Everybody forced tier ripping 2021 prison basketball multi-sello 4 box number 20 random teams. You can always find those results at latent sports cards dot com And there's a link in chat. Let's get started. Good luck everybody. Oh, I'm like always drinking water six not dehydrated On average, I probably drink a gallon and a half of water a day a half gallon water bottle I fill up three times usually. All right. Let's see some nice silvers greens and red white and blues That King's silver buddy healed green Kings the Monday belita You say it's light work, but it's got to be as much as everybody else in the office drinks combined I don't see people here drink water Don't drink coffee and like Mountain Dew and stuff Silver for the nugs will Barton green Derek favors for the pelicans silver Alan Iverson that goes to the Sixers on team USA Anthony Edwards rookie base card also for having an inside job Working indoors. I'd say gallon halfs pretty good. That's over Zach Levine bulls green Dante de Vicenzo bucks Silver Grizzlies Josh Jackson green bulls Wendell Carter jr It's a deep bay emergent Tyrese Halliburton base rookie for the Kings Spurs rookie silver Trey Jones green for the Rockets Robert Covington as a steward emergent Xavier Tillman paint and Prichard rookies silver Kemba for the Celtics green Avery Bradley Lakers Kira Lewis and RJ Hampton rookies Thunder silver Darius Basley Nick's rookie green OB Toppen Steph team USA insert Maybe I should drink less water. I don't know silver for the Mavericks Kristaps for zingas Green Grizzlies Josh Jackson, but I mean when you're talking like all night and you're up late I feel like water is super important Especially for stand-up Lakers, I'm not gonna drink coffee all night like Brad does that's the same. I can't do that Silver for the Raptors og on a nobby too much acid bucks green Chris Middleton incident impacts a little mellow rookie insert Patrick Williams rookie Silver for the Thunder CP3 green for the Magic Aaron Gordon Kong we rookie. Oh, yes. That's crazy, man Silver for the Wizards Rui Hachimura green spurs Patty Mills. It's pretty interesting though. So big Bay Pistons rookie and and Isaac of Coro calves Silver for the heat Gorin Draugich green heat rookie precious a Chua Tyrese Maxi Sixers rookie Debuck in Elijah Hughes Yeah, six is a manly man for sure red white and blues. You got Tristan Thompson John Moran Yo, Grizz second your job in a Kelly ubré Von Looney Steph Curry and Luke Canard got KD PJ Washington and D book Good red, white and blue so far. I'll see some big rookies here David Chenzo Dwight Howard is a Laker and Sadiq Bay. There you go Pistons Covington Wiggins and Barrett Patty Mills Jalen Brown and Isaac of Coro rookie for the Cavs Deandre Hunter Kevin Knox and Elijah Hughes rookie for the jazz Dilo Daniel Tyce Brandon Clark They're playing because they're basically like those cello hanger packed things essentially it's a box of those Bear bridges and Cassius Stanley rookie Pacers. So they're not supposed to be displayed like that theoretically, you know Just maybe they'll make them like that. They probably should at this point Simon's pool and Maxi there you go Sixers. It's been a really good first box I'd say rookie Maxi red, white and blue. It's good stuff. Got Ross white side Tyler Bay Mavericks Dinwiddie Richardson and Kuzma That's what the packs look like This is just how they are in like a box It's honestly just like the easiest way to break older prism really Gives us an affordable option to offer people to do like a 2020 prism break or a 2021 prism break. I don't think prism is this week One sec, I'll get you a release calendar link thing Looks like Prism is July 8th. It looks like Yes, we have a release calendar on our website, but we pretty much only update that at this point when things are like For sure gonna come out on that day T-Wolf silver Jared Culver green for the next Julius Randall Albert incident packed King's rookie will be topping Nick's a Chua for the heat The release counter on our website is pretty much only updated like For like release is going into like the next week or so Just how it's been with everything in pushback got Pelican silver Derek favors wizards green Ruga hachimora But sell rookie stuck here blazer silver Zach Collins To green is Maverick Seth Curry The Step blowout link that I dropped is updated pretty frequently though silver for the Cavs Kevin Porter, Jr. Green Heat Jimmy Butler silver incident packed Halberton for the Kings on the rookie There you go. Kenyan Martin, Jr. Well, these are the insurance six you can usually just Do a command for insurance Hornets rookie silver Grant Riller green for the Nets din witty Hoku rookie But to Rue Yep, just like that There's a link work Works, right? Yeah, cool got silver for the Hawks Trey young and green Sixers Al Horford almost almost finals legends Al Horford for Trying to bring them back on in game six Silver for the Pelicans Josh Hart green jazz Emmanuel Moody. I Terry and green rookies Kings rookie silver Robert Ward of the second green for the Pacers Jeremy Lam Look at dominance Riller Richards Tatum slander is insane right now. People need to calm down So for the jazz Manuel Moody. I green Spurs rookie Trey Jones Hayes Trey Jones Great player terrible series. It happens man It's also only 24 so that's over be elites of Kings green for the Lakers Shaq Yeah, I did see that six Silver for the Hornets rookie Nick Richards Green Clint Capella Hawks green incident packed rookie magic Cole Anthony And rookie James Ramsey Silver for the magic Aaron Gordon green for the Rockets rookie Kenny Martin, Jr. Dominance LeBron Lamello base rookie There we go Hornets and Ricky Rubio. I thought there were two six They ran out of they ran out of juice The Warriors like depth which is better than the Celtics depth, I think and it just ended up costing the Warriors like you know They were all gassed house all-draged has been paying rookie Grizzlies nice DBane Smith will divert and maze rookie for the Hawks So once the Warriors adjusted it was just it was just too much. It's way too much for the Celtics That's the bonus Jake Crowder and Miles Turner Nerkich Vince Carter DeMar DeRozan got Banes Derek whites. Why has been rookie for the Warriors? Arn's Penny Hendrick Nunn It's him a hardaway Marquise Chris Killian Hayes red white and blue rookie Pistons Bryant Thible and Galloway. Yeah, and then like Wiggins was like just such a big difference maker Craig Milton and Garland Yumbo Valenchunas and Ellaby got Luca for the Mavericks Norm Powell Raptors and Jonathan Isaac magic kind of wild ride Jeremiah LeBron should go to the Warriors. All right silver for the heat Jimmy Butler green Nick Richards, Ricky Hornets LB Desmond Bain Grizzlies base rookie Wizards silver Thomas Bryant's bulls green Thaddeus young Maverick silver Dirk Novitski green Hornets rookie grant realer Nick silver Reggie Bullock green Mavericks dirt Novitski Magic silver Jonathan Isaac Jazz green Donovan Mitchell Coro and Maxi silver nuggets rookie Zeke Najee Green Pacers TJ Warren Anthony inserts Robert Bay Thanks, it's not on my channel, but uh I work for Lane sports car so part of it silver for the Mavs is Tim Hardaway, Jr. Green for the Hawks Kevin Herter Silver Emergent Killian Hayes Pistons rookie Stanley now silver for the Suns Kelly Ubre Jr. Green Knicks Alfred Payton rookie emergent Lamello There we go Wiseman base rookie for the Warriors. Yeah, I agree with that illegal. There's a LeBron. There he is We're talking about him silver for the Sixers Al Horford green bulls Zach Levine green Levine Najee rookie Silver for the Maverick Seth Curry green Raptors og on a nobie Anthony as a bouquet Nessmith Magic silver Terence Ross a green for the Warriors Dreymont green green green quickly Knicks rookie and Isaiah Stewart Pistons Pelican silver Lanzo Paul green for the Hornets Dwayne Bacon Maxi Kerry and Anthony red white and blues body heel DJ Augustine Isaiah Stewart Pistons rookie Chris Paul Jason Tatum and an S. Canter What is it illegal? Przingus Lonnie Walker and Vernon Kerry, Jr. Rookie for the Hornets and also send me a picture of it Kevin Porter, Jr. Damian Lillard and Odoka as a bouquet rookie for the Jazz Zach Collins DeAndre Jordan to Colin Sexton Nice Sam Vincent 1990. Heck yeah, I got Trey Young Kevin Garnett and Aaron Nessmith rookie watch your margin here with Wahlbeck in your hand. That sounds pretty nice That sounds like a nice evening Holiday Marcus Morris Cole Anthony rookie for the Magic Barton Lowry and quickly rookie for the Knicks part Ingram Brown For the most part I much prefer South American and European wines to American wines Much prefer for the most part for the most part some varietals are Very nice some California varietals got yokich for the Nuggets Shaq and Kenny Martin, Jr. Rockets rookie Alright one last box good luck everybody Honestly illegal. I didn't even know you had a magic grail card Yeah, I just saw the email notification. I will check it out when I can Yeah, Wahlbeck is probably my the wife and I it's probably our favorite varietal Pinot Noir Pinot Noir a little too sweet and light for me Like I said for the most part obviously every varietal has is you know varies depending on region and Vintage and all that stuff. So I can find a type of wine I like and just about every varietal good silver Kevin Porter, Jr. Cavs green Jimmy Butler heat silver instant impact Pat Williams bowls Kenny Martin, Jr. Obi-Toppin Silver Jared Culver T-Wolves green Julius Randall Knicks Chew of a cell Silver Derek favors pelicans green Brandon Clark Grizzlies the Remember everybody more group breaks available for tomorrow night got moody eye silver for the jazz green rookie Elijah huge jazz trade Jones rookie Personals were resumed tomorrow night after purse after group breaks. I should say no personals tonight Hornets rookie silver Grant realer green for the net Spencer Dinwiddie and to rule a column Silver be elites it for the Kings green cash of Stanley Pacers rookie Manion and Winston silver Josh Hart pelicans green moody eye jazz lots of moody eye my goodness But that's the only card I've been pulling is a manual moody eye Is he in the league still? silver Blazers at Collins green Seth Kerry Mavericks Toppin, I like to say Pocasevsky rookie Silver rookie Kings Robert Ward of the second green Jeremy lamb Pacers Silver Hawks Trey young green Al Horford Sixers Silver rookie Hornets Nick Richards green for the Hawks Clint Capella Prichard Ramsey Silver Aaron Gordon magic green Joe Engels jazz The mellow ball rookie for the Hornets There we go and Tyler Bay All right, red white and blues Got Lou Dorts Corkmaz and a Desmond Bain rookie red white and blue there you go Grizzlies Believe that's the second one of those Royce O'Neill JJ erratic Skyler Mays rookie Terrence Ross Kara Slavert Shaquille O'Neal Julius Randall Aaron Gordon and Langston Galloway It's Smith shake Milton oji on a nobie Daniel house Derek white Nick Richards rookie for the Hornets Tim Hardaway Jr. J Crowder Trey Jones Spurs rookie Harrison Barnes Jonas Valenchunus Zach Levine Thomas Bryant Lamarcus Aldridge Ruby Hachimora Tori Craig Jordan Clarkson Robert Ward of the second rookie for the Kings Biz Macbiombo Steph Curry Jared Culver The monosubbonus Vince Carter and Grant realer rookie for the Hornets. That's gonna do it. Thank you very much everybody We've got prism draft hobby hybrid coming up


Guys, if you want to mute all your microphones for a moment, if you haven't. Right, I can confirm that we're live, but due to the team's like, I'd give it maybe 20 seconds before you'd properly start, but yeah, I've done it before my side, so cheers. Cheers, Adam. Adam, thank you. Good morning, members, officers and any members of the public who are viewing the live stream of this meeting, welcome to the meeting of the Grants Advisory Committee today, 27th November at just after 10. My name is Councillor Joseph Hales and I am the chair of the Grants Advisory Committee. For the information of members of the public, the role of our committee is to consider and make recommendations to the lead cabinet member for finance, that's Councillor John Williams, and you'll see him on the screen, on the applications made under the council's grant schemes. Councillor Williams then makes his decision, taking into account our recommendations. Members, please can you remember to mute your microphones unless you are called upon to speak, you will need to then unmute your microphones in order to speak. So agenda item number one, this is apologies, Aaron, may I ask if there's been any apologies, please, and could you do the roll call? Of course, Chair, thank you, good morning. We have received apologies from councillors Claire, Delta Field and Peter McDonald for the meeting today. Members, well, for Peter McDonald we have Councillor Martin Khan who is substituting in his place today. Members, I'll read out your name, please if you could confirm that your present remembering to unmute your microphones before you speak. Councillor Dawnton please. Yes, I'm here, thank you. Councillor Wellington. Yes, I'm here. And Councillor Khan, please. We can't hear you, Martin. Well, maybe we might have lost Councillor Khan. He may be able to join us shortly, but we are still court anyway. We also obviously have yourself as the Chair of the Committee, Councillor Hales, and we also have various members of the Climate and Environment Committee with us today to lend their expertise on the zero carbon applications. Would you like me to do a roll call of those climate members that are present, Chair? Yes, please, we're very grateful. Of course, Councillor Chamberlain please. President, sorry. Councillor Harvey please. Yes, President. I don't think any other members of the Climate Committee are present today. Apologies if I have missed you out, but we also have Councillor Cathcart present today as the local member for Battingbourne and Councillor Bill Handley as the lead member for Environment. And if I may, Chair, just pass on Councillor Haling's extreme regret that she can't be here today. Obviously, it's very important for her, but she got a last-minute call to a meeting with her own work, if you like, so unfortunately, she can't be here. But she has passed on some of her comments to me, which I can relay during course of the meeting. Thank you very much, Councillor Harvey. Okay, with now the declarations of interest, please agenda item number two, Councillor Ellington. There is an application from Swavesy Community Orchard, which my grandson has put in a quote to do the work, but he has been told that he is unlikely to get it because his quote was too high. Okay, so I see it as a non-pecuniary interest. Okay, sorry to declare. Aaron, so just with Councillor Ellington's declaration there, we will leave that to you to give us the advice at that point, if that's okay, yeah. Councillor Daunton. Yes, sorry, Chair. Do we need to declare where we are the ward councillors for some of the applications coming up? Aaron, I don't think so, not as though. It's only if you're involved in it. That's correct, Chair. Yeah. If you're fiscally involved in it, or part of a group that makes that decision, then yes. Okay, no, no, okay, fine. Could I just declare, I know I'm not actually voting, but I have become quite involved in the Great Abington scheme that came from last year's contest, so I think I will kind of step out of the discussion on that. Okay, thank you, Chair. Right, minutes of the last meeting. Are we happy to approve the minutes of the last meeting, please, Croms Committee. I'm looking at the heads, they're all nodding. Yeah. That's fine. Aaron, could you take that as a general consensus that they're okay? Thank you very much. Right, members and members of the public, I'm going to have to read out a fairly lengthy statement here. If you'll just bear with me, please. I'm going to have to read it verbatim. As the next item of business contains confidential information, I'm going to read out the following statement. The law allows councils to consider a limited range of issues in the private section without members of the press and public being present. Typically, such issues relate to personal details, financial and business affairs, legal privilege and so on. In every case, the public interest is excluding the press and public from the meeting room must outweigh the public interest in having the information disclosed to them. The following statement will be proposed, seconded and voted upon. I propose that the press and public be excluded from the meeting during the consideration of the following item numbers. Number 11 and 12, in accordance with section 100 brackets A, brackets 4 of the Local Government Act 1972, on the grounds that, if present, there would be a disclosure to them of exempt information as defined in paragraph 3 of part 1 of Schedule 12a of the Act as amended. Paragraph 3 relates to information relating to the financial or business affairs of any particular person, including the authority holding that information. If exempt confidential information has been provided as part of the agenda, the press and public will not be able to view it. There will be an explanation on the website, however, as to why the information was exempt. Members, do you agree with the public interest in maintaining the exemption outweighs the public interest in the disclosure of this information? And if so, I would like to move that as a proposal. May I have a seconder and then a show of hands, please, from the Grumps Committee. Could you put Sue as second in, please, Aaron? And you're okay with that. Thank you very much. I'll take that as affirmative, Aaron. Thank you. In that case, Liam, would you kindly end the live feed, please? Yeah, sure. This is ended for good today, yeah. Yes, thank you. Yeah, cheers.


Rear Admiral C. Forrest Faison III, Commander of Naval Medical Center San Diego and Navy Medicine West, spoke at the San Diego Military Advisory Council or SD-MAC monthly breakfast meeting at Admiral Kid Catering and Conference Center in San Diego. During the conference, Faison shared his thoughts on a national strategy to reintegrate wounded warriors into the community through medical care, education, vocation and family support. We have today the highest combat survival in recorded history. We are routinely saving on the battlefield folks that in any other war would have died. The breakfast was attended by approximately 300 to 350 military and civilian guests as well as distinguished members of the public and private sectors. From Naval Medical Center San Diego, I'm Seaman Pa Young Yee.


10 science texting is psychologically hurting you. One of our readers came to us with a question about texting and the psychological impacts it's been having on their relationship. While the couple texted all the time, the relationship felt like much less than it was when they started. They couldn't figure out what was going on. They were communicating just as much, but it turns out they were also communicating with other people more too. Valuable couple time had turned into sitting beside each other texting other people time. How did that happen? Texting is a double-edged sword. While it helps you stay an instant touch with the people you love, it also distracts from valuable face-to-face time with them. Here are 10 pitfalls of texting and the ways it could psychologically hurt you and your relationships. 1. Non-verbal nonsense Taking out body language cues, facial expressions, and breath can have negative impacts on conversation. Because the basis of texting is text, it's almost impossible to send subtle and non-verbal cues to your partner. This can harm situations that might already be tricky, like arguments. Our advice is to pick up the phone and talk to each other. Or better yet, meet for coffee and talk about what's going on. 3. Power dynamic struggles We've all been there. Someone we like has texted us and we aren't sure if we should reply right away, wait a few hours, or not reply at all. There's an unspoken power dynamic in texting and it can play mind games with your relationship. Instead of using replies to exert power, let yourself be honest with each other and reply whenever you want. 3. I-M-ing in patient messaging When you're texting instead of talking, a conversation can stretch out for hours, sometimes even days. However, it's also one form of communication which increases in patience. For as long as you're waiting for a reply, you're thinking about the reply, and usually wondering why they haven't replied yet. This causes overthinking and stress, which leads to impatience and frustration. 4.  Texting breaks down previously set social conventions. You wouldn't walk into someone's board meeting and start talking to them about going for dinner, and it could be awfully insulting to the people you're with. 5. You'll do everything at 80% And we're not talking about battery power. If you find yourself eager to text at work or during class, you're sending a message that you're not fully committed to the task at hand. This can put a strain on your professional and scholastic relationships, which are quick to write off tommy textors as disengaged, uninterested, and lazy. 6. LOL vs. laughing out loud While text messages have developed their own language over the years, there's something unsatisfying about reading LOL when you should be hearing the roaring laughter of your partner. While text messages are great for quick communication, they lose the charm and individuality of the person you're with. If you and your partner spend too much time texting, and not enough time together, you might start to forget the little things about them that make them special. 7. Sore Thumbs Maybe this doesn't have a direct impact on your relationship, but it does make you awfully unhappy. Too much texting can lead to sore thumb joints and tired hands. Take a break and stretch out your hands if you want to keep contacting people. 8. And Sore Necks Another issue people find themselves afflicted with is a sore neck. While this also doesn't directly affect your relationship, it can result in irritability, and an irritable partner isn't a fun partner. Take a break from bento for texting, and instead, swap neck massages with your significant other. Now everyone will be in a good mood. 9. Sleep Time or Screen Time Ideally bedtime should be the one part of the day when you're not expected to look at your phone. No one can expect you to answer them after 10 or 11 o'clock, because most people are in bed by then. Unfortunately, bedtime has started to turn into screen time for a lot of people. While we love when you scroll through psych to go, it can keep you up for much longer than healthy. A tired person doesn't make for a productive person, and can have a negative impact on your relationship. Put the phone down at least 15 minutes before heading to bed, and you'll find you not only get to sleep faster, but you won't wake up as tired. 10. Disconnect This is both advice and a hazard. If you don't disconnect from technology sometimes, you might start to disconnect from the people around you. By becoming too focused and dependent on texting, cell phones, and media to keep us entertained, we're quickly losing the ability to be content without them. Let yourself turn off the phone next time you're on a date with a significant other, and you'll find that the enjoyment goes up tenfold. What do you think about these tips? Let us know in the comments below. If you liked this video, don't forget to check out our other social media for more content. And don't forget to subscribe! Thanks for watching!


Today, we will look at compliment and adjuncts distinction. I think we have developed a fairly good sense of what a compliment is and what an adjunct is. I am carefully saying that we have developed a fairly good sense of what a compliment is and what an adjunct could be. We do not know much about their structures so far. We do not know much of their function so far and at the same time we do not know much about what is called an adjunct and how does something become an adjunct, a phrase becomes an adjunct. So first of all let us begin with some of the features of adjunct and some of its names. We are going to try to answer both these questions today.  When we talk about a transitive word and its object, when we say the object of the verb, object of a transitive verb is a required element we also mean the object of a transitive verb is actually the compliment of the verb. In terms of configuration that is in terms of a structure of a phrase we can say a compliment belongs to head and the head requires a compliment. In the entire phrase the whole status of a compliment is its in sister relationship with the head which gives us space that any head could potentially have a compliment. Verbs are going to have objects as their compliments or whatever comes in the compliment position becomes the compliment of that word. Likewise a noun phrase in a noun phrase what is going to be the head of a noun phrase a noun that noun could also have a compliment.  It is easy for us to say here that most of the prepositions are almost all the post prepositions in languages like English, French and others are going to take NP as a compliment. In our languages most of the post positions are going to take NP as a compliment. Remember it comes from the descriptive aspect of language that we have seen so far that prepositions are only going to proceed a noun. Remember this? So if it is going to proceed a noun which in technical terms simply means a preposition is going to have an NP as its object. So we see the head of an NP N could have a compliment, a head of a P P a preposition could have a compliment, head of a VP, V lot of times have compliments and we know the situations when they can and when they cannot. And also now we know head of the IP which is inflectional phrase and what is the head? I can also have a compliment which is going to be the entire VP. So that is the notion of compliment which is the in the structure of a phrase whatever comes in the position of the compliment in the sister relationship with the head is going to be the compliment of it. That is more or less to say that the required elements are called compliments. Now things that are not required structurally for the purpose of a sentence are called adjuncts. All kinds of things like adverbs or the entire P P sometimes an NP, sometimes a whole clause or a sentence could be an adjunct. It depends on which sentence we are looking at. So when we come to that we will talk about that. How do we represent it in a structure? How do we represent an adjunct in a structure? We adjoin it to the phrase it belongs to. How do we adjoin it? We create another space with the help of the intermediate category and then we just adjoin it. That whole process of creating another space through intermediate category is called adjunction. Then the question is how do we how do we distinguish between them further? I am going to talk about that distinction shortly. Before that we are we are we were looking at the sentence and this structure. So the reason why I still have this structure for you it just for you to take a look at. Is there any question about this structure? Well let us not worry about the order right now. See in the order I do not have much to say about the order right now. So however what all I can say this is given in the right order the way it should be. And therefore I have not put aspect first and tense first or something else. Since you have asked this I can say one more thing which I have already said yesterday and one something new. One thing is once we break this i into various components then there is no need of i. Once each component of i is going to project itself in terms of a phrase then there is no need of a something which combines them together. So we need an i or ip we call a sentence and ip only when we are putting the whole thing agreement tense aspect everything as the bundle of features in the head position of i. Only then we need ip for the for the purpose of simplification or you can say for the purpose of combining everything together. So when we remove that we start with a g r a g r p. So why do you need i on that side? Which side? A. So all the features are on which side? Right side a g r p and t p a s p aspect these are all be listed under i. That is right now it is listed under i. Right now it is listed under i because it has expanded from i. Now the more important point that I am trying to make is there is no need of entire ip. So leave it right now this way but there is no need of entire ip once you start seeing it in terms of agreement phrase and then tense and then aspect. I have kept it so that you can see that agreement tense and aspect have branched out of i that is all is the purpose so far. So I want you to look at this structure as removing something from removing i from here that is removing complete ip from here alright. Now the other thing which I want to tell you is in many cases people just talk about t p okay t p that agreement is also not that significant for those people who start with just t p and they say look what is important in a sentence is basically tense and tense takes care of agreement also but let us again not go into those complications. For the purpose of our point I just want to tell you that when we come we there is a way to combine all of them together and put them as bundling in i that therefore we call the sentence as ip. If we want to expand them then there is no need of ip and we can start with these phrases agreement phrase, tense phrase or aspect phrase. Second point third point all that higher up vp is called functional layer these are the three important points from this structure that I want you to see and then starts lexical layer from the from the vp okay there is a there is another process which I am going to talk to you very soon which is called displacement okay in other words movement elements from lexical layer okay move into functional layer to combine with them okay and then they give us a surface structure that comes little later I am just mentioning at this moment for you to be prepared for that that a vp moves to t p I am sorry what moves is not a vp from the vp v that is head moves to t okay and then verb gets tense combined alright and then we get tense on the verb in the surface structure that that comes little later I will show you those things with evidence right now if I just mention these things they are not going to much sense so let us let us just look at only in terms of functional layer and lexical layer for the time being and then as you know this is potentially not potentially this is the structure for the sentence that I we have been looking at students of physics like pizza in the evening and we have seen how vp works how the subject np works and then what's the functional layer and what's the lexical layer so far that okay can I move okay any any any other question anyone before I move to compliment an adjunct and talk more about this it's it these are okay so with that I am moving to compliment an adjunct distinction we have not been not really been delaying a discussion on that we we wanted to take care of other things first that there are a couple of a couple of more stuff about a structure that we need to take care of but we can that can come little later and every every relationship and everything that we are going to see now on words is going to be in terms of a structural relations so we are going to be looking at a structures more anyway so let's let's look at this thing in this sentence the same one that we have been looking at we know that np pizza is the compliment and pp in the evening is an adjunct the question is this is what I am telling you right and this is what I have tried to show you in some sense that pizza is an object therefore a compliment but that description does not necessarily make in the evening an adjunct at at the best what we are saying is pizza is the compliment of the verb of the V in this sentence right what how do we how do we test these things there are two three tests that I can I can show you for this and you will you will be able to see that these tests really work and they make sense in the following way so this is the structure of an adjunct this is how adjunct is represented in the x bar scheme in the blueprint of the structure in the original structure of a phrase there is no space for adjunct okay in the original structure of a space of a phrase there is no space for adjunct by definition they get adjunct in fact that is also one of the reason they are called adjunct because they are adjunct additionally adjunct all right if when we were looking at this this np we said of physics is the compliment as a as a pp of physics is the compliment of n what makes it a compliment and how do we test it because just now in the sentence we have seen in the evening as a pp is not a compliment so compliments are our adjuncts are not okay let me put it this way a pp is not going to be either a compliment or an adjunct all the time depending upon its its nature depending upon its inherent in internal features it could be a compliment it could be an adjunct at times in this pp we have already discussed np is the compliment of this p now I want I want you to look at few more phrases these are all noun phrases right they are all noun phrases King of England student of physics student with long hair a student of physics with long hair okay are they all nps you see that some of them have compliments what you see in the red they are all supposedly compliments of the head n and what you see in blue or is that blue that blue is they are adjuncts in the phrase right okay when we look at this VP we have already seen the VP we know that in this in the sentence Mary will meet with her doctor at 5 p.m. with her doctor becomes compliment and at 5 p.m. is an adjunct in this phrase we have both within np we are looking at a compliment and an adjunct right where do you see this adjunct adjoined in the pp in this do you see do you see at least the adjunct comes the same way you have seen an adjunct in VP okay now at this point I want you to keep in mind that all the structural notations that we have discussed so far none of the phrases you have seen violating such notations that is these are not redundant these are not arbitrarily decided okay it's never going to happen that an adjunct is going to be arbitrarily adjoined to something else okay this adjunct as to in in the whole phrase a student of physics with long hair if the pp with long hair is an adjunct this adjunct is not going to be adjoined anywhere else such as VP or something else can you can you make a sentence bigger sentence with this noun phrase student of physics with long hair this is not a sentence right can you make a sentence with this I want a VP with vna vn compliment student of physics with long hair walks down the corridor walks down the corridor is great but walks down the corridor is the VP but it doesn't have compliment do you see do you understand this nice still doesn't have a compliment still doesn't have a compliment as long as you keep the verb walk you keep adding everything right you know from the very beginning that a sentence can be infinitely long right the moment we say infinitely long we are not going to have a physical example of that that this is infinitely long sentence we can only understand that a sentence is infinitely long why does this NP not have a why does the sentence that your friend Sandeep said not have a not not have a compliment because the verb walk by nature cannot have a compliment and everything else you keep adding to the end of finiteness they are all going to be adjuncts and you can keep the way you have seen the structure developing this structure allows you to have infinitely long sentence because the process of adjunction is simply recursive there is there is no end to which you can keep adding and an adjunct but the space of the compliment is still going to be open okay the moment you have a transitive verb there you put anything else or not that's going to come the the NP is going to come in a transitive verb in the compliment slot right so can you try it again a student of physics with long hair is eating pizza all right that that's fine but we get the point then once we have a VP what what I was trying to tell you here with this example is the PP adjunct PP with long hair cannot be adjoint within VP okay the adjunct PP with long hair cannot be adjoint within VP why it's not part of VP this one even though it's an additional stuff this additional stuff provides us additional information about the NP not about the PP I'm sorry not about the VP therefore it belongs in NP so keep keep that in mind keep keep the following things things in mind X bar structure okay each phrase that you have seen so far longer or individual phrases are not violating its integrity that is each one of them are guaranteed to have a specifier head and compliment they are keeping a specifier head and compliment sometimes a phrase may not have an specifier it's leaving that position empty sometimes a phrase may not have a compliment it's leaving that place empty if something is adjunct that comes in an adjoint position things are going in in the in proper places so so we are not violating any phrasal integrity you have seen that seen this this much so far alright now why is what are the features of a compliment and features adjunct let's look at that when we say okay this whole notion of compliment and adjunct helps us solve one more thing when we say John is a student of physics alright what's the what's the meaning of this what does it mean student of physics student who studies physics is that that right when we say John a student with long hair does it mean that the student studies long hair no but this distinction is not making much of much of a sense until now hold on I'm coming to that before that I have already talked to you about this with the pizza example of where we where I wanted a VP but can you can you guess why these sentences are ungrammatical John will imitate Mary will abandon and Tim will reconstruct these sentences are not good sentences for speakers of English why are these sentences not good sentences each one of them is a transitive verb transitive predicate and they are missing their compliments a transitive predicate missing its compliment is going to result in ungrammaticality okay that is that there is one more aspect which I which I'll discuss with you probably tomorrow it's called thematic grid of a sentence remember I think I have mentioned something about selectional restriction to you did I briefly mentioned selectional restriction I'm going to again talk to you about thematic grid in which I'm going to show you how do complements or what are required by the verb gets other roles and assign and how such roles are assigned but look these three sentences are ungrammatical because they are missing its missing their compliments all right now how does it how does this dichotomy or phrase structure or X bar theory helps us resolve the ambiguity between a compliment and adjunct let's let's look at that now enough of we we can make the distinction between a student of physics and a student with long hair let's look at this sentence this phrase student of high moral principles do you if I tell you that this sentence this phrase could be ambiguous that is this phrase could have two different meanings does it even come to you that don't don't look at the screen for a moment do you believe that this phrase could be ambiguous yes no when I looked at this phrase for the first time it didn't come to me all right I believe it because you are telling me so but I don't get that how this phrase could be ambiguous that also is an example of knowledge of language that because I am not the speaker of English this ambiguity does not automatically pop up okay we as a non-native a speaker of a language I need to look at it carefully in the cases when of high moral principle is a compliment it means something else the same phrase could be an adjunct and then this sentence then this phrase could mean something else so when we say a student of high moral principle with a compliment the the whole PP as a compliment this phrase means a person who studies high moral principles okay and when it's not a compliment it means a person who has high moral principles okay now this kind of ambiguity is not available with the students of physics in that we we have only one really the person who studies physics we cannot say the phrase also means a student who has physics are you with me I I I can say I am talking about something subtle but it's not really that subtle right it should be and if it is not so obvious but it should be obvious now that we in order to see the ambiguity and the distinction between compliment and adjuncts and what it does and how they how their distinction on tribute to different meanings we need to see a phrase like this student of high moral principle it could be ambiguous in two ways one that a poor student who studies high moral principle imagine it's a major it's a it's a it's a discipline right someone doing in well m tech is not possible in high moral principles but you can do let's say some diploma in high moral principles right like like people do diploma in judiciary and all kinds of things at the same time someone who who has high moral principle in the sense that who practices high moral principle these are two different things we have some very obvious phrases student of English student of physics ambiguities are not available there because they are those things are categorically compliments simply means one thing all right so this distinction between compliment and adjunct helps us helps reduce this ambiguity all right next how does the syntax work for these things syntactically speaking these are the things that you can say when we have both a compliment and adjunct a compliment is always going to precede the adjunct okay we have the we you have just seen the phrase student of physics with long hair of physics is a compliment because if you reverse the order of the two the sentence is going to be the whole phrase is going to be ungrammatical we cannot say a student with long hair of physics can we now without understanding the distinction between compliment and adjunct if I asked you this question in fact I should have asked this question before what's wrong with this this this phrase students with long hair of physics trust me it's not possible to answer this question without understanding the proximity requirement between phrases you understand what I mean by proximity requirement here is the point that I am talking about see we are talking about an XP right this is the proximity we have the head student am I right here on this phrase right and the compliment is a PP right and I'm just going to leave it here that this PP is of physics right and we have another PP as an adjunct with long hair now if I put off physics here and then with long hair here this is going to yield ungrammaticality because this slot is for compliment and if there is a compliment it should be in close proximity with the head this is the only reason why this phrase in B is ungrammatical okay if we don't under if we don't know this distinction then we can only say look this doesn't make sense you're still right a speaker is still right if you ask any English speaker why does this phrase why is this phrase not good okay the person can only tell you this doesn't make sense you have to say it this way right that that's an intuitive judgment does not have an explanation the with all its advantages that you have seen so far overphrase structure rules these are the things and these are the subtle nuances which can be explained through X bar theory alright and this also helps us understand the role of an intermediate category in a better way that if we didn't have this intermediate category then there is no way to project adjuncts so in the now bring it in your mind the structure of a phrase with multiple branching right in that we are going to have an N we are going to have two PP's right we can also have a determiner because multiple branching by definition says we can have as many branches as possible but then we can only say one PP is the compliment and the other PP is adjunct and one has to believe you that really does not make a structural distinction between a compliment and adjunct the introduction of intermediate category helps us capture these things configurationally no ambiguity left behind alright let's look at one more thing the adjuncts could come in a recursive fashion right how many how many compliment slots do you see here in the whole phrase how many compliment slots do we have just one right therefore a head could have just one compliment the structure does not give us a space for more than one compliment in a phrase whether we are talking about a VP or we are talking about an NP or we are talking about a PP by structure we have only one slot for a compliment how many slots do we have for an adjunct as many as you want infinite slots we can keep adding adjoining things and it will give us the whole infinitely recursive infinitely long sentence in a recursive fashion but we can have only one compliment I have just just asked you this question before with the sentence that Sandeep was saying the student of physics was walking in the corridor walking as a verb does not have a compliment but we can keep keep saying walking in the corridor with books with friends in the evening for nothing right you can keep saying everything that you want where doesn't have a compliment and if a verb has one it's it can have just one which is taken care of by the structure that you have seen so far and the structure helps us understand that a phrase could have just one compliment this is that what we are talking about here that in principle it could apply an arbitrary large number of times but compliments recursion is not possible alright therefore you see this kind of sentence is possible but what is not possible is this right we cannot say student of physics of chemistry right what we if we at all end up saying with grammatically to what we mean is students of physics and students of chemistry right this this is string at once is not grammatical and again this structure helps you understand that is the the syntax of compliment and adjunct becomes clearer with the help of the structure that this is this string is not possible just because we have just one slot for compliment right yeah a phrase something like this a student of physics of high moral principles then of high moral principles is bound to become adjunct right yes if we have if a phrase has already had a compliment the second one will be the compliment will be the adjunct and in that case I think what what's in your mind is we don't have any ambiguity left that phrase only means a student who studies physics has high moral principles that's all it doesn't mean the student who studies physics studies high moral principle just one meaning no ambiguity left so only that the second second phrase could only be a compliment could only be an adjunct and that we know very categorically once we have phrase structure in mind clear anybody anything else yeah compliment space so for die transitor verbs do both the objects come in that one compliment space very very good question what's up what are we going to do with the die transitive verbs then right no both of them will not come in the hold on for that I'll show you that right you understand the question where is very significant question we have said we have established that there are some verbs which take two compliments again when I talk to you about thematic relations I'm going to show you tomorrow that when we say one compliment we mean total number of and these things are called arguments right compliment these things are semantically speaking they are called arguments there isn't much in the name whatever we call it they don't change so if we have one compliment then the whole sentence has two arguments namely one compliment and the other subject right two argument if if a if a sentence does not have any argument any compliment it has got one just one argument and if a sentence has two compliments then it has three arguments all right each one of them are assigned different roles I'm going to show you that again so so no going back from that then the question is how do they get represented in this structure when we have just one slot for compliment there we have to at least you can guess right that we have to do something that may look ad hoc by ad hoc I mean it's going to be a modification on this right but they have to be here and there has to be a difference between the adjunction of a adjunction of a adjunct and some modification for a compliment this much you can see but let's hold on to that before I show you very significant anything else no it it just follows from that you can look at it that since there is since we cannot have two compliments in a phrase so there is no question of reordering by by definition period we just cannot have two if two of them are allowed that is if two adjuncts are allowed then it's possible to freely reorder them whichever way we want to reorder now we can apply these things as test also right if two of them are allowed and by a lot what do we mean by allowed if a still if if we have two phrases and a still the phrase is grammatical then we know both of them are adjuncts there is no compliment here okay if we are going to have a compliment and an adjunct then interchange of position is not possible by not possible we mean it's going to result in an grammaticality like we cannot say student with long hair of physics right this kind of thing is is going to be allowed all right so these are just simple tests keeping two things in mind phrase and the phrase structure all these things that we we could say about compliment and adjuncts are only possible when we understand this is structure okay that's all for today


Welcome to ST Microelectronics tutorial on power MOSFET parameters. In this session, we will review the dynamic data sheet parameters related to energy storage in the MOSFET. Here we have a table of dynamic parameters, meaning that they play a major role in understanding the MOSFET switching behavior. Next we come across the intrinsic capacitances. They are defined by sums of capacitances between MOSFET terminals as shown here. C-I-S-S or the input capacitance is the sum of the gate-to-drain and gate-to-source capacitances. C-O-S-S or the output capacitance is the sum of drain-to-source and gate-to-drain capacitances. And finally, C-R-S-S or reverse transfer capacitance is simply another name for the gate-to-drain capacitance alone. These capacitances must be specified under strict test conditions as they can vary dramatically. The capacitance versus drain voltage chart shown here is found near the rear of most power MOSFET data sheets to help the designer understand the dynamics of these parameters. Not all vendors will specify their dynamic capacitances under the same VDS, so be careful when comparing. Finally, it's worth noting that these parameters have very little variation over temperature. Let's examine how these capacitances relate to the switching performance of the power MOSFET. Here is shown a typical test setup and the ideal voltage and current waveforms of VDS, VGS and ID as the device transitions from off to on. We'll break down the transition into six switching states as seen here. Please note that we are not taking into consideration the effect of body-dialed recovery in this simplified example. In step one, there is no gate voltage applied and the device is off. The drain voltage is blocked from the source terminal and the device is not conducting a current. The switching transition begins at step two when a voltage is applied to the gate. The CISS is charged up to the threshold voltage VTH. Drain voltage is still blocked equal to our test setup VDD. Drain current nudges slightly above zero as the device reaches its threshold of conducting. Step three is the over threshold state where drain current really begins to flow. The drain voltage, however, still remains at VDD as CISS continues to charge. The current through the device is related to the transconductance or GFS as we are now operating in the linear region. Current will build up to its steady state peak while the gate voltage will be determined by this current times the transconductance. The VGS plateau is reached in step four. There is now a large effective increase in the input capacitance due to the Miller effect and VGS remains flat. The CRSS now begins to discharge allowing for the drain voltage to fall. The drain current remains constant and its peak steady state value. Step five shows the nonlinear drop of the drain voltage due to the CRSS effective dependence on VDS. Note that the energy discharging from COSS is dissipated internal to the MOSFET and is a source of switching loss. Upon discharge of the output capacitance we reach the ohmic state step six. Now the device is no longer blocking any drain voltage and the full drain current is conducting. The Miller effect disappears and the VGS increases to the value of voltage charging the input capacitance. Finally switching is complete. The transition from zero current conduction to zero voltage blocking is demonstrated here by the arrows on the curves plotted against VDS and IDS. We've seen that the charging of the intrinsic capacitances are how the MOSFET is controlled so we can consider it as a charge controlled device. Injecting and extracting charge to the gate is the fundamental method of turning it on and off. Switching performance is related to this capability of the gate driver. We'll now look specifically at gate charge and how it relates to the VGS. This is graphed in every MOSFET data sheet as shown here. Once again we see that the parameters must be specified under specific test conditions for gate voltage, test output voltage and drain current. The gate to source charge or QGS is the charge required to raise the gate source voltage from zero to the plateau voltage where the Miller effect begins. The gate to drain charge or QGD specifies the charge needed to move beyond the linear region of operation and into the ohmic state where drain voltage is no longer blocked. The total gate charge QG or QGTOTE determines the charge needed to raise the gate voltage from zero to typically the recommended driving voltage of the MOSFET, in this case 10 volts. QG is also often used as a benchmark for switching performance between devices, but again be wary of the test conditions under which it is specified. The last dynamic parameters we will discuss relate to the performance of the intrinsic body diode of a power MOSFET. In many applications such as soft switching power supplies, the effect of reverse recovery can be a significant source of loss. Again pay attention to the test conditions of the specifications. Reverse recovery occurs when the body diode transitions from conducting a forward current to blocking a reverse voltage. The diagram here depicts the behavior of the current through the diode during this transition. The recovery happens in two phases, A and B. During the A phase, the diode current has dropped to zero and the diode is now blocking voltage. However, the current conduction will overshoot into the opposite direction to a peak recovery current value specified as IRRM. The current then begins to fall in value back to zero during phase B. The cumulative time it takes for this recovery is specified as the TRR. The total recovery charge that must be dissipated is proportional to the TRR times the IRRM. This phenomena is highly temperature dependent and is often specified at both 25 degrees C and maximum operating junction temperature. That concludes our tutorial on dynamic MOSFET parameters. Thank you for listening. For more information, please go to www.st.com.


Hi, everyone. Good morning. My name is Regina Gong and welcome to the Open Ed 2021 conference. Today we are going to talk about our OER feedback survey from our MSU students, its impact, implications, and lessons learned. I am the OER and student success librarian at MSU Libraries, and part of what I do is I lead the OER program, including our OER award program. I also manage our MSU Libraries open textbook publishing via press books, and I provide professional development to our faculty, our staff, our librarians on open education and open licensing, among others. And I am also facilitating the open pedagogy learning community. Hi, everyone. My name is Jason Elmarigi. I'm the director of assessment for the College of Social Science here at MSU. In this role, I do all sorts of things related to program evaluation and assessment of student learning and success in the educational services and programs we offer. My research interests are based on asset-based youth development and student voice and agency. So our MSU OER program at MSU is now on its third year. I am the full-time librarian leading the program. And in my team, we have a complete cast that includes our publishing assistant for print and demand services, a copy editor, an accessibility coordinator, and our student employee who does a lot of our covers for our open textbook. And we also have the OER award program wherein we have $50,000 every year that we allocate as funding for our faculty to adapt and create OER. And we are also an institutional member of the Open Education Network. And this year, we are also part of the OpenStacks institutional partnership program. So our OER program goals are, of course, affordability and access. We want to encourage adoption, adaptation, and creation of OER and other low-cost materials as textbook alternative for our courses. And in our OER program, we also strive to provide technical support for our instructors to implement OER in their courses. And as we do now with our Open Pedagogy Learning Community, we aim to engage in new pedagogical models that leverages the affordances of OER and open education. So this is just a snapshot of our OER adoption so far. So I've been tracking that since fall 2019. And this is a cumulative number of courses, number of sections, and number of instructors that are using OER. So that would be fall, spring, and summer for each academic year. And as you can see, it's really growing as we go on with our adoptions or our program. We have now a cumulative savings of more than $3.2 million as a result of this initiative. In addition to the adoption rates, we wanted to reach out to students and ask them a series of questions through a survey to find out what their experiences are, both with prior textbooks as well as their experiences with OER resources in their courses. And then our goal here is to, in the long term, have an understanding of does OER adoption improve student success? So to do this, we are fortunate enough to have access to institutional data, which allows us to identify all those students who are enrolled in those courses that Regina had previously identified. So we were able to identify those students as well as obtain their email addresses so that we could survey them directly. And so to do that, we built a 12-item survey in Qualtrics. And then with that, we were able to pair not only the survey data, but we're also to leverage institutional data to have a better understanding of how student background in terms of demographics would play into their results or if there were relationships. And then down the road, we'll be able to look at not only course outcome, but we can look at other metrics in terms of time to degree, persistence, and graduation rate. For that survey, again, we have a 12-item survey as just a sort of a visual diagram of what the survey contains. So we have two threads of information that we asked about. We asked about traditional textbooks in terms of what are the costs? How much have they spent in the past for traditional textbooks? Have there been any impacts related to those costs? We asked them whether or how frequently they purchased those textbooks. And then we also asked about open educational resources. Again, these are students enrolled in open educational resources using course. And so we asked them about the quality of the material within those resources in terms of accuracy, the clarity of the data or information being presented in those resources, and the extent to which they believe that there was a positive impact in the learning within the course. And then for both threads of traditional textbooks and OER, we asked about frequency of use and ultimately, what is their preference? Do they prefer traditional textbooks or do they prefer OER? And if they had a choice of identical courses, would they choose the one within a traditional textbook or an open educational resource? There's a lot of data here, so I won't go through all of this, but this is all the sample size in terms of the students across all those sections. Enrollment across all OER identified courses for fall 2020 was 8,739 students. Spring, there was 8,353 students. And you can see in terms of unduplicated student samples, so we had students who enrolled in not just one, but two or three different courses that used OER resources. So we deduplicated that sample for the survey just to make students' lives a little bit easier in terms of survey fatigue. And then students actively consented to complete the survey or not. So you can see that those consent rates. And then we have a small number of students who did not consent to complete the survey. And then as you can see here, we have a large number of students who did not respond to the request to complete the survey. Ultimately, what this means is that we have final response rates of 1,038 students in the fall and 218 students in the spring. I do just want to take a moment to talk about the spring results because that is incredibly low response rates. What we found is that in our second semester of being nearly fully remote here at MSU, that by the end of that spring semester, that academic year, students were burned out from completing surveys or online anything. And so while this is not an ideal response rate, we still use the data. We did take a look at the extent to which there were differences between respondents in the fall and spring. There were some minor differences related to things that you would expect in terms of students who would be more responsive to taking a survey. More females than males were likely to take the survey. Students with slightly higher GPAs were more likely to complete the survey. Students who came from an Asian background would be more likely to complete the survey. So on all of there are some differences there, but we wanted to move forward with maximizing the most amount of survey data that we could. And then in our question and answer session, we can talk about moving forward how we might increase our response rates and whether or not we might be missing groups of students. I wanted to present some of the sample results from the survey. Again, we have 12 items and so we don't have time to go through all those results, but here in a nutshell is some of them. One of the first questions that we asked was how often do you purchase required textbooks? And so you can see down here, these were the response options. Students can say, I never purchase required textbooks to rarely about half the time often or always. You can see the distribution here that most students about a third or that they often purchase their required textbooks. But what you see here is that there's a small proportion that say that they never buy their textbooks, required textbooks, or about 20% to say that they do purchase their textbooks either never or rarely. So we do have students who are not purchasing their required textbooks. The other thing that we wanted to look at is leveraging that institutional data. So we did a quick analysis looking at for those students who report that they purchased their required textbooks about half the time or less. So it'd be this group of students here. We compared all students. And so across the full sample, 40% reported that they purchased the required textbooks about half the time or less. You can see how this varies. URM refers to underrepresented minority. But you can see here that it's fairly consistent. Underrepresented minority students have slightly higher or slightly more likely to purchase about half the time or less. But that difference is quite a bit bigger for students who identify as international. I don't believe any of these results are statistically significant from each other. So once we wanted to ask students, to what extent does the cost of their required textbooks, have they caused any of the following? And so this is just a yes, no set of responses. And so students were asked, has the cost of required textbooks annoyed you, stressed you out, caused you to not purchase the required textbook because you couldn't afford it. Caused you to cut on non-necessary expenses. Things like entertainment, movies going out instead of eating in.  And so you can see the percentages here across all students. At the very bottom, you can see that only 2.9% of those students reported that the cost of textbooks did not cause one of these feelings or behaviors. Majority of students at three quarters identified as being annoyed or being stressed out by the cost of textbooks. But you can see here, nearly a quarter of students reported that the cost of textbooks had caused them to cut back on necessary living expenses. So that's quite a few students in that sample. Yeah, and so this are the quotes that our students told us in our survey and they really appreciate not having to pay for a textbook. This one comes from an international May student taking Math 314 course. And as you can see here, they are very grateful for the fact that they do not have to pay for each textbook that they need to. Yes, and this one too is, I mean, I'm not going to read this for you, but it really goes to show that what our students are experiencing in terms of how the textbook is being used. So, you know, sometimes they feel that it's not necessary to use a textbook to get an A in the course. And so we also wanted to take a look at how its impact may have affected students differently or students from different backgrounds differently. And so again, to the left, you can see that what the question was has the cost of required textbooks or course materials cause you to cut back limit make late payments on necessary living expenses, food, housing, transportation, and the like. And so it's just that one option. And you can see here again these set of students, all students about a quarter as I identified before, but you can see as different types of students had differential responses here. Pell eligibility, if you're not familiar with it, it's, this is a family income based financial aid package. And so we use this here at MSU as an aproxy for social economic status. Students who are eligible for Pell grants tend to come from family backgrounds that have fewer resources. And so you can see here that I, it would make a little bit of sense that I, those students who come from lower means of economic means are disproportionately impacted by the cost of required textbooks. But you can see that it affects students from underrepresented minority status, as well as first generation status I differentially. And again, this are some of what our students are saying in terms of the impact of the cost of textbook on them. And as you can see here, we have, you know, we made it so that we have a profile, you know, of the students who are giving us their feedback. So, in this case, we have Hispanic female first generation and Pell eligible students and, you know, based from the feedback, it has really helped them this semester. Yeah, so our next slide, it's a lot to read, so I'm not going to read it. And yeah, so this one is all, you know, too familiar, not having to pay for textbook really relieve stress on on them and they wish that they, you know, more classes are offering courses that are using OER. Another section of the survey we asked students, how do they use their OER resource in their course and we, we asked three questions about how they use it so we asked if they print the entire textbook, I have it printed by an external printing company. Do they print out sets of pages or chapters on their own. And then do they copy and paste electronically parts of the textbook into a separate notes document or a study guide and you can see the proportion here, about 10% report that they have the open educational resource printed 15% will print it out. And 31% report that they copy and paste and so I think that what we've what we take away here is that part of the utility of these open educational resources is not that they can be printed and used as a printed resource but they're they remain an electronic resource students leverage that the digital copies of that for their study benefits. We next asked to what extent they, we asked about the quality of the resources in their course. And so, the three questions we asked are, I was the textbook presented did the textbook or open educational resource present the information accurately. I was it presented in a clear and understandable way. And then I did the open educational resource support your learning of the course material and you can see across the board very high percentages of students either agreed or strongly agreed with these statements. And then we asked a second question about quality, comparing the open educational resource to their experiences with traditional textbooks. And this is the chart on the left. And so we asked them, would you rate how would you rate the open educational resource was it worse than other textbooks or those required textbooks. Was it about the same as those other textbooks, or was it better and you can see here, majority students reported 60% reported that it was about the same and then combine about the same and better about what is that 6789 94%. So majority vast majority of students report that their open educational resource was as good if not better than traditional textbooks. And then we asked students if they were given a choice of two different sections of a course that had the same material or same instructor and the same course, but they had a choice and equally desirable time slots for those two choices, which would they choose the course with a traditional printed textbook, when they choose the course with the we are resource the open textbook or would they not have a preference and as you can see figures students do have a preference, they would prefer their the course with a we are resource. Yeah, and in here are students are telling us feedback regarding the resource itself. They love the book. It's very helpful it's organized well and it's very comprehensible and yeah it's just as good if not better than any of their the textbook commercial textbooks that they use in their other classes. And this one is from a female URL eligible student. Yeah, the course using an OVR for this course is really very beneficial for for her learning and education. When we when we step back and take a 30,000 foot perspective of the survey results, obviously we've not presented all the results here, but I hear some of the takeaways of what we learned from what students had to say about their experiences with traditional textbooks as well as their open educational resources. Students, I clearly identified that traditional textbooks are expensive that I even when they're required for a course they're not often use or that they're not used fully, and especially for older students, or students who are in their third or fourth year. Recently, they're less likely to purchase those textbooks they identify alternative means to access the information or have realized which courses I you can still do well and without using purchasing that traditional textbooks, students are not only stressed but they're irritated by the cost of traditional textbooks and part of that is because they're they're having to make cuts in other aspects of their life to in order to afford those textbooks, and then I often related to increasingly not purchasing textbooks. What we saw is that students, especially as they progress in their academic career becomes sophisticated consumers of those textbooks they do the cost benefit analysis of, you know, do I want to spend $250 on a textbook or, you know, am I will I farewell without it and increasingly again they do not purchase those textbooks. And then in terms of the open educational resources as students identify as as them having at equal quality or they're better, they're easier to access. Again, students often talked about the convenience of being able to use the find feature within an electronic resource that can search for a key term, or search for a particular term, especially if that resource is allowed during that test taking, and then there's more functionality within those open educational resources within the digital domain and there can be added functionality in terms of widgets or links the videos. And so students did identify those as helpful for their learning. We're going to continue administering student surveys. We're going to create and implement a faculty survey to see what faculty have to say, and then long term goals are to take close a close look at how open educational resources impact students metrics so things like, you know, not only course grades but their cumulative GPA, are they more likely to persist because they can afford college and then, of course that relates to graduation rates are time to degree. And then of course course drop rates, we did hear from one student in one of the quotes that state dropped one course that had a traditional textbook to take one with an open educational resource. And then of course, as we're doing today, we're going to continue disseminating the results to stakeholders, not only academic communities, but also students, students, administrators, and then folks in the field. Yeah, so thank you everyone. I hope you learned something from my presentation will be happy to answer any questions as we all collectively view this presentation. Thank you so much.


The amazing setbacks. Manu, you have my favorite one. Manu has left her high-paid job in finance, has decided to go start this crazy company. And then I was in New York one day at my stepmother's office, and she's an investment banker. And she's like, oh, this dude, you should talk to him. We go and we have a call of this guy. He's like, you know what? You're trying to raise half a million? You don't need half a million. You need a million. We sat in a room with a lawyer for a week, drafted this crazy agreement. And part of the agreement was we had to move from Brazil to New York, which is the most expensive city in the world, to actually go and build the company. So we get to New York, and I think it was like the second or third month in, we'd rent it an office, and then he just comes by one day, sits down with us and says, listen girls, had a personal issue? You're not gonna be able to send any more money. Of the million we received over small installments, 200. That was the total. 20%. 20%. And you were left high and dry.


Say, I'll have a couple of touches. Sure, I'll try to answer from the best of my ability. Who is your name? I'm Shannon. Shannon? Shannon, nice to meet you. Hello to meet you. Okay. Can I talk to people I've worked with in Georgia, bring to Turkey or something? I've been Beautiful for Regards here. I'm not going to say any coincidences in Arenae too, but we might say something really cool. I'm not going to say anything that they hadn't saying. I'll have a couple of touches. Sure, I'll try to answer from the best of my ability. Who is your name? I'm Shannon. Shannon? Shannon, Nice to meet you. Good to meet you. And I tell people I've worked with George, I live in Kentucky, so I'm going to be in the red next to a hillbilly. What's up? You're an atheist, right? What do you mean by atheist? I can tell you if I meet that definition. Okay. Your definition of atheist is there as they go. That is not my definition. So what is your definition? I don't have enough evidence to believe in a God yet. So wouldn't that be more agnostic? So my idea, agnostic, is a statement about knowledge. And I don't know if a God exists. But I also don't believe in a God because I don't know if that God is real or not. I'm looking for better evidence to be with my God. My position isn't that there's no God. Just not sure if there's a God. My position is I'd like better evidence or a better method to get to that conclusion. And I'm totally fine if there is a God and I just don't have that way to get to them. That seems like it's a problem between me and my God. So you say you lean that there is no God. I'm sorry? You lean that there is no God. No, I'm not saying that at all. I literally have no idea if there's a God. Okay. So it's literally a point flip. One side says there's a God, the other side says there is no God.  And it can only be one option. My best answer is I don't know. Okay. Because that kind of negates my next question because my next question was what evidence have you had that leads you to believe there is no God? Yeah. That's exactly why I'm saying that someone, if you came to me and said I'm an atheist, I'm 100% confident that there's no God, I would have just as many questions for you as I would for literally every other person. My next question, I'm going to ask you one of your own questions. You've been asking people under curiosity how you would answer it. I'll try. What you're asking people, what reliable test do you have to prove that there is a God? Okay. What reliable test would it take to prove to you that there is a God? Okay. If it's a God that wanted to have him contact with me, that was like all powerful, all knowing, all loving, all good, that God knows exactly what it takes to convince me. And the best thing that I can do is just be open to that evidence. And I think one of the best ways to do it is to be willing to have a conversation with people who do believe, not try to shut them down, not try to come out with my own authority on top of that. Correct. Not try to have apologetics for everything they say, but willing to be open and work together with them on a model to get into where they see it and see if you can relate with it. And I guess, and I'm with James, you know, as far as there is not one thing, you know, we can look at a lot of things individually. Like I believe with James, creation proves there's a creator. You look at the symbiotic relationships within creation and the precise mathematics of, you know, cosmos.  When you look at all those things together, along with the archeological evidence, the historical evidence, prophetic evidence of the Bible, when you put all those things together, that means we can believe that it is the God of the Bible. I can see how you see it. That makes sense.  What's your one evidence? My only question would be, I agree that creation necessarily requires a creator. My question is, how do you recognize something as a creation rather than something that just is, or something that's not a creation?   Well, I like, like, the animals, people, their creation, but then planets, God created all that also, so it is all creations. It's all creations. Yeah, it is all creations. Every space tracking, every God, God is responsible for it all. So my question would be, like, how do you recognize a creation? Like, what's the method that you're using to recognize something as a creation? I guess my answer for this answer is that just the fact that it is here, the design behind it. That would be proof that it exists, which is kind of the pressure I had with James. What I'm looking for is proof of its creation. It is kind of, you know, it's kind of the argument of proof to me that a painting had a painting. Right, right, right. Because the term painter or painting, painting, necessarily implies that it was painted, which would require a painter. Correct. Totally fine. But when I look at, say, like, I don't know, at the rock, when you say this rock is a creation, what are we doing in our heads to determine that that is a creation? I don't have an answer. I don't let you ask. I just don't have a suitable answer. Can I give you what I think? Sure, please do. Please correct one of us if I'm, like, wrong. There's James. Yeah, because I like to get feedback on this, and let me know how appealing it is here. We tend to recognize creations by comparing the things that are not designed by things that are not designed. If I went to a distant planet, it's not hypothetical. No, it's a real one. But if I went to a distant planet, and we went there, and there was this weird rock formation, it looked like a perfect cylinder straight up. I wouldn't know, based on its surroundings, if that was a creation by an alien species or not, because I don't have a formal reference of what looks like it's been designed on that planet back. But in America, I can look at this temple and say, well, I know what temples are. I know the store I can buy those from. I know this period of things. I can look at a tree that's artificially, you know, bushes or, like, in the shape of a dog, and do, like, that's clearly not something that I would see in nature. Comparing this to something that I know is designed to something that I know is not designed. Like, I have a frame of reference there. And because I have that criteria, I'm able to recognize when I'm wrong, I'm able to verify when I'm right. I can test it. I can have other people verify and get to the same conclusions as me. It seems like it's a reliable way to determine what stuff is created. If we live in a model where literally everything is created, what are we comparing against that to determine that that's actual creation? And if not, with everything that's created, we don't have that thing that's not created to compare it to. And if that's the case, how are we justified at saying that everything's a creation if we can't recognize that something's been created? I don't have, I know what you're asking. I just don't have an answer. Could you please think about that? Except, you know, that other... Do you have one of my cards? Yes, I got one of your cards. If you, if you literally could put some thought into that, I'd be happy to. Feel free to jump in if you have an answer. I had enough of Frank. He's got enough of me. I know what you're asking. I just don't have the words to put it into an answer. If you want to take some time with that and get back to me, I would be happy to get back to you. Other than, you know, I don't think I can argue that this is not a creation. Yeah, I would need an example. If you showed me an example of something that was not a creation, then I'd be like, okay, now at least now you have a friend of reference. So that's what I'm saying is, we don't have anything that is not a creation. And because of that, how do you confirm that something is a creation? How do you confirm that it isn't? So, like, it's not so much proving a negative because I can't prove something not true. Like, I can't prove the negative of something. What I'm looking for is reasons to believe that it is true. And if you're saying something is a creation, I'm waiting for evidence to demonstrate that. You're not right by default until you can demonstrate it to be the case. But if you have a friend, you've got to sit down at the table if you want to have a friend. Shannon, do you have one of my cards? Yes, I do. I would love to get back with you if you want to take some time and think about that. I know what you're asking. I just can't, Frank, I'll give you a better answer. Frank, where to? Frank, listen, listen.  Uh-oh. Just straight up.  I know. Listen. This is the brilliant scene of my idea right here. It's just the best thing ever. And I'm just like, I don't know, what's going on? I do have something I want to give you. Ooh. Very interesting. Thank you so much. I've been a general planner of the books. I want to hope you don't leave the second grandest flyover toad. That's my business card. Thank you very much. Thank you. I appreciate this. Thank you. Thank you. This is one quick thing, okay?  There's no painting on it. Then I have another one right beside it. Yes. It has a picture of paint on it. Yes. So now you see that this painting,