Well, I think this is enough time to welcome people so let me welcome you welcome to the future trends forum I'm delighted to see so many of you here today This is our weekly meeting where we collaboratively and through conversation explore the future of higher education My name is Brian Alexander on the forums creator host and chief cat herder And I'll be your guide to the next hour of conversation. We've been focusing on Inclusivity throughout the forum's life, especially for the past two years We know a whole series of sessions, especially looking at race and racism now I'd like to welcome Rita Kumar and Brenda Raffae. They're both the University of Cincinnati They both have an English literature and English professor background Rita runs their faculty and Richmond Center Which I think is where they physically are today Brenda Professor FAA is a professor of English who is teaching a lot on composition and writing together They published a book on inclusive teaching and very recently Published a really handy article at inside a higher-red on small changes promoting inclusivity So let me just bring them up on stage so we can start talking Let's see how it works and hello professors Good to see you both good to see you both You can see from the chat that we're all pretty keenly concerned about weather. So you have to tell us how hot is it there in Cincinnati? Very human oh Oh, you're pressing the web all very hard, but you're you're safe and sound and air conditioning right now, right? Stay there as long as you can And in in the chat we have people who are talking about think temperatures in the 90s or the hundreds This is summer where we're getting hit hard by this But but it's a lot easier to bear and much more pleasant to bear with the help of wonderful scholars like yourselves We have a tradition on the forum. We like to ask people to introduce themselves not by talking about their past But by talking about their future and if you just say what are you going to be working on for the next year? What kind of projects? What kind of initiatives what kind of stuff and what kind of ideas are going to be top of mind for you for the next year? Sure So this you know in the past two years we have been really busy with our work on our book You know equity and inclusion and higher education strategies for teaching and this year has been busy essentially with you know Promotion related to the book However, as we look as I look forward in my role as the executive director of the faculty in Richmond Center I'm looking at More innovative program for our faculty here at University of Cincinnati And how we can meet our objectives of diversity equity and inclusion a career advancement interdisciplinary collaboration and personal and social well-being and I continue to work closely on several projects together That are going to be coming up in the latter half of the year which include a Keynote address Some workshops for our own faculty here on inclusive teaching and Some other work that we have been thinking about but just haven't had the time or the bad news to just address yet And I'm going to ask Brenda to add to this Yeah, and so as a faculty member. I'm also a member of our coalition for anti-racist action and I've been working on a Syllabus rubric to help faculty to decolonize the curriculum and create a more inclusive syllabus for their courses and that work is going to continue into the future and I'm also our learning teaching center director at the University of Cincinnati Blue Lash College Where we have a number of initiatives to bring in the social justice center for our college in some more programming around diversity equity inclusion Excellent excellent that sounds very much continuing your recent work and and really taking it forward Friends if you're new to the forum This is a place for you to ask your questions and to make your comments and to float your ideas I'm just going to start off with a couple of quick questions just to get the ball rolling But remember to use a bottom of the screen use that raised hand if you want to join us around the table or Click the Q&A box Wanted to ask for a question and by the way if if you haven't had chance yet to look at this work You should see two buttons on the bottom left of the screen One that is linked inside a piece and one that's linked to our author's book So you can take a look at either of those as we go I my first question to ask you is Over the past two years We had a huge cultural shift in the United States A very strong focus on racism and anti-racism and I'm curious looking at it past two years Which teaching practices in favor of inclusion have really been the most popular among the faculty that you work with And which have been the most effective So I don't know that I would say that there's any one practice that covers everybody across the board When we're doing this work around anti-racism What seems to be most effective is to be very specifically understand your context your student population your disciplinary content and to work with that information to Decolonize the syllabus and of course and then If I'm thinking about specific things that people have done within their courses is they have More broadly looked at equity and inclusion statements diversity and inclusion statements that they can add to their syllabus to denote to their Students their commitment to creating an inclusive space for their students So that's one that kind of goes across disciplines But then we work with individual faculty. It really is a case-by-case basis on how to address what needs to be addressed in their classes. Oh Interesting interesting. So that statement of care that statement of intent is is something which can be generic In the positive sense that everyone can use that but otherwise it's really a it sounds like you're doing a kind of Consulting basis with individual cases One thing that I would like to add I think that is core to to this work is Is self awareness a self assessment and you know, even as we we offer Strategies for to our faculty we do encourage them to begin with self-awareness a Process of reflection to look within themselves and to be able to uncover their own values and their biases as they begin this work and then to Really Think about what will guide their work in and what we we prompt them to think about is To be intentional in this work because we know This work needs that level of intentionality and commitment So I think again as Brenda said, this is goes across the board Irrespective of discipline with that's the place to start and where we It's it can be sometimes uncomfortable, but I think Necessary to be able to commit to to this work long-term Very good. Thank you. Thank you both. Those are very very solid answers I'm going to exhort all of you to put forth your own questions So again, just use the Q&A box if you'd like to type in a question that I can raise or Just click the raised hand button so you can join us virtually around the table We already have one quick question that came in from Lisa Durf our good friend and she asks What exactly does decolonize the syllabus me? All right, so a lot of our disciplines are Eurocentric they're based in traditional practices of European Western thinking and so to decolonize our curriculum and our syllabus is to really think beyond that other ways of knowing Perhaps bringing in indigenous ways of knowing into the course or into the curriculum Thinking through other ways of knowing and making those ways of knowing accessible to our students. It's Applicable to all disciplines, but it's easier to see in some disciplines than others and That's why as Rita said, you know really looking at yourself your values and then being able to make the familiar strange So that you can start to identify those areas where you've just always assumed that the way you do something is the correct way when there may be other ways of Thinking or being that might help your students So to give a very concrete example in English composition standard edited English is like The default everybody assumes that that is like the normal way to speak, but that really is representing a white middle-class way of talking or Communicating and so when we use that as the normative we are shutting down other ways of communicating with our students if Making them feel that their own ways of speaking and communicating are not as Accepted in the classroom. And so how do we build? Students communicative abilities to add additional ways of communicating rather than saying this is the right way you're speaking the wrong way Lisa I hope that's a good question. I appreciate your directness and I hope that's good answer for you If you'd like to add more, please you know fire up the Q&A box and we'd love to hear more Thank you for that very very detailed and very clear answer Rita, did you want to dive in on that?  It should be less prescriptive and more welcoming You know just a small example where you're mentioning You know about the course and it's just saying this is what you will study It could be done in ways where you invite your students to join you in the exploration of that discipline And as Brenda said, then we are reaching out to different people and their different communicative styles Or talking about, you know, the tone of our Syllabus the language of the syllabus and the way we actually design the syllabus, you know In to incorporate the visual aspects into the syllabus that will make it easier for some of our Students who may be challenged in that way to be able to to read the syllabus more effectively and Make it sound less like a contract but as an invitation for our students to participate with us in that process That's a great phrase less like a contract and more like an invitation Just there's a question coming in but I just want to press on one point here of Rita, what is when you mentioned Making it readable are you speaking about accessibility in terms of say visual disability? Yes, accessibility as well as also accessible in terms of the tone of the language and what you know Some terms that we as academics we just assume that our students know but You know, we want to we want to be transparent. What do we really mean? You know when we say certain things, you know our Providing rationale for certain aspects of our syllabus, you know These you will be, you know, for example, if you're talking about a policy or plagiarism is to just handling the policy of plagiarism Explaining why that is important in the academic world and then, you know Giving them a sense of that, you know, there are ways that you they will not necessarily be Not not necessarily writing in a penalizing style that you know if you don't do this You would be penalized the same. This is the way to understand it and you know, this is important And this is the reason for its importance. So there's there's small ways to make that an invitation rather than a contract Interesting. That's a that's a great way of putting it. Thank you. Thank you We had a previous guest who couldn't make it to this to this session Because of a schedule conflict, but he wanted to put the accessibility on the table as well Um, we have a another question came from robin pappas In the chat and robin asks how does one check oneself about appropriating other cultures while trying to decolonize content and disciplinary approaches How to walk that line Yeah, I think that goes back to what Rita was saying and working with your students And I see somebody has put in the chat that they work with their students to co-create syllabus Which is one thing that we would highly recommend I think if you're going to go to it Like I mentioned earlier indigenous ways of knowing then maybe you go to that community to ask them to work with you So in alaska The work there by the authors have stopped talking They did just that they invited the members of that community into the space for faculty development education To better understand how they could decolonize their curriculum. So I would say work with the people in your local community to help you to Not appropriate the culture but to actively Integrate it into your curriculum Well, that that's a great question. Uh, by the way, thank you for that for that And uh, and again, uh, Brenda. Thank you for that, uh, really clear answer I can tell that you are practiced and you've been thinking about these very deeply for some time now At a great level, uh, we have a couple more questions that are coming in I want to flash these on the screen. This is one from Catherine Wilson at the University of Nebraska Lincoln Uh, and she says what approach has been successful for faculty groups to engage in this effort to recreate content I I go back to learning communities When people who are very interested in the topic get together like-minded people create a community of practice around that topic It's really effective because then you have that cadre of people who are willing to challenge you and question what you're doing But you also feel comfortable sharing what you're doing so that It moves you forward So we both been fortunate to have those opportunities in our work in the past And it's something that we're trying to continue as we move forward So within my department now in English, we have a community based around anti-racist curriculum development for composition courses That keeps us moving forward so that we don't stagnate and think oh I've got the inclusive course now But along with that anti-racist approach We are also very keen to understand how do we make our courses accessible? It that we have many students at our college who need accessibility resources support and so we want to make sure that our courses Are arranged for their needs without needing extra accommodations, but that they're already accessible to those students Well, thank you. I if I could ask um, Rita, just a quick question. Uh, this is so fast. I have so many questions, but I want to make sure I have so many questions, but I want to make sure I recommend one of our course in here The communities of practice form around their departments, uh, or across departmental lines I'm going to repeat that question because it was some experience and I did quite crash the first half of your question Sure. Um, when you're thinking about faculty communities of practice Is it better to form them up within departmental groups or do you prefer to have them across departmental barriers? Personally based on my own experience in faculty learning communities. I really enjoyed the interdisciplinary aspect of the learning communities I enjoyed the opportunity to converse with people um That were outside my department because it gave me a broader perspective of looking at things because Sometimes we get so caught up in our own discipline within our and within our own department And that we are not unable to open our eyes to new ways of thinking and I think when we have interdisciplinary faculty learning communities That is the advantage because you are prompted to Speak and discuss with people coming from other Disciplines and they bring their own perspective of looking at things and I think that is a really A great way to enrich our own, uh, you know teaching practices Excellent. Thank you. Thank you Um, I'm trying not to ask my questions anymore. I'm just so excited about this and so fascinated Thank you for that. Oh a really really solid answer. We have Another question here from Amara Cardozo who comes to us from clean university in new jersey And Amara asks, how do you manage students being late to class quote unquote late when time is a colonized concept? Would you still recommend deducting points or not? um So this is they do several ways to approach it I think is when we when we think about inclusivity. It does not mean necessarily that there are no rules to a class right and uh, you know, perhaps in in the case of this particular student who continues to be late you may want to take some time to Uh, pull the student aside and have a colonization with them to really understand what is the reason behind That student being late and without making assumptions or this person represents this culture They tend to come, you know, what I know about this culture. They tend to have a different sense of time May not necessarily be true Most of the time is not they're individuals that instances involved in a certain person's behavior And I think it it behoves us to first check in with the student What is going on before coming to making any assumptions or coming to a conclusion? Oh, that's a very very balanced answer to a very very direct and tricky question Amara if you'd like to follow up With more we'd love to hear from you And for everybody else again, this you can tell our guests are incredibly kind and answer We're with really admirable seriousness. If you have any more questions or comments I'm sure they'll keep coming up Please feel free to join us. We have a another question that came up earlier from uh, John Hollenbeck and uh, John asks this doesn't equal access to education Objectified learning and make it a thing that can be transferred and rationed As opposed to equal privileging of learning which democratizes all knowledge I'm gonna put that back up in the statement That's yeah, I'm sort of So we we both agree with the premise that just having access to education doesn't make things equal, but I haven't had this opportunity to think through how it objectifies learning Interesting idea. I'd like to hear more about it if this person Should be willing to talk a little bit more about it. Let me just let me just draft John and haul him up on stage Because I want to hear what he has to think Though John you knew this was going to happen. You knew I'd have to bring you on stage I didn't shower. I didn't shave this week. I required to stay low Take me as I am. Well, that's how that's all we can do Okay, um This goes to a concept that I had that went back to my graduate studies with michael apple and he was talking about um With holding education or not making things possible and I said well, doesn't that make you a behaviorist? Who thinks that knowledge is about transfer and he said it makes me a behaviorist only for the purposes of my theory and That's what he lost me, but um my point being This this isn't just a Eurocentric syllabus or class issues. We've been discussing in the chat It's it's it's the institutional norm It is our concept of learning that we go to a a smart person until recently a smart white person with a beard and We extract their knowledge from them and we are judged on that extraction by our ability to Say it back with fidelity and You know, this doesn't fly in most disciplines in practice And so I guess that's what I what I'm saying is Yeah, Lisa. You don't have a beard look where it got you Um So I mean what it gets to me is when we're talking like this It seems like behind all the theorizing and all the good intentions We are we are placing knowledge is something that we can ration. We can control We can pan up keep away from some people and allow other people into Isn't that what we're doing right now? Yeah, exactly what i'm saying It's what we're doing it because that's how the this is my last my last college was in new mexico and espanol. I was 85 Espanol And what was there were two ways to approach that school and some tried to make everybody white to put it bluntly And some tried some disciplines were free to become culturally aware of where they were They depended on how much flexibility they were willing to take and how much they could But through the whole thing you saw this whole notion was we have a thing called a unit that has a thing called Knowledge behind it that has a thing we call grades That are all constructions of a culture that none of us can go back to So that's that's my that's where I get lost in these discussions is that you know A syllabus is very much an artifact of of the old white man with the beard Yes, and and to me it's more interesting is how do how do we How do we let everybody Manifest their own intelligence in ways that are real to them culturally cognitively Life-wise everything else That's a great question And it really calls it. I really like that rethinking what higher education looks like Given the pandemic and all the changes that we've had this seems like a good opportunity to think through what we could change about the system we're in Which includes thinking about does the syllabus serve the purpose that it used to or When it was first envisioned right over the years the syllabus has become A 20 page document, you know in as a way to protect yourself against everything, right? And so this is the time really to rethink about so How else can we communicate with our students about what how we want to learn together? Is it a syllabus or is it going to be something else that It should should we be really thinking about Beyond the syllabus in terms of some other thing that that will That will serve the purpose of communication, but it doesn't have to be the traditional syllabus So it you know, these are questions that are coming up because of the kind of climate we are living in and what you pointed out john the The treating treatment of education as a commercial product, right? You know this thing as you mentioned it. So, you know, um, even though we do talk about decolonizing the curricula or the syllabus I do Do agree with you that maybe time to rethink What is the syllabus and what function does it serve and how can it be? um How can it be better reflective of our current needs and the climate that we are living in right? Well, let's not kid ourselves the syllabus is a legal document Maybe But not really because as tom pointed out earlier students don't read the syllabus It doesn't have the caveat that it had back in the olden days and A syllabus in my my understanding exists to convince some other school that the class you taught was close to a class that they taught because Your syllabus looks like their syllabus And that seems to be its most important function But beyond that then what students are looking at at a syllabus is where's the schedule? What do I have to do to get through this turkey of a class? So I get my three credits and can move on So Though we think that the syllabus doesn't play that big a role because of you know our experience with that Students do check it out and sometimes they've been not even joining the class if they they don't feel welcome Based on what they read in the syllabus. So it's you know, but we continue to call it a syllabus or whatever document We want to call it, but it has to be something that That gives the student a sense of belonging a sense that they are in they have a place at the table And that this is an invitation to learn now We may end up calling it by some other term, you know at some point I do not know But you know currently that's that's what we call it and so it It suggests that you know that We need to do something about this document. How can we make it more? Useful as you said, you know other than just saying this is what you have to do Right, but we don't have to have this document And that's where we get into this institutional dance where? Grains and classes and semesters and everything else are like this These things that came down to us from some god who said this is how education can only take place It's not that's just not true I think learning The institution of education Places learning as a solution to the professor's problems And what engages people and what what includes people is when learning is the answer to their problems When they learn to solve their own problems when they learn to formulate their own problems So like in my ladder classes, I wanted everybody to be their own instructional designer You know within the loose framework of what this class is about what do you need to learn? And you know, I my whole career has gone through different phases of where Really well-intentioned inclusive things tried to go from the top down and they just don't work I mean, you remember eubonics in san francisco I was at state at the at the time when that took place And everybody was trying really hard, but it was just not a task that could be accomplished So, you know, I really I think is you know, we we say a lot of the forum or at least commonly do that We really need to look at the practice of higher education.  So I should I should go and take a shower I was gonna complain that you had too much hair This is great, I mean We have questions that are following up on this, but John if you want to go, I'll I'll let you go. Well, I could say here if you want Well, I We have one question that came up, which I think all three of you would want to address molly says or molly asks in chat I was going to ask if there may be a need to shift to a term other than syllabus Is there a more inclusive term to express the outlawing of expectations for the course throughout the semester? learning plan huh In part in part state doesn't have semesters. They don't have They don't they have individually Negotiated agreements and here's what I'm here to do and if I do all this can will you give me a master's? Yeah, we promise we will okay. Let's get to work Okay, the learning plan lisa dirscher just the course guidelines Rita have you come across in your work at the center? Have you come across any? Nothing, I'm just thinking but I really like the idea of the learning plan because it It is suggestive of it focuses the attention on the student And you know, that's what we want. It should be student-centered and when we say learning plan They're here to learn and the the role of the Of the of the faculty member then becomes to help them facilitate this plan But it is they have input and it is suggestive of that it is It you know, we're going to think of learning plan. I'm thinking. Oh, yes You know rather than this instructor making the learning plan for the student the student would And would work with the faculty member to come up with their learning plan because they know how they learn And you know this what the job they then instructor is to help facilitate that process Which is a very different project than traditional schooling. Yes Or where the instructor's job is to explain what they want and the student's job is to is to give it back to them verbatim And I see that somebody said that plan is in the learning management systems. Yes, the learning management systems have taken over to a great extent for of Some of this conversation that we're talking about in terms of guidelines or Processes that are associated as Thomas said step one step two step three Yeah, but I would say that all that's doing is is mechanizing what was already there. I mean, that's there's a reason they called it blackboard And we don't handle any paper copies now Right. Everything is up online now Right but I My first online class was in 1992 It was on email And what we learned in that class was when you don't have the traditional props of a classroom Learner tend to become learners and follow things that are of their interest and they ended up co-creating Did my dissertation on it democratized education simply because There were none of the traditional stops. Well, you know blackboard came along and ruined online learning but You know in those it showed what a student centric democratically oriented Classrooms that look like and you see that you we saw that in new mexico When we asked students what were culturally appropriate ways for them to learn to overcome their problems to to get where they needed to go And you know, it's just it's just different than fixing the syllabus. I'm sorry to keep going back to that but it's Yeah, you know, I said it's different than us saying we need to make this less white To put it one way we do But but it shouldn't be us doing it If if I could at risk of being literally the white man with the beard if I could come back to an earlier point in the conversation Which may complement this focus on a syllabus Rita You were talking briefly. I'm sorry. Maybe it was Brenda About how the conversation we're having now is that kind of collaborative collective learning You know not an object that's being delivered while it's being constructed together And I'm curious in your work at Cincinnati, uh, how do you help faculty think about having that kind of pedagogy in their classrooms? Well, we go back to what our students interests and needs are so, um We have student listening sessions where the students will share what their concerns are in the classroom And we bring those back to our faculty to say how can we address these concerns? So that's been one thing that we found is helpful Um Then Rita and I were also engaged in our project where we very specifically asked students in our courses. What are your concerns? That we could address to make our classes more inclusive and we Very broadly asked what their concerns are. So we were asking about like life outside of school not Just in the classroom Because we're very aware that higher education if we're just talking about the syllabus We're missing the mark and that's not what we're trying to suggest if you fix your syllabus everything's going to be great We're suggesting the syllabus is one small step one very small my new part of the process This is a wicked problem as Rita wrote about recently It is very complex and interrelated and if we pull at the thread on one part Maybe we're tying the knot in a way. We didn't anticipate So being careful about how we start to undo this Problem is important. Um, you know, so We're all familiar with syllabus, but as people have noted, you know, that's not the only place and that's not the only thing We should be looking at Yeah, I mean just again in my northern new mexico college. We had to have a class to teach them what a syllabus was These were mostly a first first time in college generation. So they didn't know what it's all about sure Telling them what it was and then one and finally I remember one one Students says, oh, so this is where you tell us what to do Yeah, that's what a syllabus is. We're here to tell you what to do Yeah, it's easy to unravel but Difficult to wrap so you have to be very careful as you unravel things You also have to have a plan and how you're going to Fold them back and it's not always easy and not always known So some things are discovered in the process as Brenda pointed out richly when we when we did this project with our students I mean we we had focus groups. We had individual interviews. We did the survey to see what we find out You know, what what is there that you find out from our students How we can be more inclusive and to interesting we found out though the sample size is not that big is that a lot of students also indicated aspects outside schools So it was not all about, you know, what was happening with the classroom But there were many aspects that contributed You know to how they felt and that were outside our outside school and you know that we As faculty members in the classroom were not necessarily all this control. I mean not that we didn't control anything much, but John, let me thank you. Thank you. And let me give you a break. Thank you. Well, give the rest of the crowd a break Always good to see you I love the way that you're talking about These small chances or small changes and how they really start to unpick and unravel the entire whole We had a comment from Bill Heinrich who says I know learning outcomes are meant to clarify expectations Learning learning outcomes very often lock and functionally limit the range of learning that is possible in the course So that's that's a very focused one Friends we That was the example of a video question So if you'd like to join us you you don't have to have a beard to be on stage But just please click the raised hand You can tell that we're we're very kind and supportive if you want to be up here face to face with Rita and Brenda And if you would like to type in your question again, the q&a box is is there ready for you and for your Your comments and your thoughts We've had One topic that's come up before when we've addressed this is a kind of future oriented view Which is to say if if you have free reign to do this kind of work with inclusion and dei At your university, what does it look like in in 10 years? How is it different from 2022? So I think we would have student led Faculty development that helps us understand what students lives are like both in and out of the classroom To provide us with guidance in where we could be more supportive of their learning goals Wow I would see more Institutional wide support um at all levels For for for this work for this for the commitment, you know for this commitment because it takes everybody's commitment At their level to make this really successful So in 10 years, I would hope that we would get to that point that they would be established commitment to this to this work, right? but I'm going to bring up the Elf that we haven't talked about and that's we're in the state of Ohio Which is one of the states that has pending legislation around anti-racist curriculum And so, you know in 10 years from now, we may not even be allowed to talk about these issues so We're right now thinking pie in the sky doing everything we can to hold on to the ability to address diversity equity inclusion Recognizing that there are some who don't want us to have these conversations For the very reason I think that we were talking about with the changing in higher education Um, it was brought up in the chat like the demographics are changing If we're changing the way we can see whether some people feel threatened by that and so it's How do we tread carefully forward to allow people to recognize that by valuing each person's individuality We are not negating Other ways of thinking you know conservative ways of thinking need to be honored and valued as well but we Need to respect everybody And find ways forward where we can do that which is Very well This is a great. This is a great answer to my humongous question And you one part I I love that vernetta humball also agreed They were a student led professional development. That's a great idea explanation point I love the sound of that But what but what you said was was so important that uh on the one hand Rita you're describing the different projects that you can that you can Accomplish the different ways the institution could structure them But at the same time, uh, Brenda, you're describing the resistance outside of campus Um, although some perhaps uh on campus as well Um, I what kind of means of looking ahead? I mean that seems like a very good forecast I don't mean good as an happy but good as an as an accurate and plausible um How should the academy React to these so-called anti-crt laws that we're seeing in ohio and florida Should we just amp up our lobbying of state legislatures or what do you recommend? Well in ohio there are A history who's a higher education have lobbied against it That particular piece of legislation because it's too narrowly focused Um, so I know that there's a political Um movement effort, but I don't know how much That will have an effect. Yeah, I mean it's terminal. I think um, you know in the meantime We may not have control over the political aspects of this But we do have control over How we approach in our classrooms, you know, what can we do and it goes back to that whole idea Small changes, right? We we at our own level can still continue to do that even as you know, a lot of this happens around us and Whatever is in our control I know some of that chat has shown that some things are not in In our control sometimes you're handed things and we're just supposed to deliver them But there are certain things that are in our control and that's where we can exercise our autonomy of Of endeavoring to or committing to to these small changes. So Even if it sounds like a lot of glue there is still hope in in in terms of our own personal commitment to this work And our own intentionality regarding this work Thank you. Thank you. Um, I appreciate the sanity realism of your answers If if you could well, we're waiting for more questions to come in And friends were we're down to the last 10 minutes we're down to the wire So this is the time to put out any question that you're just hoping to ask Um, let let me ask one more. This is a kind of basic question What are some of the other like small steps that structures can do we talked about re-envisioning the syllabus? We've talked about really thinking time, but we've talked about thinking about pedagogy We talked about you really talked earlier about faculty becoming more aware of their own biases and their own values Where's some other small steps that faculty can take? I think somebody has mentioned in in in the chat they talked about assessment and how to Separate assessment from grades. I think that is a powerful way of Thinking about this because they're you know, our assessment needs to be inclusive we we tend to I mean so far having assessing Uh students on the basis of what have our Eurocentric ways established ways and how do we separate that and And how can assessment of somebody's learning to be separated? from grades because ultimately, you know as as again was pointed out in the in the chat that grades then, you know continued to be a source of ongoing Challenge for some of our students, especially if they're coming from underrepresented minorities if they come first generation students I think that is an area that that needs a lot of attention and Where we can actually make some difference Those are really good answers Thank you. Thank you The the chat box has been just a torrent people have been asking There's a chiming in an assessment and there's more and more questions questions about guns in the classroom in Ohio But I want to give bill hindrick A chance to ask one of his questions And bill put it from orbit. Let's just share this in getting started in the practice of decolonizing inclusion Does it help to use a theory to practice of inclusion i.e. a from power fair operationalizing the learning plan? Yeah, I think for me, I Used to sell in a ways anti racist writing assessment ecology book as my Background because it was specific to my discipline So I think it is helpful if you have that kind of framework if you're thinking through What you can do to be more inclusive in your courses um, and I would say probably almost every discipline has uh, specifically Work or body of knowledge that could help guide you in this work Making your course more inclusive Well, thank you for that. I just I just want to make sure is that um, uh asao annoying Yeah U. E. Thank you. I I just want a link in the chat so people can Uh and and people in the chat have thrown in a whole series of the recommendations carol swex mindset um Catherine james recommends jennifer eberhardt's book biased which has a chapter on on higher ed Bill hindrick also has a new assessment resource on equity What a good question bill. Thank you. Thank you I Loa's website night loa If you're interested in equity and assessment the work of natasha jen kawalski is also really good stuff Well, what's the name of that website? I'm sorry in i loa Thank you um if we uh I'm just more people are asking and and tom hams is just up on on the terror And uh engaging with maria and other people which is great um And this sounds like we have quite a few resources um Do you think We had a comment above about demographic change not for our students But for instructors and faculty this is maria Uh, she said I would assume for education to change in 20 years The educators demographics would need to change i.e. our current diverse students may need to become professors who drive change as well And i'm i'm i'm curious. Are you are you seeing more more of this being a driver? Are you seeing more people who are not white men? Uh, obviously i'm talking to two people who are not white men, but um, Out of at a statistical level. Are you seeing more of that change? And does that help empower the kind of transformation that you're working towards? That's true in the demographics for Professor the professor if i remember the latest aap numbers Women and faculty of color are still not as represented as the general population So yes, it would help if we had more representative faculty Of the population that I don't think we're there yet. Yeah, it definitely does because There's so much conversation about students not having a sense of belonging if they don't see people who look like them And they come into these institutions Uh, you know, it's going to impact retention but at the same time, you know as we get to to bump up our efforts to Make our faculty more representative of the of the students that they get in the classroom, but then again it goes back to Um, what are we doing to retain them? You know, how are we supporting them? Even if they are getting hired how are we how are we doing to? Maintain retention. Are we providing them the support that they need? I mean You find that a lot of underrepresented faculty Underrepresented faculty tend to be doing larger loads of of service and which goes unacknowledged Because they're providing services to Students who who are coming from underrepresented groups. So it's kind of a vicious cycle You know, if you want to maintain if you want to Push up those numbers of underrepresented faculty Uh underrepresented members, then you also have to have equivalent systems of support for them To to be able to retain them and even if when you retain them then and you know, when we continue to support them then they become you know members of our faculty and become a source of inspiration Of our changing body of students This is here. Well, that's that's a great and very sad answer In the in the chat a bit earlier, tom haim said if diverse students don't get through the system You'll never have those diverse educators since most of them need degrees from the current systems That is true. So it's you know, we have to if you want them to be represented in our faculty bodies We also have to make sure that they get the education to be then join academia. So, you know, it's It's a it's a Which is which Makes us should make us think about, you know, how do we make Students that are traditionally have not been a part of the education system Give them a sense of belonging make them feel that they belong here that they have they've seen right to this education And you know, then later on become representatives in in our faculty. So Uh, there's not more work to be done Are there any other ways you'd recommend For faculty to create that sense of belonging in their classes either their virtual classes or their face-to-face classes We talked before about the change in the syllabus. We talked a bit about assessment We talked about time we talked about conversations We talked about the work of of the two of you and and doing interviews with students To run to you know, try and check on their on their issues So anything else that uh that you would ask faculty to do in order to help these students under present students Persist and maintain in these classes so that down the road some of them can become faculty I think we always so in addition to talking with the students who are currently in our classroom If we could read the research that's in our field about what works To keep our students in our classes and try to employ some of those strategies. So For instance, I know that when I let my students choose their writing topics That's something that keeps them engaged in the class so that I'm better able to retain those students So I know that works. So what you know, and I know that from the literature in my field So reading What research is out there in your field about what works to help with retention is something that Everyone can do Well, thank you. Uh, I mean, it's it's I'm unsurprised as a fellow english professor to hear english professors recommend more reading That is that's what But this is very very practical You've given us a whole series of not just grand ways of thinking about education And inclusion but also very very many practical ways of proceeding It's it's been a real treat to host the two of you and you've been very very generous with your time in thinking What is the what is the best way for us to keep up with you two and your and your work? Um Anybody has questions for us, um, you know, we're happy to share our email With you and we're both on linkedin 2 feel free to contact us and we would love to continue the conversation Um in our book, we also have a section Which is unmanifold if you have resources or ideas you can actually add to them. It's it's What I call the living section of the book that you can add to Where there are resources available for faculty to you know to try in their own classrooms and also add resources or, uh, you know strategies that have both in their own classroom and I think by you know contributing to this Body and we're all helping each other and we're keeping the conversation going Well, thank you. Thank you. And again, I'll link to I'll link to the book that you two authored is there on the bottom left of the screen Thank you. Thank you both. Please keep up the terrific work. Keep going and we'd love to see you again down the road Thank you, Brian. And thank you everybody We joined us this in conversation. We learned a lot from you and your questions and and the very very active chat That I've been trying to follow as you could talk to you all Well, our pleasure our pleasure. Thank you. But don't go away friends Let me just point out where we're headed over the next few weeks if you'd like to keep talking about these issues Everything from the big picture of politics and institutional change down to individual classroom transformation We're on twitter very actively. So just use the hashtag FTTE or on twitter tweet at me brian alexander or at shindig events My blog is also a place for this kind of conversation. Just go to brian alexander.org If you'd like to look into our previous sessions on everything from teaching in general institutional change to teaching inclusivity and supporting Marginalized populations. Just take a look at our previous sessions tinyurl.com slash ftf archive If you'd like to discuss this in other topics and see where else we're headed as we think about the future of higher ed Go to forum.futureeducation.us and see some of the topics that have coming up everything from paradigm project public higher ed Free speech diversity in the climate crisis And if you'd like to share your work on these topics or other topics and you want me to celebrate them Before the entire audience just send me a note brian alexander gmail.com. I'd be glad to celebrate with you And with you is the key thing. I've been delighted to be thinking about this with all of you together Thank you for being so generous all of you with your opinions your experience your good questions All the information you shared. Please continue to enjoy a safe summer I hope you stay cool for in the northern hemisphere and have you stay warm if you are in the southern And above all take care of yourself and be safe. We'll see you online next time Bye. Bye


Hello guys crypto grounds here welcome back to another unity and time our dimensions video this episode four and today We're gonna be starting on the the dimensional sacrifice. Yeah, so this should be an interesting one We have our equations all set up. So this shouldn't be too big too big of a deal Or too bad. I like to speed. All right. Anyways, if you enjoy this video We smash the like button subscribe my channel if you're new turn on those notifications Check out my patreon and the link the links in the description if you want to support me comment all your Compliments feedback suggestions all that good stuff below and check out my other videos in the top right corner. Anyways, let's hop into it so, okay, so Okay, so I don't know the exact equation for the Dimensional sacrifice, but I tried my best. Okay, so here's some of my notes I can't remember if I discussed this in a previous video, but I started doing this so Dimensional sacrifice based on floor locked and first dim so the first dimension so basically it's based off of this number right here Okay, and the highest floor Know the highest so basically. Oh, yeah, so based on current dimsack as well. Maybe it's based on the highest. Okay, so I Thought it was so when I think it's highest being whenever you like highest Amount when you did a sacrifice, right? So we take the difference between those. Okay, so we do highest Is equal to floor log 10 first dim minus the current floor? Okay, and this starts at exponent e11 and Or exponent 11 and our equation is roughly this that's my guess now We may not be correct, but I think that's my guess. Okay, so let's hop into this This will be taking place in the dimensions, right? So we don't have it in here because I reset on my progress, but it's in here next to the map by max all okay So let's I should have created this interface beer back Okay, so I was for approaching this We should get it. Okay, so let's see when do we unlock it? I think it's when we first reach Eight right no Okay, so it's after we get the dim boost five. Okay unlocked When get dim boost Our dim shift because this is dimensional shifts, right? And then it transforms into dimension boost now that makes sense. Okay, I didn't understand that at first I completely forgot the terminology of this Okay, so this is what look like in here. We have a confirmation thing. I'm not gonna add the confirmation yet I'm just gonna throw the button right in and I eventually want to learn how to do pop-ups like this Cuz I personally don't know yet how to do that. So maybe I can just some do some kind of like I Don't know can we do buttons like if hovered over button or something? I don't know I'll have to learn how to do that cuz I think that'd be kind of cool Okay, so let me add the buttons in real quick Also before we do this I want to be sure to add this color thing here So how did we do it? Well, we did the exact same thing as a button in here and Let's see. Let's grab our UI real quick. I think that's right here. It's yeah, so it's a cut. It's a button So I'm gonna add a button real quick. Okay, and now in our update method. We're just gonna set the color equal to Magnet sorry Let's see we can just copy this here and our colors our Colors right here are based or originally from dimension. So we'll just grab from there So if anti matter is greater than take speed cost, that's pretty much it self-explanatory Oh that colors. It's that color right that colors. Why is that color not a thing? Is it an image? I think it's an image. Yeah, it is an image. Okay interesting Okay, so image here is our button right there. Okay, so we got that done pretty easy and Now we need to get a UI in and this looks like a pretty wide button. So Okay, so it looks like that. Alrighty, I'm gonna create a new empty here. Let's move this full screen cuz that's kind of annoying So take speed Copy and paste that this will be our dim sack right here Okay, I think we're doing pretty good on our UI. I could probably squeeze some of these things up a little more So I have space for the Galaxies, but otherwise I think we're on we're on to a good start here. Yeah, I'm just gonna shift these up a bit Yeah, that looks perfectly fine Now doesn't look as cluttered. I guess down there. All right, so now that we have our Dimensional sacrifice, let's get that going in here and that will be in our game or actually that will be in our dimensions Okay, I'm gonna close everything we don't need. All right First off we need so we have our dimensions. Let's do So we have dimension shift here Let's add regions to kind of organize this dimension shift Okay, there we go. That'll kind of organize our code and here we'll add dimensional sacrifice Okay, and now in here We need to add a variable or a property for our equation and that is Possibly this now this will be kind of hard to see because we're gonna have separate variables In order to track this which I'm gonna start here. So let's see. We need to have our highest um Highest first dim, I guess. Okay So our highest first dim will be A variable that we will set when we Do it that's tricky because What if this current floor is Much I think I'm gonna have to flip these. I think this is highest I think it's current minus highest That makes sense because if highest is zero then we don't need to subtract anything. Okay All right. So now we have a we have this equation right here. We can set Our equation to oh shoot. We also need the yeah, let's like we can do it now This will be our dimensional dimensional sacrifice Okay, and this will be Floor we're using big doubles floor Uh log base 10 And I think I'm just gonna put abs just to be safe. So you don't get negative infinity at at any point And also I need eventually I know this is like out of the way, but I need to somehow Create the infinity thing, which is not that hard to do. I just got to set everything to infinity You know until we break it And then in here we just put Game dot data dot dimension count And that is zero. Okay. So that is our dimensional sacrifice and we are going to subtract this by The same thing here Except our highest first dimensions. Okay So that is pretty much it this can honestly go to Uh, I don't know when dimensional sacrifice resets. I think that's just galaxy only I believe I will I I think we will have to observe that later But let's go to our data and add that in here. So we have dimension shifts. Let's add another Let's add our highest first dimensions Okay, and we will set that to zero right here Okay, game dot data dot highest first dimensions. All right, so we need to set this equation in Okay, this will be when we sacrifice. Okay, so let's have a variable public void dimensional Sacrifice see that's matching to our variable. So I'm gonna lower key that Dimensional sacrifice. Okay And now in here, let's just set our Our let's just set this to our current count If Okay, so first of all, we gotta make sure this is greater than zero right or greater than one So if this is greater than one, then we will do the process But also I mean, we don't need to check to see if this is higher than this because it shouldn't be in the first place, right? um Okay I think we're gonna have to do a little bit more work here Yeah, let's do this we're gonna instead of doing the the arrow thing. We're gonna do it in a Get we're in a getter. Okay So we're gonna create two variables. This is our current Okay And we need to create a highest variable And we'll move that in here Okay So if Current is greater or equal then if it's just greater than highest Then we're going to return um Basically current minus highest. Okay Otherwise, we're just gonna return one Alrighty pretty easy and we could probably make this private Okay, so the the sacrifice is pretty much the same thing as a shift except we Just reset all of them. Let's see Let's see dimensional sacrifice remove all of your first to seven. Okay, so it won't reset eight and That's it and it'll boost eight Okay, so where's our dimension shift right here? So let's go to our shift reset. So instead of doing it like this Where we reset all of this we need to Reset the first seven and we're gonna do this in a forlip. Okay. We can't do this new big double thing We can't just do new big double seven or else we won't have an eighth dimension anymore Okay so in here We need to Let's set this to here of our data at the top and get rid of this game of data Okay, so I created this for a forlip now instead of doing eight I did seven because remember we don't want to clear the eighth dimension We just want to mess with the first one through seven. I think it's one through seven or is it two through seven? Yeah, one through seven that would make more sense um, and in here we just set count equal to zero reset boosts equal to I think we just said it. Yeah, we said zero and we set unlocked to true So we don't actually mess with the the unlocked here Um, oh, yeah, we need to do that index. I index I index I Let's see. What are all of these just Yeah, okay. They're just default variables Easy enough. Okay. So that will work just fine and Okay Where is my variables? I'm just like lost over here. So this is this This is the dimsack to get. Okay. This is the dimsack to get All right We need to add to uh another variable in data Which is going to be our public big double Uh, dimensional sacrifice boost. Okay And we will add that above here set it equal to to one. Okay Alrighty and we will add on to this boost right here So that's after we uh, we don't need to reset anti-matter. Um, after we set this to its count We will Add on to the boost. So this is data dot boost plus equals data Our dimensional sacrifice total or to get Okay, and now in here We need to multiply the boost by the eighth dimension. So where's our production here? Okay And So this is where things get a little tricky because Oh wait Okay, I think that I'm just going to find my boost dimensional shift boost, right? Okay, so I'm going to do Uh, if Yeah, okay. This will this should work fine because this is a dimensional shift boost Right. Yeah, so it's applied to this right here. Okay, so we can just do i equals if i is equal to seven And then we are going to multiply this shift boost by The sacrifice boost and we're setting this here and then we multiply it Okay, so we actually haven't um done the equation yet. I forgot we wrote down this equation right here Starts at exponent 11. We never actually did that You see This is our Cal this is our exponents here. So we're calculating. We're subtracting the exponents So we need to somehow combine these together So This we're not returning current minus highest because we're just so we're just we're just returning the highest Um, if there is a highest right if the current one is higher than what we already have then we're going to return that so So I think we just got to return this right here, right? So we just do 1.21. Oh, yeah, so we do a big double pow Um 1.21 to the power. Yeah 1.21 to the power of current minus highest minus 10 Okay, and that is our exponents Cool that should do and we'll convert this into a question mark operator Just like that We can just raise that out. I think we're good to go. Let's give it a shot. This might look weird Oh, we actually I don't think we have the interface for it yet. Okay, so we have our Uh, I don't know what happened there. Okay, it moved me Okay, so I'm gonna add a text in here. It's a tmp text. It's gonna be called dimensional sacrifice text And we also need a button So this is red. So when does this turn green? It turns green when this is greater than one, right? Yeah Also, you see this looks like it's slowed down a lot. Hmm. So maybe our equation isn't quite right after all That's interesting So 127 Well, let's get a little more action going So 127 is still our highest So maybe it does like decay or something because I didn't remember when we talked about this It's not exactly that. So maybe there is some sort of like log action going on or some square root Uh, yeah, see it's still picking up. So the highest we got for sure, right, but this is slowed down eventually based on Um, I don't know. Let's hear. Let's try to get let's try to get this further Yeah So 121 148 Okay, so let's let's grab this number here. Okay 1.14 times 1.14 It's yeah, it seems like it's This number here is not adding on but it's also like based on what this is here So ours is gonna be based on or what it was originally and this is multiplying So I think we're gonna have to implement some kind of formula for this and again This is way more complex than I was imagining, but we will just see what we can do with this so far And let's add another image here Okay, so we're gonna set all of our dimensional sacrifice text and buttons Okay, so we do dimensional sacrifice and then our variable that we created for the to get Don't notate and we want two decimals and this is our default so we can actually just get rid of that And for our colors, so we will do the same thing except if Oh, boy, what's this? Oh, it's that color So if okay So dimensional sacrifice is greater than one. We'll just do that if it's greater than one Otherwise, there's really no point in doing it and I don't know if that's how they do it But I'm gonna do it for the sake of um A quality of life because we don't want to dim sack out at one Okay, when it's useless. So and that's what our if statement appears for anyways I'm gonna save it. It looks good Things might turn out iffy it might turn out great. Who knows? And I want this to appear Okay, we want this to appear When we have Five, okay, so that's cool. We can do this. So if If data dot dimensional sacrifice or yeah shifts is Greater than four then we're gonna set this active. Okay, so we can actually Move this here replace the if statement and do game object set active And we'll make it true based on whatever this bull Uh condition is here, which is if it's true or not.  That's wrong. Uh, we need our tixby cost button Uh, our button is still here. Why is it still here? Okay, if there's a reason I can still toggle this Okay Sure, you know We force it To be active accordingly to whatever this statement is. Yep. We can still update this I'm just not gonna worry about it for now Because that's yeah, I'm just not gonna worry about it Uh, let's cheat to cheat in some numbers Oh Okay, so we already see an nan. That's not good Maybe after we get some exponents in We don't see our dims. Okay, so there's something going on We don't see our We don't even see our shift button over here Oh, this is the dimensional shift button. I see what I did wrong here.  So our buttons gone Uh, we have our dim shift now Okay, now we can cheat and our I don't know what happened to the na in here But we will see Let's see. I'm gonna increase the intensity of this You know, it's fine I need to keep mine so badly. I keep telling myself that maybe I should just do that next to get it done over with And this is dimensional dimension boost still Oh, okay, so we have our nan here. That's not good. Well, we know our equation is completely screwed Also, this should say dimension boost So, okay, what we're gonna do here is add this Question mark operator So if dimension shifts is greater than four and then we're gonna to display this as Question mark question mark shift dimension shift, right? Is it shifts or no, it's shift and then galaxy so it's boost dimension boost Yeah, and then it's shift if it's not okay And why is this na in? I don't know Let's see what we did wrong here So we have our okay. I see here our highest is zero, right? So we need to Add a plus one because it's a log Same thing for here just we need to add one Because it's a log and logs are evil longs are very evil Actually, I'm adding plus one might not be the solution but at least um We can just do If uh, this is equal to zero, then we're just gonna pick one Or we're actually yeah, we're just gonna do zero And we will do the exact same thing for this except with the highest first dimensions here So if it's equal to zero, then we'll just to zero. Otherwise, we'll choose this and that should work Okay, we gotta do this all over again. Oh my gosh Okay, so we have our one times here Good 0.18 that does not look correct And Yeah, I think that's because of this right here. Okay Uh, man, all right So We also need to do another question mark operator here. Uh, basically if this current high is less than 10 Right Yeah, if it's less than 10, then we're just gonna set four set this to one. Otherwise, we will use the boost And we can get I guess we can get rid of these parentheses Um, curious to see if this actually pursues its goals Let's pause it. Okay, so we're at 30 times. This is going a little too fast We need to we need to speed this one up though Okay, I believe that equation is growing too fast and that's because this has some kind of like, um Reduced effect or something So what we need to do eventually is make this equation not add on to it, but it needs to be based on Uh, what our current boost is so race. We're actually technically multiplying it, right? So before we forget to do that, we're technically multiplying Because that's what this does so it boosts a dimension by 1.44 times, right? Okay, so let's see. Where is this going? Um, so we're at E 28 Okay This will probably pick up in a little bit. Hopefully I will be able to watch it Uh, I just need to compare so this should be a 30.91 at E 28 And now I can't remember what this was back at E 17, but I guess it's worth a shot Too slow for me I love playing this. I think it's kind of cool how the math works because like I never like really thought of this kind of stuff until I did a deeper analysis And I think doing this kind of analysis is fun It may not be for some other people, but I don't know. I like doing this. I think it's interesting Is this increasing by a constant amount every time? That's almost what it seems like, but it's I don't know Okay, we're at five times now Okay, let's push ourselves just a little bit. Maybe like E 35 Okay, we're close Wow, this seems very off Okay So 6.76 Uh divided by 7.29. I think it's the other way around. Yeah See what is this doing? When is this funny equation doing? So, okay You see this equation starts to fade off because our initial multiplier is 1.21. So this is clearly um fading off by a lot So How do we do this? I don't know I don't I want to make this as realistic as possible Okay, so nine times is 30. Oh, maybe it's like a square root or something. No, that wouldn't make sense No, no, no nine is not the square.  So let's head back to desmos Not synergism desmos Okay, so we have our equation here Um, we need to initially start to decay this like that But it doesn't seem to go this fast Again, I don't know how fast it does So we know at nine So at nine point x We have e 30 I should do a note for this one We have at nine x We have e 30 which is 30 minus 11 which is equal to 19 Okay So we need to figure out and this growth at 19 is 107 x around that Let's see. Do we copy it? No, he didn't but it's around 1.7 x Okay, so what we can do here is find a way to get this equation to equal 1.07 at nine 19 actually So at 19 right now And we don't want this to go below one. Okay, so that's also another thing We don't want this to go below one. So we want to add one to this And so now this starts at one Can I like uh do zero point? Can I do that? Oh boy Like that Something like this right, but it eventually it but it doesn't it's not supposed to go to one. That's not my goal So at 19 so we can plug this in 19 This is yeah, see it's at one So we need to take this initial value. Okay, so this is two Yeah, this is a little tricky. This is some tricky math here. I'm gonna come I'm gonna try to figure this out I'll be right back Okay, so I kind of developed something here. I'm kind of just playing with these variables and trying to approximate where this is happening Uh, we look pretty close From what I'm observing here Again, this is not this is probably not exactly correct or how they do this I am just taking a very very good guess So you see this this like after a hundred of these Levels right or levels. What is this so x bonus after e 100 this team this seems to slow down But I'm not sure if that's like the goal So let's keep buying these and seeing where this goes So now we're gonna observe here Okay, so we have Uh, okay Cool, so let's divide these together now and see what we get Divided by what is it 18? 49 18.49 Okay, so you see it's a case a little bit, but it's not as slow as I imagine What is 18.48 I keep deleting it No 49, okay. It does not have to be exactly correct, but okay, so we have this right here So this is what it should equal at 43 So if we do 44 You see this is still a little too fast So that's kind of the a really tricky thing here is that it's slowly slowing down And I don't know what it's trying to Aim for Because honestly if I'm not a math wizard When it comes to this game So let's see 104 Let's try to have it slow down a bit So where I can write it 12.36 114.49, okay, so now let's divide these together We have this right here. So you see it slows down surely Um by quite a bit Oh, wow, look how close that is and this is like yeah, so this needs to this shouldn't be this fast Okay, and this is like one 10 ish 108. I think that's what I had it at So let's increase this By like four five three two I think that's too much. This seems like a good place to be at. Okay, so if we do this at 19 our multiplier Is slightly higher, but it's pretty close and again, we don't have to be exactly correct. That's not our goal here Just at least we have Somewhere to lead to but after a thousand, you know, it starts to you know It starts to go off So I'm this might be one of those things that I'm going to have to research on if this turns out to be complete failure And if it doesn't work, then yeah, I'm gonna have to do research because it's not this easy Okay, so let's write this all down in the equation now Come on get out of here This is tricky stuff guys Okay, so we're gonna do big double dot pow now. We can just get rid of this big double. It's just pow and this is 0.21 to the power of 0.1 15 Times plus one. Okay, so Times uh the first exponent, which is I think that's our current Yeah, that's our current right here Okay, and then we do we multiply these together like this Yep, it already does that okay cool And then we add a plus one after this whole equation and that's our base This is nuts guys And I don't even know how the the current highest thing works. I'm just gonna keep this as a plus equals for now Okay, so let's try this and see how far we can get I don't know how accurate this is going to be if it's going to be correct at all. It may still be too severe Who knows? Okay, so good it starts at zero all right one and we should see that till later on Okay Then all just looks a lot less so I might have to I think I need to apply that minus 10 Which is an explanation on why We see this huge shift maybe so let's see this 19 Because that's zero it should be here, but by that. So yeah by the time we're at 30, you know We're losing a lot of growth here So I think we just need to do minus 11 Okay, because when we're at zero We have this equation here, but at 11 it should be fine, right? Okay, so it should yeah that looks perfectly fine So we need to add minus 11 to this current here and yeah, we will have to Add some parentheses I believe I hate how this thing freaking moves around like crazy when there's an error. It's so annoying See, it's so annoying. It's just uh one of those Coding pet peeves of mine is one writer literally just does that Uh, okay, let's just buy a ton because why not? Yeah, you can see this is a lot slower now I think we're pretty close So e43 we're at 18 Uh, yeah, we're a little bit short, but we're getting closer and after we apply this This growth equation here. We should be good If it's not correct, we're gonna be fine I'm just worried about approaching to one and it not doing anything Or barely anything. That's my that's my fear right now I should add a save system for this. This is freaking annoying This is devastating. I hate having to just click all this without a buy max I either need to add a save system or a buy max one of those Or keybinds at least Okay, I don't have buy max. I keep thinking this is like the real game Cool. Okay. Now we gotta get started. Let's go to 43. Oh, wow. This is still pretty sharp I think Wow, we're we are so close. That is unbelievable. Oh wait, this is 43. Okay. So what's that 43? 22 see yeah, we we do have quite a bit of um Of a difference here, but I think in the long term it will Balance out Which is okay. I think this is fine. Honestly Also, one thing I want to do is this I want to fix this real quick because that's a little annoying to look at So I think the way to fix this is by doing num dot mantisa Now instead of doing this we need to truncate this First so I think we just do truncate Uh Big double dot truncate. I think we can just do math dot truncate here math dot truncate Frick. Yeah, I think this is what we want to do Not round Yeah Maybe I don't know I'm gonna ignore this. I'll I'll figure that out a different day, but Okay, so let's try that dim sack and see what happens Okay, so it applies the boost I believe So now this is producing nothing. Why is this 60? Okay, that's odd. This isn't producing anything now Okay, so it looks like let's see what happens when we reach the highest which I don't know what that was But let's just try it out Well, it's not helping that eight dimensions completely useless right now That's definitely not helping Okay, I see Could this be it's could this be the actual equation here? Uh Where is our game? Where is our actual game here? This just seems too severe So I think what our text is gonna display is It's gonna be adding like we are here Right, but it's gonna be displaying the difference between here and here when we're multiplying it because we are applying a boost Right, so I think we are on the right track with the equation It's doing the right thing, but it's displaying the wrong numbers Well, not really wrong numbers if this said plus 1.57x. This is completely correct, right? But that's not our goal. That's not what we're trying to do So let's fix that real quick and I think we're we're done with this this system Okay, I want to apply it. Yeah, okay So I think all we need to do is divide our current by how much we're gonna add So let's say we have 500x right and let's say we are going to add another one, right another one Uh, we flip it Right, so we do 500 plus 1 divided by 500 right? So this is our this is what we should be displaying Okay, so this is very easy to do. This is very easy to do Uh, so we grab our current boost And we divide what we're actually going to get which is this right here And then we divide by that what we currently have again. So let's Take this all in parentheses right here Boom, we're going to divide what our current, uh, dimensional boost is and Uh, how else did we do that? So we divide all of this and we also add Uh, our boost here, right? Do we need parentheses there? Yeah, it looks like we do. Okay, so this is pretty lengthy. I know it's really messy But what we're trying to do here Is here let me bring this down real quick Okay, so what we're trying to do here is We have our equation here We add our current boost and we divide it by what we already have now because we're trying to find the change in our boost, right? Because this should be a lot lower though. This is looking pretty good so far, but it should be much lower So I think after this change we should be safe and we can finally call it a day This is fun stuff, but holy cow. It can be stressful Okay, so our current boost is one We're doing right right now. We're doing one plus one divided by One which is two So how do we fix this? Well, we subtract one from this boost, right? Okay, so all we gotta do is subtract one and we don't even need parentheses here. I think Oh, it looks like we do. Do we need parentheses around this? Okay, so we don't need this here Holy cow. This is so lengthy Okay, so we can delete some parentheses here One two one two Okay, I want to make sure this is dividing this entire thing right here because I feel like it's a knot There we go And I was like, why is it not doing anything? Okay, so we have our equation Hopefully this minus one will solve it Okay, so we're back here. It looks like equation is looking good so far I'm just hoping it will display the right Uh number so we'll know once we see the 1.21 Okay So let's get this started Yeah So let's just get a bunch of these record our highest E 20 e 30. Okay, let's sacrifice now 32 This is the right dimension is still not doing anything. Frick. I forgot about that Okay, well, that's not good That means this is gonna be a little harder To get back to but I want to at least see if this whole thing turned out good or not Yeah, I think this I think this is good Yep Cool, so we have our dimensional sacrifice done, but I don't know why eight dimension is not working So we can close all of this even we can just get this uh boost right here going So our shift boost is multiplied by our uh dimensional sacrifice Which is Okay, so we have 30. Why is it not multiplying? Okay, so I'm gonna multiply So 256 times 1.19 that should be 4a 8 That's less Oh, wait a minute. Oh, I forgot we're applying to our current boost. Okay, never mind then Oh, I think we're still adding right Yeah, so we're gonna multiply here. Okay. I see what we did wrong here. We need to multiply this still Okay, so I don't I I don't I still don't understand why this is incorrect Why it's not doing anything Oh, I think it's because we never Why did I subtract this? I don't know Okay, I think I see here we need to expand this By one and I think that's all you need to do Let's try it Okay, I'm hoping this worked. I hope opening this is my last time I got a mess with this stuff I'm always coming in like oh, this shouldn't be this shouldn't be hard at all I'm wrong every time Also, I don't think my tix speed resets as well I I believe that's how this works Yeah, so we need to reset tix speed on our shift tube before I forget that and I don't need to test that clarity know it works So we need to do our shift reset and we do data dot tix speed levels equals zero Yep. Okay. That's all we need to do. Okay. Let's test this Cool. So now it's working Okay, let's try it again Scary moment Okay, so let's sacrifice and it should start producing Yes awesome Damn that's slow. It's a slow start This is where by max would become really useful right now. Cool. We just need to catch up I could do a sacrifice right now. I don't know why this is rounding like this. It's really awkward to look at I don't know why it's doing that. It's whatever. It's not a big deal Oh, look at that. That is so satisfying, but it's not multiplying our boost here. Why is it not doing it? Oh, it's making me so mad. Let's try to get this back up again Okay, so four times this should multiply by four It still is ends, but whatever At least the the dimsack works Is this multiplying the cost? Is that really what's happening here? Is that why because like why is the cost 340? I don't okay. Maybe that's it I'd be confused, but Okay, so let's see this 210. I don't know why the cost is extremely high. It's very weird Oh, it's because we have 330. Okay, that makes sense now So nothing is changing here at all. I don't know why it's a little annoying But I do believe the boost is still here somewhere. So our dimension shift boost right here So if i is equal to seven Which we eventually hit We multiply dimension shift boost by the deck the sacrifice boost Okay, so I think this might be the issue here is that we're bringing this boost to the wrong place I don't know why it wouldn't be working here All right here, but I'm gonna give this a try Uh, we're just gonna multiply this this boosting here Where we do a question mark operator And I'm not gonna test this because that's uh time-consuming actually, you know what fine. We'll do it So if i is equal to seven Question mark. Uh, this is id So we multiply this by Um, if it's equal to seven Uh, let's check. Do I actually like do this? Id minus one So we do i yeah, okay From zero to eight So if i is equal to seven Then we do game data Dot dimensional sacrifice boost. Otherwise we do one. Okay, cool Let's give this a shot. I'm curious on why not it's not showing up. I also need to do this text I'm gonna eventually forget about it, but it's not important. I just want to get the gameplay done I want to at least get galaxies done and infinity if we can get infinity that would be awesome Holy cow Oh I want this to be a noticeable boost like we can obviously see it's happening So you see this is producing around One e maybe two e two per second. Okay Let's buy max this. Let's see. I want to make this go faster Okay, so it's producing about one e seven per second Done So it looks like it's still producing the same amount. So Okay, well, we can only check for this In okay, so we have our highest right here Our dimensional sacrifice boost seems like it's unaffected That's not good. That's probably the reason why this whole thing is not working Okay, so I see we have to multiply the boost before we set the highest, right? Okay, so now let's try one more time Uh, why is our boost going down? Hello Our boost is going down What the um Our boost is literally going down What Okay, I'm gonna have to check that out. That is um That is crazy. Why is it going down? I've What There's probably something wrong. I did in the equation here So I'll take a look off of it off video and I'll like make changes accordingly But let's try this out. See if this works. So this should be like e seven Yeah, that's better Also, before I forget, I just wanted to point out that the reason why this wasn't working is because I was dividing by the current boost, right? So that's not the right thing to do What we want to do instead is multiply by this equation right here And remember when I said that let's say your current boost is 500, right? And Uh, we want to get one more we're dividing. Oh wait a minute All right, so I'm not very happy with myself. I had to look up the equation. Okay. I just had to And it's actually surprisingly a lot different than I was expecting. So basically It's uh, we can ignore this max honestly. I actually let's see what happens if we do without it Uh, yeah, so basically we just don't have any negative variables and we could just do Basically, this is just an absolute That's the same thing actually no, that's not Basically, we just won't get anything past or below zero Or below one. I think yeah below one And it's actually like a kind of like a looks like parabolic. Wow Now a little surprised by the actual formation of this but you could see how I was somewhat close But the reason why I was going negative is because my equation did this now I do not know why it happened nor that I really want to find out All I know is that this is the equation. So basically it's floor log base 10 And also this is um grabbed in 10 to the x So basically I'm showing like that this is like exponents because you could see it stops at 308 right here Because that's their limits. So this is the graph right here and Yes, I'll be using this. I'm really upset that I couldn't figure it out, but it's okay I don't think I was ever going to anyways So let's replace it And yeah, so also what's cool is that in the Where did the article go? I just had it pulled up, but it did say that was calculated based on the highest The amount of dimensions Sacrificed and we used floor so that would solve our problem We can also use the exponent too that works. You just as fine Like if I do this see it works. You just fine. It's just that Um Yeah, we do need floor never mind ignore what I'm just saying right now. Let's just get off with it So Here let's split this up here Okay So let's get rid of this. We don't yeah, we can just do current minus highest Okay, I pulled it up. So this is what is this and is the total amount of first dimensions Sacrificed. Okay. So this is like the actual boost, right? So It looks like it doesn't provide the equation for what boost we're getting that's okay We don't need that because we already somewhat do that in here So we can just get rid of this in here and do max comma one and in here we're going to do an equation for floor Uh log base 10 Okay, and this is going to be our data dots highest first dimensions in here Uh, that's it. We also need to divide all of this by 10 And We need to do Uh To the power of two we needed to we needed the Yeah, we need to do all this to the power of two. Okay, and it should work now. Also, we have some errors here We need to add back our parentheses there. Okay, that should work Should I test one more time? Why not? Everything seemed to decay eventually. So I didn't want that I wanted uh, I wanted something actually working I didn't want to deal with that really messy equation because I feel like that would screw everything up in the future So it's better to be safe than sorry If heavy if you're watching I'm sorry if I disappointed you I broke my first promise not to look up any equations or anything and I already broke that rule I should be punished Ah equations not working. Okay. That's not good Shoot, okay Well Why it looks like we already have a boost applied Why is that did I ever did I even like quit out of the game? I don't even know what happened there Uh Okay, well, this is great. Our boost is not even working now Honestly, we don't even need this max, right We don't need it Uh, also this this highest this should be our current. So this is our dimension count, which is explains why it's not working Okay, so one last time Okay, cool. So our equation is going great And it should decay perfectly as we predicted it should be around 18.46 when we hit e 44 Looks like it will be beautiful All right, we got the equation working and I'm sorry. I wish I made the equation but I'm not that smart. So it's okay Alrighty we fixed it Okay, anyways, sorry for the really long video. I I thought those would be a lot shorter, but This is definitely an interesting one. So make sure you smash the like button Smash it a lot. Tell you all your friends Tell people about this amazing series. Share the news I am doing my best in this series if you enjoyed it So yeah, make sure you smash the like button share with your friends if you like Subscribe to my channel if you're new turn on those notifications so you get notified for every stream and video Comment all your suggestions feedback and any of all that good stuff below And check out my other videos in the top right corner. Anyway, thank you guys for watching. I'll see you the next one. Peace


Okay, all right, so yes, I'm the project manager for the climate science data and digital law laboratory. Now, Andrea, as the timekeeper, am I starting from 10 minutes or have I lost a minute? No, no, no, you're starting from 10 now, it's okay. Okay. I think it's time to switch. We can find it on my computer. I'm not sure if it's the connection with Zoom. Yeah, it's not actually made it to us yet. I suspect Zoom's having trouble capturing your Chrome browser when you're going full screen. Or Chrome's complaining about having too many tabs. That's not too many tabs. I can see the slides quite okay. Yeah, just do it like that. Okay, all right, we can have you to just do it like that. Yeah, that's fine. Okay, well then, yeah, all right. Okay, so I'm just going to quickly give you an overview. Describe the scope of work that we're doing and why we're doing it and talk about some of the challenges that we know we're going to face that are just part of the project. And then give a summary about what they're with. For those who are not particularly familiar with a lot of things in the climate community, there are a lot of acronyms. I will try to lighten that load as much as possible and explain them, but please feel free to ask me if I'm explaining any because some of them are just like normal words to me. Okay, so as Robert also mentioned, we're one of the projects that are funded through the RDS and SNPDA climate devil program. We have both of the project confirmed in November and we're aiming for completion in October. As a project manager, I like to lead a little bit of leeway because of the inevitable delays that will occur in terms of both completing some of the technical things as well as just, you know, as far as I'm concerned, you know, getting that documentation up and completed. So we're aiming for October and it's a, you know, the similar arrangements with the equivalent in kind matching the young net for funding from the partnership. The work that we're doing builds on from the climate and we're the science virtual laboratory, which was a next job funded project several years ago. And I was involved in that project when I worked at the U.S. University. So I'm very excited to be doing this next stage of work. We should also acknowledge our project partners. We're working with SRO, the Bureau, the Australian Center of Excellence for Climate Streams. We used to have this, the Center of Excellence for Climate Systems Science that that's now been replaced by CLICS. And they work within programs, the various science programs. Won't be seeing too much of NES and ES6E further down, but they are programs of work that are very important to our project partners. So what motivates us to do this project through all the discussions prior to defining the scope of work, you can vary that for the climate community in the next couple of years, being able to contribute to the CMIC6, the Couple Model Inter-Comparison Project A6, is their highest priority. So everything that we're doing in this project is aimed at enabling them to do that. So the effort for this CMIC6 is in two ways. It's in the model development, for example, access, the access couple model two, and access, if not one, I spelled out there, as the Australian community, or you can see it written down the bottom there, in my notes, Australian Community Climate and Assistance Simulator. It's the same acronym as is used for the Bureau's Numeric Writter prediction modelling as well, so it goes over the multiple scales. And the other part of the effort is around the data management access to local and international data sets that are used for their analysis. And it's in that second section that this project is going to focus. So why are we gonna do it? The outcomes we've defined for the project are all, I won't go into them in detail, because you can read them, but they're around the data access. They're about making sure that the climate community is in the best position possible to contribute to Seamanic Six. It's to actually broaden access to the Seamanic Six data and climate data more generally, so that the outcomes of all of that research can then go into subsequent research. And it's to make sure that the research community have got access to the tools and workplace that they need to actually complete their research in the most efficient way possible. And a big part of that is the provision of the data management services that will support their activities, both for the completion of the research and further on in the translation of that research, getting that information out to their stakeholders and to the general community. So the scope of activities, rather than talk about the specific deliverables of which we have eight, there's four main streams that work. One is, and they're in order of both effort and priority, the most important thing is the data access to the Seamanic Six data and also being able to publish the Australian data sets into the Earth System Grid Federation network as well. I'm not sure how many people are familiar with the Earth System Grid Federation, but it's an international collaboration. Talk about a little bit more in the next slide. It's an international collaboration of which NCI is one of the lead nodes, a tier one node, and it's designed for sharing data around the world prior to CMIPS, prior to ESGF, they used to use heart disks. So this is actually enabled and able to download. The other stream of work is getting access to those new tools and new analysis tools, particularly those that are defined as being required by the WCRP, improving access to the data while they're actually working on the research platform and NERDIC is the NCI's National Environmental Research Data Interoperability Platform, which is a term we use to bring together all of our data services and research platform. And then the other key bit is the use of support with all the new tools and even with the new processes that will be introduced around data publishing and replication, we need to have good interaction with our community and as I'll talk about in a minute, we need to be able to keep them up today with good progress. So going into each of those in a little more detail, the data management and replication is actually the biggest effort from an NCI perspective, but it actually has the biggest reward for the community. We're, as a tier one node, we're expected to replicate at least two petabytes, but we, through the demands of our community, the demands that they're based on, what they know that they need from the global, the global CMAP6 data sense, we're expecting at least three petabytes. As you can imagine, the research timelines often slip. So while we originally, in the earlier diagram there, there was a timeline of potentially expecting the first lot of data to come through in June this year, it's likely that we will see the majority of the data becoming available late this year or early next year. But in expectation, people can still make their research timelines. But we'll be in a situation where we're trying to download three petabytes of data in less than six months. That actually, it creates quite a high download speed and that's why the work that we're doing is quite significant in terms of installing the ESGS software onto our data transfer nodes and being able to optimise that. We can optimise it as much as we like it is then, but we can get constrained by the network. It's coming a long way, often from Europe and the US. And we are sometimes constrained by the performance of the node at the other end that we're trying to transfer data from. So there's a lot of work to do for the international coordination to make that happen. And similarly, we've got software that we need to install to for publishing the data. And that in itself has its own challenges. It's all open source software and it's sort of managed through a group of collaborators without anybody getting paid huge amounts of money to do the development of that. But it's a very interesting exercise to make it all happen. Just quickly around the software tools. These are the two ones that are required for us to get access to. So we've actually been doing a bit of work to get these installed. And we're going through an evaluation and user documentation process and looking to start doing some training on these tools in the next couple of months. The improved data access, we are going to integrate the metadata attribute service which was developed by NCI with what is called the ArcScibe API which was developed by the climate community. And that's a little tool that they used to search the really vast data sets to get the variables that they want. In team at five, it was found that scaling the search just was almost impossible and really slow. So this is a way to help that to happen for them to find the variables that they want. It will also enable them to check whether or not we have that data locally and if not be able to initiate the replication process for us to get that downloaded from the EMSGF. And then user support and training can't introduce all of these new things. You can't have efficient processes and trying to meet really tight timelines unless you've got that engagement with the users that we've defined the processes that actually support their activities and that we have the training material to help them to make the most use of both the data and the software and tools. So I can't, we can't complete this work without acknowledging our project team got very enthusiastic support from the Syros, Riftler, Trinam, the Bureau of Meteorology, Arrel, Moise and lots of Hansing and through the climate community so through Clare Parusian, Palak Trillin and NCI side, Kate Snows, our key person in engaging with the user community and our technical teams, Chris Allen and Matt Nethery. So yeah, they're just doing an amazing job to get things to the state that we're at at the moment which is, we've just started to download the, doing our replication testing and we know that we've still got a bit of work to get those speeds up but we like the work, the research is running behind and that gives us a little bit longer to get those things optimised. And so just in summary, the big hope of our work is to make the science efficient and reliable so our researchers can focus on their work. Doing this mainly for senior steps. There are those challenges which I sort of went through about the download for the massive data sets as well as actually just having that storage available for them to access. And the other part, the most important thing I think which is something that comes up from the climate community is that this project is scheduled to end in 2018 but the work we need to do will continue beyond that so we will be looking for additional funding in the future. Okay, thank you, Clare.