Hello and welcome to the presentation for cataloging ETDs in Ohio, a weaving of IR innovations cataloging standards and library work workflow, the experience of Kent State University. Your presenters today are Sven McCutcheon and Peter Lycius from Kent State University.  Hello. Thank you for coming. My name is Sven McCutcheon. I use pronouns she, her and hers. I'm a catalog librarian at Kent State University Libraries focusing on monographs and maps. My colleague Peter Lycius pronouns he, him and his is the music and media catalog librarian and began cataloging ETDs as well in 2018. Today we're going to talk about Kent State University experience of cataloging ETDs in Ohio, especially the interplay among the statewide institutional repository, our statewide consortium and our individual libraries workflow. Our presentation is in three parts. First to provide information on the current context in a little history of Ohio link standards created for cataloging ETDs first in ACR2 then RDA. The tech currently in use, we call ETD cat, the consortium metadata harvesting tool, which creates basic mark records from students supplied metadata. We're going to talk about the steps in KSU's workflow, which utilizes mark edit OCLC constant data and a tag team approach to cataloging. In the second part, Peter will demonstrate how we go about originally cataloging ETDs pointing out the distinctive intellectual challenges they pose. And since KSU is an eco library, he'll also demonstrate how we create a typical name authority record for an ETD author. We'll update on upcoming replacement successor to the Ohio link ETD metadata harvesting tool and the concurrent initiative to reassess and update the consortium ETD cataloging standards. In the interest of time, I'll fly through some of my slides in part one, but the slides will be available on the conference website with speakers notes and some additional readers notes. KSU is a member of the Ohio link consortium, which has as members 88 universities and colleges plus the State Library of Ohio. We each have our own Sierra catalogs that are local and also the shared Ohio link central catalog, from which patrons can place requests and material delivered from throughout the state to their home library so intro library loan. Ohio link hosts the Ohio link ETD center and institutional repository devoted to ETDs from Ohio academic institutions. It contains over 103,000 ETDs. They're also searchable in Google Scholar. Currently 35 of the 38 Ohio link member institutions have students upload papers to the ETD center. And you'll hear me refer to OCLC's bibliographic formats and standards during the presentation or the abbreviation BFAS. So for orientation, here's what the Ohio link ETD center looks like at the initial screen when you get on it. And what an individual ETD looks like there the website is describing it. And the text is provided by the student authors they fill out their submission form. When I started at Kent State University in 2006, universities all over were in the process of transitioning from manuscript theses and dissertations to electronic. And we catalog like librarians knew how to handle print theses and dissertations both they and ACR two had been around a long time. But he books in general and ETD is a special kind of you book we're pretty new then. So highly formed a working group to develop consortial standards for cataloging ETDs. We did this, our group was primarily to serve the needs of Ohio institutions but we did so with an eye to create standards that could be widely applicable and compatible with national international standards. We repeated that general process for RDA in the 2013 2014 timeframe, although that time around it was ETDs that were familiar and the cataloging rules were new. And I was a member of both working groups and and now involved in the 2020 updates. On the tech side in 2016 a KSU systems librarian might create she now retired, experimented and created what he called a software cataloging agent, a cataloging bot. This was a first used locally and then adapted for statewide use in 2008, sorry, 2008 and created ACR to bib records for ETDs. Fortunately in 2013, the tools stopped working when Ohio link both addressed a security issue and had a major upgrade concurrently in 2013 RDA was coming into widespread use. The second statewide tool was ready in 2014. At first it created a ACR two records only than in 2015 RDA bib, bib records became an option as well. The records from Ohio link for ETDs and other resources are both on the Ohio link website, and also through the ND LTD website network digital library of the season dissertations. I'll quickly run through a couple issues we grappled with pulling together a ACR two standards might seem old have now but they were headscratchers at the time. Welcome to read more about these in the readers notes. We determined that ETDs were the only or first version of the work. So they were born digital and born digital ETDs were published. So we put on these and other quandaries through the years we thank J whites of OCLC. During both the time periods, the working groups were engaged a BFAS said apparently contradictory things on the topic of government government publications and the season dissertations. In addition, available at the time, we landed on the side of considering ETDs published by state institutions to be state level government publications. So for many years we at KSU coded fixed field g pub within us. Within the past few years BFAS has become clear and landed on the opposite side that ETDs are not considered government publications so KSU we now leave it g pub blank. So this is an example of something will revise the upcoming version of a high link standards for cataloging ETDs. Another issue was that BFAS wording at the time instructed catalogers to use only local fields in this 790s for advisor and institution access points. Such information was considered fine and local catalogs but not acceptable in OCLC master records. It seemed at odds with the new guidelines since RDA specifically provided relationship designators for ETD advisors and the institution. So a high link wrote to OCLC and got a reply. OCLC folks were on board with a high links consortial standards to include 700s and 710s access points for degree supervisors and degree granting institutions in master records and set an update to BFAS was planned, which has now happened. Just a couple of examples there. Oh, dear, that's a lot smaller than I'd hope. Oh, I see there. So now that we've discussed the content for ETD bib records, let's move on to the tech of getting the content into mark bib records. Just very quickly here's a graphic overview of how KSU systems librarian might create cheese initial cataloging bot worked for us locally in 2006. It used Pearl OA IPMH and ETD MS, which included a mark 21 crosswalk. And a case you we call the resulting records coming out of the metadata harvesting with ETD cat provisional records because we consider them temporary, reasonably good descriptions for users to access immediately in the local and consortial catalogs until full OCLC cataloging can be done. However, some libraries due to staffing or other issues may accept this record as their final record. Once the ETD cats work ends KSU work begins. So here's some KSU context. The university is a rather large university in a small Ohio city with about 38,000 students and multiple libraries some at regional campuses. We typically get about 400 ETD papers a year, approximately 350 to 360 graduate level papers for which we do full level cataloging on WorldCat plus 35 to 50 undergraduate honors papers on which we do minimal level cataloging. At KSU we've had the commitment to fully catalog these dissertations from back in the days of print manuscripts. When we transition to ETDs the philosophy continued that it's a worthwhile endeavor to maximize discovery to the unique research and scholarly contributions of KSU graduate students. Two factors contribute to making this possible. We're a big enough library system to have multiple catalog librarians. So one me the monographs cataloger has had main responsibility for TDs and now ETDs. Also, we've had a supply of high school students as temporary pre professional catalogers. And the high school in Ohio is located just down the hall from our tech services department in the main library. The synergy has been win-win for several years. Internship students and paid hourly graduate student assistants do original cataloging under supervision, and they gain skills in an especially challenging activity and resource type. Mark or Peter, he goes to this Ohio Link ETD center interface to retrieve new ETD records with ETD cat. And then he selects among different document types, grad papers, and then honors papers, uses mark edit to convert files and loads the same baseline bibs into two places. And then he selects our local OPEC and uses a few more Sierra tools like rapid rapid update to tweak the records a bit more. So patients will have immediate access. And the second place is the OCLC online save file ready for further cataloging. The default ETD cat bib records are pretty good, but have some emissions and inputting quirks, including some that cause validation errors on OCLC. The editing we do at KSU makes an additional layer of changes to the baseline bibs. Here's a representative sample of the changes. And a few more. After those two processes, an ETD bib in Sierra will look like this. Now people get involved at the individual bib level. As part of tag team cataloging, a student worker typically an undergrad figures out which ETDs to tackle next by searching Sierra by a local field we insert for identification. Then finds that same bib in OCLC and does descriptive cataloging. The student applies a constant data record examines the full text plus the website and follows internet instructions to verify, fill in, edit and correct data we couldn't easily do by automatic methods. And to give you a sense of what's in a constant data record. Here it is. Primarily reminder fields. Don't forget to add these things. Delete if not applicable. The student records on our ETD tracking spreadsheet info about the bib and its status to communicate with the cataloging specialist who will get involved next. And a bib record number four by Fatima Anafa, you'll see a lot of her work today as an example. The descriptive cataloger also communicates via the spreadsheet that an ETD author might need an R, a name authority record, such as when there's a discrepancy between forms of name in different sources. And then the OCLC online save file is ready for handoff. It looks like this, ready for the original cataloger to start on. And the next two slides are the rest of the bib record. A cataloging specialist either a catalog librarian or a graduate student assistant under supervision, does the second part of tag team cataloging what we call the original cataloging part. And my colleague Peter will take it for here from here for part two. Thank you, so then. So next we go on to part two is after descriptive cataloging is taking place. The professional catalogers focus on the more unique challenges catalog on logging ETD is which primarily to do with classification subject analysis and authority control. Next slide. So, after descriptive cataloging is done. I perform subject out analysis using library of Congress subject headings and medical subject headings. By by the National Library of Medicine. Then I signed classification. And then I evaluate access points. Next. Okay, so for subject heading analysis, the primary sources for subject are the title abstract summary field self a time assigned terms by the author and some other places to I go. The department website body of the dissertation. And also Google, and some of the issues of this. They're challenging very specialized topics. Usually one subject heading isn't enough. And creativity is often required within these parameters LC SH. And then you just do your best with all of that. Next slide. So, first considering the content of the title. So in our dissertation we fought him enough up. You'll see there's the title there. And then I just focus on the principal parts of that title so hidden cognitive skill dependency knowledge units, Markov cognitive knowledge state network. Next slide. And then the content of the abstract. I'm not interested in what the title implies, but that's not always the case so you have to determine what's the same what's different and is their new content introduced it's not introduced or not mentioned in the title. Next slide. And so I transcribe the abstract from the dissertation bib rec. And then I just highlighted these terms that I would focus on, and some of them duplicate what's on the title, but basically I go through like I was reading an article in college and just highlighting terms as I read. Next slide. So, some of the old concepts that were first found the title include cognitive still dependencies and the Markov cognitive state knowledge network. And some of the principal new concepts introduced an abstract including the following terms that you see below. Next slide. So self assigned terms are assigned by the author and harvested on the mark OCLC records and mark field 653. And so our author she assigned cognitive psychology computer science. And then you look what's common among all the areas you've looked at so far. So, in this case, the self assigned terms are added. And our example cognitive psychology found all three areas of computer science is founded to the multi disciplinary topic, you get primary consideration department and the district which the dissertation is created. So the body of the body of dissertations also useful you can't make sense of everything that you look so far in the title abstract yourself assigned terms, and then you can go to Google, find information and any sources providing a lay person's information. And one reason I selected this dissertation to present on I did this at the summit Ohio link back in March. I'm an arts and humanities person so I want to demonstrate what someone like me would do to look into something in the hard sciences cattle provide access. Next slide. Subject heading assignments there's two columns here so the concepts that are brought up in all the areas I've looked for it thus far, and then you go in LCSH and mesh to determine what those headings are. So you'll see from those non catalogers out there the m dash is proceeding additional terms indicate a subdivisions. So those are some of the correlating a subject headings with subdivisions that I found, and mesh. Some of the other terms I found in mesh. Next slide. So here is a slide showing how all these access points looks like on a bib rec so first five or LCSH terms. They're hot linked so they go right back to the subject authority files you can see the actual subject headings and subject heading subdivision files. The medical terms are next. There's three of those and then the self assigned terms are in the mark 653 field LC GFT is a Library of Congress genre form term. And we always assign academic theses to those next. Okay, next you move on to classification so when I classify it's always best to do subject analysis first classifications based on LCSH using Library of Congress classification web. The first subject heading is the basis of classification but if two or more subject headings are given equal prominence, you search all those terms and class web. And then you pick the best term, and sometimes the best way to do that is go back to the apartment school. The one classifications better you move the subject heading terms as appropriate. Next slide. So in our dissertation we found two nearly equivalent terms. And then if we look in the next slide to see the result of those searches. You'll see that on the left cognitive science psychological aspects is BF 311 else and library of Congress classification. And then BF 201 is cognitive psychology and that's actually a see from the same range where we found cognitive science psychological aspects. Next slide. So, here we have the hierarchy and class web for both terms and the classification and what that is so cognitive science psychological aspects BF 11 311's general works, and then BF 2 ones cognitive psychology. Next slide. So the winner here is cognitive psychology. It's the most general classification term. BF 311 was about consciousness and doing a keyword search over the entire dissertation yielded no hits and cognitive science is hierarchical to cognitive psychology. And though both terms are already on the bib rec. Next slide. So, based on this, we swapped the first two subject headings which sometimes happens after you do classification. Next slide. So, this is a breakdown of the classifications of BF 201 is the classification for the topic point and 34 is for Napa and then a after three and four is done the cutter tables in 2019 for the data was published. Next slide. So, I'm going to try to sail through these so you don't have time to wrap up an authority control is a process by which bib recs are organized in the library catalog and you see some of the considerations down there. I basically have authorized access points. Access points was point those authorized access points. And all these exist behind the scenes not ILS they link the bib recs to which a particular name, etc are associated. And these are all from the national authority file, which can be viewed publicly on the LC website or the OCLC connection as we're cataloging and those places have identical content. So, some considerations and terms here, the catalogers use manipulate these records in the national authority file. And these are called name authority records or NARS. So, those of us with authorization to do that are NACO certified. And we can update or make put new ones in there and that's run by the program for cooperative cataloging at LC. So Kent State three of us are certified to do NACO and we also train high school grad students to do it when they're available and all of us contribute to NACO regular and I also have two additional ones in my work with the music and AV based names. These NARS. Yeah, we and we usually do them for NACO regular so next slide. Types of names so that might have to be create new or vetted authors, advisors, departments and schools. Next slide. Primarily, my very primary priority where we work on them every time the conflict and the NAF and we need to know how to break the conflict. The author has a compound surname that will yield a variant access point. Then catalogers judgment if they'd have difficulty accessing a name without the NAR and some of the secondary priorities include differences of name. There's a suffix, the authors and international student or there's a year of birth. Next slide. The NAR dissertation so the author's name from the top of the bib rec, the advisory department names are found at the bottom. Next slide. So there's no authority record for the author. And this is a second priority name. And actually the third thing down the list is catalogers judgment. patrons probably wouldn't have access problem accessing the name. So it falls in a primary priority, but move on to the next slide. And then you can see some of the things that are to make that a secondary priority there. You can look at that later. And I made a new NAR as a judgment call here. But it fit three of the four secondary considerations. So next slide. So here's a picture of our author in question. I was able to get some good information here off our office of global education.  Here's what an authority looks record looks like for her after I've gone through all that so these different fields starting the three, starting with three seven three seven X fields.  Next slide. And then the 670 notes what's in black below are those fields blown up 670s or where you document all the information you're going to put the body of the authority record and so the sources. And the last slide here. Yeah, so next one, got an advisor. Next slide. We didn't make authority for the computer computer science because so generic and there were no problems with it. So next slide. So the appropriate fields look after you've vetted everything. So next slide. And other examples, authors and advisors and departments name changes we don't have time to talk about that now. And I think the next three slides are how the Bible and looks in the Bible is can't link so some of them I'll turn it over to you now to wrap things up. All right, I'll close here in this part with an update on current Ohio link etd activities and use a little on the case you context. There are two closely intertwined activities going on now at on the Ohio link level with etd's creating a new way to get etd baseline records and updating standards to go along with. The new metadata harvesting method currently in testing uses the OAI PMH feed from the etd center with market it. The goal is to get as much done to the records upstream and automatically from Ohio link as possible so that when libraries load bids they'll have as little local editing as possible to do. I find this very appealing very much in the spirit of efficient labor saving cooperative cataloging programs. We're working on an update and reassessment of the consortium etd cataloging standards for RDA. In, in February of 2020, Ohio Metadata and etd coordinator Emily Flynn contacted me and Joan Milligan of Dayton University to review the test records being created. And because we had both been active on the Ohio link standards for etd's in RDA working group and reviewing the records in the past. I'm sorry to interrupt but we're at a five minute warning. Thank you. Examining the first batch of etd bibs generated by the new tool we came up with a list of requested changes for programmers to make for the next batch. I have some feedback from folks on the Ohio link etd council, which I'm a member and brought a review by some constituents volunteers from the Ohio link etd discussion list to step forward. Next will be providing Ohio link and programmers with the request for adjustment document to inform the content of the next batch of test records, and there will be more opportunities for high link members to examine and give feedback on the big records. There will be no point in the fairly near future when as a group we find the etd baseline big records in good shape to meet our needs. The consortium will make the switch from the current method to the new method. It was the request to test that prompted that to the review for content standards but it's also come at a good time. In the past several years, since they were last written, there have been changes and developments in standards at the international level. What's been around so much easier and straightforward than previous times is that OCLC's bibliographic formats and standards section pertaining to theses and dissertations got that recent overhaul. So itself is up to date with current standards. So in terms of Kent State at our metadata cataloging department, we do full level cataloging for etd's as well as other resources our libraries acquire. We have a fortunate position in which we have the skills and human resources significantly augmented by iSchool graduate student personnel to do so. I find that original cataloging etd's is an excellent way to teach graduate students complex and marketable skills in preparation for the future library careers. However, recent current shifts are affecting the availability of iSchool graduate students as both student workers and interns. iSchool has been a fully online program for some years. So for on campus jobs candidates must consider logistics of driving time and parking to a campus they wouldn't normally come to. As of 2018 internships are no longer required. They are optional instead. On the other side of the library student budget had constraints. These were preceded by the COVID-19 pandemic but have been exacerbated by it. Pay rates of KSU library student jobs were not particularly high compared to off campus jobs in general. And now both the total number of library student jobs and the types that are eligible for middle and higher tier pay rates have been sharply reduced. So grad students must consider and contrast the lure of gaining professional skills and letters of reference with the viability of the wage. So what does this mean for monographs and etd's in our cataloging unit. I suspect that the trend is fewer people with the high skills and less time available to those people to devote to challenging original cataloging. So now we're simply monitoring the situation and haven't made any changes as to priorities or levels of cataloging, especially with the added layer of COVID-19 repercussions and uncertainty we're waiting to see what's a shorter term anomaly, and what's the new longer term norm. So that's one of the decisions that we would be making that would impact end users will be sure to discuss their public services and reference librarians. Thank you, Sam and Peter. I think that kind of takes us to the end of the time. Looks like Peter you answered the question that was in the chat. So I think if there's any additional questions we can probably refer them to the chat as well. Thank you so much that was very informative. I'm always in awe of the cataloging magic the catalogers do so. Thank you for sharing your methodologies.


This is my farm, our great, so this is pretty much what I'm going to talk about, but what our great idea was for this cooperative, the people, the process it took to get the grant, you know, what you do once you get this grant, how you comply and doing the work. And then I'll probably spend more time on the going forward part. I have already presented some of this in another SAIR forum. So this was our great idea that we wanted a farmer-owned distribution system that benefits the farmer. Farming is a business and I wanted this to be a business for farmers that farmers benefited. So we said why don't we just collaborate, organize a multi-farm CSA. This was our mission statement to increase the production and sales potential of our local small scale farmers to the urban areas and to provide the urban customers with healthy food. So this is where it goes, to develop sustainable and profitable cooperative. So it was a distribution system. This is what the cooperative would do, would aggregate from all farmers and then distribute to other people. And then where producers are invested and participants in the distribution system and I say invested because that's an important word. So we just increase sales opportunities and educate our customers about healthy eating. This was the three of us that started this farm with Connection Cooperative. She stopped farming after about two years, one year into the project. So she kind of dropped out and she started growing her farm in another direction. So I was kind of the lead person here. This is the other cooperative. This one was founded in 2009, local roots marketing cafe in Worcester. And since I was very involved with this, I was one of the original founders and they had space there. Let's say let's partner with them, that can be our hub, because we didn't want to invest in infrastructure. So let's work out of local roots. We have a place to pack and coordinate and do that stuff. The other important thing while we partner with them is because a lot of the producers were the same. A lot of the people that sold local roots were going to be selling with us. At that time they had an online system. When we did this, local roots does not have an online system anymore. So basically pay up from for the deliveries, become a shareholder, sign up for a specific time of frame and then we would deliver. We would pack and deliver the veggies to our customers. What we pay producers are percent upfront, collect a commission. So let's say we talk to markets and say we're going to need carrots.  We actually never did do that. It was very hard to get a commitment from farmers to say they would produce all the carrots. So we came to a system where we were taking 20% commission from all the distribution. That was the cut that we took to keep managing, pay people. We had a writer, a marketing person, so that's where they were getting paid from. I'm going to go through these slides pretty quick because I think you're going to talk about how to apply for a grant. We asked for funds to pay a manager, a driver, and a marketing person. We asked for money for farmers to host field days, for marketing materials and mailings. That's really important. Computer printer, we did buy the packaging materials. There was a lot of packaging materials we bought. Warehouse and cooler space, we had an agreement with local roots where we could use their cooler and pack with them. So our agreement was out of that 20%. They were taking 5%. So they took 5%. We took 15%. That 5% paid for our storage and the cooler and using the space to pack. So that's what we asked for. We applied for the grant. There's a lot of things when you apply for these grants that you have to keep track of. So these were the things we were keeping track of. This is that we did the farmer rancher grant program. It was 22,000 at the time. For a group of 20,000 family? Yeah, at this time. And this is how the grant gets distributed. We also applied to the Ohio Cooperative Development Center. I don't know if there's something like that in Indiana. There might be. But if you are thinking of doing cooperatives, it's good to look for this type of places because they gave us money that we were able to use to pay a lawyer to file our incorporation papers and write the bylaws and do all that legal stuff that we're not very good at. So one of the things I learned from the local roots, maybe not as well as I should have, is that you need a really good team to make this work. So we had a board of directors because we were a cooperative. So we needed to have a board of directors. We had a manager. We needed to get the producers. We needed to get marketing. We needed an accountant, somebody to be our treasurer and sort of keep us accountable so that not everybody was handing the money or looking at the bank. So it could give us an audit, make sure that we're doing everything cleanly, and then set up a place to do the work. So we filed business papers. We opened a bank account. We purchased insurance. Once you start getting into this, you realize there's so many more things that you didn't think you needed, but you purchased a computer, the printer, we created budgets. We wrote guidelines. Super important. Don't skip that step. If it's not really clear what the expectations are, you're running to problems. And not just guidelines, but membership agreements, preliminary bid sheets, marketing agreements, contracts. We did the brochures. There's a nice resource from SEAR where I got a lot of information, local harvest, a multi-form CSA handbook. It must still be available from 2010. So we use that. So the first thing we do is you've got to have customers. So we went to churches. I went to a lot of meetings, so a lot of churches, the OERDC, Ohio Act Research Development Center, business sites, Cleveland Clinic. We are in Worcester, so we're within about an hour of Cleveland, an hour in Facker, and so lots and lots of people there. That's the customer base we wanted to target. We're really hoping to be able to work with the Cleveland Clinic, and we have thousands and thousands of employees that I gave a lot of talk, but we never got to get there. We created brochures, just tell everybody, keep talking, keep spreading the word. We also looked for alternative customers. So not just your basic CSA customer, but customers who would normally not have access to fresh, local and sustainable grown produce, people that didn't have the money to pay for it or didn't get to it. So my idea here was to collect donations from people and use that money to buy the shares for the food banks, the food pantries. So for a while we had a really nice collaboration with people-to-people ministries in Worcester is a food pantry, not a food bank, and a lot of the folks in Worcester, a lot of the local Roots customer, when we set up our little donation brochures, gave us money just for that. So I was still paying the farmers the same amount of money, because I think farmers need to sell their stuff. That's their business. They are not charity. And I would buy them, it would just like it would be, buy the produce as if it was buying for anybody else, no discounts, nothing. And then we would just pack the shares and take them to people-to-people ministries. The shares were a little bit different, you know, where CSA customers got a bag with 10 different things into the newsletter. What I would do with them is, you know, I'd call my farmers and say, who has access stuff? So if they had a lot of peppers, you might just take two bins of peppers and a recipe for peppers to the food pantry. So the dollar amount would be the same, but we were not. The way they work in the food pantry, they couldn't just give little bags to people. You know, the clients would come and the food pantry would distribute the food. So that was a very nice outlet. I thought it was pretty much a good win-win situation. We were not a nonprofit. So really, we cannot take donations like that. So what arrangement I had is the donations were-to-people-to-people. And I wrote the thank you letters and the donation letters, but they signed them with their things. So they were actually not donating to us, they were donating to people-to-people. But then they didn't receive money, they received food instead of money. This was one of our little brochures, food for thought and thoughts for farms. We have gift cards for holiday donations for people-to-people. So what we would go is to the alternative gift fairs to collect these donations. So during the Christmas times, there was one of the Presbyterian Church, and that's-so we got a lot of them just sitting at a table. One morning, we got like $3,000 in donations just for the people-to-people ministries, just from the folks in Wooster. So we had a very small trial CSA, that's when we got the grant. We just kind of wanted to work the kinks and the membership guidelines and all that stuff. We got like six customers then, but we just kind of wanted to kind of get our dots in a row before we got a little bit bigger.  So this was our actual customer base. In 2013, it was about six shares. 2014, Smokers Corporation has their headquarters in Orville, Ohio, which is about 30 minutes east of us, maybe 20, they're pretty close. They're not quite the urban core we were trying to reach, but a lot of people from Cleveland and Akron work there. And it was great. We had 45 shares to employees there. So we were taking every Tuesday, I think we would go out there and they were super supportive. We could go to the lunch hour and set up our little booths and talk about our program. They did not do it through payroll. They were paying us directly. So Smokers didn't really want to be responsible for this business. They wanted to make sure that we were separate. And this is where the insurance comes. If we wanted to work with Smokers, we needed to have insurance of so much. Then we went to the Highland Square Market in Akron. And we had maybe 10 to 12 customers there, but we also had a farmers market table. So we were taking turns between farmers to go to that market and sell produce. So when I went to the farmers market, I would sell some of mine, but if Tom had extra mushrooms, I'd take his mushrooms. So it was kind of a cooperative farmers market table there. And then we just keep track of whose stuff is what. And then people-to-people ministries food pantry and local roots customers. So we also, when we pack our shares, we take some to Smokers and we leave some in the cooler for the local roots customers. 2015, about the same, less shares to Smokers. It always comes to people. And we had our contact person at Smokers. And we started in 2014 just adored us and was super helpful and made sure we got the attention. When she left, we lost that support. I tried going to other businesses, didn't make that many inroads.  So that kind of started to drop our Smokers support. We still, you know, we're retaining some of the older customers that liked the CSA, that knew what we were doing. But it was almost like the company didn't want us there. The customers wanted, but the new management wasn't sure that we should be there. And local roots customers and the people-to-ministries food pantry. 2016, I got a full-time job. And I said, I can't do this anymore. I hired one of the pharmacists, he said, I'll do it. And he did it, but it was just local roots because he could only manage so much. We recruited producers. There's always a lot of things you need to do with producers. Make sure that when you have a co-op, everybody has to kind of have the same standards. You can't have some people bringing wilted stuff and some people bringing good stuff. This was a big challenge, the packaging requirements, and actually just getting them to bring their stuff to local roots in time so we could deliver it in time. So there's a lot of going after people, nagging people, reminding people. The packaging was an issue, you know, they just bring their berries in little pine containers. Well, if you put it in a bag, they spill. So they had to have lids or they had to be closed. I did all the paperwork, the bookkeeping, I paid producers in time. We had guidelines. We didn't ask anybody to be organic certified, but we were also not necessarily inviting the big sprayer growers. We were trying to keep it to small-scale farmers. And it was only for growers in Ohio. We had a website, so you could download all your stuff there. This was our WordPress website, I think, I think that, and then you could keep track of your recipes. And then the other thing that was really important is to have people know us. So we created the website, we did a Facebook, we had local, you know, I put our name in all the other listing places that I could think of that were free. Word of mouth meetings. Just have somebody be real nice there at the CSA, pick up sites, talking to people. And then brochures and other marketing materials. Some of the press. We got, I do know a lot of reporters in the area. So I got in the plane dealer and the Wooster newspaper, that's easy to get into. They're always looking for something to put in there. So there's Martha and I packing, that was the Cleveland dealer, that's Debbie Snooke. That was one of the markets we went, the Cuyahoga Valley Conservancy, the Highland Square Market, that's in Akron. And then we just sent holiday cards to our customers, just tried to remind me, remind them that we still existed, that we were looking for them again. Now what happens when your grant money runs out? That's when you're on your own. So we did generate income, we had a 20% commission. So we actually did not, you know, we did have money in the bank that we could keep going. Not a whole lot, not enough to, you know, make everybody just rare to keep this business going but we had enough. Our customers were always, you know, we, our repeat customers are, retention rate was about 90% of our customers, which is really good for a CSA. We started with about 10 producers, we ended up with about five or six that were consistent and reliable. So that would always happen.  So 2017, 2016, I got a job, we downsized because it couldn't manage it. 2017, when you know what to do, I got approached by the college of Wooster, which is in Wooster. It's a nice college. And they said, well, these kids are taking this special class, it's a business class where they're going to develop a business plan. I thought maybe, since you don't know what to do with farm roots, that could be a good project. And I said, sure, let's develop a business plan. So this is the business plan they developed. They had a lot of, I mean, it was about 12 kids and we met with them many times and they presented and they were divided into groups and talked to, like one group talked to producers, wanted to talk to consumers. One of them was my group about management. And this was like 23, how many pages is that? I cannot read that. Like 35 page business plan. It was very comprehensive. So that's just their table of contents. You can see that they, this is what they came up with. They called it the harvest share and it was what their final goal is to sustainably and consistently channel produce purchase at fair market price from local farmers to community food pantries. So they completely eliminated that CSA model there. So they just farmed to food bank, farmed to food pantry. They decided in their business plan that this would be a nonprofit. The business model would be a nonprofit. I was honestly a little disappointed because farmers were not charitable organizations, were businesses. We like to make a profit. We need to make a profit. But in a way I said, well, that, you know, we always did have that little bit altruistic portion to our business and I like that. But, you know, it can't be your whole business. That's not how you survive. So what happened is that 2017, I sent a request for the solution of our cooperative to the state of Ohio. And as members, we approved that we were transferring the remaining funds to a new nonprofit with similar objective to ours. So we had about $3,000. We say we're just going to do it for a food to pantry. We'll donate the money so we don't have to fight about the money. We don't have to argue. I mean, I can easily say, okay, this is what percentage, you know, but I have good records that I know what percentage of business every single farmer did and how much money they sold. We could divide it that way. We decided that we would do this instead. So why did this not work? Why did farmers' connection fizzle out like that? These are two cooperatives. I've been involved. One was Local Roots Market and Cafe. This is in a building in Worcester. It's fairly huge. It has probably does about $600,000, $650,000 grows every year. It's all local food. It's meats, dairy, vegetables, grains. It has a, it's built a lot of infrastructure. It's a processing kitchen there. So a lot of the stuff from growers gets canned or dried or processed and it gets sold retail in the store during the winter. It also has an artisan section. So Local Roots, local artists can sell their pottery, upcycle stuff. So it's kind of like a cute upscale Christmas story, you know. But wool, a lot of beautiful fiber products there. But farmer's connection fizzle out. One of the things I said before, it's all about people and who helps you and who's there to do their work. Unfortunately, this is kind of what the difference between the two cooperatives are. Farm Roots was initially successful. You know, we really did have a good trajectory going the first year, but then it just fizzled out. And then we transfer assets to a whole community and I'll talk about that in a little bit. Local Roots is still going there.  I mean, they have 200 producer members right now. So that's, it comes down to people. Our team, for Local Roots, we had 12 people. And a few of us were farmers. Most of them were not. And I have to tell you, being a farmer, you cannot rely on farmers to do other businesses besides their own farm. That's kind of sad, but that's true. We have to take care of our farms first. There was very many diverse skill sets in the Local Roots boards. We had marketing people. We had business people. That was not the case in our board, which was only five people and it was mostly just our officers. It was the president by president treasurer and to the writer and the accountant. And most of us, only the treasurer was not a farmer. All of the others were farmers. And some of the people left, like one stopped being farming, they're not in town anymore. The other person, starting going in a very different direction with her farm, finding different markets and kind of lost interest. So it was just left to me. I'm a farmer too. And I have my own farming business. You have to prioritize. So I think that's probably the biggest reason that why it fizzled out. We did not plan for succession. We did not sign up new people. We were maybe too small. We needed to get a little bigger to get more people involved. There is a scale that makes businesses successful and perhaps this one was just too small. Because if one people doesn't wanna do it, this just leaves another person. That person doesn't wanna do it, you're done. But if you have 12 people, you have a lot of good turnover and a lot of good energy coming every year. We have, basically our labor was one part time farmer, contractual, not an employee. Local rules actually has only one and a half time employees but it's run by community volunteers which is amazing for the amount of business that they do. So there was a lack of labor. So what I think is that, when our mission stands for producers, not intermediaries are invested and participants in the distribution system, we were not invested participants. The farmers were not really invested. That was not a primary market. It was a secondary, maybe tertiary market. It was, if you didn't sell it at the farmer's market, well, we'll just sell it to farm roots. So unfortunately, that's where we are. But what's next? There is a new nonprofit. It's called Whole Community that just went on. It just started last year. The name is Karen Potter. It's the person that is running this. And some things, this is us and Marisa and now, sorry. So they were doing that, see, oh, lots of picture there. They're still doing shares. So this is the nonprofit that we gave our money to the Whole Community. And they are doing, and they're doing this alternative gift thing. They also picked up on that. So they went out to pick up some money and they are delivering to the food pantries in Worcester. So they are kind of, they took that part of our model to work with. They're doing some things better. They started working with the schools. So they have gotten a lot bigger than we were. So they buy a lot more produce, have a lot more farmers. And they started working with a local school, Northwestern School District, bringing chefs and selling the produce there. They had a pilot program there. So that's, it's good to see that all the work we did is you can just, somebody else has picked up. So in a way, I feel like we did not completely fail because it just keeps going on. It just has a different name, different people. This is a whole community. So they do a lot of, they work with this school, trying to bring fresh foods and teaching them how to do that. So this is just basically what it is. It's not about you or me. It's about us when you start working in these cooperative environments. And it's important. Did I pass these lessons to the whole community? They were actually one of our partners in the College of Wooster project. So that was kind of on the way. Yeah, I think, I think so. I mean, Karen came to talk to me and I said, hey, you got to go to this alternative gift fair. And she went, she did it, it worked. So she'll have different challenges and different things to learn.  So that's, she doesn't have other people necessarily helping her with this and that could be a problem. But she's not a full-time farmer. She's a social worker. So maybe she's better suited for that than I was.


What's up YouTube? Mike the Coda here. Today we're going to go over the next coding interview pattern and that's fast and slow patterns. So at the previous two, previous two videos, we talked about the sliding window approach and the two pointer approach. So now today we're going to just talk about fast and slow pointers. So what this means is that you're, what we're doing is that one pointer is going to move at different speeds and the other pointer they're going to eventually meet eventually. So that what means is that one pointer is going to go super fast and the other one's going to go slow. And then the end where they're going to meet sooner or later, they're going to meet. Okay, so what is a good example of this? The first one is linked list cycle. So given a linked list, determine if it has a cycle in it. So a linked list is like this, where each of the node represents a number, and it's pointing to another node that has another number. Okay, so basically, they're all the elements are like circles, and they have a certain number inside of it. So let's say we have input head equals three two zero negative four, and the position is one. The link list just represents like this three two zero negative four. Okay, and our problem is that given a linked list, we have to determine if it has a cycle. So what that means is that if there's a loop inside, right? So if we have three two zero four negative four, are there loops in these pointers that we're connecting towards each other. So in this case, there is a loop because the two goes to zero and the zero goes negative four and the negative four goes back to two. So in this case, we have a loop because there's a cycle here. Okay. So yeah, this output is true. And they want to give us a linked list, right? And they give us a position and the position represents a position of linked list where the tail connects to. So yeah, so there is the tail connects to the second node here in this case. So this negative four points back to two. And in this scenario, we use a position representing zero index where the last node of negative four here, negative four connects back to position one. And position one, if we represent these nodes by zero base, we have three would be zero one two three, right? If I just start counting from zero, I would have zero one two three if I'm counting from zero. And since they say position one, zero one, this second position is a two. And the negative four, since they said the position represents the position where the tail connects back to negative four points back to position one, which is zero one, which is two. So negative four connects back to two. So if there's a cycle on the link list, the tail connects to the second node. Okay. So yeah, and then here, there's another example, we have one two, and the position is zero. So in this case, the two connects back to position zero. So zero one, and then this two connects back to zero. So it's back to position one. So there's a cycle on this link list because the two goes back to one. So that's a cycle. Okay. And then here, position is negative one. And a head is one, and it outputs false because there's no cycle on the link list. Okay, so how do you do this problem? Essentially is that, imagine there we have a turtle racetrack, and then one is going to go way slower behind the other one. So we have two pointers, one is going to be the slow pointer, the next one's going to be the fast pointer called the hair. So if they long, if the link list does not have a cycle in it, the hair is going to reach back to the link list where the slow pointer, the turtle is, is where it's at. So that means that there is no cycle in the link list. And the turtle will never catch up to the hair. So the slow pointer will never catch up to the fast pointer if there is a no cycle in the link list. Okay. So if at any stage, the turtle's slow pointer meet the hair fast pointer, we can say that there's a cycle. Okay. So in this case, we could look in this picture example. So we have this one, and then the two, and then the hairs are going twice as fast as the turtle. And then sooner or later, once we go back towards the end, they're going to meet, right. And when they meet, that means that we are if they meet, that means that the slow pointer reaches a fast pointer and that means they're at the same scenario. Okay, so that's what this means. Okay, so this is like how you do it in Python. Okay. And yeah, now let's go over and another problem, which is like, given a linkless return the node where the cycle begins, if there is no cycle return all. So in this case, we have zero to zero negative four and position is one, the tail connects back to position one. So we have zero one two three, negative four connects back to zero one, which is the position of one, which is two, so negative four connects to two. Okay. So now given a linkless return the node where the cycle begins. So we have to return the position of two. So yeah, we use integer position representing the linkless with account tail connects to okay. And here. So yeah, here in this case, the node connects back to index one. So the tail connects back to index one. So the output would be one here. Okay, now here we have the second example, we have one two, and then the position of two connects back to position one, right, because the starting position zero zero one, and this two connects back to one, right, because they stated that the position is the position was where the last node connects back to the first node. So you have zero one, so two connects back to position zero, which is one in this case. So there's a loop here. And there's a cycle in this necklace. Okay. And here we have one and then positions I get one. So the last node does not connect to anything. And there's no cycle. Okay, so how do you solve this problem? It's not very difficult. So here, we're just going to have the slow pointer pointing from fast, fast is going to start at. So we have two of these. Essentially, we have two of this. Two of the pointers are going to point to the starting node. And then one is going to go twice as fast as the other. So while, while the first node is not null, and the second one and the fast next is not null. So what this means is that first, they didn't go to the end yet. So that while the fast pointer is not reached the end and the next pointer of the fast point is not then the fast one is going to go twice as fast. And the slow one just goes to the next one. So the fast one is going to go next to next. So it goes twice as fast and the slow goes next one. If the slow reaches the fast, what we're going to do is we're just going to set the current is equal to the head, right? And then if the current is not note is not the slow one, then we're just this is just a scenario you said, just set the current to the next one, and then the slow is going to equal to the next pointer. And then in the end, we just return slow. So essentially, is that this this while loop is just in case if we reach a scenario where we have to go to the next node of the slows next node, right, when current is not slow. Essentially, is they're saying that we need to we just have to like update it at that point. So yeah, and then we return slow. And in the end, we if none of this occurred, we just return none. So yeah, so the only difference between the two problems is that this part if the current, if we reached, if the slow point is equal to the fast pointer, we're going to meet at the same location, right? And if that's the case, the current is not slow, while the current is not slow, we just go to the next current. And then slow is equal to the next one that returns slow. So this is how it works. This is the diagram. So here. Yeah, so we start from here at the head, and then we go to the next pointer. And then the hair, the fast point is going to go twice as fast. So this one would jump to here, right? So the bunny, the hair, the fast pointer is going to jump to this the second one. And the turtle starts with the head. When the turtle goes the next one, the fast point is going to jump twice. So we have one, two, and it jumps back to here, right? So that means that there's a cycle here, right? So we are here and then yeah, it jumped back to here. So yeah, when the hair and turtle we meet at negative four, the length they have run is a plus two B plus C for the hair and a plus B. So this is just like the distance it traveled. Since the fast point is two times faster than the slow pointer, we get a is equal to C. Yeah, so this is just like the math, math logic behind it. If the distance you traveled is twice as fast. In the end, you're going to reach the same location, right? So when another pointer current runs from head to two distance at the same time, previous pointer will run from negative four to two distance. So they begin at the two distance together. So that means that that's the point where the cycle begins.  Okay, that's what this part is. Okay, when you've reached a cycle. So yeah, that's just like the basic intro problem about slow and fast pointers. And then now let's actually just go over some more problems. So if you want to get into the gist of this, essentially is that one point is going to move twice as fast as the other one. And then sooner or later, if you when when we reach like this same location, in like in this example, yeah, and when we reach the same location, that means that there's going to be a cycle. So yeah, through the link list, we have two pointers, one's going twice as fast, and the other one's going slower. So once you meet the same location, and the same just return true. And that means you're you have a cycle. So let's go over some more problems. All right, guys, we're gonna go over some problems and then we'll be on our way. So a happy number is an algorithm. Basically, it's you have any integer and then you replace the number by adding up the sums of all the digits. And then you repeat this process until the number equals to one, or it loops endlessly in a cycle. So if it ends in one, then it's a happy number, otherwise, it's a false. So here's what the example what it looks like. So we have one squared. So we have n is equal to 19. And then we're going to just going to sum up the square of all the digits. So we have one square plus nine square, right, because the one and nine are the digits here. And then that equals 82. And we just repeat this process eight square plus two square, right, because the digits eight, and the two, right, eight square plus two square. And we get 68. And then we do the same process six square plus eight square, get 100. And then 100, we're just gonna square the digits again. So one square plus zero square plus zero square, we'll give you one. So in the end, this ends up equaling to one. And they said if it equals to one, we're going to return true and false if it's not. Okay, so in the first one, it would have returned true, right? output is true, because the end became one. And the second example is equal to two. And no matter how many times you square the digits and sum them up, you're still going to get false, you're not going to get one. So yeah, this is the question. And let's just go over the solution. So the solution is is actually to use two pointers. So there's a way to do with two pointers. We're just going to go to right here. So actually, let's just go to the discussion tab. So there's there's a way to do this with two pointers. Yeah, use this one. Okay, so here, this isn't Java, but we could do the same thing in C++. But so yeah, here. So we have this function called sqr. And it's just going to sum up the squares of all the digits of the number. So we have sqr is just going to square all the digits of the number. So given the number and it's just going to square all the digits. So basically, it's saying while n is not equal to zero, we're just going to get each of the digit. And we're just going to add up the square of all the digits, right? So the REM squared plus equal to sum, and then we divide n by 10 to get the next digit. So then in the end, this is just going to return the sum of all the digits here, the sum of the square of all the digits here. So that's what this is doing. So how do you use two pointer here is that we're going to have a slow pointer is going to essentially equal to n, and the fast is going to equal to n also. And then while they're both not equal to, well, the fast is not equal to one, and the square of the digits of the fast is not equal to one. We're just going to square all the digits of slow first. And then we're going to do the same thing for fast. But for fast, we're going to do it twice. So we're going to square all the digits, and then we square all the digits again, and sum them all them up. So square all the digits, sum them up, and fast is going to do it twice as fast. So So it's fast, we're going to do square one digit something like, okay. So if the fastest equal to slow, so what that means is that if in the end, we end up getting like the same digit no matter what, so let's say we were at like two, and then we square it all the sum of the digits, we get like four, right. And then a four square would be squirrels I'm just 16, right. So if, and then fast square, yes, that would be fast square and then slow square would be two square or four, four square 16. Also, yeah. So if fast is equal to slow, it's going to return false because no matter what happens, they're not going to equal to one, right, either of them will not equal to one, right. So like if if we repeat this process, right, if we repeat this process of happy number, and we do it like multiple times, and it's both is equal to the same number. So here we have n is equal to two, right. So if we repeated the process twice as much, and then some of all the digits, and we do it again. And if they're the same number, no matter what happens, it means that it can never equal to one, right, because because when fast, if either fast is equal to one or the square of the fat square of the sum of all the digits is equal to one, this while loop would break out of it, right. But if they end up equaling each other, it means no matter what happens, they're, they're not going to equal to one, right. So then if that's the case, we just return false, otherwise return true. So this is like using two pointers in that we're just computing a value function of summing all the digits twice as fast. And we realize that, hey, if we end up actually having the same number in the end, it means it's not possible because it's just going to continue going on and on and on. So yeah. So that's how you do happy number using the two pointer approach. So let's go over the next problem. Okay, the next problem is going to be the middle of the linked list. So given the head, we just have to return the middle of the linked list. So let's say we have list linked list one, two, three, four, five, the middle of it, which is the exact middle here is going to be three. And we want to return three, right? So yeah. And then it just returns like the, it just returns the rest of the nodes, I believe. Yeah. So return three, and then it would be the rest of the nodes here. Now, if it's like an even number, right, even number, and we try to get the even number, if we would try to get the middle of the linked list, I think it just does the right most one, I believe there are two middle notes return the second. Yeah. So one, two, three, four, five, six. So if we just like, cross out both sides here, the middle would be either a three or four. And then they said just return the second node. So that'd be four. And then it returns four, five and six, because that's the middle note and all the values after it, right? They didn't want us to return the middle note and all the values after it. Okay. So how do you do this problem? We could do it with two pointer approach. So let's just go through a simple two point approach. I think it's okay, so this is like a C sharp value. Or not this one. Two pointer should be something like this. Okay, so, okay, so this is how you do it. Okay. Okay, using two pointers. Okay, so all you have to do is just point the slow pointer to equal to the head and the fast pointer is going to go to the head so they both start the same. If the head is null and the next or the heads next null, we just return head because that means that the link list is empty. So what we're going to do is we're just we're just going to go fast. So the fast point is going to go like twice as fast. We have to make sure the next next node is not null, right? So if the fast point is not null, and the next pointer is not null, then that means we're going right. Otherwise, like, we're going to end up like, if we're going twice as fast, and the two times as fast as like, no, then we can't continue, right? So yeah, all you have to do is just set the slow to equal the next and the fast is going to equal twice as fast. In the end, you're going to get to the middle node, and just return slow, slow, which will be the middle node. So yeah, that's all you have to do with the two point approach. It's not a hard this is not a hard problem. But yeah, that's all you have to do for the two point approach. When you're going to go slow, and then the other one's going to do it twice as fast. But yeah, that's it. And let's go over the next problem. Okay, so let's go over another problem called reorder the list. So basically, you're given a link list. And then what we're trying to do is just reorder it so that we have the first node, and then the last node, and the second node, and the second, the last node, the third node, and then the third, the last node. Okay, so the example here, we have 1234. So what we're going to do is we're going to reorder it so that we have the first node one, and then we're going to have the last node four. So last one is going to be four will be here. And we have the second, oh, two, right, the second, second, oh, two, here, and then we're going to have the second or last node three here. So yeah, that's all we do. We have first and last and second to last, then we have second node and then second or last node, and then we go so on and so forth. Okay, that's what we have here. All right. So you have 12345. And then this example, the same thing, one and five. So one and then we go last one five, two, and second, last one four, and three, which would be three. Okay, and yeah. So let's just go over how this how we would do this. So if you want to use the two pointer, so these guys are using stacks, let's just use two pointers. Here is how you would do it using a two pointer. So here, this is in Java, but we could essentially do the same thing. So what they're going to do is here, what they're doing is they're, I don't okay, I don't want to do it this way. There must be like another slow and fast pointer. Let's see. I think this would this is a better one. Yeah, okay. Okay, so here. Yeah, so here, I think this is the two pointer approach that you want to we want to do. Okay, so we have heads and all and the holy heads and necks and all we just return. Okay. So here, what they're doing is they're going to find the middle of the link list with the head, and they have that. Then what were they're going to do is they're going to traverse backwards. They're going to have a reverse link list. So this reverse list is just going to essentially reverse the link list, starting from the current node. So it's just going to reverse it. So this trap is just going to have like the starting from the middle link list to the end, they're going to reverse it. And then what we're going to do is we're going to keep traversing it through and then we're just going to move the current node to the next node and then we're going to move the next to the current node and rewire everything. Okay, so if we wanted to go over an example, it would be something like let's see. Let's see, let's go paint. So let's say we had like 1234, right? So we have 1234. Oh, actually, let's go over 123456. So we have 12345. Okay, so we have 12345. So what they're going to do is they're going to try to find the middle of the node, which is going to be three. Right, so they have code that finds the middle. So that's what this does is, right, finding middle, we just went over that how to do that. Just a few minutes ago. So we find the middle node. And then what we're going to do is we're going to reverse the whole list from mids next. So from here to the end, we're going to reverse it. So this is going to be go to five point to four point to know, okay? Okay, so they'd be five point to four point to null. Okay, now what we're going to do is mids next is going to point to no. So this this next, we're going to break this and we're going to set this to null. Okay. And what we're going to do is we're going to start currents point to head. So our current is going to point to head. So this is our current is going to point to this head node. And traverse is while traverse not equal to null. So now we're going to traverse from here. So traverse from here from five to four after reversing it, right? So yeah, so turn temporary is going to equal to currents next. So currents next, right now points ahead, right? So m is going to equal to currents next to a point to two. Okay. And then what we're going to do is currents next is going to point to trap. So this current of one is going to point to travel, which is five. So this one gets breaking down. It's going to point to five. Okay, because this is trap. So five, this is trap, right? This is a trap. Okay. And then, um, yeah, currents export trap, trap is going to go next. So then trap is going to go to the next pointer. So this trap is going to go to the next pointer. So it goes here. Okay. And then currents next, next is going to equal to temp. So currents next. So temp is this right currents next. So this is so current is this right this is this is current is current. So now currents next, which is five, this five's next is going to point to point to temp. So temp was equal to two, right? So this is temp. So now currents next, a five, five's next, so we're going to break this down. I was actually going to point to two. Okay. And then current is equal to temp. So current, now we're going to move the current down to be equal to temp. So this is going to be, it's going to equal to temp. This is that's current is going to be here now. And then um, yeah, so then Trab. Trab is not equal and all yet. Temp is going to equal the currents next. So currents next will be three. So temp is going to equal to three. So this is going to be temp, 10 points of three. Then um, yeah, 10 points of three currents next is going to go to trap. So this currents next, we break this and we're going to set equal to trap. So traps would be four, right? Um, and then Travis next is going to go to Travis next. So then trap is going to go to equal to null, right? And then currents next next is going to go to temp. So currents, this is currents next of four. This four is next. It's going to point to the temp, which is three. So this is going to be pointing to three. So we're going to go to this breaks. And this is going to point to three. Okay. And then, um, current is going to go to temp. So current is going to equal to three. This current moves down to three. And then yeah, Traverse is going to equal to null. So in the end, we're going to have one pointing to five, five pointing to two, two pointing to four and four pointing to three. So one pointing to five, five pointing to four. No, wait, no, five pointing to two, five pointing to two, one point of five, five pointing to two, two pointing to four. So two points to four. And then four point three. Okay, so then in the end, we actually have like all these nodes. And they're actually, yeah, they'll be all in close. So yeah, we basically just reordered it using two pointers. By one going to like the next next. So yeah, this is kind of not sure if it's really going slow and fast. But I think that's the one that I only could see. Yeah, I don't see any other. Other one is to do like recursion. Yeah, okay, so this is like the exact same thing what we were doing. Slow and fast. Okay, yeah, use here to keep track done less front. Okay. So yeah, there's basically the same thing what we were doing here. Anyway, so yeah, that's the gist of reordering list. And let's go over the next problem. And then I think what's our last problem will be done. All right, guys, we're going to go over one last problem and then we'll be on our way. Circular array loop. Given a game that involves a circular array of nums, each nums of i denotes the number of indices forward and backward, you must move if you are located at index i. So if nums i is positive, remove nums i steps forward. And if nums i is negative, remove nums i step backwards. The array is circular so that if you move forward from the last one, you go goes back to the beginning. If you move backward from the first node, it goes back to the last element. A cycle of the array consists of a sequence of indices of length k where the following movement rules above results in the repeated sequence. So we have sequence of zero sequence of one up to sequence of k minus one up to sequence of zero. Every nums of sequence of j is either all positive or all negative. And k is greater than one return true if there's a cycle, otherwise return false. So here we have two negative one one two two. And this is true because we started index zero move two to the right. Yeah, one. Yeah, and move one to the right we get way so there's a cycle from index zero to zero to two and to three. And then three goes back to one to two. Yeah, index zero. So on and so forth, right? So I started to and I moved two to the right, I get one, move one to the right, get two. If I move to the right, get two again, and I go back to the index zero. So there is a there is a sequence where it goes back to the starting node. Okay. And then every nums of this is all positive, or all negative and the length is greater than one is three. Okay. And yeah, so we just have to make sure all these conditions are met, where we get into a cycle, we go back to the original number. And all the values are either all positive or negative for each number that we go to and the length is greater than one. Okay, so that's essentially the gist of the problem. So let's just go over the solution on how to do this. Yeah. So on fast pointer. Okay. So what we're going to do is we're going to use we're going to loop from beginning to the end. Okay. And slow is going to start at the index of I and fast is going to start at index I. Okay, so here, what they do is they have a next function that just gets the current index, and it would just return it adds the current number and mods it by the length. So it goes back to the front, if it does or it goes back to the back, if it does, okay, so that's what all this stuff does. So if current index plus the current nums index plus zero, we're just going to go loop backwards, and then we'll stop. Otherwise, we're going to do you have to offset less than zero. We subtract by offset. Otherwise, we go back to the front. Okay. And otherwise, if it's greater than zero, then we just return the current index plus the nums at the current index. Okay. So yeah. So this is how it works. We go slow is going to equal to the I and fast is going to equal the I. So if slow is equal to the next number that we hop to, right, that means that we just do nothing, we continue back to the top. Okay. Otherwise, if slow is not equal to the fast, we're just going to move slow to the next hop, and fast is going to go twice as fast. Okay. Fast is going to go twice as fast. Okay. And after this slow should equal the fast, then here they set slow back equal to the original index. And then we're going to do the same thing. slow is going to go to the next number and then fast is going to go next number. And here what they're going to do is they're going to have a previous and a fast. Yeah. And this is just going to count how many times they're doing this, so that we make sure that essentially what we make sure that the size greater than one, right, all the numbers are greater than the size of our sequence that is repeating. That's a cycle is greater than one. So yeah. So that's what they do here. Okay. So that's going to go to zero, flags go through break. Otherwise, previous equal to fast pointer, count plus plus, this is just going to count how many times the size of it is okay. The size greater than one return true. Otherwise, in the end, we return false. So yeah, basically, we're just going to move twice as fast. And if we get to the the same one, we just make sure that all the counts is greater than one and then make sure we go back to the original pointer. There might be a better code that does the same the same thing. Let's see. Oh, this is a better one. He's way better. No, no, I want to like an actual like slow and fast pointer. Let's see if there's a slow and fast pointer. Yeah, yeah, this would be a better one. Yeah. So yeah, it's basically the same thing what we did before. They just have a more conditionals here. So it goes twice as fast and fast goes faster. And then if we reach the same, we break return false if the count is too much. Yeah. All right. So that's basically the gist of these problems. I hope I explained it recently. Ray com subscribe. I'll check you guys later. And yeah, that's the it. That's it for now. Yeah, peace.


Chemically treated bashed fiber reinforced polyester composites with improved tensile and flexural strengths were prepared using a hand layup technique with compression molding, and their properties were evaluated through standard procedures. The SEM images of the fractured surfaces showed improved compatibility between the chemically treated fibers and the matrix. However, 1200 hours water age specimens had deteriorated properties due to water absorption tendencies which was improved by chemical treatment of fibers prior to fabrication of composites. This article was authored by G. T. Mahesha, Shenoy B. Satish, M. Vijayakini and others.


We head to Bartleby and learn that there is a pestilence eating his roots. Bartleby groans that we must complete the arboreal ritual. We head into the root system and place the leaves and a lock of our ear and the offering bowl. Bartleby says that he has been trying to communicate with Malory, but he is not getting through. We must go to the river, a place where all minds meet. We meet the curator and he leads us on a journey through Malory's thoughts. Deep in the river, Malory and Bartleby talk. Bartleby states that it was Raven that sent the pestilence to him, not Spider. We head to Husk, where the Chaos Heart is located to stop Raven and Spider once and for all. Raven summoned the Storm Titan to destroy the heart. We head into the groves of the Primordial Trees, where Malory is to conduct the Titanic lullaby. We head up to the heart and find both Raven and Spider are already there. They argue and the Storm Titan becomes the Aether Titan. Malory and Bat combine their forces with us and we become the Divine Paradox. Spider and Raven decide it is best not to destroy the spiral.


The event is the official launch in Tokyo for the Kadano Protocol, which is where the Kadano Protocol initiated itself just over two years ago. The funding of the project began in Tokyo and 95% of the funding took place in Tokyo and Osaka and Japan. So it's very correct that we returned to the birthplace of Kadano, which is in Tokyo itself, and launched the event in its birthplace. We've got 10,000 token buyers, and that's stayed fairly static. We've had a bit of activity on the exchange, and a number of followers on the Kadano stifton have increased from just over 1,000 to just under 4,600 today, and it's increasing at roughly 100 followers every hour. We have actually four staff here in Tokyo and Osaka, and they're like a branch of the foundation, and they spend their time looking after the community of both the ADA buyers and also any developers that might emerge in the future. The foundation plans to do a number of events in London and in Zoog, and we're also launching a new research programme called Distributed Futures, and we're spending several million dollars on that, and we want to become a leading light in blockchain technology research and cryptocurrency research. Well, we're running two websites, we're running the Kadano Foundation website, and we're also running the Kadano Hub in conjunction and collaboration with IOHK, and it's important that people recognise that the foundation is the source of the golden source. We carry the brand name and we collaborate with our other partners, but the foundation is the golden source for information about the protocol, the software and any of the social activities going on there. We're very grateful to the Japanese community in supporting the Kadano protocol with finance and also in waiting for almost 18 months to two years for the protocol to be developed, and there was a little bit of anxiety about that, but that's now been rectified because the protocol has been launched, it's successful, and we are building probably the best blockchain technology the world has ever seen so far. My name is Michael Parsons, I'm a share of the Kadano Foundation, we're based in Zurich in Switzerland, and I'm very honoured to be here in front of all you ladies and gentlemen, and thank you for coming along to this, what's been so far a great and fantastic show, and the show has only happened with you here, so far as us here, so you are very part of this great show. So the Kadano Foundation was set up just over two years ago, and we re-encored that show to Zurich just over one year ago, where Ethereum was, and many of the other foundations are based. Cael'r eraill, cyn oedd yma, a roeddwn i ddweud i'r ddebygu yma eich hollwyr eich hollwyr. A�ra'r eraill a'r hollwyr eich hollwyr eich hollwyr i'r ddweud. Canolaethau erioedd yma yn effaith y cyfrifedd Cymru, ac mae gennyniadau oherwydd ddod i'w raddau cyfrifydd Ysgwrthau gan gyfrifydd Cymru, a ond y cysylltu yn dweud y cyfrifedd Cymru oherwydd roedd unrhyw, a phrydwyd ddod i'w meddwl priwethaf. y gynhyrch yn ysgol! Ydw yng Nghaerwyr yn ein cyfным? Ydw wedi mewn cysylltu ar gyfer ysgol, y ddweud yma. Yr wych yn ymrwy, ychydig y dychydig y ffordd ymhylchu ac lawer. Felly mae, mae IOHK ac yn ymweld tarant eich gwylo sydd gyda'r Rhaid-Aiys. A fe oedd o'n dweud y clywed ar hyn y dylun, y dyfodol iddyn nhw y wneud y ffordd. Felly dydych chi'n gweithio'r gwahanol i chi'n eu ydych chi'n gweithio? Ima gara'r gwyseisunion. Felly dydych chi'n gweithio'r 5 ymlaen gennym. Yr ystafell yw ymwyseis anoddau'r yma yw eu gyfathorau'r ydych chi'n gweithio'r ymlaen. Cardano yw'r blo'r chain. I'w bwyl i'r bwyl i'r bwyl i'r cwmian o'r cyfryd a'r hawl. I'n gweithio'r bwyl i'r cwmian o'r ymlaen. The first thing we did was to audit the sale of the EIDA tokens, EIDA token'r hanfarn i'ch tai yw'r no e'i cansa o'r e'i oponaeth. Which is the first and only token sale done to high-compliant standards. Y gwynta cooswydd yw'r gwynta cooswydd yw'r co-priorias ychydig yw'r gwynta'r oponaeth e'i oponaeth e'r token sale. And the second thing we're doing is we are auditing with another company's help and what IohK is building for for you guys. Na yw'r rhaglen? Os yw'r rhaglen? Mae'r rhaglen ym mwyaf cyhoedd yw ym Mwg momentol mae'r Unedol yn fawr i'r cyhoeddfa i ddyliadau yw dwierio ar y cyhoeddfeydd ym Mwg Mid adul ac gyda hyny'n gwybod a'r cyhoeddfeydd yw'r cyhoeddfeydd? Mae'r Rhaglen er fawr i ddyliadau yw'r rhaglen ger cyhoeddfeydd o ran y cyhoeddfeydd iawn cyhoeddfeydd dros byth, ac yw'r rhaglen? Cyngorodd. gyda'r ysgol mewn cyfnodau gyda'r cyffredinol dynol, ac mae'r cyfnodau ymolio yma yn y cyfnodau gyda'r cyffredinol. Felly, mae'n fawr i ddim yn cael ei ddweud yn cyddweud a'r cyfnodau cyffredinol yma yn y ddweud yn cyfnodau cyffredinol. Felly, mae'n cydweud yn cyfnodau gyffredinol erbyn amser o'r cyfnodau cyffredinol, So, we have two websites. One is kadalo foundation.org and the second one is kadalo pub.org. And we also plan to create exciting global events in seminar both in Japan, in the far east, and globally. o barnod o planning, eu gyfarledd yr HIAD, byndau gall-naeth cores iawn ar bach completely. Y dyn dokument hwnnw er bod nag y mawr am halves어� fyrdd y cymorth yn iawn. Y cwmniutio ar fy Prif nad fydd i hyn shredd caτ cofinolodau a reallonwyr eich ranaeth. We act on the on the Reddit forum Slack and Facebook And since the Canada protocol was launched we come from 1200 to just over that 4.5 as of today 4,628 followers on Twitter So we take this objective very very responsibly And the fourth thing we do is we work with various other companies, enterprises and partnerships and bring them into the economic ecosystem working with EMERGEN So if you have from Darren Kamatski working with EMERGEN to create applications and use cases for the William Cameron blockchain technology But they can't do that and that's defined and building enterprises and partnerships to build these things with So we are currently building a high level team to start to go and find these high value companies to work with us and EMERGEN And in so doing create a Canada partnership alliance The next thing we're doing is working with governments and regulators to help to shape the regulations and standards So I've already talked to people in the British government and also the US government and we will work to show it both part to part and they will do a panel Part of this I want to tell you some exciting news Today is the first day we are announcing the research programme called Distributed Future We are going to make a more full announcement in about three or four weeks time but I'd like to let you guys know first since Japan is the birthplace of the Kanabu Kotoko and the age of Tokyo we want to tell you all about the project that we started in Japan Distributed Future is an open source research programme that is currently in the world of blockchain and we are looking at commercial research and blue sky stuff Finally I'd like to say that the Kanabu Kotoko is a blockchain technology with integrity and what we want to do it will make the world a more equitable society and we are dedicated to helping the evolutionary blockchain to derive its full potential and make the world a more secure and better place and so that, Kanabu, without yourself, we help you there So all you people that supported us here and elsewhere in Japan have made Kanabu today without you we wouldn't be here it's not, I thank you All of you here make Kanabu what it is today and what it will be in the future a great and fantastic and the best and the number one in the world Thank you


Now we have the concept of average velocity. Velocity in general means how fast and what direction is an object moving. That means it's a vector quantity because it has magnitude and direction. It has dimensions of type length per time. And specifically, our standard metric unit is going to be meters per second. Now, average velocity is a little bit more specific. It's the velocity averaged over a time period. Turns out this is related to the displacement in the time span because the average velocity is the displacement, delta x, divided by the time span, delta t. And that gives me my average velocity, where velocity is given by a v with the vector symbol over it. And the average is shown using a subscript of AVG. If I expand out what the delta x and the delta t mean, I can write this out in terms of the initial and final positions and times according to this equation. Now, we can also look at this graphically. If I've got a series of positions and times, I can find the average velocity between any two points on this graph. So let's say, for example, I wanted to look at one second and four seconds. Well, I've got two points here on the graph, which represent one second and four seconds. And from the graph, I can determine both the time span, three seconds. And from the graph, I can find the displacement. In this case, I went from 2 meters up to 5 meters. So that's a displacement of 3. If I connect those two points with a line, what I see is that the slope of the line, which is defined as the rise over the run, is our average velocity because the rise is the delta x and the run is the delta t. So I can find the average velocity between any two points on the graph by drawing a line between those two points and calculating the slope. In this case, my increase was 3 meters and my time span was 3 seconds. So I have an average velocity of 1 meter per second. If I take a look at some example word problems, I can see how I can use my formulas. In this case, I've got the ball's position being tracked as it rolls across the desk. And I'm given two specific points. At 3 seconds, it was at 6 meters. And at 5 seconds, it was at a position of 7 meters. So it makes sense to use my expanded version of the average velocity equation. And to take the specific data points I have for my initial time and position and my final time and position and plug those into my equation. If I plug those in, you can check the math later, but this gives me 0.5 meters per second because I moved a displacement of 1 meter in 2 seconds time. Now sometimes you're given a word problem where you don't have as much information. You don't have the specific positions and the specific times that you're looking at. In these cases, you can just figure out, well, the total time it took was 10 seconds. And the total displacement was 15 meters. We use the units to help us figure out which ones goes into which place here. When I use my equation for my average velocity then, I can see that the average velocity for this period where it went 15 meters forward in 10 seconds is 1.5 meters per second. Here's another problem where it seems like I have even less information given to me. I can definitely tell that my time period is 1 hour, but it gives me no information about how far anything is. Well, if you read the problem carefully, we don't have to know how far it is from the dorm room to the cafeteria because the main point is that they went from their dorm room back to their dorm room. So their net displacement over this entire time period of the hour is 0. That means their average velocity is 0 miles per hour. Now, they moved during that time, but since this is an average, part of the time they were going in one direction, part of the time they're going back in the other direction, part of that's going to be positive and part of it's going to be negative and averaged out over the time span. That gives me an average of 0. So this ends up our quick concept of the average velocity. You'll get lots more practices. We move through the physics course.


So as a youtuber who's very new compared to some of the other people out there like Mr. Kesey Neistat or Philip DeFranco, but I still have a concern about all the demonetized YouTube videos and I've been hit with this as well for complete randomness I'm happy that you know I'm very non-controversial and boring as far as advertisers concerned because I just do tech videos So that's not anything that they generally hit me for demonetization is but they randomly seem to and they have a new request for review Which is cool, and I just had one remonetized that have request reviews I have no idea why it was demonetized and I really get the sentiment and I'm glad that they're helping give a voice these large YouTubers such as Kesey Neistat or Philip DeFranco and they're really talking about how YouTube could be more open and more transparent. We would love that all of us as youtubers as me as a really small one I'm glad these place of these big guys are really taking care of it But I one thing they don't talk about is I think the problem is a little different than they perceive it So we I agree with everything they say about the community and YouTube being more transparent and you know Following rules that they set forth we understand there's going to be rules But I think the crux of the problem is YouTube Necessarily they're kind of caught in it. They are part of the problem, but the problem comes down to advertisers and Here's how I perceive it from a business standpoint YouTube does not want to run a video without ads cost the money So it's not that they're doing it to not pay us it costs money every time you click play. There's servers. There's data That is money. So why would they run one without ads? They don't have an ad suitable for your video or the advertiser perceive something in your video is something that is non-representative of their brand That's fine. I get that but that obviously means there's not enough Advertisers and here's just some numbers that throw out there. So this is according to tube filter that And we're not super clear exactly how much revenue That they make over at YouTube because they don't break it out separate from Google who owns YouTube But according to them, it's roughly five point six billion. You're like, wow, that's a lot of money And I I don't have five point six billion So I can say that's a lot of money But that's we know the primary in source because they do sell YouTube red subscriptions, but still ad revenue is their primary income This was TV revenue and in 2016 These are some predictions of going up and we realize that they're going They're changing more digital marketing, but just TV 70 billion dollars in ads So Google only getting five point six billion of that ad revenue You can see a large discrepancy which for me just for business standpoint and I have YouTube red So I don't really see ads it when I do I notice it's the same stupid ad all the time That drives me crazy but that's telling of a problem in the business model not really to see the model of business just that these companies Haven't moved over there and if they don't have a lot of advertisers YouTube has to Obey the rules of the few advertisers because they don't want to lose them They don't have as many as there are in other markets TV still at 70 billion in 2016 YouTube overall took in five point TV is not the only place advertisements are done We you know advertisers spend money on billboards and all kinds of other things look at Facebook's revenue That's where a lot when they say digital marketing We realize a lot of it's going to Google ads and Facebook ads and everything else And in a piece of it does go to YouTube to run on some of those ads But they don't have that kind of money if you threw 70 billion dollars into YouTube that probably would mean there's a wider variety of Advertisers so if one advertiser doesn't like your video There's another advertiser that does and I don't see anyone really talk about this But I think what we really need is the advertisers to come to the table and realize that YouTube is a good platform to advertise on but there's a reason they're not there they Realize YouTube represents a younger demographic and the younger demographic they don't always have as much money So it's not even that they're a little bit harder to sell things to because figuring out what they want if they don't have the money to buy it They're not a good target audience no matter what and like I you know the Disney it may be on their advertising To have kids who bug their parents to take them to Disney But you all of the bigger picture of all the other ads for things that need to be put on there So that being said I think this is just the other side of it and I'm really keeping up with this because I mean right now I'm lucky. I just got this one remodeled for whatever reason apparently talking about a flaw in WP2 security was Had to be set for reviews. So I asked for review and they approved it, which is good And I don't have near the views. I mean I'm excited to have 4,000 views and something in October 2017 This was just from yesterday. He's got 1.59 million views You know it's amazing content Casey does a great job But obviously as I scale up my concerns become even bigger as I do make some money from YouTube It's not the my primary income at all So it's not like this is gonna stop me from making videos because I really enjoy making videos and I would I don't tell you too I probably do this anyways and if I was gonna pay that is really like sharing information and interacting with the community But it's just as a concern. I'm really hoping YouTube Help solve the problem But I think the problem is not gonna be solved directly by YouTube other than our transparency problems Which really gonna come to the tables as YouTube matures and at just the act of it more and more people on YouTube We're all getting older. We're moving into the target demographic of more advertisers So as the ad revenue comes in and more variety of advertisers Start advertising on the YouTube platform that will mean you to have more ad sources and if a Fender doesn't like a video. No problem We have all these other advertisers that would like to be shown in your video So ad variety is really where it's gonna come and the platform mature So I think this is the bigger picture of it I just don't these guys I don't really see them talking as much about that but when you only have a few advertisers and There's 70 billion going to TV, but only 5.6 billion going to YouTube They have some control and influence over YouTube because I understand one thing about YouTube They want to run ads If they don't run ads they don't make money that video has to play or the platform doesn't work and People won't go back there for the ones that do have ads So they have to run all the videos without ads that don't make them money Trust me YouTube would love to have an ad on every single one. So I don't blame them for it I just think these advertisers have too much poll over YouTube and that's kind of the crux of the problem I don't see any easy solution. I wish YouTube would be more forthcoming about it But maybe they don't want to show their hand and realize that yeah We're being strong armed by the few advertisers we have and if we don't have that money We can't have the channel and you won't have YouTube. So that's my thoughts on this I just wanted I wasn't gonna touch on it But it's really after going through and have to read add another video To get monetized I got kind of agitated and watching all these guys watch Casey Neistat's on it Watch Philip DeFranco's on a leave a link below They they do a great job with the overall problem and talking about it But I just want to have my thoughts on there about the YouTube needs more advertisers I mean, that's really what would solve this problem. Alright, thanks for watching if you like to content here like and subscribe