In the preceding video, we went directly from a statement of the problem to the code. The design of a rectangle was sufficiently straightforward that we skipped the design phase. However, for any non-trivial program involving classes and objects, you really want to spend time designing them. And the vehicle for doing that is a Unified Modeling Language, or UML diagram. At the top of the diagram, you put the class name. Then you list the properties and their data types. Unlike Java, the data type follows the property name. Finally, you list the methods for the class. Again, the return type follows the name rather than preceding it. You can also represent objects in UML format. Here are the two rectangles we created in the preceding video. For objects, you give the variable name and its data type, and then the values of the object's properties. We'll be revisiting UML diagrams and showing more of their features in upcoming videos.


What's your favorite color pink and black favorite food now wings first album you heard start to finish Chris Brown heartbreak on the full moon last movie you saw the black man celebrity crush Drake Last thing some money on Clothes favorite music video of yours her she kisses with me and mella book and what's one conspiracy theory you think is real The earth is below Below below. Yeah Not round. Yeah flat. Yeah


Dear students, in this module we are going to talk about the migration or the human migration. Migration is a temporary or permanent movement of people from one place to another. And migration is arriving of people in an area from other places whereas the out migration is the leaving of area to go to the other areas. So migration is perhaps as old as the human history is and people do migrate to achieve certain goals in their life. Migration can be internal within the country such as from rural to urban areas as we can see that perhaps in the modern society we are frequently observing people migrating from rural areas to urban areas to achieve certain goals in their life that may include the education, health or the business purposes. As you can see that people in this picture are tending to migrate from one place to another place. So let's talk about how migration is formally defined. It is the movement of people from one place in the world to another place in the world for the purpose of taking up permanent or semi-permanent residents usually across the political boundaries but not necessarily they can also vary depending on whether it is an internal migration or it is the international migration. So there are certain types of migration that includes the internal migration moving to a new home within a state or a continent or the external migration moving to a new home in a different state or continent or maybe across different political boundaries. And immigration or immigration are two different concepts which are taking the migrant as a relative person from where that these two concepts of the two terms can be defined. For example, emigration means the leaving one country to move to another country whereas immigration means that moving into the new country. So emigration means moving out of the country and immigration means moving into the country. So people who migrate are considered the emigrant or the immigrant. Immigrant is the person who is leaving the country to reside in another country whereas the immigrant is the person who is entering in a country from another country to take up the new residence. And if we talk about the people who are having the political problems in their lives and for that reason they migrate from one country to another country usually they are called the refugees. A refugee is a person who is residing outside of his country due to the fear of persecution for the reasons that may include the race, religion, nationality, political or certain social orientations and because of that people are usually afraid that they might get killed if they do not migrate. So they take refuge in another country by seeking perhaps sometimes by seeking the political asylum and we also have one of the important migrant community which is the internally displaced people as we have seen people being displaced within the country in Pakistan due to the war on terror. So a person who is forced to leave his home region because of the unfavorable conditions but does not cross any boundaries these are called the IDPs. Means the internally displaced people they might displace from one place to another because of the war, because of the floods or because of the other calamities in their life.


Cat6 cable vs Cat6a cable. What's the difference between Cat6 cable and Cat6a cable? Regularly on surveys at NM cabling, we are asked is Cat6 and Cat6a the same? Or why should I have one or the other? When it comes to Ethernet cabling, Cat6 and Cat6a may sound very similar, but they are not the same when it comes to cabling performance. In fact, there is a big difference in their standards and capabilities. All copper network, cables are rated for a specific speed or capability over 90 meters. When Cat6 was launched its bandwidth was an increase to 250 MHz compared to its predecessor Cat5E. However, over 90 meters, its performance was still limited to 1 gigabit which was the same as Cat5E. Cat6 is capable of 10 gigabit up to 55 meters but in a design, you should always plan to the 90 meters rule. Cat6a, also known as category 6 augmented, is an enhanced version of Cat6 cable and finally offers a big upgrade in performance. It offers improved performance and greater capabilities than its predecessor. Which is better Cat6 or Cat6a? When comparing for general performance Cat6a is of course the better and more capable network cable. However, the better solution for you isn't always based on the capability of the cable but rather does it fit your requirements. The question of whether Cat6 or Cat6a is better depends on your specific needs and requirements in a few ways such as budget, hardware requirements, building layout, containment requirements, existing infrastructure. Cat6a offers higher bandwidth and supports faster data transmission speeds compared to Cat6. Over the standardized 90 meters, it is designed to operate 10 gigabit ethernet or 10G base T. In contrast, as we previously mentioned, Cat6 is limited to 1 gigabit ethernet, 1000 base T speeds. However, if your hardware doesn't require 10 gigabit and your budget is limited Cat6a cabling may not be the best solution for you. Is it worth upgrading from Cat6 to Cat6a? Firstly, as previously discussed, do you need Cat6a for your requirements? At NM cabling, we recommend Cat6a as standard for all new builds but we also understand not all budgets are suitable for it. Also, are you upgrading what you already have? Or are installing a totally new network cabling system? Deciding whether to upgrade from Cat6 to Cat6a depends on your current and future network requirements and the type of hardware you will use in the present and the future. If you are currently running gigabit hardware and have Cat6 cabling in place there is no need to upgrade. However, if you install new hardware that requires 10 gigabit transfer then Cat6a is the cable to install. If your network demands higher bandwidth than 10 gigabit Cat6a is a necessity. It could be that you decide to only upgrade part of your network. For example, we have installed Cat6a cables to new Wi-Fi access points that require 10 gigabit cabling. However, we left in place the Cat5e and Cat6 cabling to the VoIP phones and computers as they didn't require 10 gigabit and the cost would have been way too high to rip out and replace. There is always a compromise and our project team are always able to suggest a suitable solution for your current and future needs. How do I know if my cable is Cat6 or Cat6a? To identify whether your cable is Cat6 or Cat6a, you can check the cable markings or labels. Manufacturers such as Excel for who we are and improved installer, usually indicate the cable type on the outer sheath or insulation. Look for Cat6 or Cat6a printed on the cable. At the patch panel or user end on the module, there are also sometimes markings. However, this isn't always a trustworthy source as an installer may have installed a Cat6a panel on Cat6 cabling. Any data cabling link is only as good as its weakest part so you need to know what all the elements are. Additionally, you can examine the specifications provided by the manufacturer or consult a professional to verify the cable type. The best way to know if the cabling you have is suitable for use is to have it fluke tested with a Fluke Deus Ex. This tester can set a standard for testing your cable and let you know if it is suitable for use. Even if you have a full Cat6a installation this will advise you if it's installed correctly and working to the expected performance. Do Cat6 and Cat6a use the same connectors? Yes, both Cat6 and Cat6a cables use the same connectors known as RJ45 connectors. These connectors are widely used in most Ethernet networks. They have a standardized 8 pin design, and all follow the same color coded terminations. However, Cat6 connectors are a combination of both a solid module and a jack and shutter. Cat6a is generally always a jack and shutter. Therefore, you can use the same connectors for both cable types, making them interchangeable in terms of a physical connection. However, as we mentioned previously, any data cabling link is only as good as its weakest part, therefore if you plug a Cat6 patch leads into a Cat6a link it reduces the overall link to a Cat6 cable capability. Is Cat6a thicker than Cat6? Due to the increased copper gauge and the increased shielding, Cat6a cables are typically thicker than Cat6 cables. The increased thickness is primarily due to the shielding and insulation required to achieve the enhanced performance of Cat6a. The thicker construction helps minimize crosstalk and external interference from other cables and other cores within the same cable. This additional construction ensures better signal quality and integrity. The increased cable size also leads to a greater bending radius for Cat6a cables. They require larger containment and space to install. The additional containment or replacement of containment should always be a consideration when installing Cat6 cabling. Cat6 cable versus Cat6a cable summary. In conclusion, Cat6 and Cat6a cables have distinct differences in terms of performance, bandwidth, capabilities, construction and size. While Cat6a offers higher speeds and longer transmission distances, Cat6 is suitable for most standard Ethernet networks. Upgrading to Cat6a should be considered if your network demands 10 gigabit Ethernet speeds, especially if over 55 meters. However, as discussed, it's important to factor in the higher cost and thicker cable size which leads to greater containment. Verifying the cable type can be done by checking the cable markings or seeking professional advice. Both Cat6 and Cat6a use the same connectors, ensuring compatibility in physical connections, but always remember that a cable link is only ever as good as its weakest part. For further assistance or a free survey, please email or call on the details below, and click like and subscribe if you have enjoyed this video.


I don't like auditions. I don't know anybody that really does and shit, but I appreciate them. It's this guy. I mean, I would suggest that anybody that's because I get people in the music game all day. I'm getting the actors in the set. I would tell them all the same thing. Do the work. Take the classes. Read the books.  And when those people break bread in Hollywood, they break bread. Please believe it. Yes, sir. Me, man, I'm like, like I said, one day at a time and I'm just going to ride it to the wheels for a long.


So, you've sent out some cold emails. You've sent out some messages on Facebook, LinkedIn, Instagram to get clients. Now you have a prospect who's interested in what you have to offer and they've raised their hand. What do you do from there? Well, in this video, I'm going to talk about how do you qualify prospects in 15 minutes or less on your discovery call. Hey what's going on?  I post videos just like this every Tuesday and every Thursday. So in this video, I'm going to go over our sales process and more specifically, the discovery call portion where you're qualifying prospects and seeing if they're a fit for what you have to offer in your drop servicing agency, right? So these discovery calls, they run anywhere from 10 to 15 minutes and there are four things you need to find out on these calls. Number one is what is the prospects current situation, right? In relation to what you have to offer, right? So we offer lead generation services on LinkedIn. So we want to find out where their business is currently at, how many leads are they currently generating? Where are they getting those leads from and really understanding where they're currently at in their business. That's number one, understanding their current situation. Number two is understanding their desired situation. So if they say, okay, I'm currently generating 10 leads a month or 20 leads a month, we're going to need to find out where do they want that to be, right? Do they want to double that? Do they want to triple that? And understanding if we can help them get to there, right? So we're understanding their current situation where they're currently at in relation to what we have to offer, we're understanding their desired situation where they want to go, which leads us to number three, we need to figure out can we help them bridge the gap between their current situation and their desired situation, right? So if they say, I'm currently generating zero leads a month on LinkedIn, and I want to be generating 10 to 20 or more, we need to figure out can we help them do that? And if the answer is yes, then we're going to continue on, right? To step number four, which is does the prospect have the budget and the need to solve this problem now, right? So you've heard me talk about this if you've watched my previous videos, if you pick a service that solves a problem that's related to directly tied to revenue or growth, the business owner always needs to solve that urgently, right? So the four things again is number one, understanding their current situation. Number two is understanding their desired situation. Number three is understanding if you can help them bridge the gap between their current situation and desired situation. And number four is understanding if the prospect has the budget and the need to solve that problem right now.  So let's jump into it right now. Alrighty, so what I have here is the entire sales process of our drop servicing agency. And what I like to call it is PQC. Now P stands for prospecting, right? This is prospecting or I like to call it hunting. And that's you going out to the market and hunting for new clients. So this means you're going on Facebook, LinkedIn, Instagram, email. And I have other videos. I'll link to that in the description or around here somewhere on how to do that, but you're going out to these platforms and you're sending messages and trying to drum up interest for what you have to offer for your service, right? And your goal of P here, the prospecting part is to get prospects to raise their hand and say they're interested in what you have to offer, right? What happens from there is you go to Q, which is qualify, right? Now qualify is the discovery call. That's what we're talking about in this video. The qualification call is usually, we call it a discovery call. It's usually 15 minutes or so, maybe a little longer, sometimes a little less depending on the prospect. But the goal of this is to figure out if you can help them and figure out if they can pay you, right? You don't want to be talking and wasting time with people who can't rub two nickels together. So it's the prospect. And then once you get someone to raise their hand, it's to qualify them. And then on that qualification call or the discovery call, if you further figure out that they're a fit and they're qualified and you can actually help them and they have the budget and need to solve it now, then you're going to move them to C, which is close. And you're going to close the deal on a demonstration or a demo call, right? And what you're doing here is you're showing the prospect, how you can help them go from their painful current situation to their pleasure state or their desired situation in their business, right? So what I'm going to do here is I'm going to hop over to my Google doc and tell you or show you like the structure of these discovery calls, right? And this is not an exact script, but this is an example of some of the things that we asked during these calls. If you follow this format here and you do the main points that I'm going to outline, you'll be totally fine and these should take no longer than around 15 minutes or so, right? So again, the four things we need to find out, what is their current situation? What is their desired situation? Can your service help them bridge the gap between their current and desired situation? And does the prospect have the budget and need to solve the problem now? Well, how do we do that? There's four parts to this call. Number one is the intro. And what we're doing is we're setting the agenda and taking authority, right? So goal is to take control of the call and set the agenda, right? So you want to be seen as the authority. You don't want to let them lead the entire call. You're going to be leading the call. You're going to let them do most of the talking, but you're also going to lead it. You're going to point the call in the right direction, right? You're going to take it where you want it to go. So what we might say is we'll banter in the beginning. Hey, where are you from? Where are you calling in from? Oh, I heard the weather is great there, blah, blah, blah. Did you see so-and-so sports team on today? So whatever it is, you can lightly banter about whatever weather, sports, whatever it is, okay? This should take no longer than like a minute at most. Then you can say, cool. So this is how these calls usually go. I don't want to waste either of our time, so I'll just start off by asking you some questions to learn more about your company, whatever that company is. Then if it sounds like a good fit, based on what you're telling me, I'll explain what we have to offer at the end, and then you can make a decision whether it makes sense to continue moving forward or not. Does that sound good? And they're going to say, yep. And if they say no, then say, all right. Well, well, I don't have much else to say. Then if you don't want, if you don't think that it's going to be a fit, then there's no sense for us to talk, right? So you want to make sure that they say yes. And if they do say yes, then you move on to the next step, right? So then you're like, okay, great. So you're going to go into their current situation now, right? And what we're doing here is we're using strategic questioning to understand their business and their current challenges, pain points in relation to your service, right? So the key here is strategic, right? You don't want to be asking them like rapid fire questions and just sounding like robotic and reading off of a script, right? You want to use it in a way where you ask a question, you see where they go with it, and then you ask more questions that layer on with that, right? So I might start off by saying, okay, I've done some research, I've taken a look at your website, but why don't you tell me a little bit more about your business? What are some of the products and services that you sell or the main products and services that you sell? And what we're doing here is we're opening the conversation and putting it on them and everyone loves to talk about themselves and their own business. So we're giving them the opportunity to do so here, even if we already know about what they sell, okay? So they'll go, oh, I run a marketing agency, I sell blah, blah, blah, this is what we do, this is who we work best with, right? So we might ask other questions like, who is your ideal client? What are your ideal industries, your company size or the types of decision makers that you work with in your business, right? Another question might be what has or hasn't worked in terms of lead generation or how many leads and clients are you currently getting per month and a ballpark number is fine, right? So what we're trying to do here is we are trying to ask, again, strategic questioning to understand more about them, their business and their current situation, like what have they tried, what has worked, what hasn't worked in relation to what we have to offer, right? So we do LinkedIn lead generation. So that's why we're asking questions like, what has or hasn't worked in terms of lead generation so far? And if they say, oh, well, we've tried LinkedIn, it hasn't worked, then we can say, oh, well, what have you tried there? Like what exactly have you done on the platform? And most of the time they won't even have done much, right? So we're trying to figure out in relation to what we have to offer as our service, what have they tried so far and where are they currently at in their business, right? That's current situation. Number three is desired situation. And the goal of this is understand where they want to go. What is their dream scenario, right? And it has, again, I'm gonna keep saying this, it has to be in relation to your service, okay? So you don't wanna just copy and paste these. You wanna make sure that whatever it is that your service is that you're offering, it might be graphic design, right? So how do you want your website to look in X one month? How many traffic or visitors do you want your website to bring in, right? So whatever your service is, you need to tailor the questioning around that. So we might say, okay, where do you wanna take the business in the next three, six or 12 months, right? They're like, oh, I wanna be generating 20 leads a month or 30 leads a month because I wanna get three extra clients per month and we need 30 leads to do that. So then I'll say something like, okay, so you're currently, you told me that you're getting 10 leads per month. Ideally, what would you like to be getting? And they might say, oh, well, I don't know, maybe 30, 20, 30. And then we might ask them, okay, just curious. In your opinion, what's holding you back from hitting these metrics or these goals on your own, right? What's holding you back from hitting that 30 lead number? And we're listening for things like, well, I don't really have the time to do it on my own. I don't know how to do it on my own or I just, I don't know where to start, right? Like they don't know what to do. They're stuck. What you don't wanna hear is, well, I can do it on my own, it's no problem, right? Then that doesn't mean that there's a problem there. You wanna make sure, you wanna listen to hear that there's a problem and a pain point that they can't solve on their own because that's where you're gonna come in and help them bridge the gap, right? So then we ask, if we wanna figure out like their budget and make sure that they have the money to pay us, and this comes down a lot to who you're targeting, like what industry, we might ask them something, oh, okay, if we could help you move the needle and help you generate more leads or get to that 30 leads a month, are you willing and able to invest some time in financial resources right now, right? And they're gonna say, yeah, I mean, if it was the right solution, it could help me get there, then yeah, absolutely I could, right? And if they say, no, I actually, I don't have any money, I can't spend any money, I can't invest any money, then we're gonna say, okay, well, I guess it's not a fit because it does cost some investment to work with us and to help you get that result, right? So we're listening for people who are open-minded and they wanna solve their problem now and they're willing to invest time and financial resources to do that, right? So what did we do here? Again, we first set the stage, we told them what this call is gonna be about, we're gonna ask them some questions, learn more about them and their business and see if we can help them hit their goals, right? We then understood the current situation, we learned more about their business, we learned more about the products and services they sell, their ideal clients, what has worked, what hasn't worked in relation to what we have to offer, we understood what they're currently getting in terms of metrics around maybe leads or traffic or whatever it is. And then we moved on to the desired situation. Now we understand where they're currently at, where do they wanna go? Where do they wanna take their business? How many leads do they want? How many clients do they want? How much traffic do they want, right? And what's holding them back from hitting that goal on their own? And if they tell us that they just don't know where to start, they don't have the time, they don't have, you know, they don't wanna learn how to do it on their own, that's where we know we can come in and help them bridge that gap, right? And then lastly, we understand if they have a budget or not by asking them, okay, if we can help you solve this problem, do you have some financial resources and some time to invest right now in solving that? And if they say yes, then you know you've got a qualified prospect, right? Now, not everyone that you hop on the phone with, of course, is gonna be qualified. You're gonna have people who say, no, I don't wanna solve this problem. I don't wanna invest any money. And you know, that's just the nature of business. But this is how in 15 minutes or less, we understand if we can help them, right? And you can see there's not many questions here. We're just, we're asking questions that we need to know to know if we can actually help them. Now, if you determine that you can help them based on their answers and where they're at in their business, that's when you transition to the demo, okay? And some people, they like to pitch like one call closes. We don't always do that because if you're reaching out to a cold prospect, a lot of the time they're not ready to close right on that first call, right? If you're doing outbound prospecting. If you are talking to a prospect who came to you through a referral or through inbound or through content, then it can be a little different. But this discovery call script is mainly for people who are ice cold, who don't know who you are and they didn't ask to be contacted, but you reached out to them and they showed interest in what you have to offer and what you have to say, okay? So step number four is transitioning to the demo. So the goal of this is to schedule a second call where you can show them a demo of how your service will help them achieve their goal and go from that painful state to that pleasure state. Now, what you're doing here is saying, okay, well, Mr. Business Owner, it sounds like we're a fit based on what you told me, although I'd love to, when you're in front of a computer sometime, I'd love to show you exactly how we can help you go from ex-state to your pleasure state, right? One's a great time for us to chat this week or next week. And what you wanna do is tell them the next steps and schedule the call while you're on the phone with them, right? So you wanna make sure that while you're on the phone with them, you literally go into your calendar, you send them an invite for the second call, the demo call, and do this while you're on the call. When you get off the phone with them, and if you were to go back and forth via email trying to set this up, your chance has drastically dropped of getting that second call. So what you wanna do is transition to the demo if they're a fit on the call, on this discovery call. So you're gonna say, hey, it sounds like you're a great fit, I'm pretty sure I'm confident that we can help you get from point A to point B. How about we schedule a second time when you're in front of a computer to actually run through a demo of exactly how our service works and exactly how it can help you, right? And they're gonna say, yeah, that sounds great. Then you say, what's a good day and time that would work for you? And then you schedule that time on your calendar, send them an invite, get that done on the call, and you say, great, I'll talk to you then, looking forward to it, right? The second call, you're gonna jump onto a demo with them and show them how your service works to solve their problem, and then you're gonna close on that demo, right? So that's a separate video. This is for the 15 minute discovery call only, but that's the structure of how it works. It's very simple. You can see how it's done in 15 minutes or less. We're not asking a ton of questions here. We're only asking what we need to know to understand the four things up here, right? So that's it for this video, guys. Maybe I'll do a follow-up video on exactly how we run our demos and the framework on that. But for the discovery calls, this is what you do when a prospect shows interest in what you have to offer and what you have to say regarding your service or your drop servicing agency or your SMMA or whatever it is, okay? So that's it for this video, guys. Give me a like if you actually liked this and comment below with any questions or concerns that you have, and that's it. I'll see you in the next video.


Good morning, everyone. My name is Netta Anasari. I am a technology projects coordinator at OTAN. Joey Lerman from ISTI, who is the skill rise project manager is our presenter today. Thank you, Netta, and thank you OTAN for welcoming ISTI today's presentation. Today's title is upscale with edtech. We are going to talk about an upcoming free class that we offer to help adult education and workforce development organizations explore how to use edtech to advance adult learning. So I want to start with some brief introductions. I see that everybody has kind of introduced themselves already, so I'll share a bit of background on my role. So my name is Joey. I am the skill rise project manager, which we're here to talk about today. I also have another role as a program effectiveness coordinator in the adult education program at Delgado Community College. This is based in New Orleans. I wanted to share that background to say that I've been working in an AD program for about 10 years now. Pretty much my entire career as an educator is in adult education. I have four years of experience as a classroom teacher and then six years as administrator. I helped to grow one of the first fully online programs in Louisiana. So our program is a comprehensive VOA provider. We do ABE and ESL and career pathway programming. So I just wanted to share that background that my primary role actually is at a community college in adult basic education. And then about six months ago, I joined this ISTI team as our skill rise project manager, which we're here to talk about today. You can see my contact information on screen. So I hope we can continue the conversation after today. I also want to introduce Jeff Goumas and Jen Banek, who are not here today. Jeff and Jen are our course facilitators. Jeff is the director of crowded learning, which if you're not familiar, I highly recommend their website. They provide a suite of free open educational resources that are aligned to tape standards, for example. So you can jump in and quickly search that you're looking for this tape standard here are free digital resources that you can use to support instruction. And then Jen Banek comes out of the EdTech Center at World Education. These are our two course facilitators. So should any of you choose to enroll in our free class starting this June or September, you will get the opportunity to work directly with Jeff and Jen and kind of draw from their experience and get to know them through the class itself. Okay, so skill rise is a new ISTI initiative. We're about two years old now. For those of you that know about ISTI, I will say skill rise is ISTI for adults. For those of you that might not know about ISTI, a quick introduction would be ISTI focuses on providing professional development for K12 educators to explore how to use technology to advance learning. So there's a suite of resources, whether it's the annual conference or the ISTI standards for students or teachers. If you're curious to learn more about ISTI specifically, it is ISTI.org and so about two years ago ISTI launched this project to engage in adult learning. And I think a common question that we get is why is ISTI interested in adult education. And so I think the shortest answer to that is what we're seeing in the 21st century is that learning is for our lifetime. I think the economy is changing so quickly and the skills needed to succeed in today's workforce are rapidly evolving. And so ISTI is starting to explore what it can look like to help educators help students build skills throughout their lifetime. So the main focus right now is around ed tech. So how can we use technology to create learning that is more accessible and meaningful for our students. It was built out of JFF labs and world education. And essentially our goal is to help our adult learners build a better life for themselves and their families through career advancement. And I don't think I need to say this to this crowd, given that all of you are adult educators, but building new skills or upskilling is an essential piece of that puzzle. And so ISTI is now kind of exploring how can we put out free resources to help educators and workforce development professionals use technology to promote adult learning. The general theory of action behind what our resources attempt to do is essentially help educators realize that technology is awesome. And if we use it well, we can promote more accessible and meaningful learning for our students. Our general audience are all of you. So adult education teachers, project managers at workforce development organizations. Direct service providers or professional development organizations, occupational training, community college. So our audience is on the staff and teachers that support adults in a variety of contexts. And like I said, we exist to provide resources. All of our resources that we're going to talk about today are completely free. This idea was built out of the retail opportunity network. So if you're curious to learn more about that, just Google it. The retail opportunity network is a Walmart sponsored grantee network with over 75 organizations that work together to drive change specifically in the retail sector. And so how can we help frontline workers build new skills and advance in their careers as they attempt to secure family sustaining wages. So that's a bit about who we are. Alright, so let's get in to talk a bit more about skill rise. I'm going to show you the website in a minute, but before I was kind of talking about the free resources that we provide to help adult learning organizations use technology strategically. There is a skill rise framework. This is freely available on our website. This walks through step by step, how we think it's important to be thoughtful about educational technology. I used to be a K-12 teacher and now I'm an adult Ed. And I think a lot of you may resonate with the story I'm about to tell that it's very common when it comes to technology to just assume good things will happen. So I'll give you an example from the community college where I work.  These laptops were bought and deployed and we're like, hey, there are laptops in the classroom now, good things are probably going to happen. I think what we failed to realize is that it's not necessarily ever about the technology. It's about how technology can support learning. And so I think our team hadn't thought strategically through a series of questions, whether it's how do we help our staff build new skills so they can integrate the laptops meaningfully. Or how do we make sure that we can use these sustainably over time, given that the average shelf life of a laptop in a classroom is about three years. So three years from now, are we going to be ready to buy and replace those laptops? Is our IT team ready to support what's going to go into making sure that they are secure and safe to use in a classroom? Are our students going to be ready to engage with digital learning?  And so the skill rise framework is essentially, if we're going to use technology, step number one, it's not about the technology, it's about how we can use technology to promote learning. And then what are the steps we need to take to make sure we can sustainably implement a technology solution. So that framework is on the website. There's also a great much shorter executive summary and I'll point your attention to that in a minute. We also offer a free online class, which is what we're here to talk about today and I'll get more into detail about that shortly. And then the rest of our resources are essentially trying to create space for educators to learn together around this theme of edtech. So we have two seasons of a podcast, which I'll show you how to find those in a minute, which bring together different teachers and students and leaders in the field just to kind of have discussions about technology in the future of learning. We also have a LinkedIn group that has about 300 educators that connect just to share resources and talk about technology and throughout 2020 and 2021, these resources are going to continue to grow. So let me show you the website right now. So if you go to skill rise.org and I will pop that into the chat as well. So skill rise.org is our website. The few tabs I want to show you to are a few out of four total the framework itself. This is what I was just talking about so you can download the framework here. It's about 50 pages long. So this is a deep dive into think about how do we implement technology in a meaningful way. So if you want to get a quick glance, I'll say check out the executive summary. This is four pages and really just gives you a high level overview of some of the questions we think teams should ask if you're going to start with technology. And when I keep saying, you know, use technology, this runs the spectrum of what a technology initiative could be. So maybe you are exploring distance learning, which I know is probably top of mind for all of us. In my opinion, when I look around the adult ed field, I'm actually amazed at how well people have adapted to remote work and distance learning. I spent a while working with co aid, releasing the Google applied digital skills curriculum and I presented that maybe 10 or 15 different state conferences. And the common theme I always heard was people saying, Hey, I'm just not that good with technology. And for a while, I think people bought into and believe that narrative. But when I look around, I see adult educators largely doing very inspiring and exciting things. I definitely think that there are still barriers. I think we're struggling with retention with equity when it comes to access to distance learning. But with that said, I also look around and over the last couple months, I've been pretty impressed at how well teachers and students are figuring out things like Google classroom and zoom and figuring out ways to connect and continue learning, despite the fact that we're all largely at home. And so, given the past two months have been a scramble. Now I think is a great time to step back and say, Hey, what have we learned about distance learning. As our campuses start to reopen. What are the best features that we can take so white, we can now do this in a more sustainable way. It's okay that the last two months have kind of been a scramble. I think that is very understandable. So now could be a great opportunity to work with your team and step back and say, Okay, whether we're going to continue with distance learning or blended learning. What are our larger goals here. What are the skills that we all need to build and how can we make sure we are sustainably growing this project in a way that is student centered and supports the learning goals of our community. So this executive summary, which I've shown on screen is a quick introduction to some of those topics, or if you're interested, please take a much deeper dive into the framework itself which has some stories from the field and some questions to kind of dig deeper into that process. Okay, so this is on the framework tab where you can get the framework the executive summary or an info graphic that just kind of talks through the process of how to develop a vision and then implement that plan in a way that supports learning. The second tab I'll drive your attention to is the resources tab. We're about to talk about the course so those of you that are interested in rolling, you'll be able to enroll here which will take you to a Google form itself. And then down below, you'll be able to access our blog series and our podcast series. So we just published a post about a month ago that focuses specifically about how to get started online in adult education. So I encourage you to check that out. And then continuing on is where you can find all of our skill rise podcast episodes. Season one just kind of focused on the future of learning and season two is looking at stories from the field. These are available on all major podcast networks, whether it's Apple podcast or Stitcher or Spotify so you can find and download and listen to those there. Each episode is about 30 minutes, so I encourage you to check those out. So this is skill rise.org where you can dig a bit deeper into some of our resources. And like I said, the project is about 18 months old now so we're starting to expand our web presence now so you'll see some new tabs over the next couple months as we expand our course offerings. And develop competencies and things like that. So now I want to talk briefly about the class itself so you can get a sense of what it exists to do and what you can hope to learn from it. So I think the high level view is we believe that technology when used well can be transformative. We think that it can increase access so students can learn anytime and anywhere. And it can also increase the impact by creating more relevant and effective learning experiences. So the goal of the course is essentially that how can we explore technology in a way that can help whether we're adult learning or workforce development, use technology to meaningfully improve education and training. So there are five modules in the class each module lasts for about two weeks but much like almost any other online class you can go at a pace that works for you. So as a quick overview of the different modules in module one we look at vision and readiness so what is our goal, why are we using technology and what do we hope to accomplish, and how well are we ready to implement that now. So our goal is all about team capacity. I'm sure all of you have seen over the last couple months that our staff and our students bring a range of skills to distance learning. So how can we leverage their assets, while also providing the supports needed to make sure that our staff feel ready to teach online, and our students feel prepared to access digital learning environments. Research and planning then looks at how can we find the right tools, how can we talk with our students to understand their needs, how can we involve students and staff in program design, and how can we create kind of an inclusive and equitable community. So it's not just kind of program administrators saying, hey, we want you to do this, but let's learn from what skills and assets you have now, and draw our end users into that design process, so that we are building tools and solutions that meet their unique needs. Step four then looks at procurement and implementation. Essentially, when we're going to adopt technology, there's a few different ways we can go about it. We can buy products that exist already. We can take products that exist already and adapt them to our own needs, or we can develop our own. So to give you an example at the community college where I work. We use a state recording database that unfortunately is kind of slow and doesn't allow us to query the database in a way that allows us to build custom reports. So we're like, hey, we need a better data solution. We're serving about 5000 students annually right now. So we need a better solution. So if we're going to develop this new database, should we go buy something like power school. Should we work with the power school to adapt it to our own needs, or should we develop our own database in house. We ended up going with the latter solution, which is developing our own and I won't say that's necessarily the right way to go, depending on which strategy to use there are different questions you need to ask.  What is it going to look like to support it over time, whether that's server costs or troubleshooting bugs, or if we're going to buy a solution, is it going to meet our unique needs. So any strategy you take can work. It's just important to think through a holistically, what are all the questions we need to ask to make sure this is going to be done sustainably and in a student centered fashion. And then module five wraps up the course where we look at communications and professional networks. So how can we make sure that our students and our staff are connected with a global community so we can curate a culture of lifelong learning and continuous improvement. So this is the biggest kind of overview of the class itself. Let me pause again. Any questions that come to mind or things that I can talk about a bit more. Okay, so we have a question from Stacy Campo. Would it be advised to take this course as a team? What would be the outcome of taking this course, a short statement to share with leadership? Yes, great question. So to the first question, I actually have a slide where I'm going to talk about that in a minute, but my short answer now is yes, we are definitely encouraging teams to enroll together. And I think that makes sense because if we think about, let's just choose a random goal. Remember with module one with vision, your vision could be a range of things. We want to implement a text messaging system or start distance learning or buy laptops. There are a lot of different things we can do with technology. Regardless of what your vision and goal is, that project is going to impact everyone in your organization differently. So let's think about buying laptops to support blended learning. Your program director is going to be focused on budget and how can we make sure costs are sustainable. Your tech team is going to be like, how can we help our staff build the skills needed to use these laptops effectively. And your teachers might be focused on, hey, how do we make sure this is student centered and that the unique needs of those that we teach are going to be included in this project design. So when launching a laptop initiative, we think it's really important that voices heard from everybody in your organization or at least a representative cohort. So when I get to that slide in a minute. Again, my short answer which turned out to not be that short is that yes, we strongly encourage you to say hey if you're interested in this class, go back to your team and see if you can recruit a few of your colleagues to enroll together. I think the short statement as best as I can on the spot to share with leadership is how can we think about implementing technology sustainably. And this is where I would talk about a few of the modules. How do we help staff build new skills, how do we make sure students needs are represented. So great question there. She says, will there be a separate SD standard for adult and who are we owe a tech plan process change to incorporate the skill rise framework so as far as your tech plan process will change yes it will change dramatically and we have other announcements regarding the tech plan. But yes the the idea is how OTAN can work more with the skill rise framework using those SD standards and now the skill rise standards and framework. Okay, so the question did you look at different innovativeness levels of adults. That is a fantastic question. And what I would say is that in developing the framework. There was a comprehensive landscape scan looking at not only what frameworks already exist. What did we learn about androgology what did we learn about adult learning theory, because you're absolutely right and I've learned this firsthand. If you just drop technology and ask a lot of new things of students and staff. It's not likely to go well and that's why I would recommend at least checking out the framework, because we can't rush through these things we need to listen to students understand the needs of our staff. So we have all the resources and supports that are going to make sure that we are providing the necessary scaffolding to ensure that it's not overwhelming, and that it's done in a way that is actually learner centered. So I love that that's on your mind and it's a great question. And yes, in developing all resources we've looked at both what's happening currently across the landscape landscape and then what does the research say when it comes to adult learning theory. That's a question. Next item I think was about is the standards. Yeah, so that's actually a project that we've worked directly with OTAN and that on is to, I won't call them standards, they're not as formal as the SD standards. We're still kind of working through what they're actually going to be called, but they are profiles for thinking about what does lifelong learning look like and what are the skills needed to ensure that lifelong learning will be successful. So once those are published later this year our target is to release them by the SD conference this November. Once those are released the goal is that programs can use them to develop curriculum for example so as we build our maybe high set or GED aligned curriculum or our ESL curriculum. To ensure that the skills we're focusing on are also future approved so that we're helping our students build the competencies needed to be lifelong learners. So, again, they're not formally SD standards. They're kind of profiles for lifelong learning and definitely stay in touch because we're going to publish those later this year. The course is completely free. Our next cohort launches on June, at the end of June, June 22. There will be another cohort in September so it's possible that we're all a bit overwhelmed and busy right now so if you're like, hey, this sounds great, but we're not ready right now. I encourage you to still sign up so you can stay in touch. And then on the forum just indicated, hey, I'm interested in September, not June and we'll reach back out then. And the course lasts for two months. We recommend about three hours per week per module. And so I definitely if you sign up I'll reach out with much more information including kind of what the expectations are and we'll talk about that in a minute. But I will try to be a bit transparent. It's a pretty big class is involved. And so we definitely want to make sure that you feel ready and committed to contributing and participating at the depth that the course is written for. With that said, if you look at the class and you're like hey that's not for me. That's okay to check out the framework and the executive summary because that at least gives you a good introduction to what you would explore more in depth in the class. And with that said, you know I just said three hours per week for two months. It's pretty significant. Later this year we're also going to be releasing a micro course which is more of a kind of 10 to 30 minutes just quick introduction to some of the topics in the class, and we are developing that course right now. So, lots of opportunities to take a full class or check out the executive come summary or stay in touch so you can check out that micro learning later this year. Okay, so talking briefly more about what you can expect in the class there's a few resources that we use throughout the course. Most of the learning exists in Brightspace that's our learning management system D2L. And so there's some modules that you will complete there, but most of the activities actually happen in Google Drive so we'll create a course artifact for everyone that knows and that course artifact is your implementation plan so as you think through vision, or communication plans or whatever the topic is. There is a Google Drive doc that you can use to kind of guide your thinking, get feedback from our instructors and those of you that use G Suite know it can be great because it's collaborative so our course facilitators will jump in and give you feedback and help your team think through what's going well where are you struggling and how can we provide resources to help encourage that discussion. We also lean a bit on ISTI podcast series there's also discussion forums. I'll pause here. I don't know how many of you have taken an online class before but in my experience the discussion boards are often not that meaningful because it's more of like a checklist it's like post once reply twice to another, it's more of a learner. And so we're going to be exploring a slightly different model this session where the discussion forums will still exist, but we're also trying to create space for synchronous conversations between cohorts. One thing we learned we just ran this class in February was that because of this quick transition to online learning. The most appreciated elements of the course was just the webinars that we provided, which essentially created space for us to learn across state lines. Hey, you just scrambled to get online. How are you supporting your students what curriculum are you using. How are you reviewing data to make sure the content is engaging. So I wanted to build upon that success by encouraging cohorts and creating space for us to learn and navigate the class together beyond the kind of road posting and discussion boards I just wanted to note that there that we're trying to continuously learn and improve the course based on feedback from past participants and this June session will be the third instance of the class. So we've talked a bit about the class itself. One thing I want to emphasize in the module is you will find that they are pretty comprehensive and large like I said before a few hours per week. So one thing that we really encourage all teams though is to take ownership over the course and complete the sections that are meaningful to you and your work. For example, you might get started and realize you already have a great comprehensive vision maybe your team has already done some strategic planning around technology, and you already know where you want to go. If that's the case, don't spend time on the content that isn't going to be useful and meaningful for your team. I added these kind of checkpoints at the end of each module that's essentially saying, hey, I've completed this, and I would love to get feedback from the facilitators, or I'm not completing this because it's not as useful for my team. We want to spend more time on procurement or whatever the topic is. So you can kind of customize and personalize the class based on where your team is and what you hope to get out of the learning experience. And then kind of build the class in a way that makes it easy for you to engage with our team of teachers and coaches and complete the content that will be relevant for you. Okay, so a bit about course expectations which we've alluded to a few times before this slide is what I mentioned before, we strongly encourage you to try to enroll as a team. Historically we've had probably about a 5050 mix sometimes totally individual learners taking the class on their own. That may be a teacher, or a program administrator or a tech coach, and then this past cohort we really encourage teams, and pretty much across the board the feedback is very consistent. So for some individual learners, they have very consistently said, I should have taken this with a team, because there are some things in this class that just didn't apply to me, or that I don't control because I don't have decision making power. And then from our cohorts they have said, one of the best elements of the experience was that it created space for their team to think through various questions together and develop that plan collectively. And any part of you today is saying, hey, I'm interested I want to learn more, please feel free to sign up, register on the website, but I'll also encourage you to really go back with your team and talk about hey, is there a group of us that can take this team, this class collectively. Our general composition suggestion is what you see here. We think it's good to have like a program director or a co director or an assistant director someone that has some level of control over budgets, if possible. Also a tech coach, we understand that not all programs have a dedicated tech coach. So maybe one of your more tech savvy teachers or administrators, and then also a teacher who can then be there to represent the voice of students and the impact on students themselves. Like I said before, you will be able to see all of your drive materials in Google Drive itself, we created those artifacts as a way to kind of structure your note taking and your activities, and also to make it easy for our teachers to give feedback. This is a duplicate slide, my mistake, I should have proofread a little better. And general course expectations again is that there will be content to read videos to watch and then discussions with your peers, and then ultimately that activity workbook which is your final implementation plan. That's a hub for thinking through all things ranging from vision vision to professional learning. We do provide kind of two tracks of engagement. So those of you that might be just in kind of a lighter level of engagement there is a certificate of completion. This is something like it's issued directly through the learning management for those of you that may be able to get credit from your employer for professional development. This requires completing all of the assignments so working through the content in bright space itself. We're also developing a credential that requires completing all of the assignments and submitting an implementation plan that will be reviewed by our facilitators. You'll be given feedback and then you can submit the final plan. Our hope is that over time the economy overall is going to become much more recognized of credentials. And so this is our first attempt to say, hey, we're going to develop this credential that says our team has developed a holistic implementation plan for technology in the classroom. And yeah, I think this probably goes without saying but we try to provide a lot of space for collaboration because ultimately our teachers and our students have opinions. They know what is working and what needs to be better. We also have seen that learning from other cohorts in the class itself has gone a long way to helping teams polish their vision or think through different apps that could be useful for their goals. And so we're going to create that space and encourage all of our learners to not think this is just like a self based online class that I just log in to take on my own. We really want to take the best benefits of social learning and bring them into the class. And our role is to try to create that space where it's easy for you and your team and useful for you and your team to learn from each other. Okay, the class schedule itself, like I said before there are two weeks per module, the course will formally begin on June 22 and then conclude at the end of August. It is a bigger class like I said about three hours per module. I think I may have said three hours per week before but it's three hours per module. And so it is a bit of a longer schedule that hopefully gives your team time to really dig in and think through each module. And then we also leave three webinars throughout the class so there'll be a course kickoff webinar, a mid session webinar where we'll check in and see how things are going but then also kind of start talking about what that implementation rubric will look like so you can see how it'll be evaluated for those of you that want to go after the credential. And then a final webinar when the last model kicks off so we can give everyone some tips and pointers and best practices and then also create space just to kind of talk with each other about how to finish the class strong. Okay, so that's kind of the deep dive into our class itself. I've got the website here which I'll pop into the chat as well in case you do want to sign up. If you submit the form you're not committed to anything it's really just opportunity for us to give you more information. And through those emails I will be the one reaching out if you submit that form through those emails I'll share more details about schedule and when it's going to kick off and how to kind of enroll your colleagues. And if ultimately you decide you don't want to take it, that's cool too, but there's still hopefully a lot of resources that you can use that will be meaningful for you and your team. So I'm popping in a short link right now that you can use to sign up. It's also directly on the website self check it out there. And I will pause for questions what's on your mind what else can I share to help your team decide if this is going to be a good use of your time. We have a couple in the Q&A box. So Jacqueline is asking, my teachers are working so hard and I will ask but I can't imagine them spending the summer in a course even if it's only three hours per week, or three hours per module. Is it possible to participate and share the info with others so she's possibly interested in participating solo. Definitely. We're not going to necessarily turn away anyone that wants to take it on their class. And I think you'll probably see through the experience itself that there's a lot of useful things for you as a team leader. And then hopefully that'll be useful for you as you think about supporting students and staff and definitely feel free to share this resource with others that may be interested. Mona is asking, could a team be a department at a school site or would you define a team as a school site or how would you define it. Yeah, great question. So, I know I kind of talked a lot about like specifically students or in organizations, but actually last cohort one of our best participants that kind of had the best experience was a state adult education team. So it was the ABE team at the state office. And they're obviously focused on supporting their practitioners on the field they don't serve students. So they enrolled as a cohort as well. So I think if you are directly serving students great. If you're maybe an organization facing team where you provide PD or maybe you're a state office or whatever the case is, regardless of where you are in that spectrum of service. I think the course could be useful if you have a goal with technology. So maybe even it's, how do we create online space for teachers to kind of develop distance learning skills or whatever that vision may be. So short response, definitely you do not need to be serving students to be able to leverage technology in a way that's useful for the field of adult learning. Okay, Mona, I hope that answers your second question, which was, would it be okay to do this with a few colleagues, even if the whole school site is not involved or not, or some of the decisions are made by the admin. So yes, Joey is strongly encouraging you to do so. Yeah, sounds like this would be appropriate to develop a plan for an adult education consortium of five adult schools in a community college. So, Joey. Yeah, yes, absolutely. And kind of like I mentioned with the last question, which is whether you are just like one program serving students or the state office. If you're exploring something to do with technology to support upskilling and lifelong learning. The plan is written to be designed to think through what, what's our plan for communicating this to staff, how do we involve our stakeholders, how do we include people in program design, how do we define a vision that aligns with our goals. So regardless of where you are in the spectrum, I think it can be great from an adult ed consortium perspective to. Yeah, precisely. Paul, that is a great question and that's exactly what OTAN would love for our consortiums in California to see you do as, you know, get together as a consortium and take this course because it really will combine those pieces of looking at the whole, the whole approach. So that's fantastic. Let's see here Stacy so I would like to have our TDLP team take this and then rework our plan and the evidence of our plan. What are your thoughts so my thoughts so the TDLP stands for technology and distance learning plan. There has been some guidance by the CDE the California Department of Ed for us to combine our plan so we, you know, you all know about our professional development plan, our technology and distance learning plan, and our IET IELCE plan along with other deliverables that we have. So Dr. Carolyn Zachary our state administrator has tasked OTAN, CalPro and CASAS to work together to develop one comprehensive consolidated plan, and that is what we're currently working on. However, do I think that this will benefit your planning team in general your tech and DL team in general whether there's a technology and distance learning plan. I think you should always have a technology and distance learning team and definitely you would want to take this course and it would be beneficial so those are my thoughts Stacy for your group at the Education to Career Network and for our agencies throughout California and our community as well that are WIOA and non WIOA funded. So, I hope that answers your question and feel free to add comments and more questions into the chat but I, as you can see, when you're looking at the course it really gives you that whole approach, and that's OTAN is very excited to be able to offer this for all of our California partners to partner up with Skillrise and ISTI in their team. You know, this has been a long time coming. We've all been standing in the back of the rooms raising our hands jumping up and saying, what about adult ed and I think they, you know, they definitely have listened to us and are now, you know, interested in partnering with all of the adult educators and administrators to provide the best resources for our adult learners. So, I appreciate that. Thank you so much, ISTI and Skillrise team. All right, let's see. Okay, I have another question and it's not a program leader but I'm deeply concerned that my public program lacks proactive mindset. How do we convince the leadership that we need to line up with our plan A, B and C for the different scenarios in the future instead of just waiting for the directives from the state. Joey, do you have input? Yeah, I would suggest two elements. One, try to find stories from the field that show successful use of technology and use that. In my opinion, the easiest way to change minds is through success. So how have other initiatives helped students learn, helped staff learn, helped advance the goals of the organization. And secondly, maybe as best you can try to identify what their concerns are, what their problems are, and then position, Skillrise or whatever the initiative is as a solution to that problem. So how can we collaborate in a way that makes their jobs easier while simultaneously better serving students. With that said, I've experienced similar frustrations with leadership before. And I find it's helpful to remind myself that more often than not everyone's doing what they think is best for students and that kind of helps ground me because I've tended to get overly animated and I think that that is a disservice to my own argument. So I find that people are trying to do what's best for students. We can position ourselves to say, hey, this is also best for students or staff. I think those arguments become pretty compelling. You know, something to add to that is access to resources on the OTAN website. And I don't know if you got an opportunity to tune into our Digital Leadership Academy final reports, the 14th and actually the 15th of May, where our two year cohort was able to present on their final projects. And so, you know, possibly approaching your program leader with some of the resources that your leadership projects are coming forward with so engaging in a Digital Leadership Academy and some of them in the webinar spaces and such. So I think, you know, with coming forward with a lot of those resources and being interested in engaging in some of these courses that are offered by ISTE and Skillrise and what are being offered by OTAN, your leadership project, and if you need, you know, some support from OTAN to be writing these, you know, helping you maybe address those letters to your administrator or your leaders. We can definitely do that. But I think accessing all the resources that OTAN is offering and CalPRO and some of the resources that you can access so that you can engage and look at some of these different academies to help your overall agency. So I definitely would suggest looking at the Digital Leadership Academy and I'll go over that towards the end a little bit more. There's some more questions. And I'm going to, you know, I'm sorry, Mparo, if I'm mispronouncing your name and I'm sorry that we haven't addressed your question. I'll go towards the end because I really wanted you to kind of look and see how this might benefit you with your question here. So the only concern is that most of the students have access only to Android phones. I really, really want to be able to help them learn English with their limited technology. How can I do that? My initial, Joey, you might have other feedback but my initial response would be, you know, have you accessed some of our webinar spaces to kind of give you ideas on how some of the educators throughout California are doing that with their low limited technology, limited English, limited technology skills learners. And I know that a lot of our teachers are struggling with that. So our webinars are recorded and I'll go and show you where to find that information where you can find some of those resources. And this is possibly a good course. If you have somebody at your agency that you could be able to team up with, this can also address your concerns in that course if you're thinking kind of long term. So Joey, do you have anything to add to that? Yeah, I would say kudos to you for even asking that question. I think that's part of what we try to do in the class is if we're going to release a new curriculum program. Are we releasing something that can't be accessed on a mobile device? If so, that's problematic. It may sound obvious, but you'd be surprised at how often that we don't really consider what technology do our students have, and how can they engage with this meaningfully. So I think it's fantastic that you're asking that question and thinking along those lines. And I think the class then would help you kind of round out the rest of the considerations to think through. Okay, my learners are mobile only. My goal is to help them build English. How can I do this in a way that is learner centered, meaningful and effective. Right. Penny is reminding us that these are amazing resources. There's a major shift in education with COVID. And so adult ed means our leaders to be providing the support for our hour now 30 plus million unemployed adults. So yes, I agree. Penny. Let's see. So Sandra is asking how would you, I'm sorry, how would you do the sign up for the team? Does every member need to sign up for the course or one member signs up for all the members? Yeah, so with a good question with the Google form itself, there is space where you can list the other members and their email addresses if you'd like. If you just want to sign up all reach out and then we can get everybody else's contact information is ultimately we will create access to the learning management system for your whole team. And then organize your drive materials in a way that are collaborative so people can still browse the content and then work on the implementation plan and together. Good question. So either way is fine. We'll figure it out together. And Marisol, I just finished DLAC, the Digital Leadership Academy and would love the course independently. Okay, so maybe the micro courses would be better for me. Can I get more information on these? Okay, so do you have more information on micro courses yet, Joey? The most I can share is that they're in development.  We've just started to write the class. They're going to be launched later this year. So our focus has been on the overall course experience. And now that we're into our third instance of that class, we're now stepping back to say how can we build out the micro learning. So I would say stay in touch. You can follow us on Twitter. We're on LinkedIn on our website. I would guess those will be launched this fall. And yeah, I agree. I think they could be a quick and easier way to access some of the content. So thanks for asking. So if they're interested in the newsletter or being on the email list, say, or to contact you or sign up for the course and stay connected.  I'm genuinely a big believer that in distance learning, but blended learning technology, we don't totally know what best practices are yet. It's just too new. I think we have a lot of great people doing great things. So the best thing we can do is learn from each other what's working, what's not working, how can we reflect and learn from that experience. So it's a genuine offer. I hope you'll follow up any questions any comments, keep in touch. You can go to Twitter, my email address, whatever. And yeah, you can find us at skill rise.org, which is not on the slide, but I'll put it up there. So thank you all for joining us, but nice to connect with the OTAN community and I hope to see you all online soon. Right. And of course you guys can also contact support at OTAN dot us and we will route you find Joey for you, we promise. So if you have any other questions for us, but I do want to ask Joey to release his slides and I do want to take this opportunity to thank Joey and his C scale rise team for presenting for us today. Thank you so much for being on the call. We really appreciate it.


Jerry of the circus Oh, that's all right, Jerry. I knew where you were but tell me how splendid now Why do you say he's gonna be all right? Oh, well good. I'm sure glad to hear you pulled through Did you stay up all night with him and go without any sleep at all? The doctor came over about two o'clock this morning and both Wattie and I slept for about an hour But you're pretty tired, aren't you? No, I feel I feel all right. Oh sure you do.  We're moving today, you know. Yeah, I know I think you should go right to the wagon and take a nap for a couple hours before we start loading on the car Oh, I can't I got to get my stuff back. Oh, no, you don't. Sure. I do. I did all your packing for you All you have to do is to get some sleep and then get down to the train in time Well, all right, I'll try to take a little nap But you be sure and wake me up in time to go down to the round I'll get you up before they start loathing the wagons. Come on Hey, you did do all the packing didn't you gee? Thanks, Bob.  I am too Jerry I guess that poor little cold had a hard time I'll say you did a couple of times during the night why he thought he was gonna quit breathing What the doc have to say Jerry he said He said that Keeping splendor nice and warm like we did had a lot to do with his getting better And I guess it was worth losing one night's sleep. You bet it was Yeah, then let's throw this blanket over you.  I never in my life. So anybody saw would like you and you win bumps I guess I was kind of tired. Well, hurry up now get your shoes on. Let's get over to the train Oh, we've got plenty of time if they haven't loaded the wagons yet. No pull yourself You must remember that we're not moving on schedule today and loading the wagons last this move. Okay, I'll only be a minute Yeah, who say by the way, you're white He was here a while ago and he said to tell you that they had splendor and lady all moved and vetted down on the car He said splendor seemed to be getting better by the hour. Oh, that's key. Yep. Hey, you ready now? Hey, where's my cap? Oh, there it is. Okay. I'm ready. All right. Come on Come on right hurry up Looks like all the performers have left a lot already well, they have yes We're the last to go over it's a good thing the trains are so close. Yeah, it is that we only got a few minutes I sure would like something to eat bumps. Oh, you're hungry. Yeah, you bet Well won't have time to stop now, but you can get something on the train. Okay. Hey, hey, right look at him run ahead Come here He's been watching the folks going over to the train for the past hour or so Yes, yeah, when do we get into Harper City? Oh some time tonight won't start setting up until morning I guess at that we didn't waste so much time getting the circus back in order after that cycle I don't know how mr. Randall figured it all out and got things together again.  Randall getting in his car. See him way over there. Well, where? I guess your eyes are better than mine Jerry and there go slaps and hooligan. They're just like twins They're pretty nearly always together. Yeah, those two have been buddies for years They started clowning together when they were just kids around county fair. I didn't know that. Yeah What's all that commotion down there near those animal car? It's Kelly and some of them in from the madry Let's go over there and see what it is. Okay. We still got a few minutes. Come on. I'm coming Jerry. Oh Kelly It's something to matter What's up killer say did you happen to see anything of that straight kitten on your way over here straight kitten You mean the news pal. Yeah, no, we didn't see her. Why I'd have to find her and find her fast That new is raising an awful romper the cat was with the new when we loaded on the cars But she must have scammed off someplace now the new is acting up something off Well, she's making it known. She wants a cat friend. Is that it? That's exactly it Everything is loaded now. I will wait now. There's a cat. Hey, no, what that reminds me where is rag what you don't know What rags is that it's a fine thing a dog in a cat holding up the movement of a big sir Yes, mr. Randall everyone is loaded and given they're okay, but you what's holding up the menagerie cars Well, I'm sorry mr. Randall, but we've lost the cat a cat. Yeah, the straight cat That's always with the new oh and the new just won't behave till we find that cat friend of hers Oh now look this will never do we get we can't have a stray kitten holding us up Kind of go find another cat for the new there should be plenty of strays around the station over there I don't think we could fool the new that easy mr. That sounds like rags There's a cat up on that first branch. Oh, why didn't I think of that? My life's pretty good I've had a lot of things delayed a parter, but this is the best I've ever heard of The way now that does beat anything Rags chases the cat up the tree and the new won't let us take off unless the cat is with her Yeah Sooner you get that cat the menagerie car with a new let's get going Kelly. I'll go back to my car. All right, mr. Randall You ladies hurry up Jerry You're holding up the parade Jerry I thought that was a pretty quick rescue Here Kelly take the cat. All right. No. No. No.  We have many time to lose Okay, Kelly The idea running off and chasing that poor little cat you go ahead Jerry and get on the car I'm going over here at the station and buy a paper. Okay, buddy. I'll be right with you. No, all right.  Oh, well, come on then. Let's get in our car I'm gonna sprawl out and see if I can't get some rest. You do look tired tired sleep on my feet What's the matter Jason? I've been spending the best part of the last two nights with that panther. Am I Can't seem to tell just what's the matter with aw maybe still upset and nervous from the cyclone No, I hardly think that's the trouble Jerry all the other animals are over there nervous. Oh, how does he act?  Yeah, I'll open the door Go ahead right come on Well, it's like we're all here. Yep. Oh, here's our scene sit on right I Pretty nearly beat you back here. Oh bombs you already you bet you I didn't want to get left behind I heard that whistle Oh, hello Jason. Hi Bump got your paper though. Didn't you I always get what I set out to get good for you Well, I'm going down to the end of the car and grab that last seat. I'm gonna catch a little nap Be talking to you later. Okay, sleep tight Jason. Come on. I sit down I'll give you the funniest There okay Hey Well Boris pretty nearly missed the train I had I had to make a good run for it I I just jumped on in time. Yeah wonder what made him so late. I noticed him over at the station He was sending a telegram to Patsy Kind of grumpy he doesn't like to be kidding What's the idea Jason? Oh, why don't you keep your feet out of the aisle? Drift over Jason's feet You've done purpose. You deliberately trip to me.  I'll wait a minute Boris What are you trying to do pick a fight? Yes, I'll take a fight with you I'll teach you to stick your big feet up and trip me. Come on stand over and fight. Hey, this looks bad. Jerry Oh bombs. Hey, what's going down there? What's going on down there at the end of the car? Boris and Jason are kind of sure. Boris is a little hot-headed because he thinks Jason tripped him. Oh You two listen to me I won't have any fighting as long as you're working for Sam Randall. You'll conduct yourself like gentlemen I'm sorry this had to happen, Mr. Randall. I might expect this from some of the roustabouts But you two two of my star performers my honor I don't care a thing about your honor Boris. You've settled your grievances some other way both of you There's a clause in your contracts calling for you to conduct yourselves in a manner satisfactory to me at all times And I hardly call this outburst satisfactory conduct happen like this, Mr. Randall I don't care to hear a thing about it Jason But I want you two to hear this very next time I see any fighting or or even if I find out about it You might as well pack your things and get out I remember that now. I'll have no more of this sort of thing if either of you intend to stay with the Randall Brothers Circus


Commando what is it about besides somebody going commando?    Thank you so much Thank you so much. And if you'd like to support us on patreon link down below Today, we'll be reacting to a very requested video called commando. This will be the first one We are going to react to the second one as well. Yeah, and I believe a fight scene They might already be up when you see this who knows they might be up here soon when you see this be patient Would you here we go 500 We know how they are who Does a lot of people miss it This is you in the morning, isn't it? Yeah the parkour and then the the jiu-jitsu basically yeah I think it was jiu-jitsu yeah and yeah so I'm quite excited about the fight scene we're gonna react to yeah yeah yeah if we already have it you'll see it right here oh if not it'll be empty oh dang but yeah thank you for recommending this this looks quite a is this a remake of the no no no it doesn't look like a remake of I mean it could be like inspired by the inspired by the Schwarzenegger thing but I don't think it is commando yeah let us know down the comments because apparently a lot of films we've reacted to were remakes right like the day and night one correct yeah let us know what other fight scenes like I said we will react to this one but or should we just fight people bring them in here yeah punch them in front of you yeah yeah yeah let us know yeah I can we can do that we know people we want to hit I can punch a jugular if you know to me


Hi everyone Joe for jasperjasefrakes.com coming at you with a quick little hoops premium stock cello pack break break number 25 To give away one of those sweet sweet sweet 16 mystery crate spots on jasperjasefrakes.com check out the details there pretty nice stuff We're gonna make you sweat it out We're gonna do the break itself first and then we'll re-randomize your names and see who wins that spot It's like a $2,500 spot. It's crazy stuff. Check it out on the website jasperjasefrakes.com big thanks everybody right here There's all the teams right there. Let's roll it and randomize it four and a five nine times her names and teams one two three four five six seven eight and Ninth and final time after nine we got David down to J four and a five nine times for the teams and Ninth and final time Celtics down to the Miami Heat. No trade windows in these little filler breaks I just want to move as quickly as we possibly can to See who wins those spots All right, here's the first half of the list though. So this is 2019 2020, right? Yeah So I guess there could be some surprises for Adam and the Grizzlies and Jimmy and the Pelicans Let's sort by column B and let's print and rip Jared Allen Steven Adams Blue I thought that might have been numbered. It's not Courtside good shot there. Okay. Nothing crazy there. What about in this bonus pack? Got Nikolajokic Paul George rookie. Yeah, the phone do but He's on the Clippers anymore.  Let's randomize it three and a six nine times one two three four five six seven Eight I said nine right yep one more good luck ninth and final time Name on top drum roll drum roll drum roll 29 sad people sad sad people especially Gretchen So close but one very happy person and it's gonna be Adam cupperman Boom there you go Adam after nine times You are in that sweet sweet sweet 16 mystery crate break I'm Joe for jaspyscasebreaks.com. I'll see you next time for the next one. Bye. Bye


My name is Gregorio Mundi and I am currently based at Cambridge Wellcome Trust in the Nairobi office. How I got involved in research was during my undergraduate training, undertaking the Bachelor of Science in Nursing Studies at the University of Nairobi. In my second year, one of my professors introduced me to some of the research activities that were taking place in the university, specifically research that was around conducting, trying to find out how we can find vaccine for HIV-AIDS. And I thought I was very interesting so I got involved in that and I became a peer leader at Kenya AIDS Vaccine Initiative and I started talking to my colleagues and trying to encourage them to get involved more in research and went on to take on responsibilities in community engagement programs and trying to recruit people from the community to take part in the various studies in the program as well. So that sort of found the basis, a strong basis for me to take on research activity going forward. So I took on other responsibilities mainly in research as well, cutting across from non-communicable to communicable diseases as well and recently in health systems research where I am currently working on health systems and trying to look at improving services and quality of services that new ones get in Kenyan health facilities. This work involves mainly talking to the nurses and trying to find out the work that they do while caring for sick new ones, how much time they spend while doing that work and the opinions on the criticality and difficulty levels of the work that they do. And also how often they get to do or not get to do some activities given the nature of those settings and understanding this information in context helps to try and come up with ways to improve care delivery to sick new ones so that they get quality care even given the limited nature, limited resource nature of those settings. And the work that I am currently involved in specifically in some of the findings that we have come up with have been very helpful is trying to look at how nurses do certain specific tasks in the neonatal setting and the methods that we are using are predominantly used in nuclear power generation and oil and gas and it's very interesting to employ those methods in neonatal research and find out more details or insights into how tasks are done. So these are called human factors economics or simply economics methods and they really help to unpack the complex nature of tasks that nurses do while caring for sick new ones and if you delve deeper into these tasks then you are able to redesign the way nurses do their work or even shift or share some tasks so that to find ways to make these nurses provide quality care to the new ones. So we are trying to look at aspects of task shifting and task sharing and economics methods are very helpful in trying to understand this task specifically and try to highlight issues of safety and quality while sharing or shifting tasks. And this research is important because if you are able to share or shift tasks then the few nurses that are available are able to concentrate on more skilled work or work or tasks that require higher skilled levels that are also closely linked to better patient outcomes so that we can eventually reduce the neonatal mortality levels. And I think for those who are looking to get into research I mean research is a very interesting area ever since I was introduced to it I've been doing it and you get to see your work and how it impacts the world even in a very small context and that is really fulfilling.


highlights mechanistic understanding of ion transport phenomena in composite solid-state electrolytes, CSEs, for practical solid-state batteries is conducted. Percolation threshold formation of the inorganic LPSCl phase in the CSEs depends on elasticity of the gel polymer electrolyte, GPE, phase. Manipulating the salvation slash desolvation behavior of the GPE phase facilitates ion conduction across the LPSClGPE interfaces. This article was authored by Kion Suk-ho, Ji-yoon Lee, Yong-hyeok Lee, and others.