Welcome everyone. Welcome to our webinar for today, meeting the most unmet need. RDM training for researchers, high degree research students and indeed data trainers. So what we have for you today is four different models of data training and the people who have created them. This webinar is part of a series of, we will be a part of a series of webinars and this is the first one. For those of you who are interested in fair data, which has taken the world by storm, over the next four weeks we've got four webinars coming up which explores each of the aspects of fair data, findable, accessible, interoperable and reusable and you can see the short URL down the bottom of the screen. So feel free to have a look at those webinars and see if that's something that you'd be interested in coming along to today. We have a pretty stellar lineup I have to say and people from all around Australia. So we've got Frankie Stevens who's going to be talking about the Intersect Model, Frankie Sin Sidney, Pauline Tau from Edith Cowan in Perth and Pauline is going to be talking to us about top 10 marine science research data things. Roxanne Missingham and Imogen Ingram from ANU talk data to me and Liz Stokes, they're in Sydney from UTS is going to be talking about research data management training for librarians. But what she's talking about is actually applicable to many different groups who do research data training. Now I'm going to hand over to our first speaker Frankie Stevens. So I'll start with a little on Intersect. We're a not-for-profit organisation that provides a variety of e-research services to our members which at present are scattered across New South Wales, Victoria and the ACT. We also edge into Queensland a little. One of our most valued services is that of the training that we provide. This year we're going to deliver over 200 courses which equates to approximately one every working day of the year. So this is one of our most popular member services and it keeps us pretty busy. So historically our training courses have covered rather more advanced research computing challenges. We train in a range of different topics that are organised into compute, software and data elements. And the data elements are ones that perhaps require less technical background and this is where research data management fits in. One of the challenges that we have as a company is that our membership is broad and diverse. So if you recall my first slide you would have seen that geographically our members are in numerous locations across a number of different states and some members even have a number of different campuses. And our members also have different capabilities when it comes to supporting their researchers in data management. So some have e-research departments, some have very active libraries that assist researchers, some have policies and procedures in place and so on. And some even have infrastructure that provides tools and software to assist with data management. But others don't. We're also in a fortunate position in which we're being approached more and more these days to deliver training to external organisations such as government departments etc. So given this landscape we've been building our training capabilities to be scalable and flexible enough to deliver research data and our other training opportunities in a more tailored fashion to our members and potential future members. So traditionally we've had a very hands-on approach to training. We organise group training headed up by an expert trainer with the local institutional Intersect e-research analysts on hand to provide a one-on-one approach where this is required. And this model is hugely popular across our whole membership. It actually enables attendees to get help with practical exercises and it introduces them to the local e-research analysts so that they can call on them for future help. It actually also means that our researchers can use the training courses as an opportunity to present a real-life research challenge that they've been grappling with and they often get a resolution to this then and there. And this model is also good for intersectors. It can lead to further research streamlining activities that we can provide through our consultation and software engineering service. We actually enable all our attendees to access all course materials and exercises after the course so that they can actually continue their technology learning after the course is concluded. In research data management this means that our attendees leave with the beginnings of a research data management plan which they can actually continue to refine as their research goes on. But as you can imagine this model whilst it's really popular it doesn't lend itself all that well to scalability. So we have a number of members who have distributed campuses which means that catering to researchers on different campuses means holding a greater number of courses with all the associated logistical challenges. And so along with new opportunities arising from the Ecole review recommendations around the HDR experience we've actually been able to work with some members to evolve our training model. So we've been developing a digital research program for HDR students that provides a skills development framework which engenders students with broader transferable skills. And this program consists of six different awareness raising and training courses. There's an introductory course, a course on digital footprint, citizen science, big data, database concepts and of course research data management. But what does this look like practically? Well the biggest change is that we've moved to a fully digital format and this enables our members who have distributed campuses to access webinars from one or two or three or perhaps multiple universities even at once. Students can log in from home or wherever they like really. This is good from the university perspective as we're catering for their students at any location which is something that our members report they've always struggled to respond to when providing their teaching resources to their more remote students. It also means that Intersect has less logistics to deal with and we can train more of our members in one go. But what about the hands-on approach that I mentioned before? This is really huge and popular. But our model that we've come up with this digital model does incorporate a secondary online expert that can respond to student questions and provide additional context and perhaps even enable those solutions to real life research challenges just as before. So we're even looking into the possibility of having local research data management resources participate here. So for example we could have some local librarians assisting with the online moderating or information provision. So again this enables students awareness of the local resources available to them which they can refer to in future. And where the university requires it, we've also actually introduced an assessment process into the program which consists of a series of digital comprehension Q&As that a student completes throughout the webinar. This verifies that we're actually providing a quality teaching environment and let's face it it also enforces the required attention span. So the program materials are also being provided to students at completion so that they can refer back to these and investigate items accordingly. For research data management this means further info is available on local policies, procedures, and they also get to initiate that digital research data management plan. And finally we actually have the potential to blend both of these models into one where we might have a large cohort of students assemble in a computer lab on a main campus for the program webinars and the local institutional ERA or research analyst can actually be present in the room to provide that more traditional one-on-one experience where needed. So as before this not only introduces students to the E-research analyst but it also provides avenues for any eventual consultation potential. We've also been working on a continuous improvement initiative where we enable surveys and follow-up aspects and this is helping us to build a view as to the qualitative elements to our training offerings in addition to the more traditional quantitative ones. So I'll leave it there but I'm happy to provide more information to people offline. So thanks Karen. Thank you Frankie. Pauline works with the library at the Edith County University in Perth and she's cleverly adapted the top ten health and medical things developed last year by Kate LeMay into a flexible online activity based on the needs of a particular group and in this case it's the marine science community. So thank you Pauline. I'll pass over to you now. Good afternoon everyone. Thank you for inviting me to talk about the 10 Marine Science Things Lib Guide. I'm currently a librarian with the ECU Library Research Services team promoting awareness on RDM issues to our researchers is one of our team's responsibilities. Today I'll share some information on why we developed the Lib Guide, how we are currently using it at ECU, the benefits of it and a quick demo of the Lib Guide. Earlier this year the ECU Library had the opportunity to work on our third ENDS project. The project focused on the marine science research area. Similar to the previous ENDS project, the ECU Library views this project as a means to help enhance the visibility of the ECU research data sets and to continue to find ways to promote RDM awareness among our researchers. Last year 10 ECU library staff participated in the ENDS 23 Things program and together we learned a lot more on RDM. So the ENDS project was very timely and provided us with the great opportunity to apply the knowledge we have learned from the 23 Things. For those who participated in the 23 Things last year, you may remember that at the end of the program a challenge was thrown to the participants to find ways to repurpose the 23 Things material. One of the great examples of how it could be done was of course the 10 medical and health things. So as one of the project activities we decided to do something similar in the marine science area. But we wanted to do it using an online library guide format. So here's what we did. The 23 Things and 10 medical and health things contents were first reviewed and materials that could be repurposed for the marine science lip guide were identified. The selected materials were then used to create a word version of the lip guide. A copy of the word version is available from the handouts box today. Then using the word version as the basis, the marine science lip guide was created on the library website. What you see on the screen now is the homepage of the lip guide. Each tab leads you to a different thing, and in each thing you will see the different activities. While developing the lip guide, advice was sought from the very kind and experienced data consultants, namely Aggie Gideon, Catherine Tethaso, and Julia Martin. Together they provided some great examples of marine science resources that could be included in the lip guide. We then got our science subject library to help review the first draft of the lip guide. And together with another team member, the existing ECU RDM guide was reviewed and updated to embed the guide. The lip guide went live in mid-May this year. Since it's an open resource, anyone can now use it as a self-paced learning program to learn on RDM. We can also use it as a teaching tool when we run our RDM sessions with the HDR students. The online lip guide software was chosen to create this lip guide because it allows flexible designing of the guide. It also enables inclusions of materials such as embedded videos and images. These resources make the lip guide visually attractive and help to enhance the user's experience in the online environment. The lip guide software also allows tracking of usage statistics. Thus far, since it went live, we have had more than 700 views on the tabs provided. Apart from the tabs, all the hyperlinks created in the lip guide could also be monitored. This allows easy assessment and helps identify if there are any gaps in the contents and areas for improvement. We can easily update or add new materials as and when necessary. For those who are using the same lip guide software, the software also allows very quick and efficient replication if other librarians from ECU or any other organizations wish to create other subject-based 10 things guide. Overall, I believe the 10 marine science lip guide provides us with an easy way to reach out to the ECU researchers with more relevant marine science RDM materials. Apart from benefiting our ECU users, working on repurposing the materials to develop this lip guide indirectly allowed the librarians to learn much more about RDM itself, especially with regards to the marine science data sets and resources. It was great to have worked with the different colleagues from my own library, as well as with the ENDS team while developing the lip guide. The link to the lip guide and the original Word version was currently available on the ENDS website. Recently, we also found links to the lip guide populated on the website of two other organizations. One is on the Western Australian Marine Science Institute website and the other is on the Agricultural Information Management Standards block. So hopefully, there will be more subject-based 10 things that can be developed in the future for the community. Thank you. Thank you. That was excellent. Okay, I'm now going to pass over to Roxanne, Missingham and Imogen Ingram. Roxanne, Missingham is the ANU University Librarian and Imogen Ingram works for the Information Literacy Program at ANU and Canberra. There, talk data to me and publish and prosper. Online modules are a lively mix of videos, reading, quizzes and case studies. Over to you. Thank you. Hello everybody. Lovely to be here today. So, we started on this journey from various interesting spaces that you do in a university when we developed a lip guide, we developed data management training, we had been doing traditional stuff and we had a community that was seeking to really understand how they should grasp e-resource data management, e-research data management issues and a range of different challenges within a large group of eight universities. So, when we started on the journey that has produced the modules that you will be able to see when you click on it at the end of the show, our researchers felt a little bit like these penguins on this road that they were being equipped in various places with little bits of information and then they would try to jump in and hit their head on a sea of barriers when they knew there were resources and support within the university that was not transparent to them. So, some people knew a little bit about the supercomputer and felt frustrated and some people knew a little bit about the Australian data rather color and we were particularly talking to early career academics and higher degree research students and they felt they were very much at sea. So, in the university we created a number of discussion areas. We'd had three e-research committees set up and complete their terms trying to figure out what the university should do on a large scale and that turned out to be too big a problem to solve in any way but a number of the clear gaps to us were things that we started to fill. So, our first little segue up to the lead guide which had been around for a while was to create a data management single website for the university where we pointed to the code practice, all the university policies and procedures, all the information that was on faculty websites and we tried to bring it together in one cohesive way. That took us 12 months of discussion and investigation and there were probably still things that we didn't find at the end and it was a collaborative effort between the research services staff, the library staff, the repository staff, the IT staff and the research training staff. We had a separate area that supports HDR training. So, everything that we learned from that was what we took along our journey. So, when we really were talking to the audience about what we need and there were various workshops, it became clear that we needed to use some different pedagogies and different tools to be able to really create a very successful solution, particularly focusing on the researchers who were going to be the researchers of the future. So, we looked at MOOCs and in looking at MOOCs, we thought we're going to be the ninjas. We may not be here to identify them but we're going to try this new technology to see if we can use the sorts of learning that's happening about education and knowledge transfer in a way that will help us learn how to communicate about scholarly communications. So, we mapped out six modules and one of them was the research data module. We put out this lovely structure which started with the first one so people would understand the concepts and we very quickly decided what we needed to do was get how to publish and how to manage your data out very quickly because the need was so strong. So, MOOCs were important to us because we were thinking in many ways as previous speakers have about what, how can we support the researcher who at 2 a.m., our hypothetical research, 2 a.m. in Calwill, on a bit of not very good bandwidth necessarily, needs to just do that first bit of data management or the last bit of data management in order to finish their project, their thesis, and they don't necessarily want to go through a whole course end-to-end and they're certainly not going to come to our one-hour courses. How can we reach out to people who are living in this world of Facebook, Instagram, Snapchat, and MOOCs is the way to do it. So, we really tried to bring those concepts together. We talked to a lot of people who had done MOOCs, who said to us authenticity is the most important thing. Not a huge lot of very high quality process materials so we worked with a lot of people who we thought would be able to contribute so that we would be able to package everything up in short-shot collections of information under themes with quizzes. The two things I wanted to particularly emphasise before I move on to Imogen is that we used what was called at that stage a spot. So, it's not a MOOC, which is the massive online open courses. It's a sort of special private online course. Everything is fully openly available and it's not like the MOOCs where you have to join. You can join at any time. And the intention was to get lots of three to five-minute slots where people can talk about an important issue. And we had fantastic buy-in from around the world and also to be a bit entertaining and use new technology. So, you will see when you see it, but it doesn't have all of the AMU branding that you see on our slides because we went, as we say, off-peast into an exciting space and used a number of different technologies we hadn't used before. So, that was very useful for us. And the other characteristic for us was we actually asked for the way through, particularly career academics, what they wanted. And I think they would see us walking around the campus in dark sometimes so that we wouldn't ask. Sometimes we offered them, you know, Coca-Cola and a pizza. Very successful. I highly recommend that as a strategy. So, we really wanted to be quite intuitive in building our solution that met their needs and being able to be flexible. So, I'll hand over to you to that. Thanks, Roxanne. Okay. So, our module talk data to me, you can see that we have a great lineup of presenters and it was wonderful working with all these people from NCI, from the ARC, from... Let's have a little look there. And we also scored a presentation from Dr Tony Hay, the Chief Data Scientist from the Science and Technology Facilities Council in the UK. So, this particular module, as Roxanne said, is one that sits amongst a series of modules. We've looked at data management plans, data citation, funder's data requirements. And again, with that idea, as Roxanne said, of assisting researchers navigate the scholarly communications and publishing environment, specific in this case to research data management, but not just researchers now, this is research to the future, getting people into this space, thinking about what's required really early on, even as early as, say, late high school students. Our wonderful presenters listed there. You can see them, as I said. And we have also got more in the pipeline. So, those other modules are being developed. We are really fortunate to have had, again, amazing presenters from Yale, Oxford, and the input and different perspectives from a number of experts in this area. So, watch this space. And as you can see, it's definitely been a team effort. It's been wonderful collaborating both within the library and between other areas of the ANU, as well as students who have definitely played a role in the development of this module and the series. Okay, thanks. Thank you, Roxanne and Imogen. I'll move on now to Liz Stoke. Liz is a data librarian at UTS in Sydney and her presentation is about training the data trainers. And as we said, this one in particular, this is aimed at librarians, but she makes the case for both RDM and data science training needs and how communities frame RDM training for their members. So, in this case, librarians. Thank you, Liz. Over to you. All right. Hi, everyone. Okay. So, research data management training. This question, what are we training librarians for? It's been weighing heavily on my mind, actually. So, today, I want to talk about how we frame, how the library community frames research data management for our own development, as well as meeting our client community needs and what's been happening at UTS. So, when I first got here, I thought that my plan was fairly simple. Research data management is the future of libraries. All I had to do was teach research data management to my colleagues, turn them all into librarians, data librarians, provoke the university into action on research data management by any means necessary, figure out what works, and do more of that. But it wasn't actually that simple. Research data management may be the future, but it's hard to promote that future when it looks like another freaking web form. So, at UTS, our research data management is largely driven by an asset management imperative, which is very important, actually. So, we have policy which mandates data management plans for all projects, including PhD students and higher degree research. We also have stash records for research data, which are mandatory as well for any researchers publishing data, even as a supplementary item to a journal article that's going to be official in January next year, and that will be very interesting for us. In general, the library is responsible for research data management training, and the e-research group in the IT division at UTS develops the infrastructure. But my question is, how you say RDM? Not just how do you say it, but how we say it, okay? I'm increasingly uncomfortable with these ideas around RDM and DMPs. These are terms that we've created by and for librarians. I think that RDM is as much an artificial construct as a DMP, which is more often than not an administrative requirement or a matter of compliance, rather than an actual thing that is supporting the doing of research. I've realised that my anxiety around research data management has come from having the responsibility of persuading my colleagues to make space for a new area of expertise, which is still as relatively abstract as the myriad training resources and online courses that are available to learn it, while still remaining fully committed to business as usual. Moreover, on reflection, I learnt how to be a data librarian by actually doing it, not through doing a course, okay? It was through working on projects, learning how to be a partnering with researchers. The skillset required had more in common with the data scientists than traditional librarians. But of course, I think every librarian here probably begs to differ with that straight away. But as a data librarian, a growth mindset and problem-solving skills are potentially more valuable than the myriad pieces of the puzzle that make up the many matrices of research data management, life cycles and modules. So at UTS, we're kind of doing research data management by stealth, okay? Internally, my department is piloting a Tinker Time project using learning analytics expertise from UTS data scientists to develop our growth mindset and data literacies. So for example, I'm in a little affinity group of amateur game developers, and my project will be creating a character called Bogan the Librarian who must curate research data for a death-medal cultural studies researcher. Well, that's just level one. I haven't got beyond that yet. Also, we're developing introductory data management, which is mainly data cleaning, but also including data visualization skills for undergraduate faculty classes. And we're also promoting open data sets for teaching as part of our open educational resources for our academic teaching staff. So these examples are not strictly in the research data management world because that tends to be skewered more towards or aimed at our research communities, but I believe they're gateway drugs toward it. I guess we could call it seeding the commons for a one to the better word. So speaking of other research data management by stealth initiatives, the recent RESBAS that we held in Sydney in July is an excellent example of that. And that, the Research Bazaar, is a series of workshops on coding and software skills for being able to teach non-computational researchers that kind of computational thinking that comes with using R or Python to harness the power of these new next generation research tools. So we discovered that research students and staff want things like data science training, and they want supporting data management tools, applications, and software. So they want to know what will help them how to do research faster, smarter, more competitively. And we found that from our pilot in July, researchers also want to build community and learn about research tools across disciplines and institutional boundaries. So this is where we embed research data management by offering training in these open source tools and software where things like version control are integrated in things like GitHub. Alongside the RESBAS software workshops, we also provided some research data management workshops with the very name, and I fell off my chair when I realized that that was the second most popular item in our expression of interest form that we sent out initially. And I don't know about you, but we don't get more than 40 people registering for our regular research data management workshops. So there's something else that is happening there that enables people to see research data management as something valuable and useful for them rather than just RDM on its own. This year, UTS has also established a joint steering committee in e-research and research data management training, and this is more at the executive level, and that's going to allow us to embed research data management across a broader spectrum of specialized research support and data science services. And finally, we're integrating librarians into research e-research infrastructure projects such as the Provisioner Project that e-research is running and giving librarians roles such as the go-to trainers for research tool training, for example, lab notebooks, and in the future, RedCap, a research data capture application, and also by giving librarians roles in, say, user acceptance testing of our in-house research data management tool, STASH. We can engage them as experts developing those specifically data librarian skills. So to answer the question I started with, this is what we're training our librarians for. Three roles as active participants in providing enhanced research support services. We're training them as instructors in delivering real data management skills from undergraduates through to our researcher communities. We're training them as advisors to deliver research data management by stealth in a way saying, oh, would you like research data management with that as one might offer fries or curly fries or something like that. And finally, as engaged librarians collaborating in e-research infrastructure development, we can knowledgeably refer clients to more specialized data services, for example, statistical instruction or high performance computing. Being able to perform quite a triage role in that way. And that's the end of my presentation. Thanks, Karen. Thank you, Liz. That's a really interesting way that the UTS has integrated all of the various aspects of research data management training. What we're going to be doing now is we're just going to be finishing off. But firstly, I'd like to thank all of our presenters today. I really appreciate the effort that you've gone to. And mostly the fact that the work that you're doing is open and that people can talk to you. They can reuse the work that you're doing and that they can take the ideas and contextualize them for their specific institution or perhaps you may have a group in your university or institution who are particularly keen on data management. Maybe some of them have been caught on the publishers policies desperate to publish and can't linkages isn't available. And so now we've got the opportunity to come together as a big community and really to share all these things. So I'd remind you to look at 23 things in particular because what you've got there is you've got a group of materials. You can use a small activity from one of them. You don't have to use all of them. You can use it online from our site. You can take it. You can use it in PDF documents so you can just take it down, use it in whatever format you like.


Welcome to Drinks Made Easy. Today we're at a different kind of spirit competition, the SIP Awards, where all of the alcohols today are going to be judged by regular consumers. It's going to be a blind taste test, so no branding is going to be able to sway people's opinion, and they're going to say what they really think about the alcohols they like to drink. I'm Paul Hachemi, the founder of SIP Awards, and it's been very important to me to change the status quo of spirit tasting and spirit evaluation. What we're trying to achieve is to really get the opinions of these consumers that aren't affiliated within the industry in any way, and a blind tasting, and get the results back to the brands, and then communicate that back to the consumer public. Well that was fun. The grading system couldn't have been easier. We got to try out a new type of glassware, a neat glass, and it was just a relaxed environment. I'm interested to see what other people think about this, and if you're in Southern California, check it out next year. Cheers from Drinks Made Easy.


actions that you'll normally be putting in place. Before I get into that in detail, let me also just point out that QuickBooks for some times the online program had been really testing out, I would call it AB testing, two pretty different web page styles, that being the accounting view and the business view. So if I go to this cog dropdown up top, you can see that you have this switch down here to the business view. So if I switch to the business view, you can kind of see some change on this left hand panel. So if I click on this, then you've got some change over here. Now that change is not anywhere near as extreme as it has been before, because I think they were experimenting with using less accounting style language and more kind of just just casual, very casual type of language was the idea. And they used more symbols and whatnot. But it looks to me like the accountant view is winning on the AB testing, because that seems to be the default view. And they've kind of removed a lot of the look that they were doing with the business view, which I think is probably the best way because because you were using standard accounting terminology more often, it looks a little bit more professional and whatnot. But in any case, that seems to be what their current decision is. And we know that with QuickBooks online, they're going to change stuff and we just roll with it. That's why we update the course often so that we have the latest look and feel on it. So you can see what's actually what's what's happening in the current time frame. All right, so then if I'm doing the day to day input, it's going to be this information. Now if you have an accounting background, you might be used to thinking about everything in terms of journal entries, everything's debits and credits to build the financial statements. If you don't have have a formal accounting background, then you might not see it that way. You might just see everything with the data input forms. But in either case, remember that with QuickBooks, all recurring transactions, those transactions that happen on a day to day basis, we want to have a form for typically the form is the thing that will record the transaction, the journal entry. And that's really important because the forms will do more than just record the journal entry. They'll also make the bookkeeping process, the flow of the forms flow more smoothly in the system. So everything that has a normal cycle will have these forms attached to it. And most of them will be in this drop down, and they'll be categorized with the customers, which I would call accounts receivable, or revenue cycle, vendors, expenses cycle, payable cycles, employees, payroll cycle, and then the other stuff that doesn't fit in a particular type of cycle. We'll get into this in a lot more detail later. But for now, let me just emphasize this point, because it's really important to understand the navigation, we can be a little bit overwhelmed with all the different things. This is a flow chart. This is on the desktop version, we're using the online version, but note that the flow of the forms is basically the same for any type of accounting system in the desktop version has this nice flow chart. So let's take a look at what I'm talking about here. So if we have the customer cycle or the sales cycle, when we have a sale, if it was a sale for and we didn't get paid yet, then we're going to use an invoice, right? That's going to be the form that we will typically put in place to record the journal entry. And then the invoice will be connected to what we call a payment or receive payment type of form. When we actually get paid on the invoice, decreasing the accounts receivable and recording the cash possibly in the checking account or maybe into an undeposited funds account or funds to be deposited. And then we can actually make the deposit. So these because these are normal transactions invoices receive payments, we have a form specifically designed for them. And we want to make sure to use those forms. If we make a sale at a cash register, we have like a sales receipt type of form that is going to record the receipt of the payment and the revenue at the same point in time. On the vendor side, we have checks that we can enter or expense forms for the QuickBooks online. When we pay for things that are going to be normal types of transactions for the cash outflow. And then if we have a cruel type of systems, we have bills, which are going to be increasing the accounts payable. The point is that any normal transaction is going to have a bill normal, meaning it happened. I have a bill will have a form to it, meaning any transaction that happens quite often will have a form that's going to be connected to it. Some transactions aren't happening all the time, such as the purchase of equipment that we fully finance, for example, we take out a loan to finance a new piece of equipment that doesn't happen all the time. So we don't have a form that's designated to that particular transaction. So you can see the same categories here. So if I look at here, we have the customers, and then we have the forms that are related to the customers invoices, a receipt payment estimate credit memo sales receipt, we'll talk about each of these forms in more detail later. And then the vendor cycle, you can think about this is ultimately a cash outflow, we're paying for stuff for the business, expense forms, checks forms, bills, pay bills, and so on. Employee cycle, this will be dependent upon whether or not you're doing your payroll or have payroll. If you do have payroll, are you doing it within QuickBooks? Or do you have a third party provider helping you with it? Employees single time active. And then other, these are things that don't fit neatly into any of the other cycles such as deposits, which you would think fits pretty neatly under the revenue cycle or customers, but we could have deposits from other things. So they kind of put it over here. Transfers, money transfers from from accounts like a checking account to a savings account, journal entry. This is the form that you don't want to use for all of these normal transactions. You want to use the form. And then if there is no form to use, such as that purchase of equipment for, for a loan, then maybe you go to the journal entry, but it should be the last last thing to be using in a normal system. And then statements, inventory, quantity, and we'll talk more about the rest of those later. Now the bookmarks up top, this is where you can put some of your saved items. You got your little pencil here. So this is a newer kind of feature and you can select any of the things that you go to often and add them into your bookmarked area. So that could be a great tool. If you want to get to certain things faster, I'm not going to use it because I think their layout one is pretty good. And two, I want to use the universal layout so that people understand where we're going. One of the problems, by the way, of having a really customized layout is that it works great for you. But if you're trying to explain to someone else what you're doing, you can't really do it because their layout is going to look totally different than your layout because you've totally customized your layout. So there's kind of pros and cons to getting over the top with these. But if you use some things that are a little bit hard to find, I think that could be a really useful tool. You also have the ability to customize the menu here as well. So then on the left hand side, if you remember with the desktop version, I'll just remind you if anybody, with the desktop version


Anyone who is training in the martial arts can certainly understand the concept of the importance of repetition. I mean, if the karate kid taught us anything, is that if we paint a fence long enough or we wax on enough cars, we'll build up all the muscle memory we need to win a tournament, right? In reality, repetition can absolutely help us learn and practice, but we also have to be smart about it. I was recently asked the question relating to this issue, so I thought it was worth addressing to the point of discussion with all of you. So we're going to get into that about the importance of repetition. So basically I want to start this topic off with a story that my first instructor used to tell us, and it kind of stuck with me, so I'm going to relay it to you. So basically, a long time ago, there was a painter who commissioned paintings out, and he was supposed to be really, really good. People would seek him out for his expert work. So one day, a business man came up to him and said, hey, I heard you do great work. I would like to hire you to make a painting. The old man goes, sure, absolutely, what would you like? And the guy said, I would like this beautiful, beautiful Chinese dragon, you know, in a world of fire, flying in the skies, and just make it absolutely gorgeous. And the guy said, no problem. I'll have it done for you. Awesome. They go in their own ways. A week later, the business man contacts the old man and goes, hey, I just kind of want a chicken. See how the painting's going. And the old man goes, oh, it's going well. I'm still working on it. I'll let you know soon. Another week goes by. The business man hasn't heard anything. Then another week to another week, he reaches out, contacts the old man. He goes, hey, I'm just kind of, you know that painting that I commissioned you for. I'm just checking in on it. And the old man goes, oh, yes, yes, it's going awesome. It's going great. I'm still working on it. It'll be ready soon. This went on for months and months and months. And finally one day, the business man got really upset, stormed over to the old man's house, pounded on the door. The old man opened up the door and the guy says, look, dude, I paid you for this painting. Why is it taking you so long to do it? Can I please have it? And the old man goes, oh, sure, no problem. Goes over, pulls up a blank canvas and quickly within five minutes, finishes the painting and it's the most beautiful painting he's ever seen. And the business man is like, this is absolutely amazing. This is the gorgeous. This is the best painting I've ever seen. But how come it took you all this time to do it if you could just do it in five minutes? The old man walks over to the closet, opens the door, and 100 canvases fall out of different variations of this painting. Basically, he'd been practicing all these months the same painting to get better at it. So it started from one level and he kept doing it to the point that when he had to do it on the spot, it was perfect and it flowed. So, you know, obviously the moral of that story is practice makes better. You get improvement by repetition. And to some degree, this is true. The more you repeat something, the better you can get at it, or at least the more fluent you can get at it, but it doesn't necessarily make you smarter at it. Repetition and building muscle memory is very important, but it's not an end all. There's more to it than that. You need to understand why you're repeating what you're doing, what the motions mean rather than just imitating. And more modern martial arts, it's good to ask questions. It's good to understand why, because if you can't explain it to somebody else, you really probably don't understand it that well yourself. And I come from, you know, American Kemple. We are known for memorized sequences. And this is both a gift and a curse to our system.  That'll never work on the street. Well, yes, we have a sequence that we memorized that we do over and over and over, but it's not because we want to just produce it as it is. We do these motions over and over and we study the motions in between. So we're not just imitating each time, or you shouldn't be imitating each time. You're studying what those motions mean, because especially in Kemple, if anyone in the American Kemple community understands that no school performs it the same way. And there's usually reasons for it. So as long as you understand what reaction you're trying to get and understand the motions you want, then it'll have more meaning than just simply imitating an action that you've just done multiple times. Some of the repetition pitfalls that you can fall into is exactly that. Just doing a motion over and over and over and over and over and over, just because. And yes, you might build up muscle memory, but it might not be for the right thing. There is a story that's going around the internet. I don't know if it's true, but you hear it brought up a lot about a cop who was training disarmed techniques with a gun. And he worked with his partner over and over. He would disarm the gun, give it back. Disarm the gun, give it back. Well, one day the cop came across a criminal, the criminal pulled the gun, the cop disarmed the criminal and gave it back to him. And just out of habit, the guy shot the cop and killed him. This might just be an urban legend. There's the base of whether this happened or not, but the idea is there. If you just practice something just a memorized motion without understanding what you're doing, there could be pitfalls to that. Also, rushing through something might make you faster at it. It doesn't necessarily make you better at it. And I fell into this trap. When I trained on my own for a couple of years, when my school closed, I was learning the sequences. I understood what they meant, but I was practicing on my own. I didn't have an instructor at the time. I didn't have schoolmates to work with. I was just in my garage and I was just practicing the motion. And I got fast with it and I was really proud about it. When my instructor came back and reopened the school and I showed him my technique, he goes, yeah, that's cool that you did it fast. He goes, but you didn't do jack to me. He moved like a jack rabbit. He goes, but none of the strikes actually worked. So he spent time with me to rework on it because at that point in time, I was younger and all I did was memorize the motion and repeat the motion. So he slowed it down, he broke it down and showed me each individual piece so I understood what each motion was. Slow is smooth, smooth is speed. Do it slow to understand it. The more you understand it, the better you get at it. The more you practice it properly, naturally you're going to get faster with it each time. And by that point when you get fast with it, you'll be applying it properly. Now here's where the question came in. I actually had somebody ask me recently that they're in class and they're trying to learn a technique and I believe it was a grappling technique and he said no matter how hard he tries, he was having trouble with a particular maneuver and he was doing it over and over and over and over again in class. The instructor kept showing him and he goes, no matter how hard or how many times I'm practicing this motion, he goes, I'm not getting it right. And he goes, I'm getting really burnt out. What should I do? My suggestion to him was, okay, you've tried the repetition, try a different perspective. Again, I'm just starting jiu-jitsu and judo. I'm about a year into it. There's still some throws I have trouble with. They're not natural to me yet. We repeat them over and over in class. And then my first few weeks of learning, I wasn't quite getting it. I was trying to focus more on picking the person up and throwing them with physical strength rather than technique. And I was trying it over and over and over again and my instructor was telling me how to do it properly. But when I was trying to regurgitate it, it just wasn't flowing the way it should. And then one day he was showing another student, and it was just a word he used. He used a different word, and it made me realize, oh, I'm not picking them up and throwing them so much as I'm making them roll and trip over me. And just that little bit of a mental switch, that little bit of a perspective change, made me look at the technique in a whole different viewpoint, and I understood it much better. So I basically told him, if you're having trouble with the technique, then no matter how many times you're repeating it, that you're still getting stuck, ask somebody else to describe it to you. Or go online, maybe go on YouTube and see how somebody else might be describing it because it might be a simple matter of a single word or maybe a different camera viewpoint or maybe even a different concept to make you go, oh, I got it, now I gotta work on this. So it's not just a matter of repeating what you've seen, it's a matter of understanding what you're doing and repeating that the correct way each time. That's how you're gonna learn, that's how it's gonna get ingrained. You practice how you train, and this is an expression a lot of arts use and for example, we know when we work with partners in Kemple, we like to make contact, and if you're at a good Kemple school, you're gonna make contact with your partner. And if you're doing drills that say, maybe do a groin strike or you actually have you hitting the body or even hitting the face, we'll make contact. We're not gonna clock our partner's heart as we can, but maybe if we're doing a facial strike, we'll kind of go and we'll stop and maybe make contact and push, but what we're not gonna do is, the face is here, we're gonna go, ugh, punch out of here because we didn't wanna hit their face. That's developing bad habits. If you develop habits of not hitting your partner or not working it properly, that kind of repetition is gonna stick so that when you do need to use it, there's a good chance it's not gonna work right. And there's actually a famous quote by a Parker during the making of The Perfect Weapon. He was asked in the interview, why do you teach your students to pull punches? And his answer was, I don't teach students to pull punches, I teach them to control punches. We'll throw a punch at our partner and we'll stop within one inch of their face. If you really wanna hit that person for real, they really doesn't take any more effort to go that extra inch. So we don't pull our punches, we control our punches. In conclusion, the brain and the body, they work together. Just because you mimic something over and over and over does not mean you understand it. Break it down, study it, do it slow for us, repeat it slow for us until you have it solid. Speed will come naturally from there.  Yin and Yang, brain and body, it works together. Like I said, we listen to our questions and our comments and that's where this episode stemmed from. So if you have questions, please ask them and we'll be happy to try to address them here on the show. Hit the like button, subscribe, share it with all your friends and we'll see you next time.


Aaron it was reported on the TBS broadcast that Severino didn't throw his first warm-up pitch in the pen until 732 Did he in fact warm-up late and if so why no he got his normal? Pitches routine faced his couple hitters down there So no no issue with that stay right there Ryan Aaron he appeared to get hit pretty hard through the three innings. What did you see that made you feel comfortable with him to start the fourth? Just hoping he could he could get something started to get through the bottom of the line up there and then And then we would have had Lynn we're gonna have Lynn ready for bets no matter what and then And then once the first two guys got on there thinking Bradley's in a bunting situation So we're gonna take it out and then go and then go to the pen there But it's just snowballed on them and and then you know Lance had a little bit of trouble obviously coming in there So just turned into a really bad inning for us Hot Tyler in the third row with all of your power relievers available are off yesterday Why not go to one of them instead of laying in that spot? well because with Dylan we we figured we only had for an inning tonight You know in certainly in hindsight we could have started the fourth inning with Robbie or something But we really felt like Seve could at least Get us a couple outs in that fourth inning before turn it over to Lynn and then we could roll out our guys But we just we just couldn't stop the bleeding at all. So That was that was the thinking behind Ron in the first row How hard is it to flush a game like this out of the mines by tomorrow and what went into the decision with real mine there No choice but to flush and you know the good thing around today is it's it's one game And is awful of a night as it was for us We got to turn the page and tomorrow's obviously do or die With row it just got to that point You know, obviously you hate doing something like that but we just felt like You know not wanting to use Robbie, Britain, Dylan or Chappy in that spot knowing that you know We're gonna want them all potentially up to a couple innings tomorrow if we needed so That that's what went into that standing right Joel Aaron you explained it as the bottom of the lineup and hoping to get Seve through but he seemed to be getting hit very hard In those three innings and you had talked about the urgency of this time of year in your pregame press conference Should that have mitigated trying to get through the bottom of the lineup there? I mean in hindsight because he didn't get it out sure But you also understand with Feeling like Dellons a little short tonight and not probably having him in a multiple inning situation And down three there. You're trying to kind of steal every out and then once you get to Bradley Know when it's a bunting situation probably We just kind of stuck with him and then hoping Lynn Lynn for those you know, righties at the top that didn't work out well and in that inning snowballs on us, but That that was the thinking behind it and against the wall on the right What did you think about Severino stuff? And where did you notice any issues that he was having and when particularly particularly? Did you notice that he might just not have it today? I Didn't think he was overly sharp from the get-go. I thought stuff wise. He was okay You know, it certainly didn't seem as electric as his last time out. I thought he shaped some pretty good sliders He was mixing in his change up enough. I thought the the Red Sox did a really nice job of Laying off close pitches, so they didn't expand much at all in those early innings Against him so that kind of hurt him a little bit so Overall not as sharp obviously as you know, he he was his last few starts But I also feel like not not too far off stuff wise When when Lynn comes in with a basis loaded nobody out He's obviously not usually a reliever. Do you factor that that into it that another reliever would have more experience that kind of yeah? Yeah, I mean it but we also And when we brought him in in Boston, we kind of thought in terms of that But we also feel like we're we're past that and we're through that and we're feel like Lance You know in a lot of ways against righties Gives us our best chance and you know, he just didn't really have it tonight, but Stuff wise the reason he's Down there and in that spot is is for that part of the lineup and you know He just came in struggling right away with his command so You know that so the inning just got away Take a few last ones Johnny in the corner and what was allowed he showed tough You know, he's he's obviously He's been tough on us all year And he you know once he got the lead he just continued to pound the strike zone You know the cutter was a factor he mixed in some breaking balls and some splits But was able to locate and elevate his his foreseeing fastball It seemed like he mixed in some two seamers as well Which isn't something he does a lot of it seemed like that anyway from from the side But you know, he once again was was an issue for us I'll take two last ones mark and in the start of the fourth inning the first two guys We each a base against Severino I don't think he had a guy up until after that second hit was just wondering why he waited until Lynn was up. I think he was up actually after the first about a first pitch Right, and he was up the inning before we're getting them ready to so we didn't feel like We were just through the bottom of the or we don't match up we want to was Lynn through the top Against the righties. So, you know Once those two guys got on and it became a bunning situation. We were just gonna ride savvy through that spot Take a last one from Bob over here Aaron I just just wanted to clarify because TBS was making a big deal that that's heavy only had eight minutes to warm up I'm you're saying that they were they're wrong Yeah, I'm not saying I'm saying he had is He had he had plenty of warm-up yet He had what he intended to go down there and get done and Larry said he was able to get through his His normal routine where he faces a couple hitters and everything so it wasn't an issue


outward wigs. Think Hawaii, cold green September 13th, 2021. Welcome to all of you and we're going to learn some really good energy efficiency and passive design stuff today. You know, the whole world views Hawaii as a paradise for obvious reasons. We energy geeks, I think, look at Hawaii as another type of paradise, namely, we are blessed with this beautiful climate. And if we're able to harvest the benefits of that beautiful climate, we are achieving health effort, and not just efficiency, super, super efficiency. And we're going to have that illustrated by our two distinguished guests today. Purnima McCutcheon is the senior designer and manager for FSC Architects, and Kevin Luona is the vice president for WSP engineers. And Purnima's design of this restaurant, which he's going to describe is one of the best examples of taking advantage of Hawaii's climate that I know of at almost zero energy costs. So Purnima McCutcheon, please take it away. Howard, thank you very much for that introduction. Yes, I am a senior designer and project manager with FSC Architects. I was definitely not, you know, alone in this process of maybe I should first start out by thanking the entire team. So first of all, we had a wonderful client who desired a sustainable and culturally appropriate design. So, you know, great to first start with that, which is kind of Polly Beach Hotel. And then our internal design team, I have to say that actually the primary designers are Jim Freeman, David Gahina and Joe Hammeter. And they kind of took the project through the inception. And then Katie Burke, Ernesto Aguiluz and myself, we took it to the finish line. And while creative, I mean, designing or creating a sustainable project is definitely a collaborative process. And so we have to thank our consultants, including Kevin here. So WSP were our mechanical, electrical, plumbing and lighting engineers, fire protection engineers, and then base was our structural engineer. Civil engineer is Fukumoto engineering, Phil Potts, interior designers, and then our landscape consultants were PBR. Maybe I should ask for the first slide so you can see my project. So, yeah, so this is an image of this is one of my favorite images of the slide of the project. And it shows you etched glass seals. And I'll talk, these are sunlit. And it kind of gives you a first impression of the project. I'll talk about it in a little bit more, a little bit later. So I think let's go to the second slide. So this is the site plan. And as you can see in the slide, the restaurant is in the center of the large courtyard, just steps away from the ocean. And it's surrounded by guest wings, some of which we've also been working on as part of this phase one of the project. So while the end product looks fairly simple, a lot of consideration goes into things such as citing the project location, the orientation, the shape, proportions. And I mean, you have to take into consideration what the programmatic requirements from the client are, and then match that with, you know, the cold requirements, and then match that with, you know, what sustainability requirements as well. And as you know, views are very, very important in hotels. We have to kind of manage all of this. So I guess I just wanted to point out that, you know, the image that just showed you the restaurant instead of being designed like a contained box, it also has these arms which allow for a lot more air movement and views. Maybe we can go to the next slide. So this is the entry to the restaurant from the courtyard side. The idea of one of the concepts behind this building is that it is a house without walls. It is inspired by Kaohali, which means a Hawaiian village. And as such, it sits nicely within a larger complex of gardens and courtyards. And the idea is that it is, you know, welcoming but not overwhelming. And you can see how transparent the project, the building is. I don't know if you can see the lighting, but the lighting was also inspired by the night sky. You can see the shaded trees, and I'm going to talk about the trees a little bit later. And you can't unfortunately smell the fragrance, but it's also lined with native Hawaiian jasmine as you walk in. We can go to the next slide. All right. So hui hui means to join, to intermingle, and to mix. And so here you can see this is the outdoor dining. So this is the, so what you just saw before this was the courtyard entry. So this is now the Makai side view of the project. And as you can see, it invites people to intermingle. You can also note that, you know, the restaurant has no walls, no walls in the perimeter, no glazing or, you know, very, very minimal walls on the rear side or the deep end of it. So it's situated very carefully so that it's, it kind of can harvest the natural cool breeze coming in from the ocean. It was a pretty big decision to go with no air conditioning as, you know, Kevin likes to say, you know, if you have no air conditioning, then, you know, it's basically a sustainable project. The best way to, okay, I'm going to quote him exactly. The best way to save energy is not use any. We like that quote. Yes, that's the best way to save energy. And also preventions are better than power to cure. That's the, that's the motto right there. We can go to the next slide. So Hui Hui also means star constellation. So while Hui Hui's primary function is that of a restaurant, it also is meant to serve as a inherent part of the resort's sailing academy and pool kella program, which Kana Pali Beach Hotel is, it's quite well known for. And so it is a modern interpretation of traditional Hawaiian influences and it aids in telling the story of voyaging. So as you can see on the bottom image, you know, we have this wall that the artwork is inspired by Herb Cain's painting. And then you also see an inset TV. And so the TV is supposed to display content that's relevant to the sailing academy. In the top left image, you sort of notice some sail, traditional sail knots as part of the banquet seating. And so that was actually done by the hotel staff. And again, it harks upon the story of navigation. Let's see. There's other elements that we haven't had, we haven't shown out here, but we have, you know, flora and fauna integrated into the wall covering and the lighting and for another time. All right. So I think we can go to the next slide. And Pranima, your lighting, I presume, is all probably low Kelvin LEDs. Yeah. So it starts the lighting. Yeah, it's all LED throughout the entire building. And then also we have dimming controls. So we can adjust the setting. So during the day, we set it to be dim. So there's still some ambient light there, just so there's not dark spots throughout, but it's not gonna, you don't have to have it at full lighting levels. And at nighttime, then you increase it to necessary. So we saved energy by having the efficient LED lighting. Plus we also have the dimming capabilities with pretty much every light in the facility and advanced controls. So you can save energy during the day when not as much light as needed, but still a little bit is required. Yeah. A highly sophisticated system. All right. Going to the next slide. So in this slide, you know, we're showing some floor plans to give a little bit more context. The art client early on, I guess in the early stages designed was decided that the project wouldn't go in for lead certification, but they did want to pursue high sustainability goals. So from the very beginning, you know, multiple measures have been incorporated into the design to minimize use of fossil fuels and reduce, have lower energy use, et cetera. So we can help Hawaii reach the 2045 clean energy initiative. Right. All right. So, you know, so the design program actually includes a lot of MEP space. It also includes a canoe home where they could store canoes or house canoes. It includes a pool bar because it's right in front of right behind the restaurant complex is a swimming pool. And so we wanted to service, you know, people using the swimming pool. And then again, it has upstairs, it has the restaurant which has outdoor dining, indoor dining bar, lounge, private dining room, and of course the kitchen and the bathrooms. There are bathrooms on both floors. So our proposal was to take advantage of the site slope. And hence we tucked the canoe hall and the MEP and the pool grill kitchen on the lower level, which made quite a good sense because the it's, you know, I don't know if it's easy for you to see, but you can see the tail of the whale tail swimming pool. So that's where the grill could successfully service the clients from the pool side. And then have the remaining functions elevated off the crown. And so what this allows us to do is allowed airflow below the building allows cooling of the slab and overall cooling of the building. It also allowed us to take advantage of, you know, on the front on the Macau side, provided great views by allowing us to again descend down from that elevated height. So every patron gets a nice view. I mean, that was one of the concepts. Let's see. I think I should point out that the roof was deliberately light colored, which helps reflecting heat without creating a glare. And then the dark color palette beneath the eaves also helps reduce ocean glare. I think I can move to the next slide. And maybe that's when you'll see a little bit more. Yeah, Pernima, I'm looking at those overhangs. I love those overhangs. The temperature difference sometimes on a hot day between a shaded area and an unshaded area can be as high as 40 degrees, 40 degrees. Right. And I think, well, I, Katie in our office has termed it like a wide brimmed hat. We have seven foot high, seven foot long eaves. It's very generous. So it allows us to cut down the solar heat gain and it minimizes glare. And it also, like, actually, it also creates a nice sense of enclosure. You know, it makes it sort of nice and cozy in really sitting inside. Maybe, I mean, if you want to keep that slide up, we can talk about a couple more things in there. So some of these images are from during the construction phase. So you'll see that we don't have any columns in the corner and we have no perimeter walls. You can see the ceiling fans. Did you want to talk about the ceiling fans, Kevin? I'll talk about later. I'm showing the CFD modeling that we have, but yeah, it's good to see an actual picture of them as opposed to just my CFD renderings. Okay. So yeah, so we, those ceiling fans have adjustable speeds and so they, you know, ensure occupancy, comfort on hot still, humid days. You'll also see on the right bottom image, you have to actually strain to see it, but there's retractable automatic retractable mesh screens, which allow us to have some protection from the wind and rain. But you can see that they're fairly transparent. And that actually goes through the entire perimeter of the restaurant. So just simple, you know, things that helped us keep this building without AC and yet comfortable. The roof is very well insulated to keep the heat out. And then we also have like a space between, we have scissor trust roofs and so we have space in between that, you know, where the, I should say, any heat that gets into that air gap then escapes naturally through the gable and louvered areas. So it allows to eliminate any heat buildup or transfer into the dining areas below. So that allows us to keep the cooler temperature. I do want to see that slide one more time because I want to talk about trees. So our client, you know, he loves trees and he genuinely wanted to save every tree. So we've maintained most of the trees and relocated a few trees and however, you know, so that way we were able to keep the embodied carbon within the life cycle of the tree. And so that reduces the air conditioning load. But what trees couldn't be saved, and this is really quite special, they were retweined and then they were crafted into live edge tables. And so you'll see in the top right image, the hotel staff actually did those tables. So if you're ever there, you should appreciate those. Another benefit to having trees and all the native landscaping around the restaurant is it also helps cool the surrounding areas and it reduces the urban heat island effects and again reduces the need for mechanical cooling systems in the restaurant area. The kitchen had to be enclosed and air conditioned. And that those are, you know, Department of Health regulations, but we did provide continuous insulation behind the metal flooding. And again, that along with the eaves helped cut down the heat gain and reduce, help reduce the cooling loads. Kevin, did you want to add anything on that slide? Yeah, can we go back to it? One thing, one great thing about talking about how open it is, most places you really only open on maybe one or two sides here, but really here we're open on almost four sides completely. There's just the kitchen in the back area that would be blocking the trade wings coming through. So this is really centralized in that courtyard and the trade wings can come through and then it just lets the heat dissipate out of the space and never really builds up because you can go right through from one side of the building to the other side of the building because it's open all around. It's almost exactly like a wide brim hat because you have those large overhangs not letting any of that radiant heat get into the space. Unless it's really late in the evening or even late in the evening early in the morning you have the building that the main structures have a planter feet away preventing that so you really don't get any direct radiant light into it and then you also have nice air movement through the space. And I'll add, I could point out that you see that section below, sorry we need to slide again, but that section is cut through the building on the Malca side and you can see that basically it looks straight through the building towards the ocean and you can see the canoe holly on the right side of the building. Okay, so the next slide then. All right, so I wanted to leave everybody with this slide. This is a picture like looking at the restaurant, the bar on the inside underneath the roof and then the outdoor bar area and then you know looking towards the ocean. We think, I mean it kind of captures the sense of our project and I just want to say that one of the things that we appreciate is our owner did tell us that we guests love the holly who in fact they kind of tend to linger and hopefully this slide tells you a little bit of why I mean I think it's great views but it's also very comfortable to be in that space. So I think with that I will transition to Kevin so he can illustrate measures that they took on their end with mechanical, electrical, fighting, plumbing, etc. Thank you Perneema. Yeah, my slides are not going to be quite as visually appealing as as Perneema slides but they'll show the picture of what we're trying to accomplish here mechanically plumbing-wise to save energy. So this first slide here, one thing we had to consider here this building was located right in the center of the courtyard so yes we're looking down on this building in every direction so we had to find a way to provide water heating and also provide air conditioning without having unsightly well some people have called them unsightly mechanical equipment around it on the roof or on the site so there's this opportunity here we had a somewhat decent size mechanical room in the lower level provided by the architect and we figured okay if we provide heat pumps to heat the hot water and then provide an air-cooled condensing unit through a BRF system, the air-conditioned property we can locate both of them inside the basement and they also they'll work somewhat congruently because heat pumps want this space to be hot and they'll reject the they'll reject cool because they'll be taking the coolness of the water to make great hot water and then the air-cooled condensing units want a cool place and then they'll take that cool air and pull it out of this space and blow it outside so if you can look at the slide there and right here's a picture there's a heat pumps located in the basement you have Luber's pulling air in the hot air in so heat pumps pull air the hot air in reject it out the front of the face of it and blow it right to the condensing units that are right next to it and that those will pull in that cold air push that hot air out Luber's into the Makai side of the building so those two are working congruently so it'll be a warmer space for the heat pumps and then it'll cool down and then create cool air for the condensing units if we go to the next slide you can see how people can read it's legible right there so on the left side is the air-cooled condensing unit efficiencies so if you can see when it's 100 degrees outside the total cooling capacity is like 13.9 and then the power input is 1.29 kW so this is the general generally how air-cooled condensings work and then if you go to, if it's 70 degrees the total cooling capacity is 15 and the power input is 1.03 so it's much more efficient for a lot more cooling when the space is cooler and then on the right side is the heat pump efficiency so you can see when it is hotter outside and the heat pump to cool performance is much greater than when it's cool outside so it just so with those two things working together it's much more efficient when you're in a restaurant at times when you're in air-conditioning modes midday and then we were serving lunchtime early evening when you're serving dinner you'll have a lot of air-conditioning required in the kitchen and then that will combine with okay you need a lot of hot water at the kitchen as well and the heat pump which uses hot water and makes cooling but with how small this building was we couldn't put that type of system in because you need a larger storage tank it's a more robust system so for how small the space we had and the budget there this we felt was the most economical way to achieve that symmetry with the cooling and heating and also to be able to find a system that met the aesthetics of the space and are of the building and didn't have unsightly equipment surrounding the building where that guest could be walking by and seeing from the rooms all the Linai's looked down towards this Huayu restaurant and also at the roof too so we couldn't even locate anything on the roof that made challenges with the kitchen exhaust equipment trying to locate everything in the attic space we had to have a Cusco louvers but yeah locating a building right in the middle of a courtyard that every guest looks down makes it very difficult to provide an easily maintainable mechanical plumbing system so we want to go to the next slide so we talked a lot about how it was an open floor plan for the dining and there's no walls anywhere really so you have nice air movement but we all know many times during the year and it's even getting worse now that the trade winds are almost non-existent so to address those very still days Kona days we put numerous ceiling fans throughout the dining area and to optimize the location we use CFD modeling to make sure we didn't have too many ceiling fans and waste money and also energy and also too little where you do not provide much benefit with air movement so one thing about ceiling fans typically in a dining area we're trying to be within 50 to 100 feet per minute air velocity maybe up to 150 because the cooling effect you'll get there is 3 to 6 degree temperature reduction with additional air movement so if it's 80 degrees, 85 degrees it'll feel like it's 80, 78 degrees with the additional air movement so we use in this project we use big ass fans I'm sure everyone is familiar with them they have the greatest marketing strategy with that name if you go back to that CFD modeling you'll locate them if you look on there in the yellow and green and light blue that's 40 to about 100 feet per minute velocity so right where it's really dark blue that's where the center of the ceiling fan is you have higher air velocities there but then as it goes down this one we took at 62 inches off the floor level we also did it and we also 48 inches so just different heights we compare it and like okay and then work with Pranima and found out optimal placement of the ceiling fans to not have too many to work with the aesthetics and not have too little and we felt we had it with this layout right here we're able to get good air movement typically about 3 to 5 degree cooling effect from the fans 50 to 100 feet per minute air velocity not too much where it's blowing napkins after play but not too little where there's negligible effect also if you can see in there there's a there's a private dining area that if you have a large group they want to be able to air condition that as well so we have AC in that private dining but the rest of it was all included and cooled with ceiling fans so just like the pdr of the private dining room is air condition but we also have doors that it can completely slide out so it can be totally transparent many of the time there's these large large doors that they just slide them open and they just act naturally ventilated in there as well and there's another ceiling fan in there to provide additional air movement to keep it cool another thing with the heat pumps for the hot water heating those are electric based so we do not have any gas usage to do any hot water which also helps us get to our 2045 model of eliminating the use of fossil fuel on Hawaii but pretty much all hot water heating in the future is going to have to either be with solar hot water or with heat pump hot water heating without gas because yeah that's obviously gas is a fossil fuel and one other aspect if we go at the final slide we have to wrap it up pretty quickly given the power on the property so Kanapali was already doing a great job with PV and as part of this project this whole renovation project we even added more PV so the property has about 600 KW of peak demand and currently with the PV on site they are about 213 KW and the property is being generated from PVs and utilizing heat pump water heating that works hand in hand with PV being generated on site so Kanapali Beach Hotel is doing a wonderful job of trying to meet our sustainability goals and they are very much contributing to Hawaii becoming the paradise of clean energy we are out of time so Kevin and Purnima thank you so very very much hopefully your project will be an inspiration to one and all and we will be galloping towards 100% clean energy in the near future again thank you so very much see you next time bye bye


What's going on everybody? Got Cal here relating sports cards. We've been two boxes for Jonathan Elf. Got a 2023 Bowman Chrome University Breakers Delight, and I've got a 2023 Stowell's Finest. Good luck, Mr. Jonathan. Let's see what we got. Nice little two-boxer for you. Don't necessarily want to open the college football boxes right now, but we'll power through. Power through. I did my nose dirty. Good luck. Good luck, Jonathan. I'm probably a FIFA guy. FIFA Fortnite's been fun. I've never really been huge on Madden. I've played a lot of Madden in my time, but never been my favorite game. I like them all, man. Roddy, good luck here. Star Wars Finest. We play a lot of FIFA. I mean, Fortnite. Yeah, yeah. That's probably our main game right now, for sure. It's a Refractor Wedge Antilles and a Refractor of Maul. Maul. Cursanton. Yeah, Nick. Should be some space. I got about 20 more minutes, 30 more minutes. If you want to grab a box, there's nothing in the line after. There's a Luke Skywalker Refractor. Obi-Wan C-3PO. Look, Jonathan. It's a gold. It's like a gold moments. That one is Phoenix Shan on the base moments. And gold. It's going to be C-3PO. Nice little color match there on the moments. Gold to 50. That one is 50 out of 50. It's pretty sick there. Moments. Got Grogu base. Ned B. There's a Saw Gerrera. Weasel. Weasel, bro. What kind of name is Weasel? Oh, man. They're just throwing names out. There's a Cassian Endow Warriors. Kylo Ren. Galen Erso. Six sister. Sketch.  Let's go. These are more rare than the regulars by quite a bit. Die cut sketch. Come on. Good luck, Jonathan. What do we got? Let's go. Die cut sketch. Captain Rex on the insert.  That is G. Tilson. G. Tilson on the one of one die cut. That is a droid. Yeah, the messy. Oh, okay. I didn't see the goats. That makes sense. We got you, Kato. We're getting that. We're getting that mag for you, sir. That is sick.  That's pretty sick on the droids. I like those. Luke Skywalker base. No, that's all right. Thank you, sir. Yeah, that's pretty sweet, man. The battle droids. Jar Jar got handled them pretty easily, though. There's a Finest Warriors, the Mando. There's Mando. Zory Bliss. Somebody missing the rest of them. Yeah, it says it's supposed to be K250, which is a different, uh, it's die cut is of like the, a different droid, but they drew the battle droid on there. So, Grand Inquisitor and Otto is going to be Fiona Shaw as Marva Andor. Marva Andor. Yeah, it says K250.  That's like one of the characters. But he writes graffiti style. Yeah, it's pretty sick. I don't know if I'll look him up. All right. Keep it going here. Not necessarily an error. It's just, um, I guess whatever they want to draw on there, they draw.  I have one that's kind of similar. It's like a droid die cut, but it has a different character on it. There's a fourth sister and that one's the 199 Nedby on the Aqua. See, that's K250. So that's who it was supposed to be. Or like that's what the shape is. You sure it's not his arm? Of his head. No, no, that's the, those are the droids. Those are different droids. The Fractor is Poe Dammer. R2, Jonah. There's a Bail Organa, Tales of the Jedi. And the last one here. Appreciate you, Mr. Jonathan. Neenub, Refractor. Poe Dammer. Alrighty, alrighty. Good luck here, Jonathan. We'll do a, um, we'll do, uh, Bomacrome U, Breakers Delights. Good luck, good luck. Yeah, yeah, that guy, that was the K250. That was what the die cut was, but I mean, they can draw whatever they're feeling like on there. There's a, uh, Bomacrome. Good luck, uh, Jonathan. Appreciate you, sir. Again, we, um, no queue after this one, guys. Got just a few minutes, 20 more minutes or so, if anyone wants to get a box or two in. Can get it going for y'all. Then we'll have Force coming in at five, Force and Jaker tonight. Doing our Sunday Fun Day group breaks. Early Risers, Jordan Travis. Had to be Jordan Travis, first card. Early Risers, had to be. Got a, uh, Refractor Blake Shapen, Chaz Preston, Jordan Whittington, Corey Forman, and Phil Motha. Refractor first. We've got a Orange Shock. That one is going to be number to 25. Tylik Williams, first out of the Ohio State University. 225. That's pretty sick. We have a Aqua. That one's going to be Caleb Williams on the Aqua number to 150. A little insert there on the, uh, 55 throwback. Nice. Caleb should be the first pick in the draft. Don't know if that's going to happen. Don't know. It's been, uh, it's been tossed up, tossed around. There's a Keon Coleman for the Knowles. That is a, uh, Fuchsia Mini Diamond II 150. First Billman Keon. Nice one there. Himo certainly is not going to be playing in the bowl games. No. There's a Aqua Blake Fischer first to 190, or 299. None of them might play in the bowl games honestly. No. I wouldn't. It's a 299. First Blake Fischer. I wouldn't. I ain't going out there. I wouldn't go out there. There's a 499. Will Johnson first on the Refractor. Otto there for Michigan. Will Johnson Refractor Otto. And on the back is Emmett Morhead on the first base Otto. Emmett Morhead for Boston College. Alrighty there. Mr. Jonathan, that'll do it for your two boxes. One Star Wars and one, um, uh, Breakers to Light. Appreciate you, my man. We'll get those right out to you.


lecture on OPAM as a square wave generator. At the end of this session student will be able to describe the working of square wave generator using operational amplifier. So, let us see the working of operational amplifier as a square wave generator. In the previous lecture we have seen the different kind of sinusoidal oscillators using operational amplifiers which generally gives the output as sine wave or cos wave. Now in this lecture we will see the non sinusoidal waveform oscillator using operational amplifier and it will be the square wave generator. So, let us see first the circuit of the square wave generator. So, this is a capacitor and 1 resistor R let us call it as C. These are connected to inverting terminal of the operational amplifier. As usual we will provide plus 12 volt and minus 12 volt supply. Now the non inverting terminal is connected with a voltage divider that is having R1 as well as R2 and here it is a feedback. It is a output voltage. So, this is a circuit for OPAM as a square wave generator. So, at the output if we force that output to switch between the positive saturation voltage as well as negative saturation voltage then we can achieve the square wave as a output from this operational amplifier circuit. Then it is called as the square wave generator. It is also known as a stable multivibrator or free running multivibrator. Now let us see the working of this. So, at the inverting terminal let us call this voltage as V2 and this is nothing but the voltage across capacitor C. Let us call the voltage at non inverting terminal as V1 and the differential voltage is taken as VID that is differential voltage between the non inverting and inverting terminal. As soon as we give the supply voltages to this OPAM initially C has no any charge. So, at initial stage V2 can be taken as 0 volt. So, VID is nothing but the difference between the non inverting and inverting terminal voltages. But initial stage will give us V2 as 0. So, VID is nothing but equal to V1. Now stop the video for while and think what will be the value of V1 because we are not providing any kind of input here. So, V1 is nothing but the function of output offset voltage and also it depends on the values of R1 and R2. So, V1 is nothing but the output voltage depends on output offset voltage. So, the VID is nothing but the output offset voltage. But VID can be positive or negative and it depends on the polarity of output offset voltage. Let us consider initially VID be a positive voltage. Now we will see the corresponding waveforms with the circuit. So, as VID is positive in this case the gain of this OPAM is maximum because C is not having any kind of charge. So, this positive voltage will drive the output of the operational amplifier towards positive saturation voltage. So, we can show the initial waveform as positive saturation voltage and negative saturation voltage. So, if the VID is positive then the output will be the positive saturation voltage. Now at this time the C starts charging towards positive saturation voltage through this resistor R and it will increase its voltage V2 from 0 up to certain value. So, we can indicate it with from 0 up to a certain value. Let us say it as a V1 because after getting the value V1 or after getting the slightly more value than V1 to the V2 it will give the negative output and the output will be switched from positive saturation voltage towards negative saturation voltage. So, the output will be switched to negative saturation voltage. Now at this negative saturation voltage this V1 can be given as VID is equal to minus V1 plus V2 and V1 equation can be given as R1 upon R1 plus R2 into minus V saturation because the output of the OPAM is negative saturation voltage. So, in this case V1 quantity is negative voltage. Now as the V1 is negative the C starts discharging through the R towards negative saturation voltage until a certain range comes. We will call it as minus V1. After reaching this V2 slightly less than minus V1 the output will again switch to positive saturation voltage. So, the waveform will till hold to negative saturation voltage and after getting the slightly less value than V1 that is more negative value than V1 the output will be again switched to positive saturation voltage and this happens again and again and continuous square wave is generated and the charging and discharging of capacitor can be continuously shown like this means we get here a square wave which will switch between positive saturation voltage as well as negative saturation voltage. Here the equation of V1 will change like this positive V1 value will be R1 upon R1 plus R2 into positive V saturation voltage and negative voltage can be given as R1 upon R1 plus R2 into negative saturation voltage. So, overall the output magnitude of V1 depends on R1 and R2 like this. So, we can give the equation for V1 like this. Now in this kind of switching of saturation, now this is the overall value of V1 where we can get the output switch between positive and negative V saturation. Here the time t can be given as 2 Rc natural log of 2 R1 plus R2 upon R2 seconds. It is the time period of the output of that square wave and the frequency for that square wave can be given as 1 by t means we can write this equation as frequency is equal to 1 upon 2 Rc natural log of 2 R1 plus R2 upon R2 hertz. So, this is nothing but the frequency of that particular square wave output in that if R2 is taken 1.16 times R1 then we will get F0 as 1 by 2 pi Rc exactly. So, we can calculate the frequency of that square wave as 1 by 2 pi Rc which is nothing but it is inversely proportional to Rc means if we keep the C value constant then it will depend on R inversely means if R increases then frequency will decrease like that it depends on the value of R and C. Now suppose if we want to design the square wave of 1 kilo hertz or square wave generator of 1 kilo hertz then let us consider C as 0.05 micro farad and if we consider R1 as 10 kilo ohm then how to design the circuit for 1 kilo hertz? In this circuit first we have to calculate the value of R2 which is equal to 1.16 of R1. So, in this the R2 is nothing but 11.6 kilo ohm and at these two values the frequency can be given as 1 by 2 Rc in that the C value is constant. So R can be calculated as 1 upon 2 F0 into C and if we put the value of capacitor and the value of frequency of the square wave then we can get R is equal to 10 k. So, the same circuit will be having the values like this C will be 0.05 micro farad R will be 10 k R1 will be 10 k and R2 will be 11.6 k like that we can design a square wave generator for frequency of 1 kilo hertz. The higher frequency of the opamp or the output of the opamp can be limited with the slew rate of the operational amplifier and for the precaution we have to connect the series resistor RS in inverting and non-inverting terminals because these two terminals practically are subjected to very large differential current due to the large differential voltage VID while switching from plus saturation volt to minus saturation volt like that we have to connect the series resistor RS for the precaution. So, this is how generator works. So, this is how the square wave generator works. These are the references. Thank you.