very very attractive pupils are always curious about space non-conventional way of teaching cultivate creativity disciplinary of the scenario encourage pupils motivation of learning also I noticed that pupils of low grades are proved to be very skillful to ICT tools ICT activities and always a challenging problem gives inspiration to our pupils and also for our teachers I think the open discovery space platform is a very powerful tool and gives many options thank you very much thank you very much this was extremely interesting now I would like to ask all the presenters to come and hear with us and to take some questions for three minutes we have to do it very quickly though I would like to raise the same question for everybody to give a short answer what do you think is the main benefit for the learners from all the projects you have contacted in the school if you just want to say a couple of words from the eyes of the learners we change them we change our students that's all one word the others the eyes in learning a Lancer in Greek the learners two students in my case who before that were completely so they were given the chance to come into contact with students from other schools and to reach a level that would inspire them to go even further I think that we have to give to our students the most great things that we already know because we are all scientists so we have to I think to make a bridge between the universities and the schools the school is like a small university and we have to inspire those students I usually close my presentations with a slide with a photo of my five years old son usually telling that I'm doing what I'm doing because I wish my son to gain a better education than that I got this is what we got from this situation ok in physical education the latter years child obesity is increasing so what I gained and my students gained they participated more actively in physical education we try to motivate them to engage in sport activities for life Do you think that the curriculum that comes from the ministry of education is very restrictive so that there is no time left or other types of activities such those that are presented here so what could you do about that if I may continue to answer ok yes this is true the curriculum is very strict we have to exceed the expectations to try more with personal cost for us as teachers and for students sometimes they have to stay and spend more time with us after school or at home to prepare a presentation to understand something that we gave them we spend a lot of time through web tools to communicate in other hours that are more easier for our students so we are on a 24-7 basis online and try to meet their expectations thank you In this answer I also agree that's why through innovative teaching practices we could transfer the knowledge from science to real world and combine the fields of science maths and physics maths and chemistry in innovative project first I would like to congratulate all the colleagues for your excellent work your students I would like to ask if you have your eye to find any practical difficulties about implementing the projects or your ideas in the school only in the beginning perhaps in the first year or the second year then it's going by itself only in the beginning in the first one or two years after that the students can work like this the colleagues can support it's easier anybody else on that on challenges and difficulties ok we have some problems in the Greek educational system while the Greek government is trying to implement evaluation so some activities are taken will be evaluated in this procedure so there is a great competition sometimes so fight between teachers not to do some activities because they charge that you are doing what are you doing in order to get a better grade and evaluation I think this must possibly take another consideration under strong consideration and also about the questions before referred to how strict the Greek curriculum is yes of course it is very strict and furthermore we have some problems implementing some innovative activities called sometimes by conflicts between teachers and between the administration ok and one more question final question from Rosa actually it's not a question is a wish a suggestion for all of you you excel in what you are doing for sure I know most of you I have seen you in other places you are one of those teachers that in spite of everything you move forward and you make your dreams come true so I think you achieved a lot you can go higher in the ladder but my wish for you or my suggestion for you is that you now try to reach out for others for all the other teachers that are not in that table for all the other teachers who are willing to do what you are doing but somehow few are incapable of be ambassadors be the ones the actual leaders of change that will bring maybe colleagues in your schools or if they are not willing to support colleagues in other schools in other countries in other cities there is so much need out there so make the difference now by sharing what you have learned and inspiring others to follow your steps congratulations to all of you thank you


Hey everybody, Dr. O'Hare. This video I want to talk about are blood types. So we're going to focus on the ABO blood typing system, but I'll also mention the RH blood typing system. Just so you know, there are dozens of different antigens and different blood typing systems. I think the Lewis system is one they might look for when you donate plasma. There's one called Duffy. They're kid, I think with 2Ds, doesn't really matter. But there are lots of blood types, blood typing systems, but these are the ones that seem to matter in the huge majority of the time. Alright, so let's look at, so with the ABO system, you can be one of four different blood types, A, B, AB, or O.  And as you can see from this image here, anti-A and anti-B antibodies are IGMs. That's why they have that cool starburst pentamer shape. If you have type B blood, you're going to have B antigens on the surface of your red blood cells and anti-A antibodies in your plasma. If you have type AB blood, you're going to have both the A and B antigens on your red blood cell surface. You will not have any of these antibodies, anti-A or anti-B. We'll come back to why not. And then type O. O, there really isn't an O, there isn't an O antigen. O is the absence of A or B. So if you don't have the A or B antigens on the surface of your red blood cells, you will have both the anti-A and anti-B antibodies in your plasma. So okay, so why does this matter? The main reason you have to know what somebody's blood type is, is to make sure that if you give them someone else's blood that it's compatible. So let's talk numbers here first to actually, we better talk about the RA system next as well. So AB, AB and O, that's determined by the presence or absence of A and B antigens, but there is also RH antigens. So it used to be called D when I was in college, but now you hear it called RH. RH stands for Rhesus, the type of monk you did this research on. So whether or not you have RH antigens on your red blood cell surface determines if you have a positive or negative blood type.  So for example, if you're A positive, that means you have this type A blood that you can see here, plus you would also have the RH antigens on the surface. So that's so it's the, it's the antigens on your red blood cell surface that determine your blood type. So let's talk about a few numbers. So the overwhelming majority of humans are RH positive, meaning they do have the RH antigens. So the Caucasians are the smallest group with 85% of people being RH positive. African Americans would be 95%, Hispanics are low 90s. Some groups are 100% RH positive. So most human beings do have positive blood types. And then as far as the ABO system, type O is going to be the most common in all groups. And then A and B are going to be the second and third most common. And AB is going to be the least common. So that means that the most common blood type in America then would be O positive. And the least common blood type in America then would be AB negative, just FYI. All right. So what matters more? The antigens on your surface or the, or the antibodies in your plasma. The antigens matter the most. And that's because if, when you get someone else's blood, the tiny bit of antibodies that would come into the system are going to be diluted with your five to six liters of blood that you have. So, the blood, so when it comes to blood typing and compatibility and giving you someone else's blood, the, the antigens on the surface are what matter the most. All right. What else here? Let's talk about universal donor and universal recipients. As you can see here on the, on the bottom of the AB column, type AB blood is the universal recipient. Now, AB positive would be the true universal recipient. And that's because there wouldn't be any antibodies in their plasma. They, they can't have anti-A antibodies or it would attack the A antigens on their own blood cells. They can't have anti-B antibodies for the same reason. And they also can't have anti-RH antibodies for the same reason. So, so they wouldn't have any antibodies. So they are the universal recipient. That means if you have AB positive blood, you can receive blood from anything because you don't have antibodies that would attack any of the other blood types. Now on the flip side, O and really more specifically O negative would be the universal donor. So that means because they don't have and they wouldn't have AB or RH antigens on their surface, you can give O negative blood to anybody. So that's very, very important. So note that AB positive universal recipient can receive blood from anyone. O negative is the universal donor and they can give blood to anybody. But look at, look at how, look at the different compatibility types here because if you're the universal recipient, you can receive blood from anyone, but think, but look at the list here. You can't give the blood to anyone else. If you have AB positive blood, you can't give it to anyone with AB or O blood and you can't give it to anybody else that's AB negative either. So the universal recipient is great if you have that blood type, but you can't give that blood to anybody else. On the flip side, if you're the universal donor, that's awesome, but if you have O negative blood type, the only blood you can receive is O negative blood.  All right. So the, so the compatibilities just, just think about the, the antibodies here. So if you have type A blood, you can receive type A blood or O because O doesn't have any of these, these, the, the wrong antigens, so it doesn't have any at all. So you can get type A or O blood. If you have type B, you can get type B or O blood. If you have AB, then you can get any of them, AB, AB or O, but if you have type O blood, you can only receive O. So the big difference, why do we separate the ABO system and the RH system? Here's the key difference. If you have type A blood, you already have anti-B antibodies. We're not exactly sure why, but, but you have them. It seems to be innate. If you have an RH negative blood type, if you have a negative blood type, you do not have anti-RH antibodies until you've been exposed. So I guess that means technically, if you have O negative blood, you know you've never been exposed to a positive blood type before. And someone, and they accidentally gave you O positive blood, it shouldn't really cause a problem. But now your immune system has seen the RH antigen. You will now have anti-RH antibodies. If that happened the second time, you'd be in deep trouble. So we'll come back and talk about that more when we talk about hemolytic disease of the newborn because that's a condition that only affects the second pregnancy because the first one was when it was sensitized. So that's going to be the key difference. All right. I think that's all the most important stuff here with blood types. We'll talk about actual blood typing and what happens when you get the wrong blood in a separate video. We'll talk about hemolytic disease, the newborn in a separate video. So I guess just one last thing about the genetics of blood type, like where your blood type comes from. So it would be an example of co-dominance. So A and B antigens or the genes that lead to A and B blood types are both co-dominant, which means that they both dominate O, but they can't dominate each other. So if mom and dad both gave you an A gene, then you would have type A blood.  So the only way that you can have type O blood is if mom and dad both give you the gene for the O antigens. So the genetics there is kind of interesting as well. All right. I think I'll probably have to cover that a little bit more detail later. Okay. Have a wonderful day. Bye.