Can we define a group under multiplication mod n? Yes, if we're careful. Now, multiplication mod n is associative and has identity 1, but will we always have inverses? Let's take a look. So the first thing we might observe is that since multiplication by 0 always gives 0, then 0 can't have an inverse. We'll return to this idea later. Could the remaining elements, 1, 2, 3, up to n minus 1, have inverses under multiplication mod n? Well, let's consider. So let's start off by finding a necessary condition. Suppose pq is congruent to 1 mod n. Then we know that n divides pq minus 1, and so pq minus 1, well that's n times something, or rearranging pq minus nk is equal to 1, and this means that any common divisor of p and n must also divide 1. Consequently, if p has a multiplicative inverse mod n, then p and n are relatively prime. While this tells us what happens if we have an inverse, we need to know if the inverse exists. So we're looking for a sufficient condition. Our results suggest that we may want to start with a case where p and n are relatively prime. For this, we'll need something called Bezier's Lemma. Suppose the greatest common divisor of two numbers is d, then there exist integers x and y, where px plus qy is equal to d. In other words, we can express that greatest common divisor as a linear combination of the two numbers. So if p and n are relatively prime, then Bezier's Lemma guarantees there are integers x and y, where px plus ny is equal to 1. And from here, we can work things backwards. So px must be negative ny plus 1, which tells us that px must be congruent to 1 mod n. And so if p and n are relatively prime, then p does have a multiplicative inverse mod n. So we might find the elements of the multiplicative group of integers mod 10, and then let's produce our Cayley table. Since every element of a group has to have an inverse, then we need to begin with the numbers that are relatively prime to 10. And so the elements will be 1, 3, 7, and 9. At our Cayley table, the products of these numbers with each other will be... Now, let's consider an important special case. Let's consider the powers of a mod n. Since the number of elements in a mod n is finite, the powers must eventually repeat. And since the product of two powers is another power, the powers will be closed under multiplication. And so the question is, does this produce a group? And the answer is, sometimes, but not always. For example, let's consider the powers of 2 mod 10. Is this a group under multiplication? And so we find our powers of 2. 2 is just 2. 2 to the second is 4. 2 to the third is 8. 2 to the fourth is 16, which reduces to 6 mod 10. And for 2 to the fifth, we'll take advantage of the fact that working mod 10, we never have to work with numbers larger than 10. So 2 to the fifth is really 2 to the fourth times 2. But I already know that 2 to the fourth is congruent to 6. And so 2 to the fifth is 6 times 2, 12, which reduces back to 2. And we're back to our starting point. And so our distinct powers are going to be 2, 4, 8, and 6. And we look at our elements and say, well, this isn't a group because it doesn't have the identity. Or does it? Let's produce our Cayley table. So remember, the identity is going to be the element where, if we operate with it, we get what we started with. So we can look through our Cayley table and see if we have a copy of the table column headers. And we have one here, which means that 6 times something gives us what we started with. 6 times 2 is 2. 6 times 4 is 4. 6 times 6 is 6. And 6 times 8 is 8. Also, we want to see if we can right multiply by 6. And so we check this column and we see that 2 times 6 is 2. 4 times 6 is 4. 6 times 6 is 6. And 8 times 6 is 8. And that means 6 is the identity. And so we see that multiplication is associative and the powers of 2 mod 10 form a closed set with identity 6. And you can verify that the table does satisfy the Latin square property and so every element has an inverse. This is actually a group.


Everybody for his tier. I got a jersey from Steven S To this guy this guy's Sean over here We're hoping for a dolphin. Let's go dolphins I'm hoping for a patriot Thanks again, Steven. Yeah, man All right Drive reckless full-send. Absolutely. Absolutely.  It feels big. Yeah Beckett authenticated Jonathan Allen not a dolphin not a golf not close to a dolphin. It's all good There we go, that'll go nice with the Hunter Renfro color contrast Yeah, there we go That'll do it appreciate it Steven. Thanks, man


Hey, this is Brett the Ford guy and today I'm going to show you how to get your door code off of your 2004 2005 2006 2007 and 2008 Ford F-150s behind the backseat of the truck and Today we have a 2008 Ford F-150 FX4 crew cab and You're going to need two tools for this door code find the first tool You're going to need is a very small flat-head screwdriver and a 10 millimeter socket with a ratchet and The first thing you're going to want to do is take off this seat belt cover here Take your flat-head screwdriver You're just going to pry that up like so that comes off like that You can set that off to the side as well as the screwdriver.  I Can't get the tools to work. This is the only way I know how to do it So I'll show you in just a second here go All right to get this back seat out There's two tabs that you're going to want to grab the first ones like right here on this side So what I'm going to do is I'm going to reach behind the seat And I'm going to pull the tab back and that's going to let me release the seat and lift it up So move the seat belt out of the way put your hand back here And I now I got the tab I'm going to lift this side up And then I'll show you how to get you do the same thing on the other side except with your other hand So now I'm going to get this side off make sure the other side doesn't slip back down And we're going to do the exact same thing kind of got to push your hand back there And then the seat just pops off like that. So what I'm doing when I Put that seat when I get my hand behind there is I'm bringing my hand around and Pulling that tab back which allows you to lift the seat up So that's what you have to do on both sides is get your hand back there and then pull that tab back This material is plush enough that you can force your hand around it to get back there That's really the best way to do it and then I'll show you how to get your door code So now that we have your back seat off the next thing you want to do is take this push tab and just pull it out like so That comes out like that. You can set that off to the side now your door code is going to be located on a box down here and It's printed on that white sticker that's right there.  Thanks for checking out the video and hope you figured out how to Get your door code off of your 2004 2005 2006 2007 and 2008 Ford F-150s and Thanks for checking out the video. Remember to like subscribe and share on our channel In fact in a second you will see a link to subscribe to our YouTube channel on your left a link to more door code Find videos like this one on your right. If you want to check out our YouTube channel it's www.youtube.com Summit Auto. Thanks for checking out the video


update welcome folks we have the Dow industrials finished up a 560 nasdaq up 360 s&p's up 80 they gunned it right into the close folks finished at the highest of the day it's a uptrend for the nasdaq of 2.4 percent 1.4 in the s&p's and 1.6 in the dow industrials gold gold contract down $6.20 cents at 1788 an ounce we had silver up 22 cents $22.50 an ounce light sweet crude big bid again up 281 $71.43 a barrel oil folks i mean when you think about that how much oil we use every day the bottom line is that this is when you can see inside of the paper market versus buying oil that there's two different markets here okay uh you know yes the low yesterday is 66 dollars and the high today 71 bottom line is that i suspect if you go try to buy tank as of oil it's a lot less expensive than the 71 bucks notes and bonds a 10-year note down 14 ticks trade in 130 22 the 30 year off 27 at 160 104 both of those pull back with light volume i suspect they continually want higher price lower yield we have the 10-year right now yielding out here in the united states at 1.46 and we take a look at the last three months the low is 1.3 the high is 1.7 we take a look at six months the low is 1.1 the high is 1.7 and let's go for the whole year and check it out the whole year you're still at 0.91 for the low up to 1.74 for the high king dollar king dollar down 63 ticks trade 96 488 now king dollar is laying right at its eyes uh you know i'd like to see it really test it because the longer that it stays at the top end of its range the higher the probability that it's going to break out of that range and right now we're at 96 488 euros at 112 the end is out here at 114 the bridge pounds at 132 we get open we take a look at the s&p's we have inside the spy out here nice acceleration up wide price spread not volume 66 million shares that's going into 135 million but guess what folks i suspect we're going to go a little bit higher um you know we can get to the lows of the highs and inside the cash s&p i mean the spy which is 467 we're at 462 right now have a great night folks have a safe night come back and visit tommy tomorrow morning kicks us off 9 a.m have a great night folks


Good afternoon, as you can see my title for my presentation is slightly different from that dry, terribly unappealing thing that it used to be. Yes, so I will say that the presentation is slightly probably a little different to what's advertised and as I go through the presentation you'll understand why. So I hope you get something good out of this. Anyway, so at the beginning of the year, Victoria University of Wellington Library embarked on what we thought we decided Delta is an ambitious plan to implement a new digital asset management system. The cornerstones of the new system would be two existing collections, our institutional repositories and the New Zealand electronic text collection. Driving the need for the new system was outdated infrastructure and a need to implement digital preservation for access as one of the requirements of what we were attempting to do. I had hoped at this point to be at the stage where I could share with you more of the progress on what we had developed, including screenshots and potentially even a live demo sort of thing of where we had got to. But sadly, as is sometimes the way with projects, we're not quite there yet, which does mean this presentation isn't going to be quite what I originally intended. I will say that one of the main reasons is we did a nice lot of requirements and we had an idea of what we would want to do and then we got the responses and chose one that didn't fit in with quite what we planned. So we had planned to go to a cloud-based service and in the end the service we chose was internally hosted. So we had to go through the whole process of setting up servers and going through that, which has extended the timeframe for the project. So it's not quite going to be what it is. There will, however, be kittens and maybe water. I was told, I was just suggested that maybe I should go since I wasn't going to be completely going with screenshots of everything, that I should go completely esoteric and have completely random slides so that we didn't get PowerPoint death of brains in the audience. I have gone a little bit like that, so there won't be too many informational PowerPoint things, but there might be things like kittens. So basically in the last few weeks I've had to sit down and ask myself what can I share with you guys and more importantly what would I, if I was you, would like to hear. I had developed a sort of presentation around that, but it got changed at the beginning of last week when we had that little earthquake. It sort of actually impacted a little bit quite heavily on what I want to talk about, so there is going to be a little segue into recent events as we go through. So basically the progress, so basically in this presentation I'll cover the progress we have made a little bit so far. Also some of the learnings the project team has come to and then maybe a few other things. So basically where have we got to? After an intense time where we set requirements for projects, we put out a call for response to a request for tender and evaluated a number of responses to that request for tender call. The library selected Rosetta from Ex Libris as the application at the centre of our digital assets management system. As you can see Ex Libris, they like to brand everything. It does mean that Victoria University is now the first tertiary library in Australasia that is going with one vendor to do their digital asset management system, and their library management system and the discovery. So we're on the Rosetta Alma Primo integration sort of loop, which is interesting. We did select at the start of it a name for it, which I'm going to share with you, which is Wairito, which means deep water. And it's quite been apt as often we've felt we've been treading in deep water as we develop the new dams. We're currently working quite intensely on the workflows that will allow us to put things into the new system once it's going. And this is where we sort of segue a little bit into the last week and the earthquake and the effects on having a major thing happen to your work team at a very integral part of the time of the project. So at the moment we're really, really heavily involved and if you don't know that we're outside, we've been locked out of our library and our work spaces since the earthquake and we won't be back in probably until the week after next. So it's interesting. Fundamental core of the project is digital preservation for access and with restricted access to the physical resources, the importance of digital in its longevity has been reinforced within our community. In the last week indeed a number of academics have already commented on the ability to access digital collections. This is sort of highlighted to me especially the importance of a rigorous digital preservation strategy which we are trying to achieve in the dams. The team within the library has done an amazing job in maintaining momentum on the project at a crucial point in it while working from a range of remote work spaces. The team for the project is mainly based in Rankin Brown, which I've said, which is closed and will be open 5th of December as the latest. That means the team has been juggling project work along with core business and doing so from off-site. I just want to sort of delve a little bit into how this works with telecommuting and that off-site work for something like this.  And we'd set ourselves up so we thought we were in the right spot. But what we found out very quickly is we hadn't quite got there. So we initially had to work on ensuring that people could actually do the jobs they were doing. This meant a lot of working on VPNs and remote accessing and trying to actually get in because the project where it's at at the moment is a lot of... It's all behind firewalls within the internal structure and it's all linked to where we sit within our building. And as we aren't in there, getting people into that was the problem. And we've worked through it and our team has been quite good and has done a lot of work amazingly well from their home lounges. And I just thought there was something that's impacted on me so I thought I'd just sort of bring that up here. So we'll get back to the project, hence the kittens. As always with implementing a new system there are numerous challenges to come to grips with. Intellectually we've had to come to terms with the new system, how it deals with assets and the digital preservation concepts that underpin it. Also there's new scheme, new metadata schemas to learn and new ways to look at workflows. We had to look at our current collections and see how they are configured, what's the underlying architecture and what it can do to fit within the new system. There's been a lot of looking at revisiting some of the old choices with things like our legacy heritage collections in the New Zealand electronics text collection and seeing what's applicable and how we can bring that over. One of the more complex elements that we are accounting is in configuring the NZETC to ingest is the varied ways that we put things out there to people. So no single item within the NZETC has a singular makeup. We can't say that all items will have X, Y and Z because they might have X, Y, Z and then A, B, C and D. Many of that is linked to the fact that at the moment it's very heavily focused on one core element which is the TEI, which is Text Encoding Initiative, which allows for deep research within to a text. But then from that we've got a varied other things. So one text might have pages for every page, other ones might just have images that have been cropped out and no page images at all for things. And some of them have, like in recent years, we've been concentrating on capturing all our images into form. But previously we only have maybe JPEGs or GIF images for bits. So there's a complex process of merging in what we've got and then massaging it into a shape that we can then ingest into the new system. There's also the complex link data authority system that highlights people places within the NZETC works that we've got to work around. With the way that the new system works, how do we ingest that into that and how do we maintain it? What do we do for the workflows for that? That's one of the things that we're trying to work through at the moment as it's fundamentally different. Also, yeah, so one of the complexities that we have been most keen to address is the links into the NZETC. We're aware that there are thousands of links from numerous sources into the NZETC and we're trying to be conscientious library land citizens so we don't want to break them as much as possible. But the new system doesn't really lend itself to reusing the old URLs so we can't do one-to-one matching. So we're going to be having to find out what we can do to bring those over. So we've been taking a sort of a green fields. One of the things we've been doing has been to first of all put everything into the internet archive so we're working with taking up a subscription to archive it to ingest all of the NZETC and all those sites into it. And then as we work through, we will be going through and working on mapping links and redirects to say when people come from this link, where do they go? So that's another aspect of what we're working on. So we will be actually ending up having a sort of a green fields effect with new URLs for everything but we are working on trying to make sure that we preserve the links in and we match them across, match them to and through. This does mean that we have a lot of work of looking at and as we're doing this we're looking to see what will come forward in the future so it's a lot of not just planning about taking old things in. When we make this decision now, how is it going to impact in the future? Because I think from what we've discovered and looking at this and something that I'm very aware of is that we tend to do some of these projects and we plan for the now and the short term and there may be a little bit of medium term of how long we're going to maintain it but we don't tend to think often about an exit strategy for when the technology gets overcome, the platform becomes not fit for purpose and whether the choices we make when we're setting it up are going to make it easier or harder for us to then take those things from an existing place and put them into a new one and at the moment we're in a complex position where we're trying to take some old decisions and they're complex and fit them into a new one so as we're doing that we're looking to see how the decisions we make now mean when in 10, 15, 20 years when Ex Libris is no longer functioning or some newer digital preservation system comes along that's going to do everything we want and is much better in this open source or something like that. How easily is it going to be for us to take the decisions we make now, take them out and then put them into the new thing. So yeah, I'm not sure why I've got digital planning and digital preservation there. It's probably because I was a pointer for the fact that a digital preservation is important for everything. So anyway, in conclusion, I know it's a little bit short and that's mainly because we don't have quite as much as I had hoped and I do apologise that to share. We are on track to deliver our new dams next year and probably hopefully next year at this time we won't be treating so much water but we'll have dived fully into our wider ecosystem and we will be exposing new collections in new ways and you'll have seen what we have done and hopefully we'll find it good. So yeah, thank you very much. Questions? Time for questions. Hey Michael, I just thought it was really cool to using Internet Archive the way you are and I just wondered if you would expand on it maybe for the audience a bit more because I think it's a use that more people could make use of it and I'd like to hear yours a bit more. Yep, so one of the things we're all about digital preservation. It's an interesting aspect of it as we're introducing the dams to do to make sure that we've got digital preservation right for us at the beginning and one of the processes we're using is a free third party resource to digitally preserve our old things because they're more set up to do that. This is the progress we've made so far in ingesting. So the Internet Archive does its big crawls and it comes along and just randomly grabs things but if you've got a big and deep complex site they just sort of skim it and your stuff won't be in it as much. So they've got another service where you can archive specific collections and do specific things with it to put things in. So we chose to do that and we took a subscription and at the moment we're running a crawl across the NZETC to ingest it which is going to end up at about 1,600,000 documents which is basically webpages and images and JPEGs and all those sort of things and it's been going for three months and it's probably going to take another two months to finish so that's the way they set it up. But one of the things that's really useful actually getting into that is that it crawls not only your site but links into and out and looks to find ones that you should put in there and other ones so there's got a list of exclusions and inclusions from a different websites. So one of the things we've identified from that is we'll be able to take the reports that will generate from that link to and from and use that to double check what we think are linking to and from to do that marry up. But yeah, it's been quite easy to do too and it's really useful. Paul, where's my kittens? I'm not asking this on behalf of my neighbour. Michael, I just wondered is the NZETC not already archived in the NDHA? I don't know, Ross might be able to answer that question. Not in a very public way that we can get access to. So with one of the benefits for doing what we're doing is they will then package up our end result into an archive into an archival standard for digitally preserving your website and then we can pull that out. So in the long term, our plan is to let them archive it in there, they can transform it and then we will download it and re-ingest it back into the Wairitu and probably use the open source way back machine to be able to show it again through our own internal systems. But for the NDHA, we did have worked a little bit with the National Library to try and do digital preservation and preserve whole sites in that complex manner in there. But like the Internet Archive, I believe that the level of skimming that they did for capturing things like the NZETC didn't capture everything, it was a very high level. Yeah, not trying to, yeah. Obviously they need to mic up the entire auditorium. We should pass that on to Papa, put mics down. Thank you very much. Michael, I was just thinking about your solution and the fact that Rosetta is good at preservation processes and reasonable at digital asset management system but is not a front-end and that part of your difficulty is going to be for your end users actually having experience where they can still interact with the NZ art tech centre collections. So I'm just wondering, and I think we've talked about a little bit as now the time where we should be thinking nationally about those techs collections and thinking about a building user experience right across all of New Zealand's techs collections and then your requirements that are just for NZETC would be so much more secondary and would take some weight off yourself of having to deliver a front-end if we combined them all and built that. We've talked about for a while that corpus of techs that we could use nationally for techs mining and so on. Yes, sounds good. I think, yeah, one of the things I probably should mention, the Rosetta system is primarily being used as a deep archive for digital preservation and is not so robust on the front-end so we'll look to expose things through the Primo Discovery layer. So one of the things we are aware of is that we're going to have to do a lot more development on that user experience in the end. Because we're doing the Greenfields approach we will have for a time dual systems so we're not going to take down the NZETC or our IRs until we are confident and comfortable that how we are then exposing it through the new system is the right way and as everyone, the user is getting the right experience. Integral to that is they tell us that it's the APIs so we haven't, it's one of the next stages of the project is exploring what the APIs actually do so we can look at those front-end customisations and I imagine that using this there will be a little bit of work that in there that will end up being able to share it across so that if other places look at APIs and take out that what you're talking about is going to have to, the same work, we're going to have to do the same work anyway if you get my meaning because we're going to have to do the APIs, if we do the APIs to feed out to a national one we're still doing the APIs to feed out to what we need to do. So it could be, but it won't be, so there will be, does that make sense? I think. Yeah, although one option could just be to give your archive a dump to Digital New Zealand and say, here could you make us a front-end? We could, I guess. I'm not sure how much they would like us doing it. It was kind of a bit funny, but serious too. Yeah. So we're a public library who has added catalogue records for all the components, the contents, the electronic tax collection. Yep. So if we're now able to start telling people they can get these obscure bits of New Zealand published material directly and they can find it in our catalogue and go and read it straight away. Well, those links be broken at some stage and we'll have to be remade. So we're hoping with our redirects that they won't, the way we want to do the redirects is they won't directly be broken. You'll be fed off into either the closest new thing or off to the Internet Archive. Internet Archive. But one of the things we do have on our plans is, before we get to that, is we will be looking to have a bulk pace where you can download the catalogue records for them and replace them. So we're looking to make sure that we do have, you know, that where you've got the records already, we will be minting new records and they'll be easily downloadable. We did this through Qatui, so we didn't actually have to do a great deal. So Qatui wouldn't have to do a great deal either. Hopefully not. If we get it right, we're trying to get it right. We're still working on it. But we are really well aware of the amount of records that are in different library systems that link into it, as well as the ones that are from in, like Tiara and the ones that are in Wikipedia and the links all over the places that come in. So we are very aware of that and we really don't want to break them badly. But you've seen that this is likely to happen again in 10 or 15 years? I would imagine the way that I see it, so I'll probably get in trouble for saying that, but the nature of digital projects like these collections and things is there's always a flux of change and there's always new things that come along. And I'm not sure that it would be the best will in the world that you can create a system now and mint handle.net or persistent URLs that will always go to that, that you can't say that in 10 to 15 years those won't be broken with people going along and saying, well, the system that we've got doesn't fit anymore. We need a new system and we can't transfer those over, so we have to do new URLs. We'll just have to build that into our workflows that we're always going to have to be being aware that things that are in our catalogue are pointing at objects that may not be where they were originally. We'll always have to have catalogues. Yes, we'll always have to have catalogues in indexes. Thank you. Wrap it up. Thank you very much.


Hi, I'm Cheryl Crowe and I am a singer-songwriter. I was first diagnosed 15 years ago from a routine mammogram, and I really didn't want to go to the appointment. I had a lot going on. It was Grammy's week. I had a lot of other personal things going on and really didn't want to make the time to do it. And I was encouraged by my gynecologist to not wait. And I was diagnosed with stage one breast cancer, invasive. I had cancer in both breasts, however, I only had to have a lumpectomy and radiation, which lasted six weeks. But I will say that my life is largely changed because of the moment of diagnosis. The biggest challenge for me was accepting the fact that I didn't have everything in control. You know, I always believed if I worked really hard, if I was a good person, that everything would follow suit. There are some instances where life teaches you a lesson, and that was definitely a moment for me, where I learned in cold, hard facts that I can't control anything. I had no family history. I was very fit, I was young, and yet I was diagnosed with breast cancer. So, yeah, I mean it was a moment of reality for me. I always tell people when you're diagnosed with cancer, it's not just your diagnosis everyone around you is diagnosed as well. Your family, your friends, your work people, and for me it wasn't just my diagnosis but it was the band and it was the crew and the fact that we were all off work and also it brings mortality into the forefront, which is not something that you generally think about and it made all of us think about it. We don't have a cure for cancer yet. There are lots of different kinds of cancer and yet we still don't have a cure for it. We've made such incredible strides in the medical world and we're able to detect cancer early, but you guys have to do your part and that show up to the appointment. Once you reach the age of having these exams for prostate for colonoscopy, for breast cancer, it's just really important that you follow up on these examinations because early detection will be your best weapon.


Aspirations, Achievement, Teamwork, Discipline, Physical Fitness, Overcoming Obstacles, Support, Respect. These are just some of the things people think of when they think about the history and excitement of the Olympic Games. For educators, these concepts also have important meaning in the work to help students grow and achieve in safe, healthy, and drug-free ways. When I grow up, I want to become a biologist and do research. When I grow up, I want to be a mechanic and fix cars. I like to be a lawyer. When I grow up, I want to be a pilot and fly a plane all around the world. All children have dreams and potential, but there are factors which place them at risk of engaging in harmful behaviors such as violence and the use of alcohol, tobacco, and other drugs. With help, children will grow up to live their dreams, guided through challenging circumstances by an inner strength or resiliency fostered by their families, communities, and schools. Resiliency is the ability to adapt to change and deal with difficult situations in positive ways. Resilient youth are more likely to resist drug use, violence, and other harmful behaviors. Olympic spirit building resiliency in youth is a teaching resource. It is designed to provide examples of how teachers can foster resiliency in their students by building competencies. This curriculum supplement uses exciting themes from the Olympic Games to enhance and extend drug and violence prevention efforts across disciplines and into the community. The following scenes show teachers applying these lessons in their classrooms. Doris Glover's third-grade students are using problem-solving skills in an interesting cross-disciplinary way to determine how they can be involved in the Olympic torch relay. Resilient young people use critical thinking skills and seek alternate solutions to problems. And in talking about the Olympics, as I said, Mr. Lee, our PE teacher, has gone out with you and measured off the distance out there for us all to run a mile. He mentioned to you about the torch, right, the Olympic torch, and how and they bring it over. The torch is carried to the next city where the Olympics is going to be. And where is the Olympics going to be in the summer of 96? Atlanta. And Atlanta, Georgia, isn't it? If we were going to help carry that Olympic torch all the way to Atlanta, Georgia, we would have to find out how far we would have to go. We would have to measure off the distance and we could figure out how long it would take us as a group to collectively get that torch from this area to Atlanta. What all are we going to need to figure out to find out how long it would take us? Try to find out how far it would be by using a map or an atlas and see how many of us it would take to get there. So you want to do that this afternoon? Yes! We'll find out how long it's going to take us. The competencies that we were trying to focus on with the children had to do of course with the cognitive competencies in terms of the problem solving. We were working on a problem together and that brought in the social competency in terms of working together in a group to solve a problem. The math lesson that I taught today had to do with geography also. We even got the PE teacher involved in it to where he was working with the kids outside and it just kind of snowballed. Bill Lee, the physical education teacher, is building upon the problem solving lesson the students began in their classroom. He focuses on strengthening the students' resiliency by enhancing their physical competence. I want to congratulate you. You've been selected Mrs. Glover's class and you're going to run to Atlanta. Physical competence includes physical fitness, good nutrition and knowledge of the consequences of harmful behaviors. If we run around the field, how will we know how far we ran? I see the Olympic spirit building resiliency as having a lot of opportunities to build physical competencies in our young people and the importance of a healthy body and a healthy lifestyle, eating the right foods and getting involved in exercise as an important way to be active out of school and to promote activities that can be long lasting life activities that they can get involved in. Resilient young people communicate effectively and engage in pro-social behaviors. They are caring and compassionate. One, two, three. Mary Cibella focuses on pro-social behavior in this lesson for her first grade students. I'm going to need your help with Jack and Jill today. One day Jack and Jill were outside on the playground and a little girl got into an argument with Jack and Jill. Jill decided the best way to solve the problem was to punch the little girl. Jack decided that the best way to solve the problem was to use words and talk out the problem. Who acted like a winner? Stephanie? I think Jack acted like a winner. Why do you think Jack was a winner? Because he talked with the words. That's right. A winner solves a problem not with violence but with words. Would you come on up and put the gold medal on Jack? In my lesson a lot of the students generated positive ways that they could interact with one another using words instead of violence. They demonstrated examples of caring and helping one another. This is of course always a very relevant message and these characteristics are seen in the resilient child. The Olympic theme also enables teachers to emphasize the importance of teamwork and the social skills necessary to achieve it. Teamwork is one of the keys to being successful. The group that I trained with encouraged me just yesterday in practice. 16 guys actually clapping their hands, rooting me on to finish my workout. It was very difficult for me. You try to do your part, I try to do my part and we come together and we'll be very successful. So teamwork and camaraderie is one of the keys to being successful. Resilient youth also demonstrate a sense of civic competence which is the ability to serve as responsible contributing members of society. Civic competence can be strengthened through volunteer service in the community such as helping build low cost housing or beautifying a neighborhood park with a mural as well as through programs at school such as food drives or older students tutoring younger students. They are getting more of a sense of community spirit by contributing to their community. When there's a bond between the students in the community when that is strong then the students are more likely to adhere to the rules of that community and they have a stronger resistance or resilience to say no to alcohol and drugs. Community service efforts not only build civic competence but can help promote teamwork, cooperation, communication and problem solving skills. Civic competence also involves developing an appreciation for unique personal and cultural differences. The Olympic athletes assembled from hundreds of nations provide an inspiring example for helping students appreciate common interests and unique differences. Other characteristics of resilient youth are the belief in a bright future, the ability to make plans and work toward goals. The individuals who are Olympic athletes have been planning and training for long, long, long years, set a goal and then accomplished it. And I want my kids to realize that they have the innate capability to do exactly the same thing. That they can set dreams for themselves, that they can achieve those dreams through hard work and that they can reach out to other people for support in attaining those dreams that they've set for themselves. In this lesson, middle school teachers Linda McFadden and Barbara Lewis use an athlete's road to the Olympic Games as an example for their students. They ask each student to focus on steps they can begin taking today to work toward their goals. Having an Olympic spirit, as we said earlier, is not just about winning. When you see a person that's winning the Games, that person has gone a long way. That person has set goals. We were taking a concept, achieving goals, but we were trying to make sure that those kids learned to achieve goals in more than one different way. Okay, now you have your goal in mind and you've done some artwork to go along with that and you've helped one another come up some steps that you'll need to take in order to achieve your goal. What I need for you to do now is to start on the mapping part of your assignment. You're going to draw a map showing where you're beginning and where you eventually want to end up and the steps you'll need to take along the way in order to get there. Our kids have been drilled on the problems alcohol, tobacco, and other drugs might have on their life. I think when you ask them as our lesson plans ask us to do, to take their own personal goal and to think about the steps they need to take and then we will fill in questions. As you're approaching your goal, why would it be a problem if you started taking drugs, you know?  Students who are able to set goals and work toward achieving them are less likely to become involved with drugs, violence, and other harmful behaviors. Students of all ages can benefit from lessons designed to help them plan and work toward their goals. Do people who are going to win the gold medal just start at the bottom of that triangle and march right straight up to the top? High school teachers Judy Robbins and Judy Thomas use the example of an athlete working toward the goal of competing in the Olympic games to help their students focus on the steps they need to take to reach their personal goals. Now I'm going to make it to college one day. We've got a triangle here and if you look at the top, what does it say at the top? Olympic gold medal. Okay, that's the goal of this person, Olympic gold medal. What we want to think about for just a minute, you know, some of the things that would help an athlete get to that gold medal. Dedication. Dedication. Dedication is trying to get to that gold medal. What should the person do wrong? To be drug free. Yeah, to be drug free. That's really important. I'm putting family support. That's really interesting. What we're going to do is ask you to draw your own triangle. Draw a triangle with your goal and see if we can duplicate personally what it is we've done for the Olympic athletes here. I think the Olympic spirit will affect all our students, athletes and non-athletes because they will see a person reaching a goal. That will carry over to anything we do whether it's to be an airline pilot or what other goal the young people set for themselves in life. We all do not aspire to be in the Olympics. The lessons of the Olympic spirit provide many opportunities to infuse drug and violence prevention into all curriculum areas, as well as engage students, school personnel and parents in school-wide activities on the topic. Our job then is to help kids make connections between and among the subject matters. And interdisciplinary themes like drug prevention, like wellness, like developing a healthy lifestyle, like focusing on the future, like preparing as the Olympic athletes are doing for an upcoming challenge is something that fits in with all the subject areas. Teachers will be able to dovetail activities in science and social studies computers. And our library of physical education and art and music programs that relate directly to this concept and idea of resilience. With all of us working together it will also bring about a community effort because our PTA is very, very supportive of the kinds of things we attempt to do here. And we will end up having activities in the community to support the things that are going on in school. We know kids learn best when they're immersed in an environment. And we know that they also learn best when we give them metaphors. Wouldn't it be neat if this year we use the school-wide theme of the Olympics to govern a lot of the things that we do? I'm thinking about the school-wide questions that we do for writing practice, the way we decorate our hallways, the competitions we have between teams for good attendance could have an Olympic spirit theme attached to them. And I would like to see gold for the gold banners every place throughout our schools. It would be a great thing for us.


Hey everyone and welcome back to the Broogly Channel, I'm your host Broogly and in this video I'm going to be explaining yet another backroom's level. This one is backroom's level 256, also known as Demon's Scene. Yes, Demon's Scene is the name and this one is dangerous and trippy and it's full of cryptic things that no one can understand. Now sit back and buckle up for this one cause it is crazy. Let's get into the explanation shall we? Also Subna Tugli, trying to get to 50k by the end of the year, we're at 30,000, help a brother out. So level 256 actually has four different versions of its description on the wiki-knot and each version is written by the same wanderer as they discover more and more about the level and the deeper the explanations go the creepier and more disturbing the author's explanation gets. So first I'll start with the top document which is the first entry, according to this first entry level 256 is classified as a class pending and it doesn't have a determined safety yet but it is unsecured and it is unknown if any entities are here. In this entry the level is referred to as level in instead of level 256 because the wanderer didn't know where they were. Finally the level looks like a huge dark tech demo warehouse or a building where computer terminals are just randomly on in this huge dark abyss of a warehouse. The level is completely dark besides the screens and this is one of the only pictures that was taken by the wanderer for the first entry. The author doesn't see any bases or outposts and they don't see an exit either but they're not freaking out yet they're just chilling.  But they do remember that the level they came from was level 4 so the entrance to this level is from level 4. That is the end of the first entry let's check out the second one because things are starting to heat up. For the second entry backroom level 256 is still classified as a class pending and his safety is still undetermined but now the level is officially named level 256 and not level in like in the first part. So level 256 looks like an abandoned tech demonstration and exhibition center which is a place where tech and new stuff like that is showcased except it's dark and it's abandoned and the entire level takes place indoors maybe. Even though there are windows and these windows just look outside to a formless and dark black outside. The level's design is kind of modern and has sleek tables and some random neon lights around. All of the neon lights by the way are blue which is pretty strange. And all of the doors on this level are locked. Apparently the wanderer that's riding all this kicked one of the doors open and there was just a wall right behind it. So it doesn't make sense why there was a door there if there's just going to be a wall behind it I don't know. The main thing on the level is these terminals with computers on them. The computers have logos and branding from real life video game franchises and tech companies but none of them have content on the screens that looks like anything from real life. The games and stuff are completely unrecognizable. The different types of screens show static screens which is the most common type and then some show really colorful distorted images of people dancing or walking like an old music video and some have really bad 3D rendering demonstrations playing on them and some of them even have very simple games on them. And these games have no end and no objective they're just random games I don't know. And at any given moment any of the screens can blast really loud distorted sounds and then go black completely off. This is pretty common on the level but if you aren't expecting it it would be pretty scary. Now there are still no bases here but the wanderer at this point is starting to get frantic and thinks that no one is seeing what they're posting so they're kind of freaking out a little bit. The third entry has level 256 classified as a class 5 difficulty and is unsafe, unsecure and is infested with entities. Earlier it was just a class pending and at this point this is where the wanderer that you've been listening to has kind of lost other sanity. Apparently they're frantically uploading this third entry because they haven't heard any responses to the previous ones and they're going crazy because it's so dark and quiet. They say that the terminals are starting to randomly turn on and off like someone's flicking a light switch over and over again and that the screens themselves are just starting to scream like scream loudly at the wanderer. I think it's safe to say this person's lost it. The wanderer says that it feels like someone or something has been watching them this whole time and it's getting worse the longer they're here. They also say that quote the sky is dark end quote which is interesting because the level is supposed to take place only inside of a building but the wanderer still calls it a sky and says it's dark. Interesting. And that is where the third entry is. Now for the fourth and the final entry sent by this wanderer it's written in four simple words quote it's not the sky end quote and this is the last picture that was uploaded by this person which is thought to be the picture of whatever the sky is or whatever's up above the level looking down. Creepy stuff. So yeah after all that information from the wanderer we still don't really know much. We know that the level is a huge dark area with computer terminals that are controlled by an unknown being or something like that. We also know that there has not been an exit found and we also know that the screens play noises that are disturbing and terror inducing and the last thing we know is that the sky of this level isn't actually a sky it's something else. Let me know what your theories are on this level down below in the comments. Alright that is it for this explanation. This one was absolutely nuts. I feel like it's pretty unique because of how it's written in a diary type way. Anyways I liked it and I hope you did too. Thank you for watching the video until the end I really appreciate it. Make sure to check it down in the description box below for any links you need like my second channel, third channel, twitter, discord. It's all down there if you want it. Also make sure to go check out Tugli and Spugli my second and third channels. I'm uploading multiple times a week over there. Tugli specifically we got gaming videos, real life videos, tier list videos, reactions, that kind of stuff. Spugli we're all under the conspiracy over there. Conspiracy theories, UFOs, SCPs, cryptids all that kind of stuff over there is going to be multiple times a week just cryptic, dark, real life mystery type deal. If you like that stuff go over there and check it out. Thank you all for everything you do. Thank you for supporting me. We are so close, so close to 500,000 subscribers. I cannot believe it that it's half of a million people subscribed to the Brugli channel and I cannot thank you all enough. Thank you so much for everything you do for me. I really appreciate it and I will see you all in the next video. Peace.


In the last video, I showed you how to use this 24 volt pump, how it works, how to write the code for it, how to connect the tubing, and how to move water from one bucket to another without using your hands at all. In this video, we're going to be adding one more step to this project. We're going to be adding this water valve solenoid. We're going to go over how this water valve solenoid works, how to set it up with tubing, how to wire it up, and how to code it so that we don't have to use our hands to control it. One thing before we get started, if you do like these videos, please do me a favor and subscribe to the channel, because for some reason, 98% of people who watch these videos don't stay for the next one. So let's change that number. A water solenoid is a special type of valve that uses electricity to control the flow of water. Water goes in through one side, comes out through the other, and using electricity, you can block the flow. This right here is just a regular solenoid. It doesn't connect to any type of water compartment, it's just on its own a solenoid.  And when there's a magnetic field, we can move this rod in and out without using our hands. While a water solenoid works the same way, this is actually right over here. So you can see there's this little piece of plastic here for the water components, and then the solenoid right here, and that would go like this. So it pushes in and out, and you can see that by the top here. Now we're going to take it apart quickly so you can see what I'm talking about. So once we take the actual solenoid off, we're left with this part. This contains everything we need to block the flow of water. When you take this off right here, be careful that nothing pops off. We have a couple different pieces. First we have this, which seals the water from the electricity, because the solenoid gets direct electricity inside here where the magnet is. As you can see, these are 12 volt connections, and then that goes to a power supply. So this we do not want water touching. Then inside the plunger, we have a spring for this, which is the magnetic piece that moves back and forth, depending on if there's electricity or not. Then under the plastic seal and the piece inside of it, the magnet that moves back and forth, we have this. This is the actual plunger that when you push down, it blocks the flow of water, and when you open it, it lets it through. So water flows in through one side and comes out the other. But if there's electricity pushing this piece down on the plunger, like this, the water is going to be blocked across. And then as long as the solenoid is strong enough to hold this piece, water will never flow through. But I'm guessing we're probably going to run into this problem later on. When water flows through at a certain pressure, this will not be able to hold the water anymore, and the water will flow out no matter what. But we're going to give it a try. So let's put it back together. The spring goes in there. Metal piece goes in there. Make sure it's all lined up perfectly like this. Push down on that. And then our solenoid fits like this. There's arrows all over it to show you how it should go in. And then we just got to put the screws back on. And that's our water valve solenoid. Now one key thing that you should know about the solenoid versus the water pump, think of the solenoid like a traffic light, and the water is the cars in traffic. Cars are going in all sorts of direction, and you want to control the flow of the traffic using something like a solenoid. So a solenoid in this system is like a red light and then a green light. When it's closed, it's a red light. When it's open, it's a green light. So we could decide if we want flow to go through or not. So if I was to place it on our system in the middle here, we can close it and water should not flow over to the other side. And then we can open it and water should flow to the other side as long as the pump is on. So let's get started with the demo. So to build this out, we're going to need a couple of different parts. First off, the solenoid, some PEX tubing, an adapter which is going to take us from PEX to a smaller line, a relay and some wires, and some of that small tubing for the solenoid since it's not made for PEX. So we're going to be cutting in the middle of these two buckets. So I've already sliced one here. I'm going to slice again here. We're going to bring it down to the table and that's where we're going to run the solenoid. Just going to squeeze that on there. Okay, now we have an elbow pointing back down and squeeze that on nice. All right, so now we have our pump connected to a couple of elbows bringing it down to the table. Now from the table, we're going to be connecting the adapters and the solenoid and then pumping the solenoid into this second cup on the other side of the screen. See right here and right here, there's arrows pointing the direction of where the water flow should go so it should be going like that. So we're going to take our water solenoid, we're going to plug it into the quick connect as tight as we can. So we have pump, tubing, down to the table. At the table, we go elbow into PEX, PEX into tubing, tubing into solenoid and solenoid into the next bucket with the super skinny tube. So from last time we have this white cable, which is for a power supply that turns or that powers the pump. And then right here we have a blue relay which connects the power supply and the pump together. And then we can control that relay using our code and the Arduino. Now we're going to need to set up our electronics for the solenoid. So here I have a 12 volt power supply that I'm going to be using on the side just like we did for the pump. This power supply like always has a red and black cable. Those are positive and negative. So first off, let's start by plugging in our relay into the Arduino. To do that, we're going to need three different cables, one for ground, one for positive right in the middle, and then one for signal. One thing I forgot to mention is the Arduino only has one 5 volt port and we're going to be using multiple 5 volt devices. So since we're not going to be creating cables that split and do all mess like that, we're going to be using a breadboard. On a breadboard, you can use a row of slots for the same power source. So we're just going to grab a second set of cables. We're going to be unplugging the pump relay. We're going to just plug in 5 volt and ground and then put those on the breadboard like this. All right, now we're going to just plug in the relay from the water pump. 5 volt into 5 volt, ground into ground. Now we're going to be connecting up the relay for the solenoid pump. What we want to do is we want to connect the power source for the solenoid and the actual solenoid together and put a relay in the middle just like we did for the water pump. It's the same exact situation. Power source, the item we're powering, and in the middle we're going to put a relay. So I have my relay right here. I'm just going to plug in the cable here. So we have ground, we have power, and we have signal. Ground will be going into ground like this. Then power will be going into power like this. And then this blue cable right here is our signal cable. And that's going to be going into pin number 3 on the Arduino. We used 4 for the water pump. We're going to be using 3 for the solenoid. Let's keep it simple like that. Now let's do the same wiring setup that we did for the pump and let's make sure we don't make the same mistake where we used normally closed instead of normally opened. This is our negative. Our negative will be going to the negative of the power source like before. And I'm just going to grab some shrink tubing and do like last time. So it's nice and sealed with water. So we're just going to take the red wire from our power supply and we're going to put it in the bottom one of the relay. Make sure your relay says which port it is so you don't use the wrong one. Mine it's the bottom one. Now we're going to take the power line from the solenoid and we're going to stick it in the middle. The middle it's the COM port. Looks like it's a bit of a tight fit. So I'm just going to squeeze it in. So now we have a power supply our solenoid and a relay in the middle of the two right here. You can kind of think of our relay working the same as our solenoid. Our solenoid has one place to another like a source to an output and it's going to be blocking the two. Our relay is doing the same thing but from power to power and this is doing it from water to water. So I'm just going to go over everything. We have our power supply for our pump which goes into the relay. The relay blocks the power to the pump and then the relay connects to our board. Then we have our power supply for the solenoid which goes into the relay which is blocking the power to the solenoid and then our relay plugs into our Arduino. So the same setup twice for two different things. Now let's plug in the Arduino to the computer and start writing some code to make this all work. You can see that the relay is turning on and off because it still has the code from the last project. So the Arduino is just running that over and over and over which I think was one second of pump on and then five seconds off something like that. So what we're going to do is we're just going to highlight this and control slash then we're just going to upload it to our board. Oh no upload port working. Okay we got to click on our board first. Then we got to connect it there. All right nice so now the code should stop running on the Arduino because there is no code because it's all commented out. To undo that just press control slash and until you upload the the code won't run because it still has the old one. The first thing we're going to do is add another variable just like this one relay pin four. We're going to be adding one solenoid pin three. This is the pin for the solenoid this is the pin for the pump. To make it a little easier I'm just going to call this pump pin now we just have to go replace pump pin. Right here right here and right here. So we're going to do the same exact thing. So we can actually just take this and duplicate it. So we're going to put solenoid pin in pin mode output because we're going to be telling the relay what to do so we're outputting information the relay is not talking to us it's not telling us anything so it's not an input. Then in the next step we're going to have to make a couple different changes. Because I don't want the pump to build up a bunch of pressure while the solenoid is closed and then for something to burst and spray water everywhere all over the electronics what I'm going to do is I'm going to turn on the pump for a second it's going to build up pressure very quickly and then after that second I'm going to be opening up that solenoid valve letting out some water and then repeating the process. Now one more thing is the pump is not only very powerful but it's using big half inch tubing and then we're reducing that into this very thin tubing.  So we're going to try as small as we can intervals and slowly add time and see how far we can go before something explodes. So for the code we're going to do the same thing digital right pump pin high is on and then low is off and then delay is a delay for how long we want to put. So this is one second this is five seconds. So what I was thinking is we put on the pump for one second. Let's copy paste this you can remove this and this not to confuse anybody. Now we're going to put the solenoid pin here on for one second and I'm just going to copy that off again and then I'm going to remove this and then we're going to put the solenoid pin low. So in this scenario what would happen is the pump would turn on for one second on its own. Then the solenoid would open and the pump would still run for another second because the pump only turns off down here. So the solenoid and the pump only turn off here after two one second delays. So the pump is on for two seconds the solenoid is open for one of those seconds. So one second we're building up pressure and then one second we're opening up and letting that pressure release. So just to start off we're going to put two half second delays make sure everything is good no leaks no water exploding and then we'll put those higher and higher as we go. So let's go over it one more time. Our pump pin is on so pump is pumping water pumping water but the solenoid is closed. Then solenoid opens pump is still on pump is putting water through the solenoid which is open and into here for half a second. Then both turn off and repeat the whole process. One thing I want to do quickly before we start is I want to see if I'm triggering the solenoid properly because maybe the power and the negative are on the wrong sides. So we're just going to comment out these two rows. Remember control slash commenting out these two control slash and then putting this one and then I'm just going to grab this I'm going to put that over there and I'm going to turn these into 1.5 seconds each. So what should happen now is the solenoid should open for a second and a half and then close for a second and a half and we can actually see if it's working. Now let's see if the relay okay the relay is opening and closing. The relay is going on and off but we didn't plug in this power supply yet to the wall so I'm just going to do that I'm filling the relay oh I can feel the solenoid freaking out you could probably hear that on the mic let me put the mic really close to it. So I'm going to plug in the pump into the power supply right now and I'm going to unplug the solenoid to make sure the solenoid stays open and I'm going to turn on the pump for a really small amount of time and I want to see if the water flows through if it doesn't flow through the solenoid is closed and then we have some kind of problem here so let's just go like this we're going to highlight this close it like that now I just want to turn on the pump for half a second and then I want to turn it off and I'm going to put a delay of five seconds so pump goes on half a second and then pump turns off five seconds and repeats so let's see this relay should stop working now this one's working check it out in five seconds it's going to turn on for a second oh and we have water leak damn look how much water is coming out that pump is definitely overkill oh it's just steady flow at this point look at that oh my god okay I'm gonna get the towel on there let me get some more and the pump is off and it's still just flowing I'm kind of tempted to just get a cup and pour it all in there it's still flowing I think it's just siphoning we got it oh it's definitely siphoning I didn't think of that I gotta lift this up like that and I gotta take this goddamn connector off okay whoa yeah it was definitely like if I push look at this if I push this down it's gonna start siphoning out yep I did not think of that okay now it's stopped because the bucket just kept going down it wasn't stopping I mean I have like seven towels on the floor now turned a five-minute project into a 25-minute mess oh that's disgusting that's brown water okay so instead of using this stupid connector that doesn't work and cost me $20 I'm gonna be returning that and I'm just going to make this reduction tube so while my little homemade coupler is drying up with the super glue I'm going to be making a little attachment in the middle here nice and tight well it's super messy but it seems like it works when I actually blow on the end and I cover this side no air comes out so knowing that I think it's going to seal really good now what I want to see is can we get water to flow through here all the way to this and come out safely somewhere and I'm going to try and actually pinch the tube and I'm going to see if I can create enough pressure to blow something else out here and then we can figure out what to do next okay it's starting to pump some water it's really low flow though all right so we do have flow it's just extremely weak okay so after that whole mess let's just go over everything one last time the idea here is that if we had a split here into two rows we could put a solenoid on each row and we can open one and close the other and then kind of divert the water like I said earlier like we're diverting traffic so we can say like okay turn left or turn right no one goes everyone can go we have all those options now to control and we don't have to do it by turning on and off the pump the pump can stay on full time so one more time plug in the Arduino make sure you're on the Arduino pin like this so from the start we're turning on the pump we're going to turn on the pump for one second I don't want too much pressure to build up because something will end up blowing again then I want to open up the solenoid after one second of the pump for one second so one second open one second close then after that we're going to close both pump and solenoid and we're going to wait five seconds and I'm just going to make sure in that five seconds that there's no leaks there's no problems and I have time to pull out the power supplies so what's happening now is you can see this relay has a red light that turns on one second later this relay has a red light that turns on and then they both turn off for five seconds and wait red light one second later red light and both turn off and the next time they turn off for five seconds right now I'm going to plug them both in pump is on then the solenoid opens okay we have a little bit of a leak but nothing big we can kind of ignore it for now so we're getting flow but not enough so we're going to change in the code we're going to make the pump run for longer just a little bit longer all right so our pump is going to turn on for one pump five seconds then our relay is going to open the solenoid and we have water flow now let's try and see if we can build up even more pressure and not have just a little drizzle of water I want a nice flow so I'm going to make the pump run for three seconds now yeah so we definitely have a water leak as you can see right here I need more towels well I'm going to end it with that we had some water leaks we had some problems I kind of didn't expect this stuff to happen so the video is probably going to be a lot longer than I expected it to but I hope you enjoyed this video the next video we're going to be adding a pressure sensor and a flow sensor in the middle so we can see some numbers and see what's happening with our project if you enjoy this type of content do me a favor and subscribe to the channel because 98% of people who watch my videos don't stay for more if you like the video like the video if you have something you want to tell me or if there's something you want to see in the next video when we're going to do a pressure sensor and a flow sensor let me know in the comments and I'm going to see you in the next one