Diolch yn ddweud! Felly am y cychwyn heelonid. A hynny'n chrysiau Chris Evans i gael ymwneud o gafodd. Diolch'n gweithlo'n ddweud hwnnw. Senydd Cymru. Gweithro fewn masai ddim yn gwahanol i fynd yn ymdweud. Roedd ymddych chi'ngyrchu chyflwyr a phnomyn Llondon. Os iddyn nhw'n gweithio'n ddim yn y���dd y maen nhw. Mae gennym hwnnw. Yn fy ngheithio'i模n â randdau ond yn ymddych chi'n gweithioencei'n ddrachion a fwyllt, The research that I'm going to present you today was a collaboration with Professor Anna Cox, who I'm very grateful to. Basically I'm going to be talking about how we can use interactivity to enhance learning in higher education. I'm talking about university education, and here's roughly what I'm going to cover. I'm going to start by talking about a traditional method of teaching, the lecture. I'm going to talk about what's different about students these days compared to the past. My model of teaching is the flipped classroom. Most of you, I'm sure, are familiar with this notion, I'll be talking about that. How we might use interactive technology to enhance the experience of learners. And I'm going to be telling you what students think of our interventions in one of our courses. And some of the challenges that we face, particularly the kind of institution where I work. So I'm going to start by talking about conventional lectures. Here's a conventional lecture. It may be very familiar to you. Here's the expert at the front of the room. Here are the learners listening. Some of them are taking notes. I don't know if you can see it, but the ones at the back, some of them are asleep. So I'm sure this is a familiar scenario to you. And this format of teaching has been around for quite some time. In fact, I want you to tell me, how long do you think we've had university lectures? Or when was the first university lecture? Does anyone know? When do you think the first, what year was the first university lecture? I'll give you a clue it was in the first university. So if you happen to know. Anyone like to guess? No volunteers? Okay, I can tell you.  Not quite as long as that. The first lecture, or the first university was 1088. It was the University of Bologna. So we're talking about nearly a thousand years for university lectures. Here are the characteristics of a university lecture. It happens at a particular time. I hate the nine o'clock on Monday and the seven o'clock on Friday. It happens in a particular place, timetable by the institution. It happens at a fixed pace. We use a one size fits all method chosen by the lecturer. Predominally, it's a teacher centered method of teaching. What I want to talk about is what I refer to as three revolutions that might affect the relevance of the lecture for today. The first one is the information revolution. Students have unprecedented access to information. There's plenty of material out there about how things work. The second revolution is the learning revolution. In the last few decades, we've changed our understanding of how students learn. The model at which lectures were based is the information transfer model. The idea here is that the job of the teacher is to transfer information out of their heads into the heads of the learners. So the job is information transfer. Under this model, learners are portrayed as kind of like blank cassette tapes or, if you don't remember cassette tapes, formatted USB flash drives. The most dominant model of understanding how people learn today is the constructivist model. Under the constructivist model, the process of learning is an interactive process between the learner and the teacher. It's a two-way process. It's also an interactive process between the learner and the world because learners don't come as blank books or blank cassette tapes. They have some prior knowledge and they have to take what they're being told and fit it with what they already know. So the process of learning becomes the process of selecting, organising and integrating information with what you already know. And the third revolution is students today. If you look at students of the past, in 1980, the top 2% of the population would go to university. They would go to university instead of getting a job to postpone the process of employment for three or four years. Often, not always, but often, they were motivated by a love of the subject and many of the students were funded by a grant from the government and if you looked in their satchels, they might have one of these. If we contrast that with the student of today, the government aims that 50% of the population should go to university and they go to university often in addition to getting a job because many students need to get part-time employment in order to fund their education. They're motivated by necessity. They need to have a degree to get a job or they need to have a degree in order to get the job that they want and they're funded by debt. If you look in their satchels, they're likely to have one of these or maybe one of these. So students of today are very different from the students of the past. What I want to do is find out about students at my institution, UCL. So what I did is I got the students to write some survey questions and they surveyed themselves and they put together this video to show the results and I thought I would share with you a vision of UCL students today. So students of today are different and what I want to do is talk about our attempts to enhance the learning experience of students at UCL. We have a particular problem at UCL because it's in the centre of London. We have no space. We can't expand. Lecture spaces are premium. We often have students sitting on stairs because there aren't enough seats for them. So we're looking at ways in which we could use technology to improve their experience. What we did is we used a postgraduate course in MSc and Human Computer Interaction. This was a module on persuasive games. They're games designed to change your attitudes or behaviour about things. They would have two or three hours of lectures every week for this and there were about 40 students enrolled on the course. What we did is we introduced five interventions which helped us flip their learning. Here are the five interventions. I'm going to go into a bit more detail in a second but they are interactive e-lectures, weekly online assessments, social media, quizzes and a buzzer game. Start with the interactive lectures. This is the core part. What we did is we replaced one hour of their learning with an online lecture. This is an interactive lecture. There are non-interactive lectures. You might have seen some of these. At UCL we use lecture cast. I think this is Echo 360 where we record lectures. This is not interactive. We just record the screen and record the lecturer speaking. We will now begin. It's another non-interactive lecture. This is a series of statistics which is really a way to understand and get our head around data. This is Salman Khan from the Khan Academy. Again, a non-interactive lecture. You just sit there and you watch him talk about in that case statistics. These are the interactive e-lectures that we introduced. They break down the lecture into a series of topics and subtopics. The students can control the order in which they go through the material, the pace in which they go through material. There are interactive self-assessment questions where they can check their learning, their embedded videos, and a few other features that I don't have time to mention. One of the advantages of the interactive e-lecture is they can study it when they want, where they want, at the pace that suits them, so they can adapt it to their individual learning needs. They can use their own process if they're familiar with things. Often we have some students who've done some of these things before, then they can skip some material, or if it's all new to them, they can spend longer on it. In other words, the interactive e-lectures are a learner-centred method of teaching. Interactivity is very important to me, so what do I mean by interactive? I mean that the system responds to input from the learner. I've done several studies into what the effect of introducing interactivity is in e-lectures. In this study we found that students would perform 12% better in deep learning tests if the e-lectures were interactive. In other studies we had one where the increase was 10%, another one where they're 18%. The performance of students is actually better if you make the lectures interactive. So that was one of the five. The second one was online assessment, where the pass-fail grading assessment where we would ask the student to answer a question, it's an open question, and either their answer was good enough or it wasn't, they would get 100% or they would get nothing. It was weekly. The third one was social media. We used Slack. Anyone here use Slack? Okay, quite a few people use Slack. We introduced the user Slack and we used Kahoot for quizzes and we introduced these buzzers. We had to divide people into groups of 10. Each group of buzzer, the buzzers make different noises and we gave them a series of questions and they would press the buzzer and the first people to get it right would get the point. I'm sure you're familiar with this idea.  If you're not familiar with Kahoot, you're going to get three questions and there are 20 seconds to answer each question. To join in, all you need to do is visit this website kahoot.it and enter this pin number. You'll be asked to enter your name and it'll be useful to have a meaningful name to see how well you do, but you can make one up if you want to remain anonymous. People to join. Three questions if you're ready. Pins still there if you want to join. When was the first university lecture given? Do you remember? If you think it's 1988 you press the red button at the triangle. 1988, absolutely correct. University of Bolognaire, well done. Good memory. Well done Chris R for being the fastest finger. Second question, if you add interactivity to a lecture, an e-lecture, how much does it affect the scores? You can think it's 0%, it's the red triangle, if you think it's minus 12%, it's the red diamond. 12%. Saf, congratulations. Last question. I've introduced some new technologies. Here are four of them. Which one do you think the students value the most? Was it e-lectures? Weekly online assessments? The buzzer game or cahoo quizzes have a guess. That would be the online assessment back to my presentation. So this is what the students actually thought of these interventions. So what we did is gave them a survey on the open-ended question. The outside the class interventions, the e-lectures, the majority of people thought they were a valuable contribution. Interestingly, the number of people who disagreed is higher than we're used to. I've been doing this for seven years now and normally the number of people who disagree is much lower. The reasons for this I suspect are we had a greater disconnect between the e-lectures and what they did in the practical sessions. The online assessments, 74% agreed, so this was the most valuable one. One of the things they liked about it was every week it made them reflect on the material in the e-lectures. Social media slack was valuable. A majority of people agreed. A lot of people didn't find it particularly useful. Not entirely sure why. Inside the class, cahoo, 68% liked cahoo. They found this particularly good to making them review what they'd done in the e-lectures. The buzzer game, I was very disappointed. I thought this was going to be really successful. 61% didn't think it was valuable at all. We did some inferential statistics and we found that there was a correlation between valuing cahoot and overall satisfaction. Also between the e-lectures and the buzzer game. There was actually a correlation, so all is not lost. Three minutes. This is the qualitative feedback from the students. The e-lectures provide nice materials to start the class. The use of external videos in the e-lectures is amazing. Remote learning is good. Unfortunately, we were not able to discuss the e-lecture more. Again, this was the disconnect between the e-lecture and the practical class where perhaps we could have done more to make connections between the two. The weekly online assessments force you to synthesise your knowledge. Cahoot can motivate doing the e-lecture before the class. Which brings me neatly to the end. Thank you very much for listening. Hi, Chris. Do you have any sort of evidence that any of these things have an impact on attainment in some of the assessments? So with the e-lectures, yes. That's the research that I presented you. So I've been looking into the effect of e-lectures for about seven years now. And it increases the performance in tests in both retention and transfer. So both surface learning memory and also in deep learning. The others yet to be investigated. Any other questions? I missed out one of my conclusion slides. Perhaps if there's a second, I can... One of the problems we had at UCL, which I just wanted to mention, is that people at UCL are hired because they're experts. And the paradigm shift is away from experts to facilitators. So one of the problems we have is what to do with people who think of themselves as leading experts in the field. Is to turn them into facilitators. In other words, how can you connect research with teaching? And that's, I think, one of the challenges that we've got for the next decade to... Just one quick question. How did you create the e-lectures and how did you create the assessments? So the e-lectures were done in Storyline, which I did myself. Articulated things as the company behind Storyline. Storyline 2 we used. And the multiple choice questions. I'm not sure what you're referring to, but there's the code questions. But we also had the weekly assessments which were done in Moodle as our virtual learning environment. Just open-ended questions which we then marked by hand. OK. Thank you. So just whilst the others get set up, can I just ask whether Stephen and Jamie are here? Are our final speakers of the session? No. OK. It's good to know. OK. So we're moving on to Chris and Graham. Exactly. Thanks very much for coming this afternoon everyone. Good to see so many people here. My name's Graham McLearney from the University of Sheffield. I'm very pleased to be joined by my day colleague, Mr Chris Clough, who's the manager of our creative media service which we're going to talk to you a little bit about now. So we'll give you a bit of background and then we're going to Chris is going to unpack a little bit more about what the creative media service actually does, how it works, some of the journeys we've been on. My job was really just to give a bit of background and this follows on quite nicely from what our previous presenters have been talking about. So why have we got into doing what we're doing here? So we come from a very strong tradition of using video multimedia resources within our university to do a fairly conventional kind of transmission based teaching. About 15 years ago, driven by some thinking in our own team and from other academics, we started to get into the whole field of student generated media. And of course the pedagogical rationale for that, again following up from what Chris is saying, is very much based in constructivism that's based around Bloom's taxonomy and this is the fundamental idea that in getting students to be producers rather than consumers of video material, they can use these journeys, these experiences or ways of constructing their own knowledge about a subject in a whole new level of depth and so on. And this started as a fairly niche, a specialised kind of activity and I should emphasise that all the students we're talking about here are students who do not come from a conventional or vocational media based courses. So we're talking about people studying projects such as law and Hispanic studies. And what we actually did was we do very specialist ad hoc projects and we closely supervise students and as I said it was all a bit ad hoc, all a bit niche but it became more and more popular so it became apparent to us that what we needed to do was to be able to find a better way of embedding this, a better way of supporting this and what that then took us on to quote the theme of the conference was a journey whereby we went from niche to what is becoming more of a normal. So I'm going to hand over to Chris now but first I'm going to ask the question what do we mean by creative media? Hello and welcome to Kicks Creative Media we're based here in the Diamond. We provide equipment, resources and training for every University of Sheffield student and staff member. All of our services are based here on level four of the Diamond and all of our equipment and rooms need to be booked in advance on my rooms and resources. We have eight media recording and editing booths, two edit suites and a fully equipped three camera TV studio. Each of our editing booths comes fully equipped to the professional recording microphone that records straight into the iMac. To log into any of our creative media computers you will need a CTM account These can be requested by filling out the form on the creative media website. All of our Macs both in the media booths and here in the edit suite can pre-install the range of Adobe creative cloud apps and you can work on these 24 hours a day, seven days a week. The TV studio opened in January 2016 and is available 9am till 5pm on Monday to Friday. You have a fully equipped green screen and green floor as well as black and white wrap around curtains and a full lighting rig. The studio can be used for presentations, dramas, interviews, pretty much anything really. The three cameras are remote controlled and over the main camera is a fully working auto cue system, so no need to learn all your lines or have a piece of paper infront of you. Twice a week we hold workshops to help students improve their skills and knowledge. These cover everything from basic video production to photography and image manipulation. That's one of our promotional videos about creative media but we didn't just get there overnight it took us roughly around 6 years to get there so how did we get there we actually first started off in a building called the information commons back in 2011 and in that building it was just myself that set it up and we had one production room, a edit suite of four iMacs and a very very small pool of equipment loans. We also supported as Graham said a very niche area within the universities it kind of stemmed out of a centre for excellence whereby they worked heavily within the faculty of arts and humanities and social sciences and we were very keen to broaden out and our aim was to be able to offer our services to every student at the university no matter what degree they're doing. So we went from there to the diamond as of 2015 it was roughly around 130 thousand pounds investment, capital investment it required increase of staff provision and on average it was five times larger than our service which it was in 2011-2012. Our equipment stock also grew heavily we have a huge wide range of equipment available for students to use and we also operate a dedicated help desk for dropping services and to loan and issue the equipment. But our fundamental aim is to help students to become creative and we do that in many ways and in particular through our training we offer over 16 different types of sessions different sessions regarding things like post production, pre production video editing, animation storyboarding etc. But in particular we work with modules so we often get the module leaders coming to us and we have a dialogue with them to find out what they want in their students to be able to do what is there through the aim of the assessment, what medium they want to do, what time frame have they got and we sit down with them to work out the best way in which we can help support their students in to be able to not only learn how to produce video but obviously to have the expertise on hand and the equipment available and the knowledge and the resources accessible to them. We've also been running weekly open sessions to all students and these go from very basic introductions to quite high advanced areas. And then we roughly about over three years ago we started working on building up online courses. We worked with student ambassadors to find out the ways and so my objective with that student ambassador was saying my aim is so that every student at the university knows about creative media and that their student experience at the university is better as a result. What can we do about it? And one of the things she came up with was actually to make an online course for all to come together for students to not only collaborate because they collaborate part of their modules with the students they already know but with people across different disciplines different courses, different degrees different years. And we've been running that on our VLE and up until two years ago we've been doing it so it's here accredited so students from the actual in terms of completing it will get a here accreditation award. In 2016 we ran that course and we had 111 people signed up and we had 21% success rate in terms of actually completing the course. The course contained various different tasks that it had to complete interact with discussions fill out different quizzes as well. Last year we run it again and 142 signed up and it had a 33% completion rate as well so it's going up. We are limiting it as well at this moment just purely because of staff resources even though any student can do it we're literally having to stop the amount of people that can do it because we need to make sure that we can also give the time to students to be able to then to comment and to give feedback on what they're actually doing to help them learn. So 142 signed up within a matter of I think it was five hours so open and closing in five hours and we had to stop it there. We've also put a lot of emphasis on support we've produced the range of user guides that our resources are 24-7 accessible our media booths are open all the time our edit suite is open all the time students can borrow equipment, take it away from them bring it back three days later they can book up in advance so it's very keen that our user guides both printable, online videos are as good as it can be for them. We offer dropping service tips and appointments as well so students can contact us saying can I meet with you etc etc. As a result the demand on a service has grown over the last 12 months we've had over 7500 edit suite stations bookings we've trained over 2,000 students we've had over 200 TV bookings in the TV studio we've loaned over 13,000 items of equipment and we've delivered over 30 training for over 30 modules next year that should be going up to over 50 modules in which we're going to support You can't really see this unfortunately the actual graph but what it shows is that we've actually got data about from which departments use our service and it's every department doesn't matter how small it is every department across the university who's actually using our service and the top five are management mechanical engineering biomedical science, electronic and electrical engineering civil and structural engineering not the arts and humanities not social sciences so we have come really far and the people who are using it where we wanted to be they're still using it but areas of other departments are really embracing it which is really great so we know staff and students do use our service and it's very keen for us to get feedback from students through questionnaires in workshops now are the actual the way in which we deliver workshops are students finding it useful has it got enough content is the actual balance between practical and theoretical just right for them is it too long, too short do you think the skills in which they've learnt they're going to use outside of the actual module which they've set are they going to use it in the future and it's all very very very positive so we know we're going in the right direction and we know the demands there what we're still trying to do is improve go with it, it's grown it's been very ephemeral it's been natural in terms of where we've come to and where we can still go and we ask students for the ideas for change we put through the idea scales and people can actually put ideas and other students can vote and then we look at what's the best ones the top ones and then work out how we can implement that for example more microphones so this actually is happening and today should be completed we're having a podcast studio installed so to enable students to produce higher quality audio recordings that's what we're missing at the moment and that's as a result of students recognising what they want and obviously we can actually hope to give it to them so what I want to do is just quickly show you a few examples of some student work sugar is an important part of our diet foods like sweets and fizzy drinks are some of the first things we think about when it comes to sugary foods but too much can have significant negative impact on our health but what about the way we start our day it's out of ten parents believe that their children are having a healthy breakfast but do we know just how much sugar is in our favourite breakfast cereal? the results may shock you Frank illustrated absolute and relative position using two different worlds according to the standard neoclassical economic model of choice which holds that utility depends on the absolute amount of consumption the correct answer would be world A however most people vote for world B where the absolute house size is smaller where the relative house size is larger Solnick and Hemingway also replicated this study and found similar results and Able 1990 supports relative positioning stating that people have decided to keep up with the Joneses so there's just a few examples there's a lot of examples and what we also try and do is ask students if they're willing to submit their material to actually for us to be able to then help promote and also give ideas for other academics and modules in ways in which they can work as you can see there because the material there is produced from students from management animal plant sciences geography those students never came to university with any media related skills they're not doing a media related degree but the quality in which they're producing and the content in which they're being able to carry across through the medium of video in particular is amazing so the lessons that we've learnt is that training large numbers of cohorts is the way in which we deliver it we can't do it in small lovely workshops we have to change the way we do that flip to that style kind of teaching there is also the balance of practical and theoretical how we can then look at which points within the session to break it up to give the students the ability to digest it to go out there to actually experience it to come back to ask questions etc because time is obviously very important to them not only that for this is at the moment for assessment to that point students were actually submitting their material on various different platforms and one of the areas that we were always struggling with is what we can really advise for academics and students in particular about what platform they need to use to make it easier for everyone involved for the student journey and the academics to be able to upload their material and for it to be assessed so I'm going to pass back over to Graham thank you very much Chris so this now broadens out to a slightly wider institution view because this fits into some initiatives of being doing a little bit more broadly so did you say Chris that this image was linked through can I go through it all right we'll come on to this what we'll do at the moment we're going to show you something we've just spent an amount of time moving over to a new platform which has been provided for us by Calchura who you may be familiar with is actually into Blackboard and now makes it possible for students to submit assignments in the same way that they would perhaps a normal conventional document type assignment it plugs directly into the Blackboard assignment handler and that's really important for us because it then means that in fact the submitted work goes into a robust and secure system is also then within if you like an ecosystem which enables us to reuse and re-purpose on so we think it's really important that our students work can be showcased I think nothing says speaks of the excellence of your institution louder than showing the fantastic work that one student do so that's really important to us going forward it also fits into a broader institutional strategy which a number of us have been involved in leading over the last year which is an institution wide aim to maximise the use of audio visual media to support the university across all its key strategic area so that's for us is learning and teaching of course but being a very strong research university that means now meeting the demands of our researchers and new ways that researchers can disseminate their research but we're also as a civic university we take our public engagement strategy very seriously so it gives us a new way of doing that as well so that's where it's going for us in the bigger picture and we're just kind of rolling that forward from this academic year so it's quite exciting times we'll certainly be seeing how well it's working when we get back to Sheffield in the next few weeks when usage really starts to pick up so I think for us that's pretty much it there's future challenges we want to just have a quick look at so in terms of just a note on the challenges I'm sure many other people are finding as well that capital and we're getting lots of cuts across the university for various different reasons and that is one of our challenges the demand on the service is still growing but we're obviously having to make cuts and also restrictions on capital staff resources so we need to find ways not only to deliver the services we have to the same standards but can we still develop our service and really if you've got any more questions I know obviously there's a lot to actually we're trying to get into this 20 minutes please do speak to us afterwards but from our presentation that's it, if you've got any questions that would be great we can hopefully answer them that's it, thank you right at the back, yes so it's the furthest point from you someone at the back as well I didn't hear that sorry Chris absolutely hello, I was wondering with all the videos that are being created are the students keeping the international property to those videos or are they something that would ever considered being sort of sub-licensed to third party publishers at all because there's some very good quality things that obviously directly reflect module requirements that's a very interesting and potentially quite a contentious subject so up until quite recently like many universities students at the University of Sheffield had to sign a disclaimer to say that anything they did in their studies became the intellectual property of the university now a couple of years ago that had been challenged and has been challenged at other institutions so at the moment unless you're on something that's a directly sponsored kind of industrial research project more or less the students is their own copyright so in fact even just us putting it on a student hosted environment and putting it forward as work of the university they have to license their rights to us but the thought that that might be followed up actually by commercial interest I have to say is a bit of a new one I'm very glad you mentioned it because I don't have an answer for that but it's something we would need to think about we know who the creators of the content are because they're submitted electronically from now on so yeah we'd have to look at that actually that is very interesting though thank you Chris Rogers at the front oh no it's Sarah thank you that was really interesting I was interested to know actually how much you had to fight with the managers the senior management in your organisation to help support this move towards creative media that can't have been done as a small voice scaling up I feel very privileged because there hasn't been any fight it's been really been very supported from day one there is the opportunity to do it the platform to do it in terms of the diamond I never put anything forward for that to actually have what is a third of the floor space of the level 4 of the diamond for creative media it just came from the top saying we recognise this as a growing service and we want to have it in our new flagship building so really it's been great that they've recognised that they've backed us and they've continued to give us the capital tool to do it it's now a fight possibly now is how do we still maintain that and continue to develop it I've not had that fight just yet it may happen yeah good luck exactly I've got stats to back me up now I was interested you were saying that the production values weren't necessarily what was being assessed for many of the projects was there any ambiguity as far as the students were concerned or as far as lecturers were concerned and marking what that actually meant in practice so from a creative media point of view in terms of this staff we're not there to tell academics how it's going to be assessed and what grading it should be we there to advise but we also try to liken it to how they would assess an essay in terms of the content going across is the medium which they're using the most appropriate for their target audience for instance is there anything within that in terms of the production value is the lighting the right is the sound quality those don't really kind of come into it it's more about has the message come across something we find this is a challenge we've been looking at for a while and how do you actually assess media creation by non-vocational media students so if there were film students we could say your sound quality is not good enough your lighting is wrong, your camera work is not right we can't do that with these a very common approach is to have as a proxy to the assessment to the media piece to get the students to write a reflective piece and that's an opportunity to surface some of the things that Chris has spoken so what are the aims and objectives of the module it may have been your objective is to make a three minute popular science programme that would be suitable to go on the one show how do you tackle the topic how do you identify the correct audience copyright is also very important of course and basically really in a nutshell is has the media item met its stated aim and if it's to say my objective is to teach you about you know the biochemistry of photosynthesis for example does it actually reach that target and that's what we do really but reflecting on the journey is a very important point because that actually recapitulates the value of the journey for the student themselves I think as well so Claire is our third unfortunately final speaker of this session today the other speakers aren't available but Claire is going to lead us away in some interesting work around immersive environments and CSI element at the end but it's on near pod so if anybody would like to get the devices I and you can even just google near pod and it will let you sign in and I will give you the code to access everything in a second and hopefully the internet connection works because it was having a few issues out here so this is the code that you need to put in if you have not got near polydap and it will also go through my slides as we go and I will explain a little bit more about it my name is Claire Rhodes and I'm a principal lecturer at the University of Portsmouth and I'm also the programme area for the undergraduate courses within the Institute of Criminal Justice Studies I am presenting this this morning on behalf of my colleague on behalf of my colleague Helen Earwaker who unfortunately couldn't be here and she is a lecturer but she is the unit coordinator for the unit that we have trialled all of this in has everybody put the code in that I want to put the code people are looking I can get the code back up for you in a second just to give you a little bit of background we are one of the largest criminology departments in the country so I currently manage and coordinate six full time undergraduate campus based degree programmes so we have approximately 2,000 students on those and each of those are interlinked so some of the students will do individual units like this crime scene based unit that I'm going to talk to you about and all students will cover criminology and criminal justice units so we have some that are really large and some that are slightly smaller the problem that has come with that is that we have distance learning students we are postgraduate students and as a department we have a lot of staff we all work together quite well I think but the students seem to fall into silos and they seem to put lectures in one pile, seminars in another different units in different piles and they don't tend to connect them that's what we find anyway so as a department and as part of my role I try and bring together the cohesion across the units and how the students learn and that's how this project started really the unit that we have trialled this in is a level 4 introductory unit and it has approximately 150 students on it per year and we're also I'm not going to turn this into one of our distance learning units so we're going to look at how we can progress that it's delivered by various academics and various operational police staff so at the university we have a unique partnership with Hampshire Custabury they are based on campus and some of their staff are honorary lecturers they also deliver on this lecture program so not only do we have to coordinate the students and university staff we also have external people that we need to coordinate and teach on the units as well in order to make our whole program interactive this whole idea started with an augmented reality video which is called Operation Matilda I haven't got the video to play for you today because with the internet connection it doesn't work very well I tried it and decided not to but essentially this video brought the whole university together it just started as an idea sat down with some colleagues and our amazing team of online course developers we had to write a script but it covers a whole crime scene from the very beginning all the way through to the court process it involved drama students as the actors it involves police staff as well it involved the law students in the court room we have psychology students we have journalism students so the script is written in a way that it can include lots of different departments we can take elements out of it and put them in different ways and we brought lots of different staff across university together so it was interdisciplinary and we wanted to use that as a blended learning tool so originally we were just going to use it in some of our seminars and maybe show on some of our lectures and use for part of our assessment but over the past year it has grown into something a bit more than that which is very similar to some of the interactive things that you've heard about in the first talk and the approach decided not to work never worry I'll just carry on so it's missing a slide don't worry about it so in order to deliver what we wanted to do we decided to use Neapod which hopefully some of you are logged into our VLE is also Moodle so we have incorporated a lot of interactive things through Moodle but we've now tried to bring them together with Neapod and it allows you to upload a PowerPoint slide so you don't have to completely rewrite them and it also allows you to be interactive so we can take clips of Operation Matilda we can add sort of the questions that you've seen with Cahate it does it all on Neapod for you and the students can be more interactive in the lectures so if you imagine a lecture of 150 students we can actually get them to work in small groups and collaborate with each other which hopefully I'll be able to show you at the end we can also get them to draw crime, run crime scenes we can get them to pinpoint the evidence and that's why we decided to go with Moodle and Neapod and as some of you will see as you go through the lectures it also slides through at the same time and you can keep the lecture once you finish it stores it in your library so that's why we decided to do it it's also free which is a bonus because obviously at the university it's hard to get money out of people for things so everything that we've done was done on the goodwill and expertise of people within the university so it hasn't cost us any money it's just cost us time we have found that with the Moodle activities when we've designed them so they go to the lecture during the week we do the interactive stuff on Neapod and then we design the activities on Moodle throughout so they link to the lectures and they link to the seminars so it's the flipped learning idea again so they take away the stuff from Neapod they then go home go to the coffee shop do their group work watch clips of Operation Matilda online they can answer questions they can prepare their crime scene notes they can prepare their court files they can whack on the story lines around it and then in the seminar classes they can come back and we can be more interactive with them again and try and find out what they've come up with and how we're going to progress that towards their assessments we use competitions and quizzes in the lectures so everything is delivered online as well we're also trialling livestream so that the students don't actually have to be in the classroom because now we're also finding I'm sure it's the same for quite a lot of you but we have quite a lot of students and trying to fit them all in a lecture theatre is quite difficult we're now having to double or triple teach in some cases so we'd like to try and get rid of that and the students seem to be quite happy with the livestream idea so I'll let you know where that goes we also wanted to try and include the industry input so we now have other partners and other industries so we have different special effects teams that want to come in and we've now through Neopold and Moodle and the lectures we allow them to have online discussions with the students remotely and this is for the campus based students not just the distance learning students so we've tried to combine that with all of our lectures because I didn't play the video these are just some clips of Operation Matilda I don't know if you can see those but if you have it on Neopold and Frontview you should be able to see them essentially you need to know what has happened because with the interactive bit that we're going to do in a second you need to know the story behind it so it was originally called Prodorothy but we thought that was a bit mean but a lady called Dorothy was found unconscious in her house she's been taken to hospital she made an allegation of rape against her nephew and subsequently when she's released from hospital she dies so Prodorothy has been through quite a lot there is obviously a police investigation that goes around that the nephews find not guilty but that leaves the question as to who actually did it and that's part of the thing that the students have to discuss and all the legal complications around that so that's the basic premise you need to remember that for a minute and this is just a basic example of some of the Moodle quizzes so is everybody aware of Moodle quizzes who does Moodle stuff yeah so you can do it on Blackford as well it just looks slightly different we use these Moodle quizzes throughout the year so this is a year long unit we get them to answer the questions they can do that as summative or formative assessment it depends what you want to do so it's very flexible and what we have actually done to help encourage student engagement and I'll be interested to find your views on this is after each lecture and each seminar and each activity we don't release the next part of the unit until they've done the questions so encourage a student engagement because they have to do it before they can get the next lot of learning material and we haven't currently had a problem with that but I might ask you later what you feel about that if anybody has any different opinions so before we go into the quick interactive bit the impact that we find apart from the time constraints on us as academic staff and my team of online course developers it has taken a lot of time but we feel that the benefits have outweared that because it has been valuable to other departments within the university the impact is that the students haven't complained as much about group work because we know that's an age old problem they seem to want to interact with each other more they seem much happier with the team ethos and the work that they do we have seen that the students are attending more lectures they have had an improvement in marks although obviously that could just be the year group because it's only been running for a year so we're not really sure if that's down to the online immersive learning they are able to play the theory from the lectures to the practical classes and we're also nice in more links between their criminology units and the crime scene unit and how everything goes together which was the point of everything in the first place but because of that we're right into the criminology and the criminal justice unit so that we can try and blend everything together and the students seem very happy about the immersive nature they feel that they're getting more interaction with us as academics and practitioners and they feel that they are more part of a community so from the distance learning students that don't necessarily come to campus all the time they also feel that they're more part of a community when they get involved in this sort of thing so if you are on the airport I have got a little interactive activity for you so as I've given you a story of our pro Dorothy for Operation Matilda you should be able to see a map I've got three slides and then it will let you do the interactive bit these are aerial images so these are clips from the video that we have and this, I don't know if you can see but this bottom height is where Dorothy was found dead so you are going to pretend that you're a police officer and you're the first person that's arrived on the scene so you've had your blues and twos you've had all the excitement you've got there and a bit like the bill so who remembers the bill you are responsible for deciding where the cordons are going to go so that nice bit of police tip that stops all the press getting in and all the public getting right up to get their pictures of whatever's happened you are going to decide where they go so just to give you a little bit of background information this is a row of houses in Portsmouth this is the communal car park this is the bin area and this is a main road if I go to the next one it's a zoomed out image this is a university building but it has nothing to do with the houses and this is a railway line and the main road goes under the railway line so you just need to be conscious of how big you might want to make your scene and this is just zoomed out another bit but this is another major road so you are houses in here so if I click on the next you should see can you all see just a screen and it gives you an option to draw is that what you can see this hasn't come up quite as well as it should have but if you have it you should be able on your image it should give you the option there should be a little pen and you should be able to draw your cordons so if you'd like to draw your cordons on for me I'll give you a couple of minutes to do it I don't know if that's going on the internet connection because it's quite slow it takes a while to upload is it working for everybody else or is it just me do you all draw on them one I can now see what everybody has put so when we do this in the lectures the students normally start having a chat with each other and pointing there might be some giggles as to who's done what some interesting shapes interesting I think most of you have drawn your shapes on where you're going to put your cordons so next you should be able to collaborate and you should be able to tell me why you've put your cordons why you've put them so you should be able to type in a little message does it work does it let anybody put anything in I should have clicked okay to let you do it so it should I should also point out that at the minute it has got your names on now but you can as a lecturer take people's names off and make it anonymous and that you think the students might not want to engage with we can go back to that whole discussion about being anonymous and I have the power to do that as a lecturer before the class starts but for today I've just left it left it off because I was a bit unsure about technical difficulties fairly random guess that's good and that's fine cover and car park closed area if somebody's not sure what the cordon is that's fine because obviously if you were a student I would have explained everything about the cordon so this is just to show you how it interacts some good answers obviously then as part of the lecture I can go through I can interact with the students thank you and I can put answers on now as they're putting the answers up as well so we can have a whole class discussion virtually so actually our distance learners can have the class and the lesson at the same time as the full time undergraduate campus based students and I can also have a lecturer sat remotely answering some of their questions as well so it works a little bit like live stream at times and then we can set this up so once I've finished the near poor presentation you should be able to keep this and we can set that up for the students to use later on in their seminars and their workshops and that sort of thing that is the end of the presentation because I wanted to leave enough time for questions because I was conscious of the time and I didn't want to try and fit too much in has anybody got any questions I will try and answer them because obviously it wasn't my unit it sounds like there was an awful lot of organisation involved in this I'm just kind of I'm sure you can't do it in detail could you just give an estimate of the sort of the investment in terms of resources and time it's taken us a year to produce the video itself it is actually quite professional I would say I don't want to I don't want to sound big headed about that but it did involve the professional sort of drama teams and the media people within the university so it's quite professional it took a long time to get the script right I think that was part of the issue because so my role is to coordinate everybody and manage them from the full time undergraduate point of view I had to get volunteers that wanted to be involved in this because obviously not everybody is comfortable with online learning not everybody is comfortable with new technology so I've had to convince some of the other staff now that this is working and we need to move forward so we have to identify extra training as well the thing that took the longest with the script was all the people involved wanted different things added we have done our best to leave a lot of things open so that other departments and other areas of the university can come and take a little snippet from it and add their own things around it once we got that done the actual filming and the process itself didn't take that long and the other thing that has taken the most time is putting all of this together on Moodle and our online course developers so we have a team of five now and they're dedicated just for our department because our department is one of the biggest in the university so we're very lucky to have them because they have helped my colleague Helen put all of this stuff on to Moodle and make it interactive so it's taken her about three months so not solidly because she obviously has her day job and her own research today it's taken her three months to set all the lectures up and give the online course developers the quizzes and the questions and those sorts of things and the online course developers have been working on it on and off so about six months for them to put everything together so in total it took about a year but we were able to do a rather kind of day jobs around it so you have to be dedicated and you have to want to do it which is what I ask for volunteers rather than just force people to do it is that answered it? Any other questions? So the technology is a bit flaky for us is it ever like that with the students and does that ever put anyone off? So far our university hasn't been like that because I was just a bit wary that when I take everything outside the university I'm never quite sure what the internet connection is like I think we've been quite lucky in that a lot of our rooms have just been done up with better internet connection it does we always have a backup because obviously this is something that we're trying but so far it hasn't happened and we've been running this for about a year or nine so it's kind of been a two year process a year of development and a year of running it and it hasn't gone wrong yet but it's just the high-fast internet connection is that's the only problem with it so yeah I was conscious I did have a powerpoint backup just in case it all went horribly wrong And what was the answer with the cordon? If I had longer I would have explained but some of you have actually done a pretty good job the thing we always tell students is with cordons there is never a right or wrong answer it's to be it in high much disruption you're going to have on what's necessary for the crime scene so there is never really a right answer Any other questions? I don't have my time sorry Hi I'm quite interested to see you've got this for your subject specialist area how could you see that that could be then scaled up into other sort of areas would you have a sort of a method that you could then share with another department so this is how we've done it in? Yeah if you take the operation Matilda and the video right of it everything else that we've done you can use on anything so it's just more thinking about how you can make your lectures interactive and how you can link that with other activities to link with the seminars and other things that you do so apart from the video being very specific the rest of it is open for anybody to try so yeah if you want to have a chat with me later or I can explain we just show appreciation for the three speakers now it's up to the so we have finished early


As the world marks the international day against drug trafficking and elicit trafficking, countries have been advised to discourage legalising the use of addictive substances such as cannabis and marijuana. The theme for this year is share fact on drugs, save lives. Our correspondent Adeban Keoduni has more on this. Opium, cocaine, ecstasy, these are a few of the names that come to mind when drug abuse is mentioned. Drug abuse and trafficking is a world that has been fought by the world for hundreds of years and in order to express its determination to strengthen action and cooperation, the United Nations decided to observe 26th of June as the international day against drug abuse and elicit trafficking on 7th December 1987. This year's theme is share facts on drugs, save lives. Speaking on strategies to end in this menace, a former drug user and founder of Global Center for Drug Eradication, Keji Hamilton, said children should be taught about drugs and their effects while parents must be educated on drugs as well. So I think now we need to start to do differently is to try to develop skills among young people so that I stop going to drug because another thing we start to have to do differently is we should try and stop stigmatizing those who use drugs. I think they are wood people or all they are not serious about life because going into drugs is not the final stage of a lot of things that have been piling up in the emotional tank of every human being that are going to drugs. On the issue of elicit trafficking, he said some highly placed people cost the high influx of drugs. We really need to fight the drug market itself, which is something I think is quite impossible. Why? There are nations who drugs trafficking makes for their GDP among the nation names, you understand. One, number two, there are people that are high up there, the calibre of seat of power that are actually sponsoring drug markets. Countries such as Canada, Georgia, South Africa and Uruguay have legalized cannabis and Nigerian lawmakers have a bill considering the legalization of marijuana. This was described as a bad idea. Whatever you ask me, from that testimony, okay, did you think that cannabis should be legalized? I would say no, it shouldn't be legalized. Why? Because I know the effect of cannabis on the brain of anybody that uses cannabis. A report done by the UNODC said that non-medical use of cannabis and sedatives increased globally during the pandemic, reporting for Plus TV Africa, Adebanke Ojunui. Hello, hope you enjoyed the news. Please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.


As of December 19th, 2021, Senusha has diagnosed a total of 13,166 cases in country with 88 active cases. The daily infection rate for the last seven days is 3 per 100,000 population per day with a 3 to 4% testing positivity rate and a transmission rate of 0.8. We have noted a total of 290 COVID-19 deaths. We have nine positive cases admitted at the respiratory hospital, one case is critically ill and one severely ill. The Ministry of Health, Wellness and Early Affairs received a notification from the Caribbean Public Health Agency of 19 new cases of the Delta variant. All of the cases are nationals. 50% of them are from the south-eastern zone of the island. 11 of them are female, 8 male, and the ages range from 1 to 59 years. A total of 54 cases of the Alpha variant and 51 of the Delta variant have been diagnosed in country thus far. There is very high risk of the new variant Omicron being imported into the Caribbean region given its detection in a wide range of countries. At this point, countries are advised to continue strengthening their national protocols that are already in place. The Ministry of Health continues to send samples to CARFR monthly as part of the surveillance system to detect the existence of variants in country. CARFR has the capacity to detect the Omicron variant. Today, St. Lucia has not detected any Omicron variant cases in country. Based on the information on variants, we know that they can cause severe disease or in particular to the most vulnerable. Our first line of defense must be prevention followed by control and reduced transmission measures. The effectiveness of the available vaccines suggests that the current vaccines remain effective against severe disease and death. In an effort to reduce the impact of this new variant and COVID-19 in general, specific interventions are necessary. These include prevention and control measures, public health and social measures. Vaccination and booster doses for those advised remains our most important measure at this point in reducing the health implications of this new variant. We remind you of the following important measures. Avoid large crowds and crowded areas. Ensure the protocols are maintained at workplaces on minibuses and commercial and tourism sector. Use a face mask when in public places. Ensure you remain in quarantine or isolation if you are direct contact over case. If you develop respiratory symptoms, seek medical care and avoid contact with others. The Pfizer, AstraZeneca and Johnson & Johnson vaccines are available at the various wellness centers and advertised vaccination sites. These vaccines have been proven to be safe and effective in protecting persons from developing COVID-19 in severe forms, complications, hospitalizations and death. The booster Pfizer vaccine is also available for persons who have had both doses of the AstraZeneca for over six months. Everyone who has not been vaccinated is urged to do so urgently. The Ministry of Health, Wellness and Early Affairs will continue providing updates to the public as new information becomes available.


In this video, I will identify the muscles that move the pedal region and list the origin, insertion, and action of the major muscles. We'll start going through the muscles that move the pedal region, focusing on the anterior curl region. We can see tibialis anterior is located just lateral to the anterior crest of the tibia, and the action of tibialis anterior is dorsiflexion of the tallochrural joint. It is commonly referred to as the ankle joint, and tibialis anterior performs dorsiflexion at the tallochrural or ankle joint. Thibularis longus is a muscle located on the lateral aspect of the curl region, and is superficial. The action of fibularis longus includes plantar flexion of the tallochrural joint, as well as eversion of the tallochrural joint. Extensor digitorum longus is located just lateral to tibialis anterior, and the action of extensor digitorum longus is in its name, it extends the pedal digits. Fibularis brevis is a slightly shorter muscle located adjacent to fibularis longus, just anterior to fibularis longus, and fibularis brevis also performs the actions of plantar flexion and eversion of the tallochrural joint. Deep to tibialis anterior and extensor digitorum longus is the extensor halusis longus, another muscle that's named after its action. Extensor halusis longus extends the hallux, extends the great toe, the first pedal digit. So the origin of tibialis anterior is the lateral condyle of the tibia, then the insertion of tibialis anterior is the first metatarsal. The action of tibialis anterior is to dorsiflex the tallochrural joint. The origin of extensor digitorum longus is also from the lateral condyle of the tibia. The insertion of extensor digitorum longus is onto the phalanges 2 through 5, and the action is to extend the pedal digits. Now here with a posterior view we can see the most superficial muscle in the serral region has been cut to allow us a view of the deeper muscles. Gastrocnemius is the most superficial muscle that gives the shape to the serral region.  The lateral head has its origin from the lateral condyle of the femur, and the medial head has its origin from the medial condyle of the femur. Deep to gastrocnemius we see here planteris, and deep to planteris, which is a very slender muscle, we see soleus, a very broad flat muscle. And so the gastrocnemius, planteris, and soleus all have a common action and insertion. So the action is plantar flexion of the tallochoral joint, and the insertion is onto the calcaneus via the calcaneal tendon, commonly referred to as the Achilles tendon. Now we can see deep to the soleus are several muscles. There's tibialis posterior, another muscle that performs plantar flexion. And then we can see flexor digitorum longus, which is located on the medial side in the deep group of muscles, deep to the soleus. And flexor halusis longus, which is located on the lateral side of this deep muscle group. And so there's three muscles found deep to the soleus. Tibialis posterior is right along the midline on the posterior of the tibia. Flexor digitorum longus is on the medial side, and flexor halusis longus is on the lateral side. Now the names flexor digitorum longus and flexor halusis longus are telling us the actions to flex the pedal digits and flex the hollocks. However, you might find it surprising that flexor halusis longus is more lateral than flexor digitorum longus, considering the hollocks is the most medial of the pedal digits. So the tendons of flexor halusis longus and flexor digitorum longus cross in the plantar region on their ways to the insertions. The origin of gastrocnemius is the femoral condyle. The inner or medial head has its origin from the medial femoral condyle, and the outer or lateral head has its origin from the lateral femoral condyle. The insertion of gastrocnemius is the calcaneus, and the action is plantar flexion of the tallocrural joint. The origin of soleus is the posterior diaphysis of the tibia amphibula, and it shares an insertion with gastrocnemius onto the calcaneus to perform the action of plantar flexion at the tallocrural joint. The origin of flexor digitorum longus is the posterior diaphysis of the tibia, and the insertion of flexor digitorum longus is the phalanges of digits 2 through 5 to perform the action of flexion of the pedal digits 2 through 5.


What's going on guys, today I am back with another Destiny 2 video and today I want to show you guys this easy one round strat for defeating Kallus, the Leviathan Raid final boss. But before we get into that guys, if you guys want to win some silver, stay tuned until the end of the video. Okay, so the raid has been here a few weeks now and many many people have been putting out strats to take this big fella out as quick as possible. Today I bring you a strat teammates of mine use while doing this. This strat I ain't going to say is the best and the best way of causing the most amount of damage in the shortest time as there are still so many options to explore out there. What I will say is though, this is the best I've seen so far. Capable of an individual player doing over 1.5 million per round rotation is absolutely crazy. If a full team were to use this strat, absolutely it would be easily doable in a single run 100%. On screen now we can see the setup my pal uses who by far causes the most damage on our team. Now if you can replicate this loadout then definitely try it. I would showcase to you my character but a weapon of choice which deals the most DPS is the sweet business which is what I'm still searching for. Okay so kinetic we have the sweet business which is the daddy damage dealer here. We then have the raid scout. This I would suggest using any scout or any AR but this specific weapon is used solely for ads. So what you choose here is up to you and your preference. Power weapon we have a launcher here the raid one but anything here which deals high damage will work but it's all about that sweet business and working around that. We can also see the celestial knighthawk being used with a GG but this actually deals less damage than you might think. Other options here could be better for you. The dodge option he uses here is for the instant reload of the wielded weapon. This helps a lot and saves a lot of time so as you can see on screen now while doing damage he uses his kinetic ammo first then switches to his power weapon. Then when travelling to a second platform he uses his dodge to instant reload his sweet business before he gets on the platform. The raid launcher has a perk on it which reloads over time so that also helps. But yeah this isn't a hard thing to do. Each class in the game has some form of reload buff which in the short run optimises more DPS. The titan has his rally barricade and warlocks and their lunar faction boots which grant the ability to automatically reload allies weapons. A couple of these per run would make things much much easier. Every class in the game does offer some form of faster reload or automatic reload and that plays a major part in dealing as much DPS as possible in the time you have. Also with the help of people being teleported obtaining a decent will of life multiplayer say 65 or above a team of 6 using the strat would no doubt do serious damage even 4 people maybe even 3 people with a decent multiplayer. Now it's important to note that the footage on screen was a demo run solely for this video so I could showcase to you guys. The damage he deals doing this hence why we all die but you can see the damage being dealt by I think 2 people using the sweet business shows how great it can be. If you times this by 6 people you could easily afford to lose a few will of like multiplayer for sure. On screen now you can see his damage stats towards callus 1.4 million and that is nowhere near the highest I've seen. I've seen almost 1.8 million so close to 2 million damage per stage which is absolute ludicrous. Before anyone looks me apart looking at these stats I was using the cold heart which ran out of ammo literally on the first platform. This is why I need that sweet business in my life to test it out in the fullest. Also a full team of people running the merciless would do great damage but I doubt you can pair that with a kinetic weapon or energy weapon which can match what the sweet business is capable of doing. But yeah guys a simple strat for those struggling it's all about the sweet business. If you've got it definitely try it out apply what's needed for a faster reload apply what's needed for ag control as you don't really want to be wasting your sweet business ammo on the adds and also apply a decent rocket launcher which you can use between platform usage of that sweet business. Using the strat which I will say and confirm I don't know it is the best and probably isn't but definitely works wonders for a bunch of standard players like us and that's why I feel this will help you guys out most in eliminating callus fast and early because when you get teleported for that second time things can get a little bit sticky within that teleportation room a lot of things can go wrong avoiding obstacles avoiding holes and so forth plus I know it's hectic outside of the teleportation room as well so doing this on a single run is much much more efficient but yes guys try this out for sure and on that note I hope you enjoyed the video and I am out if you are new around here and enjoy daily destiny videos be sure to subscribe if you never want to miss a video upload hit that bow button next that subscribe button to receive email notifications of when I do upload but thanks as always for stopping by people and I will catch you on that next one


Okay, good morning, everyone. I hope you're all keeping well. Thanks very much for joining me this morning. I want to talk to you about something quite serious, quite important, and becoming ever more apparent in our society today. I want to start with a story from the from Teeside News. And it is a story about a former counsellor here in Hartlepool. The headline is, former counsellor handed six week prison sentence for offensive social media post. It goes on to say a former Hartlepool counsellor has received a six week, get the six weeks in mind, six week prison sentence for sharing an offensive post on social media. Anthony Richardson, known as Tony, pleaded guilty to making a post on Facebook that was grossly offensive, or of an indecent obscene or menacing character. He was scrolling down a little bit, he was reported to have shared a post likeling an immigrant trying to claim benefits to a dog, leading to suspension from the Brexit Party under 2020 Council investigation, which resulted in him being barred from council committees. Now I have little comment to pass about the Facebook posts. I haven't seen it. As far as I'm aware, they're not actually showing it because we get this a lot. Someone has said something offensive or posted something offensive and you're never actually shown what it is. Even if it is offensive, even if it is in bad taste, the idea that someone should be sent to prison for causing offense is an extremely dangerous road for this country to travel down. And on that note, let me just show you something else from the Hartlepool Mail this morning and keep in mind that Tony Richardson was sentenced to six weeks in prison for a Facebook post. Let me show you just a couple of little snippets from the Hartlepool Mail this morning. Now do you see the issue? Four weeks. Four weeks for a serious, what was described as a serious attack on a woman. Four weeks. A Facebook post, a tasteless joke on Facebook. Six weeks. This is all connected. And by the way, in this article, the article about Tony Richardson getting a six week sentence in the middle of the article, there is a link to England manager Gareth Southgate condemns unforgivable racist abuse aimed at players. That link is in the article about Tony Richardson getting six weeks in jail for an offensive Facebook post. Meanwhile, a man gets four weeks in jail for a violent, what is described as a serious violent assault. The only way to, you know, it's no wonder that violent thugs in this country think they can do whatever they like, because they can. These are the messages that the courts are sending to our society. And it's important the sentences that courts hand down are important in delivering a message to society as to what is serious and what is not quite so serious. So offensive post on Facebook, more serious than a violent serious assault as it's described. But still a Facebook post is more significant and deserving of greater punishment. This is all part of the same thing. What is that thing? Let's just let's start with Black Lives Matter. Let's start there. Now Black Lives Matter are a hard left extreme left group with very radical ideas about dismantling Western society, dismantling democracy, defunding the police.  They have, first of all, they gave themselves the name they gave themselves Black Lives Matter. So that if you disagree with their radical left wing politics at all, you'll be told you disagree with the notion that Black Lives Matter is the name. This is why these groups give themselves these names stand up to racism, you know, against fascism, that's why they give themselves these names to make it nigh on impossible for anyone to disagree with them. And they have made it their mission to make every aspect, every part of life bow down to them publicly. The football, the European champions are just over as we know. And throughout the England team, we're getting down on their knees at the start of matches to obey the requirements of Black Lives Matter. This is what Black Lives Matter demands people do. Get down on their knees. They did it with the police, beyond politicians did it. Kirsten Stammer down on his knees to Black Lives Matter. The pretence is, and this is again goes back to the reason why they call themselves these names.  This is not equality.  This is not nothing to do, nothing to do with equality. So the England players were getting down on their knees. Fans were bowing this. And Pretty Patel, the Home Secretary, she was asked about this. And she said that she didn't like this kind of gesture politics. Now guess what's happening? There were some racist messages posted on social media for the three players who missed their penalties in the penalty shootout at the end of the final of the European Championships. Guess who's getting the blame for this? Partly, Pretty Patel. Pretty Patel is now being hounded because she dared to disagree with the concept of getting down on your knees. She dared to disagree with bringing politics into football in this way. And Pretty Patel, as we know, you may not know, but she is a football fan. And she disagrees with this political injection, this injection of left wing politics into football and into sports. So now, now she's being attacked. Now she's being accused of stirring up the very racism that led to these posts on, I believe it was Instagram. The lesson there, very powerful lesson there. It matters not how senior a politician you are. They're coming for you. It matters not the colour of your skin. Pretty Patel isn't white. They can't at least throw that at her. They're still coming for you. She disagreed publicly with bowing to Black Lives Matter. Now they are rounding in on her for that disagreement. I've not known the press be this obedient and this hysterical about an issue as they have been about this racism against the England football. It has been constant and relentless ever since. They will not stop talking about it. And now the lesson is to all the other politicians. Every MP in Parliament is being to withvia these attacks on Pretty Patel and blaming her for this because she dared to not bear down herself to Black Lives Matter. The message to every MP in the Commons is do our bidding or else.   No one even knows what we're talking about anymore. We just know that if you point the finger at someone, call them a racist.    She made a completely innocent comment that maybe he should have focused more on his football. And she was made to apologize. She did apologize. And that's the problem.  It's my opinion. But she didn't do that. She apologized. And now what we need is for pretty Patel to stand her ground to call out Black Lives Matter, to tell the truth about what is actually going on here, that this is bullying and intimidation by an extreme left group, which dresses itself up as a campaign for racial equality. But actually is installing extreme left ideas into sport and every other aspect of our lives.  And that she will she has an opinion and she will express it. Will she do that? I doubt it. They're going after Boris Johnson as well. He is responsible for these social media posts, because he said that women in brokers look like letterboxes. They're going after the Prime Minister and the Home Secretary. And they're going to make sure that every other MP, however, whatever their role, whether they're in government or not, whatever their role is in government, making sure that every other MP gets this message. Agree with us? Say nothing we dislike or we're coming for you. That's what's happening. And the message the courts are sending to wider society. That's what Black Lives Matter is sending to politicians. What message the courts and of course the media are sending to society as a whole is that if you don't agree with Black Lives Matter, if you don't get on your knees to Black Lives Matter, if you don't swallow their propaganda whole, you risk going to prison like a Hartley Poole Councillor did. That is what is going on here. And to be clear again about Black Lives Matter, the whole thing is based upon a lie. It started with a lie that Black people are kills just like that by police in America. Just the Black people are completely unsafe. Police kill them willy nilly without thought. Absolutely untrue. It's not true. It's statistically untrue. First of all, what more White people are killed by police in America than Black people? Proportion to the size of the population, it is true that more Black people are killed. But here's the thing. For whatever reason, most violent crime in America, including homicide, including murder, is committed by Black men. Black people make up 13% of the US population. If you've split that in half, six, six and a half percent male, female. So six and a half percent. Out of that, you're going to have male children, which I, so you cut that down again for the adult male Black population in the United States. So we're talking probably about 4%, three or 4%. 52% of homicides in the United States are committed by Black men. Now, might that go some way to explaining why proportion to the reputation or to the, to the population size, more Black people are killed by police in America than whites. Overall numbers, more White people are killed. But proportion to the population, more Black people are killed. However, violent crime is hugely disproportionately committed by Black men in America. And that is the reason that more people per capita are killed by police in America. That's the truth.  And that lie has spread all over the world, where gullible people who won't even bother to go out and find this information and find what they're actually marching for will go along to Black Lives Matter rallies, really thinking that this is about racial injustice. It's not. It's not. The whole thing is a lie. What isn't a lie is that Black Lives Matter have burned, looted, and murdered all over America. They are responsible, along with their comrades in Antifa, and they're often the same people are responsible for extreme violence, for destruction of property and of livelihoods, and even for killing for deaths of people throughout America. BLM, Born, Loot, Murder. That's the truth about Black Lives Matter. What is also true about Black Lives Matter is that they make their intentions quite clear. When they burn the Union Jack, when they take down statues of historical figures in this country, and cover up and deface the statue of Winston Churchill, that's the truth about Black Lives Matter. That's who they really are. They intend to attack and assault this country, its heritage, and all Western countries, and bring it dragging down. They are doing this under the pretense of racial justice. And those of us who know that, object to police and sports people getting down on their knees to this organisation. But they won't for much longer. I don't believe for a minute that Pretty Patel is going to stand up to this and call out what this really is. I don't believe it for a minute. We have now calls to ban people from this, ban people from that. As usual, Labour are talking about stiffer penalties, harsher penalties for people. And we don't even know what's really, really significant about this is that we don't even know what is meant by racist. Anyone can be a racist.   That makes you a racist. So be in no doubt. If you object to mass immigration, racist, if you talk about the Islamic faith, for example, and the terrible thing carried out in its name, racist, and result were not allowed the criminalisation of honest discussion of Islam, and the criminalisation of any objection to government policy on mass immigration. Be in no doubt that that is the end goal, but not even the end goal, the middle goal of all of this. Meanwhile, here's another headline from yesterday. Jamaica wants 7 billion compensation from the UK for Britain's involvement in the slave trade over hundreds of years. Jamaica is planning to ask the United Kingdom for compensation for the Atlantic straight slave trade in the former British colony. The Caribbean island nation will file a petition that could seek billions of pounds in reparations, reparations pending legal advice according to Olivia Grange, Jamaica's Minister of Sports, Youth and Culture. She said the country hoped for a reparatory justice in all forms to repair the damages that our ancestors experienced. The former British colonies of the Caribbean were all involved in the slave trade, but it is Jamaica alone that will be asking for compensation. It comes a decade after the Caribbean community, a regional organisation set out to ask for reparations from Britain, France and the Netherlands in 2013. It was noted at the time that Britain paid 20 million to British planters in the Caribbean, the equivalent of 200 billion now in reparations during emancipation in 1834. No compensation it says has ever been paid to the descendants of the victims of slavery. There's so much wrong with this, I scarcely know where to start, but you know where this is heading. Compensation for descendants of the victims. Okay. Well, let's go back then and find anytime a descendant was wrong, anyone who was wronged, anyone. That's a long list. I demand compensation from somebody. My ancestors were wronged, I demand compensation. We cannot do it. Absolutely all of us. But here's what's really, really significant about all of this. Few points. One, white people have been slaves as well. This is always dressed up as a in the Marxist mode of white, bad, black, good. It was Britain who ended the slave trade in the British Empire. And third, the slavery of black people continues to this day in many parts of the world, largely in Muslim countries. But fourth, who was it? First of all, there was slavery going on in Africa. Anyway, there was black people buying and selling other black people. And who was it? Do you think that in Africa who made money out of this? Was it white people or was it black people? Everyone knows anyone with an ounce of common sense knows this claim for reparations is utter nonsense. It's completely illogical. There's nothing just or fair about it. It is a presentation of a Marxist narrative and the legitimization of Marxist narratives and Marxist narrative being oppressor and oppressed.  White oppressor, black oppressed. All of this is taking place in a context, in that context. All of this is pushing that narrative. And it is so all pervasive now that here in Hartlepool, we have a former councillor who by the way, by all accounts, was a caring councillor who did a lot for the local people here, has been handed a six week prison term for an offensive Facebook post, while simultaneously, a man is handed a four week prison term for a violent assault. That is what you need to know about the current state of justice in this country. But it is all part of the wider political shift, this alarming and it is alarming and it's become alarming more so over the last few days since the European final. And the press have gone in to absolute overdrive. This is only going to get worse. Racial division, race relations are collapsing because of it. We have been turned against each other. And this will continue. It will get ever more absurd. It will get ever more anti white. And we do not currently sitting in the House of Commons. We do not currently have anyone who will stand up to this. Nobody. They're too afraid of the rotten press to stand up to this. I am, if you saw my, my live stream on Monday night, you'll know that these we are changing the format of a lot of things. My Wednesday morning stream will continue. But in a more succinct way. I want you to do me a favor. I want you to share this video. I'm going to keep it shorter than usual. Because I want more people to watch it. I want you to share this video. This is really, really important. It is really important that people understand what is happening with this alarmist, constant, relentless reporting about racism. What is really happening is a far left organization which hates this country and its people is demanding obedience to its will by even our most senior politicians and getting it. It has corrupted sport.  And politicians at all levels, so local councillors as a result of this present sentence, local councillors are told, do not, do not put a foot out of line on this. Or we will send you to prison. Senior government officials like the Home Secretary are being blamed for Instagram posts because she refused to bow down to Black Lives Matter. That's serious. It is very, very serious. And you and us, as the people of this country are getting the harshest lesson of all.  You're not allowed to think freely. You're not allowed to speak freely. This is what we'll do to you. Violent assault, four weeks, offensive Facebook posts, six weeks. That's the state of British justice. And it's not an accident. It's there for a reason.  We need, we need people in elected chambers across this country who will stand up to this. We need it and we need it soon. I think you know, where for Britain stands on this. We know we can see what's happening. Please do share this video. I'm going to keep it shorter because I want more people to watch it. Join me on my live stream at half past seven on Monday, when we will be talking about the state of freedom in this country. Not just what I've talked about now, but how less free we are than prior to the COVID pandemic, and the lockdowns, and the emergency legislation, and the police and crime bill that will take away effectively our right to protest. So we'll have a look from all angles at where our freedoms are in this country at half past seven on Monday evening on YouTube. Join me then. In the meantime, if you can help me distribute leaflets around Hightleypool, please do give me a shout, and we will be holding a public meeting in the town very, very soon. Keep an eye out for notices on that as well as leaflets. Thank you very much for joining me. Once again, please do share this video. This is hugely, hugely important. And one final point before I go, have a look at what is going on in South Africa at the moment. The mainstream press is presenting it rather differently than what is actually going on. There is also their major assaults against against white people. That's that's what's happening. And the press is if you if you find it at all, you'll find it hidden away somewhere under an Africa headline. And you'll find that it's being reported as being about politics, partly for some. But what is being stored up in South Africa is also extremely dangerous. I'm a sign of things to come for all of us if we don't start speaking up against this tyranny.  We've got to stand up to it. I've said before that the language being used about white people now is pre genocide language. And it is it is have a look at what's happening in South Africa. Thanks everyone for joining me on a rather lighter note. We will be where am I this weekend? I'm in Somerset in Yovil in Somerset. Join me though, if you can, if you're in the area, get in touch with Sharon on enquiries at for Britain UK. And we'll let you know where we are at what we're doing. We're campaigning in Yovil. This weekend next weekend in West Sussex and in Clacton. If you're in the area, any of those areas, give us a shout. We are out. We're back out campaigning our branch meetings are back. We're back on the streets. We need to get out there. Because this country needs this party. Thanks everyone. See you on Monday night. Take care. Thank you for watching. If you agree with what you hear on four Britain videos, remember to like them, share them and subscribe to our channel. And why not follow us on social media as well. The relevant links are below. Thank you.


So months back I posted a legendary farm which I will state is not the fastest way to get legendos but what it does do is it allows you to roll one legendary armor piece every couple of minutes. What this means is this method allows you to actually decide what legendary you get so if there's a specific armor piece you are chasing this is no doubt the best method in the game in getting it. I'm covering this method again after the recent changes because there's no restrictions here in what you can be rewarded from doing this like there was before so today I'll explain exactly how this works for those this is new too and I hope it helps you guys out. How's it going guys my name's DP Jane if you enjoyed the video leaving a like really helps out and if you like what you see and want to see more outriders be sure to subscribe. Okay so this exploit involves doing the monster hunts for Noah who is located upon trench town when you initially go to him you get to start a quest where you have to hunt monsters via multiple locations these locations are the monsters can be found via the map where you can see your progress with them. Now for each monster hunt you do Noah will reward you but when you complete all the monster hunts and return to Noah you get rewarded one random legendary armor piece and while this is where the exploit lies so once you've killed all the monsters then head back to Noah within his inventory you have to hand them in and there's a simple method here when handing them in which allows you to keep rotating the legendary until you get the armor piece you want so cash in all the monster hunts within Noah's menu once you have do not back out of his menu because backing out locks in that legendary ward and it all saves it doing this means you cannot rotate it if it's not one you need so stay within his menu so you want to go to what are you selling from this go to the sell tab once you are within this tab guys you can actually see the legendary ward you got from Noah if it's one you want to find back out of his menu and this legendary is locked in place the game auto saves if it's a legendary you already have and you do not need it and want another one simply hard quit out of the game once you hard quit out of the game from this point load it back up and simply guys you need to repeat the process of heading back to Noah cashing in the monster hunt bounties and checking whilst still in his menu we're going to his items for sale and then going to the sell tab what legendary you got again if it's not one you want hard quit out of the game you need to repeat this process guys until you get that one you need they can keep doing this so let's say you want a full set of specific gear these monster hunts are repeatable so once you've cashed them in once and got that legendary ward you can pick the quest back up and then repeat it and keep doing this until you get that full armor set you want guys it is as simple as that like I said it's more like saving the upload because the first time I uploaded this there was a lot of loot locked out of this loot pool now it seems every armor piece is available to get from Noah what you can do to make it a lot quicker on yourself is cashing all but one monster hunt bounty with Noah then back out of his menu so it ought to save so you've only got one to cash in then go back into his menu sell that final one cashing that final one to him then go to his items for sale and see if that legendary reward is one you want if not hard quit from here once you load back in you'll only have to cash in one bounty with him it saves you going through the entire process of every single bounty but hey how you do is completely up to you but it does work and I hope it helps you get that legendary you are chasing so yes guys a short but sweet video here today if you enjoyed it leaving a like really helps out if you're new around here want to see more outriders be sure to subscribe and if you never want to miss a video upload can turn notifications on by hitting that bell button my guys thanks as always for stopping by and hopefully I will see you on that next one