So, thank you very much, it's a pleasure to be in this session with these distinguished colleagues and friends and to have this wonderful audience. For the sake of time, maybe I'll skip a bit of the introduction, we're going to talk a bit about last year, since not everyone is totally familiar, but let me skip, say that we're part of a broader project led by some colleagues, very distinguished colleagues who are here, within that broader project, the papers you are seeing today is going to be a set of papers of this initial launch of the initiative in this particular case on political economy and the paper that Carlos Escartacini and I are writing with the help of two extremely bright young master students relates a bit to the previous topic in the volumes, if you wish, which is the issues of taxation and distribution and we're doing a bit of the political economy of that. There is a, I was going to kind of point to Daron while doing this. There is this going, oh, I'm going to point to Daron while doing this. There is this dominant view of the political economy of Latin America, which is rightly dominant, which could be summarized by the way of some of the previous work of Daron and Jim, that argues that part of the, and the paper Barleo Poldo and Cossos, of course, goes in that part, in that direction, that part of the explanation of the high and persistent inequality in Latin America has to pass with concentration of power. This general view, which is largely right, has a fiscal version that would say is because of the power of the rich that in the region we have low taxation and low redistribution. So in this paper, we argue that this is a good characterization for many countries in many points in time, but not a good characterization for all countries at all points in time. And to see this very quickly, we have a couple of figures showing the size of the state in different places in the world and different places in Latin America. We see that some Latin American countries like Brazil or Argentina have states the size of the high-income OECD countries. We also see a high variation in social spending in Latin America. Social spending is not identical to redistribution, but it's a close casting. So what we do is in this paper is provide a bit of a framework to look at the more general political economy approach that would allow to explain these different distributive outcomes, but also it does so in a way that looks at the broader set of symptoms. And in particular, we want to, again, Darun is one of the great contributors to that literature also, we want to draw on an issue that is extremely important for many Latin American countries, which is the issue of populism. And we want to bring together to inequality outcomes, other social outcomes of great importance and saliency in the region, such as low growth, low productivity, insufficient savings, low quality public policies. This set of additional outcomes, very briefly in the schematic pseudo-model I will present, I will call efficiency. So the general argument is that different countries are in different political economic equilibria as the title of the session and as the leaders of the project have correctly named this part of the effort. So what we do in the paper, and I'm going to go very briefly over some of that, is we characterize this is related to the previous part of the project. We characterize the fiscal vector of Latin American countries in a number of relevant dimensions. Then we briefly review, and we have enough to do that, given that this is like a state of the art volume, not just your last little contribution, to review with some of the explanations of these different syndromes, which I repeat are not enough redistribution, as Santiago was highlighting in the discussion yesterday, but also a poor quality, poor it is an efficient state. But in general, this literature, sometimes having the same authors, goes through different tracks, like some papers explain inequality, literal distribution, other papers explain efficiency, of course there are some exceptions, and what some exceptions, and what we are going to argue here is for a framework, one particular perhaps way of a more general framework, that try to explain both type of outcomes at the same time as characteristics of different countries being in different political economic equilibria. So first part fiscal vector, we try to characterize three things. How large is the state, how much they distribute, and how efficiently they do it. For that, I don't have time to explain the data now, maybe in the Q&A, we have characteristics of countries in terms of government size, in terms of government efficiency, and the height of the diagram, which is reflected here in a cutoff in two colors, the brown ones are low distribution countries, the blue ones are high distribution countries, according to the commitment to equity data of non-alustric and collaborators, and we see that there are countries all over the place. The OECD reach mostly European countries are mostly in this area, even though we don't have the distributive data and the data set, but the ones that happens to be there are all high distribution, so there are a set of countries in the world that have large states that they are fairly efficient and they distribute a substantial amount of resources towards the more vulnerable sectors. Latin America are these countries that we color here. They tend to be in the smaller size, smaller distribution, I'm sorry, smaller size, smaller efficiency, and some variation in terms of redistribution. So to summarize, we have different types of countries. In this paper with Carlos, we kind of contract the tax redistribution axis versus the efficiency axis. In some other work with Nora, we are working more in this distinction here, and there are these types, countries with small states, they don't do much, and the little that they do is not very good. Other countries in the other end, unfortunately, not in Latin America, where everything is blown, happy, and successful, and in cases like Chile, which have small states, but high efficiency, or like Argentina have large states, larger distribution, and very low efficiency. Perhaps one or two slides, a summary of the political economy of redistribution, the basic underlying model is a median voter model, Alamelza-Richards. This model is a model of tax on redistribution within Amheterogeneity. Given functional assumptions, we can apply a median voter result, and we have the well-known result that more unequal income distribution will call for more redistribution. And this has been used very extensively and very successful, an important leader on democratization, expecting, as Leopoldo was saying, that after more movement towards more democratic politics, we would expect more taxation, more redistribution. As everyone, or most people in the room know, the results are mixed, and there are various ways of extending the median voter model to try to understand why these things don't happen and why they don't happen so often. All implies extending the median voting model or raising one or another assumption. In a very simplistic way here, we summarize by sociological class some of the explanation focused on the poor and the ones about preferences and perceptions the neighborhood working on is part of that story. As it was mentioned in the two previous presentations, some relate to the middle class, and Noam has a very nice paper that connects to that. And then there is, which I rightly think is the dominant view, that is the one that focuses on the power of elites. Where there is this book by Jim Andaron that made this very cohesive argument of the process of democratization and these sort of bargainings between elites and the masses, if you wish. And the model, of course, in its basic formulation, the polity under democracy will work Alamelza Richards, that this will be a median voter model. But, and that's one of the nice contributions of that book, they consider the situation in which the elites somehow do things in the transition, like in Chile or in different cases, that make the post-democratic game not a median voter one, but a median voter with many other political resources in hands of the richer segments of the population. Okay, so that's the one minute summary of the elite domination, explanation, and other explanations of not enough redistribution in Latin America. Then in terms of the political economy of inefficiency, I'm not going to explain all of these papers in detail, but these are some of my favorite papers in the field, they could be organized in terms of which is the main underlying distortion that lead to inefficient policies, many pieces emphasize problems of timing consistency, imperfect information, non-cooperation, et cetera. I like very much this paper by Daron that uses the logic of the code theorem applied to politics and essentially is a commitment problem. I cannot commit to do things differently in the future, and that forces inefficient choices today. In some other literature, famous paper by Alberto 1988 and other follow-ups, they emphasize, we emphasize a bit, the possibility or not of cooperating over time, and when you get society to cooperate over time, you get better policies than what they do not. So the last four minutes I have a couple of sort of summary statements about a framework that perhaps could accommodate explaining the different equilibria and at the same time explain the level of redistribution and the level of efficiency. Imagine two groups, rich and poor, the rich have to make investments, investments relate to growth, and after that the political system that needs to be specified makes a decision on redistribution on the location of this output. As you know, in a one period model, there is only one equilibrium in which the group that is dominant exposed take as much as they can of the product for themselves, which leads in the initial period, in the first stage of this only period, the investing, the group that has the technology to invest, they may decide not to invest because that investment will be appropriated in the second stage. Of course, there are many other solutions to the repeated game, and to the repeated game, we add an institutional structure where the rich and the poor do not go directly because they cannot solve perfectly their own collective action problems, and they go through political representatives in a democratic realm, and these political representatives could be of different quality, could be of different types, or just in equilibrium, who have different actions, some of which relate to the level of redistribution in society, but some of that will also relate to the level of appropriation of resources from themselves, that is corruption, also related to the paper by Leopoldo and others, is sort of a tax in this context. So very quickly, we have different configurations of political systems, if you wish, some in which the their own effects of an elite that dominates and have a lot of de facto power beyond the jury will be cases where the rich are very powerful, there will be cases, let's say just three, although in the model this is continuous, which there is more of a balance of power of representation of different groups, and other cases in which in the political democratic gamers, not surprising that the representatives of the poor that are a majority tend to be the dominant political party, and then you can have different degrees of agency problem, this type of model can generate very, very different types of equilibria for brevity and for convenience for myself, I will focus on those that I like the most. Under some parameter configurations, you will have cooperation, and cooperation in this model implies that the rich invest optimally, and then there is a reasonable degree of redistribution of that high output, and then on a cooperative equilibria come in different formats, for instance, one will be the rich are very powerful, and at the same time, they really dominate the state, and there are no agents that steal from them, etc. So it's like they are the owners of the country, they will invest as much as this is convenient for them, but there will be little redistribution, and to go to their corner, you can have situations in which the government in power is a government that represents the interests of the poor and attempts to redistribute, but they do show in a way that is fairly inefficient, and for both reasons, in an ex-ante manner, the rich will not invest or invest very little depending on the details of a continuous or discrete model, and this type of political configuration and this type of outcome would be naturally associated with elite domination, the sort of standard historical case of Latin America with some variations here, and this will be the typical, let's say, left-wing populace also quite common in Latin America even these days, and we argue that this connects to some of the observations in terms of these three characteristics of the fiscal states, and in the final part of the paper, we go a bit broader than this little model and connect to other issues and other relevant dimensions for Latin America that one would naturally expect in a large interpretation of the model, that will be correlations that come in different types of equilibria, let me show you just two for brevity, this will be countries that have large taxation, large redistribution, and are very efficient in Norway's of this world, and in those cases we observe, it's hard to explain here, but we observe low corruption, we observe high institutionalization, and we observe lots of trust among people, and in other corners where you have a small state, a little distribution and very inefficient, in those cases you expect, you correlate, actually not you expect, you correlate with more corruption, less institutionalization, and less trust among citizens and among themselves and with politicians, and just want to find a line, this looking at trust, looking at, at no make-up of Lapov, etc. Many of the things there are, could be the natural micro foundations of the beliefs that sustain the different type of equilibria, so we're trying to connect the belief information to the outcomes in terms of fiscal results, and I'll stop here. Thank you very much.


Okay, so I found a new Yoruflash, and I think it's my favorite one yet. Bro, this flash right here? CT is so sick, man. Essentially, after you're done taking B-side on Breeze, you want to work your way back to CT, and catch the A-rotators off guard. You're gonna do this by throwing the flash against this wall, and with the right angle, you can flash all of CT without flashing yourself, which is honestly a lot easier than it seems. I do it in every single one of my Breeze matches and Immortal, and it works really well, so give it a try in your games and let me know what you think. Consider subscribing, and enjoy the rest of the clips. Still good. Bro, that flash is so nasty. Plants help play default. I'm closing doors just to break it. Got one. Spike down A. One of trees. Tree, tree, tree, tree. One enemy remaining. I am molting here. Oh no, are they forced to... Chambers right side. Nice pick. I'm molting for this. I'm checking back site. Yeah, Jets back site, she's about to peek, she's about to peek. Oh, that sounded lucky. Hello, Bozo. Couple B. Where's the gun, where's the gun? Jets op-ing mid. Nice job, guys. This window, window, window, window. It's no longer window, he has to be spawned. He's running, he's so... We have to force her to push with the op. Jets, reindeers, put him across, reindeers, put him across. This guy. That's fine. Nice, nice, nice. He doesn't have it, he doesn't have it. I'll put it back up as soon as I can.  You're done. One enemy. You play live, play live. Oh my god, Rob. Oh, this is good. We should have side off that. Fuck, am I good? Yeah. She was up here. 100%. 100% nest, 100%. Holy, bro, I wasn't even looking at my monitor.  I have no idea, bro. Yes, I heard her. He's in my mouth and cave. I'm gonna be in your mouth. Raise on your left, Rob. She just dropped into it. I can ult, I can ult. I'm holding on site for info. One's tower, one's tower. I'm tall. I'm tall. Oh, she's tower. I'm knife-hinger. I'll be at this respite. One more, one more, one more. I'm dead. Oh my god. She's off him. We got her surrounded. Nice. Bro, what is happening in this game?  Dude, I triple flashed him.  Two guns done. Love you, love you. No! Not a clue, bro, they never know. All right, best flash in the game right here. Trimber's like grass side jet in Trimber.


The St. Lucia Electricity Services Ltd. Lucilek continues to fulfill its corporate responsibility, particularly as the island faces the impact of COVID-19. A donation by Lucilek has vastly enhanced the ability of the St. Jude Hospital to provide oxygen to patients. More from GIS's Ross Daniel. St. Lucia Electricity Services Ltd. Lucilek has donated nearly $76,000 to the St. Jude Hospital in support of the hospital's efforts to power its oxygen-generating plant. Lucilek is covering the cost of the electricity infrastructure to extend the power supply to the plant. The St. Jude Hospital currently receives its oxygen supply through an external agency. That avenue is fraught with issues that include regularity and cost. St. Jude Hospital CEO Diane Henry Ernest says the hospital invested in the plant as part of its overall strategy to fight COVID-19. When the pandemic started, we realized that most probably oxygen might, we might have some issues with oxygen. So we decided to find a way to generate our own oxygen. So this is why we ventured in buying a plant. So we will not have a need for oxygen because we, at St. Jude Hospital right now, what we do is buy oxygen. If we are generating our own, we will not have to wait for supply. We'll always have a continuous supply. COVID clients, they are dependent on oxygen and at a high concentration again. So us having our own plant, I don't think we'll have the need to import or even buy from anybody else. We are so grateful that Lucilek came to our help. A contribution of $76,000 definitely will go a long way for St. Jude Hospital. COVID has actually put a dent in our pocket, our cash flow is reduced. It is reduced tremendously. So Lucilek coming on board and helping us with that gift, with that donation, it's definitely going to give us the opportunity to have continuous oxygen for our clients. So I must say it's a great gift. It's a gift that will allow us to share with all the persons like the other hospitals in St. Lucia because of the availability of oxygen that it will allow us to have. Chief Medical Officer Dr. Sharon Belma George agrees that a reliable and cost effective oxygen supply is of critical importance in the national fight against COVID-19 and other respiratory ailments. They've also had discussions with the ministry to provide support of oxygen to our other public health facilities in the south. So it will not only support the patient care in the south at the hospital, but also assist us with our community respiratory clinics and also our regular clinics. The CMO describes the size and impact of the Lucilek donation as significant. She says establishing the oxygen plant at St. Jude will ensure and support patient care in the south of the island. With COVID-19, it has become a lot worse. The need for oxygen on island. So it is also reassuring for us having that capacity in the south of the island as well. It would also provide support wherever else is needed for care with oxygen. Now, even without COVID, we have increasing numbers of patients with chronic obstructive pulmonary disease as a result of smoking. So we get a lot of those admissions and persons who may suffer heart attacks or strokes because of the burden of chronic disease that we see here on island. So the regular sustainable supply of oxygen is extremely important for our health facilities, both the hospital and the others within the communities and also for our asthmatics as well. Lucilek Managing Director, Trevor Luisi, says the necessity of the St. Jude Hospital request is what spurred the company to act. St. Jude Hospital is also partnering with Invest St. Lucia on the establishment of its oxygen generating plant. The facility is located at the Viewfort Free Zone. From the Government Information Service, Ross Daniel reporting.


So returning to connecting real quickly, we'll talk about troubleshooting. Most people get stuck at this part connecting. If your account is being run on a domain of one's own instance, be sure that your school has FTP enabled. Be sure you're spelling the host and username correctly. Also, the host should be the name of your primary domain if you're using your default FTP account. Connecting under this will give you access to any add-on domain or sub-domain files you have. As for the password, if you're pasting it in, be sure that there are no special characters tagged onto it. Depending on which document you're pasting from, it may carry over special characters on the document, such as bullet points. If you're in doubt, it may be worth just typing it out by hand. If you go this route, be aware that people often switch up capital O's and zero's as well as lowercase L's and one's, so these cases require some extra attention. As for the port, if you're connecting via SFTP, it needs to be 22. And remember, you can only use port 22 and SFTP if you're connecting using the credentials from your default FTP account. If you want to connect via regular FTP or if you're using the credentials from another C-Panel account that you've created, you need to use port 21. You also may find that you've connected a couple times, maybe got some of your credentials wrong, and you're sure that you're getting them right now, but it still won't let you in. If you try to connect too many times in a short time span, then your IP will basically be blacklisted and you won't be able to connect to the server whether you're using the correct credentials or not. To be removed off of this IP blacklist, you can contact Reclaim Hosting Support staff within your client area, along with any other questions you might have.


Creating skills, education, and experience sections. In this video, we will be adding a skills, education, and experience section to your portfolio. This will take us on a deeper dive into text formatting options. We will begin by clicking text again in our layout menu and adding another H1 title in the same way as your introduction. This one should say skills. Under this, we'll be creating two subheadings using the H2 formatting option. There are two types of skills you'll want to consider for your portfolio. Hard or industry skills and soft skills. You can separate the skills section into two subsections if you'd like to differentiate your work-related and more general skills. In this case, we're using industry skills and soft skills. Click on the plus sign under each subheading and paste the information from your outline. And align the text to your preference. To keep things consistent, we are using center. You could also use the list layout options here. We will be exploring lists later in the video. Next, we will add the education section. Scroll down to access the layout options. Add your H1 titles in the same way as before. Your education section is the space to include both your formal and informal training and certifications. Your education is probably the most straightforward section in any resume or portfolio. But it's good to know how to prioritize the way you list your formal and informal education and certifications in order to achieve the most effective summary for potential employers. Check out our accompanying video for more information on this. Then create H2 headings. In this case, diplomas and certifications. Below your titles, paste the information from your outline. To emphasize your field of study, we'll highlight the diploma name and click bold. Then highlight the name of your educational institution and years of study and click italics. Finally, align everything in a way that will flow with the rest of your page design. If you have any relevant certifications such as project management or applicable licenses, feel free to include this underneath your more formal education from a college or university. Then format these certifications the same way as the above diplomas or degrees. Apply bold to the name of the certificate, italics to the learning institution and years of study, and align. Your experience section is the place to include any work experience that might give insight into your current skills. Everyone has a different level of work experience, so think about every job you've had where you've learned skills that are useful in your chosen field. If you have no formal work experience, that's okay too. Think about volunteer experience or situations where you may have learned relevant soft skills such as leadership or teamwork. Format these experiences the same way you did your education, job title, company, location, and timeline. Once you've compiled a list of your experience, create an H1 heading entitled experience and center align. Then paste the first job into Spark. We'll be formatting this information by applying bold to the job title. Then listing the name of the company or institution at which you worked and clicking italics. Next, we'll press enter on our keyboard and paste the location and the work timeline. Once again, we will align everything in the same way. Next, go back to your outline and write a brief list or a sentence or two to describe the positions and what skills you gained. Back on the Spark page, we'll click the plus icon, choose text, and bulleted list. This is where we'll paste in a small description of the relevant duties you performed on the job. Spark only allows lists to appear left aligned, so we'll leave it as is. Once you've completed your formatting for the first job in your experience section, continue in the same way with two to four more. Don't feel the need to go too in-depth with the descriptions of your experience. As in the next video, we'll be creating a section to display all your projects and work samples. Here's a preview of what your skills, education, and experience section should look like when they're completed. To see yours, click the preview button in the top menu bar.


Hi guys, I'm Taylor and today we're going to be making cornjacks. For the cornjacks, the first step is to add all the dry ingredients into one mixing bowl. So we need three quarters of a cup of yellow cornmeal and then taking your knife and scraping off the excess, half a cup plus a quarter cup and then we need three quarters of a cup of all-purpose flour, we also need three quarters of a cup. So you have a cup, taking your spoon and gently spooning the flour into your mixing cup and then taking your knife and removing the excess, plus a quarter cup, then taking your knife again and removing the excess. We need a tablespoon and a half of baking powder. Here's one tablespoon which you're going to fill and then taking your knife again and scraping off the excess and then there are three teaspoons for one tablespoon. So then we need another teaspoon and a half. Here's half a teaspoon, scraping off the excess and then here's the last one teaspoon. Once you have all the dry ingredients together, give it a gentle stir. For this recipe of cornjacks, we only need two and a half teaspoons of sugar. Gently shake it to remove the excess, one and then taking our half teaspoon measure, two and a half. Stir the same with your dry ingredients. The next step is to put one egg into a bowl and gently beat it together. We get to add our milk and our butter. We need one cup of milk plus one tablespoon of lemon juice. Always remember to check your measurement of liquid at eye level. Once you have your one tablespoon, gently apply it to the milk. Pour the milk and lemon juice into the egg mixture. Gently stir these two together. You can set these aside while we measure out our one tablespoon of butter. Taking a butter knife and following the ruler on the side of the butter package, cut off one tablespoon of butter. Once you've cut it, make sure to unwrap all the wrapping off of it. Then place it into a small bowl to be melted for about 20 seconds in the microwave. Once the butter is melted, set it aside. Then we'll be pouring our liquid ingredients into our dry ingredients. Gently stir these two together. Mix together, add in your one tablespoon of melted butter and then stir it again to mix in the butter. Make sure you always scrape down your sides as you stir along. This will help to make sure that all the ingredients get mixed in together. Our meal to cornjacks is a great way to get extra grains and extra fiber into your diet. Once they all start together, the mixture will be thick but smooth and maybe with some lumps. Then we're going to go prepare our griddle or frying pan. Once you have your griddle or frying pan heating up, take some nonstick spray and gently spray the pan or griddles. Once your griddle or frying pan is heated up, take a quarter cup measurer and gently scoop a quarter cup of your batter. Apply it into your griddle, onto your pan. Repeat this process until your griddle is full or your frying pan is full. You'll know that the cornjacks are ready to be flipped when they're bubbly and the bubbles start popping on top. Then take a turner and gently scrape underneath and flip them over. Repeat this with each cornjack. Gently lift up the first one and flip it over. Nice and golden brown means it's nice and done. To a plate and serve warm with butter or any other toppings.


There's a debate going on on the asian internet should you make your asian child work at the family restaurant growing up or not? Let's talk about it.  You order the food immediately Don't hesitate. Don't wait. You look at that menu. Whatever you think look best You order because I guarantee you is going to be smash us And the only reason he's taking the order is because he speaks the best English out there out of anybody now peep the back Now what you need to take into account all asians working not one other ethnicity is out there And that is very important to me and that's a good thing to me. I don't you think that's a bad thing keep with your people I don't really care I know this food is about to hit because everybody know what they doing back there No matter what you order, bro It's gonna tell me that it's on the way and I'm guarantee you is going to hit chicken wings Smashing you'll be like, yeah, this is fried. How put in the dipping sauce, bro. Oh, man Yo, I'm telling you this is actually pretty old-school. This clip is hilarious. Actually the corresponding commentary was also hilarious What's going on here? The kids like 11? No, it's so funny to hear people always like oh man You know the Chinese food was gonna hit when you saw the little kid working at the front or the kids doing the homework Obviously, this is a meme, but it's also based in real life because there's still a lot of families Even Asian or not, but I think the Asian families or at least the immigrant families do this the most I mean, this is a hood Chinese takeout Yeah, but like it could be in like a rural area as well Anyway, we're gonna break it down for you guys make sure you like subscribe turn on your notifications Andrew, you know what would taste good on some Chinese takeout though Small sauce check it out still selling chefs and foodie alike really enjoy it I mean, I feel like I see this less nowadays, but I remember I went to a bodega in Alphabet city just like four years ago and there was a kid who was like 12 It was like a like a you know like a Middle Eastern kid. He was like selling me all the gum and everything Yeah, yeah, so it still happens from time to time It's not just the Asian thing but obviously the Asian kid at the Chinese restaurant is iconic iconic motif in Life I guess I guess David right off the bat when people are debating.  What are you doing? You know, like that's the debate a lot of people are saying I get it that these Chinese restaurants are mom and pop Ran by one family. It's maybe it's the holiday season. They need help The kid is probably the best at English out of everybody. You're right. Yeah, it's probably the best at English But he is also a kid. Should we let them be kids?  I mean my general opinion is like that family's got to do whatever it takes to survive But in terms of the impact on the kid There was a lot of debate in the comments section because there was some restaurant kids who said it helped them But there was some restaurant kids who also said that it was ultimately a traumatizing experience So I mean the truth is Andrew the devil's in the details, right?  What is the kid giving up? Like in terms of sacrifice to obviously contribute to the family Which is ultimately probably a good thing though, right? Because the family is usually immigrants. They're not highly educated That's why they run like a hood takeout. They got they got to stick together But yes for sure There's gonna be some pros and cons in terms of potential negative impacts on the kids psyche But it can also teach them a lot of discipline. I think it really depends on how much they have to work there I think if the kid like from my friends who had to help out that their parents businesses like on the weekends I think that's cool like expose them to math Addition subtraction doing the calculations like at a young age and things that are high stakes because it's the family's like fortune Yeah, yeah, keep it within the family. I understand that but yeah If you make them work their full time, especially like when they have other things they need to do for their development Let's say they want to do sports and you're like, no, you got to work at the restaurant for four hours after school It's like dang like it's kind of taking over their life and also you as a parent have to understand What am I going to teach my kid? What is my kid taking away? If we run a very messy kind of like dingy kitchen where like it's kind of a crazy like Hairbrain like kind of operation. Yeah, it's gonna be stressful on the kid But if you run like a good, you know, well ran well oiled machine that it's different, right? But you can also argue that if you want a really well oiled machine You probably wouldn't need your 10 year old kid to be the cashier to right I'm assuming this clip is actually during the holiday season or during a weekend Because there's no way like the kid is working there during the week. You know what I mean, right? I mean, I guess the one thought that I had was like man There's some people in 2023 that are almost having like a 1975 like 1985 Like like 30 years ago type upbringing. You know what I mean? Like it's still like you think that this is going away and all the kids are like chasing clout with the broccoli cuts You know trying to be Gen Z. But it's like no, we have a cousin Andrew who grew up in rural Pennsylvania And I feel like some of the things that he's saying or some of the you know what I mean? Like some of the things that I heard about his upbringing. They reminded me of almost like California in the 1980s Yeah, like I'm saying the different regions of the country are like so throwback You know what I mean? Yeah on that day. I mean it could be so different Anyway, let's get into the comments section somebody said the way he ripped that receipt was enough man He is bona fide. Of course other people saying little man is in the zone.  Everybody's like yo man this kid putting in work But obviously nobody would actually put their kid through it or wish that they had his life, right? Yeah, or nobody wishes that like no one says like yo this kid is gonna be very successful or cool when he grows up I want to be his friend. They're just applauding that The kid is doing what he's told right? He is responsible enough. He probably isn't making a lot of errors He's probably not happy though, right? But you're right Maybe not not every moment of your life as a kid has to be happy. I don't think so right Andrew This got into a here this turned into a huge debate because when this got posted on jackfruit Andrew There was a restaurant kids some kids were saying yep childhood trauma programming right there He'll see it when he hits the middle age like the rest of us other people said bro What are you talking about? I started helping my mom out at the age of seven. I'm 35 now I'm absolutely proud of what I did and he said yeah You might be proud now, but watch when you get older you'll see that you are a people pleaser Acts of service you'll realize that basically you have like a lot of trauma from those days where you were like not allowed to develop your personality Organically and then of course other people saying oh, it's only traumatic for people who didn't make the most out of it And then of course basically there was just like a lot of arguing back and forth But isn't the truth Andrew that that guy could be right But the other person was saying that it was a great experience could also be right because they grew up in different families Yeah, and it just depends on what you took from it man. I and it's so variable You know, I had a friend whose parents owned a catering truck growing up And I remember he would tell me stories when we were like in high school or junior high of how he was helping out on the on the truck and I wanted to work on the truck with him. I said yo man like let me Volunteer like can you ask your mom so that I can work cuz I was like interested in food at the time and like cooking and and then He was like no trust me dude You don't want to do it and then he asked his mom and his mom was like, you know That's crazy have someone else's kid with us like even though Andrew's a good kid Like I don't want to be responsible for that. You know what I mean like that that was so I'm saying that I think I was gonna Learn something from that even though of course That was not my life that was his life not my life Yeah, the truth is it's gonna vary a lot on the restaurant, too Cuz if you take a look at like John M. Chew the famous director Andrew His parents own a famous restaurant in the Bay Area.  That was me at age nine and somebody said yep Basically, you know we this is like how Asians hustle and basically said this way I'm waiting for the child labor comments, but we Asian this is partially why Asian communities are so strong great work ethic And we learned early one thing we were gonna do for sure is hustle So ultimately I think a lot of people Andrew are proud of this in the sense that you don't really see I mean like this is the most if you had to guess any race or culture putting their kids to work like this I guess you would guess that it would be Asian, right? Yeah, it'd be a high-likeliness that it'd be Asian But I think all immigrant groups do this to some level if they run a business obviously Asians own a lot of businesses It's true very enterprising people if you look at stats the amount of businesses that are opened by Asian people is very high No, it is pretty tremendous. We are business owners. We own a business It is a culture that really loves like just enterprise Man they really love small business they love big business import export. I don't know man It's just Asians for some reason.  I do hope that he's not forced to do it Forever, you know what I mean, right? I hope that he has choices I think that helping out with your family a few times a week is great Obviously, you know, I didn't have to grow up doing it and our parents like didn't own like a really You know, I for example, like if it's a poorly ran restaurant, like that could be stressful on the kids So I understand that there is a situation where it is downside, right? It's negative And you know, so might not if and I I'm not saying anything about this restaurant in question But if the systems are bad, he's gonna learn to navigate a bad system Which is not necessarily the best thing to learn from me, right? You know what it is if he knows how to if he runs that you need to also expose him to better systems, too And I think that's the best way for people to learn is that they see both sides They see a messy system and they'll help out. That's the family you should sometimes it still gets the job done Yes, so get still turn, but hopefully he gets the opportunity to also expand his knowledge and help out at a Better ran system of some type even like a Panda Express.  He's gonna he's gonna know addition so fast, right so fast for sure for sure I mean, I would say the only risk is like if the parents love enterprise so much that they don't let the kid really explore their studies Right, because obviously the studying is gonna allow him to step either into like higher level version versions of like scaling up Chinese food in the future or just entering just like high-paid. Yeah, we don't know the situation Maybe they were short staffed that day. Maybe a chef couldn't make it.  He looks about 11. They're 14. So just the whole family is hustling Hopefully that's not all day every day, right? But if this is just like during a busy time or a short staff time, it makes sense Yeah, anyway guys, let us know what you think in the comment section below It is a hilarious video. It's just like man Just the way the kid looks with the glasses and he's all like chubby and round stuff, man Exposure to dealing with customers and a small business early on is generally not bad But of course you just hope that these kids are getting their education and have options in life Anyway guys, let us know what you think in the comment section below until next time with the hot boys. We out. Peace


Well, hello everybody and welcome to today's live stream I'm Monica Wahee and I'm here today to start showing you some really cool plots and this is part of my Great R packages for health data analytics, and it's my our tricks for SAS users. So, oh, welcome Arikanth. I'm glad you're here Oh, make sure that you download the slides everybody download the slides because guess what I'm going to show you is I'm going to show you some links, right? so on the screen right now the Slides that I'm sharing you'll see there's four plots. Okay, not four plot four plots, right? There's this Likert plot this upset plot This dumbbell plot in the screen plot and these are unusual plots They're not the ones you normally see in biostatistics. I Want to make sure that you follow our company page and find out Because I'm going to be doing the live stream today. We're going to cover this plot here This Likert plot, but we're going to cover these other ones in the future, and I want to show them to you I'm I'm going to show you them and are So I'm a data scientist in the health sort of domain because I'm an epidemiologist And I use both SAS and are But what I'm going to show you you can do an are and you don't need to worry that SAS doesn't do these plots Because you can do the analysis you can get the numbers out of SAS And so I'll even show you that today with this like a plot now if you're an R user You're probably oh, it's good to see you Sunil if you're an R user, you're probably familiar with the package gg plot 2 which is a great graphing package and I call these non gg plot 2 plots But that's not technically correct. They're just not running the mill gg plot 2 plots They I think they leverage gg plot 2, but I'm just getting technical about it now if you download the slides You'll see that there is on this slide You have these links, okay? And today if I'm going to be going over what's on the second link this Likert plot It's a blog post that goes along with this and it's if you go that blog post You can download the code and the data I'm using today to demonstrate and then on the next slide You'll notice that it says something about factor analysis This pertains to the screen plot which is like I said follow our company page when I post that event You can come and you'll find out about this. All right. All right So here we are an are now If you go to that blog post on the Likert plot You'll see that I've sort of organized the blog post in like step one step two. I think I even brought up Here's here it is. So you'll see how it says, you know kind of down here like see this one two three stuff Okay, that's what I'm talking about in this code where it says step one step two But I'm actually going to run all this code and jump ahead to step nine Because I want to first show you what I'm talking about. I first want to show you what this plot is You know when you're like doing like a cooking Video and you want to see what it looks like after it's cooked first before you do the recipe. That's what we're doing here Okay, so it comes out like this, but let me just stretch it out So even if you're a SAS user and you don't really use our You'll see that this was kind of pretty easy I just ran all this code and this came out and I'm stretching it out to make it look nice Now if I wanted to save this I could go over here file save as I usually choose JPEG and Then over here I could just save it as a JPEG, right? But I first want to just Interpret this for you. Okay, so I'll show you the data set But what this data set had was it was a bunch of Likert scale Statements as you can see here. This was the response is one was strongly disagree Two was somewhat disagree Three was neither agree nor disagree or was somewhat agree and five was strongly agree and I actually took Some real answers from a survey. I just made up the statements. These are just like gibberish statements Okay So I want to show you and I just pulled out like five of them You know, I was helping somebody do a survey and there are a lot more more items But I just want to show you how to interpret this. Okay now these five items The reason they're in this order has to do with the results. Okay, so let's look at the results First I want to show you this x-axis. So see this zero in the middle Then it says percentage 50 a hundred and then here it says 50 a hundred This green side is the agree side So you can kind of see of the people on this side You know, how many get to agree? um and here you can see that if you take this Green and the light green together It says 51 percent over here. That's what that means And this is 36 percent for this one. So what it did was it first calculated that And then it sorted it in that order. So this first one here This is the 51 is the biggest and the 36 32 30 26 So the most agreed with one is at the top So you can imagine If you're doing like a psychometric instrument and then these are like the five items on one of your subscales, you'd be like I'd like to see if they're all sort of close or if they're kind of different Because let's look down here This one. So this is strongly disagree, right? And see this the strongly plus someone it's 60 percent and what's kind of nice about this is you can really tell like Of the disagrees most of them are strongly over here And of the agrees most of this are strongly over here Okay, but I haven't really gone over this middle one and this is the the disagree over here Like this is 40 percent. This is 36 percent. See this middle one This gray shows you how many people said They they didn't they didn't have an That neither green or disagree and some people call that neutral But I like to put it neither green or disagree because sometimes you just don't have an opinion But see how like 30 percent We're here That's kind of weird like people shouldn't be putting this a lot So they don't have a strong opinion. Sometimes that can be an issue. So this is nice here So you can see how If you're studying if you're doing a bunch of surveys I I don't recommend putting all of your liker answers into one plot I recommend taking groups and putting them in and then that way, um I'm sorry. I don't know what's going on with my phone. Um, I I recommend just putting groups of them in at a time So you can compare them like on domains And then that way you can make this visualization and it makes it easier for you to make decisions. All right So that's the visualization and now I'm going to show you how to make it And I'm just looking over here to see if anybody's got any questions Okay, so I'm I'm going to just clear This console here and I'm going to start at the beginning So this is r and you can set the working directory I set the working directory to whatever we're doing today. Um And then step one is I read in my survey data set So I'm going to read this in and I'm just going to show you what it looks like and it's called survey one So what survey one looks like is it's got a study id with these this number that starts with 14 755 And if I scroll down it's got 47 people in it And it's got five columns. They're called q1 q2 q3 q4 q5 and you just saw the legend That's the legend of what they were asked. They were asking statements and they had to rate them Now the problem I had with this data set and I've had this before is So imagine you ask a statement and it's a really awesome statement like everybody agrees with it That means that it doesn't like let's say five is a super awesome statement that everybody agrees with They're going to answer To q5 five or four they're Or even maybe three But nobody's going to answer one or two And if you get the situation where nobody answers one of the levels You've got to do a workaround for this plot. So that's actually built into this code. Okay And it's kind of a kluji workaround. So please don't laugh at me It works. Okay, and it helps you understand kind of how r works So imagine that you're in sass and you've got a ton of data or whatever You could theoretically just trim out these columns You know like even if you had like thousands like I think if you had a real million records if you just trimmed out these columns And you pulled it out you could just do exactly, you know read it into r and do this thing I just did Okay, so what's the first thing we're going to do is steps two and three Is where we design and make fake data and this is really fun and art because it's not that easy to do in sass So notice how study id is a column And q1 is a column or whatever. Well, what we're doing for our fake data is just making columns So I made a column called study id which is just a vector with a bunch of these nine Values in it why because then I can filter these out again. I know these are fake data and see q1 For the first one, I'm going to say every q1 is going to say one two three four five like 9999 one is going to say one one one one one for each And the next one is going to say two two two two two for each you can see what I'm doing, right? I'm making sure that each one That each one has uh That value in it just to game the system, all right And then I'm going to take these columns and sew them together splice them together by using a data frame command Into a data frame called fake, right? So let's just make fake All right, so let's run fake There's my fake data Looks just like the real data only I'm gaming it. So I'm making sure it's got the values in each Now I'm going to actually bind Our bind or row bind Fake to survey one to generate survey two this looks a lot like um merging in in sass, right? So we're going to just merge these together And here's survey two and see I've got the fake data at the end Now here's something that's not going to happen in sass and happens in r um right now if I Ask what class or what is the data type like class? If I go um, what is the survey two q one It says numeric we cannot do this plot with numeric data We have to use ordinal data and if you you know like one two three four five is ordinal And so you have to classify it as a factor in r which doesn't happen in sass, right? So how you change like you could change let's say you had character numbers number started characters You could change them to numeric using as numeric. Well, this is called as factor So we create these new set of variables called q one underscore f for factor Which is the factor version of these variables. So that's what we're going to do here And now when we see Survey two after I ran this here's the factor version Of all of these it looks the same but when you do the class like class survey to q one underscore f for factor See, it's a factor class and you're probably like, okay Monica they look the same Well, the problem is they behave differently.  So one means a category, right? So now the next step step five. I create this Vector called factor levels. Now. These are going to be What ends up in the legend, okay So this is so if you had said neutral instead of neither green or disagree then this is where you would do that So I run that and it's just a vector that says these levels Okay, and I have to put them in order of one two three four five. That's how it knows, okay Now I'm going to shove the factor levels onto each of my factor variables see the underscore f Um, it's the same factor levels. I'm just shoving them on to I always say shoving it because it uses this arrow That's probably very rude, right? So now actually I want to show you survey two because it looks a little different now Remember how a minute ago all of these like these look like numbers and these also look like numbers Well, now they don't because we basically if you remember sass's Formats like you couldn't attach formats to levels of categorical variables This is kind of the same thing is you can attach These factor levels To factor very so it's like the analogous thing. All right. Let's go All right, so we've made it through now. We're on step six And in step six what we want to do is remove our fake data We had our fake data was there to hold the placers to make sure That when we did like q4 factor levels It wasn't missing one of these because if like everybody said strongly agrees someone agree and either agree to disagree And we're missing this it would error out at the step So we prevented that with our collage, but now we have to get rid of the fake data so we're going to create survey three by Keeping survey two only the study IDs that are less than this nine nine, right? So we'll do that and I realize it's a collage, but here we go So now we know you can see the at number of rows remember in our actual survey data set we had 20 247. All right, so now The only problem is let let me use a call names here. So call names survey three So we have a lot of columns. We're not going to plot like we're only going to plot these factor columns So the next step is to create survey four where we just keep the columns Now now notice here. We don't want study ID for the plot. We don't want we don't want any of these We want this one and these and see this one and this eight This is column eight and column nine and this is column seven. So this is me saying Brackets survey three brackets. I want all the rows. That's the comma like everything You know, that's why I didn't put anything before I want all the rows and just column seven through 11 Now hard coding columns you want in your code is risky, but we're just making a plot data set So we can get away with it, right? So we'll do that and then Now when I do, um, let me see if this works say see I use the up arrow. It worked again. Now. Let me see, uh, this is curvy Yeah, so now survey four only has These um these column names in it. All right So those columns but that these column names are not what we We want the actual statement To come out on the plot So this is where I was using real survey data. Just a few questioner statements from real survey data This is where I just replaced these var headings with just nonsense statements And so I I made these nonsense statements and called the var headings And now I attached them see this names. I made them the column headings I replaced q1 or to square f with I want to live in a world with unicorns. I think that's how it ended up Let's look at it here Yeah, so now I replaced them with the and I know that sounds weird, right? Like in sass you could never make a Column heading that's a sentence You know, but welcome to r right you get to break some sass rules Makes it feel good. Finally we get to the plot so Remember when you're using r you have to if you're using a package you got to install the package, right? So I already installed the package like earth. That's what we're using And so we call it up with the library now how How to you can see here I'm running the like earth command on this plot data set that I worked so hard to make and that Creates this object p Then I use this like or bar plot command with all of these settings in it To generate This object a and then I plot a so this is super complicated I encourage you to read the blog post to figure all this out so you can see these are just um options i'm setting really like I think if I run p here Okay, so what if you p is just the um proportions that come out And then if I run this like or bar plot on p these are all these settings. I generate a And then when we plot a This is what we get All right And if you go you can get all of this code and an even an explanation of all of those options at that um Uh at that blog post What we just talked about was like analyzing This like earth plot like producing this like earth plot from survey data basically survey data, right? So if you're In my audience right now, you've probably done surveys and probably you probably do research And you're probably used to like making a research protocol or making a plan and gathering data And then trying to you do a plot like I just showed you with it But nowadays researchers like us are expected to actually know more than that We're expected to like be able to analyze data from applications. In fact, somebody I was just talking to yesterday Talk to me about one of these data providers you can log in And you can analyze and counter data And you can analyze data from medical records and from labs at real hospitals real world data is what it's called But that person even though they're really intelligent was very confused like they didn't know Well, they're like monica. I don't know what to connect. I don't know what data sets to connect I don't know what makes sense. Uh, should I look at inpatient? Should I look at outpatient? What makes sense with my research question? And I was like, yeah What if you're expected to analyze data from an application? It's really not that straightforward So because of that I came up with this workshop called application basics Um, the big picture is our theme this month So this is an online workshop with the learning objective to understand data sets from applications well enough to analyze them and produce results And if you come to the workshop, you're going to learn about computer applications Like how these applications are designed Like the teams that design them and how the data are stored in the applications You're going to learn the terminology around application development So you can start using it to communicate And with this knowledge you can break through communication barriers to get the answers you need to complete your analysis And be seen as an expert So here are some details about the workshop Again, it's called application basics the big picture And it's saturday and sunday March 23rd and 24th and each session starts at noon eastern time And lasts about three hours and it's an interactive zoom online workshop And a normal price for a workshop like that is about $250 to $750 For workshop when you have these two-day interactive workshops where you can network with data scientists But lucky you because you attended my likert scale workshop Today my likert plot workshop your cost is free. I have not found another workshop like this That has that delivers this information to a research audience And I have gotten a lot of very positive feedback from the participants So I really would hope that you would sign up for our workshop and again follow our company page And make sure you stay up to date about our Events because I'm going to show you how to do those other three plots You saw and especially if you're into psychometric analysis like making psychometric instruments or analyzing data from them You know, I'm going to have something on factor analysis. So you're going to want to know about that Next time you do a survey you want to use definitely use the likert plot. It's really great for um It's it's really great for um interpretation So what will happen is especially like Let's say you've got a product And you've got a statements about this product and they're all positive like the product was fun to use The product was easy to use the product was intuitive to use the product was um made me feel comfortable The product made me feel confident You can throw them all in one likert plot and it'll sort it out for you Like if the product did not make them feel comfortable, that's going to be on the bottom, right? It really just helps you with the first pass of trying to sort out the likert data Like I remember I used to get likert data and I'm like, well, what do I do? Do I just make the percent that agree And what you're never supposed to do is make a mean out of it. All right senile That's the wrong thing to do because then you're not handling it as an ordinal variable You're handling it as a continuous variable. It's uh, what is it a novices common mistake? But then you're like make you know, I'm shaming these novices for making means out of ordinal variables But that's what we do, right?  I have a good driver. You know, you're not supposed to make a mean, right? And so If I'm yelling at everybody, you're not supposed to make a mean out of it. Then what are you supposed to do? So, uh, the this is my answer. You're supposed to do the likert plot Well, thank you everybody for showing up today I really appreciate it when you come to my live streams because I don't like to talk to nobody and I just love seeing everybody's faces here on zoom And I hope you have a wonderful Tuesday in a very good week Thank you for watching this video, which is part of the public health to data science rebrand program If you are interested in joining the program, please sign up for a 30 minute zoom interview using the link in the description


You know, we have a lot of international students, we have a lot of first generation college students, we have a lot of non traditional age students, we have a lot of students who have disrupted their education and come back. We, and, and social annotation has empowered these students in a variety of ways that allows their voice to be heard inside of the classroom, maybe through this kind of sideways path and not only have students commented that by annotating and rehearsing and, and then seeing their peers, replying and responding to their ideas not only does it bolster the confidence to, you know, speak in this class but it has had a ripple effect in their other classes as well. And they frequently say, you know, we wish we were able to use hypothesis in our other courses. And, you know, my pedagogy aligns really strongly with with both Heather and Jacqueline's in that this decentering of the text of the instructor. You know, is is a powerful tool and one of the things that I think is really kind of interesting and again I would love to study it but I don't have the background to do that is I think that something really powerful happens when a student doesn't hear their voice in class but but sees their ideas in print alongside the text of these published authors if that's what you're annotating. And it creates a kind of leveling or decentering that allows students to be. And I think I can't remember, Heather if it was you or Jacqueline who said this but sort of on the same journey, just maybe a little bit, you know, just got started on the same journey as Mark's or on the same journey as Jameson or, you know, on the same and, you know, that liberates us from this kind of toxic belief that in order and maybe I just reproduced that by saying you know in order to have anything to say you already know, you know, and then that really does diminish what's possible in terms of creative problem solving contributing to the, you know, world of ideas, working on a very specific project that kind of thing. And then the last thing I'll say is that, you know, and in the course this the courses that I teach a lot of collaboration happens, especially from the midpoint toward the end of the semester. And, and so, practicing these kinds of collaborations in a way that is a little bit less threatening where students have the time to think on their own to select, you know, what in the text compels them, or to ask for for help or pose a question to another individual in class or to me does give them that low stakes rehearsing of skills that are so important, you know, as they move out of the college environment and work with folks, you know, in a collaborative nature so it's powerful in that way as well.