Let's take a closer look at the end-stemmy myocardial infarction. The end-stemmy is a subendothelial infarct. That is the inner one-third of the myocardium. This area is very susceptible to ischemia because the nutrients and the oxygen must pass through the entire portion of the muscular ventricle to get to the subendocardium. So a small reduction in blood flow to that area can easily infarct the subendothelial layers. Upon EKG we will see an ST depression. So you can see that here in V4 and V5. That ST depression is below the lines of the normal EKG. Treatment for an end-stemmy includes many different medications. First and foremost we will anti-coagulate with something like heparin. We will also give anti-platelet therapy like aspirin and this will be a full-dose aspirin which is about a 325 milligram, not the baby aspirin 81 milligrams. We will also use ADP receptor inhibitors like clopidogrel, also known as plavix. And then we will use beta blockers, ACE inhibitors and statins to reduce the preload and the afterload on the heart as well as tend to issues with hyperlipidemia. We can symptomatically control the patient with nitroglycerin and morphine but this does not reduce risk of mortality. The reason we use morphine along with nitroglycerin is because nitroglycerin vasodilates and it does not distinguish between coronary arteries and other arteries in the body. Major vasodilation in the cerebral flow can cause migraine headaches so we use morphine to help reduce the risk of migraine headaches. Let's discuss stemmies or ST elevation MIs. These are caused by a transmural infarction so the blood flow is cut off and the tissue dies through the entire myocardium of the heart. This is the full thickness muscular wall that is involved. On EKG you can see an ST elevation, hence the name STEMI, and we can also see pathologic Q waves. You see that here in 2 and 3 where we have the ST elevations and then also the pathologic Q waves in 3 as well as AVF. Stem for STEMI is the same as the end STEMI so we are going to use heparin, aspirin, clopidogryl, beta blockers, ACE inhibitors, statins, we can treat symptomatically with nitroglycerin and morphine but specifically we are going to do a PCI or percutaneous coronary intervention where we go find the clot, destroy the clot, remove the clot or open up the arteries to allow blood flow to continue through the heart.


So what you're seeing today and what you're participating in today is a very sort of quick and dirty hybrid model of these two strategies. And either strategy in and of itself, as you all know, is an effective way to approach primary sources with students, and you certainly don't have to combine the two strategies at all. But we think that there is some value in trying to do that. And I think there's also a few very different ways that you could combine them depending on what your objectives are. So we're going to try one right now. Oh, and yes, this is my reminder that it is all work in progress. So if it doesn't work for you or if there are things, you know, suggestions you have, we're very receptive to that. Next slide. Okay, so as as you, I think the most of you know there are four rules for producing questions. That's how the QFT starts. And I think you probably are familiar with them. So I will be brief. You're going to ask as many questions as you can. You're not going to stop to answer, judge or discuss. You're going to write down every question exactly as stated. And in this case, I just like you to write it down exactly as it comes to mind. And you're going to be using the chat box. So the chat box is going to get a little bit messy. I think it'll be fine. But just exactly as that question comes to mind, pop it in the chat box, write it down and you'll hear me reading them out loud. And then change any statements into questions. So something that comes to mind in as a statement try to transform it. Okay. All right, so we're all following the four rules. The question focus and in a second Katie's going to zoom in on it. And for now just, I just want you to look at it. So don't ask any questions yet just look at the question focus. It's a primary source image. And we've given you a part of a caption, which is open air class public school number 51 Manhattan New York City rest hour. So just look for a few more seconds. Okay, so go ahead, put your questions in the chat box. Okay, so I see what age are the students when was the photo taken how's our definition of open classrooms changed. Why is the class open air. Why are the windows open how old are the students why are the kids so young and thin looking. How did this impact student health and welfare. What year is this. Is this the pandemic of 1918 what's on the board what year is this are they sick. Is this a tuberculosis hospital why are the windows open what's the purpose of an open air class. Was this because of no child labor standards where is this located. Why was it open air Spanish flu. Why are these kids speaking sleeping and 40 more questions that I didn't read out loud. Let's pause with the pause with the questions for just one minute it's okay if you can drop a few more in there, but I want to give everybody a chance to scroll through and and read what's been written. And also Katie and I are going to give you just a little bit more context. And then we'd like you to add any new questions that come to mind. Okay, go ahead Katie. So the new context is open air schools were common in some cities as a response to an outbreak of tuberculosis in 1904 to 1905. So just a couple more minutes. New questions that you have. We are the children sick. Where are the deaths. What are the students socioeconomic status. Are they required to sleep are they quarantined. How did the open air class affect public school 51 is this a group home how old boys and girls. Where are the adults. Do these kids have tuberculosis to this strategy help. How long did schools practice this. How serious was the tuberculosis outbreak. How successful was the strategy how does this help prevent transmission. Why was their rest area did these children have tuberculosis. Why was it preferred that they be in school what about their families. Which cities. Where's the teacher is it a segregated school. How did schools get the idea of opening our windows in school during COVID-19 from this. Was this a requirement. How long did this strategy last for did all schools operate like this which cities. And do this happen in all schools. How is this procedure helping the outbreak. What happened in the winter. Why are the kids so close together. What were the conceptions of health and wellness. And what achieves this during this time. What proportion of time was the rest time. Why are the kids still so close together. Thank you all so much. Was this successful. What was the standard for care. Thank you. Thank you all. So, I'm going to ask you now. Read through the questions. I know that was a lot of questions. There's a lot of questions. And it's hard to read the chat box as quickly as the questions are coming up. So you heard me read some of them but now take a look read through yourself. And what I'd like you to do is add just one new question. That could be a new question that was inspired by something that you heard someone else ask or you saw someone else ask. Or it could be an adaptation of an existing question. Those of you who know the qft know that we might do more work with closed and open ended questions at this point if you want to. Read the questions for about a minute and then decide and add your one new question. Maybe you could sneak two new questions in if you really want to. Okay, so I see lots of new questions in here I'm just going to read the ones from 412 for four o'clock. Who was this procedures effectiveness measured and by whom in what ways were there different responses for children versus adults what's the gender. What do children do the rest of the school day was this voluntary to this practice produce positive results. What role did the school play in housing these children. Was this practice affect more modern practices without breaks of illness. Was this procedure preventative measure or reactionary. What was the thinking at that time about tuberculosis transmission. What lessons have we learned about the role of schools and public health that are being addressed today. Why was this strategy thought to be effective in preventing tuberculosis. How did daily infection rate change after implementation of open air classrooms. What was segregated were schools for other groups of kids experiencing the same thing who took this photo what data was obtained from this response. What did scientists learn from this practice about how to handle outbreaks. How is the city providing the children with an adequate educational learning experience. There are there are 20 to 30 more messages and please forgive me if I missed your question. So I'm going to ask you to do something really hard here. And from all of the questions that you just generated. We're trying to narrow it down to a few priorities. So you can put in the chat box. Something you know that you feel it's pretty important that you'd like to discuss. Or you could unmute and you could tell us if there's a question that you you feel like let's really discuss this question. I don't know if I can be heard. Jill, go ahead. I might have to bite the bullet. How did this practice affect more modern practices without breaks of illnesses. Thank you, Jill. Did you want to say more, Jill? No, I think that because of if I'm thinking about the QFT processes leading for what happens, that's what gives relevancy. I'll grab my attention. Thank you. This is Heidi. Can I say something to go for Heidi? My three questions. The two are not questions that I would have asked had you not provided the information about the tuberculosis and the date. Because if if those had not been available, I would have said who I would have still said who took the photo, but I would have said. You know what time period was this or something like that. Thank you, Heidi. Other priorities. This is Karen and I like Jill's the question that Jill had but I also really liked the question that someone had about the practices. Observed in this the photo impacting our practices with COVID-19. Bringing it relevant to today and I had not thought to ask that question so could use to whoever did that was good. Thank you, Karen. Other other priority questions. Hi, I'm Madeline. I like the question of how effective was this this this this process of increased contamination or decreased. Thank you. Hi, my name is Linda apps my question is this a test group of students or is this the standard that was taking place in schools. Thank you Linda. Is this a test group or is this the standard. Thank you. I see we've got some in the chat box to what are schools responsibilities balancing students health and learning. And put in Karen's questions what other practices were used to treat or prevent tuberculosis. Gabrielle was this was this a procedure preventative measure or reactionary. And Jason's how did the daily infections rate change after implementation. I kind of like the idea of trying to figure out, you know, whose idea this was where did it come from that was it, you know, database. Did they have any kind of study that showed this might be effective or not. Thank you, Dan. This is Jason and I'm thinking about the question about it being either reactionary or proactive and it makes me think about when these sorts of practices might have begun as well. You know, this is 1904 1905, were there other times in history where we were trying to do open air responses to pandemics. I'm going to try to open this up a little bit. So Katie, can you go. Yeah, to the next slide. Thank you. And we might need to actually go back to the original cue focus. And I think that, you know, I'd like us to take a few, a few guesses and just think drill down into this photo a little bit more. A lot of the priority questions. We could think next about, you know, what other information that we would need. But before we move into that sort of like expanding and collecting other information. I'd like us to think just about this photo a little bit more. So I'm particularly like, let's start with just, what are you seeing here. What were some of the details that were striking to you about this image. And you can go ahead and put that in the chat box. Just any like what are the really striking details to you. I see age of the children, the deck chairs, the children seem small, they all have hats, they're sleeping, writing on the blackboard, how bundled up the kids are, I'm struck by the standardization. Are the children, the children are wearing hats. Yeah. Yeah, and I'm, I'm sort of interested this question. One of the priority questions that you all mentioned was, was this procedure. Preventative measure or was it a reaction. I think, kind of any guesses about that like what do you, what do you, what do you think is going on here is it a procedure. Is it a reaction or is it a preventative. And I see a new question here Linda are they staged for this picture. I was thinking it could be some type of an image or publicity to encourage kids come back to school or what takes place in a school. Let's just look to uniformity. Ordered and structured. Yeah, thank you Linda. Yeah, the, the detail about it being very structured. It seems like there's, this is some, there's something official we're trying to draw students back to school. Other, I see Jason said my, my spider senses tell me they're trying to fight a tuberculosis outbreak. Yeah. No, I think the, an important piece to it is the year and the fact that their children and children were not viewed the same way. Then as we do now I think maybe we're applying 2021 standards on children in a way that didn't exist in 1904 1905 in terms of value worth contribution to society. Jill, are you, are you thinking about sort of the uniformity, like the what details to you feel like we shouldn't read, we shouldn't, we shouldn't apply too much modern standards to it.  Immigration is rampant. You have a high, you have a high level of kids being orphans. Yeah, just put it in the chat. Yeah. So I mean, you know, is this propaganda, or is it just like, I don't know. But I think I think we just have to be very I would tell my students to be very careful that your standard of what you think is going on with kids you're talking about a little more than a century ago where children weren't valued the same way, reviewed the same way. Thank you, Jill. I'm kind of curious about if there's anything. So we, we named some of the things that you saw, and all of those observations really fed into the questions that you asked. Is there anything that you don't see adults see that the desks the desks are not there. They're no adults. No adults. I mean, I don't see any other treatment tools or or implements like you know there's no tables there's no medicine there's no and nothing else for treatment. Thank you, Shirley. Yeah, I see we have a new question. What was the purpose of taking this photo. Is this used for medical purposes. I want to drill down a little bit. There were questions, a lot of questions I saw about the cities that this was we know that this is in New York City. A lot of you mentioned, you know which cities or why cities, any, any thoughts about that like what the difference is about what is this a standard, is this standard procedure or were these which cities, all cities just a few cities any guesses. I see we've, he's putting overcrowded housing in the cities, leading to outbreaks. Yeah was tuberculosis is higher in the city is very populated cities densely populated. And then the cities you have sentiments and you have at that time you had ghettos where people live multiple families within one area. Thank you. And I see factory workers. Yeah, so what the where I'm lucky you all have such background knowledge on this. So I'm going to. So thank you so much. I are there any other sort of final like parting thoughts about this image and then we're going to show you just a couple more images. So I see cities equal progressive equal trying out new techniques question mark. There are lots of new questions that are you that now came up just from a really short discussion that we had. I, I want to know, like what if the burning questions changed at all. And what would you do next, like what if you wanted to go find those answers to some of your burning questions. What would you do next, and you can put that in the chat box or feel free to unmute. Some of the priority questions that mentioned where, how does this practice affect more modern practices. How did they, how does it affect the response to coven 19. How effective was this. Was this a test group or the standard. Where did this come, where did this idea come from when these sorts of practice when were these sorts of practices begun. So in the comments in the chat box, Jason saying I'd like to look into the evolution of outbreak response in a historical sense, some further research about the time period what it's cool look like research picture by the info given. Okay, so thank you all for saying that. As it turns out that Katie and I were sort of stumbled across this image, and we did some, but we had a very similar process that all of us just had. So Katie, do you want to share some of the digging that we did next. Sure. So these are some other images of school from that time. Sarah and I were actually looking for schooling, you know, in the past we were just interested in seeing what classrooms of the past looked like and that's. And then we happened upon this image and, and it brought us to more. There's turns out there's a lot at the Library of Congress about open air schools so here's one other image of an open air school in Chicago. And you can see all the kids are wearing big, big winter coats and mittens. And this one's between 1900 and 1915. This is just another classroom from 1899 Washington DC. This one is little kids sitting around a table, Sacramento, California. And, again, this was between 1900 and 1920, but I thought it was interesting that it looked very different from the previous. And then this one says it's a summer open air school and it's all boys working in a manual training training class. This was from 1917. And then finally, this one is from the Tuskegee Institute 1906, a mathematics class. There are questions that are coming up for you as you're seeing this and as things come up feel free to pop them in the chat box again. Maybe you can, can you say go through them one more time Katie. Yes, a couple more times. So one, one thing we found out we didn't even know the open air schools. I had never heard of them Katie had never heard of them. We didn't know that that was a search term we should even use. So we got that from the bibliographic information on the Library of Congress. We also found out that open air schools became more prevalent in cities, sort of, sort of slowly like 1910 1915 1920, and the, they started in Germany. And it was a German reaction to tuberculosis that slowly sort of filtered over to the US. And then we did, we liked sort of the, the imagery of students working together versus the students sitting and the teacher at the front of the room and thought that was very interesting. I actually hadn't thought about not having a teacher that there is there are no adults at all in the original primary source image we gave you, which is really I just hadn't thought of it. I want to point out, this is my own personal project and I would really I would buy someone a steak dinner, if they can figure out what it is. I'm convinced that in the background of these a couple of these images, the same pictures on the wall. Can you can you sort of point to add it Katie with your cursor the. Yeah, that one do you see this image in the back hanging on the wall. Okay, and then go to the Sacramento one. Sarah. Yes, I think it. I think my grandmother had this in her house. It's like Mary and Jesus, I think that's what I figured it's like a from a Renaissance painting but, but I think that. It's used to signify like, you know, the value of children sort of. Mary and the mother, mother thing, I think I've seen that side, I've heard that somewhere. Okay, so Heidi, you don't get a hold of this for those classrooms be from parochial schools. Oh, great question. Thank you. That's what I said in my in the chat I said at first I thought it was Catholic schools because I kept seeing that picture, but, but I think that it. It might have been used as like a, it's a sim, I don't know, maybe not, maybe, maybe it's all Catholic schools. Oh, that's so interesting. Katie, can we go to Tuskegee one more time. And they, so I was looking, you know, in my obsession with this image, this photo, a painting, there is a painting on the back there that looks sort of similar, like, but it's not the same one and there are two children, I think in it. And then there looks like maybe there is a president or something in the other one. Grover Cleveland. Is it Grover Cleveland? I don't know why that name just jumped to my head. I don't know if it's true. I just made that. Okay, we need to get to the bottom of all these background details. And then these, these, the other photo which is two figures in a landscape, possibly doing work. Yeah, it's really. In terms of like the purpose of education, what do we show students within the classroom about what is outside the classroom. Thank you. The picture of the presidential looking guy that's Grant. So it's interesting that Grant is hanging, especially in 1906 is hanging in a Tuskegee Institute classroom. I think, I think we kind of know why. Thank you, Kim. Yeah. Yeah, and there's another question, a few more questions in the chat box. When did everyone put George Washington photos up. And the image gives the message of caring love linked with education. Yeah. Well, there's a lot, there's a lot here. I have a lot of questions that I didn't have.  So I wonder what's that's what the building in school was about. What I meant to say was I wonder if that's maybe what the kids in the school were doing because he told me that they would the teacher would leave and then come back in the afternoon and they were expected to be done with a certain amount of work in the classroom. Thank you. And that comes from Puerto Rico. Yeah. No, that's great. Well, it makes me want to go find, see what images, comparable images from Puerto Rico we could find. Probably a lot. Okay, so let's see. Good. So I just want to do, I know we said this would be a short webinar. So we're going to try to wrap up relatively soon. So I just curious, you know, what did you learn?  And how do you connect this to your work in education more broadly? So I'll give you a minute if you can put that in the chat box, but you can feel free to unmute. This is, is this summer so different, that different? Yeah, surely learned about the open air school. The techniques can be blended together. Can you to require teachers? Oh, go ahead, Alicia. Something that I learned about it that's interesting is we're always told to ask the student I teach third grade. We always told to ask the students questions and don't give them the answers. But what I like about this component of it is that it wasn't just asking the questions, we were taking everyone else's questions and forming new ideas. That helped me to not only look just at the picture or the time period, but it just helped me to analyze other things that I wouldn't have thought of. And I think once I think about it a little bit more, my question in will be better in the future. So I think that doing this type of thing would also give the students benefit because they're building off of the questions already asked. Thank you. To add to what Alicia is just said, like, yeah, so thinking about how we can blend either QFT or the primary source analysis and thinking about how we can start with students questions, have rich discussions about that and then be thoughtful about how we're strategically helping kids and how they tuned in to the content so that they can then leverage that possibility to find out and start that inquiry learning sort of approach to knowledge creation. Thank you, Jason. For me, I learned that this whole concept of wonder came into play too, because you were wondering a lot of different things. And so that wonder can lead to exploration to inquiry into other forms of learning. Thank you, Linda. So I just wanted to try to make visible the way I sequenced things today. And again, this is the part where really if I understand if you have to run and I really appreciate that you spent this much time with us. But I'd really welcome any thoughts you have about, like, how the sequence worked or, you know, what, what can even, what can be gained from pairing these two processes together I think some of you mentioned that in your reflection already. But just other thoughts about the sequence. We did do a little bit we gave you the Q focus in two parts I think you'll probably have noticed that that we layered in a caption. So we didn't we purposely withheld a little bit of information. And we also didn't give you a long caption, you know we gave you really like one sentence of information. And we also want to draw your attention here. No number five is where we had more of a discussion where we opened up to students and inferences and observations. And then I invited you to keep adding questions all the way through steps five, six and seven. So there were a lot of questions that came up. Five minutes ago that we certainly didn't have at the beginning of the webinar that came out of the conversation and the discussion or came out of seeing additional primary sources. So that was the goal. But I'm very curious for any of you that are willing to stay if you have feedback for us and or thoughts about how it fits together. Can you show us the TPS tool the other slide to for something. So, primary analysis. Yeah, and this is a this is a tool that you would see pretty frequently with the teaching with primary sources program out of the Library of Congress. And, you know, the idea. I've seen this tool facilitated in a linear way, like isolating observations, isolating reflections and then isolating questions, and, and questions come last. Yeah, right. And I think the intention behind this tool is actually that thinking is much more fluid that you should students should be able to observe reflect in question as a circular process or as an iterative process. And this tool becomes more of a mechanism for metacognition, so that students can recognize different types of thinking that they've done. This is Karen. I work at a district office and I actually coach social studies teachers. The teachers in our district are very familiar with the primary source analysis tool. I actually went to the Library of Congress Institute summer Institute about 10 years ago so I really promote the use of it. I really loved blending it with the questioning process because, as you have said the questions are kind of uncomfortable coming at the end of this tool. And I have seen students just kind of put something in that square, because they feel like if they leave it blank the teacher won't accept their work and not because they're really questioning. And the way that the QFT process played out. We were talking about what we observed and we were inferring with what we observed, and we were asking questions like you said all at the same time. And the one thing that I appreciated that I had not really done in practice is the way you kept asking us to ask more questions. I really appreciate that part of it because our questions got better as we went along. So thank you for modeling this. I'm excited to work with my teachers on this. Thank you so much Karen. I can add as well I particularly like the inclusion of the observe and infer, you know, like the power of a protocol, like a QFT is that it allows both open-endedness while getting you there. But the nature of an inquiry is both like you're talking about it's recursive and reflexive and kind of go back and forth in terms of questioning observing inferring and then more questioning and that's what we want to foster through this process. So adding that into the QFT just helps kind of intentionalize it and I look forward to figuring out and playing with it and to figure out how to best use it to, you know, get all of those questions out. Have kids thinking deeply about what they're seeing and then getting them fired up to go find things out. Thank you. Thanks Jason. I like the combination of the two because the force is number one the teacher to take a deep dive into the questioning protocol. And it also allows the students to identify what else do I wonder about and think about and want to learn about this topic or concept. So it takes it even beyond what even the classroom teacher may even introduce. Yeah, thank you Linda. Well, I really, I mean, I really appreciate all of you being here. I will Karen, I will share the PowerPoint slides will post that where you registered for the webinar. I think Katie you can even email that out right. Yes. And I really welcome any other, you know, anyone who wants to continue talking about this or thinking about this with us please get in touch because we there's a lot more to learn. You know, and I think, like the QFT, it's meant to be customized so Heidi I totally hear what you're saying that maybe you do open and closed in a fuller way. You know, potentially that and there are things lost when you do that in a more loose way. So there are choices that you make as a facilitator and we Katie and I are up here guessing. So, we really appreciate if you're if you're interested in partnering with us and being a part of this work with the library. Please, please email because I think there this is the beginning really of the work and there's a lot of potential here. They're just both of these tools are so synergistic. It's just a matter of, you know how the pieces fit together and for what purpose for what objective.


Well I finished it. Hello everybody, E here. Welcome back to another book review. I finally finished the most expensive novella I ever purchased. I think I got this thing for $16.99 on Amazon. There's no discount whatsoever for it. This is Dark Harvest by Norman Partridge. If you've been a fan of the channel for any length of time, every Halloween I've tried to read this book. I've gotten a little bit farther every single year. Last year I got 50 pages before I finally forgot I was reading it and just never picked it back up again.  And I finally finished it. If you want a more in-depth review of everything, like I said, I go very in-depth on my Goodreads Review. I'll leave that down there in the doobly-doo. So if I could just say I didn't like it. In fact, I think the thing that I don't like the most about it is it's not really a Halloween story. Yes, it happens on Halloween. Yes, it's about a sentient pumpkin man. But it doesn't feel like Halloween. There's so much missing here. There's so much atmosphere that is missing. It reads like a mixture between like Battle Royale, which might sound awesome, but in this case not. Battle Royale, The Lottery, The Long Walk, or even a bit of The Running Man. Probably more The Running Man than The Long Walk, honestly. The only thing I really enjoyed about this book is the ending, the last 30 pages, but the book's only 169 pages long. You've got to get through that first 139 before anything really pops off and gets really interesting. The concept is okay. I enjoyed the concept and the ending, even if the concept is super overused. Like I said, The Lottery, The Running Man, The Long Walk, The Hunger Games, The Maze Runner, all that stuff. I mean, it seems like every single author takes this on at some point in time, takes on this theme. Now, you guys know, once again, if you've been a fan of the channel for any amount of time, if you just watched my last video, my review of The Night Will Find Us, I mentioned the three things I look for when I read horror. That's character development, pacing, and dread. There's no dread. This is more of an action movie kind of situation, like I said, Battle Royale. It's more like that than it is a horror novel. There's some horrific stuff in it. There's some carnage, there's some blood, guts, that kind of stuff. There's actually no character development whatsoever. Some of the characters don't even make any sense. There's a girl thrown into it, and there's not supposed to be girls out on this night. And the villains are so cartoonish and just over the top, bad, terrible villains, especially the cop. He's one of the worst villains I've ever read, hands down, period. In fact, I did a top five worst villains of all time. He'd be up there. And as far as the pacing goes, here's where we're going to get into the meat and potatoes of why I dislike this book. The book head hops from, and it does have, let's say, page breaks for when you're going to different characters. But you'll be in one character's mind, and all of a sudden, Partridge just deviates and meanders into this droning second person narrative that is just, it's so unneeded and just so superfluous. It aggravated me. It actually annoyed me.  And sometimes he would go on and on for pages before he would get back to the story. And he knew this was the problem. Because once you get to those last 30 pages, you don't see that anymore. It stops completely. And he finally tells his story. I have a feeling that I don't want to say that those scenes were added, but they just felt completely out of place. They felt like they were tacked on at the end to fill the book out. They feel like filler. They do. But that just absolutely kills all forward momentum. Every single time he does it, it kills all forward momentum. And I just, it had the whole thing been written in second person. I wouldn't mind it nearly as much. But you go from close third person perspective to the internal thoughts of these characters to an omniscient narrator that does a second person thing like, you know, kind of like King's Needful Things. You've been here before. Imagine if Stephen King did that throughout the entirety of Needful Things. But this one, it was always something jarring about this second person narrator coming into it. And it just aggravated the hell out of me. I am going to give this two stars because for me it was just okay. My biggest complaints are the writing. It's just, I don't think I'll ever read anything else by Norman Partridge. If you guys know of other books that he's written that he doesn't write like this, and I would assume that he has, please leave him down. I'm not even sure that I want to try him, but let me know some other things. If there's any books of his that you liked, that you read, that you enjoyed, that don't have the intrusive second person narration. Another thing is, this is kind of like the epitome of why I don't care about Bram Stoker awards or Splatterpunk awards or any of these awards, any of the horror awards that are out there. This is a great concept. It is not a great book. It is a great cover. It is not a great book. And it feels like that's all you really need for Bram Stoker award is to have a great concept. Nobody cares anything about the delivery. This is not good. It's not fun to read, at least not for me. And I'm starting to drone on just like Partridge did, so I honestly and truly want to know if you like this book, why? I don't get it. If you enjoyed the second person author intrusion, please let me know why, because I've liked it before.  There is a joke of friends don't let them write in second person, but I don't mind it so much. It can be well done. I've seen it well done, but this ain't it, especially when it intrudes into a close third person and it just comes out of nowhere. It adds nothing to the narrative. I went back and read whole scenes and just skipped over the second person narration and it read just fine. It literally just be cut out completely, but then you'd only have like 100 page book or 120 page book and you can't charge 1699 for 100 page book. Well, you can Stephen King, but it would come down. So yeah, have you read Dark Harvest by Norman Partridge? Please leave your comments down there in the doobly-doo. Let me know why you liked it, why you hated it, especially if you liked it. I would love to hear why anyone liked this. This is highly recommended by authors that I respect, but it does have a blurb on the front from Peter Straub that should have been a warning. He says, Partridge is probably the most exciting and original voice in horror literature to have appeared in the last decade. Peter Straub says that about every single horror author he has ever blurbed. Probably the most important, the best horror author. He says it all the time means absolutely nothing coming from him. So I should have known that it was going to be basic or that there was going to be issues with it if Straub liked it. But anyways, let me know down in the doobly-doo what you thought. Until next time, I have been Ian, you have been Ian, I hope you guys are having a good spoopy season. I'll talk to you guys next time. Bye-bye!


Hello, welcome to module 23 of NPTEL NOC course on point set topology part 2. So, we started with Stone Weistra's Theorem yesterday we have proved Weistra's approximation theorem and prepared partly some ground for Stone Weistra's theorem. So, today we will continue we will need one more concept which so far we have not introduced. We will introduce this concept only for directly apply it to here in this context. So, we are not going to treat this on its own in general context. So, this is the concept of a lattice. A sub algebra A of Cxr is called a lattice if it satisfies the following condition. Given any two elements inside A the maximum of f and g must be also inside A. Remember, maximum of any two continuous functions is again a continuous function first of all. So, it is an element of Cxr what we want is starting with f and g inside A the maximum must be also inside A. Similarly, minimum must be also inside A. So, then we call it a lattice. In particular what happens if you take instead of just two elements suppose you take finitely many of them then also maximum and minimum are defined and they will be also there by induction. You can f1, f2 first you take the maximum f1, f2, f3 maximum it is same thing as maximum of f1, f2 and f3 and so on. So, you can apply that. So, finitely many elements of A then the maximum and minimum will be also inside A. So, that is the meaning of a lattice. So, let us continue this study. Let A be a closed subalgebra. This concept you have already introduced earlier a closed subalgebra of Cxr then it is a lattice. Therefore, this Cx comes to us free of charge. We want to close subalgebra after all. So, it is automatically a lattice. So, it is only in the property of closed subalgebra in addition property of closed subalgebra that is what we are going to exploit here. That is the content of this lemma. So, first let us say that a closed subalgebra is a lattice. So, that is one line proof here because maximum of f and g can be written as because they are real wide functions after all then only maximum of f and g.  Minimum of fg is the same thing f plus g minus f minus g divided by 2. So, you take modulus of minus f minus g of course. So, this you must have seen in many other places like in major theory and so on. So, if we have not seen it spend some time and verify that these two are correct formulas. So, if f and g are inside a, a is a algebra. Therefore, f plus g is there. So, f minus g is also there. The modulus is there while that is what we have proved earlier. There we have used to closed subalgebra. Using Weistras theorem we have proved that if some function is there then its closure is also its modulus is also there provided the algebra is a closed subalgebra. Therefore, f minus g is there modulus of f minus g is there the sum total is there divided by 2 is also there. Similarly, minimum is also there. So, a closed subalgebra is a that is is a easy consequence of what Weistras theorem has been used here namely once f is there mod f is there okay. Let us go ahead now. Now, we want to last time we have introduced this algebra r cross r and we studied all possible algebra of r cross r. So, now we are going to exploit that for each x comma y inside x cross x. Let us make this notation A x y is all ordered pairs H x, H y of real numbers okay. This subset of r 2 now where H range is over this curly A where curly A is the closure subalgebra that we have studied okay. So, this is subspace of r 2 indeed it is a vector subspace is easy to see okay. Indeed it is a subalgebra if A is an algebra right follow that A x y subalgebra of r 2 okay. Why? Because if you multiply this how do you multiply you have to multiply H x 1 H 1 x H 1 y H 2 x H 2 y right how do you multiply H 1 H 2 of x and H 1 H 2 y. So, that is the multiplication of 2 functions inside this algebra A also. So, it will be H 1 H 2 of x and H 1 H 2 of y. So, similar way addition scalar multiplication all these things essentially. So, this A x y for each point x y is dropped down to just a subalgebra of r 2.  According to this lemma that we have studied last time A x y being a subalgebra of A is equal to 1 of these 5 0 r cross 0 or 0 cross r or the diagonal or the whole of r 2 alright. So, let us go ahead now.  So, this should be true for all x y inside a subalgebra. This condition on f okay suppose f is already inside A then this is automatic right because the definition of A x y itself is that one okay. So, A prime automatically contains A. So, this A prime looks like a fattening of A something larger than A right. So, we have taken this A prime. So, automatically it contains A okay this curly A. The following lemma is just an alternative description of this A prime okay. So, here we are bringing the point separation or separation of separate points that property in a strange way you have to just watch it out okay. So, first of all I will give you an alternate description of this one.  This g is inside A okay given any two point there is a function g okay g x y of that is equal to f x and g x y of y is equal to f y. This is a strong way of separation point okay x and y are two different things for example two different points especially then you could have chosen this function f x f y some function which has the properties that f x and f y are different then g x y of x and g x y y will be different right. So, in some way this is trying to encode the separation property of A. So, this g x y must be inside A okay but just do not bother about that one just check that this definition this description fits this definition okay. Take an element f it is inside A prime means or f x f y is inside A x y what is A x y A x y are nothing but some g x g y where g is an element of A and that g I am calling it as g x y because it depends upon x and y for different x and y it could be different g that is why g x y. So, this description is obvious okay. Now, here is a picture of the same property that I have told that function f is inside A prime means what this function is f here okay some continuous function take any two points A 1 B 1 A 2 B 2 A 3 B 3 whatever any three any two points pair of points look at f of A 1 and f of B 1 it can be captured by a function g A 1 B 1 this is an element of A now f is an element I do not know f is just a element in the larger algebra c x c x r right this is an element of A and it has a property at B 1 it is f B 1 at A 1 it is f A 1. So, that is the meaning of it similarly A 2 B 2 that would be another g but both g I these g's are inside A so that is the meaning of capture it. So, somehow you know if you choose a lot of points you will get lot of these things they will keep you know some combination of that will give you very you know will give you the function and all the given function okay in approximate way that is the whole idea okay like all approximations like Newton's approximation and so on you choose lot of points and then you choose something going through them that is the approximation for the function okay so that is bringing that is coming here now in an all score way we in a very simple way in a you know without our noticing at all all that you have to do is study the sub algebra of R group okay so you will see that how how to do this one okay now clearly I told you A is containing a prime the crucial topological result which we reverse the inclusion namely A be a closed space of c x r and a lattice in particular if it is closed sub algebra right then these two conditions are satisfied then this A prime is contained inside A in other words these two are equal okay so this is the crucial thing here and here so you have to do a little little more common total topology okay let us see how you show that every element of A prime is inside A let F be inside A prime given epsilon positive we shall show that there exist a g belonging to A such that norm of F minus g is less than epsilon what does the mean what does it mean this means that F is a programator your functions from A that means F is inside A bar but A bar is A because we start with closed subspace okay so this is our idea how to construct the g such that g is inside A so for each x y inside F fix a g x y as in lemma 5.38 okay this is what we have seen for each x y there is a g x y because F is an element of A prime alright so fix g x y as in this lemma now put u x y equal to all z inside A such that F z is less than g x y z plus epsilon okay so this is the left ray b x y is a right ray z belonging to x such that F z is bigger than g x y minus epsilon okay these two rays are around g x y z one is g x y z plus and for minus in mu plus and this one is from g x y z minus epsilon to plus infinity so these two rays are taken of course I have taken the inverse image all z inside z inside I such that F z is inside this ray which means it is the inverse image of the ray under F so this is u x y v x y these are open subsets obviously note that x, y is both inside u x y as well as v x y okay in particular why we are why we are saying F x F x here is g x y x so F x is less than g x y plus epsilon similarly F y also g x y plus epsilon so x and y have this property so they are both inside u x y as well as v x y in particular if you fix y okay and vary x because I have taken all the x u x y will be a cover for x similarly I can fix x and vary y also okay so I will get another cover but x is what compact host surface compactness allows you to take finite cover so you get u x 1 u x 2 u x n which we have x k I have put here okay all suffix further which y is there x 1 y x 2 y 3 y and so on okay so this is a finite sub cover of this one okay now you have finitely many g x y y here correspondingly right you can take the maximum of g x y z as I range for a 1 up to k okay that is my g y the maximum of g x y z is g y so that is inside that all these g x y y they are elements of a therefore the maximum is inside a because a is a lattice okay so what happens to g y it follows g y side a and f is less than g y plus epsilon on the whole of x because f is less than each g x y y and this is maximum okay so it is true for all x for all of them so f is less than g y plus epsilon on the whole of x on the other hand if you go for the other part f is bigger than g y minus epsilon only on the intersection if all of them if if it is if it is bigger than bigger than all of them then only f is bigger than the maximum right therefore it should be true for all the i i could 1 2 3 up to k which means that I have to take the intersection so I take intersection of v y v x i y i here correspondingly I am calling it as v y on this intersection in a small fact f is bigger than g y minus epsilon okay is that clear once this is the case I can do the same thing for now over y now we are fixing x okay once you have what is these v y for each y v y is a neighborhood of y so they cover the whole of x as y rings over x right therefore I can get a finite sub cover of this one now v y 1 v y 2 v y l same okay now for each v y 1 v y 2 I have g v g y i here right so I take the minimum of g y now so I am first maximum and then minimum okay minimum of g z is g z which is g y 1 g y 2 g y l minimum of them okay so this minimum is again a point of way because g y 1 g y 2 g y l are inside a and a is a l at a now what happens f is bigger than g minus epsilon the whole of x now because f is bigger than each of them it should be bigger than minimum of course so it will be valid for the entire effect bigger than x it will be in one of these so it will be bigger than one of them so it is bigger than minimum similar to similar argument at this point okay so it follows that combine this one now f is less than g y on the whole of x g y plus epsilon here g y minus epsilon okay therefore norm of f minus g is strictly less than epsilon now on the whole of it combining these two things so the proof is over okay so it is like a minimax principle here okay compactness is heavily used compactness of the domain space okay so now let us complete the proof of real version of stone wise class like x be a compact of space a be a closer sub-algebra of Cxr which separates points and contains a non-zero constant then a is the entire Cxr contains a non-zero constant is the same thing as contains a sub-algebra r itself you know the real number they as a constant function that is sub-algebra of a always okay so that is the assumption here so a must be there it is possible that a sub-algebra may not have any other non zero will be there any other non-zero constant may not be there even if one non-zero constant is there the entire r will be there okay so this is the standard version of stone wise class theorem what we are going to do is a slight modification of this one a slightly stronger and this is due to Gaddy it is not very old 2016 okay without any extra effort we are going to prove this one so I have put this one so let x be a compact of space a be a closer sub-algebra of Cxr which separates points I am not assuming that it contains non-zero constant okay that is not I am not so I have two different conclusions here then a is Cxr or or what are equal to the maximal ideal mx0 set of all f belongs to Cxr which vanish at x0 for a unique point x0 in x okay so indeed this part is much more you know a lot much more revealing what is happening in the algebra then just studying that it is Cxr under the assumption that there is non-zero constant let us take this one for granted then the standard version follows automatically because as soon as there are non-zero constant it cannot be this one that is all right there is a non-zero constant that will not be equal to 0 so right so mx0 is much smaller after all those only where which vanish at a point the constant function non-zero constant function will not vanish at any point so this part will not occur so it will be always Cxr under the assumption this one so what should have happened if assume that there are no non-zero constant then we must be able to conclude that this a is nothing but mx0 namely you must find out some x0 exactly one point will be there it is like a contraction mapping there is only one point such that fx0 all the functions will vanish at that point okay and a will be precisely equal to that so this is an ideal because if f is such thing then if you take any g inside Cxr g into f will also vanish that is the meaning of an ideal it is a maximal ideal because the moment you take anything which is not 0 at x0 you can produce a non-zero constant once you do that it will be the identity element will be there so it will be the whole of the Cxr okay so let us go towards this one the proof of proof gives a complete picture of Stone Weistras adoption of Weistras theorem of course this use is Weistras theorem just to show that mod f is there as soon as f is there okay if x is a singleton there is nothing to prove what is Cxr it is just r okay so any sub-adjiff of r is either 0 or the whole of r so there is nothing to prove so there is no problem so we assume that x has more than one point okay by Lemma 5.31 we know that a is a lattice so in order to exploit this Lemma 5.33 namely the classification of sub-adjiff of r cross r into 5 classes we have to pay attention to the hypothesis A separate points okay namely we have to come down to this Axy as I explained that is the only thing left out we have done all other preparation so let us do that let us first make some observation all these okay inside r2 now given xy belonging to x cross x we know that Axy is a bulge of r2 and hence we can apply this Lemma and we know what Axy is either 0 or r cross 0 or 0 cross r or the diagonal or the whole of further Axy if it is sub of r cross 0 what does it mean what do you remember what is this fx fy that means fy is all the time 0 inside A as soon as A is inside f fy is 0 what does it mean that A must be inside my remember the definition of my if you have here itself I have taken this definition my is all f such that fy is 0 that is another ideal okay all all mx where for x is a point of it that is an maximal ideal all all of them so this contains my similarly if Axy is 0 chroma that means fx fy fx is 0 for all x that means again A is inside mx okay now the second observation is for all x means for x Axx that means what fx fx so that is already diagonal so it is the entire diagonal or 0 okay so all these are elementary observations but finally you put all of them together you have wonderful results if finally A separates point then there is at most one x such that A is contained inside mx A separates points okay suppose there are two points such that A is contained in mx A is contained in my what does it mean all the elements of A vanish at both x and y so x and y cannot be separated that is all so the uniqueness part comes only by A separates points automatically okay so now consider a case when Ax0x0 is 0 as I have observed Axx is always 0 or delta r right suppose for some x0 I do not know whether it is there or not suppose that that case occurs Ax0x0 is 0 okay automatically it implies that fx0 for all f inside A is 0 right in this case mx0 is contained inside A is the claim A is contained in mx0 is obvious right if you show mx0 is contained inside A that would mean they are equal and we have done we have finished uniqueness part we have already shown here so we would have put part 2 here conclusion in the part 2 of the theorem right so let us prove that in this case mx0 is inside A okay so this is achieved by showing that mx0 is inside A prime okay from A above we get A is inside mx0 this we are saying since A separates point from C we get Axx for any other x if for the delta r it cannot be 0 it must be the delta r as soon as x is 0 equal to x0 also from B B says that for all x Ax is either 0 or delta r right so also from B we get Axx0 now is r cross 0 because if this is 0 that would have means Axx is equal to 0 so Axx for x0 equal to r delta r means Ax0 must be r cross 0 okay and Ax0 x means 0 cross r there is no other way right for all x0 equal to x0 finally from C again we also see that Axy whenever x is not equal to x0 y is not equal to y0 y these are different from x0 that is all then it must be the whole of r2 right right because there are distinct points so fx fy there will be some f for fx fy will be different fx fx fx fy are equal for all of them then only 2 would have been delta r so delta r is not possible this is not possible so it must be the whole of r2 for all xy for x is not and y is not one single point has this property rest of them should have satisfied this one this is what we have concluded okay now let us look at f belonging to x0 I want to show that it is inside A right if xy Axy is r2 then clearly fx fy will be inside Axy because everything in r2 is taken care right so it is the full thing so fx fy is inside Axy if x is x0 or y is y0 one of them since fx0 is 0 then also we see that fx fx0 is inside Ax0 so fx0 fx0 Axx0 the other way around if we interchange them then it will be between Ax0 x0 otherwise it is in that one if Axx is delta r the diagonal then also we see that fx fx c is inside delta r so it is Axx and finally if fx0 fx0 if you look at that is 0 0 so there is also fx0 so what we have concluded is this f is inside A prime this was the criteria for each x it must be inside fxy this is the criteria this is the description of A prime so it is in A prime thus we have shown that mx0 is inside A prime okay now consider the case where Axx is not equal to 0 for any x we just finish the proof for when Ax there is one x0 for which Ax0 x0 is 0 okay that is one first assumption now we are in the assumption that Axx is never 0 okay for any x then what is the choice it must be delta r okay by the way this condition is satisfied if A contains non-zero constant you see then Axx will never be 0 right there will constant term you know will not be 0 non-zero constant so this is just in passing we are telling when this will not be satisfied the case one does not occur if this A contains a non-zero constant that is all so here we claim that this Cxr itself is contained inside A prime okay thereby proving that this A must be the whole of Cxr okay so how do you show that Cxr all elements are inside A prime now so once we have done that one so now look at A condition A again I will just recall this property Axy is r cross 0 inside A is in My similarly xy is in 0 cross A is in Mx that is all I am using here okay so from here it follows that for every xy pair xy and x was x Axy is either r2 or delta r okay 0 cross r r plus 0 is not possible okay since A separates points from B it follows that Axy delta r if it only if x is y see point alpha beta are not equal to or not equal to each other then they are not in the delta right so once you have some other element what is the other choice it must be the whole of r2 so this will delta r only if x is equal to y so now we given f belongs Cxr for x not equal to y what we have fx fy this is Axy this is whole of r2 right and if x is y if x is equal to y then fx fy is fx fx that is in delta r obviously this is Axx so therefore all the points of f all the functions in f verify our condition of the lemma so they are inside A okay so that completes the proof because we have already shown that so I will just recall the important steps here okay where was the definition of A prime this A prime which was obviously larger okay so we have proved that A prime is equal to A the description of A prime is this one we are using that for this is for all f okay fv since here Cxr for all pairs xy fx fy must be Axy then f is inside A prime this is the simple description okay so this has been exploited so stone wise truss theorem when you are taking real value functions this is proved now okay a slightly better version of that one has been proved here okay so next time we shall do the complex case as well as some other extensions wherein we do not assume x is compact but only locally compact thank you.


Hey guys, my name is Elaniel Davis for Psych2Go and today I'm going to be talking about the article All Lies on Me the Spotlight Effect by Jenny Kang. Have you ever done something really embarrassing and felt like everyone was noticing? Like you got a stain on your shirt and you walked through school or you walked through the mall and you just feel like everyone is looking at the stain on your shirt? If you felt something like this then you were experiencing the spotlight effect. The spotlight effect was coined in 1999 by Kenneth Sabitsky and Thomas Gilovich.  The reason that we experience the spotlight effect at all is purely because of where our perspective is, which is from us. So anything that we do, anything that happens to us has more priority of us noticing it than anything else happening to anyone else or anywhere else because this is front and center in our view. In short, we actually care more about the things that happen to us than anyone else simply because of our perspective of what we notice first and what we experience firsthand. But when you realize that this is happening to you, you have to also realize that it's happening to everyone else. Your perspective is focused on you. Their perspective is also focused on them. So even though you know that you have that stain on your shirt as you're walking through the mall, not everyone is going to actually notice. They are far more interested in the way that they look than the way that you look because the way that they look matters most to them. We forget sometimes that not everyone notices the things that we notice or not everyone pays attention to the things that we pay attention to. So even though we're really worried, really we don't have any actual reason to because everyone else is probably thinking about something embarrassing that happened to them or they're really concerned that they don't look on point today like I am. I just got off work so this is not my hottest appearance but I'm making a video anyway because you probably didn't even actually care, did you? You didn't realize that my hair has been in a hair net basically all day but I did and I'm thinking about that right now, oh god I should probably stop with this. But look, it's okay. You can relax. Not everyone is noticing that stain. Not everyone remembers that embarrassing thing that you did yesterday or in the third grade if that's what's itching at you.  So that should actually feel really good to you. It might sound really selfish or self-centered but honestly that's a good thing. You may have spilled that ketchup but listen, no one is going to remember for as long as you will. So even if someone noticed it's okay and honestly you should be able to feel really relaxed in that fact that it doesn't actually matter and if that doesn't feel good I don't know what does because that's very relieving to me honestly. I have a question.  You have obviously experienced a spotlight effect. I want you to tell me what happened and how you dealt with it. I would love to hear it in the comments below. Please let me know. If you liked this video and you want to see more like it please press the like button and I will be sure to make some more for you. Please subscribe to the channel you will see all sorts of videos about psychology by all sorts of people including moi. So if you would like to see more of those press the red subscribe button below. You can also follow Psych2Go on its social media like Twitter and Tumblr and all of those links will be below for you to see. If you would like to read the original article by Jenny Kang the link will also be below. You can also follow me on my social media and I'm getting my own YouTube channel started. All of the links will be below. Everything is below. Just hit the expand button on the description and it will all be okay I promise. If something is missing leave a comment and we will get it to you. Thank you so much for watching. I will see you next time. Bye. Have a great week. Mwah!


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