There's really just two types of people in this world. The people who continuously whine, and then there's the other type who take action. What is up, everybody? This is Chris from the Rewired Soul, where we talk about the problem, but focus on the solution. And if you're new to my channel, my channel is all about mental health. So what I try to do is take different topics going on in the YouTube community or from my personal experience and try to see what lessons we can learn to improve our own mental and emotional well-being. So if you're into that stuff, make sure you subscribe and ring that notification bell. And if you're not yet, follow me over on Instagram and Twitter at the Rewired Soul, and I'm gonna tell you why. So this video, this video right here is the first of a series.  What? Well, yes, this series is YouTuber Tuesdays. All right, and over on Instagram, I had a little contest, if you will. And I was like, hey, give me ideas for what I can call this series. I don't really know. And by the way, like five of you won. All right, you get a free copy of any of my books. So make sure you follow me on Instagram. I'm doing like polls and contests and everything like that. But yeah, it's like one of those things where like, I can't believe I didn't even think about it. Like some people said like, Tuber Tuesdays. And I was like, oh yeah, YouTuber Tuesdays, yeah. So anyways, a bunch of you won a free copy of any of my books. I'll send you a coupon code. I'll be DMing you on Instagram. But yeah, I want to dedicate one day a week to helping out my fellow YouTube creators. I've been through a lot here on this platform over the last couple of years. The good, the bad, the ugly, all of that stuff. And yeah, like something I was taught a long time ago is use your experience to help others. But if you're not a YouTuber, stay tuned because the lessons I try to teach are universal. This might apply to you and your own job, all right?  So those of you who don't know the full story, I'm not gonna dive all the way into it. But man, things were going good for me. They were going so, so good for me for a very long time. I started on this platform a couple of years ago and nothing really happened the first year. I just, you know, did whatever. And yeah, last year was my second year on the platform and it started taking off. I did my, I did a series on the show 13 Reasons Why, started getting a ton of views. I'm like, okay, cool. Then it was this time last year, October of 2018, I started covering the Shane Dawson series inside the mind of Jake Paul and I was on this, like just meteoric rise, you know what I mean? And then after that, things just got better and better. So this time last year, I was about 18,000 subscribers, all right? And I jumped from like 5,000 to 18,000. By the end of the year, like my goal was like 60,000, which was crazy. And I ended up hitting like 70,000, all right? Like every video I was putting out was just views, subscribers, views, subscribers. January and February of this year, 2019, things were going amazing. And then March, I got canceled. A lot of it was my own fault. 90% of it was my own fault, right? But since then, I've been still pushing forward and doing work and everything like that. And oh my God, I'm so sorry. My beautiful girlfriend Tristan's sitting right there.  So for the last six months, like my views have tanked, not only have the subscribers tanked, but like the views, all right? Like losing subscribers, that's cool.   I was getting tens of thousands of views.  So as many of you know, I got to go to Vid Summit, all right? So Vid Summit, it's like VidCon, but specifically for creators, all right? So I went to VidCon this year, loved meeting so many of you, but Vid Summit, that's where you go and you put in the work, all right?  You learn from other people's experiences.  I have spent six months just sitting here bitching about YouTube and the algorithm and how things are so unfair. I make daily videos and I work so hard, I work harder than so many other people and I put in these tags for SEO and I type descriptions and I work so hard on these thumbnails. Well, when I sat there in those panels, I saw that I wasn't. I was not working nearly as hard as I thought I was, all right? I went to so many panels and they were talking about all of these little things, all of these little things that I did without question when I started on YouTube, when I started on YouTube, I was building a community. I was being very thoughtful of how I linked my videos and engaged with people on my channel and I grew and I grew and I grew. But when things got easy for me, I stopped doing all of the small little details, all right? And I finally realized like, wait, YouTube's not the problem. I'm the problem, all right? And finally, like the people in my life, the people aside from Tristan and, but others in my life, like in the YouTube community who I've been just sitting here and crying to, like I'm just like, you know what? It's time to put in the real work. You know what I mean? And that's another reason why I'm being more active on Instagram and Twitter and all these other things. Whether or not I'll get more views or whether or not I'll get more subscribers, I don't know, but the thing that was beating into my head at Vid Summit is something that I knew for a long time and I forgot was that this isn't about me. I come here to give you value. This is about you, not me, all right? So as long as I do that and I try to provide you with mental health tips or education or whatever it is, if I can do that and I get one view, beautiful, all right? So why am I making this video? Well, I did pull my head out of my ass, but there is something going on in the YouTube community and a lot of it has popped off since the McJugger Nuggets video and trust me, YouTube definitely has issues. But like again, this series is to help out my fellow creators and I see so much entitled, whining and complaining. And yeah, you thought this video was just about me, but no, no, no, it's about a lot of other creators in the YouTube community. Just like my girl, Missy Elliott, I just put my thing down, flipped it and reversed it. It's your thing to be the flan, yeah, that's right.  Unless you're getting brand deals which you can do on YouTube. Like you guys, like let's put this in perspective real quick. If you make videos on Facebook, they play non-skippable ads on your videos and you don't see a dime of it. And everybody is complaining about demonetization. So there's a few things. One of them, for all of you in the audience, don't be fooled. Just because you get that yellow icon does not mean that you are fully demonetized. There are plenty of videos that a lot of us have that are showing yellow but we still get ads on them. Now one of the issues is I wish they had three colors because there's green, you're totally good. Yellow can either mean some ads or no ads. It doesn't tell you which one it is.  But it does not mean that you're not getting paid at all. I have plenty of videos with that little yellow sign where I'm getting paid. But anyways, I'm sitting here and I'm not gonna name names but I just saw a bunch of creators and like I said, it's been going on since the McJugger Nuggets video. And like somebody said, YouTube's holding us hostage. Like after I upload a video, I have to sit here and refresh and wait for monetization. Like what? What, no you don't. Like here's the thing. Like do you know how many shitty jobs I've worked at? I've worked at a lot of shitty jobs, all right? First off, YouTube is not my employer. It's none of our employers unless you work at YouTube headquarters. So when I see my fellow creators equating this to that job and employer relationship, it's not. It just isn't. We didn't meet with HR. There's no benefits or anything like that. Like YouTube is doing so much more for us than so many other platforms.  Susan Wojcicki is never gonna see this video. But I've worked at so many jobs that were so much worse. And let me tell you the beautiful thing. Let me tell you the beautiful thing and this is for everybody watching this video. If you don't like your situation, change it, all right? Like how long are we gonna sit here and whine and complain? Now I'm not saying like don't work for a better environment and everything like that. But like when I see people who are just doing this on a day to day basis, I'm sitting there and I'm like, leave, like just go. Like we're not being held hostage.  You know what I mean? Like we have that freedom. Like if I have friends who are working at a crappy job and they're complaining about that crappy job every single day, you know what I'm gonna tell them? Start looking for a new job. Sorry, quick little edit in here. Something that I forgot to mention in the video is one of the reasons why I'm kind of given that tough love is this. And many people don't realize this and this is not a blanket statement about all creators. But there are many creators who are not even working five days a week or 40 hours a week. You know what I mean? And like I just, I feel that many other creators don't really have like a normal nine to five job to really compare this to. But we also have to take a look at the given take of this whole thing, right? We make our own schedule. We decide when we upload and everything like that. So I don't necessarily agree that when we upload we have to sit there and keep refreshing because we can leave, we can upload whenever we want. Like that's kind of the awesome thing about being a YouTuber is the freedom that you get. You know what I mean? Like there's two different types of control. And it's the internal locus of control or external locus of control.  It has been proven time and time again that these people are more depressed and more anxious. Then there's the internal locus of control. If you can work on that, this means that you believe that your actions get certain results, right?  And I see far too many people acting like they're in no control at all. Here's what's fascinating to me. Like I said, VidSummit is an event where YouTubers go to learn, right? To learn how to grow their channels and do better on other social media platforms. I'll tell you this. All of the people I see complaining, I didn't see any of them at VidSummit. At VidSummit, I saw a lot of big creators and I don't see them complaining nearly as much. Do they have some gripes here and there? Yes, but those are the ones who I respect a lot more because they're putting in the work.  So the last thing I'll talk about is anchors, all right? So there's this amazing author, Dr. Dan Ariely. He is a social economist. He tries to study why we do what we do, why we behave the way that we behave, why we think the way that we think, and all these other things. And he talks about different anchor points. So, you know, here, I'm old, I'm 34 now. Let's talk about me. So gas prices, when I first turned 16, they were like, what, like a buck 25? All right, so that was my anchor. That's where it was at. So now with gas prices at like four bucks here in Las Vegas, I'm like, well, back in my day, there used to be a dollar 25. And then people older than me, they're like, I used to get 50 gallons for a nickel because that was their anchor point. And what we see with a lot of YouTubers, and what my problem was too, I reached such a good stride of success that my brain has latched onto that as the anchor. All right? So what you see, a lot of other creators, they were in this time where the YouTube ad revenue was so good, demonetization was not even a thing. They were living the dream, right? And now that there's more restrictions and it's a little bit tighter here on the platform, they're comparing it to back what it used to be. But we have to be flexible because nothing, nothing stays the same, right? The only thing that is inevitable is change. You know what I mean? But like I said, like we need to come in here and be grateful or we gotta take off. And not saying that we shouldn't make change or like work for changes, but there's a difference between putting together like well thought out arguments or videos to have a debate, to have a discussion and just whining. Here's a good example of that. Someone who put together a very well thought out structured video was Nerd City. Amazing video. It was detailed, it was calm, it was cool, it was collected, it had a bunch of different points that it touched on, beautiful. Is YouTube doing anything about it? I don't know, but I'll tell you what. That video has more of a chance to incite change than people whining on Twitter, all right? But anyways, the moral of this story, the solution of this story is take a look at your life, acknowledge what you can and cannot control, all right, something I had to realize is I have absolutely no control over the YouTube algorithm. What I have control over is my work ethic. What I have control over is how much I stay engaged with the audience. What I have control over is whether or not I stay on this platform. These are all things that I have control over. So, if you're somebody who's stuck at a job that you absolutely hate, look at what you can or cannot control. Anybody who's been to therapy, you've probably had a therapist say this to you. You either accept it, change it, or eliminate it, all right? If you can't accept it, and if you can't change it, guess what you gotta do, okay? But anyways, again, I will be DMing everybody on Instagram who won the contest. Like I said, I think there's like five of you, all right? But if you liked this video, please give it a thumbs up. If you're new, make sure you subscribe and ring that notification bell. And a huge thank you to everybody who supports the channel over on Patreon or buys my merch or my mental health books. All of you help when YouTube is demonetizing video. See, there's other ways to go about these things, all right? Anyways, thanks again for watching. I'll see you next time.


So hello, Romani. I think it's my turn now. Thanks for the previous demos. So for those who don't know me yet, I think there's quite some of you. I'm Matej. I'm from Consensus Lab. And I'm working on a consensus algorithm that is fast and scalable for being deployed in the subnets that Alfonso was just showing. So let me share my screen. I hope you see everything. So I will be talking about MIRBFT, which is a scalable consensus implementation for everyone, not just for the subnets, hopefully. And since this is a project that most of you haven't seen yet, I will first spend a few minutes on introducing it, say what it is, how it works, and how it can be used. And then I show a little demo of how it can actually be used for an application. So MIRBFT is a framework for implementing distributed protocols that has a focus on consensus protocol, but ideally should be able to implement any kind of distributed protocols, or let's say a wide variety of consensus protocols. It is available on GitHub, and it is part of the consensus lab wide view project, which is the project about scalable consensus. And you can look at more details about the project also in the link. Actually, I will post in the chat when I find the chat window. Here is the chat. I will post the link to this presentation so you can look at the presentation and click on the links. OK, just a little heads up. The name MIRBFT and the location GitHub might be updated in the very near future, so stay tuned for that. Don't focus on the naming for now. All right, so how does the implementation of the framework work?  So the basic abstraction is the node, and every machine that is running the protocol instantiates one node like this. And the implementation is as modular as possible, so the node basically just provides an internal mechanism for different modules of the node to communicate with each other, with each other, and for each performed to its task. So there is some application module. There's a module that actually contains the protocol logic. There is a module that takes care of the network communication, like sending actual messages on the network. There is a module that stores the payloads of the requests that are being agreed upon in the consensus protocol. And there are some other modules that are not really that important for these explanations now. And once you instantiate the module, you have three functions that you can run on it. It's that you can call. One function is run, which starts all the machinery and the processing that is necessary for the nodes to function. There is the submit request function. So for a consensus protocol, when somebody wants to, when a client wants to submit a request for ordering, for agreeing upon, they need to call the submit request function and insert a request in the node. And the status function is just for debugging purposes. We don't need to know too much about the node. Now, the node itself is just basically implementing a slightly fancier event loop that is getting all the events produced by the modules, storing them in the buffer, and then processing them and disputing those events to the modules where they should go. Each module then processes whatever events it needs to process, potentially creating more events and so on and so on. So this is just an event loop. OK, so this is the very high level architecture of it. Now, how do we use that? So this is an excerpt from the code, how MIR-BST can be actually used to implement a distributed application and to offload as much as possible from the programmer, such that the programmer can just implement the application or the protocol they need without worrying about too much more. So let me show you a few lines of the code now. So if we want to implement a simple chat application where everybody running a node will participate in a group where they can exchange messages, we need to implement the logic of the chat application. And this is a very simple one. We have a chat application here. And the only state the chat application has is an array of messages that is totally ordered from each participant. And it needs also the reference to the request store, which is a request or module so it can actually access the payloads of the messages that are being sent around. And so if you want to implement an application, if you want a distributed application with MIR-BST, you need to create an object that implements an interface that consists of only three functions, apply, which receives a batch of requests and whatever the requests are, they just get applied to the state. So in this concrete case, we just cycle through all the requests in the batch. And what we do, we create a chat message, we print it, we say client, so and so, send message, so and so. And the message is just the request data. And we append it to the list of messages that the application has. And then in order to be able to restart and catch up with the state, the application needs to be able to create a snapshot, which is simply serializing all the state in an array of bytes. And it needs to be able to restore its state from such an array of bytes, which is not that important for now. All right. So how do we actually do it? As we saw here, we have a node that has several modules. And this is exactly what it looks like in the code. So first, we create some modules, like the networking module, which the library, the Mirbrift library has sub-packages that actually provide some implementations of those modules. So we have a GRPC-based network transport module. We have a request store. For now, we just use a volatile request store also provided by the implementation itself. And we need to also tell the node which distributed protocol it actually should be executed. So which protocol logic there is. In this case, we use the only protocol that is being implemented. It's not even yet implemented. It's quite stubby, but it already can be used for the demo purpose. So it's ISS. It's a total order broadcast protocol. It's a consensus protocol. And we create some configuration for it and we create a protocol also using a library function because the ISS package is provided also by the library. And then we assemble the node the same way that was shown on the slide. We create a new node. We give it its own ID. We give it some configuration parameters and we say which modules it should be using. It will be using the net module, the request or the protocol module that we just created. And we just tell it what application should be therefore processing the agreed upon requests. The crypto module, as you can see, it also needs a crypto module. We only have a dummy crypto module implementation step but this will change soon, hopefully. And then we create some... We create some other boilerplate code for actually passing the requests to the implementation and we read messages from the command line and we submit the requests to the node. So how does it work? I already prepared for the deployment of four nodes and basically we just run the chat demo application here which is the main file I was just showing. It executes the main file that I was just showing. One is with ID0, one is with ID1, ID2, ID3. So let me start all of them. So they all initialize, they connect to each other and I press enter once more on client two. That's why everybody already sees that client two sent an empty message. But so basically when I type in some message, some low message, I press enter. What happens is that it creates a request for the total order broadcast system. It submits it to the node. The node agrees on receiving that request and all of these deliver the request to the chat application which prints it on the screen now. And given the implementation of the protocol, all these will be in total order. So if I really quickly typed something in different windows, like I would have to be very fast, manually it's not possible, then everybody would receive the messages in the same order because they're totally order. Now this is a demo application, but the same principle applies to the consensus protocol implemented in the subnet. And that's the goal for the next months to actually make this part of the subnet consensus protocol. So that's it for the first demo of this. Thank you very much. And I leave the floor for the next demo.


Hello and welcome to the session. In this session, we are going to discuss the following question and the question says that Samantha bought a phone plan. Her monthly call charges are given by the equation y is equal to 0.30x plus 39.95 where x is the number of minutes Samantha spends on phone calls. She also gets 500 minutes free call time, what do the numbers 0.30 and 39.95 tell you about her phone plan, how much will Samantha pay if she uses 560 minutes in a month. In this question, we have to interpret the parameters given by 0.30 and 39.95. We are given the linear relationship by the equation y is equal to 0.30x plus 39.95 where x is the number of minutes Samantha spends on phone calls. Let us start with the solution of this question. Now we are given the linear relationship which is given by the equation y is equal to 0.30x plus 39.95 where x is the number of minutes spent by Samantha on phone calls and y is the monthly cost of plan. Now we see that this equation that is y is equal to 0.30x plus 39.95 is of the form y is equal to mx plus b which is the slope intercept form of the equation so on comparing these two equations we get the value of m as 0.30 and the value of b as 39.95 So slope of the equation is 0.30 the y intercept is given by 39.95 Now we know that slope tells us the rate per unit and intercept gives us the initial value thus 0.30 tells us the rate of call per minute after using 500 minutes of free calling and 39.95 tells monthly charges of the plan are 39.95 dollars. Now we have to find the charges which Samantha will pay if she uses 560 minutes in a month and from the question it is given that in her phone plan 500 minutes are free thus she will pay only for additional 60 minutes So we put x is equal to 60 in the equation y is equal to 0.30x plus 39.95 and we get y is equal to 0.30 into 60 plus 39.95 which implies that y is equal to 0.30 into 60 that is 18 plus 39.95 which further implies that y is equal to 57.95 Since y denotes the monthly cost of plan thus we can say that Samantha will pay 57.95 dollars if she uses 560 minutes in a month which is the required answer this completes our session hope you enjoyed this session


So, good morning everyone. I'm going to be talking today about a project that I'm setting up with a colleague to see if her stuff wasn't as she couldn't unfortunate to be here but We're going to be talking. Well, we're going to be investigating sheep, which is my kind of thing But we're also going to go more into textile production, which in the iron age which she is a specialist of. So And we also have a star under the project that is going to study Modern-day sheep keeping as well with an artist who's going to document that But I'm not going to be talking about that. So this is really like, you know, we don't have that much results. These are more kind of preliminary thoughts I'm going to link up quite a lot to what you said about the Sharon Potora or the wool chain as we call it so But What I thought was quite compelling about this session is that we are really interested in in those aspects that are invisible And that's what I've been working with for a long time trying to get the social Relationships between humans and animals and that's when I discovered sheep and wool textile So our so there is one factor in this process that is often rendered invisible and that is That's our starting point is that textile production is impossible without sheep But the life of sheep and their prerequisites to thrive are often invisible in textile studies We consider sheep as sentient beings with the capacity to Act as co-domestic beings and as such co-creators of shared human animal life worlds Today and in the past Sheep are important animals in terms of social life research management and transhumans And in Western Norway, whereas which is why we're working and I forgot to put a map, but you will know where that is, right? Sheep have been very important in Influencing the development of landscapes of farm life of shaping the yearly cycle providing wool for textile production and trade from the early Bronze Age onwards until present-day and In this deep time frame life and death of sheep have become Entangled with human life and human death and are inextricably bound to the development of human society So this paper considers how humans and sheep share a deep history of co-domestic Traditional ways of living in Western Norway that goes back to the introduction of sheep in the middle of the week until present-day Management practices of sheep include a wide variety of material culture, which is a result of primary and secondary product strategies and spans textiles architecture and the ecosystem of pastures Activities linked to the procurement of these products are social activities Which create not of sheep human materiality leading to embodied products and practices So our project tries to examine and document past practices of co-domestic human sheep lifeways and deathways How past satiities and past human sheep practices have interwoven sheep materiality and humans in similar and different ways So what we want to discuss here is how perspectives And might be implemented in Bronze Age and migration period studies incorporating grazing regimes and textile work since the early Bronze Age, which is about 1700-1800 Before Common Era in Norway sheep have been vital to herding and farming communities in Western Norway Not only because of the precious wool that they give but also because activities linked to wool procurement are social events Although a large number of studies of wool textiles have been done These have traditionally focused on technological aspects of textile production and The associated knowledge systems held and performed by human agents Lately the potential wool fibres is a source of knowledge of mobility and trade patterns is calling to the fore However, missing from these studies and the interpretation of their results for society at large is a consideration of the sheep From whom the wool fibres have come So We wish to go beyond traditional textile archaeology and look at what Serena was also introducing in beginning by giving grace or importance to sheep and focusing and Introducing a stronger focus on wool as a product of a living sheep given again and again through their lifespan We acknowledge that wool quality is determined by the life history of the sheep such as their age and sex their breed and feed Therefore we wish to explore knowledge systems which incorporate an agency perspective that links human sheep and technology This perspective entails that animals are recognized as sentient beings and sheep have the capacity to act as co-domestic beings Rather than as passive entities Thereby sheep partake in shaping human sheep practices such as penning, lambing, shearing, marooing and transhumans So our project is centered around two overarching research questions And that is how does the ontological status of sheep and wool develop and change through the ages? And then we're talking about from the early Bronze Age until present day And how does the procurement of sheep will create a complex system of knowledge from breeding, lambing, transhumans, flock management, procurement practices to textile Implicitly knowledge systems are investigated both as a production of human society and as a production of sheep society So what is a sheep society? This perspective is informed by Dimitri Neckis that holds that by the use of soft tools like bodily performance Intelligence and history their social skills and strategies form complex societies that depend upon the social transference of knowledge and tradition from one generation to the next Such societies differ from human societies and that they are not fixed stable and durable Nonetheless by use of their social skills sheep live in a society with their own kin and sometimes also with other species such as us and herding dogs So Specializable production is a long and complex process with many stages as they're saying And these each stage requires complex knowledge systems that result from hands-on experience In which key members of a community must hold maintain Control and distribute this tacit knowledge The knowledge systems create products as well as Practices and include a number of stakeholders beyond the sheep and the farmers that come together to create different knots of human sheep into reality And these can manifest sheep dog trials autumn gatherings a cheaper put down from pasture championships and sheep Shearing for example as well as nesting wool cardigans and so on And the architecture of sheep housing and the ecosystem of pastures So the production of high-quality wool textiles is then a long and complicated process with many stages and each stage requires specialized knowledge and experience and It starts really with the sheep and sheep breeding the lambing as you can see here, which is a particularly vulnerable phase that requires Particular knowledge as well and I can easily go wrong So in the words of Alexandra Lanyon's production starts with selecting the right brand for the use And there are different strategies also for grazing sheep One that has come in today and has a deep time depth in Western Norway is transhumans mountain grazing But another strategy is their role say Sheep that you can see here that only eats seaweed and that greatly influences the quality of their wool and Another aspect of grazing strategies, of course, it's herding sheep protecting them when they're out there in The wild landscapes and in Western Norway inaccessible topography is in the mountains Create fringes in the landscape where it can be difficult and dangerous for humans to follow the domestic animals particularly sheep And this kind of transhuman setups So in this situation then in herding This is something I've worked a lot on sheep dogs are vital to herding sheep So there are three kinds of beings. It's the human shepherd that acts as a Self-proclaimed main agent. It's the flock of sheep that are by category the animal others And then it is the sheep dogs that are kind of in between beings have to do complex and autonomous problem-solving and can be both necessary tools but also partners to the shepherd and This often happens in kind of dangerous hilly fringe landscapes and Sheep dogs are thus beings on the fringe. They're kind of hybrid in between status of hybrid Not quite human obviously not quite animal in a way either And operates in fringe landscapes as well So then it's the room in plucking a shearing of the wool the sorting and cleaning preparation For spinning and we have a lot of evidence from us to know I have spinning from our nature graves female graves with lots of spindles worlds, but also other finds I will hear about later for surveys and song Dying of course is an important part of process and I was thinking that that's also something that might feed back into the grazing Rishis because it requires knowledge of plants and where to find them in the landscape And then the finished threads is used for making textiles in a variety of techniques and This is the the light this last stage of the wool chain is what is best known to us due to extensive studies and Analysis of textile production and also experimental work. Of course, it's just what you can see here tablet woven bands from Migration theory western Norway, so we're going to just briefly bring up a case study from western Norway, which is dated to the migration period 400 to 550 common era Which is a period that's really rich in more female graves, but also in textile tools and and textiles So the textiles from this period are very very high quality And we regularly find spindles weaving bathrooms and so on in areas so we're going to talk a little bit about that this deposition from a place called tegla in team a municipality and in this One find There was an unspun wool fleece wool. There was spun yarn There was like yarn real a ball of yarn there was a War with tablet woven Salvage or unfinished wrap There was woven fabric There was also from breeches actually and there's also twisted human hair that was included in and this and everything was put together to in a sack of left that was made from leftover textiles and What's interesting about this is that all of this stuff is kind of unfinished it's it represents different stages of a process so someone I work with this Sunivan Halvosson emphasise that it has a temporary quality to the deposited items and She says that these are the subsequent tasks in the textile process focusing on the transition from spinning to weaving and Describes them as being a very high quality But so there's very fine span yarn, but there's also kind of more rough yarn So she has interpreted is as both made by a master spinner and also by an apprentice and that Therefore it could be young woman's kind of coming of age ritual deposition So we understand this deposit in terms of Alexander Langdon's idea that power or skill in the context of knowledge ability And kind of learning is a mental skill in addition to the more physical one Form of knowledge not just of making laws of being Is something that must be learned in depth and takes time? This is a hand-eye head-heart body coordination that furnishes us with a meaningful understanding and materiality of our world Unbroken chain of bodily movements and actions interacting physically with the material requirements Okay, I think I'll just stop there since I'm out of time Yeah, but the main part thing about our project is that we want to kind of bring in the social dynamics of working with sheep into Into the life world of humans as well and especially these women who were the ones that were controlling and Kind of the knowledge bears and creating knowledge systems together with the knowledge systems of the sheep So kind of yeah Becoming with women and sheep. Okay. Thank you


Thanks to the organizers for their kind of invitation to speak. This is a really exciting program. My brief today is actually simpler than the previous speakers. It's the follow-up of patients after surgical treatment for RCC. Before I go on, I would recommend, however, to you a paper by the eminent Murray Brennan published in the Analyst of Surgical on College with the devil's advocate view of why we may not need to actually follow patients. But having said that, my outline today is to summarize some of the North American guidelines, the NCCN guidelines, and the AUA guidelines. And I'll spend two slides talking about the potential role of other markers. Why do we follow patients? 20% to 30% of RCC patients will localize tumors, will experience relapse, with lung mets being the most common sight. The median time is usually one to two years, with most relapses occurring within three years, although all of us have seen patients who do present decades later with a met. Besides those oncologic reasons for follow-up, the functional reasons for follow-up are important, particularly monitoring for renal insufficiency, and most of the presenters in this session have actually touched upon that today. In preparation for this talk, I was actually talking to a patient who happens to be my neighbor, and he insisted that I present his case. He's a 58-year-old man with diabetes and hypertension, creatinine preoperatively 1.3 with the EGFR of 55. In 2010, we took out a Clear Cell RCC PT3B Level 1 thrombus, negative margins from in 2. So how should we follow him? What does the NCCN guidelines tell us about this? They were updated in 2013 in January. They're all category 2B recommendations. LDH was actually removed from lab tests. Follow-up imaging was modified to have pelvic imaging as optional. And again, not again, but importantly, PET scan is not mentioned. So the follow-up is every six months for two years, then annually for five years, H&P, CMP, a post-op scan at two to six months, and then as indicated. The authors make the statements, no single follow-up plan is appropriate for all patients. And individualization based on size, stage, and grade has to be considered. I would submit that this is a moderately successful way at capturing the risk of relapse. What does the AUA say on this subject? Recently, the AUA guidelines were put forward in 2013. This is a very rigorous methodology that was followed. It encompassed a long period of literature survey, 45 pages in length with 27 guideline statements. I recommend not only the paper, but the reference as well as I found them excellent, divided into five different categorization standard, meaning what you should do, because the benefit clearly outweigh the risks, category A or B evidence, recommendations, options, then clinical principles and expert opinions. Do history and physical? I'm not sure I always do this well, but this is what the guidelines say. In terms of laboratory evaluation and contra-distinction to the NCTN guidelines, the AUA does focus on urinary, UA, buon creatinine, and importantly, EGFR, with the other labs considered somewhat at the discretion of the clinician. Importantly, a statement has made monitor renal function for possible referral to nephrology. So in preparation for this talk, I actually called my favorite nephrologist and said, I'm gonna talk to a bunch of cancer people. What should I really say about kidneys and RCC? And these next slides are actually from Sharon Graves. She said, stop talking about serum creatinine. These six patients over here all have the same serum creatinine, but yet they all have different EGFRs that give them a different CKD between one and three. That's highlighted in this next slide where you have patients who are the same age, two different patients, both have the same serum creatinine of 1.5, albumin of four, B1 of 15, when they happen to have a different race and gender with the creatinine clearance of the person on the left of 90 and the creatinine clearance on the right of 33. Threefold difference. Also, of note, I would submit to you that the calculators that we do routinely use are estimates and are sometimes imperfect, especially as kidney function declines. Why is this important? One of the previous commenters also mentioned that the rate of all-cause death increases the GFR declines. So that is summarized in this slide, but in green, I put down something that the nephrologist really wanted us to become aware of or stay aware of, is that at the first sign of proteinuria on post-op urine analysis, particularly microablenuria, please make a referral. What about bone scans? Do them for indications. What about brain meds? In the entire 27 guidelines, this is the one that achieved the quality of standard, meaning you should do this. Patients with acute neurological signs should undergo CNS cross-sectional imaging because meds can be reliably detected and in the modern era, actually very well treated. As for molecular markers, something that's near and dear to my heart, actually the panel does not feel they should be assessed currently because larger prospective trials are needed. They divide patients to two different risk categories, T1 and zero low risk categories and ask for guidelines about those and then the high risk. Abdominal CT or MRI should be done post-operatively after partial nephrectomy, but after radical nephrectomy, abdominal CT, MRI, or ultrasound can be done. In terms of surveillance, abdominal imaging, abdominal imaging either ultrasound, CT, or MRI done yearly for three years after partial nephrectomy for these low risk patients, but do have a consideration. You can have a one centimeter tumor or a 6.9 centimeter tumor, both are T1. That has to be considered along with positive margin grade, aberrant histology, papillary features, et cetera, and don't forget patients with post-op complications. Which patients may forego imaging? And I thought this was particularly relevant in the era of cost containment that we are now in. For these low risk patients, additional dominant imaging is optional if the post-op baseline imaging is negative given the low risk of progression recurrence. Although if one does this, the patients need to be advised that there is a low finite risk of metachronous contralateral tumors. As for chest imaging, chest X-ray is advocated for three years, and then after that, only as clinically indicated, chest CT may lead to false positive leading to potentially invasive further testing. What about the high risk or moderate risk patients, T2 to 4 or TNE and N plus? Four guidelines. Here, a chest, an abdominal and chest scan should be done three to six months post-op in order to have a baseline. And then Q6 month scans, either CT, MRI or ultrasound of the abdomen and chest X-ray for the chest, potentially chest CT for three years, annual imaging for years four and five. What about beyond five years? And that's a real question that is relevant. That's to the discretion of the clinician. Most relapses as come to that earlier occur within three years. Metastases may occur indeed very, very late, but multiple decades later. As far as PET scans go, much like the NCCN guidelines, the panel comes down hard on the side. There's no data to currently support the routine use of PET scanning for such patients, although more relevant recent radio tracers are under studies such as the Chimeric G250 products. Are there other ways of thinking about predicting the risk of recurrence? This is the utility, if you will, of adding cost-effective markers. The GPS Glasgow prognosis scores a combination of C-reactive protein and albumin, CRP greater than 10 or less than 10 and albumin less than 3.5 or greater than 3.5, given a score of zero, one or two. And it actually is an independent predictor of metastases. On the right is a paper that's currently in press, which is an external validation of data from the Glasgow group itself, we validated it, and if patients have a score of two compared to zero, their risk of development of metastases is sevenfold higher. And that's even after controlling for all other variables. For a while I was thinking that maybe I had drunk my own Kool-Aid on C-reactive protein, although there's literally hundreds of papers on this topic from Europe and Asia, there's a positive data from America. And so on the suggestion of Weyland-Shaw fact member at Emory, we sent all our data to the emperor of all nomograms, Michael Katan, and he helped us to construct a post-operative and pre-operative nomogram, which a high C index of 0.89 incorporating pre-up CRP, post-up CRP and M-stage grade age, and it actually covers all histologies. So there may be a future for this. Back to our patient. He's four years out, creatinine of 1.77. He's seen by nephrology as eight scans. He says he pays $1,000 out of pocket each time. And he's irritated and wanted to know why he couldn't have something else done. Emory cost is $8,000 per scan. CRP costs $12. So potentially there's a use for this in terms of tailoring the amount of surveillance we need. Thank you.


Welcome back, this is a series of talks on open and distance learning. In this part, we will discuss about process issues that are involved in ODL. There are a few other issues which we will talk in the rest of the parts. What are the process issues in an online course? I have organized them into eight categories. The first of them is on how the course is designed, then about content creation and delivery. There is an issue about tagging the course. There are identity management issues. There is an assessment. How do you conduct exams and tests? There is a collaborative aspect of the course which is actually very important on an online course and then there is certification issues. Let us look at each one of them. Course design. I have a small example here. I hope you can see the detail. It does not matter if you do not. I will explain what this is. So, I have here data structures. It is a topic in computer science. A very fundamental elementary topic often taught as the first course after you learn programming. So, it says data structures, there are several sub topics like binary trees, linked list, AVL trees, multivay trees, B trees, hashing, linear hashing. The interesting thing about these topics is they actually follow a dependency. That is, before you can talk of AVL trees, the students should know about binary trees. There is a dependency like this. Before you can talk of binary trees, you should have talked about linked list. Before you can talk about linear hashing, you should have talked about hashings per se. So, these set of topics subscribe to this dependency diagram. Now, you must notice that this topics and the dependencies are universal. I call them universal models. This is the property of the domain. It is not a property which has been imposed by individual expert. Now, what for each one of these topics you can have a learning object. You can have multiple learning object. We will see what learning objects are in the next slide, but essentially learning object is nothing but an explanation of what the topic is. So, I have a set of learning objects, may be more than one for each topic. So, now if there is a course offered by let us say IITM on data structures, they will pick up a set of topics that are listed here and say this is our data structures offering. Another institute may pick up a different set of topics, again a subset of this and say this is our data structure offering. These two offerings may be different from each other. There could be variations, but both these confirm to this dependency. In both offerings before you can talk about multivariate trees, you would have talked of binary trees. Multivariate trees come before binary trees. When here multivariate trees come before binary trees. So, when you are designing a course what you have to do is take the domain, identify the topics in it, identify the dependency, pick up a set of topics and then construct the course. This is what I am calling course design. Another point is about content creation and learning objects. This is a small extract from a standard. When you try to create content for an online course, you do not make it into a one hour talk that is difficult to follow on an online lecture. If you are sitting in front of the computer and staring at it for an hour, your attention spans do not work out. So, typically what you do is you break them down into small learning objects. Now, what are learning objects? Learning objects are small units of learning ranging from 2 to 15 minutes. They are self-contained and often you should be able to take a learning object on any topic and that is all you need to know. You want to know. They are reusable. This is very important. That means if I have created a learning object for a particular course offering, I may be able to use the same learning object in another course offering because the topics are the same. They can be aggregated into small collections. You can string them up half a dozen learning objects into a lecture. Again, this is another important point. Each learning object has some metadata associated with it. That is, you describe what this learning object is about. Describe by a keyword which is descriptive in the domain and of course, some metadata like who has delivered it when and how long and what language and so on. So, when you are creating content, you essentially do it through learning objects. The next aspect of an ODL is how this content is delivered. So, I have put three points here. The first point says we weave assessment into content streaming. That is, an assessment is nothing but in this case a small question which asks about, tests a concept about the content that is being talked about to make sure that the student has understood what is being said to make sure that the student is alert. So, I am talking about a technology not simple recording of a talk that is delivered, but some interactive component which is inserted in between the talk which can accept a response from the student against a question and say this is correct or not correct. Go forward or not. It would not go forward if the response is bad is incorrect. It will say no, try again. It may even prompt you what the reason is. So, an assessment woven in between the content that is what we mean. Of course, we also need to be able to deliver to multiple platforms. This is sounds easy, but actually difficult to do because the student may want to learn from a desktop, from a handheld, from any from a phone for example. So, it is become very critical that I should be able to handle any kind of client. Now, capacity. When I am talking about a course on online, I do not know how many students are going to access it and at what time. So, I should be able to handle a large number of students and the demand may be elastic. Suddenly, I may have 1000 users coming online and another time there may be only a few 4 or 5 of them accessing the content. So, I have to build my system to be able to handle an elastic demand. Capacity is very critical in the delivery. So, this is another issue in having an online course. So, the flipped classroom is again an issue related to delivery. Very often what people do is when we have content that is recorded, I might actually use it in a interesting model. I might have a face to face class that is floated in a landed university and what I do is I do not use the classroom to actually deliver the content, to deliver the lecture. I tell the students look the content is already recorded and put on YouTube go and listen to this episode and come back to me. And what we do is once they listen to the content and come to the classroom, the classroom time is used for interaction of different nature. It can be used as a tutorial we can discuss. Have you understood what is being said there? Are there any difficulties? Let us talk about it. I will ask a question and say what did the instructor say on this? We can actually try to use the classroom time to do a tutorial to take to solve a problem to apply the knowledge that is learned. The classroom time can be used for discussion amongst the students. So, you get multiple perspectives and a deeper understanding into what is being said. So, this is called the flipped classroom model sounds very attractive. So, sometimes the content that is recorded and put online may be delivered in a flipped classroom model as well. So, again that is why I call it a delivery issue tagging. So, when you have a learning object, when you have a lecture recorded and put online, what you would like to do is to search for it. You may have a thousand videos recorded. You want to know, you want to pick up a particular one, that one on data structures, B trees. So, how do you locate that? If you can assign metadata, then you can use the metadata to identify that. Metadata is data about data. The other advantage that you will have if these are tagged is you may be able to actually compose a lecture through a program. I would say please get me that lecture which I have delivered in 2010, which talks about B trees and that lecture which I have delivered in 2011 on binary trees and put them together into one lecture, string them together. So, I have this what I said is a query and the actual extraction of the video and its delivery is done through a program which is composed at runtime. So, this is a very powerful technique if we can do tagging appropriately. So, tagging is a very important aspect when you are doing online delivery, identity management. This is very interesting. So, typically what people found is when they have an online course, individuals register with multiple identities, same person registers twice, twice, several times in the same course. Sometimes you may want to figure out that the person who has registered in that course with this name is the same person as X in this course. Across courses you may want to resolve registration because you may be offering a degree and to make sure that the same person has done both courses. You need to resolve across courses. How do you find out over the web that this is the same person? It is still an open problem. You know you could use biometrics for example or you can use identities like Facebook and Google login through your Facebook profile and so on. But identity is a very critical important issue and let me quickly add that we do not have good solutions as yet because it is possible to masquerade unless you go use powerful technology like this and these are expensive and difficult to roll out. The next problem is assessment. It is again very critical. Here we are talking about certifying a student that he or she has done this course. That means I need to conduct an exam, an online exam. Student is somewhere in the universe. So how do I make sure the student does not copy? The student does not get assistance while taking the exam. So that is the problem with assessment. The second problem is if you have a large number of students, 100,000 students registered correcting them is going to be as necessarily to be automated. So manual correction is difficult. Now if you are going to do manual correction, you have this issue of if you are going to do automated correction, multiple choice questions kind of exams cannot test the conceptual depth of the learning process. Often I require some detailed descriptive answers as well. So the question type that is allowed in an automated process is very limited which can test only certain kind of concepts and I cannot have any other kind of testing because I have to deal with large number. So assessment is again an issue which is still open. There is some handle on this. People are working on this. An example of this is a system built by Professor Jeffrey Ullman from Stanford. So he conceptualized something called a root question. If I am looking for a long answer and I need to correct that using a machine, I should be able to pose that question which requires a long answer as a series of short answer questions, multiple choice questions. So if the student manages to navigate them, we could certify that he knows enough to have answered the long answer question, an equivalent long answer question. So that is the hypothesis there.  Of course Pearson view has a different kind of approach to this. They actually have test centers in 165 countries. So they have physical centers where the students go sit down and take the exam. So this is going to handle my identity management problem. It is not addressing this question but of course I need to finally have to correct that physical paper that is conducted but I can make sure that there is no masquerading that is happening while taking the test. The other process issue when an online course happens is collaboration. It is a well known fact that students often learn better from their peer group. Interaction with the brethren is a very powerful learning mechanism and if it is an online course which I take sitting in my room, I am going to miss out on that. A classroom interaction or sitting in a lab and doing it together where I shout out to the student across saying hey how do I delete this file which is missing when I am doing an online course. So collaboration issues have to be built into the online course and another aspect is these interactions actually produce content. We will see more about it when we talk about the kind of online courses that you could have. So very fact that two different minds have come together and talking about it will allow you to get two different perspectives and connect up different bodies of knowledge perhaps and knowledge gets created in the process and that is another major take away from a course. So when you are doing an online course you have to provide facilities where students can collaborate and connect between concepts and that is another major learning of it. So what we are saying is the connections that happen between content and of course between students, between the participants they are also a major take away. I come to know that there is an expert on normalization from there. So that is a big take away from me. So collaboration is the other issue on open distance learning certification. What happens in certification? It is related to assessment. So when students take this online course what kind of certificate do I give?  If I make sure that they have all or each one has seen all the videos then I can which I can track through technology then I can say he has participated in the course.  He has not only participated but he has learnt certain kind of things.  I need to make sure that he is competent in the body of knowledge and the next issue is who gives the certificate? Does the instructor give the certificate or the institute gives the certificate? If you see the courses at this point of time the instructor who is giving the certificate. Institutes are not yet giving certificates in MOOCs. So that is all about process issues in ODL. Thank you.


The point of teaching about shadows to young children is to help them understand light. When I teach shadows to my kiddos, I gather us all in a circle and we talk about what we might need outside to find our shadows, like the sun. So on a nice sunny day, I'll ask the children to come join me outside so we can find our shadows. Once the children have found their shadows, I might say to them, hey, can you guys make your shadows dance or can you guys make your shadows into different animals like a bunny rabbit or a cow? Once they've had a lot of fun exploring their shadows and even hunting for some other ones on the playground, like trees or other natural materials outside, we will then discuss other questions about shadows. I might ask them some questions like, where does your shadow come from or how does your shadow move? And I do this to help myself understand what they know about shadows. And that's why I teach about shadows to young children is to really understand what they know about light.