Hey everybody, welcome to the Tutor Terrific, starting a new chapter in my physics course, chapter 4. It's all about forces. Today, I'm just going to give you a real intro into the topic of forces, how it plays into so many different related topics in physics. It's super important to understand what's going on here. We're going to look at the types of forces. We're going to look at Newton's first law, and Newton has three laws, but we're going to look at his first law as sort of a culmination of all we do today, so let's get going. So Dynamics is the study that we're going to do, and that's where forces lie under, which is study dynamics. That's what we're studying is forces. I want you to understand how it fits into the larger picture of all of the studies in physics. Here we go. So here's physics, and if you break it down, there's study like optics studies, there's mechanics, there's electricity, there's heat, and many more, sound, light, lots of different things. If you go under mechanics, and you break that down to its various categories, kinematics is what we've done so far in chapters 2 and 3, studying motion, just the characteristics of motion specifically, how to model that motion. Dynamics is what we're doing now, and that's studying the causes of motion, not describing it, but understanding its causes. So that's what we're going through right now. And dynamics also discusses changes in motion, not just the motion we see, but how it can be changed. Okay? So just for a definition perspective, dynamics is the study of the causes of motion, namely the causes of the acceleration that causes changes in motion. Okay. So, of course, that begs the question, what causes acceleration or the changes in motion? What do you think, guys? Think about it for a second. What do you think is the cause of acceleration? I told you the causes of changes in velocity was acceleration, but it didn't discuss what causes acceleration. Well, it's forces. Forces lead to acceleration, and I'm going to talk a lot about how that works in this video. Basically, in antiquity, you study this in junior high most likely, there are four fundamental forces in our universe. One of the main ones is gravity. Gravity can act at long distances is, excuse me, it can act at long distances, and it is quite weak. Then we have the force of electromagnetism, which can act at distances, but much shorter, and it's much, much stronger than gravity in short distances. The weak nuclear force is something that happens in the nucleus of an atom, and it deals with different types of decay, alpha decay, beta decay, as we see here, and the strong nuclear force, which is what keeps the neutrons and protons next to each other, and it's by far the strongest force at the very small distances of the size of the nucleus of an atom. We're talking picometers here. Very, very small. All right, so those are the four fundamental forces. We're going to look at the top two in detail in this course. Now, let me explain to you, through a couple videos, how things can get so screwy when it comes to people understanding forces. Veritasium, I give credit to this next video about to show you. Veritasium is a wonderful channel on YouTube, and it's an educational channel like mine. He does great work. He was in Oxford, and he discussed this, he did like a sort of interview of students on campus about forces. So let's go ahead and take a watch of this video right now. What is a force? It seems to be an idea that a lot of people are confused about. Like, Star Wars is the only source of knowledge. What is a force? Like, force is how you raise X-wings out of spots. You just concentrate. What would you say a force is? But outside of Star Wars, a force is energy and mass. So, you have a huge thing moving really fast. You have a lot of force. Something that exerts energy on the whole other matter. The movement of something in one direction and something that exerts energy on all of the students. I don't know. It's sort of this indescribable thing that kind of keeps us from flying off into space. Nobody really knows what it's about. It's just theoretical. That should teach me to interview philosophy students. Contrary to what you said, there were some people who knew what force was about. Something that makes something move from its original position. How you tell something or how you get something to move or how to shape it. Contrary to what you said, there were some people who knew attraction or direction or something that makes something move. Yeah, push, push or pull. Okay, it took some coaching, but force is essentially just a push or a pull. So, then I asked people what forces are acting on you right now. Most can identify a downward gravitational force towards the center of the earth. But then things got a little bit hazy. Can you tell me about the force in Nanyed's moment? Well, probably there's a big force down to the center of the earth, which is gravity. Well, the gravity of earth? How does it act a little bit hazy? Well, it keeps me on the earth. I don't fly away. I would be standing on the earth and it's pulling me down and making sure that I'm stuck to the earth. What other forces are on you? Are there any other forces on you? Well, there are other air pressure forces around me. There's my own muscular forces keeping me on. Well, it keeps me on the earth. And also, then, different, say, weather or its magnetic conditions. In terms of what's happening, whether it's surfing or just normal gravity. This is what's keeping me on the ground. It's like gravity. So, there's a gravitational force pulling you down? Yeah. Are there any other forces that are acting on you? Like, on me right now? On you right now. I can't think of anything else to describe it. Only one force. I mean, surely there's, like, a lot of small ones. Let me put this to you. If there's only one force on an object, what does it do? It goes towards it. But there's another force acting on you, which is pretty important. There's a force acting down, right? That's a gravitational force. What about a force acting up? I can't think of anything else to describe it. So, what forces are acting on you right now? If there's only one force on an object, what does it do? Cool. So, we'll go over those throughout the course. But he's talking about a very important upward force called the normal force. And many of you probably were like, ah, come on, students, get it. But we'll go through that. Don't worry. I want another video. The Novel Learning Center has a wonderful channel on YouTube. And they've got a really good introductory video on forces. And so, I'd like to discover some everyday forces by watching this video. A force is a pusher of pull. We can't see a force, but we can see the effects of a force. A force can move the stationary object, stop a moving object, or change its direction. A force can change the speed of an object. It can also change the shape of an object. A force is measured using the force meter. The SI unit of force is moving. There are two kinds of forces, contact force and non-contact force. When we push a pull, an object, we have applied force to the object. The object will move in the direction of the applied force. And applied force is an example of contact force. Friction is also a form of contact force. Friction goes against motion. Even though friction slows things down and makes me more difficult, there are many things we cannot do without friction. Friction holds us all around. And allowing us to walk without slipping. Friction causes a heart to break in time. So that's it. Friction is also a form of contact force. The amount of friction of force depends on the texture of surfaces in contact. When the surface is smooth, there is less friction. The force that makes things fall to the ground is called gravity. Gravity is an example of non-contact force. Gravity pulls an object towards the ground. The force of gravity also exists on the moon. But it's not as strong as it is on the surface. When the object rests on the surface, there will always be a reaction force. When we're standing on the earth, the reaction force balances the weight of our body. So we don't have to worry about the pain. The reaction is also called normal force. Magnetic force is non-contact force. Magnetic force only acts on magnetic objects. Iron, steel and metal are magnetic materials. The force of magnetic attraction pulls the magnet, magnetic object towards the magnet. The interaction of forces makes the world we live in the way it is. The cycle on a bicycle experience the interaction of different forces. Gravity pulls the weight of our bicycle and the ride towards the earth. While an equal reaction force acts upwards to balance gravity. As we ride, the sectional force between the wheels of the bicycle and the ground acts against the thought of the word force in the different parts. As a fish swims forward, wateriness acts in the opposite direction. While gravity pulls the fish towards the bottom of the water, the up thrust exerts an upward force. In level flight, the upward lift applies to the wings of an aeroplane, which is the downward weight of the plane. As a fish swims forward, wateriness acts in the opposite direction. As a fish swims forward, wateriness acts in the opposite direction. They interact with each other and us dictates how it is to live in our world and how it is to as a baby learn to walk and learn to interact with the environment. Getting back to Veritasium's main point is that a force is most fundamentally defined as a push or pull on an object. They can, but don't necessarily cause acceleration. Now I'll get into that because multiple forces can act on an object. They can cancel each other. While a force is the cause of acceleration, forces don't necessarily lead to a non-zero acceleration in every instance. One thing you've got to get used to about a lot of the quantities I introduce in this course is that they are vectors. Forces are no exception. Forces are vectors. If you look at the image, this guy is pushing up on this box. It's an applied force. It's a contact force on the box in this direction. Multiple forces can act on a single object in the video. The upward thrust. I love his little British accent. We've got weight downwards. We've got the gravity acting on the plane. We've got the lift due to the shape of the geometry of the plane and the wings. We've got the forward thrust due to the jet engines in this case. We've got drag due to the air resistance. Those are all forces acting on the plane in the air. Some more about the vector nature of forces. We have to be very careful. Forces act on a particular object, but they also have a source object. We've got to talk about forces that act on an object by another object. Let's take the same image from the last slide. This is a force on the box by the person. The box we call the recipient of the force. That's where the force is drawn. It's drawn on the recipient. The agent is the person exerting or the object exerting the force. We can add forces as well. Multiple forces can add, like vectors normally add. These two ladies are the agents of a force on this recipient here, this person. They're acting at right angles to each other. You would add those force vectors by either method. The tail to tip method was used here. The total force is at this 45 degree angle. This free body diagram is a picture of all the forces acting on a particular object. We're going to talk about that in a later lesson in this chapter. That's just a preview. Forces can cancel. If you have two force vectors that point in equal and opposite directions, such that they're anti-parallel and equal magnitude, the net force, which would be the sum of all the forces, would be zero in this case. The book would not move. Also, forces can act at an angle. We can talk about the direction of forces as some angle with respect to some other direction, this being this force at some angle, like 30, 40 degrees, with respect to the horizontal. We're going to look at that for sure. Now, let's talk about some examples of forces. Here are two examples of contact forces. This was in that video, the novel Learning Center Contact Force. It's a force that acts through the physical contact between objects. We have to have actual physical contact. Now, that is a gray area because that has to do with the electromagnetic force, repulsion between electrons. We're going to pretend like we're actually touching something to make that occur. Here are some examples of those. Then there are non-contact forces. These are forces that can act at a distance. They do not require this physical contact. Now, the students at Oxford, I believe it's Oxford, I'm not entirely sure, what forces are acting on you right now? That's the last question that Veritasium channel creator had for you. Well, everybody there was able to discuss gravity acting downwards. Then we saw in the novel Learning Center video, there is... First, let's talk about the agent, be the Earth. The Earth is exhibiting this force on me. It's exerting the force on me and I am the recipient of it. There's an electromagnetic force due to the very small distance between the electrons in the bottom of my shoe and the electrons in the carpet on the floor or the wood on the floor wherever you're standing. That creates an upward thrust, an upward force that counteracts gravity, which is why you don't move. The agent would be the carpet or the floor that you're standing on and you would be the recipient. Again, I'm just drawing all the forces acting on me. Friction is an example of a contact force that acts between two contact surfaces and these surfaces may be moving with respect to each other or not. They don't have to for friction to occur and it opposes the motion of other applied forces. If someone's pushing this purple box or indigo box to the right, the friction force will act to the left opposing its motion. If someone's pushing a lawnmower to the left, the friction force will be felt to the right and that's posing the direction of motion as this little guy says here. There are two types of friction. Static friction is the first type. It's friction between contact surfaces not moving with respect to each other. If I push on this purple box and it's not moving but I still feel some resistance, that's called static friction. Then there's kinetic friction which is the friction between contact surfaces moving with respect to each other. If I push this purple box and it would start to move, you might hear some sound. You'll still feel friction opposing you but now it's kinetic friction because the contact surface between the table or whatnot and the box, they're moving with respect to each other. Tension is another type of contact force. It's exerted between a long top ropes, so ropes that are taught, not filled with slack or strings. It's a very interesting force because tension at one end of the top rope is different than tension at the other end because they're equal in opposite directions. The force to feel the magnitude is the same but the direction is the opposite. It acts along the direction of the rope as you see here. Pulleys are very important when it comes to tension. We're going to be looking at a few examples of situations that involve pulleys in this chapter. A pulley is a wheel that spins freely. This rusty one probably doesn't but let's pretend it does. It has a track that can be filled with a rope like this. What do pulleys allow us to do? Why are they used in the industries? They allow us to change the direction of the tension force. That's the point. Now the tension force on this ball here points upwards whereas the tension for me points at this angle. They're not equal in opposite anymore. In this case, they're pointing the exact same direction. You can get them to point the exact same direction with the pulley. A single pulley like this allows a change in direction of the force. We've set up multiple pulleys to actually alleviate the magnitude of the force as well but we're not going to discuss that in this course. That's more of an engineering course. Now we're going to look at the laws of motion. We're just going to get started but these laws will be our foundation pieces for all of our mathematical analysis in this chapter. We're going to start with someone named Aristotle in the height of the Greek Empire. There were many great philosophers. Aristotle was one of them. Aristotle thought, he theorized, that a force was required to get an object to maintain a certain speed and that no forces acted on objects that were not moving. A force was required for an object to be moving at a certain speed. The greater the force, the greater the speed. This is the understanding for a long time. Then this man, Galileo, Galilei comes on the scene in the Renaissance. He stated, among other things that we've already talked about in the last chapter, that no, this is not the case. Forces are not required to maintain objects at a certain speed. The greater the speed, that is incorrect. Forces are required to change the speed. If no net force is acting on an object, it will maintain its current speed forever. That's in stark contrast to Aristotle's statement. It turned out that Galileo was correct. His understanding led to this man's first law, Isaac Newton. Now we're in the Baroque period. We're past the Renaissance. He's super famous for his contributions to the mathematics of calculus and to physics equally. He stated that what Galileo said was true, and he reframed it slightly.  Inertia is a property of all objects with mass. It's the tendency for an object to remain at a state of uniform motion or rest. Objects like to maintain their current state, whether it's moving with respect to you or not moving with respect to you. The more mass an object has, the more inertia it has. Inertia is a way to measure an object's resistance to acceleration, which would be changes in its motion. This little pebble here, for example, will have some inertia. It will resist my hand maybe picking it up very slightly, compared to, for example, Jupiter. Jupiter has a lot more inertia than that pebble, and so it's going to resist changes to its current motion much stronger than that little pebble, and that has to do with directly the fact that Jupiter has more mass than the pebble. And now, let me, I'm prepared now with all of that to state Newton's first law, which really reframed Galileo's understanding and rebuttal to Socrates, excuse me, Aristotle. Every object remains in a state of constant motion or rest unless a net force acts upon it. And this is also called the law of inertia, because the inertia is that thing that causes the object to want to maintain its current state of motion. We work against inertia when a net force is placed or acted upon an object, or exerted on an object. So we're going to look more at this and his other two laws coming up in the next few lessons. Thanks for watching this one, guys. This is it for lesson one. Look forward to the next video soon. This is Falconator, signing out.


Hello, this is born from one dot TV and today I want to talk about a topic I've been kind of putting off for a while and it has to do with the state of video games and the notion of kick starters a while ago we came up with this the industry came up with this idea of early access and early access Permits us as gamers to support video games in the middle of their development cycle These games are typically in a pre-alpha or alpha state and the developers asked for our our money basically to fund the development of the game and also as a As a bonus, I guess you can call it we can provide them feedback and kind of guide the direction of the game It sounds like a very very good thing on paper I think early access and even kick starters really were noble in their in their humble beginnings and They had a really good I Guess the word I can think of is just it's just pure at a pure beginnings But today we're kind of in a different situation. We've seen a lot of companies kind of abuse the notion of Kick starters and the notion of Early access and I think it officially has gotten out of control I'm kind of on the under the opinion that I think it's time for early access to go It really had a good beginning and it was a lot of exciting projects that came out I think the one everybody can relate to is Minecraft Which was one of the big big stars of that that premise also Kerbal space program Which really shined throughout the whole process But today, I mean a couple of stories a couple of news articles came out and just things that kind of sickened me Number one, I guess I'll just talk about the big one. It's arc Arc survival evolved. This is a game that I backed and I purchased early access. I Had a little fun with it wasn't all that to me But I could respect what the devs were doing and back then I was willing to commit to the money to do this kind of Stuff and actually the streaming and show it off as well. That was another primary motivation so Arc announced that they Are going to release an expansion To an early access title I Sometimes I think I'm living in a twilight zone because there's a lot of things in this world that happened. I just go Huh? What? I Does anybody else see this and that that was kind of the idea and that was a that was a mindset I had An expansion pack to an early access title early access means you're not done with the game It means that the game still has more features It means that you are in early access you are you pay the developers to help them get the game done And they release an expansion pack now expansion by definition means that you're extending to something. That's already there If it's expanding From an early access title Then what is it? I don't know what it is. It's that's why I was a little bit shocked that it happened It was so bold and just out there that I didn't know how to react and people ate it up They they bought it. I mean that it was a top seller on steam And even one of the the QA testers was like, yeah, we're a top seller on steam That doesn't excuse it in my opinion So I I really am shocked that this has been allowed to happen number one by valve That an early access title can release a paid expansion. It's a paid expansion back to an unreleased game now things that I can understand are like if you're gonna if you have an early access title and You have a microtransaction cash shop as part of the early access program I don't mind you charging for that stuff because most times what happens is that you're testing that system You're you're testing the prices Even though sometimes you're giving up all the time you're giving up real money and the devs what they do is that when the game comes out They reset you they reset all of your monetary, you know values They they give you all the tokens or whatever or gems or gold that you bought So that when the game comes out, you can start a fresh I don't mind that too much. I got problems with it, but I don't mind it too much a full on expansion To an unreleased game Early access is out of control guys. It's completely out of control. I mean you got people Changing from free to play to paid. Okay, we're going to go paid now. We're not going to be free to play the launch We're going to be we're going to be paid when we come so all these all these these major decisions Are happening in early access And people who invested in these In these games and trust to these developers are feeling burned Now gamers are kind of weird because there's this group that That will support the devs no matter what because gamers are loyal to games. They love They are they will they will accept and excuse and be apologetic for anything for any game that they love Because they don't want that to go away It's human nature. It's like they're clinging to it and then there's people who Who feel burned who legitimately want to support the developers but feel burned but don't know how to express it So they're silent. They don't say anything And then there's people who are very very vocal Against it to the point to where it's extreme I think I'm somewhere in that middle ground I I'm making this video to kind of express my thoughts on it But I feel burned. I trusted these developers with a lot of these early access titles and What they're doing today is not matching The spirit of what it started with the spirit of what early access started with is not matching what's happening today I don't mind supporting developers. I don't mind Giving them money to help them complete the project because I know how tough the industry is But I don't like greed. I don't like dishonesty and I don't like deceive deceiving your users and I'm seeing a lot of that I'm seeing a lot of I'm just questionable behavior from these developers so As an agent season gamer I can recommend that I can say that I'm gonna really I've already started cutting back on early access titles. I just don't I'm not going to even deal with them anymore I'll just wait. I'll follow the developers but There's going to be very few exceptions of developers that implicitly trust that have released games in the past that have not burned me in the past One one game that comes up is a battle right from stunlock studios. I played a ton of bloodline champions I trust those developers. They handled their transition from I think it was funcom the publisher that bought them out very well And they were very true to what they said what they said and I trust them implicitly. So that's why I had no No problem backing battle right Which is their early access title which comes out today september 20th I don't know if I'm going to be able to do that for a lot of other developers because the trust has been broken it's led to a lot of controversy if you will to where If a developer makes a minor mistake. I'm looking at you. No man's sky If the developer makes a minor mistake or miss tail or misjudgment or miss quote Sees and and just waves and waves and waves of negativity are going to come from the internet because all of that pent up distrust is building up and gamers will let it out on whoever gets caught red-handed This is one from one dot tv. This is my thoughts on early access and why I think It really needs to go


Okay, good morning and welcome to this week's edition of Encompass Live. I am your host, Krista Burns, here at the Nebraska Library Commission. Encompass Live is the Commission's weekly online event. It is our webinar where we cover anything that may be of interest to librarians. The show is free and open to anyone to watch. We do these sessions live every Wednesday morning at 10 a.m. central time. But if you are unable to join us on Wednesdays, that's okay. All of our previous shows are available in the archives on our website. And we cover everything on the show, presentations, book reviews, little mini-training sessions, interviews. Basically anything that's related to libraries, we'll put it on the show. And this morning we have on the line with us remotely from up in Omaha. Our speakers are remote today. Bridget Cratt and Wendy Grogene, I'm not sure if I pronounced that right. Yeah, it's, well, it's not Lowenstein. Lowenstein, okay, that's right. I wasn't sure about the change. Lowenstein. And they are from the University of Nebraska Omaha's library science education program. And they're going to be talking to us about preparing your students in your schools for going to college. So I'll just hand over to you guys and you can take it away. Awesome, thank you. And welcome to Using Information Anxiety, Teaching Information Literacy Strategies and Skills for College Preparedness. I'm Wendy Lowenstein, formerly Wendy Grogene. And I am Bridget Cratt. Thank you for joining us. Wendy and I both have previous classroom and library teaching experiences in K-12 environments. And now we both currently work with both undergraduate and graduate candidates in the library education programs in the College of Adhere at UNO. And the idea for this webinar came out of an ALA e-course that we took with Joanna Burkhart, who is the co-author of Teaching Information Literacy, 50 Standards-Based Exercises for College Students. The experience of the e-course really caused us to reflect on our previous teaching experiences of the K-12 level and our current teaching practices and information literacy skills at the post-secondary level. And I do want to put a little plug in. I just found out this morning that this ALA e-course is being offered again right now. I just received a notification. So this is something of interest to you. You might want to check into it. And in this session, we're going to discuss information literacy concepts that school librarians need to cover with secondary students in order to prepare them for college. We call this Reving Up for Research. And we will explain how this directly relates to the Information Literacy Competency Standards for Higher Education. The links to these standards is included in this presentation. I'll take you there now so you can see these standards and the 22 indicators. This whole site, first of all, is a wonderful resource and the standards include an informative option. Wendy, I just need to interrupt a minute. Hi, this is Christa. It's actually not showing the website. It's going to the other screen again. Come on. Okay. Let's figure this out. That's right. Our tech test worked perfectly. It did, yes. Our school says that you're using screen. What do you see on our screen? It's back to in the PowerPoint presentation like you were before on the very first slide as it was frozen again just like it was before. I'm trying to put you to before where you undid showing your screen and went back to it again. That seemed to fix it the first time. I'm going to pause it for a second. Yeah. And it is paused now. And I'm going to click back on it. And what do you see now? Because it does say on there showing your slide screen. Well, I tell you what. We're just going to pop out of the whole thing for a minute. I'm going to pause it again. We've actually undone our second monitor to see if that was a problem. Okay. Here, I'm going to pull back presenter control and re-hand it to you guys again here. Just let me change presenter. Okay. And now go to the full screen of that again, of the presentation. Yeah. And so now I'm seeing the slides. I guess I don't know what it's having issues with now. Sorry. We can see the website now if I can take you there. Yep. Now it's doing it. Yep. Okay. So maybe just eliminating that second monitor will help. Yeah. That's no problem. It doesn't understand the monitor. Yeah. You're all good. I see the slides. Yep. Perfect. Well, as you can see, this source is a great piece of information that have not only the standards but an informative introduction for you to refer to. There's also an abundance of outcomes that can be used to measure student progress towards information literacy. So we're going to talk about the Five Associations of College and Research Libraries or ACRL standards. And these include standard one, the information literate student determines the nature and extent of the information needed. Standards two, the information literate student accesses needed information effectively and efficiently. Standards three, the information literate student evaluates information and it sources critically and incorporates selected information into his or her knowledge base and value system. Standard four, the information literate student individually or as a member of a group uses information effectively to accomplish a specific purpose. And standard five, the information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information adequately and legally. During this presentation, we will look at indicators, outcomes, and activities that align to each of these standards. We really hope that you'll be able to leave this webinar with some activities and ideas that you can use as soon as tomorrow in your libraries. As we look deeper at these standards, we realize that they included steps and components of research processes and inquiry models that you may already be familiar with. These include the Eisenberg and Berkowitz Big Six, the Stripling Model of Inquiry, the McKenzie Research Cycle, and others. I just wanted to take you quickly to the Big Six site that I use quite often at both elementary and high school libraries that I worked at. On this site, it walks you through, there's tons of resources, but also it'll walk you through the six steps of research that are involved in the Big Six, of course. Step one being task definition, where students and researchers will identify the problem and identify the information that they need. Step two is where they will determine all the possible resources and select the best resources to solve their problem. Step three is when they physically locate the resources either in print or digital. And step four is when they engage with these resources to take notes and organize our information. Step five is the synthesis, where they're gathering together all of the information and putting it into a product or presentation. And step six is when both the teacher will evaluate the product in the process and also the student will self-evaluate their product in the process. Again, this resource is a wonderful site for students, teachers, and school librarians. And I'm going to take a minute to walk you through two other resources that we use quite a bit when we're teaching research skills. And this will be the Strictly Model of Inquiry in the Mackenzie Research Cycle. And the Strictly Model of Inquiry, there are several places that you can access this information. But I chose to take you to the Library of Congress Teaching with Primary Sources site because, again, this is a great way to incorporate those primary sources and show you how you can connect this model to doing that. And with Barbara Stripling's model, basically you kind of start out with connecting and wondering.  You then go into where you will begin to investigate, and you're going to find and evaluate information. From that, you'll construct some new knowledge and begin to apply that understanding in a new context. Just like with the Big Six, you're just going to reflect on your learning, and you're going to begin to ask some new questions, which from there you go back and connect to your previous knowledge. What I really like about this is it's not a linear process at all, but really very cyclical, and you can see how you can go back and forth between the components of that. The other one that we're going to take a look at, and there are many, many out there, is the Mackenzie Research Cycle. Jamie Mackenzie is kind of a guru when it comes to the importance of questions and questioning with our students. He has several books out right now. We have used some in our coursework here at UNO. But, Hith? Bridget, and Wendy, I just need to turn up to a second. This is Krista. We seem to have lost your sound. Maybe you've hit a button or hit mute or something. You've cut out on the sound. Wendy, are you there? Yes, I'm here. Hi, you got dumped, it looks like. Yes, we did. Sometimes our best laid plan. OK, we want to try and pick up again. I can switch over back to you again. Is your connection OK now? Or we're not sure. We'll just see what happens. Well, we're going to try it from my computer. OK, all right. Hold on a sec. I will make you present her like I did before. And she'll be able to grab the pop up there. We're on our computers here. Do you know at what point you lost us? Because we were just talking. Yes, you were talking about the, you're on the questioning.org website. You just started showing that one. OK, so you guys didn't miss much? Yeah, we were just talking about the cells then. Yeah, and the sound died. And then your screen froze. And I was trying to talk back to you. And I kind of figured out that they must have completely lost connection. And that's what's going on here. So, OK, there, yeah. I'm going to need just one second. Yeah, no problem. Because we're switching everything over on our laptops now. Because I can do my, OK, all right. I'm not, my script's not following up. I got some time. All right, so am I live yet? It looks like you are. You're on the, I'm still seeing the Instagram website doing it. That's where I want to be. OK, OK, that's where you're on then. Yep, that's what you're showing. It looks like it's moving around and doing some stuff. So you still have a live connection, yes. OK, all right, well, I'm going to show you, just grab Bonamartens. I'm going to show you instagram.com. I apologize for technical difficulties today. If you are to just type in any subject that you are wanting to research, you don't have to create an account for this. You can, and there are certain benefits to creating an account. But what it does is it pulls up subtopics on the topic that you are researching. And then if you are interested in other subtopics, then you click on that subtopic, and it breaks that topic down into more subtopics, and you're in subtopic heaven. I'm going to go back to weather, and I also want to show you and call your attention to some other qualities of the site that I like. For example, you'll notice here the key facts. The key facts list a ton of key facts that you may or may not be interested. Also notice for students, vocabulary terms are highlighted so they can click on those. I'm on more about the vocabulary terms. They can delete the key facts. And also notice this little pin right here. If I like this fact, I can click that pin. It'll add it to my diagram, but then it'll also add it to my journal. This will be handy when the students get a little bit further in the note-taking process. They can start their own journal, pull over facts that they like or they think are relevant. Notice it also pulled over the resource that that fact came from, and I can also add my own notes to this journal as well. Please notice that students can either print this, so again, they don't have to create an account. They can email this to the students, or also this journal can be connected to Edmodo if they use Edmodo in the classroom. To go back to the graph, you just simply click the graph tab so students can add to their subtopics list. They can find further subtopics. They can take notes on the site. And also very quickly too, notice there are websites that you can access. There are videos and images on your topic that you have more visual and audio learners. Also there are quizzes on there for students to check their knowledge and a glossary of terms as well if there are some terms that students are unsure about. And the last thing I want to share with you, because there's so much on the site, this is my favorite aspect, but I'm going to move this button. And what this button does is it changes the level of difficulty of the concepts and terms and vocabulary. So I went all the way to the left, and that, if you noticed, really simplified the concepts and the vocabulary. If I go all the way to the right, it makes the concepts a little more difficult. If I go in the middle, it's in the middle range. So regardless if you're teaching at the high school, not all of your students are reading at the high school level. And this is also a great tool for ELL students as well. This brainstorming process and using this site during the brainstorming process would be essential to providing key facts about the topic. It'll also help students learn terminology and symptoms that can assist them in developing their research question. We realize that it's common to work with a predetermined curriculum-based research objective. That happens quite a bit. However, we also know that a major goal is for our students to really start formulating their own higher-level questions based on their research interests. Since essential questions are crucial to successful research, it may be necessary to guide students through this process. And so we've come up with this activity that can help you do that. By having students complete a topic triangle in which they narrow down their focus, they are better able to formulate a higher-level thinking question. For example, a topic like environmental awareness is a bit too broad. Instead, students could narrow this down further to narrow their topic. And for example, if I use Instagram before this, it'll help me find those narrow subtopics that they can use. And then specify the topic even further to focus on acid rain as a component of pollution, and further specifying it to acid rain in the United States. From here, we would be able to, or students would be able to formulate a higher-level research question such as, drum roll please, what is the connection between acid rain and air quality in the Midwest? Different types of questions can help refine and shape the direction of students' research. And I showed you earlier that McKenzie's site, and really he does an amazing job of kind of breaking down all the different types of questions that are still very higher-level that our students can be asking. So you can see how the research question that we asked can be changed and modified by focusing on either cause and effect. So what effect does acid rain have on agriculture in the US, again we're being very specific. Comparison, how does acid rain affect the environment in the Eastern United States compared to the Western United States? A measuring type question to what extent has acid rain impacted agriculture, production in the last 50 years, or even a process type question, how can acid rain be monitored in order to educate about the dangers? These activities meet ACRL standard one, indicator one, in which the information literate student defines and articulates the need for information, by exploring information and defining, and modifying information to achieve a manageable focus. We are really beginning to rev up for research at this point. Once students have narrowed their topic and created a higher-level thinking question to research, what do you do next? Well, ACRL standard one, indicator two is the information literate student identifies a variety of types of formats of potential sources for information. To do this, they need to consider what information they need and where they will find it. The sources of information and the specific information selected will be determined by that information need. And we all know that not every information source is equal or necessary or good. So in order for our students to know which resources to use, they need to first know which resources are available to them. At this point, we've been talking about revving up for research by narrowing down a topic, narrowing down a topic, and developing a higher-level research question. However, long before this revving up for research begins, students need to be aware of all the resources a library has to offer. This can and should be done throughout the school year and includes both print and digital resources. You need to consider whether or not your library has subscription databases, magazines, a print reference section, a copy of textbooks used for curriculum available for your students and teachers to use in your library. Keep in mind if your school does not have a budget for subscription databases, there is an option for you. And for those of you obviously joining us from Nebraska, this one would or should look familiar, so Nebraska Access is a great, great resource. Thank you, Krista and NLC. For those of you that are not in our state, we really encourage you to check with your own state library commission to see what's available with Nebraska Access. We have databases that are available to everyone in the state. And when you are from a school site or public library site, there's no login meeting the IP address. I believe it is read through the IP address. But you can see that we have all of these resources at our fingertips. And I will tell you that especially when I'm looking at selecting sources for the support information literacy, I really look at books in print and nonfiction connection. They allow me to break things down by topic, by grade level, by format, that I get full professional reviews. So on the back end, these are the kind of sources that I'm providing for students who are then searching for information. But again, we have all these databases, including on the file full text select, where you'll get full text articles. Of course, the classroom teacher and school librarian first need to discuss which types of resources the students can and will be able to use during the research process. And oftentimes, these are determined by standards, target objectives, and any other learning outcomes of your district. So an activity students could do is to create a concept map like this. And this would allow them to brainstorm and visualize all possible sources of information before they even begin their search for credible and authoritative sources. Much like they narrow down their research topic into a higher level thinking question, they really need to narrow down all possible sources of information to those that will best help them answer that question. We don't want to get them too far ahead of the process. They need to think about what's best going to help me. And by having a system for organizing information, they can identify gaps to determine if they need to revise. And this is actually meeting ACRL Standard 2, Indicator 1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. With this type of activity, students are really beginning to develop their plan for research. And we created this graphic organizer just on Microsoft Word SmartArt. Once the possible resources have been determined, we would then move into selecting the best resources, which is Standard 2, Indicator 2. The information literate student constructs and implements effectively designed search strategies. One type of activity that leads students through the evaluation process would be for them to create a table like this. So here, students are determining the quality of information for a variety of sources because they're going to start considering the purpose, the audience, the authority, credibility, currency, and accuracy. They're also considering if the source is primary, information in its original form or first-hand accounts. And again, I took you to Library of Congress earlier, which has just a wealth of information here, or secondary, removed from the original source. And with your research projects, there's oftentimes going to be a combination of the two. Students are ultimately asking if the source that they are looking at provides them with high-quality information, and if the source provides the information that is useful in answering their research question. Once a topic, question, and possible sources for searching information have been identified, the next step would be to determine key words for conducting the research. Students frequently attempt to use their research question to search for information, meaning that they type their question in the Google search box, which can lead to frustrating and an overwhelming amount of results that leads to their information anxiety. To help students select keywords that will allow them to successfully locate information relating to their topic in question, we recommend an activity like this. So here we have a pretty simple search term guide that we created just using tables in Microsoft Word again. By creating a search term guide like this one, students can better identify concepts, keywords, terms, and synonyms of words that become their first round of search terms. And again, the InstraGOT site that Wendy demonstrated earlier can also help with this. So for example, we've been talking about the effects of acid rain and connections to air quality in the Midwest. Since that's our research question, then our table could look like this. Concept one is acid rain. And if you think back again to that InstraGOT, we had some synonyms that they were giving us. So a good starting point for possible keywords might be wet deposition and sulfur dioxide. Concept two is air quality. And other search terms here might include smog or ozone. And concept three is the Midwest. Other search terms here might include Nebraska or Great Plains. You'll notice that within each concept, students will be using the Boolean operator of OR. This will retrieve all records that have either term. Between each concept, the students would be using the Boolean operator of AND. This will retrieve all records that include both terms in the same record. Students can also use the word NOT, which would eliminate any records that would contain a term that they know would not be useful to their research. This activity and process will save a lot of time that would otherwise then sorting through resources and records, it would not be helpful to answer in the research question. And saving time, as we all know, can alleviate anxiety. This addresses the ACRL standard two indicator four. The information letter of students refines the search strategy if necessary. So if you're not familiar with Boolean searching, there's a great resource that can walk you through this. It's called a primer in Boolean logic. And I'm gonna take you there because it's much easier to understand the process when you can kind of see how it works. So again, our main terms here are OR and NOT. And the example that they use here is college. And so someone is searching for information on college. But by using the Boolean operator of OR, it will also pull up university. And what they're gonna do here is it's going to look at all records that contain the word college. It's gonna look at all records that contain the word university. And it's gonna look at all records that contain both college and university. So by using the operator of OR, it's actually gonna increase the number of results. And here is an example of doing it with three different terms. When you use the operator of AND, you're gonna retrieve records which both of the search terms are present. So here are the examples, poverty and crime. If you type in both the poverty and crime, you're going to get this in the shaded area. It's not gonna retrieve anything that just has poverty or just has crime, but only those records that have both in the information. And so that's going to limit the number of results. And then the final example is the not logic. And here they're using cats and dogs, but they actually want cats, not dogs. So it's not gonna pull up anything that has cats and dogs.  It's only gonna pull up those information that is just specific to cats. And again, here you're actually limiting the number of hits. Students are really starting to rev up for research now. They have identified a topic, they narrowed it down, they developed a research question, they determined possible sources available and they developed search terms to use when conducting their research. We all know at this point it's tempting for them to type those terms into Google and hit the search button. If we've prevented them from typing their research question in, they still might be wanting to be typing all of that in. And as Wendy mentioned, it's going to yield millions of hits. So we suggest the following activity so students can experience the difference between information found through searching the web and information found in the library's databases. There are two parts to this exercise. In the first part on the top, students will look up their topic in both Google and in the library's general periodical database. They should be encouraged to use the search terms with or and and not as described earlier and include this in the first column. They would then record the number of hits and indicate how the results were organized. Next, students would list the types of materials that were found. In the second part of this exercise, students will identify the best sources of information and provide a description of the information and the authority of the author. The goal of this type of exercise is for students to understand that a library database will yield much more information rich results with less time and effort and anxiety and that conducting the same search on the web, not so much. It's really an opportunity to discuss how Google, although yielding millions of results, and you know usually their first choice, is really only scratching the surface. It won't yield and it can't index information on the deep web, but that information that is actually hidden within databases. And typically the information that's best gonna help answer that research question. So this type of activity addresses ACRL standard two, indicator five. The information letter student extracts, records and manages the information and its sources. All right, students are now ready to start reading information and selecting main ideas and analyzing the structure and logic of supporting arguments and methods. Here we are beginning to move on to ACRL standard three. The information letter student evaluates information and it sources critically and incorporates selected information into his or her knowledge-based and value system. This is really all about note taking. There are several strategies that can be used when teaching this concept. A, B, C, Lou, mind maps and tables. So some of you, maybe many of you are probably familiar with the acronym ABC Lou. This A stands for abbreviate, B stands for bullet points, C stands for what I like to call cell phone language because I think it's a little bit more current than caveman language. Lists, our L is for lists, O, one word for many and U, use your own words. And this is really an excellent mnemonic device that students can easily remember so they're selecting and using information at the plate. And I just wanna take you to a quick site that we really like and even when you're teaching high school students that are preparing for college, I don't think they're too old for grammar granny. Grammar granny always has some great content on this site. But you'll notice that she does to break down this ABC Lou process. And so really kind of gives them some good examples. Something like United States of America just put US. Bullets, with the example of baseball, bullet point, those information, nine players, everybody plays both offense and defense and so on. She has a really great exercise on here that you might try. And I think even our high school students would really enjoy being the caveman and having them read a resource or hear a resource or have someone, even a TV report, and they have to practice the skill of cell phone language. She even wants them dressed up in a sheet to look like I think Fred Flintstone. I think another way too for caveman language would also be having them take their notes in tweets. So that would really require them to lower the amount of characters in terms they use when they take notes. Great point, 140 characters or less. Again, lists, one word for several, be thrifty. You don't want to get bogged down. And finally, use your own words. And this is going to come up here again later when we start really diving into ethical use. A mind map also works well and helps students conceptualize and visualize important points and sub topics to focus on. There are several free online tools that can help in this process, including Instagram that I previously showed you. But I also wanted to take you to Bubble Us and show you how this can be used. Bubble Us is a free site. Does not require a login or username or password. You can have a username or password to save it. Bubble Us pretty much takes you to the screen. And literally, you just start here. Right now my son is studying about weather in his class. You just type in the main concept. And if you want to make concepts to go off of your main point, you can type that in. And you just keep going to town. I'm going to put types of weather. And also, one thing that I know, and you can keep going and keep adding your concepts and adding more and more notes. But again, now I've got types of clouds. Now I'm going to add my notes off of this bubble. And oh, wait a minute. It's the same color. One thing that I really like, and I know the kids enjoy too, is you can change the color as well. And make this even more visual for them to keep building and taking notes. And also, this will help them easily transition into the writing process when they've got their main ideas and they're supporting details in different colors and layer it as well, too. This is a really visual graphic way to help students take notes and then see how the information can very easily be transformed into an essay or a final product. Bubble Lass is one that I like, but there are also other graphic organizer creators. Poplet is another one. And then we also have demonstrated some smart art and Microsoft Word as well, too. That does not require internet. And creating tables are really also an efficient way to help students arrange information for note-taking. A simple table like this allows students to focus on the main ideas and organize the information they're extracting from their sources. So again, if you take our example of the connections between acid rain and air quality in the Midwest, we would have acid rain, air quality in Midwest in our columns. And then in the rows, we might be looking at causes, regulations, and possibly researchers in the field. It's really imperative to expose students to a variety of tools and note-taking strategies. So one way is not gonna fit everyone. This way, they are really better prepared for the post-secondary environment. They can select the tools and strategies that work best for them and their learning style. All of these note-taking tools and strategies that we've addressed, or we've shared, address ACRL Standard 3 Indicator 1. The information-literate student summarizes the main ideas to be extracted from the information gathered. As well as Indicator 3, the information-literate student synthesizes main ideas to construct new concepts. At this point in research, students are really beginning to recognize the inner relationships among concepts and should be thinking about how to synthesize this information into a final product. This step is crucial as students really need a tool and method to help them put the information into their own words, thus avoiding plagiarism. The next step is to begin drawing conclusions based on the information they've gathered and integrate this new information with their previous knowledge. This is ACRL Standard 4. The information-literate student, individually or as a member of a group, uses information to effectively accomplish a specific purpose. There are many, many, many ways that our students can demonstrate mastery of a concept, and oftentimes we realize they're gonna have a research paper because they're required to write a thesis statement and have supporting paragraphs and a conclusion. However, there are several web 2.0 tools that will also allow students to present and share their research findings in a unique way that requires them to go beyond basic knowledge and comprehension of a topic. These also allow students to tap into their creative side. These tools can include Inomoto, Glokster, Prezi, SlideShare, VoiceThread, there are many, many more. And you can access information on these and many more at the AASL's site for best websites for teaching and learning. And I'm gonna take you there quickly just so you can see how they have actually breaking it down for us by these big concepts. So media sharing, digital storytelling, managing and organizing, social networking, content resources, and curriculum and collaboration. And you might think, well, how is that gonna, how does that allow them to do a final product? Well, when you look in here at some of these standards, they're talking about using information tools to organize and display knowledge and understanding in ways that others can view and assess down here. And here's Poplet even that Wendy was just talking about, digital storytelling, creating an artistic format to express personal learning. Managing and organizing tools. And social networking communication, here they're really sharing and what the information that they gather. So we encourage you to check out this AASL website. And again, this active link is going to be on the presentation for you to do that. Okay, if students have a choice in how they represent their new knowledge, it is important for them to choose a communication medium and format that best supports the purposes of the product or performance and also the intended audience. They also need to understand many of the economic, legal and social issues surrounding the use of information and access and use of information ethically and legally. This is ACRL Standard 5. Throughout this process, students have been collecting, organizing, synthesizing, data from various sources. They've been critical and they've been creative. Thinkers as they brainstorm, they analyze sources and they question group and individual assumptions. Our goal is that they have also been ethical throughout this process. An activity that might check this ethical use can take place before the students ever submit their final product. And there are many free resources that help school librarians and classroom teachers teach the important concept of copyright and fair use. These include online interactive tutorials and quizzes from teaching copyright, from the copyright sites. There's one called copyright with Carlos and Eddie that I like. It's a couple of animated characters and the students can really relate to. There are sliders and spinners from the United States Copyright Office. There are just plenty of resources out there for us. And they help engage students in authentic learning experiences and help them understand the implications for using the work of others. But by making sure students understand and follow the guidelines for copyright and fair use, this will address Standard 5, Indicator 1. The information literate student understands many of the ethical, legal, and socio-economic issues surrounding information. And information technology. And this also addresses Standard 5, Indicator 2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Once our students have a better understanding of the implications for using the work of others and are familiar with the why for citing sources, they now need to understand the how for citing those sources. Although this step in the information literacy process can be anxiety-producing, it has actually been made much easier through the use of technology. Many, if not all, of the common databases in our schools have citation builders built right into their features. Students simply click a button to decide the format for the citation, for example, APA or MLA. And the database will provide a citation. However, for sources of information taken from other online searches and print materials, a terrific option for building citations would be easybib.com. And let me take you there just quickly, very quickly. As you can see here, you have the options, or students have the option of citing a website, a book. Notice here they can just type in the title ISBN, great way to teach them about ISBN, newspaper, journal, database, and there's even more. The most useful I find and easiest to do is just by citing a website. All they have to do is copy and paste a website URL into the resource, into easybib, click cite this, and it will cite the website. It also, it will generate a citation for you to copy and paste into a document, but it'll also keep a running record if you wanna just create your whole works cited page here on this website. Again, nice and simple. Our students have now reached the last of the indicators for standard five, which is indicator three. The information literate student acknowledges the use of information sources and communicating the product or performance. So through this whole process, our students have narrowed down their topic, they formed a research question, they've determined possible sources of information, they have selected the best sources that are gonna help answer their research question, they've located and they've extracted information from within in those sources to take notes and they've organized it, and they put their information in their own words to create a product, they've given their citations, and they've given credit to the sources. They've demonstrated the skills of information literacy. However, they are not quite done. We don't want our students to hand in their product and move on to the next project or assignment. An essential 21st century skill is for our students to evaluate and reflect on both the product for effectiveness and the research process that they use for efficiency. Although this is not addressed in the ACRL standards, it is addressed in both the American Association of School Library and Standards for the 21st century learner and the partnership for 21st century skills and also it is a sixth step in the big six research process. As well as one of the components of the Strickling Model. One way to do this is to have students complete a self evaluation form. Some example questions you may have students consider during this process could be, what did I learn about my topic that I didn't know before? What source or type of source did I find useful that I've never used before? Why was this great and how did I find this resource? Which areas and section of the project were the most difficult for me to complete and why? Which part of the research process did I most enjoy? And what would you or the students do differently the next time? I often like to capture that last one so students can think about this the next time they research. Remember, research is not always linear. It is not always neat and clean. It is cyclical and sometimes is messy. However, there is still a process of steps we must go through as we get our students towards becoming information literate. It is imperative that we work together with our classroom and content area teachers to ensure our students recognize when information is needed and have the ability to locate, evaluate, and effectively use this need information. As the Association of College and Research Libraries tells us, information literacy forms the basis for lifelong learning.  It enables learners to master content and extend their investigations, become more self-directed and assume greater control over their own learning. And as school librarians, that is really our ultimate goal. So, thank you for joining us today and hanging with us through our technical difficulties. It is rather silly as we're sitting here with four screens in front of us on different computers. We hope you are able to incorporate some of the activities or ideas we've suggested into your next collaborative project with your classroom and content area teachers. We also would like to leave you with this thought from the resource Faculty Focus. An interdisciplinary effort gives students ample opportunities to practice and develop their writing and research skills. The cumulative effect of this approach not only benefits faculty, but our students seem to appreciate and feel less intimidated working within this method as well. So let's work together to ease information anxiety and go rub up for research. Thank you. Okay, thank you. I don't know much time we have for questions, but we'll gladly take them. Oh yeah, no problem. Thank you very much Bridget and Wendy. Yes, we will have time for questions, of course, since we had that break in the middle. It's not a problem if we go over. We don't lose too much. I think we kind of caught you up once our technical difficulties were resolved. And Wendy was a kid, we had four different screens going in. Things looked right on our end, but I don't know. Yay, modern technology is just a wonderful thing when it works, yes, as commonly said. If anybody does have any questions, comments, suggestions or how you do things in your library or schools, type them into the questions section. We do have one comment that came through and we were having the technical issues and I saved it just to let you know that someone did. Maria Francesca did say it's a definitely a wonderful topic, well researched and presented so far. So she knew it was going good when you started. That's awesome, thank you. Yeah, just some things coming through. We will have the record. Go ahead. Michelle, Michael was still on, thank you for calling me. She actually called me to tell me that we lost contact because we're just chatting away thinking everything's going fine. I did try and call as well. I was assuming you're probably not answering on purpose because you were doing your session, that's what I do. We will have the recording up. The part when we lost connection will edit that out so we'll have an easier flow through the whole thing. The PowerPoint presentation, for anyone who's wondering, the full presentation will be posted up as well with it. Brigitte or Wendy will be emailing that to me when we get off the line here. And the links that were mentioned in the presentation, as you saw, they are hot links right from there as well. I am also going to be adding some of them already in there to the commission's delicious account so you'll have a quick link to all of those websites and everything that were mentioned as well. So we'll have all that. Doesn't look like any, while I was chatting away here, babbling away, doesn't look like any actual questions have come through. Just a bunch of really thank you, thank you so much. Thanks for the presentations. Well, we appreciate it. Hopefully there's some activities that they can turn around and take today and use tomorrow. I really enjoyed it, it was very good. I wish I had some of these kind of skills more. When I was in college, I kind of just flailed around as best as I could, I think, with some of these things but not anything officially taught to me as here's how is the right way to do it. I think I fell by accident into some of these skills and processes. Yep, and that's what we're seeing here with our candidates too and it's just nice for them to be exposed to as many different processes and skills and strategies so then they have some tools in their toolkit to pull out when they're faced with a big project once they get up to the post-secondary environment. Absolutely, because everything changes then. Okay, well, thank you very much then, Bridget and Wendy. It was great to have you on. I'm glad we were able to get the technical issues resolved so we can get the full recording here and the full show going. So thank you very much. I'm going to pull back presenter control here again. And I will send, on the PowerPoint that I send you, Krista, it will include our contact information as well. We're going to add that to that last slide in case anybody wants to get in touch with us. Okay, great, absolutely, sounds good. All right, thank you. All right, thank you everyone for attending this morning and thank you for holding out through our technical difficulties. That will wrap it up for this morning's show. Hopefully you'll join us next week for next week's Encompass Live, which is our monthly tech talk. Once a month, Michael Sowers, who's the Technology Innovation Librarian here at the Library Commission comes on as a tech talk. This month, however, we're doing something a little different. He's actually not going to be on the show. He is traveling down to Kansas to attend the Northeast Kansas Library Systems Technology and Innovation Day. And what we are going to be doing then is instead of him doing an actual episode, he is going to be, we're going to be live broadcasting their opening keynote from Cynthia Dutonhofer from Central Methodist University in Missouri. We'll be on it. This will be at a special time since they are, we're doing it with their schedule. It will not be at 10 a.m. It'll be an hour earlier at 9 a.m. Central Time. So be aware of that. As you can see, I've got some notes here for that. So it'll be a special time with a special broadcast that we'll be doing it next week. And if you are interested in any other learning opportunities, we want to bring your attention to our Nebraska Learners 2.0 program. This is a 23-thing style program that we do here in Nebraska for any Nebraska library staff. You can learn different, every month we put up a new technology or a website or service that you can learn about. This month we're learning about social news sites like Dig and Reddit, things like that. You can also read a book every month. We suggest a book title, something that is related to libraries or librarianship. You can do that. If you are in a Nebraska library, a public library, you can earn continuing education credits for doing these things to the program. If you're not in a Nebraska public library, check with whoever submits, gives you your continuing education credits and they might agree to do these as well if you actually participate in our program here. You could possibly earn credits on your side. So that is it. Oh, also just the last final thing, Encompass Live is on Facebook. So if you are a Facebook user, let me get down here, please like us on Facebook and you'll get notifications of when new episodes up, when the recordings are available, anything related to some of our shows we'll put here on the website. I'll post it up onto our Facebook page as well as on our website. So thank you very much for attending and that will wrap it up for us. A few more nice thank yous coming through. Very interesting, good resources. Good job Bridget and Wendy. Thank you so much for being on the show. So hopefully we'll see you next week at 9 a.m. Central Time for Encompass Live. Thanks.


Hello and welcome today. We're going to be looking at thumbnails in your file manager in this case I'm using PC man FM, which is my preferred file manager But this probably applies to other file managers as well and I have it set up so that it will generate thumbnails and For both images and videos when I'm looking at them in the file browser Sometimes there's issues for example right here. I have one Image that doesn't have a thumbnail and then some here. Let me show you something here real quick I'm gonna open up this one. We're gonna look at this. You can see it's upside down So I'm gonna quickly rotate that go to the next one gonna rotate that so I'm just rotating them but they could be other types of Issues here and when I go to exit I was gonna ask if I want to save those changes and yes It saved them, but it didn't update the thumbnails I can hit f5 to refresh here and you can see this one I think it rotated properly, but these ones rotate and this one's still missing and this has to do with Meta information and the way the thumbnails are embedded in the image They're just not getting updated properly So we are going to force them to update. So we're going to install program sudo app, so let's put this up here sudo apt or aptitude or apt get wherever you use install the name of the program is X E I F Trans so for transform transform, I guess but X ex I F stands for exchangeable image file That's just basically when you take a photo all that information in there About the photo usually about you know what camera was taken what lenses were using your GPS location all that stuff I believe is is part of the Ex I F or the exchangeable image file format So I already had that installed go ahead and saw I'm a devian-based system So again, I'm using apps, but use whatever package manager you use on your distribution and Once it's installed all we have to do is use that we're gonna say it has lots of features, but we're gonna use Ex I F Tran Dash I dash G and the name of the file we want to fix. So I'll just do 4.jpeg here So again, this is in the file browser. I'm in the same folder up here I'm gonna run that command and you can see it updated the Thumbnail there for that image if you have a few like I do we are going to just say do it to all them You do all JPEG do that all back to fix all of them this one still is blank but let's just F5 to refresh there and it's seeing it just There was no thumbnail before and then you hit F5 to refresh my browser to tell it to look there And see that there is a thumbnail the other ones update automatically because it already knew there were thumbnails there But that's it. This is there you might have other thumbnails You don't have any thumbnails at all for anything you have to set that up in some cases That's a different tutorial, but if you haven't set up to get thumbnails and you're getting some and not others This is a way to force it to basically update the thumbnail to match the image So these are all rotated the right way and if you're not getting any They're right there because I've had times where I actually edit images and depends on what editor using but I've edited image image images in my shell and The thumbnails didn't update like I made an image black and white but still color in the thumbnail This will force that to update so quick and simple. Hope you enjoyed this Hope you found it useful, and I hope that you have a great day. Please visit films by Chris calm That's Chris the case link in description as well as link to my patreon page You can also find a support section on my website if you like my videos Thumbs up subscribe all that good stuff. Thanks for watching and again. Have a great day


Welcome to Tick-Mail We-Tee Market Outlook for week-menacing the 10th of February with me, Patrick Munley. The dollar is continuing to outperform. Once again, as the coronavirus and its impact on global supply chains is seen as a greater problem for Asia, Europe and the commodity producers. With European effects under pressure alongside Asia, the dollar index is now pushing higher, heading towards even a test potentially at the 100 level, which we know that President Trump had said back in August of 2019 that this level was too strong. Clearly this is a market led move in Asia and European effects and not a managed devaluation as such. So these dollar index levels may see the president demand more raid cuts from the Federal Reserve rather than criticise its trading partners. Indeed, the story of President Trump potentially instructing the U.S. Treasury to weaken the dollar may resurface again. On the data side, record highs for equities are lifting consumer confidence and should in the coming week contribute some strong retail sales data for January, which was released on Friday. Thursday should also see CPI headline and core inflation coming in at around 2.2 to 2.3% year over year, perhaps limiting the downside for U.S. rates at the short end. That will be the case unless, of course, U.S. equities finally succumb to the datum grade of global growth caused by the coronavirus. Also, markets will keep keen eye on Fed Chair Powell's testimony. What he has to say about the outlook and how the economy and monetary policy may fare given the worries about the coronavirus. From a technical perspective, the dollar index cleared some significant resistance this week at the 98-50 level and looks poised now to make a test of the equidistant swing target and the yearly R1 pivot at the 99-15 level. I'll be looking for resistance here as we trade into this level, watching for daily reversal candles as an opportunity to do something on the short side, looking potentially for a retest back towards this 98-50 level. However, a daily close through the 99-20 would be a significant bullish development, putting at risk the prior swing highs of 99-67 and then we would likely see a test of the psychological 100 level. So all eyes this week on the test of this 99 level and how the market responds at that level. As we're talking about the dollar, let's check in with gold. Gold continues to track the pattern that we saw play out last summer after the breakout from the consolidation similar to what we saw at the back end of last year. We're now consolidating and a breach through the prior highs at this 15-92 level would be a bullish development suggesting another leg of upside initially targeting the 16-28 area, which is the yearly R1 pivot and the current monthly R1. But if we get a close through there, then we look for ultimately for a test of the top side of the projected ascending trend line coming in towards the 1700 handle. At this stage, only a breach below the 15-30 would suggest that this current symmetry pattern is failing and that we're likely to see a move down to test trend line support back towards the 14-90 level. So far there have been very little signs of optimism in the eurozone manufacturing sector, especially in Germany. In fact, German industrial production fell a staggering 6.8% year over year in December. Warning of another weak eurozone reading, December industrial production will be released on Wednesday. Data also points to downside risks to the German fourth quarter of 2019 GDP data, which will be released on Friday. Concerns are that this will the black zero level, commonly referenced, could come to reference German growth and not just the balanced budget, but more normally associated with the phrase. This is all before the shock of the coronavirus is absorbed by the global manufacturing sector. For example, reports about European car plants struggling with supply chain issues are beginning to emerge. Money markets are yet to price in further ECB easing this year. Currently, the Iona one year over one year rate is still quite steady, but that could be at risk if markets start to price in further downside. From a technical perspective, Eurodollar is sitting at a pivotal weekly trend line highlighted in my chart of the day on Friday, which you get through the blog. If we take out the 10920 level, and I'm looking for a quick test of the yearly S1 pivots and the monthly S2 pivots and the prior lows in 2019, October 2019, down towards this 10870. This level will be pivotal, because if we can put in a potential double bottom here, then I'll be watching for bullish reversal patterns to set long positions. Once we're talking about the Euro, let's check in with the DAX. The DAX is back up, retesting the prior swing highs, which are the major equidistant swing target towards this 13,650 level, saw some selling on Friday pointing to a potential double top here. We've got significant momentum and sentiment divergence. So watching for some follow through, if we see some follow through to the downside, I'll be looking for a test back towards this 13,160 level. Only really a close over 13,650 would be a bullish development, opening move up to test 14,000. Next week in the UK, the key data releases are pretty much condensed to Tuesday, when fourth quarter preliminary GDP numbers will be reached alongside the industrial production numbers for December. Markets expect growth has probably slowed year over year, while industrial production may have mildly rebounded in the month over month gauge, all in all markets expected. We'll probably balance impact of data on GBP next week, which suggests that the currency will remain vulnerable to further downsides, certainly on the back of jittery sentiment when it comes to the UK and the future trade relationships. Also known as on the political side, a reshuffle in the UK cabinet may trigger speculation around a more or less accommodative stance ahead of trade negotiations. From a technical perspective, the selling last week and we're now testing pivotal trend line support and the yearly pivot points all around this 129 level. If we see sustained selling at the beginning of the week, look for a move down to test 127.50 on the downside. However, if we can put in a sharp reversal on Monday and Tuesday, then there is the potential we will hold this third test of the selling trend line and then we can look for a move back up to test the 131.50 area, which represents the monthly pivot points. Next week will be a quiet week in terms of Australia in terms of data releases, certainly the coronavirus will once again be the key focus in the primary driver for currency movements. I expect the Australian dollars to pretty much continue to underperform its pro-signical peers if sentiment remains choppy, but also needs to bear in mind the longer term perspective and thus it bears a bigger deal of downside risk if the RBA are going to move to a competitive stance and start cutting rates once they start to see the impact of the coronavirus and certainly the bushfire emergency as well over the coming months. From a technical perspective, the Australian dollar is sitting at pivotal support here. As discussed in last week's daily market outlook, the Australian dollar saw resistance at the symmetry swing objective around this 67.60 area. We've now printed a new low so technically have made the minimum conditions for this cycle to the downside to be complete and we are sitting at a weekly trend line support on the yearly S1 pivot. So we'll see if this sharp selling we saw on Friday can be reversed beginning of the week to set a base here for the Australian dollar. If we can't find any bids in this market then we would look for the break of the trend line and a quick test down to the monthly S1 at 65.60. If we don't find support there then the next stop is going to be 64.80-65. However, watching for any bullish reversal patterns at the beginning of the week to potentially set long positions to look for a move back above 68. In Japan next week, the local Japanese datacamner is really quite light, but presumably the bank of Japan will at some stage have to be not off a consistent view of virtuous cycle of corporate profits employment, consumption and inflation. That will certainly occur if global equity markets take a turn for the worse and that could impact the Japanese yen. However, for now, the yen appears to remain supported. We're now trading back up into the top end of the recent range. You can see some profit taking on Friday at the monthly R1 pivot. Whilst we trade above the new term volume weighted average price, we look for further tests back up through the 110.31 area and then up to test this 110.50 which is the equidistant swing objective. Through there then we would look for the 111 sending trend line projected resistance to be the next upside target. However, if we do see sustained selling at the beginning of the week, closed through the near some volume weighted average price, we'll open a move back down to test the 108.70 level and more likely than not the ascending trend line is forward down towards 108.30 and that concludes the weekly market outlook for week commencing the 10th of February.