Welcome to this presentation of the STM32 Direct Memory Access Controller, called DMA. It covers the main features of this module, which is widely used to handle the STM32 peripheral data transfers. The Direct Memory Access DMA, embedded in the STM32G0 microcontrollers, is used to provide high-speed data transfers between peripherals and memory, and between memory and memory. Data can be quickly moved by the DMA without any CPU action. This keeps CPU resources free for other operations. The DMA channels can access any memory maps location, including AHB peripherals, for instance the CRC generator. AHB memories, for instance the SRAM, APB peripherals, for instance the USART peripheral. The DMA controller supports two AHB light ports. One is the master port used by the DMA channels to autonomously access memory mapped locations, memory or peripherals registers. The other is a slave port, providing access to the DMA controller control and status registers. Most APB peripherals can be configured to assert DMA requests. This is particularly useful for communication peripherals and converters, ADC and DAC. For example, let's focus on the ADC controller. It acquires samples that are temporarily stored in an internal FIFO. To transfer these samples to a buffer in SRAM, the STM32G0 offers two possibilities. Asserting an interrupt request and transferring samples from FIFO to memory by software, or relying on a DMA channel to empty the FIFO, and transfer the contents to a buffer in SRAM. The second solution requires much less workload from the CPO. The DMA controller has three interrupt outputs connected to the nested vectored interrupt controller. The DMA request bus is a collection of requests issued by APB peripherals. The mapping of these requests to DMA channels is performed by the DMA request multiplexer, DMA MUX unit. Note that timer events can be used to periodically trigger DMA transfers. Two units are in charge of handling DMA transfers. The DMA request multiplexer, DMA MUX and the DMA controller. The DMA controller transfers data from a source address to a destination address and manages the priority between the channels. The DMA MUX enables the user to map requests to channels. It also handles triggers and synchronizations. The DMA MUX is described in a dedicated presentation. The DMA controller has seven channels in total, each dedicated to managing memory access requests from many peripherals. Each channel has flexible hardware requests and support for software triggers. The channel software priority is programmable and a hardware priority is used in case of equality. Channels are independently configurable. Each channel has its own data format, increment type and data address for both source and destination. Independent channel interrupt flags allow triggering half transfer, transfer complete and transfer error events. In case of a transfer error, the faulty channel is automatically disabled without any impact on the other active DMA channels. For each channel, the source and destination data size format is independently configurable for 8, 16 or 32 bit packets. The source and destination addresses and pointer increment are also independently configurable. The transfer data size can be pre-programmed up to 65535 bytes. Circular buffer mode is available to support a continuous flow of data. The source and the destination addresses and the number of data to be transferred are automatically reloaded after the transfer completes. Memory to memory mode allows transfers from one address location to another without a hardware request. Once the stream is configured and enabled, the transfer starts immediately. When data is transferred to or from a peripheral, the hardware request coming from the selected peripheral is used to trigger the data transfer on the DMA peripheral port. Once the transfer is completed, the request is acknowledged. The DMA controller does not pack or unpack data. When the source port is narrower than the destination port, data are aligned in the destination memory based on the destination port width. In the example on the left, the alignment is 32 bits, so each byte received from the source device is aligned on a 32 bit word address. When the source port is wider than the destination port, data are truncated to fit the destination port width. In the example on the right, the 32 bit words received from the source device are truncated, so that only the 16 bit lower part is written to the destination address. When pointers are incremented on source and destination, the increment is equal to the port width. DMA controllers support circular mode, allowing to configure the number of data items to transfer once and automatically restart the transfer after a transfer complete event. This is convenient to support continuous transfers, such as ADC scan mode. When circular mode is active, the internal registers containing current source and destination addresses, which are not visible by the software, are automatically reloaded upon transfer completion from DMA-CPARX and DMA-CMARX registers. The priorities between the DMA stream requests are software programmable or hardware in case of equality. Consequently, the arbitration is performed in two stages. The first stage selects the winner among all channels programmed with same priority. This arbitration is instantiated four times, one per programmable priority level. The channel with the lowest number will get priority versus the channel with the highest number. The second stage selects the winner among all channels programmed with different priority. Channel arbitration is reconsidered between every data transfer. Each DMA stream is designed with this group of interrupt events. The half-transfer interrupt flag is set when half the data has been transferred. The transfer complete flag is set when the transfer is complete. The transfer error flag is set when an error occurs during the data transfer. This table indicates the state of the DMA controller according to the current power mode. In sleep and low power sleep modes, the DMA controller remains active and can be used to transfer UART or I2C received characters to memory while waking up the microcontroller. The STM32G0 includes a DMA request multiplex that maps transfer requests issued by peripherals to DMA channels. You can refer to training slides related to the DMA request multiplexer called DMA Marks for additional information.


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The mid-league cup defeat won't affect our confidence, says Mark Hughes. Crew have made the best start in the league for 27 years, though. 10 points from four games as they look for an instant return to league one. Both sides making one change today for Bradford. Gilead is replaced with East for Crew King. Makes his debut with Brookhout. University of Bradford Stadium is filled. The wets. Smallwards. Dropping into the field to find Halliday in space. And they're looking for the give-and-go. It's Banks who picks up the ball here. Palace-Loney looking to cause some problems here for Crew. Nice looking ball into the area. Locks over the top of the crossbar with a warning shot fired for this crew defence. Banks has made a bright start to life at Bradford. Carved out the opportunity here. It's easy for Bradford to find spaces in midfield. And a Chapman on towards Banks. And he goes, Banks looking for that far corner. Not too far away from finding it. The crossbar will smartly down to push away and around the post. And again, it's Banks that Bradford are looking for as they search for the opening goal. Real pressure here on the Bradford midfield. Works up towards Cook. Hasn't had much of a chance to get into the game. Often doesn't need many chances. Banks again, allowed to travel. Banks goes for goal, and Rattles would work. So nearly the breakthrough that Bradford have been searching for. Scott Banks. He goes free in the attention of the crew defence. Would work to the rescue for crew. Harry Lewis. Been a bystander in the game so far. Ryan East with space. Fabulous ball. Might be a chance here. The opening would have been a fabulous effort if he'd hit the target. Brilliantly controlled after an excellent ball from Ryan East. Still searching though for the opener here, Bradford. Haven't seen many crew attacks. Launched into the penalty area, and they have won a corner. Ailey has 250th appearance for the clock today. Sends one to the back of the area, and he picks out. His teammate unmarked, but the header is fairly far wide in the end of Harry Lewis' left hand post. No real trouble here for the Bradford goalkeeper. As his teammate here, Bradford though, give the ball straight back to crew. Both fans starting to show concern here. Mones around the grounds. As forward comes Mellor, crossing opportunity here for crew. Should be cleared away. And there's, although the most convincing clearance away by Bradford. Eventually they do win the throwing. Forward on the right-hand side. Richardson was looking for the shove in the middle. Nice drop at the shoulder from Ailey. Can't step away though from the presence of Bradford's midfields. Picked up here by Wackwai. Wackwai looking to create, looking for space. Somehow manages to keep the ball. Wackwai again, back to Ailey. Nice football by crew. Well, it's their best chance of the game. Comfortable stop in the end for Harry Lewis, who pushes away to safety. Much better though from the away side.  Ailey forces Harry Lewis into a save. Room here for Smallwood. But by King, Bradford will go wide. Key and Harrod scuttling around, trying to make an impact off of the bench. Had a couple of chances for Bradford in the game. Struck the bar in the first half. And this time, had he hit that either side of a conco, could have been a different story. Ever a game needed a spark of life. This would be it. Crew might just have their chance to spark the game into life. Here goes Baker Richardson, fizzed over the top of the crossbar from a striker who's been in fine goalscoring form. It's a let-off for Bradford, who gave the ball away so easily here. Critchlow out of position. Baker Richardson couldn't find the target. Looking for the head of Baker Richardson, so often the target for crew when they're looking to attack. Comfortably turned away by Bradford. Now Smallwood, who, as is so often the case, uses the ball brilliantly. Chance to break out here towards the left-hand side. Young waits for sending the ball on. Gets it back here. Shifted wide. Ridles delivery to the back of the area. A conco's committed. Smuggled away to safety by Crew. Heart in mouth moment there for Crew as a goalkeeper. They're diving out from his goal line all towards Young, who is creeping around the back, sent out of play by Bradford. This moment here caused a few gasps inside the stadium. Critchlow to plait. Chance to come forward here for Halliday. Who could strike? Straight into rock McDonald, the defender across. Another chance here for Bradford, queuing up on the edge of the penalty area. Right all there. So, two key inherits. Too many back there. The penalty area packed with red shirts. This might be the chance. Big shout for a penalty. Once and twice. The initial appeal was for a foul. The second for a handball, but then Oliver goes down. And then Young claiming that the ball strikes an arm. No interest though from the referee. Now Adjie, who has got three at the Bradford defence. Half hearted appeal for a handball. Turned away by Bradford. Desperate defending after brilliant work here by Adjie. Combining well with Mella. Committed defending at the back from Bradford. League two in Baker Richardson and Andy Cook. They couldn't find a way through. It was a game of very few chances. Crew battled hard in the game. Bradford probably had the better chances and will look back and wonder how they didn't get themselves on the score sheet here. Finishes Bradford nil, crew nil.


On Tuesday, September 26th, Governor Andy Beshear visited Pike County to break ground on the New Millard Area Vocational Center. Construction on the new vocational school has already begun with more than $14 million invested in the project. Local leaders and school board members were more than pleased by the announcement. It's just an exciting day for Pike County and the Pike County community. When you think about legislators and lawmakers and our governor looking at this area and saying, what can we do to improve our community? What can we do to improve Pike County? That's what this ground breaking is all about. It's all about creating jobs that will keep people here in eastern Kentucky. It's all about creating situations where kids don't have to leave, go to central Kentucky or worse out of the state to try to find work. Yeah, one time we all felt like everybody needed to go to college. Now we understand that trade is so important and this ATC is obviously a recognition of that. The fact that we need trade skilled people and there's so many good trade jobs out there in eastern Kentucky. And we need to make sure that we give talent where talent is to make sure that those people will be there working in those jobs. At AppLodge and Wireless, we have the best service and the best deals right now. Save up to $500 on iPhone 13th and 14th all models, all gigabytes with trade-in. Maybe go for an iPhone 12 for a penny, a penny with a two-year contract. We're not leaving out Samsung. Save up to $350 on select Samsung devices, including the S23. It's a win-win this month at Appalachian Wireless, the service, the savings. Y'all got to jump on this deal right now.  We are Appalachian Wireless. The facility will also function as an addiction recovery center by night. Governor Beshear is confident that everyone deserves a second chance and the opportunity to work. Well, came from a number of places. You know, Greg May is a prominent businessman here in eastern Kentucky. He lost his brother and has wanted to not only assist ARC in opening more of their facilities, including the one here on the property, but he's wanting to address all of the challenges people may have when they enter recovery. A good job is the number one thing. Once people get better, keeps them better. And the idea that you can run this facility with students during the day and with those seeking second chance employment at night, makes it one of the most efficient facilities of its kind in the Commonwealth. And we need all of them. We've got so many jobs coming to Kentucky. We've got to not only not lose a single graduating senior, we've got to get people better to get them into the jobs. Reporting from Mountain Top News, I'm Nick Colm.


Welcome to the Rich TV Lab podcast. I'm your host Richard D'Souza and today we're going to take a look at the hottest stocks of the day. All right, the hottest stock right now is NXTP up 171%. Now when I see these moves, I always like to take a look at the 52 week high and 52 week low. You can see that the 52 week high is about $3.29. 52 week low happened just recently at 25 cents. And now NXTP making a big move up 164%. That's the yearly chart. If we look at the daily chart, you can see that this one up pre-market and then just kept going. So it's obviously moving up on news or some type of catalyst. Maybe it's market makers feeling like it was heavily oversold, but NXTP, the number one stock of the day, currently up 169%. Now, would I chase this? Personally, no. Could it go higher? Momentum looks like it could. So I'm not going to, but I'm not going to say it can't go higher. Anything can happen in these markets. But based on the fact that it has been higher before, I think it could continue to go higher. It's also been much lower. So it could go lower. And because it's up 171%, I think it's a little risky now. But if you got in early pre-market, you would have been able to ride this and at least double your money. So it's been a really good trade today. NXTP, the hottest stock of the day, up 173%. All right. The next hottest stock is KTTA. This is the daily chart. You can see that this shot up pre-market and then consolidated and kind of came down. So another one of those stocks where if you bought this after the big move pre-market, you're probably down. You can see it is approaching a 52 week highs. There's a little bit of a different chart in the sense that it is actually coming off of a top. And you can see that the bottom level here. So definitely interesting pick KTTA up 86% of the day. Put it on your radar and put it on your watch list. All right. JTAI. There's JTAI. We look at the one year chart. You can see that this has also been higher. Started at $10, been as low as a dollar and currently making this move here up 70% on the day. Put JTAI on your radar and on your watch list. I think anything with AI right now is something you need to watch. I'm not going to buy this up 70% of the day, but if you're looking for an AI stock, this is JTAI. Keep them on your radar. Keep them on your watch list. Looks like they could have a nice gap to fill here, which means there could be an opportunity for you to make some more money if this continues to go in this direction. H-R-Y-U. All right. I must remind you that risk TV live is strictly for information and education purposes.  And past performance is not always an indication of future results. Another one of these stocks that's come down from a top of $6.55 come all the way down to $0.41 and now making this debt cap bounce here up 32% on the day. So definitely want to put on your radar, put on your watches. Looks like it came down on revenues, which weren't that great. And now market makers are saying that it was too cheap and it's starting to do a little bit of a debt cap bounce here. And you can see on the RSI that was heavily in the buy zone starting to come up. So definitely want to watch here, huge gap to fill. Not saying it's going to fill, but I mean, if it does, there could be huge upside here. So keep your eye on H-R-Y-U. BQ. So this is up 34% on the day. We look at the one-year chart and you can see that it actually has been about well above $6. It's been as low as $2. And we're currently at $2.91 with a nice gap to fill. So definitely want to watch these charts look kind of similar where they've come down and they're starting to do these debt cap bounces. And this has been kind of the trend for most of the year with the exception of the Magnificent 7 and a few other stocks, Bitcoin-related stocks that have done well this year because Bitcoin's done well. All right, MRK are there up 36% of the day. We look at the one-year chart and you can see that it is a little bit of a different chart actually, which we like to see. We don't necessarily like to see all the same charts that look all the same because it makes it very difficult and unpredictable as an investor to know where anything's going to go when it's doing these types of price action. But this is kind of near the higher zone at $4.28. It's been over $8. It's been as low as $0.64 recently and sitting right now at $4.30 up 34% of the day. So definitely want to put on your radar, put on your watches and you can see this one actually went up a little bit pre-market and then just continue to climb. So it's definitely gaining steam on news of positive MT-601 update. So definitely want to put on your radar and put on your watches. Here's IONM. IONM, when we look at the one-year chart, you can see a lot of the same. One of these stocks has come down from $7, been as low as $0.19. And now making this move back to $0.43 and up 24% of the day, IONM. Macy's is making news today. Huge move up here on news of a buyout and they are up 21% on this news. You can see this news came and then the stock just shot. So if you were in Macy's congratulations, I think you should definitely think about taking profits. Where does it go from here? Very difficult to tell. But based on the one-year chart, you can see that it is approaching a 52-week high. So definitely I would be thinking about taking profits. Not to say it can't continue. It might continue. But big move from $10 to $21 is a double and nothing wrong with taking your profits when a stock doubles and is literally has doubled in a very short period of time. In a month, this stock has doubled from $10 to $21. So definitely keep your eye on Macy's, one of the large cap stocks having a really big day today. All right, INTS started to make its move last week. It continues higher today, another 7.99%. Keep your eye on INTS. And Snapchat has been making this epic move and that continues today. Snapchat up another 4.6%. Uber continues to go to 52-week highs and just continues higher and higher and higher. Uber has been one of the darlings of the year. Here's another stock that's continuing higher. MBI PayPal also going up higher and everything else that I'm watching is kind of red today. Gold is back under 2000. Oil has been under some selling pressure. And all the large caps, the big names are pretty much in the red today. Amazon is in the red. Apple is in the red. Tesla is in the red. All of these stocks have had huge, huge, huge start to the month and huge month in November. So a lot of them needed to do a little bit of pullback. Google, hood, NVIDIA all in the red today, all doing pullbacks. And Bitcoin having a big pullback as well after a massive run all the way up to 44K. Bitcoin back down 5% today. Big pullback down $2,500 on the day and 5% Coinbase following Bitcoin down 6% and Ethereum following Bitcoin down 6%. Micro strategies following Bitcoin down 7%. All right, hope everyone has a great week. Have a happy Monday. We are literally two weeks away from Christmas. Can you believe that to the day?  I've already noticed the slowdown, less volume, less news, less exciting things happening. So that's to be expected as we go into the Christmas break. And we've got two weeks now to the day until Christmas. I want to wish everyone happy holidays. I'm your host of The Most Your Boy Rich and Rich TV. If you're not winning, you're probably not watching. You're bringing the winners, CEO interviews, breaking news, trending topics, and we bring it to you first. The biggest stock of the day right now is NXTP up 197%. Absolutely on fire. Next play technologies. Thank you for watching. I'm your boy Rich and Rich TV. And I'm out. It's now a 204%. Peace.


to care more about the environment than the U.S. does here on View from the North. And this is Dr. Ken Rogers, retired Canadian businessman. And we're going to talk about, you know, the view from the North about the environment and the view from the South about the environment. And before the show began, we were talking about, you know, this remarkable experience that Ken and I had back 45 years ago, maybe, which was in the mountains, in the Rocky Mountains, in, I guess, British Columbia or Alberta, where he took me to the Continental Divide, where you can see a stream. And the stream is going in two directions. It's going east and west. And I, you know, I didn't understand that. I didn't know about it. And he said, notice, notice, Fidel. Notice it goes both ways. This, if you didn't notice, this is the Continental Divide. And the holy, holy, I mean, I thought it was a line on a map. Oh, no, no, no, no. Then it was really very beautiful. But the other thing I wanted to mention before we begin our conversation in earnest is a program, it's a series on Netflix called Alone. And Alone is a contest. It's a documentary covering these people who enter into this contest with big stakes, you know, a lot of money if you win. You have to stay out in the wild for like 100 days through the winter season, alone with very limited, you know, provisions and tools. And a camera, actually a couple of cameras, where they take pictures of themselves and a radio that reports back when they need to, quote, tap out. Tapping out means I give up. I can't stand it anymore. You know, come with a helicopter and take me away. Take me back. A lot of them, a lot of them do tap out because they can't stand the weather. They can't stand the struggle of survival in the complete wilderness. But one thing about this show, which is so captivating, is the environment. I mean, there are, yes, there are places in the world that are completely isolated and beautiful, beyond description, beautiful. This is not only in Canada, it's in various places. And they're all alone. And there are maybe 10 or 12 of them at a given time. And the guys who put this together do a great job in showing you about, you know, the primitive, the wild, which still exists. And in large part, I mentioned it because in large part, you can find places like that in Canada right now today. I know you could find a place like that. Canada wouldn't be too far from your home, would it? That's correct. I mean, you've got to take into account that, you know, Canada is the second largest country in area in the world. And a good percentage of it is about as useful as most of Alaska. What do you mean useful? That deserves some definition. Well, useful or useless or pretty empty. You know, you have some parts that, you know, there are no people, for example, not too far from north of Vancouver, sort of halfway between Vancouver and where the Alaska Panhandle, the southern part of Alaska Panhandle, is a huge part of British Columbia called the Great Bear Rainforest.   It's almost like a mega-sized reserve. But, you know, you have this wilderness all over Canada.  Even though Vancouver's got nearly 3 million people in the metro area. But you could camp out there quite nicely. Whereas if you went, you know, you know, 30 miles north of Winnipeg and tried it in the middle of winter, you'd have a very different problem. It's much like Minneapolis and Seattle are at the same latitude. But, you know, experiencing the winter in Seattle is pretty comfortable in Minneapolis is pretty miserable.  That you were not afraid to go into it, that you appreciated it, that you related to it. Anybody living, you know, reasonably close in this very large country, this country with such, you know, a spectacular wilderness, would have a certain connection with it and appreciation of it, perhaps more than Americans did or do now. Am I right about that? Yes and no. If you were to ask the average Canadian on the street, they think that Canada has a wonderful policy to try to strive to get, you know, control of the changing climate, to get our greenhouse gas emissions down, etc. And that, you know, the public relations put up by the various levels of government in Canada have certainly brainwashed the majority of the Canadian public. The public in their stomach really is, you know, strong advocates that climate change exists and something major should be done about it. But I was looking at a thing called the Climate Change Performance Index. A European group puts out this index every year and they rank a whole bunch of countries. And in this year, they rank 64 countries in terms of their climate change performance. How are they doing compared to the Paris Agreement targets, etc. Well, out of 64 countries, Canada was ranked by them 61st. I mean, almost the end. And the United States was ranked only a teeny bit better. They were at 55th, you know, so that, you know, the two of us are at the bottom of the bucket. And for example, they did it under four categories. And they kind of have very low, very, very low, you know, are the two worst categories. And that's where Canada ranked on everything. They had, we ranked at the very low in greenhouse gas emissions, renewable energy and energy use. And the only one we ranked a little better, we just ranked low on the climate policy. Now, if you read the Canada's official climate policy, you'd just say, wow, do these people ever have their act together? They just don't follow through. You know, and much of it in Canada is the relationship between the federal government and the provincial governments. The federal government has all the money. Like they have all the taxing power, relatively, like the provinces have some, but the federal government really has an abundance of funds. And the provincial governments have most of the responsibilities or the provincial governments and the municipal governments. So that you have a thing like health care, and you get a federal government establishing a standard. And then as the costs of health care increase, the federal government doesn't increase the amount of money they put in. You know, so that the health care system starts to suffer, like we've got a major suffering now in that regard. But with regard to climate change, the majority of the population in Canada, you know, is in, let's call it, north of Ohio, you know, or next door to Michigan, you know, southern Ontario and Quebec, you know, have about 60% of Canada's population, where, you know, most of the resources that involving energy and none of those come from those two provinces. So when you're sitting with climate change, you can't separate energy and the production of energy from the climate change policy. So that Canada has this wonderful looking policy produced by the federal government, but they leave the responsibility to, you know, the three big energy provinces to deliver. You know, That's going to be British Columbia, Alberta, and which, Actually, it's not British Columbia. It's actually Alberta, Saskatchewan and Newfoundland. British Columbia has a ton of natural gas. They have enough natural gas that could probably supply Europe for a lot of years, but there's no pipeline. Right. And you have to go through the Panama Canal or something to get it over there. Well, no, you've got to get it from, you know, northeast British Columbia. You've got to get it to a coast first. Oh, well, cheer up. Everything toward the Arctic is melting anyway. So it'll be easier and easier if the Russians let us pass, you know, that's another show. But let me, let me, let me ask you about the western provinces. I mean, they're heavily invested in oil and gas. And that's always been the case. And it's a big part of the economy. And a lot of people are employed in oil and gas. And their general view of the matter is, hey, we, we do oil and gas. Don't bother us with clean energy. We're, we're dedicated to oil and gas and, and we don't buy, we don't buy the same, you know, climate change approach that the east does. Am I right? No, no, you're not correct. I love when you tell me I'm wrong. Well, you're just wrong a little bit, let's say, that the province of Alberta, which is the biggest energy producer.  And most of it comes from Alberta, you know, or Alberta and Saskatchewan. But Alberta was the first place to have a price on carbon. First place in North America. You know, that Alberta has, let's say, the difficulty with the oil sands is that when you're mining the oil, like some of it is really just open pit mining.  That's the Athabascar sands, isn't it? Well, they would like you to say the oil sands. Okay. But because, you know, but, you know, if, if in Hawaii you want to improve your infrastructure and you want to pave a road, well, where do you get the asphalt?   Well, if you take any country where the amount of oil and gas production they have is large compared to their population, you know, which in Canada's case is there. Well, actually, if you took the five biggest oil producers in the world and you just say, well, the United States is the only one with an awful lot of population compared to what they're producing. And the other four look like they're the laggards in the world's effort to solve climate change. You know, and similarly, like the province of Saskatchewan in Canada is probably in the most difficult spot to handle for or to resolve climate change problems because their biggest industry is fertilizer, like potash. And potash mining, you know, and potash itself, you have nitrous oxide. Well, it's a greenhouse gas that makes CO2 look like it's, you know, an ice cream cone. You know, that, you know, there's, it's just so potent as a greenhouse gas that it's, it's kind of almost impossible to develop fertilizer without having a problem. But what I, what I get is that these, these provinces are particularly interested in the economics of, you know, providing potash or oil or gas. And they're not too interested in following these wonderful policies that have been, you know, written in Ottawa. No, no, on the contrary, they're standing on their head to achieve the policies that they believe are appropriate. And their policies often are more stringent than some of the federal ones. But, That cuts against them. It cuts against their interest, doesn't it? Well, it's just tough to make the total target, you know, like, like if you're, if you're in, you know, Saskatchewan, which only, it has less than a million and a half people. But it's got a huge white mining industry and a huge oil and gas industry, even, even though it's smaller than Alberta. And, and it's, you know, and the rest of their GDP relates to agriculture. Like it's, it's as good as Ukraine or Southern Russia, maybe even better because you can have, you know, dry land farming works like, like crazy in Saskatchewan and, and Alberta and Manitoba. You know, it's sort of the bread basket for, you know, production of wheat and things like that, where you don't need irrigation, you don't need anything, you just plant it and it grows. Okay, so you have good policies. Maybe, maybe on this rating schedule you mentioned, maybe not as effectively as the US, but, but close in terms of, you know, efficacy or not so efficacious. But I guess that, you know, to me, there are a few things that enter into that calculation. Number one is the quality of the policy itself, whether it's, you know, what do you want to call it? Conceptually, conceptually visionary or not. Two is whether you're taking the steps and contributing to the world funding through the United Nations and COP 27 and the like to deal with climate change, protect, preserve the environment around the world. And, you know, with the notion being as came up in COP 27 that the more successful countries, the countries that have provided the gas and oil and, and contributed to climate change should, should fund the problems that are being experienced in the other ones, like extreme weather, because it's not, it's not equal to achieve some sort of. You'll never, ever get the countries to agree on that because it would become an open-ended liability. It's, it's like, you know, pick a couple of racial ones in Canada versus the, the natives or in the United States versus the blacks. How much should every state pay for, you know, the harm done to the blacks 200 years ago? You know, and nobody's going to agree to that as an open-ended item because, and that's really the, the climate change question in these third world countries is, is, you know, the United States and Canada and other wealthy countries might make significant contributions, but they sure do not wish to in any way agree that they are liable for something.  For example, most of Europe looks like they're one doing wonderfully well. You know, well, but then you take Poland, you know, and Poland ranks about the same as Canada and the United States on most things like that index I referred to a few minutes ago, but, but Poland has, how do they produce their electricity from coal? How do they heat everything in the country from coal?  The answer is no. They have a terribly cold winter.  Well, if you don't have a bunch of other industries that exist that can bridge you to substitute from coal to something else, you're just S.O.L. So other countries, I'm thinking of Sub-Saharan Africa and all that, they have a real problem because the extreme weather, the drought, the floods, all this, it disrupts their society.  So it would be better on a global basis if somehow we could equalize the burden. The United Nations is ineffective in doing this. I don't, I don't know what the solution is, but I don't you agree that it would be better for all of us if we could find a way to equalize the effect of climate change, whether it's contributing money, whether it's said, you know, getting less of a return on investing into fossil fuel, whether it's using technologies that we're still developing that, that are actually not deployed yet, but will be, whether it's geo, the geo approach where you salt the clouds, right? And you change the weather by affecting the geophysics of the area. I mean, this is, this is a big discussion now. And there's an essential injustice in that because no, none of the scientists know exactly what effect it has. If you salt the clouds in one place as to what happens in another place, you could be doing very destructive things if you don't know enough about it. But my point is, isn't it better to have this, this kind of equalization? It would be better. But, you know, even though I might think of climate change as, as the biggest problem for North America.   Where in Africa can you go that it's worth even trying to get there to set up camp? Because, you know, if you look like you've got five cents in your pocket, you might be kidnapped and held for ransom by some yin-yang-y group. Same, same thing in Latin America. Well, and you've got a slug of Asia with that same problem, like you've got Myanmar or what used to be called Burma, you know, that's atrocious stuff. Well, you know, yes, you're right. And it's a chicken and egg problem because if you have a society that can't develop a stable government, can't develop public safety, can't develop an economy, it's more likely that you're going to have incidents like that and risks and dangers to anyone who tries to fix it. And so it makes it more difficult. And then as a result, people don't want to come in and fix it and it perpetuates.  But it seems to me that dealing with climate change has a benefit. I mean, a lot of these countries have given Europe millions of migrants because of the droughts and the floods and the extreme weather in sub-Saharan Africa and all of Africa really. And so, you know, the question is wouldn't it be better if we at least started tacking it down in that regard? And we gave them better energy, for example, cleaner, cheaper energy. And if we also gave them better weather so that, you know, it didn't have these aberrations in weather, unpredictable. Well, you say give them better weather. I don't think that you can give them better weather. You can perhaps start taking measures so that it'll stop going downhill. Okay. But, you know, most of Africa has really nice weather. Yeah, I suppose. If you're comparing it to Mongolia or Siberia or, you know, most of Alaska. If you have drought and you can't eat, it's a problem. And you tend to look elsewhere to live. Well, climate change and feeding the world go together the same as energy. I mean, the big problem with all of the climate change stuff is basically you say the end result would be you have electrification of the world. You know, you produce everything that is run to a great extent with electricity. Now, how do you produce the electricity without any greenhouse gases?  You know, well, you're really dealing with the need to produce an awful lot more electricity than we have now. Now, if you take all these countries that are growing, just take China alone or better still take China and India together, you know, being probably a third of the world's population between the two of them. And they have phenomenal growth rates. You know, they're that now if their standard of living continues to rise, you know, let's just say if you took India alone and moved it up to the standard of living that China is now at, you know, in GDP, how much additional electricity does the world need to produce? Right. And what are the side effects? Yeah, treatments of all that. So I guess what I'm asking is, you know, where does the average Canadian stand, where does the average province stand? Where does the average Canadian company stand, including multinationals, on those issues as opposed to the U.S.? Are you, I mean, the index is of course one factor, but is the Canadian view of it more constructive, more helpful or less? Or is it the same? Do you know, do we share the same, you know, ethic? We share the same efficacy in dealing with this, you know, and adapting to it in working on avoiding greenhouse gases. And of course, in the technology. Well, as a generalization, Canadian individual Canadians and individual Americans are really, really similar in their attitude. The biggest difference between the two is in the U.S., you've got a more extreme right wing side. You just have more, let's call it climate denier equivalent than we did, you know, any stupidity to that extreme that you have in the U.S., we have some, but just not as much. That, you know, Canadians are far more willing to accept if the government concludes something, bring in a policy, they'll adjust to it, you know, if they're going to, you know, if you invent a new traffic light called a purple light, whatever it is, you know, red light, green light, Canadians will do what you're supposed to do for a purple right.   You know, the U.S. has several research, government financed research facilities around the country that deal with all kinds of oil and gas matters. And, you know, similarly, the corporations, you know, if it's economic to produce electricity with solar power, the corporations will get out there and do it.  However, overall, those big U.S. corporations, you know, will generally do research on their own, where the Canadian corporations just aren't that big, so we can't do as much. Now, you get things like minor changes in policies like the province of Alberta with their oil and gas, you know, was trying to encourage a lot of what I call the right thing. Well, Alberta oil was probably, you know, 15 years ago was half American companies.  We'll, you know, move all our exploration activities into the U.S. Oh, how interesting. You know, and now, so that we've now narrowed down and there's only a half a dozen companies are producing 5 million barrels a day in Canada. I mean, the, you know, subsidiary of Exxon is still there. Imperial Oil is one of them, but most of the rest of left town. I mean, even some of the Canadian companies, you know, we used to have a monstrous company called in Canada, and it was split and half moved to the States and half stayed in Canada. Very, very interesting. It leads me to my last question to you, Ken. And that is, you know, looking at the younger generation, the ones coming out of high school and college, how do they feel about this? Can we count on them to continue bearing the torch on climate change and fossil fuels and all that, you know, effectuating these policies, or are they going to say ho hum about it?   That's fair to say that there'll be more, what do you call it, political public pressure on the subject in the next five or 10 years? Oh, yeah. The pressure is on now. You know, Canada and the U.S. have been real laggards in, you know, moving towards the Paris levels. But both countries have really accelerated what they're doing lately. I mean, in the U.S., you could blame it on the Trump era, to a great extent.   You know, and there's a second plant about, I think it's $1.8 billion for hydrogen.   You know, well, aluminum production, you know, where aluminum is really a useful product, but it's a great contributor to greenhouse gases. Well, the world's most efficient plant is there in British Columbia in a place called Kittomat, where, you know, they have a fantastic way of producing electricity that made that so inexpensive. It's really a nifty deal so that, you know, American and Canadian companies are at the forefront in a lot of the technological developments. It's just the Europeans started, you know, solar and wind before we got around to it. And, you know, if you think of the Joe Mansions of the world saying, well, we've got these coal mines and we've got people working them, and why don't we let them work that out for the next 20 years or something, where the Europeans were saying, no, no, let's close them all down. Yeah. Well, there's going to be more motivation with more bad weather, more droughts, more floods, more what-have-you, and more pressure on both countries. I'm really glad to find that, you know, these technologies are happening because they're an example of what can be done. It's not like you can turn the whole society upside down one day and deal with climate change that way. You have to bring technology in and make things more efficient, little by little, you know, work out, minimize the risk of fossil fuel. Can we got to go? Thank you very much for this very interesting discussion. I always enjoy your flexibility, if you will, and good nature. We'll be back in two weeks. We'll find something else. I'm thinking of the arts and music in Canada, if you like. And after that, I would like to spend a show with you on starting a business in Canada, and how that might differ from starting a business in the U.S., okay? Ken Rogers, retired Canadian businessman, always so nice.  All right. Bye for now.


This problem is very similar to the last one 311. Now this 312 involves again heat loss through a season. We need to calculate the HDDs and the heat the days heating degrees or 220 days. Now the temperature difference is inside 265 degrees Fahrenheit as usual and outside the temperature average temperature happens to be 27 for all 220 days Therefore heating degree days can be calculated like this 220 days times 65 minus 27 degrees Fahrenheit and This is equal to 220 days times 38 degrees Fahrenheit, which is equal to 8,360 Do we know the area? Area is given actually The dimensions of the window are 8 feet by 6 feet Therefore the area is 8 feet times 6 feet, which is 48 Square feet We know the temperature difference. We know the heating degree days We need we can calculate the heat loss provided we have the R value. R value is also given 1 foot squared degree Fahrenheit hour over BTU Now it's easy to calculate heat loss heat loss Through a season is equal to area And I'm trying to repeat this area times HDD times 24 over R So in this case it is area is 48 square feet and we have 8,360 degrees days times 24 hours over a day divided by R value of 1 foot squared degrees Fahrenheit hour over BTU So foot squared foot squared degrees Fahrenheit degrees Fahrenheit can be cancelled hours and hours are cancelled Days and days are cancelled here So when you do this math, it comes out to be 9,630,720 BTUs This is in one full season


Okay, welcome back. Just before we went for a break, we're looking at Howard Gardner's different learning styles or intelligences. So we looked at, can anyone name the intelligences that we looked at? Anyone? What's the first one we looked at? Okay. The first one we looked at? Linguistic. Okay, sorry, not in this class. The first one that we studied. First one, linguistic. Thank you, Jeffina. Second one. Today I think it was musical. Yes, today it was musical, but I'm saying let's go in order. The first one that we looked at last from last week was linguistic. The second one was logical and mathematical. The third one, like Lubega said, was musical. And after musical, what did we look at? Anyone else? Anyone? What is the fourth one we looked at? Spatial. Spatial. Thank you, Divya. Fifth one. Kynesthetic. Something. Something, bodily kynesthetic. Okay, that's the fifth one. Sixth one. Interpersonal intelligence. Yes. And the seventh one that we look at now is intrapersonal. Okay, which Lubega just shared when we were doing interpersonal, he thought it was intrapersonal. Okay, so we look at intrapersonal intelligence. What comes to your mind when you think of intrapersonal intelligence? So interpersonal is basically those who are good at understanding others' emotions, you know, good at effectively relating with others. What do you think are intrapersonal intelligence? Intrapersonal. Intrapersonal. Good at knowing themselves, like contemplating and reflecting. Okay, good at contemplating, good at reflecting yes, I like Lubega said, you know, they get into their own emotions, able to perceive things, understand things. Jeffina says they're in their own world, which is very true. Have you seen children who are lost and in their own world, you know, in the class and we basically think they are not listening or they are not relating to you, they are not understanding, it's basically they are intrapersonal intelligence, the intelligence that relates to, you know, self-awareness and understanding their own emotions, motivations and strengths. This, can you change the slide to intra please, Sajafina, thank you. Yeah, you can see some children, you know, when when they're seated in the class, you'll have all of them seated in the front or together, you'll have one or two going and sitting way back in the last row or there'll be, you know, they'll leave two benches and they will be sitting there. These are basically this intrapersonal intelligence, they're also people who are not interested in group activities, you put them in group activities, they will slowly get up from the benches, they'll walk very lethargically and they'll just stand there and just, you know, gaze at people or they gaze into the sky, they'll be thinking something and you'll think they're basically not interested, they're lazy, they're, they're basically in their own world. They are listening to information but they are kind of understanding it in their own sense, their own emotions, in their own perspective, seeing things with their own colored lenses, so to say, but they are actually receiving, they're just listening to everybody but they are also deep in thought, lost in thought, okay. So we have, you know, some kind of, some children in Children's Church, their parents of, you know, I know they're kind of very, very sad because all the children will be sitting and listening but their child will be running around the class, will not be sitting in one place, will be fidgeting, running around from here to there to moving their legs or to playing with something and I remember one of them who was teaching in Children's Church, he was saying how once, you know, they got back home and they were just talking about something and the child immediately said, yeah, that is what the teacher taught us today in class and the parent was shocked because the parent thought, you know, their little one was running around, doing all gymnastics, playing, not just listening to, I mean, thought he was not listening to the teacher but he was saying exactly what the teacher was saying, had told in the class and she was pretty shocked. So we can have people like this, people are totally isolated, lost in their own world, you think they are not listening to you but they are receiving information and trying to make it more introspective, they're more introspective, reflective, you know, and there are people who value their own thoughts and feelings, they're kind of internalizing everything, you know, and, you know, they are there because they basically understand their own emotions, motivations and strengths very well. So this kind of learners, they enjoy activities that involve self-reflection, you know, goal-setting, personal growth. So if you have a student workbook and you look at how, you know, look at the section where you, we have the section, how you've applied what you have learned. So children go back home to the week, they, you know, apply the lesson that they've learned and they come, they write on Saturday how they've applied, what they have learned and you will see most of them, some of them who are not, you know, people who are journal-right and all that, you know, would have not written anything in that section but will have people like the intrapersonal intelligence who are more reflective, the linguistic who are good with words, they would have written, you know, we learn how people with, you know, maybe musical linguists will not write but, you know, ask them to sing what they have practiced, they will do that. So, you know, this intrapersonal, you know, intelligence, they will, they're more reflective, they introspect, so they will be able to write and share and journal their thoughts and their feelings. Okay. So you can, what are the kind of activities we can suggest for these kind of learners? Any thoughts? What are some of the activities that we can think of, incorporate in our? Yeah, I'll just share what happened in my class once. So there is always someone who is late for like, they'll be, now they're very wise, they don't sit in the last row, they sit in the first row at last. So there's always someone like that in my class and I remember once they're teaching about love or something, I don't remember but we had a time of making greeting cards for their warm and dark and I was quite surprised that people were very silent, they were so creative because now they don't have to interpret anyone and it's their own world and they wrote paragraphs in their, they wrote so many lines. Then the people who were active, we know that we usually accept the one who are active, they will do more. But when I remember when I gave this greeting card, they wrote paragraphs, they did so many creative things in their thoughts. So I think that's one of the things we can suggest them to do. Yes. Thank you. Jefina, anyone else? Okay. So some of the suggested activities is journaling, self-reflection, exercises or activities, goal setting tasks, you can give them, you know, get them to think about some personal projects that they will take on to explore their own thoughts and emotions.  You can also get them to write a short story of what they went through, you know, share it or what they're going through or how they're going to implement what they're going to, how they're going to practice what they have learned. You can also get them to explore a topic of their own choice, you know, and come and speak it up. They might not want to come and speak it up, but maybe you can, they can write it down, you can, and you can have a linguist read it out for you or somebody who's an interpersonal intelligence to read it out for them, help them.  Also, these kind of learners, you know, you can provide them opportunities for independent study, where they're explore topics of interest related to the lesson that you're teaching them on the topics, you know, and offer them some resources, such as books or articles or online videos, where they, you know, it will be a self directed learning, they'll do very well because it's self motivated, you know, they'll just enjoy that. Also give them some, you know, space to express themselves creatively through art, music, writing these, basically these intrapersonal, you put interpersonal there, intrapersonal. These intrapersonal intelligence can also be linguistic intelligence, they can be, they can also be musically, musical intelligence, they can also be logical and mathematical intelligence because they can have a combination of one or more of them, but that is their strengths. So a creative expression will work very well for these kind of people.  Okay, you can also assign them personal projects, you know, where they can explore topics or themes that are meaningful to them and allow them to choose their own topics and, you know, create presentations, they can even lead discussions based on their interests and passions. Okay, you'd be amazed that some of them who are intrapersonal, even though they don't interact well with others, but when you bring them up in front because they have the skill of being a bit linguistic intelligence, they're good at words, they can, you know, share their thoughts and their ideas well with others. Okay, also their personal growth, their goal setting can motivate others as well. And also, you know, encourage these students to engage in self-assessment activities where they're evaluating their own learning progress, their strengths and their area of growth. Okay, so this can, all of these can help this kind of learners. Now, if you notice, I've just mentioned seven of them, seven intelligences. The last one is a naturalistic intelligence, which learns through nature. Okay, so I'm not going to, you know, delve into that, to talk more on that, but they basically, a naturalistic intelligence, they learn through nature very well. So you have these people going on hikes and, you know, outdoors, they're very excited, they learn well, you can sit outside and just study and learn in a park or wherever. So those are naturalistic intelligence. Okay, so we've looked at the seven intelligences.  You can have all of them, but what is your dominant learning style? Just take a minute to think, maybe you want to write it down or what is your specific combination and strength these intelligences. It can vary from person to person, but maybe what is your dominant one? And then you can have one or two that adds on to your dominant strength. Yes, Lubega? I think we might be born with one or if not two, but there are others which I think can be developed. For instance, me, I know from the core that I'm logical and mathematical, but I think as a leader or as a pastor, I need also these two, the last two, intrapersonal and interpersonal and interpersonal intelligence. Thank you, mom. No. So Lubega, you said you are logical and mathematical intelligence. Yes, according to Howard Gardner, he says everyone possesses all eight intelligences to some extent, but there will be a specific combination of strength of these intelligences, but it varies from person to person. So basically, we'll have some dominant intelligences. So for you, your dominant intelligences can be logical and mathematical intelligence. What else is your combination? What else adds to that strength? I think you're a good linguistic intelligence also. I think you learn well with words because you speak, right?  The reason why I was saying like that, because I read, I literally know that everything is embedded in all of us. Sorry, we lost you, Lubega. Well, there are things that I can do with my right hand. Yes. Yeah. Thank you. Anyone else wants to share what is your dominant intelligence and what also other intelligence, you know, combination of them. Anyone wants to share? Yes, Divya. Yeah, thank you, ma'am. I think I'm more of a linguistic intrapersonal dominant. Yeah, those are dominant mostly. Yeah. And have, yeah, others in like varying degrees, degrees. Okay. But your strengths and the combination is linguistic and intrapersonal. Okay. Anyone else likes to share? Yes. Yeah. So I think mine is more like a spatial intelligence. I love to see the object lessons, the graphs, even when I was in school and I was learning, I make sure how I'm remembering all those things and others. So even when I go out and preach and make sure I have something in my hands to teach, I think that that dominates a lot and I love to be creative with what I do always. And thankfully I got some linguistic intelligence as well. So I love the language, the English, the way I narrate, I make sure I add my emotions to it and also God has blessed me with musical intelligence, which I think I have to work on it a lot. I've been blessed, but yeah, but I do love to worship the things else, but haven't tried much creative in it, but I think I can still do it. Thank you, Jeffina. Anyone else likes to share? Hiselotoli says interpersonal and naturalistic is my dominant, okay, intelligences. Okay. Anyone else like to share? Okay. If there's no one else who's like to share, I'll just have an activity, which all of us, I want all of us to share your thoughts and ideas. What's mine? Okay, mine is yes, more linguistic intelligence and I'm also a bodily kinesthetic intelligence. Yeah, and I was interpersonal, but now I think I'm getting more intrapersonal. It's changing a little bit, but yeah, linguistic intelligence. Thank you. Okay, so we're going to have an activity and I want all of us to be involved in that. Okay. So I want to hear your thoughts and ideas. Now, just imagine your teaching, your teaching maybe this Sunday or rostered or the coming Sunday, the next Sunday or rostered to teach at children's church or Sunday school, and you're going to teach them either David and Goliath's story or Zac's story. Okay. How are you going to incorporate all of these seven intelligences in your lesson plan? Okay. So that is the activity that we are going to do now. So I want all of you to think. Okay. We've put up the list on the presented on the slide. So you can think, how am I going to narrate the story or how I'm going to use this lesson to help linguistic learners, logical, mathematical learners, musical, spatial, bodily kinesthetic, interpersonal, intrapersonal. What am I going to do? Okay. What is the teaching methodology? What are the things I'm going to incorporate? Okay. So I'll just give you a minute or two to think, and then we'll start sharing our ideas for each intelligence. You can think on both stories or you can think of anyone. Or do you want to, as a class, do you want to choose something? Do you want to choose David and Goliath or Zac is what you'll think? Can we have some votes, please? Whether you want David and Goliath or Zac is, you can put it on the chat section. Which story would you want to consider? Okay. Zac is anyone else? Okay. We have one Zac is and one David and Goliath. If you're not as David and Goliath, what do the others want? Everyone else else in class, please? Can you post in the chat section? Okay. David and Goliath. So two David and Goliath against one Zac is. Oh no. Oh my gosh. We have two Zac is to David and Goliath. Okay. Others vote quickly, please, so that we can have whichever has a major votes will go for that. Okay. So we have three against two. Okay. Four against two. Okay. So we'll. Okay. So we have three against four. Okay. So maybe we can do what we do is those of you who said Zac is that's fine. Those of you said David and Goliath is also fine. So those who said David and Goliath can share thoughts on linguistic intelligence and how, you know, we can cater to their needs. And those of you who said Zac is you can mention for Zac is okay. So we can have all of you. We don't want to put one particular story, but we can have two stories. So it'll be more exciting than just one. Okay. So now you can think those of you would like Zac is you choose Zac is you can share thoughts for all of these intelligences for those of you said David and Goliath can go with David and Goliath. So we'll just take a minute or two to think and then we'll share our ideas.  So we can just do it. Putting out each slide slowly so you can just look at all the points. Just recollect all that we went through so you can think of some activity. Okay. So we'll begin. The first one is linguistic intelligence. So what is what can the teacher do? Those of you who said suggested David and Goliath can share for David and Goliath. Those who said for Zac is can suggest for Zac is okay. I'm ready to hear your thoughts and ideas. Can I share on linguistic? Yes, please. Yeah. Yeah. One thing I can think of is as we read the passage for Zac is, you know, asked those kids to highlight words that are that they don't understand or that stuck out to them. For example, like maybe dwarf or a big commotion or a tall. So and if they could express what it is in as per their understanding. Yeah. That's one thing I can think of. Thank you. Anyone else? Yes, Lyndon. So it's like explaining the story first and asking them to emulate how they would have reacted in such scenarios, bringing them to discussions, thinking from the object's point of view and making them react to situations. We can also engage the children to think virtually what either Zac is or David's thought process might have been or how they would react to that situation and then bringing them to the objective of the message. Yes. Thank you, Lyndon. Anyone else? For higher classes, I think we can also think about having a debate on why Jesus is Jesus interested in tax collectors, sinners and if you were in that place, how would you approach Jesus?  And yeah. Yes. Good. Thank you, all of you for sharing those lovely thoughts. Yes, Jeffina. I was just thinking about David and Goliath and even us adding a lot of emotions like how Goliath was, how David was. And I was even thinking of the brothers, they didn't actually support David and what Kings all said about David and all this, I think we can add the emotions like how a king speaks, how a Goliath speaks and above all, how David comes with the power of God. And I think the emotions in our words can really make it interesting. Okay. So narrating the story with being very expressive and all that. Okay. Voice modeling. Anything else? Okay. So for good thoughts, very good. Thank you for linguistic intelligence. You can have, you know, the teacher either read out the story best is to narrate it using expressions, you know, using effective story telling techniques. Also, you can encourage, you know, as a recap, you can encourage those children with this kind of intelligence to retell the story in their own words, or individually in small groups, or you can get them to share, you know, the group discussion, you can have a group discussion, you can have a debate, you know, on the emotions or who was right, who was wrong, what they did was right, what they did was wrong. You know, just also ask a lot of questions that will spark them to think and also spark up discussions and just encourage children to share their thoughts and their interpretations of the story. So if you're talking about concepts related to these stories, you know, the power of that is added in Jesus' name or trusting in putting your faith and trust in Jesus, also wonderful themes that you can get these linguistic learners to talk about, discuss, debate, which will be very good. Yeah. We'll move on to the next one, logical and mathematical intelligence. Okay. So what do you think are the suggested activities, logical and mathematical intelligence? Them to the parables of, no, on the miracles of Jesus Christ, especially feeding the 5,000 plus men, women and children. Okay. Thank you, Lubega. Anyone else? Yeah, for Zacche's story, especially we can like make the kids think about how to, you know, how Zacche will accomplish like his purpose of meeting, seeing Jesus in the midst of this big crowd and also like we can highlight like the important, like the change that Zacche has had, the transformation that he had, and he says like he would give away, you know, four times. So maybe, maybe an activity with, you know, marbles or something which can help the kids understand how much, yeah. Yeah, good.  Yes. And what he would have done, how big the tree was, you know, how he would have climbed up the tree and all of those things. Yes. Thank you, Divya. Success? Yeah, I think, sorry, I just went out tonight, just coming back. I want to say this on logical and mathematical intelligency, right? I take my own case study of that woman that touched the ends of his garment. He should logically stay there and waiting for God to touch his garment, waiting for Jesus to touch his garment. And the second also with Zaccheus, he climbed, he has already, you know, think ahead. Logically, that his problem will be solved. One of the women, the problem was got solved because she went to a positional herself. She didn't allow anybody to know her mission. Logically, she grabbed and Jesus noticed who touched the ends of my garment. Now, everybody were amazed. This woman positional herself. So I will see it as a mathematical intelligence because she programmed me, she already, I don't know how to put this, but that is my own contribution. Yeah, thank you, Success. Yeah, anyone else? I'm sorry, it's like I went off topic, but let me talk about the story of Zaccheus as far as logic and mathematical is concerned. I can put them into height. What do you think was the height of Zaccheus and other people? And what do you think was the height of the tree? So that Zaccheus was able to see these people. How, who are the most, which categories of people? The story, for instance, there is Jesus Christ, there is Zaccheus and other people. What do you think are the numbers? How big do you think in centimeters or in meters, how big was Zaccheus and how much money do you think was enough in Zaccheus' control to make sure that you can say that I can give this amount of money to the people that he had robbed in case enrobing was there? I'm sorry, I was like offside when I was answering for the first time. No problem. Thank you, Lubega. Thank you, Success. I think that's very important, interesting points. Yes, I think all the logical, mathematical intelligence whose minds will just be spinning in Lubega's class thinking of all the dimensions and all of those things. Great. They'll be really superly excited. Yeah, anyone else? I'll just say about the David and Goliath. You can ask a lot of thought-provoking questions. What are the things you will get for the battles? Do you think David can go without sword and all this and how Goliath and what are the things he wore and all this? And recently, one of the activity that I was thought of doing is a lot of free puzzles available in the internet. We can just take a printout of the whole story and we can just make them sit in a group and do the puzzles and through the puzzles, we can show them the sequence of the stories. Even I think that's one of the things we can do here. Yes, that's good. Thank you. Jafina, anyone else? So I think most of you shared just the talk about strategic elements of the stories such as David using the five stones. Why did he choose smooth stones? How smooth it was? How big it was? Zach is climbing the tree. What was his size? How tall was the tree? Where do you think he was seated on the tree? Which branch? You can also ask children to analyze and compare the strengths and the weaknesses of the characters in the story. What was David's strength? What was Saul's strength? What was Goliath's strength? What was the brother's strength? The army? The Israelite army? Their strengths? What were their weaknesses? So these kind of logical and mathematical intelligences will think quickly and they'll give the answers because they're thinking about comparing strengths and weaknesses. Also, just throw at them some or pose some problem solving questions related to the story. What do you think David had in mind? What was the strategy he would use to bring down Goliath? Or what do you think Zach is would have done to see Jesus? And when Jesus came and stopped in the tree, what do you think Zach is would be thinking? What do you think he was planning to do and all of those things? Or what is the creative way David could have used to sorry, just lost network connection there and back. So the next one is musical intelligence. How can we break this in our lesson plan? Musical intelligence? So for Zach's story is just searching me like for any so that it seems like there is a famous song like Zach is with a wee little man. Yeah. Yeah. So that's kind of a good story to expressed in song which helps kids to especially smaller kids will really enjoy. Yes. There is Zach's story. Even David and Goliath, I think there is a Hindi song but David and Goliath, you know, Guma Guma ke Mara with all the actions and all that, you know. So yeah, you can even also teach the memory verse in song. What else? Yeah. I think for David, we can also include a victory song. Like when you finish the story, you can all just, if they had any known songs like in Tamil, we have so many songs that sings about victory and all this, we can add that. And also if you are musically skilled, there are so many background music that you can add like the music of what happens in a war, what kind of music. Like because nowadays kids, they watch a lot of movies, they know what sound signifies this war and the music of war as you explained and the music of victory as you explained and that would really excite them. Yeah. So you can have Trumpet and Goliath, you can even you know, make those sounds or you can get these musically, you know, intelligent learners to make sounds of Trumpet and Goliath speaking and the boom boom and, you know, everyone got stalking and scared and running away and all of those things. Yes. Also for Zacchus' story, any thoughts? Yes. Yes, Lubega. I wanted also to talk about the after the David story. We know that the women started, as they usually do, started singing that so has killed thousands and David has killed tens of thousands. So I can take them to that to show them that this is what people in those days sang about the victory of David. Thank you. Yes. Thank you. So you can have some song. You can play some Jewish this one and show how the women dance. You can also have a bodily kind of aesthetic intelligence people doing a dance and a choreography just basically dancing. What else can you do? You can show them a video with David and Goliath for the smaller kids. You know, David and Goliath Zacchus' story. You can also have, you know, the narrative in song. You can teach them. They can learn. Yes. We'll move on to the next one. That was also good. Thank you all for sharing your thoughts. Spatial intelligence. I'll just go ahead. I think the slingshot craft, we can make them do that for David and Goliath and also some paper stones. We can make them and we can just help them to see, touch it and all this and even movies on David and Goliath. Yeah. Good. Can get all the props. Yeah. What else? For spatial learners, intelligence can hear others, please. Maybe for Zacchus, we can also like forget to think about different ways. Zacchus would have thought of, you know, seeing Jesus through the crowd. Maybe they can brainstorm on like putting stones up or, you know, climbing a high wall or different ideas that they can come up with. Yeah. Okay. Thank you. Others, can I hear others sharing as well? Any other thoughts? I think in once in a while, it's okay to take them out to a tree to teach about ideas as a student to climb up and all that. Yeah. I think they'll love it. You know, naturalist intelligence would really love this. Spatial intelligence would also love this, sitting under the tree and then thinking that will also be very nice. Yes. Thank you. Just create visuals or illustrations depicting the key scenes. Basically, it says in the Bible, you know, the Israelites would run one mountain, the Philistines are not the mountain down the valley. It was Goliath. So you have to create visuals for them illustrating, depicting the scenes from the story. Yeah. Using visual aid to set the scene and capture the children's attention. Yes. Thank you, Zealotoli.  You know, Zacchus on the tree and how he hides and how Jesus stops and looks up and, you know, all of those things, you can create all those visuals, illustrations, they would just love it.  So you can have, you know, like an armor, something very heavy for them, you know, the sword and you can find, have this kid just like sinking into it, you know, boots or something, which will be very exciting for them, but they will all learn. So the visual learners will learn by seeing, by doing bodily kind of aesthetic intelligences will also be interested. Interperson will also be interested when you use props and costumes. Okay. We'll move on to the next one. Thank you all for sharing your creative thoughts on spatial intelligence. What about bodily kind aesthetic intelligence? I was just thinking about having team Goliath and team David where they can just act out a specific group of people they can act out like David, we can make them through that even we can make them memorize the verse, like what David said and the power of the words and one can act like David and we can make them move, we can even push the chairs, make it as a battle ground or something so that they can move their body from the head. Yes. Nice. You can create a battle scene there with, you know, brothers standing and the fearful is the lights and David and Goliath. Yes. Anything else? You can have a slingshot stone and you can have, you know, David, you know, enact that slingshot and throw it. You can have, like John Paul said, you can have a child climb up a tree as well, just ensure the child is in fall, you know, all that incorporating physical movements. Okay. Also, you can have, get them to, you know, enact the story, retell the story, do actions or just make the characters. We make the characters. So, you know, and ask that that's the class to guess who's the character, whether it was the brothers or whether it was the Israelites, King Saul, so they can mimic these, these kind of intelligence can mimic the character they have to guess, which should be very, very interesting. Okay. We'll stop here. We'll continue in the next class. Anyone has any questions? Any doubts? Any questions? Any doubts?  It'll just help the audience who's listening to you. Okay. Any questions? Any doubts? No? Okay. Thank you all for joining class. Have a blessed week ahead and I'll see you on Friday for our TTP class. Thank you, everyone.


We're just a couple weeks out from the high school boys hockey postseason for Bemidji, plain and simple. They just want to win. The Lumberjacks have dropped four straight. Still have times to get things rolling. Four games left on the schedule. Will it start tonight at home? Posting a Warroad team, they beat 3-0 in the opener. Jack's up one of the first. Matt Gish then puts one to that. That sneaks in. Get him the puck. That's his first career varsity goal. Warriors, though, cut into the deficit later. Max Marvin off the draw. Carter Pellin redirects it in. 2-1 Bemidji leads now. The goals weren't an issue tonight for a while. Andrew Dondlinger goes to work out front. He knocks it in for the goal. Big win for Bemidji tonight at home. They put up five. If you enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland PBS.


Ladies and gentlemen, the Railroad Hour. And here comes our star-studded show train. Tonight, the Association of American Railroads invites you to hear the Sigmund Romberg George Gershwin musical success, Rosalie, starring Gordon MacRae and his celebrated guest, Nadine Conner. Our choir is under the direction of Norman Lubeau, and our music is prepared and conducted by Carmen Dragon. Yes, tonight another thrilling musical play is brought to you by the American Railroad.  The same railroads that bring you the finest in safe, comfortable, all-weather transportation at low cost. And now, here is our star, Gordon MacRae. Thank you, Marvin Miller, and good evening, ladies and gentlemen. Tonight, Nadine Conner is the Princess Rosalie, and I am Lieutenant Dick Faye, who at this very moment is making the first non-stop supersonic jet plane flight from the United States to the Kingdom of Romance. Rosalie, where is the Princess Rosalie? Don't worry, dear. She'll be here. The American has landed already. He'll be arriving here in the public square in a minute. Calmly, calmly, my dear. But what will he think if the entire royal family isn't on hand to welcome him? I wish I could fly across the Atlantic Ocean in six hours. It would be much more fun than being a king. Who's that, coming into the square? There's only one thing that can bring that many handsome soldiers together, Rosalie. They're the American and they're for real, dear.  Gentlemen, and now each of you may kiss my hand. Rosalie's got too many romantic notions. Sand-kissing? That's just something she learned last year when she went to Paris. Rosalie hasn't been the same since she made that trip. She's altogether too interested in men. Nonsense. How can she get romantic with all those good-looking croissants to keep a throne falling in love? My regiments bold, they're just like those nightclubs at home. Sorry, I'm late, Mother. Our relations with America are very important to us at this moment, Rosalie. Hope that America is so terribly far away. We don't want to offend this young aviator fellow. Well, I'll be nice to him, Father. What's his name? His name. I'm sure he must have one. But it seems to have set my mind. His name is Lieutenant Fay. Richard Fay. Not Richard Fay. Rosalie, what's the matter? There he comes. Your Majesty, our guest of honor, the intrepid aviator, Lieutenant Fay. Well, young man, welcome to the Kingdom of Romanza. I have a speech here. The Chancellor prepared for me, but I can't seem to sit somewhere here. I know I had it. Your Majesty, the gracious welcome of your people has said more than any words can convey. That's very good here. Why can't I ever think of things like that to say? Allow me to present the Princess Rosalie. Where are you? Where did that child go? I've been looking forward to meeting the Princess, Your Majesty. I've already met one of Romanza's citizens in Paris last year. She was the main reason why I made this flight. I wanted to meet her again. That's very romantic, isn't it? Who is this girl? She wouldn't tell me, sir. I know she's the most exciting person in the world. I know everything about her except her name. Maybe you'll happen across during the festival. The festival? Yes, we're having one in your honor. Dancing in the streets and all that sort of thing. Over here we have festivals at the drop of half. That's wonderful, Your Majesty. If you don't mind, I'm going to look around and see if I can find that girl. Young lady, you... Miss... So you did come to Romanza after all? I promised I would, didn't I? You know, I've been searching for you ever since the dancing began.  My costume should tell you I am a patent girl for today. That's not enough. What else would you have me say? What else? When your eyes look into mine, there's something they would say. The gray sky from the start says... That last year in Paris, I've been in love with you. I want you to go back to America with me. Tell me that you'll come and that you love me. I don't have to tell you with words, Dick. There's a better way. Hey, you are the guest of Romanza. But our hospitality can hardly extend to the lips of our princess. Princess? I thought you were just a peasant girl. Well, is it my fault if I'm a princess? Of course not.  Oh, Dick, please. Rosalie, I command you to return to the palace immediately. Oh, Dick, listen to me. Please. Your Majesty, I request permission to take off for my return flight. As soon as my ship is ready. Lieutenant Fay, I'm sorry about this misunderstanding with the princess Rosalie. Do not know you or princess, sir. I met a girl from Romanza, but it seems she doesn't exist. Oh, Dick. Have I permission to leave, sir? I must return to my post at West Point. You may leave, Lieutenant. Thank you. My compliments, Your Majesty. Princess Rosalie, it was an honor to meet you at last in your native setting. Goodbye. Dick. Oh, there, there, my child. Oh, Father, he's gone. I think maybe you'll see him again. No, I won't. He's gone for good. In what way do you benefit most from the railroads that serve your community? First and most important, of course, is the essential transportation service the railroad provides. I'd say they're our best customer by far. Important taxpayer, good employer, good customer. Those are some of the ways in which the railroads play a vital part in thousands upon thousands of the communities they serve. To get an idea of just how big a part the railroads do play in our national life, aside from their essential transportation services, you should know that last year, the railroads paid out well over five billion dollars in wages, well over three billion dollars for all the things needed to keep the railroads running, and well over a billion dollars in taxes. Truly, the railroads are good citizens and good neighbors, providing the dependable economical mass transportation so essential to our commerce and national defense, creating millions of good jobs, contributing heavily to the support of state and local governments, and consuming a large share of the nation's productive output. Now, here is act two of the Lawrence and Lee version of the Gershwin-Romberg hit, Rosalie, starring Gordon MacRae as Lieutenant Dick Thay and Nadine Conner as the Princess Rosalie. It's pretty disappointing when you find out that a girl you've been in love with, a girl you hope to marry, is really a princess and as unattainable as the moon. So I was glad to get away from the Kingdom of Romanza and back to the good old lights and glitter of New York City. When I went to Romanza, I heard many a serenade. The fellows there sing a stanza when they're wooing a pretty maid. But there's one that is better far than any old tune on an old guitar. That's the serenade when you land on a new ten thousand steep old chuteen, a million taxis tootin'.  Just hear those rivets rattling and hear the traffic battling. Come along, come along, and hear it play. Every corner has bands moaning, jazz bands groaning. Badder, badder, badder, badder, badder, badder. So keep your peace and quiet, give me that good old riot. Come along, come along, come along. Lieutenant Fay reporting is ordered, sir. Well, Lieutenant, I have a special assignment for you. This afternoon, the Military Academy at West Point is playing host to the royal family of Romanza. What did you say? You're at attention, sir. Oh, yes, sir, I certainly am, sir. The King has asked specifically that you command the Guard of Honor. Major, please don't make me entertain the Princess Rosalie. These are orders.  Yours not the reason why. Yours but to do... Yes, sir, I know.  Lieutenant Fay, it's a pleasure to see you again. Your Majesty, may I extend the welcome of the point to yourself and the Queen and... You remember my daughter, Princess Rosalie? Your Highness. Lieutenant. And now, if you please, Lieutenant, we would like to be taken to our quarters. I'm sure the Guard can escort you there, Mother. I would like Lieutenant Fay to show me the grounds. I understand there's a walk known as Lover's Lane. Is that correct, Lieutenant? Well, really, Rosalie? Now, my dear, let the child do as she pleases. Well, along, Rosalie, just be back in time for the review. I will, Father. Lieutenant, do you mind? From here, Your Highness, you can see one of the battlefields of the American Revolution. It's known as... Oh, Dick, do you really think I made this trip all the way from Romansa to hear a lecture on the historic landmarks of the Hudson River? Why did you come here? To tell you I'm sorry. To tell you that I meant every word I said to you. What? Oh, yes, my darling. Rosalie, do you love me? Oh, yes. Why do you say so? Well, I just did. You did? You really did? Yes, Dick. I really did. Oh, gee, oh, joy. The birds are singing. Because why? Because I am. Bells are ringing. Because why? Because I am. But all the while I see, I never knew I was so happy. Folks complain that I'm insane. Because I act so sad. Oh, gee, oh, joy. I'm singing. Because why? Because I am in love.  Well, I'm sure it can wait until your father reviews the changing of the guard or whatever they call it over here. Oh, no, he can't possibly wait. Dick and I are sure of it now. Oh, we're in love. Yes, we have been ever since we met in Paris. Your Majesty, I want to marry Rosalie. Where? Never. I'll really, my dear. Rosalie is a princess. Someday she will inherit the throne of Romanza. And as long as Rosalie is a princess, I shall never give my consent.  Rosalie! Well, I'm afraid your mother's right.  Oh, Father, how can you do that? We are now waiting to hold your horses. I've got a plan. Have you heard anything from your father? Oh, I don't know where he is. He's disappeared. I suppose he's getting ready to go back home to Romanza. The ship sails tomorrow. And this may be our last waltz together. Like eyes of gold as you and I. Gentlemen of the Academy and guests, His Royal Majesty the King of Romanza. Thank you. Thank you very much. But you didn't give my complete title. Oh, I'm sorry. Don't be sorry. I'm not. Starting right now, I'm my Royal Majesty, the ex-king of Romanza. Oh, it's harsh. Let me finish. For years now, I've been the monarch of the most progressively backward kingdom in Europe. And I've been getting sick and tired of it. And I think the kingdom has too. So I called up my friends on the transatlantic telephone to give him my abdication. Why? Why did you do it? Well, Mother, you said Rosalie couldn't get married as long as she was a princess. But she is no princess. Her father isn't the king. So I don't see why these two young people can't go right ahead and get hitched. Oh, Father. Thank you, Your Majesty. No more Majesty, boy. Just call me Dad. No, but now where will we go? What can we do for a living? Simple. I'm going to open up a restaurant. I hear there's a lot more money in that than there is in the king business.  Oh, gee, oh, joy. The birds are singing. Because why? Lady Incarno, we'll be back in just one moment. And meanwhile, our good thanks to Eleanor Audley, Herb Butterfield, Ben Weldon, and our entire company. Rosalie with music by Sigmund Romberg and George Gershwin. Book and lyrics by PG Wodehouse, Ira Gershwin, and William Anthony McGuire was dramatized for the railroad hour by Lawrence and Lee. The railroad hour is brought to you each week at this same time by the American Railroads. Marvin? Joining with the rest of the nation, America's Railroads salute the American dairy farmers and the dairy industry, which is celebrating June as Dairy Month. Dairy products today make up 30% of the foods we eat. And America's Railroads are proud of the essential role they play in providing the efficient economical transportation needed to bring these healthy, tasty foods to the marketplaces of America. Thank you, Marvin. And our folks here again as our charming guest, Mrs. Nadine Conner. Thank you, Gordon. It was fun being romanced in Romanza. Oh, where's the show train going next week? Well, we're all set. Go to a mythical city called Paris for one of the most delightful musicals we know. Listen. Sounds like a beautiful lady will be here. Name of Lucille Norman to help us sing the enchanting music of the Pink Lady. We'll all be listening. Good night, Gordon. Good night, Nadine. As always, you were wonderful. All aboard! Well, dear friends, it looks as though we're ready to pull out. So until next Monday night, and thanks to the Black Lady and the other members of the cast and of the American Railroads. This is your friend Gordon McRae saying goodbye. Rosalie was presented by special arrangement with the Tams Whitmark Music Library Incorporated. Our choir is under the direction of Norman Lubeau and our music is prepared and conducted by Carmen Dragon. This is Marvin Miller saying good night for the American Railroads, and reminding you, our Air Defense Command uses an extensive network of radar to detect possible enemy aircraft, But there are dangerous blind spots in this radar defense system. To cover these gaps, the Air Force has set up the Ground Observer Corps, men by civilian volunteers who contribute a few hours of their spare time each week. Thousands of men and women from teenage up are urgently needed for this work. To volunteer your services, write or telephone your nearest Civil Defense Center. And now, keep tuned for your Monday Night of Music on NBC.


Hello! Today's video will show you step-by-step installation of OpenShift dedicated. Access to the OpenShift cluster manager is controlled via Red Hat single sign-on with optional two-factor authentication security. See a summary of your managed clusters. Or create a new cluster. Identify your cluster with a unique name. Then select your preferred region. Provide the availability, instance type, and node count as determined by your available subscriptions. And configure any advanced networking as needed. Create your cluster and wait for it to be installed. Configure a supported identity provider while you're waiting. Add or remove users from elevated roles directly within the OpenShift cluster manager. Cluster provisioning is typically complete within 30 minutes. Resource node and alert monitoring is available within the OpenShift cluster manager. Your web console link is conveniently available from within the OpenShift cluster manager as well. For more information about OpenShift dedicated, please visit OpenShift.com.