of the January, sorry, of the 2020 decade. So very exciting time to think about the future. So I'm glad you were all able to join us today and we're gonna have a little bit of future thinking when we get a little bit further into the meeting. And I'm Una Daly, as you know, from the Community College Consortium for OER at the OpenEd Consortium. And I'm excited that you all could join us today and I invite you to share your information in the chat window with others, you know, where you're from, what college, anything else you wanna share there. Because I know that we're spread across the country and we don't get a chance to see each other all that often face to face. So we've got a great agenda today. So thank you so much for coming.  And about, you know, 2019 and what we see coming up for 2020. And then we are going to talk a little bit about, oops, I'm sorry, about the OEG rebranding, Open Education Week. You can see I didn't update this. Our regional leaderships for open education and strategic planning, and then finishing off with our calendar for the spring. And I apologize, I didn't update our agenda. We have a special guest speaker who will be telling us a little bit about open education policy and other updates. And that's Nicole Allen. So we're really excited to have her as well. I think you know all these characters. There's Liz Yatta who does all of our support and is a wonderful outreach person for us. And we also have another wonderful guest speaker which is Paul Stacey, our executive director of the Open Education Global who's gonna talk about the rebranding and some of our goals for 2020 for Open Education Global. So, lots of great stuff. And here is the CCCOER Executive Council. And I'm just gonna mention my co-presidents which is Lisa Young and Sue Tash-Jean who make all of this possible. It really just do amazing work along with the rest of the team here. You can see our professional development, our November VP, the folks who work on the website with us, and those who work on strategic planning partnerships and special projects. And we always do wanna mention our emeritus folks down there at the bottom, Quill, James, Barbara and Preston who've worked with us in the past and continue to work with us in an advisory capacity. Any questions about that? All right, well, thank you for introducing yourself. We wanted to talk a little bit before we get into the main agenda. Oh, here's our members. So you can always see this map if you go to our website under about and click on members. You can see our members spread across the country and we're very excited to have a lot of you here today. We have some new members who just joined us this fall. And I wonder if any of them are on today and would like to say hello. So I'm gonna just call out the college names and if you're there, please turn on your mic and say something we have East Los Angeles College which of course is in California. We've got Pima Community College which is in Arizona in the Tucson area. Trinity Valley College which is in Texas. Chippewa Valley Technical College which is up in Wisconsin. Vince is here. Hi, everyone. Hi, Vince. Anything new on your open RN you wanna share? No, just that the first textbook which is a pharmacology text is actually being piloted this semester. And then we're opening up the review process through the rest of the spring. So making great progress. Exciting. If you have like a link for people if they wanna get involved in the peer review if you could put that in the chat window that would be super. And then we also have Des Moines Area Community College which is in Iowa and they joined us this summer. I don't know if Tom is on today but welcome to them. And we have Santa Cento College in Texas who we've worked with for a long time but they actually joined us this last year and we're really excited to have them join us. And finally Butler College in Kansas and they just joined us this last fall and we're very excited to have our second college in Kansas. Lots of good stuff happening there around open in Kansas. And I did also wanna mention that we have two folks today on online who are not from new colleges but they've taken over new positions with CCCOER because someone else left their college. And that's Amy Larson from Lansing Community College who is now taking over from Regina Gong who left last summer. So welcome Amy. And also, do you wanna say anything Amy? No, just hi. Great to have you today. And also Bruce Massis and I hope I'm pronouncing that correctly, Bruce. Bruce is from Columbus State Community College in Ohio and Rachel Dilly who many of you may have known. I certainly did and did wonderful work. She moved on to another position and Bruce has taken over for her. So welcome Bruce. All right, thanks Una. All right. Lisa, can I turn this one over to you to share with folks? Absolutely. Happy new year everybody. We are thrilled to have you all here and we thought that we would do a little activity with you all. So what we'd like to know is what about 2019 are you most thankful for as you reflect back on the past year and then as we look to the future of this new year that we're in and this new decade of the 2020s or the roaring 20s, what are your next steps for open in 2020? And so we've developed a padlet and you can go to that URL it's bit.lead slash ccc oer 2020. I believe it's case sensitive. So please make sure that the ccc oer are all capital. And when you get there, you will see two columns and in those two columns, you can click the plus sign and add comments and thoughts as to what you are most thankful for in 2019 and what your next steps are for 2020. And I see that some of you have already started adding to that. So fantastic, glad to have you all. Oh, it's in the chat box now too. So you can just click through to that link and we're getting some great comments in regard to what we're thankful for in 2019. Things like collaboration, dedicated practitioners, support in terms of looking back and looking to the future. Yeah, getting funding, continuing to support OER, publishing promotions. We're seeing a lot of great things in our padlet. You can just scroll right down and see a scaling previous efforts. You can scroll down and see all of the wonderful things people are contributing. I'm seeing thankfulness for continued employment, retirement, the dedicated faculty, our members here at CCCOER. And in terms of looking to the future, we've had some more posts. The webpage, big projects, work with specific departments on campus, helping others, some great things. So please continue to contribute to the padlet and we'll continue on with our program. Thanks, Lisa. And thanks, Rebel, for sharing that in the chat window as well. Collecting review standards for OER, submit here. And I know I saw that going around on the LibOER email list. So that's wonderful.  And actually, since Rebel is here with us, and I'm so glad Rebel of course is from, she's from the Florida virtual campus from Falsi. And I always forget exactly what that acronym stands for, but it's for the Florida libraries. And Rebel, do you want to talk about the Open Ed 2020 planning meeting that you're holding this Friday? So we're just trying to get the ball started. I know there has been some discussions with some private parties in the back end. So this is just kind of a community meeting for anybody who had entered into the community forum that they wanted to be involved in the organizing process in any way. This is kind of like just a group. You can come together and you can let us know what part of organizing you wanted to contribute or be a part of. There is a group document that I created just to kind of track, because this is just kind of a brainstorming meeting to track anything that is said or wants to be said at that meeting and then pass forward to anybody who wants to continue efforts of organizing or being partners or leads for this. So I know there was a discussion in several areas we had said, oh, what's gonna be the next step? We just really didn't know. So this is kind of hopefully a way to get people together so that we can start having those next steps. Wonderful, thank you for sharing that. And I see somebody put that in the chat window as well. So yeah, thank you so much, Lisa, for putting all that information in the chat window about how to get involved there without meeting. And thank you, Rebel. And I can see a lot of other people are thankful that you're giving them the community forum to speak about this. And it is Friday at 2 p.m. Eastern. I think probably can read that on the slide, but just for folks who weren't aware of that earlier. And next up, we have Nicole Allen giving us some policy updates. And also the big update is around, she wanted to share about the Cengage McGraw Hill merger, which I'm not sure if we've talked about before at CCCOER, I mean, in one of our meetings and it's really a pretty important thing to be aware of and the possible implications of it. So Nicole, are you there? Yep, can you hear me? Yeah. Hello, everybody. Well, thanks so much for inviting me to come talk a little bit about some of the things that are happening at the national level in terms of policy and the publishers and the market. We're, Spark is such close allies with CCCOER and we're so supportive of this community and it's been a while since I had the chance to really connect with you all. So it's wonderful to be here. Thank you so much. So yeah, I wanted to just brief everybody on sort of where things are at with Cengage McGraw Hill merger. I think many of you may have seen the merger was announced in last May. I can turn on my camera if you can see me. And this is a merger between two very large companies the current college textbook market is dominated by three companies. There's Pearson who has about 40% of new sales and then the Cengage and McGraw Hill are a little bit over 20 each. So combined, they're gonna hold well over 40% of the market. And as we all know from basic economics and a free market system competition is really important but especially in the textbook market things don't really work the way that things do in a normal market because students are required to buy whatever materials they've been assigned. So publishers have the ability to set prices really without being concerned. And that's what caused the rapidly rising prices over the last year. And over the past three years or so prices have started to shift a little bit as students have really started to vote with their feet and use copies and rentals. And the publishers have really been forced to respond by shifting to digital. And Cengage and McGraw Hill, their case for the merger is very much saying that by combining they're gonna be able to offer digital materials faster and at lower prices. But Spark and virtually every other stakeholder group in education thinks that that is just wrong and false. So the merger is actually being opposed by everything from the Association of Public and Land-grade universities, the National Association of College Stores, representing college bookstores by student groups, by consumer groups. And Spark submitted a detailed 49 page filing to the Department of Justice that performed an antitrust analysis on the merger with respect to federal competition guidelines. And our major case was that... Well, you know, we talked about this. A merger between these two companies, especially with Cengage launching their unlimited program that's sort of an all-access, all-inclusive plan, it would likely push the market in a direction where basically institutions have the choice between two large subscriptions to catalogs. And that would basically destroy competition in the market and basically set us up for prices to rise really rapidly in the future. And we also made a case around the concerns about student data. So putting two companies in control of the vast majority of the market would also concentrate a lot of student data in the hands of just a few companies. And, you know, in the age of platform monopolies and tech giants are lots of questions about sort of the use of algorithms and the equity concerns around that and the privacy concerns about data breaches and how that can really have a negative impact on students throughout their lives. So where things stand right now with a merger is that it's under review by the US Department of Justice. And it has been under review for well over eight months. And, you know, the companies set the expectation that the merger would be approved in early 2020. At this point, that seems unlikely because the United Kingdom, Australia, and New Zealand have also opened investigations into the merger. It's looking like the review is likely to take longer although the US antitrust review process is actually a little bit of a black box. So it's hard to know what's going on right now. And there are not a lot of levers that we can use to oppose it. So, you know, what we're doing is reaching out to allies in Congress to provide oversight to the Department of Justice talking to state attorney generals that could challenge the merger if it goes through and really just making sure that stakeholder groups are aware of the negative impact that this could have for students. So we'll see, you know, in the current antitrust environment, mergers do tend to get approved in some way or another.  And I think that may be an opportunity for us to really push harder for OER. But if it's not approved, I think that will also cause some disruption in the market. And, you know, either way, I think open educational resources are gonna continue to be an important piece of how we get access to students. So the work that all of you do is so amazing and so important. So I just wanna wrap up by pointing out two other things that might be of interest on the policy front. The first is that Spark maintains a 50 state policy tracker where we keep an eye on state legislation pertaining to OER and we've also released a state policy playbook that provides policy recommendations. And those are up on our website. And also in related news, there are rumors right now that the executive branch of the federal level is considering policy that would make the results of federally funded scientific research available to the public immediately upon publication. And there's actually a letter, since there's not a lot you can do to South Merger, there is something you can do to help support this. There's a letter at OAintheUSA.com that you can sign to just show your support to the idea of making taxpayer funded research available to the public. And you can also go on Twitter with the hashtag OAintheUSA. And there's a big debate over whether OAintheUSA is a Bruce Springsteen song or a Miley Cyrus song. So you can weigh in on that. Oh, I see a comment in the chat. I know I'm over time, but maybe I'll just quickly mention. So at the end of last year, Congress approved $7 million to extend the Open Textbook pilot grant program. We do not expect to have any updates about when that funding is gonna become available for application for quite some time. The first step will likely be a call for public comments. And as soon as there's more information about that, we will definitely be coming to the community to make sure that everybody is equipped to be able to respond to that. I would look at a second half of 2020 for opportunities to apply, although that big caveat that anything could happen in the current political environment. Thank you. Great. Thank you, Nicole. That was great information. And thanks for the report that you mentioned about the federal grant still pending. Any other questions for Nicole while we have such a valuable resource here? Well, I just want to say all of you are awesome. And as I said before, we're such fans of the CCCOER community and sending the whole Spark team best wishes for the new year for you all. And unfortunately I have to hop off, but I'm just an email away if there's anything we can do to support you. Great. Yes, rock in the USA. I agree. All right. Thanks so much, Nicole. And come back again soon. Sure thing. Bye. All right. We'll continue without my camera. I can't find it anyway. All right. Paul, Paul Stacey, please share with us some information about the open education global rebranding. And I think you all know Paul. He's a frequent visitor. He's our Executive Director here at OE Global, of which CCCOER is one of the regional nodes. Thanks for that. And yeah, happy to be here. So exciting to hear all this great work going on and see all of you joining in on this meeting. So if Nicole's rocking in the USA, we're trying to rock globally, I guess, would be what I would say. Last year, I had completed a lot of interaction with people about the value proposition of our organization and through all of that, it became clear that one of the strongest things that we provide to the open education community is this perspective on open education globally. And in addition, the word consortium was a bit of a problematic word, especially when it needs to be translated into other languages. And sometimes it even has a negative connotation in some countries. So we decided to change our name to emphasize the biggest value that we provide, which is the global context. And so you can see our new URL and our new logo on that page. We actually have soft launched the website already. It's still a work in progress, but I just dropped the URL into chat if you wanna explore it, you're welcome to. It's a significantly different look and it tries to bring to the front all of the big initiatives that are the mainstay of the work that we do. So yes, a slightly enhanced identity, I guess I would call it, and a greater focus on emphasizing the global nature of our work. Another couple of things that I'll quickly mention, some of which are here on this slide. One is that we did our big open education global conference last year in Milano. And as you can see, this year it will be in Taiwan on the 20th to the 22nd of November. And I deliberately ensured that we were not overlapping with the US Thanksgiving this year. So I hope some of you, I know it can be a challenge to get funding to go to an international conference, but for those of you that can and those of you that have an interest in understanding the global landscape for open education, this is one of the go-to events. And I really hope you'll be able to join us. I'm also associated with our branding and identity. We have a new sort of member badge, I'll call it, that all members are invited to put on their website. And that's the OE Global member with the green checkwork that you see there on the screen. And one other thing I wanna mention is that this year, last year, we broadened our membership categories to include primary and secondary. And this year we definitely are working to try to expand and do more support and have more engagement with that sector. So I'll stop there. Questions are welcome. And I can give further updates too, if you want. Yeah, let's see. Paul, I think we had one more slide for you. I don't know if you- Sure, I can- But let's open it up for questions on the branding and so forth. Sure. And maybe if, so feel free to drop questions into chat. A few other comments I'll make is that if you go to that website, you'll see we now have a special projects page which highlights some of the other projects we take on an annual basis. And you'll see that we've worked to form a small network of organizations, sister organizations to help with UNESCO OER recommendation adoption. And we also are supporting open education for a better world this year. Actually with Nicole and others, last year we helped with the open education policy forum which took place in Warsaw. And that's work that is continuing and will be a highlighted set of sessions during open education week. Lots of stuff going on. Where, how can you download the badge? You know, I think you have the badge, don't you? Can they download it from the CCC OER website? I do have the badge, but it's on my hard disk. We can make that available. Great question, Judith. We will make that available to all of you so that you can download it. Yeah, thanks, Judith. Yeah, we'd love it that people do that. Thank you. Great. All right, I am. I gave you a little sneak preview there of the website and I think we're gonna switch. I think we're back in PowerPoint. I hope people are seeing PowerPoint. Sorry for that. And open education week is coming up. Paul, did you wanna mention anything about that or? Well, let's quickly say, I mean, as you can see, it's scheduled for March 2nd and 6th. There was a lot of fantastic stuff that took place there last year and many of you participated. Thank you and we certainly hope you'll participate again. There's also a number of resources that have now been made available regarding this year's open education week that you can download right off that website and use to help promote activities on your campus or virtually. So please feel free to help yourself to those. We've tried to design some materials that will be effective in terms of marketing and communication. And that's the URL that you can see at the bottom of the slide. Yeah, I don't know. Great. Do you wanna add anything in it? No, I mean, this is, yeah, open ed week is really an opportunity to raise awareness on your campus if you wanna use it that way and to plan activities around that. And then there's a lot of webinars that occur as well so that you can filter through those and share with your folks on your campus. And some people have actually gotten together a group during open ed week to come in and watch some of the webinars live together and then use them as kind of a discussion point. CCCOER has a couple of webinars. We'll talk about that later that we'll be doing that week, but Liz Yada, our support specialist will be putting together a little menu for each day focusing on community colleges. And we don't want you to limit yourself in any way, but just sometimes there's so much going on that it's nice to know, and so we focus on the community college and she'll send that out every day so that you can see what's happening there, but please do take part in some of the global activities as well. And maybe I'll just close to say that we're thrilled that the way this week, that week long timeframe has become kind of a yearly expected event every year that people use to plan these advocacy and awareness campaigns around. And in some cases used as sort of milestone dates by which certain things are to be completed so that they can be presented during that week. Last year, we had over 6,400 participants from 123 countries participating in that open education week, including 18 different languages. So it's become quite a large go-to event for amplify open education around the world, which is really fantastic. Great, thanks so much, Paul. And I did wanna, yeah, and yeah, Judith says they're gonna use the week to launch their new digital education webinar series. Wow, that's exciting. Glad to hear that, Judith. Barbara Olowski, I think might've had to take off, but she did have some exciting news to share. Oh yeah, Barbara, do you just wanna mention your library thing? I know you're- I just sent out the link in the chat here. We did a survey last year, sent out on the CCC OER listserv and also on the California Community College librarian listserv. We had 94 responses, two of them out of state and all the rest were in state. So we decided just to use the 92 in state and that represented 66 California Community Colleges. And it was questions that were on their work in OER, how much was part of their job or just what they did because it had to be done, what the needs were and so on. And we made a, we meaning, Michelson 20 million minds foundation, which funded the survey created a two page info flyer that is on OER Commons. I put the link in the chat just now and the one I sent out yesterday, I am so embarrassed and mortified that I forgot to put the Creative Commons logo on. We've proofed it so many times. And so we added it and the logo on a course and then uploaded it into OER Commons. So you can click on it and down, if you wanna download it and use it, use it from there. And it, we're using this as advocacy for helping to get more funds in for librarians for their work and their support in OER and professional development funds for librarians. So that's, that was the purpose of the survey to find out actually what needed to be done and what librarians were hoping they could, if they had money, what they could use it for. Wonderful. Thank you, Barbara. I'm sure there's other states that would find that valuable as well. And can I add one quick thing to that? Thank you. Also, we had put in a request and to the chancellor's office in California who put it forward to the governor's office and with a lot of behind the scenes work and help also with James Galapagrosclag, governor Newsom put in $10 million in his budget for next year for expansion of the ZCC degrees and certificates. And not only that, he gave a shout out in his press conference. The first time he brought up the community colleges under higher ed, the first thing he did was give a shout out to ZTC work. And we owe a lot of that thanks to Una and to James for their amazing leadership on that. Now, it's not signed yet. We have to wait, but the fact that the governor gave it a shout out means it would be harder for people to concentrate on that much. And in California with a huge budget, that's little. But in that budget, we put in several hundred thousand dollars that would be distributed to California community colleges earmarked for their librarians so that they could go to professional conferences in the US and for using it for if they wanted to take the Creative Commons Librarian course or another course or they wanted to develop their own community college conference that they would have the funds for the travel and for staying or if they wanted to go to whatever the new open ed 2020 is and so on. So we're really hoping that it stays in and we did a lot of advocacy and now we have to do even more to keep it in. And if anybody's from California wants to help us, I'll put my email address in and you can email me later because we need support from all around the state, not just Una and James and me. We need people from all around the state from different cities too. And we will give you the text for sending to your legislatures. So thank you. Thanks Barbara and Barbara's being very modest. She actually led this effort from the inception and so congratulations to her on the great results. All right, so we wanted to give you an update on the regional leadership for open education program that was launched last fall. And we had a face-to-face meeting with about 50 or 60 of you at open ed 2020 in Phoenix and we have four work groups and I'm gonna let Lisa because Lisa's been a leader in this area tell you a little bit about the projects that these four work groups are focusing on going forward. Lisa? Hello again. So with the regional leadership for open education, as Una just mentioned, we do have four different work groups. We met in those four work groups in October and those work groups have grown a bit which we're thrilled to have more membership but we are working on a number of goals that we established while we were meeting here in Phoenix and so the policy and strategy group is really looking at developing a bibliography of statewide OER policies and strategies and so Spark has the state policy playbook, there are a number of other resources and so we're looking at compiling those resources so when a state goes to or a group goes to start some kind of regional or state policy or wants to embark on that or grow it, what have you, they'll have these resources available to them. Additionally, we're working on developing a lexicon, a glossary so that we can all be speaking the same language so that if the senator from Arizona is speaking to the senator from Illinois, they will be speaking the same language instead of a number of different verbiage. With the stewardship group, which is being led by James Glapagrossglog, what they're really looking at is student advocacy, they're looking to expand and adapt the existing care framework and basically looking at privacy issues with data and all sorts of different pieces. We wanna be able to protect our students and make that care framework more actionable on the field of OER. Additionally, we're working on, they are working on taking the existing student bill of rights and making it more OER friendly and then also developing a bill of rights for practitioners that'll be explored later. We wanted to make sure that we can accomplish everything that we're moving forward with so that that was something that had floated up and was definitely something that wants to be looked into but we're really focusing on that student aspect first. In regard to professionalism, which is being led by Quill West, they are looking at developing a matrix of all of the different open roles in our profession. So we have OER librarians, we have OER coordinators and we have all sorts of different roles within our profession, but we're looking at developing that matrix of the different roles and then the competencies that relate to that role. So they'd like to end up having a working document that has these roles and demonstrates what we need for professional development and existing resources and how the profession of an OER practitioner and OER professional can be supported. And finally, the Sustainability Group being led by Amy Huffer is looking at the OER infrastructure. So they're looking at developing a virtual file cabinet of different templates for the higher ed infrastructure. So things that we often see people ask in the listserv but creating this as a solid resource. So things like existing documentation for OER job descriptions, tenure and promotion, things like student access policies and such. So the idea is to pull all of that together so that it's in one place so that we can access it and build upon it. And so basically what we're really looking at doing is looking at regional leadership and making sure that we have the infrastructure, the resources and support all pulled together so we can continue this work as a practice. Thank you, Lisa. And this is just amazing, this work that's going on. And I do wanna thank our leaders that Lisa mentioned, including Lisa, James Glappa Grossplag, Quill West and Amy Huffer. And in fact, I think Amy's online today. Amy, do you wanna say anything about the work you're doing? Hi, I'm here. I really like how Lisa expressed it. I don't think I could improve on it. Okay. Thank you so much for coming today. So we'll hear more about this during Open Ed Week. And I know many of you on this call are participating if you're not and you would like to, please feel free to reach out and contact me or Liz directly. And we're happy to connect you with those leaders. And so, yeah, so stay tuned on that. And I wanna mention there's a number of other groups that are doing regional leadership for open education. They may call it something different, but we are collaborating with them too. And so we don't plan to do any duplicate effort. But if you have concerns about that, please do feel free to contact me. But we are trying to stay connected with all of those groups because I think we're gonna be much more impactful if we work together, then we try to go off and do things on our own. So that's something we're real sensitive to. Alrighty. So we did wanna give you an update on the strategic planning that's been going on over the last six months. And I'm gonna turn this over to Su Tashji and who has been analyzing many of these trends for us which has been so helpful. Su? Yep. Hi everyone, happy new year. When I started on the executive council, back in June we started a strategic planning process that many of you have been involved in and we've had a variety of activities using the SOAR analysis. So back in June we had an initial meeting and developed a survey that many of you filled out. Then we analyzed the survey at the executive meeting. In September we shared some of the results with you and we had your vote on them. We shared them with the external stakeholders and the OEC staff at the open ed conference. If you attended the breakfast, we did a visioning activity. And then we followed it up with interviews with eight external stakeholders. So it's been a busy six months and we've gotten lots of feedback that we've shared with you and that we have available if you'd like to look more closely at it. But what we've done is narrowed it down. Who are you? Yeah, sorry. Oh okay. Okay, so we've narrowed it down to four possible aspirations or strategic directions. And what we'd like to do is invite you now to participate after I briefly introduce each one. Invite you to weigh in on which of the strategic directions you think is most important for us to focus on and which one resonates with you or would you be most interested in being involved in? So the first one would be a toolkit, developing a toolkit for members. This came up quite a few times to share a research toolkit, to share impact, measure impact, collect data around student success, around cost savings. The second one would be train the trainers program for professional development in different areas of open education. And let's see, so then the third one, fostering legislative relationships and working with government agencies. And I'm looking to see if there are any questions. A member mentoring network where you could request a mentor to help you with a project. And we would pair up different members to help you achieve your goals for the year. And then the last one is promoting open pedagogy as a tool for equity. And so one of the things that we thought about was offering badges for all of the above. So you'd have some sort of micro-credentialing or certificate to share if you participated in any of these programs. All right, so, Luna, are you gonna... So can you see the poll now? Yes, yep. So what we'd like you to do now is select your top two choices for future aspirations or directions. It looks like we can only select one. I was afraid of that. Yeah, that is the limitation of the polling device. All right, so submit your top choice. This is the second time we've used polling. We do need to play with this a little more. And we may end up sending this out as a survey to all of the members, because I know we only have about half our members online today, and we do wanna get feedback from all of them. And I'm gonna tell you, Sue, I'm not actually seeing any changes to the poll. Are other people seeing changes to it? No, I'm not. And I don't know if I have the poll. Yeah, I am.  Oh, great. It's interesting. I know last time you were as well, Liz, you saw all those changes. I don't know if it's a Mac versus PC thing. So are you able to share the results? I'm going to go ahead and end the poll. I think probably people have had a chance to enter their ideas. Liz, make sure you take a screenshot of it just in case we lose it. All right, so I'm gonna go ahead and end it. And let's see, whoops. I also moved ahead a slide here. Yeah, I don't actually see the results. So I'm wondering, Liz, how about if, can you share your screen and show people the results?  Oh, okay. I can see them now. You can see them now too. Oh, let's see. All right, so it looks like even though we all had one choice, it looks like the top two choices, exactly 35% each were the toolkit for members to measure and share impact and promoting open pedagogy as a tool for equity. Interesting. And then the member mentoring networks and the train the trainer programs came in behind. So that's great. Thank you so much for your feedback and we'll be sharing, obviously more information and getting the members involved as we start working on the projects. Great, thank you for that. Yeah, someone please share that with me. I don't know. It's for some reason my computer doesn't like polls. There was a few open questions that kind of have come up during this process and I think we probably will invite your input in on these. There's sort of bigger questions. Do you want to speak to those Sue, those bigger questions that have come up? Yeah, so these are questions that have come up over and over again about where K through 12 four year colleges and universities fit in with CCCOER and we're not going to ask for input today but if anyone will share these questions with you and if any of the questions resonate with you we invite you to contact us to talk more about them and to share your opinions about them because you've all been involved in this community. So what is, how does the Arlo effort fit into the strategic planning? Is would that be duplicating effort if we, they're working on policy and government relations? What is the connection with the global OEG efforts and how can we collaborate with other open-minded organizations or partner with them? So these are some of the questions that we still need to think about as we go forward. Thank you, Sue. I don't know if anyone has any immediate feedback to share. I will just say, Amy was pointing out some things in the chat window about the fact that some of these things already exist and absolutely that's true. So that was kind of what our bullet point there is at the end, would we like to collaborate with other organizations that are providing, say train the trainer, professional development or the toolkits around measuring student impact. And yes, that is the answer. We don't plan to compete with them. And so that's why we put the competition question mark. We really want to reach out. And that's actually why the strategic planning process which we thought was going to be like six months, we really see it now as being probably closer to a full year. And so that is work that we will be starting or we're already starting, but in January through probably May timeframe is reaching out to other organizations and seeing if they want to collaborate with us if there's something that we can bring to their efforts and vice versa. So we'll be in touch about that more and would love to invite you to participate because I know many of you, this is one of the networks you participate in and you also participate in these other organizations that are providing services around open that our members are interested in. So, all righty. And feel free to put stuff in the chat window. We might have a few minutes at the end here although we to have a broader discussion.  Paige indicated she had a quick question on this. Do you have a microphone page? Yes, I do. I didn't know I could activate it. There it is. Can you hear me okay? Yeah. Okay, so as I'm kind of writing down all these other things and where it fits in with our group, there's something in the Midwest called the Midwest Higher Education Consortium, MEC. Does anybody else familiar with that? M-H-E-C. Yeah, we have been in touch with Jenny Parks. Yeah, Jenny Parks. So I didn't know, A, if there were similar consortiums in the East and the West or the South or however they divide out and then B, I know the MEC group is not just OER but they've got a very strong OER component and so you're trying to figure out kind of where that fits in with everything else. So if you're adding a list to this, I would think maybe consortiums like that might fit in. Thank you. Thank you, Paige. That's a really good point. You're here to talk and chat for sure. Yeah, and so, and we are, and that is something new for us. Jenny and Tanya Spillaboy, who's with Witchie, Witchie and WCET, Witchie being the Western Compact, they spoke at one of our webinars in June and we've been in touch with them and we plan to work more closely with them. They're doing amazing work. So thank you for sharing that. All right, I want to turn this over to my professional development team or our professional development team. Who would like to talk about the webinars? This is our spring calendar and we will post this probably, probably early next week, Liz, that's looking like, if we get lucky the end of the week, but we have some great webinars coming up and our first one will be in February. And Suzanne, are you on with us today? Suzanne, wake up. You know, if I saw Suzanne. Well, Suzanne has got a great, she's our moderator for this webinar and she's got a great set of folks speaking. She has Jenrin Wetzel, I believe, from Creative Commons who'll talk about attributing OER, particularly when it's from multiple resources, as we all know that gets quite complicated when you do remixing. And then she has several faculty authors who are using different platforms, both Libra text and press books that are going to talk about their experience. So I think this is actually a nice follow-on to the webinar that Amy from Open Oregon is holding January next week, right? Amy, or is it this week? I think it's tomorrow, actually. So Amy, if you've got that information, oh yeah, put the link in, thanks, Amy. I'm right there with you. Okay, super. So this is becoming a big interest for many of our members. So great synergy there. I'll talk a little bit about the Open Education Week. We're going to have the Regional Leadership for Open Education webinar. That'll be at our usual time, which is on Wednesday at noon that week, March 4th. And so each of our leaders will be presenting about the work that they're doing and inviting feedback on where they are to date. We also have two other webinars that week, they haven't been scheduled yet, so that we'll let you know as soon as possible. One will be on the California Student Toolkit, which was developed this last fall, and is going to be published soon. It's kind of in the editing process right now. And we're hoping to combine that webinar with the U.S. Pergs folks, Caitlin Vitez and Caitlin Nagel. I don't know if we've heard back from them yet, but we think that that's gonna be like a really a powerhouse webinar having both a number of students presenting the toolkit. And of course, Caitlin and Caitlin who do that amazing work nationally with students. And finally, we're gonna have a webinar led by Paula.  Paula from the College of Southern Nevada proposed. We do one webinar for colleges who are new to OER. So she and Cindy Domeica are VP of new members and Lori Beth Larson from Central Lakes College. Hope I got that straight. In Minnesota is going to lead that webinar. So I think that'll be fun because we know that it's a real continuum for our members. Some of you have been doing this for a decade and some people are just in the first year or two. And sometimes it's hard for those people who are in the first year or two to really understand the level that other folks have gotten to. So we really wanna provide a forum around that. March 18th, we're gonna have our spring quarterly all members meeting. And that'll focus around some of the open ed global election process and other things that are happening in the summer. And we hope to make that a really collaborative meeting where everyone can share what their plans are for the summer. Let's see. Matthew, do you wanna talk a little bit about our April 8th? I'm not sure if Matthew's off. I think he is. We are going to do an open pedagogy webinar and we're still kind of working on that one but this is a great time to provide feedback to us if you've got ideas. Are you with us Matthew or did you have to take off? All right. So stay tuned for that. I do believe we're gonna have some of the folks from Montgomery College who are working on the open ped fellowship and we're hoping to get a faculty and student from their college in Maryland. But we're also looking for a few other participants. So if you've got some great examples at your college please reach out and let us know. We've got a great one in May on backwards design and curation and I'm checking to see if Nathan is here today. Well, I don't think he is. But so stay tuned for that one. That's also gonna be really interesting about what best practices for open course design. And they've got some amazing speakers. Sue, did you wanna share anything on that one? So we have a couple of experts on universal design for learning theory and accessibility and we have a couple of faculty members who have actually put the theory into practice in their courses and they're gonna talk about the difference that it's made for them when designing materials and OER in particular. Great, great. I think it's gonna be a great webinar. And in June, we're gonna have kind of a fun one. It's gonna be around sustainability which of course is a really important topic and we'll probably rely on some of you who have sustainability frameworks. And then there's gonna be a panel for part of that webinar about if I had to do it over again. And so I bet there's a lot of you who might wanna participate in that in some way either to be a speaker or to share things that you wish you'd known when you started out with open education. And finally, we'll have our usual summer quarterly all members meeting and that's looking like June 10th. Here's different ways to get involved if you haven't had an opportunity before. And we do wanna mention that we keep a conference list and I wanna thank Kelsey Smith at West Hills College who maintains that for us. And maybe someone can put that in the chat window but we try to keep all of the open regional and national conferences that focus on open education in that spreadsheet up on our website, it's under Get Involved. And if you find that there's something happening in your area that isn't and that conference isn't up there please let us know. You can add a comment or you can just email us and we're happy to put that in. And I think that's it. Did I miss anything Lisa or Sue? Looks good. I think you covered everything. Thank you everyone. Well, thank you. And we are at one o'clock or 4 p.m. if you're Eastern time but we'll still be here for a few minutes and if anyone wants to ask questions or bring anything else up please do that now.


Psych2Go is a digital media organization that raises mental health awareness by presenting psychological topics in a digestible and relatable manner. Please share our content with those who need it. Hi everyone! Before we start this video, we wanted to give all of you a big thank you. Psych2Go's vision is to make psychology more accessible to everyone. Today's topic is on five interesting behaviors that may be linked to psychopathy. If you could share this video with someone who's interested in learning more about psychology, that would be a major help to the vision. Everybody is in some way familiar with the common ideas we collectively have about how a psychopath behaves, or characteristics they may have. Whether through watching the depiction of psychopathic antagonists in Silence of the Lambs, The Dark Knight, Psycho, or a million other different stories based around this enigmatic topic, it's pretty safe to assume that when you imagine a psychopath, you imagine the archetypical villain as presented in such films. This is likely a nonchalant man with expensive taste, an affinity for classical music, and of course, a taste for gratuitous violence. Many behaviors that these characters in films display are inaccurate. Others, however, can be backed up by evidence provided by psychological research. There is the question of where the association between some behaviors or characteristics came from, and whether there is any truth to these. Here are five weird behaviors and characteristics that have been proven to have a possible link to psychopathy. 1. Music Taste An example of a characteristic very commonly associated with psychopathy in films is taste in music. If you were to watch any archetypical psychopath film, it's almost a certainty that the person in question will have an odd obsession with classical music. Where this idea comes from is unknown, but there is, however, evidence that your taste in music could reveal how psychopathic you are. A psychology study was done on this topic by researchers at New York University, including Dr. Pascal Wallisch. Within the study of 200 people who listened to 260 songs, those who scored the highest in levels of psychopathy tended to highly rate hip-hop artists such as Backstreet and Eminem. These results suggested that psychopaths are no more likely than anyone else to be obsessed with Mozart or Bach, but are in fact more likely to have a preference for Eminem. This characteristic alone obviously cannot solely be used to determine someone's degree of psychopathy. It might just like rap music. 2. Sleep Chronotype The majority of people can easily identify which sleep chronotype they fall into. Whether they're an early bird who peaks in the morning, prefers to go to bed early and get up as such, or a night owl who stays up till all hours, gets up late and peaks in the evening. This could act as an indicator of psychopathy or other antisocial personality disorders, as evidenced by a study done by Dr. Peter Jonathan. He assesses whether 250 people were morning or evening people and then measured their tendencies towards dark triad, personality traits which consist of narcissism, Machiavellianism, and psychopathy, to determine whether there was a link or not. Jonathan found that those who were awake late at night showed greater antisocial tendencies than those who went to bed earlier. Further, he suggested there was an evolutionary basis for the preference to stay up late at night and its link to antisocial behavior. For example, they have predatorial advantages as others have diminished cognitive function or are sleeping. He also linked this to the fact that most crimes in sexual activity peak at night, suggesting such a link. This is evidence for the idea that someone's sleep chronotype and whether they like to stay up late at night could give an insight into if they are psychopathic or not. 3. Yawning Among the many mysteries in life is the almost contagious nature of yawning. Psychological research has suggested that it's linked to empathy. This has been used to explain why when seeing someone else yawn, you're more likely to imitate the behavior subconsciously if you know them or have a close relationship. You're less likely to do so with a stranger or someone you don't like. A key aspect of psychopathy is a complete lack of empathy, making someone who is a psychopath or a sociopath essentially immune to this contagious behavior. As this key aspect, empathy is missing. Researchers at Baylor University conducted a study about this with 135 participants who took the Psychopathic Personality Inventory Revised, or PPPI-R. And then, a contagious yawn experiment. The cold-heartedness part of the psychopathy scale was found to have a strong correlation to whether or not the person yawned. The more cold-hearted and less empathetic a subject was, the less likely they were to yawn. Try doing a mini-experiment where you go to work or school, for example. Try and observe whether there's a difference in this behavior between people who are very kind and compassionate and those who are more indifferent and nonchalant. Be sure to comment down below what you find. 4. Posting Selfies Using social media and posting content such as selfies online these days is common and something everyone does, but we all know someone who is constantly filling your feed with countless photos of themselves. This has been suggested to be a possible indicator of how psychopathic they are. A study done at Ohio State University attempted to link the amount of selfies men posted to how psychopathic they were. They did this using a sample of 800 men aged 18 to 40. They found the expected link between how narcissistic and antisocial trait and self-objectifying these men were and how many selfies they posted online. This also increased with those who edited their photos before posting. They also found that these men who posted more selfies also scored highly on their levels of psychopathy, which means their scores were above average. If you know any men or are someone who very frequently post selfies on Instagram or Snapchat, this could be a sign of higher levels of antisocial traits such as narcissism and more importantly, psychopathy. And lastly, sense of smell. A weirder characteristic that has been suggested to have a link to psychopathy is the sense of smell. Having an impaired sense of smell could be linked to psychopathy according to a study done by Mehmet Mahmoud and Richard Stevenson from Sydney McGuire University. Using a sample of 79 diagnosed non-criminal psychopaths aged 19 to 21, they conducted an experiment where the participants had to identify and discriminate sense. They did this using sniffing sticks. 16 different scented pens, like orange, coffee, leather, and so on. They found that participants who were all confirmed as psychopathic had issues identifying sense and discriminating them from others. Those of the participants who scored highest on a standard scorecard of psychopathic traits did the worst on both measured aspects. This has been suggested to be due to abnormalities or damage in the orbifrontal cortex, an area of the brain which has been independently implicated in both antisocial disorders, including psychopathy, and having an impaired sense of smell. This tell-tale sign is likely a reliable indicator of possible issues in the orbifrontal cortex which could include psychopathy. If you are a psychopath, a key characteristic may be a bad sense of smell. What are your thoughts on these five behaviors that may be linked to psychopathy listed in this video? Do you know anyone who might display any of these behaviors? Or do you think you're the one who has these behaviors? Let us know in the comments below. And don't forget to subscribe to Psych2Go for more psychology content.


Hey y'all, it's Timmy with Collard Valley Cooks. Today I've got some fresh green beans and I'm gonna put them on I'm gonna put on some squash to stew. It's a beautiful day outside I've had fun watching the birds and I had to make myself come in the house to start cooking Chris is fishing and he'll be here in a while. So we're gonna start up some green beans These are just green beans. Somebody said what kind of green beans are those? I don't know. I just picked them up and Took the ends off of them and snapped them and they did great. They didn't have any strings or nothing on them So whatever kind of work I like them. So I'm gonna put them right here in my pot I've already rinsed them and washed them when I looked them over the first time and So I'm gonna bring y'all up close and let y'all see how I'm gonna make them. I'll be over here and get me some Beef bouillon. Now you can use chicken or you can use beef. Matter of fact I've got more chicken than I do beef. So I think I'll use chicken Um, and I like to use bouillon in my green beans Um, because I can now I don't do that when I'm making them myself for uh Canned green beans, but I do use a little bit and fresh ones Okay, so I'm just gonna take this bouillon and I'm not gonna use a lot just a little And we're gonna add some water to it. We're going to uh add a little oil to it And get them on the stove and let them start cooking I probably won't cook them down, but one time But I'll cook them on high And I cover them good with water Add a little oil And I'll put a little sugar in them as well Uh a little salt. There's a little salt in that bouillon already So we're going to take these over to the Stove and I'll just have to move y'all over there in just a second And get it started I'm gonna put just a little bit of sugar in here A good I would say for that many green beans A tablespoon and a half or so I guess Seems like a lot, but it's really not Not for that many green beans now. What does the sugar do? It makes them delicious It makes them caramelized when they start cooking down toward the bottom And it'll just make them taste good Trust me It works now. We're going to start cutting up some squash And we're going to make our squash I looked and I have one stick of butter.  I'm just going to stew it So I'm just going to slice it up Pull a water Out put nothing in my squash but salt pepper butter Now a lot of y'all like to put onion in your squash And by all means do it, but me and chris don't really like it in our squash um We just like to taste the squash my onion, but y'all do what you want to my sister loves it She likes all that she likes onion and everything You know, it's funny because either people like it in everything or they don't like it And I love onion.  There's nothing wrong with how you like it um So you eat it However, you like it That's a good thing about cooking As you get to make it this is a little bit tough of a squash I have to say Uh, so I'm only going to cut off this side of it The other side's kind of tough Like it was picked late All right, so we're going to put water in these And get these back on the stove Put some salt and pepper in them Now I like butter in my squash. I have to say not oil Mama put oil in green beans and she put oil in uh dry beans But she didn't use oil for squash. She used butter for lima beans I'm talking about green lima beans not big white butter beans But for lima beans she would also and green peas. She also used butter um and not um Oil I'm using a spoon for a change because I got some pepper down in my salt last night when I was cooking I was making crisp some wings Boy, they were good So, um, we're going to salt this And I'm trying to get the pepper out of my salt is what I'm doing While I'm salting today I'm gonna salt these green beans And I don't have to salt them a whole lot because there's a little bit of bullion in there too. Okay And that's all there is to to making these two things Simple I'm going to cook this until it's soft. Then I'll use a masher and I'll smash them Put a little butter in them after they're done I'll drain the water off of them Smash them and add butter and that's how we eat it And the green beans all I'm gonna do is cook them down And they're going to cook all the way down And all the water's going to boil out of them and when it does the sugar that I put in there Is going to caramelize with that oil and give them the flavor that you're looking for Don't take meat to make green beans taste good. Trust me on that All it takes really is oil and sugar and I know that sounds crazy, but it's the truth y'all All right, y'all we are finishing up supper now. This is the beans and they have not finished cooking But because they're up next to this other eye I'm gonna have to turn it off um They're wanting to get dark around the edges now When you make these beans you will find That the stainless steel that it starts Turning brown around the edges In this stainless steel pan or any pan if you got in the dark pan you won't see it But if you'll take the bean and rub it up against the sides and deglaze the sides You want all that flavor to be in the bean and not on the side of the pan But keep boiling them good Until they're Really don't have any water left in them. Okay. So just keep boiling them. I'm gonna taste them right quick Now I didn't add any more water to these once I left y'all And we're gonna continue to cook them and other cooked all the way down So for the squash, I just drain it Most of all the water off of it. There's a little bit left in there, but not much And then I put in salt And pepper And butter And I smash it up a little bit And that's what I call stewed squash And that's how we like it So we're gonna put some butter in it a couple of A couple of tablespoons And you can just use your fork and smash it That way you don't have to wash something else And turn it back on Well, I turned on the room Turn it back on, let it bubble up a little bit and that Butter will melt because this has been done a little bit And um, it cooled off some so bring it to um heat if it's not still hot Like mine wouldn't let that butter melt in there good It's melted And smash it up some and if you want to Boil a little bit more off of the liquid off of it, you can But now I'm gonna put it up just like this because I'm actually making this for uh during the week and we're not eating it tonight And that way I can put it in a small pot and bring it to a boil And it's still having enough uh liquid in it that it will be good I'm gonna taste it Perfect I think it's got just the right amount of salt in it y'all So it's just how I like it So I'm gonna put this in this bowl And I'm just going to rack it with saran wrap I'm gonna let it cool down a little bit And then I'm gonna rack it with saran wrap and put it In the refrigerator and that's going to be for supper one day this week And that's just one less four of our green beans. You're gonna see That they don't really have any juice in them the boy. They good Now these were fresh. I got them at the store At the grocery store and I got two big bags of them and that's how many green beans it made So there's probably enough servings in here for about I'd say Six people or so Delicious fresh green beans Don't them look good Nothing like Fresh green beans I'm so happy because now I have fresh green beans And some stewed squash For supper one night this week. What a productive day Y'all have a blessed night Or day and thanks for watching colored valley cooks where we cook a lot mama dead. Bye y'all love you Come back and see me now


What about the release of the plane for this letter? Somebody's trying to sabotage this? No. Why was it out there? What are you doing? They all know. What a show. What a show. Excuse me.


In this video, we provide the solution to question number 10 for the practice exam number two for math 1220, in which case we have to evaluate the indefinite integral of the function x cube plus x plus one all over x squared plus one with respect to x. And so when I look at this, this is a rational function. I do notice that it's an improper rational function. Notice we have an x cubed on top, an x squared on the bottom, the numerator is larger degree than the denominator. So the very first thing I'm going to do is actually do long division of polynomials. So I'm going to take my x cubed plus x plus one here. I left the gap for the x squared term. Then we have an x squared plus one. So then we have to ask ourselves how many times is x squared divide into x cubed. And that really is just simplifying the ratio x cubed over x squared. That's equal to an x. And so I'm going to write that on the top of the line right there. I'm then going to take this polynomial and times everything by x, x squared times x is x cubed like we just were computing. We're also going to get one times x. So we get a plus x right here, but we're actually going to subtract this from above. So the x cubes are going to cancel x cubed minus x cubed. But I also get x minus x as well. So they actually cancel out again. And so then the next thing to do is to bring down the one. So we get a one right here. But then at this point one is actually smaller than x squared with regard to degree. So this is actually the remainder. So we have the quotient up here. We have the remainder down here. So then if I were to reevaluate what I have here, I guess I can just write it here. Our integral is actually equal to, I should say the function is equal to x plus one over x squared plus one dx like so.  And so in this situation, we have to find an anti derivative of x. We have to find an anti derivative of one over x squared plus one for which the anti derivative of x is going to be x squared over two, the anti derivative of one over x squared plus one. That's actually the that's the derivative of our tangent. So the anti derivative is going to be our tangent of x. If you didn't remember that that's one you ought to know but if you didn't remember that you actually could do a trig sub and reevaluate that one from scratch. I'm not going to go through the details of that because this is one of the standard ones that we can have memorized. Don't forget the plus C because we are looking for an indefinite integral and that then gives us the anti derivative there x squared over two plus our tangent of x plus a constant.


Alright, let's solve inequalities. Remember that when we solved inequalities before, we found out that if we multiply or divide by a negative, then that will cause us to switch the inequality, but otherwise the inequality stays the same. All we need to do is add or subtract across the inequality and then multiply and divide across the inequality. So here we have ten that I can take to the other side so that I'll have my variable, negative six B term, on one side and my constant, which is now thirty, on the other side. Now notice, in this very first example, I purposely gave you a negative coefficient so that you would remember that we're going to have to switch the inequality. This is going to have to become less than or equal to. And now when I divide by negative six, I get B on this side and thirty divided by negative six will be negative five and B is less than or equal to negative five. If we wanted to check it, we could pick a number that was less than negative five. Let's say B is going to be equal to say negative six. So if I come in here and I say negative six and then times my B, which is negative six right here, and plus ten, that should be greater than forty. Negative six times negative six is positive thirty six plus ten, which is greater than forty because forty six is greater than forty. It worked. Here I have variables on both sides of the inequality and I also have constants on both sides of the inequality. So I'm going to have to move across my inequality several times. And it doesn't matter if I move x or I move constant first. So I'm purposely going to move the x first, trying to keep it positive. Now I see that eight x is bigger than negative two x, so I want to move everything over to this eight x side. So I add two x to both sides and that'll give me ten x. And I still have one on this side and that's greater than fifty one. Now I have to move the constant. So I subtract the one and ten x will be greater than fifty. And if I divide by ten, it's a positive ten, so I don't have to change my inequality at all. So that x is going to be greater than five. Over here on this last example, we have, again, variables on both sides of the inequality and constants on both sides. So I want to move my variable first. Now I see that this is a negative three and this is a negative five. Negative five is smaller, so I want to move it over here toward that negative three, which is larger, because then nice things will happen. If I add five x to both sides, then I get a positive two x over here. Positive five x minus three x is positive two x, plus five. The center equal to negative seven. Then I subtract the five from both sides and two x is less than or equal to negative twelve, subtracting five. And I divide by positive two, so my inequality stays the same. On this side I have x and negative twelve divided by positive two will be negative six. What happens if we look at a table? This is the second example that we had earlier. Eight x plus one is greater than negative two x plus fifty one. Well, it's going to ask us, what is f of x equal to g of x? Where are they the same? And they are the same when x is equal to, right here at five, they're both 41. So when x is equal to five, I have 41 equal to 41, f of x equal to g of x. f of three, remember we come to three in the x and f of three is going to be 23. And g of three is going to be 45. So we would say f of three is less than g of three. And when I look at f of six, I see that f of six is 49 and g of six is 29. So f of six is bigger or greater than g of six. So what interval satisfies the inequality? Well, remember that this one is my f of x. And it's asking me for f of x is greater than g of x. Well, f of x is greater than g of x. And here at f of six, it's also at f of seven. And anything larger than x equaling five will give us f of x greater than g of x. It can't be five, but where they're equal will always tell us where to begin. And it can be greater than five. My inequality won't let it be equal to five. Let's look at a graph. The same graph of the same equation we did now symbolically and with a table, eight x plus one, negative two x plus 51 on both sides. That's g of x is negative two x plus 51, f of x is eight x plus one. And we want to compare f of negative five and g of negative five. Remember that's an x is equal to negative five. So down here, f of negative five looks like it's going to be approximately negative 40. And up here for x equal negative five, g of negative five looks like it's going to be approximately 60. So we could say that this would be negative 40 and positive 60. So f of negative five is less than g of negative five. If I do f of ten, doing the same thing, I'm going to let x be ten. Now remember, this point right here is on my g line. So g of ten looks to be approximately 30. And my f of ten, because this is my f line, f of ten looks to be approximately 80. We don't know that for sure, but it's approximate. So f of ten is now going to be greater than g of ten. Where are they the same? It looks like they're the same right about here where x equal five. So does the interval we found before seem to satisfy this inequality from the graph? And in our inequality before, we said that x had to be greater than five. And you can see that over here where x is greater than five to the right of five on the x-axis, if I go to my graph, all the points on my f graph are above the ones on my g graph. So yes, it satisfies.


the future presentation of Pickering and Garrett's 2007 article. I'm calling it processing the future because Pickering and Garrett are proposing a model where in a listener's brain tries to emulate what the upcoming language will be while they're listening. So the first thing to me is that everybody has to get on the same page and Pickering and Garrett are proposing this by saying that participants synchronize a number of things when they're in conversation with each other and that can include the rate of syllable in running speech. It can include things like imitating each other's grammatical structure.  Whereas if I had said a snack was taken by my son, you might come back with what what kind of snack was taken. So in the first example I'm using an active voice and in the second I'm using a passive voice and the speaker will synchronize that more or less. Certain aspects of meaning on the semantic level can be synchronized. Phonetic realization of repeated words. So if I happen to say something in a specific way, particularly a word we're using over and over again, so let's say I'm talking about my fantasy football league and you're talking to me, you might raise and tense the a sound the way I did when we're synchronizing. The amazing thing about this is that some aspects of this are even seen in children as young as four or five years old. My suspicion as to what's going on here is that mirror neurons are in effect. If you happen to have the men cycle linguistics book you can read a more full explanation of it there but essentially they're a specific kind of neuron involved in dealing with social interactions where when you are watching what someone does you're simulating that in your head with these mirror neurons to help you do those things at some future date. The difference is here that the future date is very near in the future and it pertains the language. So what what Pickering and Gerard are suggesting in their emulator model is that listeners aren't just sitting there processing language. What they're trying to do is predict what's coming next and listeners can do this when the context is strong and they do it on a phonological level so that each bit of the word is narrowing in and affecting the per affecting the prediction as they go. They do it on a syntactic level so the grammar they're trying to figure out what grammar can be coming next and they're doing it on a semantic level you know like what are the meanings of the words that I'm hearing now what sorts of words are going to be coming next and how does what the meaning of what I'm hearing now affect the meaning of what's coming next and essentially the the emulator is like an activation of Broca's area which is a part of the brain involved in vocabulary production not interpretation production so what they found is that the muscles of the tongue and lips will activate to some degree while people are listening to speech but it's not just any old activation apparently it's a mirroring oh here's the mirror neurons in effect again maybe they're mirroring what they're hearing from the other speaker we also see increased activity in the Broca's area while listening despite the fact that Broca's area is involved with speech production so this is really interesting while people are listening they're activating areas related to production of speech so what's causing this and I think I think this is a quote worth pulling out language comprehension is highly incremental and that means that we are trying to interpret the language as it's coming at us you know even down to the level of individual phonemes and the prediction is trying to narrow down what word is coming with readers and listeners extracting the meaning of utterances as they encounter them so it's a process as you go thing with language and I think this is a really important thing because if you're processing as you go this prediction doesn't seem so wild you know because if you're trying to predict what's happening in the moment you're narrowing down the options as you hear various things so if we're in a library and the first thing I say is your brain is already actively interpreting and trying to predict so what's going on what could possibly be we're in a library he just said but so your brain is trying to get ahead and it's narrowing down so maybe I'm talking about my friend Bob maybe I'm talking about books maybe I'm talking about bananas but books seem likely in a library unless we've just seen my friend Bob but bananas don't seem so likely so next I go so I said and all of a sudden your brain is zeroing in trying to predict what's next and it's like I'll bet you I'll bet you we've got a coming nexo book and oh we're right and there's a payoff you know in your brain from this prediction that allows you to really keep the processing speed of language high and I'm sure if you can tell from listening to me I'm speaking very quickly so you're trying to predict and keep up with my quick rate of speech so is it just language that human cognition uses this sort of predictive pathway for and it seems to be a resounding no so other predictive systems here so sequences of pictures are shown of people doing an action oh look I wrote shown twice so they'll present people with a sequence of pictures of people in various poses and when the poses are reasonably in order people make that decision more quickly as opposed to when they're kind of out of order because what they're doing is they're trying to make predictions as they see each image and what's going on in their head is they're thinking okay based on past experience what is it that I personally would be likely to do next and when we get a lineup of the prediction of what I'm going to do next versus what I'm seeing in this series of pictures it happens much much faster as opposed to when they're out of order and this prediction seems to apply to language too according to Pickering and Garrett and I don't see any reason to disbelieve it because if we're seeing people do this in other areas why wouldn't we expect people to use cognition to do the same things they're doing with say motor sequences and linguistic sequences it doesn't seem like a large jump we've already got the cognitive machinery in place to make this sort of prediction and you'll notice that maybe even you and your personal casual use of language when someone says something weird it just it pops right out at you and this implausibility or the unexpected comes out most strongly and highly predictable context so let's say we've got a conversation going on on a specific topic you're making these predictions and then all of a sudden someone throws in something that's like well where did that come from we're talking about we're talking about getting snacks and all of a sudden they're talking about baseball what i don't get it so i think that has to play with why non sequitur utterances throw people so much in the moment and this predictive ability allows for people to gap information so say you're in a noisy restaurant and you're talking and there's a crash you can still figure out what people you know crash of like a plate being dropped you can still figure out what people are saying because your brain is making these predictions and these predictions help gap you over into when the crash sound is over and you can resume hearing what they're saying clearly again and it's really socially aided but again everything with language is social so having this given take where your brain is activating the production aspect to basically pretend to be the other person in speech to try to predict what they're saying you can gloss over these you know noisy backgrounds you can gloss over a fast rate of speech and it makes it i think a faster way to process language if you're actively participating in what the other person is saying so i think this this emulator model is pretty robust in its description of what's going on and as someone who uses language even in a casual fashion it it seems pretty comfortable that this sort of thing is going on what i didn't know was that it's trying to invoke production as opposed to just some straight up your brain is making guesses but your brain doesn't seem to be just making any old kind of guess it's activating the areas where you talk broke his area coming up with vocabulary tongue and lip muscles to you know maybe make tiny tiny motions in prediction of what the person is going to say next and i think this is pretty robust given that again from a casual language user's point of view you can communicate quickly even in a noisy environment and i think this model explains some of what we're seeing thank you


Welcome back folks, Dow. Dow Industries right now at 223, get the NASAC up 164, S&Ps are up 35. I guess today folks is Allison Barlow. Allison is the Executive Director of the St. Pete Innovation District. We've had Allison on before. Today we're going to be talking to her. It's pretty cool about the Defense and Maritime Technology Hub. So the Defense and Maritime Technology Hub will take advantage of the increased state and federal funding to provide St. Pete a space for the development of maritime and technology solutions. The bottom line folks is that no matter where you are in this country right now, come on down and visit us. You're going to love St. Pete. I've been here 25 years. Every day you wake up, the sun is beautiful. For all you folks up in Woods Hole, you know, the bottom line we get a nice maritime center up there for all you folks out in California. You get plenty of technology out there. Come visit us. Allison, welcome back to TFNN. Thanks for having me, Tom. I'm glad to be here. I'm telling you, I like this. Okay, so tell us, you know, I see the I see the write up here. Okay, so tell us exactly, you know, how this is going to work. Sure. So we're fortunate here in St. Pete to have a booming tech entrepreneur and small business entities as well as maritime. Yes. And so we had this fantastic building. It's a city owned building actually that is sitting right on the port. It has the ability to do port operations, meaning you could test an underwater drone or something off right out of the back of the building. Right. It also has lab space and secure communications. So we looked at it and said, what do we really need here in our community? And we need a way to bring those companies together because when they're under one roof and having an opportunity to collaborate, there is a lot of amazing work that can be done. And we're already seeing some joint works, joint proposals that are coming out of the planning even. Yes, because I mean, it's so specialized. It's there's a different conversation that takes place, whether we're talking engineers, whether we're talking folks that are in the Defense Department, whether we're talking about folks in the Maritime Department. So let me ask you, as I'm looking at this, we're talking about that organizations selected will be expected to engage as members of the innovation system, the same peak community such as internships, peer monitoring, mentoring. So is this a place that you can just go down and lease or is this something that someone is going to be looking at and say, okay, this is going to be a good fit for this building? How does this work? Exactly. We're curating the companies. So we want companies that have, first of all, a strong track record. Yes. Even if they're new. But we also want companies that are really intentional about their engagement in our community and with each other. So I always tell a company, if you're looking for a spot to come, leave some space, close your door and be in your office all day, you're not for us. We're not the right spot for you. Right. And so with the building having been developed by the city and by our county, we have an obligation to our community to make sure there's a tie and a benefit to them. So that's where the internships, tech exchange events are we're calling Tech Tuesdays and also some peer mentoring for younger companies who want to get into this space. Because you can learn how to be an entrepreneur and run a business, but the unique aspects of working with the federal government, you need someone who's done it before to show you the ropes. Yeah, we want to know how to get those green checks. Yes. So let me ask you about the aspect of, you know, when we take, we take the maritime community, we take the technology solution, right? The aspect, now do you go to different cities looking for people? You don't have to go. I'm just saying, trying to reach out to different cities, how are you trying to bring people together? So we're really fortunate because we do have such a strong beginning hub here that it's actually been through partnerships and word of mouth that we've had a lot of companies call us. Nice. So I actually think we're going to need to build a second building. We are that we've had that much response and it's really amazing because if that these companies come to us through referrals, that means they're already establishing a connection to other companies in our community. So it just reinforces the pattern of behavior we want to see happening. And in particular in the maritime environment, St. Pete has the largest concentration of marine scientists, oceanographers in the southeast U.S. And so much of the emphasis these days in our ocean is around mapping and exploration to understand how there's effects to climate change and flooding, but also mineral exploration in the water. And what happens when there's an oil rig that has a disaster like we saw with Deepwater Horizon? Yes. So all of our local folks are particularly strong in mapping and I think that's going to create a really great tie for future companies that come to us. Yeah. It's pretty cool. People are definitely getting more cognizant, well particularly in Florida folks. We're cognizant about this water because we're here for water. I mean in the bottom line is that you know that's that's survival in a huge way. So let me ask you about the aspect of you're saying that there's increased state and federal funding in order to basically do this. So what type of funding do you have in order to basically keep bringing this forward? So right now we've had great support from the city and the county and really what they're giving us is in-kind support with some reduced rent on the building that allows us to bring companies in and get them established. But what we're seeing with the companies and the organizations is because the state in particular is spending a lot of time and energy around clean water and the health of our ecosystem here in Florida. And at the federal level we're seeing both investments in the Department of Defense and new technology but also across the Department of Defense around data and data analytics and IT. The companies are looking at opportunities for really exponential growth and that's what fuels us. So keeping that connectivity. We are looking at additional kind of workforce job growth grants to fuel like our internship program and things like that. And we'll be looking we're working both at the state and the federal level to see what makes sense. We have to go over to Tampa and steal some more people from McDill and in Tampa folks that's where the central command is okay and the bottom line is that they got plenty of green checks over there and we have a much better place over here. And they've actually got both it's really interesting they both have central command and special operations command. Yes. And special operations command has a unique funding string within the Department of Defense. So it is it's a great opportunity in both fronts as well as DOD up in DC because we saw with COVID a lot of government contracts in the DOD center area where they normally would ask for geographically you to be close by or in their building they're not asking for that anymore. So we're seeing more opportunities for remote telework for technology professionals as long as the building is set up right. No I can see that. I was down I was just getting dinner now this is over a year ago but the bottom line I'm getting dinner and there's four or five men and women and they're all there and the bottom line is that they they're now they're from DC but they're all contractors right they're extra generals and all this right but the bottom line is that three of them had apartments in St. Pete to come down for the weekend and go back to DC and I said right to them I says hey man you're gonna bring some more bread down here you know and I mean we know and folks I'm not kidding if you come down here you know we all can do remote I mean you know what Allison's talking about you saw this building you gotta Google this building folks okay because that one of the buildings we were actually going to have our office that brick building right down the street from you we were moving in there and it just didn't work out it's gorgeous I mean it's insane you know coming to work every day looking out that water it's a whole different ballgame you know what I mean no doubt it's a lifestyle right I I worked up in DC for 15 years oh you know I like that my day was a commute here my commute is 10 minutes I can go meet up with friends it's great that's awesome well listen thank you so much again Allison we really appreciate you bringing all this business in getting these entrepreneurs going getting these young people going it's really exciting man I think it's just fabulous you have a great one the safe one thanks you too thank you stay right there folks who come right back


For more videos on people's struggles, please subscribe to our YouTube channel. The noted magazine The Economist has declared Italy as its country of the year for 2021. Among the reasons it has cited are a competent internationally respected prime minister in Mario Draghi and a process of thoroughgoing reform. It has also mentioned the country's performance on the COVID-19 front and the economic recovery as reasons to celebrate. But the many protests on the streets of Italy over the past year do not seem to bear out this analysis. Italian people's movements have been harshly critical of the Draghi government for its economic policies, which they have termed as anti-worker. So what is behind the headlines and the bright announcements? Maurizio Coppola of Paterial Coppolo explains. First of all, the Economist edition of December 18 declared Italy as their country of the year for three reasons mainly. First of all, the new Prime Minister Mario Draghi is a responsible and confident person that gave back international recognition to Italy. After decades of non-international recognition due also to prime ministers as Silvio Berlusconi, for example. A second reason is like the rapid economic recovery Italy is living in this post-pandemic situation. And third, the management of the pandemic. Why Italy is not our country of the year? Because first of all, Mario Draghi was not elected by the people as a Prime Minister, but he was imposed by the President Sergio Mattarella when the former Prime Minister Conte was in crisis with the coalition. So there was no elections in February 2021. And this translated itself also in a growing distance between the popular needs, the people's needs and the political institutional processes. For example, a couple of months after the institution of Mario Draghi as Prime Minister in Italy, there were local elections in Italy. And these local elections saw a very high abstentionism, a very high percentage of people not participating in the elections. So this is one of very important elements to show that in Italy there is a growing distance between the popular needs, the people's needs and the institutional processes. So this detachment is causing huge divergences inside of the Italian society. Then also a second thing is that beginning of December, the unions called for a general strike against the measures of Mario Draghi because the budget bill he was to implement didn't contain any welfare redistribution measures for the working people. So the unions, even the bigger unions that in general are very aligned to the government's line, decided to call for a general strike. And every party of the parliament that is supporting Mario Draghi criticized the call for a general strike by the unions. And the day after, because I mean the general strike was for very good reasons, because in Italy we have social problems, because the working situation of workers is not okay because exactly of this budget that was voted in the parliament. So there are social reasons to make a strike. The parties in Mario Draghi criticized the general strike. And the day after they vote against legislative proposals against relocations. They are against minimal wages. So there is no way, there is no urgency for the Italian government to respond to the social needs of the working people. And on the other side, they criticize every political action unions and leftist parties are taking. So this is one of the most important reasons why Mario Draghi is not our man of the year and why Italy is not our country of the year. Then we can talk about the economic recovery. We have always to ask for whom is this economic recovery. Italy, okay, the recovery of 2021 is very high. Also the European Commission is predicting an over six percent economic recovery for Italy. But first of all, Italy had also a very big crash of economy during 2020. So the recovery is not so high as it is presented. And secondly, exactly the question I asked before for whom you have always to ask for whom the economic recovery is. And there are at least two elements that shows that there is an economic recovery for the private companies and for the rich and not for the working class. The first element is that Italy in the last 30 years, it's the only OECD country that lift wages dropped in the last 30 years by around 3 percent in 30 years. So we have like other countries of the OECD that where the wages rose. But in Italy, it's the only country where these wages dropped by 3 percent. And this means also that the working poor, so people working every day waking up every day to go to the workplace, they are poor. This percentage of the working people who is poor, rise from 26 to 33 percent in 30 years. So there is not an economic stability. There is not an economic recovery for the working people. A second element, and this is something very important, because in the last days, we lived in Italy very hard and very tragic, tragic workplace accidents. The people dying at the workplace is rising every year. We have today three people per day dying at the workplace. In the first 10 months of 2021, in Italy, there are over 1,000 people dying at the workplace. And why is this like this? Because the stress, the pressure at the workplace is increasing. Because the labor inspector rate doesn't have the power to punish also companies not respecting labor security standards and so on. And Mario Draghi, concerning the wages, concerning the security at the workplace, is not doing anything to improve the situation of working people. And at the end, we can talk about the COVID-19 pandemic in Italy. Of course, Italy has a very high vaccination rate compared to the other countries. It's only the third country in Europe. Only Spain and Portugal has more as a higher vaccination rate. But there is also other huge problems that the pandemic now in this next wave you are living is hitting very hard. Yesterday, we had a new record with over 55,000 people infected only in one day and 144 people dying. Why is it like this? Because the health care system is under stress. A health care system that in the last 20 years lived a dismantlement. We have like the GDP part going to the health care decreased from 2010 to 2020 from 7 to 6.3%. In Italy, there are 4,000 doctors missing in the health care institutions. There are 10,000 first aid nurses missing and there are 54,000 health care workers working with precarious contracts. There are precarious workers in the health care system. So this is a situation where the health care system is under stress when a pandemic, when an emergency is falling on the health care system. And we have to say that all European Union post pandemic recovery plan that's now Mario Draghi is implementing in Italy does not go to the roots of these problems. And this is the reason why we said that Italy is not our country of the year and Mario Draghi is not our prime minister of the year.


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