Hey what's going on guys, Tom Davis here, America's canine educator. I am in colorful Colorado, my home state super stoked to be here. And boy, do I have a video for you guys today. But before we get into this video guys, I want to do a challenge, something we haven't done on this video. If we can get a thousand likes and a thousand comments on this video in 24 hours, I'll go live this weekend doing a dog training question Q&A for an hour, answering your dog training questions last week and the week before we're giving away a ton of stuff. So let's do a challenge. Let's see what you guys got. Thousand likes, thousand comments, first 24 hours, I'll go live this weekend, an hour at least Q&A dog training questions right here on the YouTube channel in this video guys with the German Shepherd. This particular dog has been to a veterinarian, they've been to other trainers. The veterinarian actually suggested to either give this dog a ton of medication and or and or euthanize the dog because the behavior is at a point where they can't control it. So we're going to be going over what is aggression? What is reactivity? At what point do we have a conversation with their veterinarian? Should we even have behavioral questions with their veterinarian? Is this dog aggressive or it was a reactive or is it fearful? So it's a great video. I really hope you, you like it, I spent a lot of time on it. I appreciate you guys watching. Let's go. We just want to be able to take him on a walk and be comfortable with it. So anxiety, unpredictability on the leash, I just want to try to take the leash and go over some engaging things.  You want to create a, hey, pay attention to me. He's very like all over the place, so I want to create a little bit more engagement with him. Mechiel, good heal. Good heal buddy. Good boy. Mechiel, good heal. This is your ship, right?  So if you go out and it's kind of like all over the place, the passenger or him is certainly going to be anxious because of that. So you want to tighten that up and make that, that whole ride, if you will, or that journey very, you know, sectioned off and clear. When I come this way, Mechiel, good boy, good job, good. Mechiel, yes, good heal. You've got to take the wheel a little bit more to decrease the anxiety and to decrease the unpredictability and his behavior.  That's where he's going to make a bad mistake because he's insecure and he's not confident which then reflects on you for him because when you're out, he's like, I got to handle it. I got to handle it. I got to handle it. I don't want to handle it, but I got to handle it. That's where you're going to get the growling, the barking, the lunging, anything that you guys see. So you're going to get the pulling in general. And so for me, like when I'm handling him, when I walk forward, Mechiel, and I turn, Mechiel, good heal. And I'm just kind of using my peripherals to see like where he's at. So I'm just doing directional changes now. Back and forth. You come out. Heal. If he's not right there, he gets that pop. Heal. So I'm just correcting him for not paying attention because his mind wandering is causing anxiousness for him and I don't want him to be stressed. So I really want him on top of me. Give him a job basically. Good boy, Mech. Good man. Good job, bud. Good heal. Amazing because you're the only person that he, within a minute, let's handle him. Yeah. It's really just about the way that I'm doing it. Just grab and go. But it's person to person and dog to dog, which kind of puts us on edge. You're letting him have the opportunity to pick and choose what he's okay with. And with an insecure dog, that's not what you want to do. Like ever. Like kids, like you don't want to go like with a toddler and say, okay, what do you want for groceries?  You want to say, hey, this is what we're doing. I teach fourth grade and I always tell them there's so much correlation between kids and dogs. 100%. Like if you take over the class, you're kind of like. 100%. Yeah. I call it the substitute teacher effect. You come in, you have about 30 seconds and the class is either going to go one way or the other, but it's the first 30 seconds that matters. It's the first impression to say, you're either going to watch a movie today or we're actually going to get stuff done. The way that you present yourself is the only thing that predicates that. It's not the student, if you will. It's how you present it. So if I was like, um, so there's going to, a paper airplane is going to hit me directly in the head in about four seconds, right? I also think that you need to make sure that you're very clear in your break too.  Give it to him. Tennis ball, chuck a ball in a rope, whatever, like really pay him for that. But don't let him make decisions. When I handle him, watch his behavior. You can tell he's kind of like, you want me to go, you want me to do, is it okay? Like that's what you want. You do not want nervous nailing out making decisions where you're like, okay, bud, figure it out because he's going to make a bad decision. You know what I mean? So you really want to make sure that you're just taking that wheel and you're, I call it grab and go. So watch his behavior when I handle him. Mac, let's go buddy. Heal. Heal. Heal. Good. Yes, a good boy. Good job. Good job, Mac. When we work with behavioral stuff like this, we have two sectors. We have a, this dog genetically is like this. It's a lot harder to get in and turn and start shutting down things because it's, it's genetics. The other side, typically for reactivity and anxiousness is just handling owner error, which is the easiest thing to correct for me. But sometimes it's not so easy for you guys. Handling with me, taking treats from me, completely fine. So we have to look at those considerations and say, oh, well in five minutes you can be okay with somebody. So it must be something I'm doing as an owner, which is usually the case. There was a previous event that said this is an aggressive dog. He's almost said something along the lines of he will be put down on it. It's on us. It's like he, there's nothing in him that's genetic, I guess is what I'm kind of asking you. Well, his anxiety could, could be genetic. I'm not going to go to my panic and, and try to see if I can get like brain surgery done or anything. So it's like, for me, veterinarians aren't, they don't do behavior. They're not taught behavior. They didn't go to school for behavior. We've done studies on it to see who's got the most behavioral stuff in veterinarian science. And it's like two weeks is like the most we've ever seen out of like seven years. You know, veterinarians are great at what they do, but they're science and medicine. They don't do behavior. So they're giving you advice based off of what they want to see because it's easier for them to do their job.  Right. But if you get a dog like him or he's like, I'm not really sure about this. The option is to put him down or drug him up until he can't really see straight and then you'll be fine. You want to trust, you want to believe because they are basically doctors and they've been going to school for animals for a long time. But they also do cats, opossums, you know, ducks, whatever. And then they see a dog like this and they're like, yeah, this makes me uncomfortable. So here's what I can do because I only have two options at a veterinarian. I'm going to drug it or I'm going to kill it. I'm not going to, I'm not going to train it. I'm definitely not going to touch the dog. That's their option. So don't feel bad if that's their option because those are the only two options that they have. It's either falls in line with like a good dog or let's drug it or let's kill it. That's it. I've had one veterinarian locally that has ever stepped up to the plate to work with a behavioral case with me, ever. And I've cycled through a lot of them and they're not comfortable with it because it's not their job.  So turn again, put everything. So see how you're, see how you're like this. You have two points of pressure. So put all the leash in one hand. Yep. And then now heal him around. So stop for a second. Do you see what's happening? Testing her? Yeah. So he's frustrated. Right? So when you made that turn, he got frustrated. He started jumping up. Do you know why? So no, so you're, you're really tight here. So like you're, you want to be nice and relaxed when you're handling him. So when you're moving, don't keep him because remember earlier, I would have that leash almost all the way out and I would turn and he just would follow with me. So if you become tight on him and you turn, he's going to get frustrated. That's why he's jumping and getting frustrated and turn and bite the leash. So let that leash out just a little bit and just try it again. Keep, keep him on one side or the other. Good. Good. Now just slow down and stop. Good. Release your pressure on your arm. One of the hardest things people have. Yeah. Yeah. Well, that's normal, but just remember that like you are driving that ship. Remember.  Perfect. Judging by what I'm seeing is you have a dog that just needs somebody to take the wheel and give them leadership and guidance structure for them to be happier because you can tell like I can just see in his eyes and see the way he's working with me. He's like, oh, thank God you're here, man, because I've been so fricking confused the last couple of years. Like, so that's, that's what you really need to do is step up to the plate and just make it a more structured thing for him. So he doesn't have this anxious like I got to make decisions, even though I don't want to type thing. All right, you guys, I hope you enjoyed this video. I really, really do. I appreciate you guys watching. If you haven't yet, do not forget, like this video, subscribe to my channel. Let's do that challenge. A thousand likes and comments in the first 24 hours. I'll go live with you guys. I appreciate you guys for watching. I'll talk to you next time. Peace.


Good afternoon, folks. Steve Rhodes coming to you live from the shores of very sunny Delray Beach, Florida. This year, 2 p.m. Update and currently we have all the U.S. Indices that we track trading to the upside. Dow's up 416, S&P 56, Nasdaq 100, 161, Russell's up 10, Semi's 24, Tranny's up 205, Gold's off 12 bucks, 1892 is the print there, Silver's down six pennies at 2353, Lights We Crew trading up 50 cents, 102.20 is the print there, natural gas up 45 cents, big move $7.30 and we take a look at the 30-year Treasury off 17 ticks, 141.29. We'll do a couple of things here. Just one, a quick update to the show we were taking a look at earlier. Maybe it was the one o'clock update out there. I think it was the show and that was this pattern here. And the real focus for you for the day is going to be the ES mini. It's a 30-minute time frame chart. The key levels to watch the upside are 42.29.75. A close above that, certainly two consecutive close above that, we had higher. 42.90 is 42.86. To the downside, 41.63.75. If price begins trading below that, then we see markets move lower going into the close. So now it could just be a consolidation between the support and resistance level. But those are the two areas to watch. Those are the only two levels I believe that you need. So now let's go take a look at what's going on with the indices charts out here. If you give me a moment, we're going to change some screens. And when we do that and we come back to the live screen, we're going to see the Dow in the upper left-hand corner. What is the Dow telling us? The Dow is telling me, well, we do have a rejection right now of the swing point from March the 8th out there. But other than that, we've got no bottom signal. So we have to rely on the other cash indices at this stage. Well, guess what? No bottom signal on the S&P, no bottom signal on the NDX100, no bottom signal on the Russell 2000, none on the semis, none on the transports out there, none on the New York Stock Exchange. And so that says that, okay, we likely don't have a bottom. And then what we're seeing today is nothing more than just a counter trend move. And what we'll see take place in the S&P 500 is an actual test of the February 24th low. And what we'll see inside of the Dow is at least a test of the March 8th, perhaps March 8th low out there. So that's what we would be looking for. Is there anything else out here that I can see or share with you? Really not a whole lot. So we need some tests of those lower swing point levels, or we need some type of bullish reversal candle to confirm a buy the D point. And those are patterns that we don't have at 202 in the afternoon. Folks, they do, David Whites up next. Have a terrific, or yeah, terrific, wonderful Wednesday. And I'll see you on terrific Thursday.


Okay, so if we want to understand how non-ideal, if we want to be able to measure how non-ideal a solution is, we need to use something other than the activity. Just as a reminder of what I'm summarizing here, we've got for ideal solutions, partial pressure is linearly proportional to the mole fraction, so this is the mole fraction axis, here's the Raoult's law behavior, and we have different behaviors for a solution that exhibits positive or negative deviations from Raoult's law, any of which we can capture with this equation that just says the partial pressure is the activity multiplied by the vapor pressure rather than the mole fraction multiplied by the vapor pressure. In the specific case of an ideal solution, the activity of an ideal solution is equal to its mole fraction, and we recover the ideal case. So for example, if I say a particular solution has an activity, or the solvent A in a particular solution has an activity of 0.6, to stick with that example, what I'm saying is if the Raoult's law solution has a partial pressure of this value at a mole fraction of 0.6, if my system has positive deviations from Raoult's law, when it has the same partial pressure of A as the Raoult's law solution has at a mole fraction of 0.6, this non-ideal solution has a different mole fraction, so this value of the mole fraction, a non-ideal solution with let's say 0.5 mole fraction of A has the same partial pressure as the ideal solution would have had at a mole fraction of 0.6, because the solvent A is more active in this solution than we'd have predicted just from Raoult's law. Likewise, if we have negative deviations, maybe we need a mole fraction of 0.65 or 0.7 to have this partial pressure, which is the same as the ideal Raoult's law solution would have had with the mole fraction of 0.6. That's what activity means. Often, we'd rather intuitively just think about, OK, am I above or am I below? Am I exhibiting positive deviations or negative deviations? That's a more intuitive way to think about how the solution is behaving rather than the mole fraction that the ideal solution would have had to have. So often, what we talk about instead is not the activity, but the activity coefficient. So if I take the activity divided by the mole fraction, so again, I'm defining this quantity, remember, in a perfectly ideal solution, the activity and the mole fraction are the same. The activity is the same as the mole fraction if the solution behaves ideally. In a system with positive deviations, the activity is going to be greater than the mole fraction. In a system with negative, because the partial pressure is greater than we'd expect, in a system with negative deviations, the activity is lower than the mole fraction. So I can use this ratio of the activity to the mole fraction to define how ideal the solution is. That activity coefficient will be exactly equal to one in the ideal case. So that's the activity coefficient. In the ideal case, the activity coefficient is equal to one. In the non-ideal case, the activity coefficient is less than one if we exhibit negative deviations from Reld's law or the activity coefficient is bigger than one if we're exhibiting positive deviations from Reld's law. So that's usually an easier way to think about what's going on. If I tell you the activity coefficient is 1.1, then you know immediately the activity is 10% higher than it would have been if the solution is ideal. So that's usually a nice way to think about how non-ideal the solution is, to think about the activity coefficient directly. So let's work an example to make sure these ideas are relatively clear. So let's say we have this system that we've used as an example before, a solution of acetone and chloroform. So that will exhibit negative deviations from ideality from Reld's law because the hydrogen bonding between the acetone and the chloroform. And let's say we use some experimental data. If we prepare a solution, a 60-40 solution, so 60% mole fraction acetone as a mole fraction, 40% chloroform, we can measure the partial pressures of the two substances above that solution. The partial pressure of acetone at 35 degrees Celsius will be 190 Torr. Partial pressure of chloroform will be 80 Torr. And those can be compared to the vapor pressures for pure acetone as a solvent. Pure acetone has a vapor pressure of 350 Torr at this temperature. Chloroform at a temperature of 35 Celsius has a vapor pressure of 300 Torr. So those two numbers we can look up, we can certainly measure them of course. These partial pressures measured at 35 degrees Celsius are particular to that particular preparation of a solution. The question then is what are the activities of the two different solvents in this solution and what are their activity coefficients and how do we interpret those values? So activities of acetone and chloroform, activity coefficients of acetone and chloroform, what are those four values? So we can use our various definitions to obtain those. The activity is the ratio of a partial pressure to a vapor pressure. So the activity of acetone is its partial pressure over its vapor pressure. In this case that's 190 Torr over 350, which works out to be 0.54. Okay, so there's a numerical result. The activity of acetone is 0.54 in the solution. What does that mean? How do we interpret that number? Remember activity just tells us this solution is behaving as if it had a mole fraction of 0.54 acetone. Behaving it like an ideal solution would behave if its mole fraction was 0.54. Its mole fraction is actually 0.6, not 0.54. So that number is lower than this number. The solution is less, the acetone is less active than we would expect for a solution with mole fraction 0.6. Likewise for chloroform, we can take the ratio of partial pressure to vapor pressure, partial pressure of 80, vapor pressure of 300. So 80 divided by 300, that gives us 0.27. So again, the chloroform in the solution behaves as if it were in an ideal solution with mole fraction 0.27. It actually has mole fraction 0.4, but if we want to continue using Raoult's law, we have to pretend that it has a mole fraction of 0.27. That's what this equation is. Now that we have those activities, we can calculate the activity coefficients. Activity coefficient of acetone being its activity divided by its mole fraction. Activity of 0.54 divided by a mole fraction of 0.6. So 0.54 is 90 percent of 0.6. So that's the number that tells us acetone is only 90 percent as active as it would be in an ideal solution. So the activity coefficient is 0.9. It's only 0.9 as active. So now we know confirming what we expected would be true about acetone and chloroform, that this is a system that exhibits negative deviations from Raoult's law. The partial pressure is lower than Raoult's law would predict the activity coefficient is less than one, which means the same thing is saying the activity is less than the mole fraction. Similarly for chloroform, if I take the activity of chloroform over its mole fraction, activity of 0.27 divided by mole fraction of 0.4, that is two-thirds. Again, that value is less than one, meaning that chloroform is also less active than Raoult's law would predict in this solution. It's exhibiting negative deviations from ideality. So both of these solvents have their partial pressures depressed by the existence of the other one. Notice that these two numbers are not equal. There's no reason they should be equal. What this means is that chloroform is more non-ideal in this case than acetone is. Chloroform has its partial pressure reduced more by the presence of acetone than acetone has its reduced by chloroform. The deviation from the ideal case is larger for chloroform than acetone. Acetone has a stronger effect on chloroform than chloroform has on acetone. Okay, so that's the summary of the activity coefficient, which as I've said is maybe a more intuitive way to think about how a solution is behaving non-ideally, how non-ideal it is, as well as some examples of the relatively simple arithmetic that we use to determine activities and activity coefficients.


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