Hi everyone, I'm Artis Gilgopoulos and this is my colleague Otini Ciami. We are IT teachers from Greece, and we would like to present the success story of how more than a thousand Greek schools migrated from windows to open source software. Specifically, the tools that we used were the Edbuntu or Ubuntu or Debian as the operating system. We used a package called LTSP, the Linux Terminal Server Project, to network the clients. We developed a software of our own, we call it a BOTIS, and the teacher uses it to monitor the students screens. And another software which we initially called School Screens that the system administrator uses to manage the computer lab with GUI. That project is currently being devinized as part of a Debian Outreach project, and it will be in Debian soon. And we also have developed some repositories of our own to host some Greek educational software. Let's start with what the typical Greek school looks like. Schools in Greece are somewhat small. They have about 50 to 200 students and maybe 15 to 30 teachers. And there's usually one IT teacher that doesn't have a lot of technical skills. And he's usually maintaining one computer lab. That computer lab has one server which is also used as a teacher workstation. And usually about 12 clients, but very diverse, they vary a lot. They can be all like random three computers or new ones like Intel Core i5. But usually schools have minimal budget for hardware and software. So that's what we wanted to put open source into. In Greece we have three levels of IT support for schools. At the school level there's the IT teacher whose main responsibility is to teach. So he can only dedicate a couple of hours per week to maintain the computer lab. And he usually doesn't have any Linux experience. So we cannot assume that he can use the console. He can only use good programs to administer the school, the computer lab. At the prefecture level there's two to four IT teachers which go to an office and serve as full-time students for about two to three hundred schools. Those are more experienced, but they usually don't have any Linux experience either. And at the national level there's a team of about five developers that test new solutions and write documentations and best practice guides. And schools can follow those on a voluntary basis. The decision is per school. There's nothing mandatory. And the teachers can communicate with the prefecture or the national team using forums or a health desk system or IRC or even VNC for remote support. The first software that we use in those schools is LTSP. This is the Linux Terminal Server project which can be used to met food think clients. Think clients are done terminals without a disk, that load the operating system from the network from the server and after login all the applications run on the server and the screen is transferred to the clients like remote desktop. The protocol used there is remote X. LTSP uses a lot of other software to accomplish that. The list is to the right. And we only had to develop a couple of our own software like a display manager called LDM and the file system for remote CDs and USB sticks to make them remotely available called LTSPFS. There are many benefits to using LTSP and Linux. Some of them are listed here. For example, financial benefits like we can reuse all desktop PCs as think clients. So a school that has spent in three can use those and only buy a new server and a gigabit switch with like 500 euros and upgrade the computer lab. There are no software licenses involved and it needs less personnel for support because we only have to maintain one installation. Only the server installation is maintained since the clients are discussed. It's also easier to maintain because the software is open and we can adjust it to our needs. Another benefit is that it can coexist with existing Windows installations. So if a school has a Windows based computer lab he can add the option to boot LTSP without formatting any client without touching the client disks and the teachers can select to boot to LTSP or to Windows from the boot manager. And it's a good thing that it doesn't have any viruses. So the national team heard about all those benefits and back in 2007 and decided to do a pilot program. They bought 20 servers and installed a debut on them, 704, and send them to 20 schools. And while those servers were pre-installed it was still difficult to get LTSP up and running because the networking parts were rather hard. The server had two network cards and it needed separate switch for the think clients so the IT teacher had to rewire some stuff and to edit some configuration files. For example, the master image was cloned to those 20 servers and network cards were named differently because of the cloning process and no one was able to fix it so this pilot program was a complete failure. Those schools were not able to run LTSP except for my school. I was one of the test schools there and it took me about a couple of months to get LTSP running because I could only dedicate about a couple of hours per week to work on that. So that first contact was a failure. In the next year I was invited to join the national team and the first task that I thought should be done was to write an extensive guide about how to set up the operating system, how to install the LTSP and add all the necessary software and how to create user accounts. But while I documented all that it was still hard because it involved the command line in several of the steps and I didn't think that the other IT teachers would be able to use the command line. So that's when I felt the first version of the software was called School Scripts which at that point where was a whipped tail and a face was teachers just selected the script to run at each phase chapter of the guide. So now I'm supposed to create user accounts, let's run the script. It involved a lot afterwards. It evolved, sorry. Another thing that was missing at that time was that we had more than a hundred windows-based educational apps in Greece and we weren't able to use them in the Linux environment. So we had to create a Debian repository which we managed with Reprepo and we devinized all those windows applications. We created the packages from there and put them to that repository and we used Wine or Java or HTML or Flask technologies to make them run under Linux. And we needed an additional repository and it would be a PDA to ship newer versions of some software that we needed either ours or from others that we could have backward. So here's the screenshot that a known education menu looked like in a school that installed some Greek software for language and geography and math. Everything was integrated now all the windows applications. And the next year I was invited by Canadian LTSP developer to join the upstream LTSP team. And one of my first contributions there was to add support for the proxy TCP protocol. That protocol simplified the networking a lot. We no longer had to require anything. We didn't have to have two switches. Server did only a single network app. It was more plug and play. I had support for that in LTSP but I also had to ask other developers to add support for that like the DNSMAS developer or the IPXC or the Win32 loader developers. And I was very excited to see that they implemented that in a matter of days. It was an amazing experience. The result of that was here's the screenshot that existing Windows-based computer labs could just run an application from Debian Win32 loader.exe and get a menu entry in the Windows boot loader to select between Windows and boot from the network. So it became extremely easy to deal with. In the next year two LTSP developers Jonathan Carter and Stefan Grabber added the first version of a plugin to support FAT clients in LTSP.  That means that the server needs to be busy and that they consume a lot of network bandwidth. So gigabit is the minimum. And this plugin added support for newer clients that would again be diskless and would again load the operating system from the server but they would run it with their own resources and their own CPU and RAM which means that applications run locally there was no need for a beefy server anymore but the client specifications now would be the same as normal workstations so they would need one gigabyte RAM and a recent CPU. Of course there would still be diskless. That was ideal for our newer school computer labs. So we invested a lot of years on supporting that scenario and now it's even been proposed a method to install LTSP. Up until 2011 we were using a software called Italk to manage the users' screens. So the teacher was able to see the students' screens and broadcast his screen but that was not really maintained. It was very buggy. So we decided to develop our own tool. We first developed it in Greek only. It allowed to wake the clients on land or log them out or send them down. It allowed the teacher to broadcast his screen or to monitor the user's screens or to send them messages. And later on we internationalized it and Vagrant uploaded to Debian in 2011. Another milestone in our story was the introduction of a thing we badly named LTSP Playbook. In the classical TSP installation we actually have to maintain two operating systems. One is the server and another is the G-root that we use as the virtual disk for the clients. So the teacher had to install the software on the server using Synaptic or some other package manager and he would then have to use the G-root command to handle that virtual disk for the clients and install the same software using the command line which was difficult and sometimes it was buggy. So I had an idea to clone the server installation. Now the teacher would only use Synaptic he wouldn't use the console at all and at some point he would run a command that would clone the server installation and make the client image out of that. Of course it would omit sensitive data like user accounts and there's a drawback here that the server and the clients need to build the same architecture so we usually use the 32-bit installations in order to be able to boot our older clients. In 2012 we faced another challenge that the newer versions of GNOME and Unity needed OpenGL to run and OpenGL doesn't run well over the network so older thin clients didn't run well at that point. Another test of environment called GNOME Plasback was suitable but there was no distribution that defaulted to that test of environment so we actually had to create our own live CDs and we took the opportunity to create three different DVDs one for its education level one for primary schools with all the software for primary schools etc. Those became very popular we no longer need that because we switched to MATEK At that point our solution was very stable and we didn't have any serious issues to solve so we took a couple of years to promote it. The national team traveled to about 50 cities and educated about 2,000 ID teachers which is about one-third of all Greek ID teachers The education ministry listened and heard about the solution and it actively started promoting open source for example in some laptops 120,000 laptops that they bought for students they asked that they also have Edubuntu in them which was a success They even started mentioning LTSP and FOS in general in some school books At that point I also joined the local prefecture team and advocated LTSP there so the result is that in my prefecture about 80% of schools use Linux which is a large percentage Now, Fortineen will tell us her style of the story I'm Fortineen Xiangwin and I work as an ID teacher in public schools in Greece How my story about LTSP starts In 2011 I attended a workshop in a conference in Greece where Alkis and his team presented the LTSP solutions Since my school's lab was an old Windows 2000 based lab with expired licenses and old Pentium 3 workstations I thought that it was worth trying the solution However, I was worried about technical issues that might accompany this new technology but Alkis assured me that he would technically support me if I had installation problems and that if I would change my mind I would return to my previous lab configuration without any additional effort as no software would be installed in students' workstation This made me feel confident enough to experiment So, within a day we installed LTSP, a Poptis and school scripts in my school lab and me and my students started enjoying many benefits Modern software without license problems No viruses in the lab Students could get software at home It's worth saying that my students adjusted very easily in the new environment So, the experiment with students succeeded But, what about my colleagues were they willing to change the technology used From 2013 to 2016 I also worked as a teacher trainer in some seminars and a prefecture I decided to use an LTSP lab for the training courses So, my colleagues had the opportunity to use the lab as students and see the benefits of LTSP and see a Poptis school script shared folders in action The feedback was very positive They were excited and one after the other wanted to implement the LTSP solution in their school In 2015 I joined the National School Support Team and I worked on promoting and documenting the LTSP solution in Greece What about me and Debian Outreaching? In 2016 I heard about Outreaching and thought that it would be a good idea to participate as an intern In an Outreaching project about internationalizing the part of the Greek solution that was missing from Debian This was the school script software Why would the community be interested in the school script software? What does it do? School scripts have evolved a lot since 2008 and now it is a very viable GUI-based tool as it allows the school administrator to perform all the necessary tasks without using a terminal attendee point Some of its features it automatically installs all dependencies and transforms the workstation into an LTSP server It exposes all configuration and LTSP virtual disk management in GUI menus It supports creation, mass creation and management of users and groups It supports third-folders of the group Here you can see a screenshot from the LTSP manager's main point In the left pane there is a list with the groups already created While in the right pane you can see the users that belong in the selected A1 group The school lab administrator can massively process these users for example remove them from the selected group Here we see the dialogue that the school lab administrator uses in order to create student accounts for workstations for all student classes Specifically, its class represents a group Here we have six classes from A1 to C2 and we need 12 accounts for each class because we have 12 workstations in the lab So the lab administrator fills the first two fields and then when he presses the create button 72 accounts will be created I tried to give you a small taste of the LTSP manager features and now I will focus on some of the steps regarding its internalization process Keep in mind that it was a Greek software so it had to be translated to English and then localized to Greek In order to translate the application dialogues from Greek to English I used the Glade software Let's focus on the example This is the Glade environment and in the left pane you see the dialogue that students use for the sign-up process While in the right pane you see the way that each label is translated This screenshot is from the translating environment of Lonspot that they use for the localization process Specifically, as you can see using this environment I translated all labels and messages from English to Greek All steps of my outreach project are explained in my blog My mentors will upload the LTSP manager to the daily experiment within August and then I have to deal with troubleshooting and documentation Of course, after the end of my project I will continue using the software in schools I will continue suggesting improvements and reporting issues presenting the LTSP solution in future seminars Now some thoughts about my outreach experience What the outreach experience meant to me? It gave me the opportunity to get involved with the daily community and contribute even though I am not an expert in coding So, I got a very valuable experience and I feel that now I have the necessary self-confidence to inspire my students and colleagues to participate in Floss communities Many thanks to Debbie and our treats for the sponsorship and of course to my mentors, artists and fans In this last slide you can see a map with schools in Greece to implement the LTSP solution in computer labs and already use Epoctis and school scripts Thank you very much Any questions? Yes, first of all congratulations on an excellent success story It is really really good to see and so that's wonderful I just have a small question and that is whether it would be feasible to merge the Epoctis software and the LTSP manager software since they both appear to be graphical interfaces and it would seem that there might be some kind of one-to-one relation that they could be merged Is that possible? Initially there were both Epoctis and LTSP manager was one software the school script software but we decided to split them because the system administrator needs to do writes while the teacher doesn't need to do writes so we split them based on the access if he wants to create users he needs to do writes if he wants to edit configuration files he needs to do writes so those belong to LTSP manager while if he just needs to shut down the clients and broadcast his screen that belongs to Epoctis Also congratulations to the good success I remember I was in Greece at the meeting of the devian edu in 2005 Is there some relation to devian edu because devian edu do similar things or is it just some other projects? I'm sorry I missed some part compared to what? Devian edu There's no relation except that devian edu uses LTSP to implement their own solution we evaluated Skull Linux and devian edu at some point but they target bigger schools so essentially they expect the system administrator there while our rule of thumb was that the administrator wouldn't use the command line at all we have smaller schools we have a person there that cannot dedicate a couple of hours per week and he cannot use the console so we weren't able to use Skull Linux because of that restriction other than that we have many tools that we both use and I think maybe they're using Epoctis and LTSP too Congratulations to from my side this matter is fabulous I wish we had that during the week So speaking for the devian edu team the main difference actually is to sort things out is that as I understand LTSP manager is just creating projects account on the machine and then you attach machines to that which is totally fine for the scale of schools and classrooms that you have In devian edu the targeting schools are in Scandinavia and France and Germany at least probably more like thousands of students so we need to run another which is the user management tool and actually the tendency in Germany is quite going in the direction of doing user management in a municipality and that's also happening also I think for students so that you run a central ideal management system that's of course also based on that and then all the different systems attached to that so it is I guess a matter of use case but my invitation from the devian edu team is actually to look at the software you have in your repositories or that you ship with your systems and actually maybe better see the meta packages so that you can also have those in devian and that they are actually maybe even included in the devian edu task files that we use for creating our meta packages so the idea is always to be sustainable and to reduce downloadable work so we definitely should sit together and see where we actually intersect or have different solutions but we want the same outcome so that's an invitation from my side that we stay in touch or getting in touch closer and do more cooperation I love to Thanks a lot for the invitation as well and we'll shortly see that at the end with you although I don't think the meta packages would be useful as they only contain greek software which is in greek for greek but some software surely can some meta packages we can create that involve non greek software of course Thanks a lot Hi my name is Fabian I live here in Montreal and I had the opportunity to talk about these people yesterday we spoke about how the Quebec education system is basically managed by a political structure and even criticizing local decisions at the school level may have to interval in terms of your employment environment so it makes it very difficult to escalate any for example the way that you show that you had these workshops where you used LTSP and that got teachers interested the mere fact that a teacher would show this to someone higher up would probably question their competence and then get them in trouble and so on so two things that I find very intriguing one that normally make people dismiss this kind of solution technically is the inability to run those applications and perhaps your eric applications are not going to be of much use here in Quebec but I'm very very interested in the method that you use and it doesn't seem too clean or nice packaging wine with Java and maybe there's legal issues here or I don't know I'm just interested in the technical side of it and I just want you to remember it's kind of thinking out of the bugs that I never really thought about we just say this doesn't run here or it's difficult to install wine in whatever it never occurred to me that we could put together some kind of package and never mind a repository so that sounds like very intriguing to me the second thing and maybe the question part of my talk here it is you talked about internationalization and so if I understand this correctly you had to translate your stuff to English and then back to Greek and you used Launchpad to do that does that mean that people from outside your technical support structure participated? Did the teachers participate in parents, other people or just the technical people? No parents participated guidance from my mentors so essentially we set up the translations environment in Launchpad we did that for both the bodies and for now for LTSP manager we do our part translated localizing back to Greek but there are others that translated to their own localize for example the bodies have been translated in 40 languages and for right now LTSP manager without being in debut yet without having the format released is already translated in Czech and I don't know where I might go the environment is open people can just go there translated and we pick automatically pick out the translations and put them in the dead package so there is very low barrier to translated and that was my next question is this outside of Greece so if you don't speak French yet they can give you some French lessons and I can work together you can just sign up in Launchpad and translate it from English to French and in the next release you have to localize it I would also like to mention take the privilege of what you asked to mention an example in South Africa last year where they heard about all that solution and while we were lucky in Greece that schools can decide for themselves what to put in their computer labs Windows or Linux they had central management for that but I don't know exactly its title but somewhere below the Minister of Education invited us and we presented the solution and so they decided about implementing DSP in all of the province so maybe you can find some central contact here too it doesn't have to be per school if that's not how it works here so I'll share this for the record I was part of the elections to be sitting school board as an elected person and essentially in Quebec province our taxes paid those salaries and there's a very very strong lobby of a lot of people working actively within the sole mission to block pre-opens our software here in Quebec province we've had public inquiries on construction and health and our mayor being indicted and not going to prison there's a huge issue with corruption and honestly there's no way we can compete with the big companies like Google Microsoft and Apple and so the Chromebooks, iPads and essentially Minecraft if you haven't heard about that it's the way for Microsoft to capture non-accounts it's a huge mess here because now we have three proprietary companies competing so there's not even going to be one standard even if it's proprietary it's growing too I'm trying to change that but the challenge is really huge here and essentially it's political right but yeah there may be a few ways to change that we're looking into that, thank you Any other questions? Yeah so you've produced this amazing system that you clearly prove that it works I think it's for Greece are you available if other people in other places around the world were interested in what you've done and to show them how you did it and maybe give a workshop or something? That's an excellent question and I'd like to point at this point that the national team is necessary for the support of the whole infrastructure three to five developers are enough to support thousands of schools but if those three to five developers don't work for some reason then the whole infrastructure collapses it wouldn't be hard to pass the know-how for devianizing windows applications or setting up all that infrastructure to other countries that have similar needs and we would gladly to show if we are inviting any other questions have you ever thought about actually distributing the diskless set line and thickness images across the country so you have a couple of separate servers and these images don't have to be maintained in this school but you actually hook the system together and then you have a 100% implementation much reliable image on the other hand the counter question is are there any problems with real images actually that are running in schools and they have flaws because they are not 100% adapted to all over the country so we have some meta packages one for example is called gymnasium which is the high school and if the school is high school they can just select that from synaptic and get all the recommended applications and decide that he wants an additional application he can just go to synaptic and add it so we don't want to maintain images globally we just provide meta packages like collections for all the software that is available there since the teacher maintains everything from synaptic or any other package manager the breakout is similar to the breakout we see at home in a simple workstation installation which means about one out of 200 schools IT teachers already decide to remove an essential package and have it broken which we can easily repair with a live CD they come for remote support first in IRC and then we get control with a remote support feature that is based in VNC so for a thousand schools we spend maybe an hour per day for support only we don't need a lot of support thank you thank you too I think it's time for the group photo no, I just wanted to announce the group photo so please just get out to the lab to the lab to send the parking lot to the elegance


Good day fellow investors! I know you have been excitedly watching and waiting for Amira to publish financial results. End of July, the set July and they published the end of July, the last day of July like they do it every year. In this video I will analyze the earnings, see if they match expectations they do and see what to do with Amira in the future. So let's start immediately. I have received lots of comments. What do you think about this? What do you think about this? What do you think about this? Everybody is bombarding about small little things about Amira. All right, please show me a perfect company. So a company where everything is perfectly perfect. Show it to me and then bombard me with these tiny questions about this, this and this. Always look at a company as a whole and also we have to approach Amira as a whole. See the good things and the bad things. We'll discuss today both good and bad things. Approach it from risk reward perception and then see how good of an investment Amira actually is. Let's start from this perspective. Amira price earnings ratio with the new earnings is 7.38 as I'm filming this. SAP 500 price earnings ratio is 24.64. Indian top 50 companies on the Indian stock exchange 25.69. So Amira is three and a half times undervalued. And this is what we have to see. Is this valuation fair or not? Should Amira be priced higher or not? That's what I'm looking at. Not if Amira is a perfect company. I haven't yet found a perfect company. If you can point it out to me, please I'm waiting. The second thing we have to look at Amira is this is the period look at the Basmati prices they have been from 900 mostly 800 per tonne and then have started increasing from December. So the numbers that Amira just reported are still from subdued Basmati prices. You can see the latest up to already July 2017 Basmati prices. They are all above $1200 per tonne. Compare it to the 900th average of the previous period. We can expect Amira's revenue to be significantly higher when they report earnings for the first six months of fiscal year 2018 in November. So excellent outlook. What did the company do? This you can read revenue. I will focus on earnings per share of 0.84. I never look at adjusted earnings per share. 0.84, price earnings ratio of 7.38. Excellent net debt to adjusted EBITDA below 3, margin of 12.8. Then if we look at what the management said outlook, we expect both our revenue and margins to benefit from our fiscal 2017 pricing actions going forward. So in line with my previous video expectations, better margins, higher earnings, higher profits, everything will look much much better for Amira from now onwards. Although this doesn't look bad at all. Price earnings ratio of 7.8 doesn't look bad to me at all. What's also very important is that the company increased volumes in its core rice business. And if you increase volumes, when rice prices go up, you increase revenues significantly. So increased volumes offset year over year pricing for Basmati rice. Cash per share, 17 million, cash in line as the procurement season lasts from September to end March. So Amira always tries to buy as much inventory with all the cash available till the end of the year. So I would have liked cash to be at 1 million so that they spend also the 16 million to buy more rice, but okay. Revenue distribution, lower prices, Basmati prices in EMEA okay, Asia Pacific okay, North America triple digit growth. So the push that management did in 2016-15 and the last year to increase sales in North America is really paying back. This is a company growing 100% and more in North America. Excellent. Now the risks. I don't like delusion. However, Karen Chanana, the CEO, gave a loan of 3 million to the company and then converted it to stocks at the price of $7.20, which is $1 higher than what Amira is trading. Delusion yes, but actual shareholders that now hold the company have made a profit on it. And CEO paid more than he could have bought it now on the stock exchange. So a good thing and a bad thing. Another bad thing that is not probably material, because if it would be material for the company, then the management would have said something about it. But receivables are receivables that are high, still high. We hope that to change in the future. But one receivable of 43 million is past you, okay, less than three months. Now this is something to watch. It isn't material. Management hasn't said anywhere that it is material, but is a risk and we have to watch it. Always risk, reward, remember. So to conclude earnings as expected, even better, I expected 2% growth in the last six months. They achieved 3% growth. Very positively surprised by the growth in the States. The risks are always there, but at this price, at this price earnings ratio of 7, at what's going to happen with an optimistic guidance, with basmati prices much higher than they have been. When Amira made these numbers that we are looking now at, I'm very, very positive and I find Amira a very low risk, high reward stock. As for the stock price, what will it do? I have absolutely no idea. In the short term, no idea. In the long term, I know Amira is going to grow their book value, grow their earnings, grow their revenues and grow as a company as it did for 15% per year in the last six years. So please leave your comments below the video here on YouTube. Happy to answer them. I'm happy to discuss them in a holistic perspective. Thank you for watching and I'll see you in the next video.


Now we've talked about counting, right? And throughout that whole process you have to help the student warm, get them to feel comfortable, alleviate any stress that they may have. Okay, once they're comfortable with counting, right? Get them into adding, right? Single digits at first, double digits, triple digits, digits that are into the hundreds of thousands or millions. Get them to add multiple numbers together. Get them to stack it properly. Put the commas in the right place. Get them to read every single number. Get them to make sure to carry forward not just ones when you're given up to the two numbers to add. When you give them five, four or five numbers to add stacked up together, the number that they're carrying to the top, right, is general or it could be more than a one, more than a two, could be a three or four, right? Get them comfortable with that. Once they're comfortable with adding, start showing them how to add numbers that repeat. Okay, so for example, get them to add the following number. Nine, nine, nine, plus nine, nine, nine, plus nine, nine, nine. Get them to add that number. Okay, you're planting seeds right now. Once they do that, emphasize to them, hey, look, that was the same number added three times, right? Get them to add single digits, okay, but repeated numbers, right? Repeated digit. So get them to add three plus three plus three plus three plus three plus three. What is that equal to? Right? Do a couple of these. Get them to do it manually and it's going to take them a little bit of time to do in general, right? Because they don't know multiplication. So they're going to go three plus three is six, six plus three is nine, nine plus three is 12, 12 plus three is 15, 15 plus three is 18. So you have six numbers, six threes added together gives you 18, right? And you write down 18. Now you're ready to introduce them to the concept of multiplication. Okay, once you show them a handful of these. So what I end up usually telling my students is that multiplication is just an extension of addition, because mathematics is really built on five axiom, five rules, right? And everything else is layered on top. And this is one of the core, core teachings of mathematics where multiplication is really just an extension of addition. So to explain to them how this works, I usually use the number two because most kids are pretty familiar with number two, right? So I go, okay, what's two plus two? And they say four. And then I go, what's two plus two plus two? They say eight. What's two plus two plus two plus two. And they say, did I say eight on that one? That's a six. This is an eight, right? Two plus two plus two plus two plus two, right? Ten. And I go, well, what's two added together a hundred times, right?  Sometimes the students have to think about it. Sometimes they give the answer right away, right? And they go 200. Now it's really important to make them understand the student appreciate that it's going to take a lot of effort to write down two 100 times. If they don't appreciate it, tell them to add two together 1,000 times, right? Just imagine how much space it would take, right? So mathematicians, what they ended up doing is they made life simple for us. What they did was add a new symbol which basically states, if you're adding the same number multiple times, then all you need to do is take the plus sign, right? Rotate it 45 degrees. It changes to multiplication. And once that happens, all it means is if you have this number two here and you do this and if you want to add it 100 times, you're going to go two times 100, which is 200. So the multiplication symbol is really a representation of you taking a number and adding it together this many times, right? So for this one it would be two times two. This one would be two times one, two, three. This one would be two times four. Two times one, two, three, four. That's how many times you're adding it together, right? So if we're going to write down the multiplication version of this, this would be two times two, two, oops, two times three, two times four, two times five, two times 100, right? Okay. Once they know how to do this, once they appreciate what this is, in general, I start off with simple numbers, right? You're starting off with single digit numbers. You're going to go five times fourth. Just throw down some simple concepts and we're not doing this right now to teach them the multiplication table. Right now at the beginning stages, the process is to teach them what the multiplication means, represents. We're not trying to get them to memorize the multiplication table yet. We're going to do that as soon as they appreciate what this concept is, right? So two times four, if they don't know it right away, get them to add four fives together, right? And that's sort of the process initially when I'm trying to teach someone mathematics, trying to teach my students mathematics, is get them to do it through addition, right? And they have to do that initially when they're doing this, right? So you go five plus five plus five plus five 20, right? Five times four is 20. Once they hit this level where they're able to do very simple versions of this, that's when we start talking about the multiplication table. So let me set up the 10 by 10 grid here. And again, we have a video out there showing the 10 by 10 grid how to do multiplication, right? But we're going to go through it right now. I'm going to show you the exact process I use to teach my students the multiplication table because once they've reached this stage, right, I drop a little bit of hint on how to multiply 99 by three. It would be the same as adding 399s together, 399s, or 999s together, right? But I sort of drop a little hint for them, for them to appreciate that what we're about to learn is going to be applied here, okay? So let me set up the grid here, take this guy down, and then we're going to go through the process of doing the multiplication table, okay? How I go about anyway, teaching the multiplication table to students. So now that the students sort of appreciates what multiplication is, which is just basically an extension of addition, right? Really important to emphasize this. Multiplication is an extension of addition. And if they don't really appreciate it yet, they will by the time you're done teaching the multiplication table, right? So in general, you would give them simple single digit numbers at random to multiply, right? You'd go 2 times 3, right? If they need to, get them to write it out, right? 2 plus 2 plus 2, that's what 2 times 3 is, which is equal to 6, which is equal to 6. These guys are equal, right? 2 times 5, right? It's 2 plus 2 plus 2 plus 2 plus 2, which is 10, which is 10, right? Once you're at this stage, right? What you can do is teach them the multiplication table, but one piece at a time. Don't lay out the multiplication table yet. I usually start off with the number 2, right? So this is what I end up doing. I go, what's 2 times 1? And get them to fill it out. 2, 2 times 2, 2 times 3, 2 times 4, 2 times 5, right? So in general, with my students, I actually write these down and they fill in this spot, right? 2 times 6, 2 times 7, 2 times 8, 2 times 9, and 2 times 10, okay? Get them to fill out 4, 6, 8, 10, 12, 14, 16, 18, 20. The reason we're doing this is because this directly links up to them with the addition, right? Because all they have to do is just add 2 to the previous one. And they'll figure this out really fast, like really. They'll figure it out super fast. So they'll go 4, 6, 8, 10, 12, do it that way. After the number 2, in general, I teach them the number 5 and then the number 10. So I do the 5 multiplication same way, right? If you want, we'll do this in red. So I do the same thing, but I do it with 5. Where should we write this? 5 times 1, 5 times 2, 5 times 3, 5 times 4, 5 times 5, 5 times 6, 5 times 7, 5 times 8, 5 times 9, and 5 times 10. Equals, equals, equals, equals, equals, equals equals equals equals equals equals. Get them to fill it out. Do it with the tens as well. Because the tens, it takes, it's weird because initially most kids don't really appreciate when they're multiplying with the tens, all they gotta do is add a zero at the end of whatever number they get, but once they figure it out their speed of Gonzales with it. So get them to the tens as well. Sometimes when I'm teaching this at the end, I like throwing in five times 11 or two times 11. So I add it here at the bottom, five times 11. And most students pick that up as 55, easy, right? Or five times 12. And they go 60. Okay? Once we reach the state, we're ready to create the multiplication table. So let's create the multiplication table right now. Okay? I'm just going to lay down the table here. And then we're going to go through it. I'm going to show you how I get them to fill out the table. And it's not just a one time process. The multiplication table is, it takes a little bit of time for students to learn, right? A lot of students that I've worked with when they enter high school in grade eight, they don't know the multiplication table. That's how bad our current education math education system is in Canada and the United States. Okay? So what I get them to do is to learn the multiplication table and they have to be able to generate it fairly rapidly. They have to know it well. Okay? So let's create the table here. And let's write down the numbers here. So we got one, two, three, four, five. Let's put number one here. So we've got our multiplication table up. Now, when teaching multiplication, you're basically going to be getting the student to transfer this information into a table so they see it visually how it plays out, right? And when teaching multiplication, I usually put a multiplication here so the kid becomes familiar with the symbol, right? When doing this, I either get them to go across one row first or down one column first, right? So if we're doing the two multiplication table, I get them to do this and I explain to them that this is basically the way they can read it as two times one is two. Should we do this in blue? Let's do it in blue. Now, keep in mind if you have a multiplication table like this to grid up, make copies of it, the blank version, right? Because you're going to use a lot of these. It takes a while for most people to learn the multiplication table, okay? Really important. This is one of the main places where I tell my students if they don't know the multiplication table, by heart, they have to go back and learn the multiplication table, okay? In general, those are students that I meet just coming into high school, right? When we're straight out, I'm explaining to them, I'm expecting them to learn the multiplication table, right? If they're elementary school, if they're younger, right? Tweens or pre-tweens, right? If they're a kid, spend the time required for them to learn this. It's going to make their lives a lot easier, right? So in general, this is what we end up doing, okay? Once I've gone through this, right? And I usually do this for the twos, the threes, the fives, the tens, the fours, the lower numbers, and the six and seven in eight and nine kids have a harder time with, okay? Now, to teach them that, once we reach that state, let me remind you of this one too. We put out a couple of videos, right? Regarding multiplication, where one of them was the finger method for multiplying nines, right? So you can take a look at that video and see how that works. The nine multiplication is easy. You basically do this. Let me show it to you. So it's basically information from the video, right? So the nine multiplication, all you end up doing is holding up your hands, right? And whatever number it is, let's say you're multiplying three times nine, right?  You pull this down and whatever result you got, which is two, this counts as the tens. So 27, okay? If you're going to go seven times nine, you're going to go one, two, three, four, five, six, seven times nine, right? This is the table. So this is 63, right? If you're going to go nine times five, right? Nine times five.  You're going to go one, two, three, four, five, right? So nine times five is 45, right? My fingers are all red because of the red marker, right? So 45. That's what nine times five is. You can take a look at that video if you want more examples of how to do that. The other numbers that students have a hard time multiplying are six, seven, eight, nine, right? And there's another finger multiplying technique that a student might show me how to do. And we put out a video for that as well, right? And if you want to multiply, let's say, seven times eight, which is one of the ones that gives people a hard time, right? Basically, the method is this. You start off each finger, the pinkies are the sixes, six, seven, eight, nine, 10, right? So six, seven, eight, nine, 10. So we're going to multiply seven times eight. We're going to go six, seven, right? That's the seven one. And eight is going to be six, seven, eight. You close these guys off, okay? The ones that are facing away from you, towards the pinkies, counts as tens, including the two ones that are touching, right? So this is 10, 20, 30, 40, 50, right? That's your five fingers. Those are the tens. That's 50. And two, the rest of the fingers, two times three, make it six. So seven times eight is 50, six, okay? Let's do another one because it's a little tricky, but you can definitely take a look at that video if you want to know how this works, right? Let's go six times seven. So here is the six, the pinky. Seven is this guy, six times seven. You got 10, 20, 30, right? And then you got four times three, right? These are gone. Four times three is 12, 30 plus 12 is 42, okay? So six times seven is 42. If they need a sort of a trick to remember how to do this, they won't need it for long, okay? They won't need it for long, okay? So those are two finger tricks for multiplying the nines with any of the number from one to ten or multiplying the six to the ten with the six to the ten. So it generates that finger multiplication technique, generates this batch over here, okay? The nine finger multiplication technique generates this column and this column. And these ones usually students find fairly easy, okay? Now, again, we've put out a video regarding the multiplication table. We've generated this already. We did this a few years ago, right? When we set up the grid and we did the 10 by 10 math puzzle game on it as well, right? So it's really important to take a look at that video as well because there's a certain amount of symmetry within the multiplication table and the symmetry goes along here, right? This is the perfect squares where it's like three times three, four times four, right? And whenever you're doing the multiplication table, initially you're going to generate it with the student in the rows or in the columns, right? Once they know how to do that, you're going to show them, once you get the whole grid up and we will go through this, once you get the whole grid up, just point out that this is the line of symmetry and everything above this line, this diagonal repeats over here. And you're going to have to do this multiple times for that concept, for the kids, for the students to really appreciate what that concept means, okay? So in general, with all the numbers, right, from one all the way to 10, I go through this at least once with them, with some of the numbers multiple times. And then what we end up doing, we'll go to the grid, I get the students to fill out either rows or columns. Let's start off with the two row, right? So what we do is we go, what's two times one, two? What's two times two, four? What's two times three, six? What's two times four, eight? What's two times five, ten? What's two times six, twelve? What's two times seven, fourteen? What's two times eight, sixteen? What's two times nine, eighteen? What's two times ten, twenty? Okay. Initially, you're not going to go that fast with them. You might go that fast with them if they're comfortable with this and you just want to show them how you end up filling this out, which isn't a bad idea, but don't expect your students to be this fast with them, right? So we end up doing a couple of rows in general. Usually I teach them in one direction first, right? Once they're comfortable with that, I teach them the columns, right? Five times one is five. Five times two is ten because multiplication, it really doesn't matter if you go this number times that number, that number times that number. And these are things that I fill in, plant seeds for future lessons, right? Which isn't really necessarily in this initial phase of teaching someone how to count, add, and multiply, right? Five times three is 15. Five times four is 20. Five times five is 25. Five times six is 30. Five times seven is 35. Five times eight is 40. Five times nine is 45. Five times ten is 50. Okay. Once you've done a few rows, and it might take your whole grid for them to really appreciate how you multiply the rows together, it might take them more than doing one grid or two grids or three grids. It takes a while to learn the multiplication table. That's why a lot of kids, a lot of students have a hard time with it. When they come into high school, I've met a number of students that don't know how to multiply, right? One of the reasons is because of centralized education system gives them the calculator and says, use the calculator, which is horrendous, right? They need to be able to do this manually, right? Once they know how to do, how to rows work, how to columns work, right? And once they filled in a few tables, and it's going to take them filling in a few tables for them to really appreciate this, right? Get them to do the easy columns and rows first, right? The 10 column is easy for a lot of students, right? 30, 40, 50, 60, 70, 80, 90, 100, right? You can get them to do mirror, right? The sister row to the column, right? 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100, right? You can also get them to do the diagonal where there's a line of symmetry with everything above showing below, right? You can go one times one is one, two times two is four, three times three is nine, four times four is 16, five times five is 25, six times six is 36, seven times seven is 49, eight times eight is 64, nine times nine is 81, right? Once you've done it once with all the rows, at least, once you've done it one with all the columns, at least, you can show them the diagonal, start there, and then around the diagonal, you can give them numbers at random and then give the mirror number for them, right? You could go four times seven is 28, right? And bring another highlighter out, right? And highlight that box and tell them, okay, what's this one? Or give them a grid with 12 things highlighted at random as a test and get them to do that or as an exercise and get them to do that, right? Four times seven is 28, right? And then what you can ask them is, you can go, hey, what's seven times four, right? Seven times four. It's the same thing as four times seven. And if you take this line as being the line of symmetry, your two squares that way, your two squares this way, so that's 28. It takes a while for students to figure this out that there's a mirror factor here, right? Five times two, we already got five times two here, so two times five is 10. Five times two is 10. Here's the line of symmetry and your two squares away, right? What did we have here? Two times nine is 18. So nine times two is 18, okay? And that's the way you can start showing some of the symmetry in this, okay? There are other patterns but that's a pretty good pattern. That's really the most important pattern in this, aside from the rows in the column of course, right? And once the students appreciate this, they go from here to here and from there to there and from there to there, give them the doubles, right? Then start giving them numbers of random. Five times eight, 40. Three times two, six. Eight times three, 24. Three times eight, 24, right? Mix it up. Give them the mirror numbers. Remind them how it works, okay? And the name of the game is when you're teaching the 10 by 10 multiplication table is get them to do it, correct their mistakes. If they need to start off, if they need to know what three times seven is, they need to start off with three times one, let them, right? Even though these ones might be filled out, once they start doing it, just point to them, emphasize to them that, hey, if you want it to three times seven, you just have to go back to three times five, which was 15. And you got two more threes, you got to add on to that. So that's 21, which is a six, right? I hope that's clear. It's very personal teaching someone the multiplication table because you can see how their minds clicking, how they do pattern recognition, right? And from there, basically, you can start doing combinations of things, right? And the combinations of stuff we can talk about in future videos. But basically, right now, this is sort of where I want to stop, because the multiplication table is one of the first places that people have a hiccup, okay, that takes people out of the math game, right? Because once you know this, then you can do all types of multiplication, right? You could do, here, let's do one here, where you'll see where you can take it from the multiplication table, right? If you want to, for example, multiply, let's take this guy down. I'm going to take this guy down and might as well take it one level further, right? Let's take it one level further. So previously, what we did, we said, one of the things that I like giving students is three 999s added together, right? So you're going to go 999 plus 999 plus 999, right? Now, if the students learning this in addition, which they are with me, and I love giving this, right? They just line up the 999s, 999, 999, and they add them, right?  So you put the 7 here, you move the 2 up top, right? That's 3 9s added together again, that's 27. Some students don't see that right away, right?   So what I do when I've, we filled out the multiplication table and they're comfortable with it, they know how it works, I go back to this, right? Give them 3 999s added together, and get them to do this, and tell them, by learning the multiplication table, they could then make their lives a lot easier here, because they can do multiplication in a stacked format, right? This is 999 added together three times, and it really brings it home to them that, hey, multiplication really means adding that number together that many times. So that's three 999s added together, which means instead of doing addition, you could go 999 times 3, right? So you can go 999 times 3. And remember, you have to flush everything to the right side, right? And then all you do, right? Explain to the student that this process is the same as the addition process, right?  Well, what's 9 times 3, or 3 times 9? 9 times 3, oh, we haven't done it yet, have we? No, not yet. 3 times 9 is 27. And 9 times 3 is 27, right? It's the same number. So 3 times 9 is 27, and they should know by now that they write the 7 in the bottom and the 2 goes up top.  This is one place where you have to explain that you do the same thing here, but then you're just adding the above numbers, right? So 3 times 9 again is 27, plus 2 is 29.  Add the 2, you got 29. You got 29. And do this right beside each other, okay? Really, do it right beside each other, because that way you can explain to them that this took a lot less work than this. You have to write less. It's faster, right? From there, you can start doing more. You can add, you can give them large numbers, multiple numbers to add together, small multiple numbers to add together, and then you can skip the whole adding process, because they should understand by now, and just go straight into multiplying numbers together. And after the multiplication table, I usually just go to this level, one digit multiplied by multiple digits, two digits multiplied by multiple digits. There's a little bit more to it. We have to add the zeros, right? And that is fairly easy to teach once a student has reached this level. And we got video out there from the language of mathematics that we did back in 2007, I guess, where we go through it again with chalk and on the walls graffiti styles, talking about how you multiply, you know, multi-digit numbers together, where you have to compensate for zero, you add it there, right? So let's just do one right now since we're talking about it, right? So you could go 8, 7, 6, 5 times 36, right? The sixth number is easy. You just do it exactly the way you did here. Six times five is 30. You're going to go zero. You're going to put your three up. Six times six is 36. Plus three is 39. You're going to put your three up. Six times seven, we did this, right? Oh, we didn't do it. Did we do it? Six times seven, we didn't do it. It's 42, right? So let's put 42 here. And seven times six is 42. And again, you can see the mirror line here. That's the mirror line. That's over there, right there, right? So seven times six is 42, plus three is 45. Five, four, six times eight, we did this one. Oh, we didn't do it. Did we do it? Six times eight. Oh, we didn't do six times eight. It's 48, right? Eight times six is 48. Six times eight is 48, plus four is 52, right? And then we're going to deal with the three. Now, all you have to teach the student is because this is two digits, for the first digit under it, because there's nothing there, you've got to add the zero, right? Now, you can go into detail saying that this is the tens here and the hundreds if there was another one and stuff like this, but you don't need to write away. You can just say, hey, this is the second number in, so you're actually going to start here, okay? So three times five is 15. You put your five here. You put your one up top. This guy's gone. You can cross it out or just remember that you're not adding these numbers. Some students like crossing it out, okay? Three times six is 18, plus one is 19. You put your one up here. Three times seven is 21, plus one is 22. Two, you put your two there. Three times eight is 24, plus two is 26 and really emphasize that everything has to line up properly, okay? Extremely important. If it's not lining up properly, it's not going to work, okay? It's really important to show the structure of the language of mathematics to students and make sure they're starting off on the right foot, okay? And then once you get to this level, you're just adding these guys up. So zero plus zero, zero. Nine plus five is four. Five plus nine is four. Oops, I forgot to carry the one. Nine plus five is 14. You carry the one up here, right? One plus five is six, plus nine is 15. You put the one up here. One plus two is three, plus two is five. Five plus six is 11.  And this number, 8,000. And again, get them to read the numbers, right? 8,765 times 36 is 315,540, okay? That's a big number. That's a big number. I hope that's clear. I hope that's okay. This is sort of the process that I use to teach my students, take them from a point where they're just learning how to add, adding to, sorry, take my students from a place where they're just learning how to count, from counting to adding to learning multiplication, emphasizing the multiplication table and from the multiplication table showing them what it means to multiply numbers together, large or small, okay? Once they know how to do this, you can layer on top of this. And for me, from here, I go into subtraction, negative numbers and division. And that's something we'll talk about in a feature video. And I hope you found this useful. I hope it helps you teach your loved ones, your students, anyone that you're working with that needs to learn the multiplication table to teach them more rapidly and sort of help you navigate your way through some of the places where they might be having hiccups and always remember, this is extremely important, always remember, teaching someone mathematics, teaching someone anything is very personal. Some students will have problems, have to overcome obstacles in certain places where other students can easily navigate through, okay? Take the time required to make them feel comfortable, relieve stress from them, don't punish them for making mistakes, just get them to correct their mistakes. Okay, that's it for now, gang. I'll see you guys in the next video. Bye for now.


Hey guys, what is up? Welcome to my channel. For today's video, I'm going to be collaborating with Heather Austin on the influence of influencers tag. It's a really interesting tag that I think a lot of you guys will like. So if you want to hear what that's all about, then just keep watching. Hi guys, if you are new here, my name is Morgan. I am a product knowledge enthusiast. I just love sharing my thoughts with you on all of the new makeup that's out on the market. And for today's video, I'm going to be doing a new tag that I first saw Karen Harris do and it's called the influence of influencers tag. And basically it's just about how I as an influencer, which I'm not an influencer, but I suppose I am, but how I somebody who has a YouTube channel gets influenced by influencers also on this platform. So this tag was originally created by Leora Goldberg. I'm going to put her video down for you guys, but I first saw Karen Harris do it. And today I'm really excited because I'm going to be collaborating with my friend Heather Austin on today's video. If you are subscribed to Heather, if you are looking for a good time, please go ahead and go subscribe to her channel right now. So Heather, okay, is one of the few people in my lack of time that I have right now that I am still making an effort to watch every single one of her videos. If you guys are just looking for a real authentic person to watch, I definitely am going to send you guys her way.  And the whole premise of her videos is she's just here to have fun. She's just here to throw on the makeup that she wants to throw on and talk about it with you guys. And I just love sitting up with my cup of coffee in the morning watching her video because it truly feels that way. I've just really been enjoying the content that she's been choosing to do as well. I really like the palettes that she purchases and she reviews because a lot of times they're not palettes that I would personally purchase, but I want to know people's thoughts on them. So then I go to her because she does review different products than I do a lot of the times. So it just really expands my knowledge on other products and not to mention it's coming from a kind, genuine, funny person. And I think you all will also be able to relate to her and really love her channel as well. So make sure you go subscribe to her channel and check out her videos. And without further ado, let's get into the questions. So I must admit today's video, my answers are not going to be very good because let me answer the first question. Are you influenced by others or do you follow your own path? And here's the thing, I'm very influenced by others. Absolutely. Before I had a channel when I was a viewer, every purchase I made was because I got influenced by an influencer. My problem is, you guys, because I now have my own channel, I purchased the products before I can be influenced by someone else. If it is a product that I have even a little bit of interest in, I will purchase it for my channel. And if the product doesn't interest me at all, it probably isn't going to interest me after the fact also. So yes, I am very easily influenced by others, but because I just buy everything now that I know I'm going to want for my channel, I'm no longer influenced by others because I already have it. And also, you guys, I'm just going to be quite honest and I don't want to sound like I'm complaining, but straight up, I just don't watch YouTube like I used to to be able to learn about new products because I'm trying to balance teaching and doing my YouTube. So instead of me watching people to get influenced, I'm spending my extra time like making those videos for you guys. Question number two, who inspired you so much that you wanted to start your own channel? So I've been a viewer of YouTube for a very long time before I created my channel. I was 12 and I was watching beauty YouTube. So there isn't one specific person that inspired me to start my channel. I just watched YouTube for so long that all of that cumulatively made me want to start a channel. I will say though, the first beauty YouTuber that I really felt a kinship to, I suppose, was FafiNetX3. And if you remember her, you are in OG. She was the very first YouTuber that I really felt like I could relate to and I enjoyed watching. I would say since she was the first one that I found, it's got to be her and that was like 10 years ago. Okay, so number three, name some of the amazing products that you bought because other influencers recommended them to you. I've picked up a lot of products here and there. I would say most recently I got into Sydney Grace because of Mel Thompson and Kelsey Breonna J. They were the ones that sold me in the beginning and then I bought more Sydney Grace because of Karen Harris. So that is the most recent one that I can think of that I was influenced by. There's been a lot of other things in my collection that I've been influenced by. But the most recent is definitely Sydney Grace. That was true. I got influenced. Oh no, and another one. Okay, another one that I've really been liking is the BK Beauty Brushes. Britt Clark put me onto these and these I just filmed in my September favorites. So this was another one that I was influenced to purchase. Recently, Sydney Grace, BK Beauty. Number four, what's the worst purchase influenced by another influencer you've ever made? Again, I'm just thinking of recently and I have to say it's the pure and raw beauty Christie collaboration and I do feel very bad saying that. And it wasn't a specific influencer. It was just the community as a whole. I didn't purchase it. It was very kindly gifted to me, but I was very, very curious. And the reason that I wanted it was because of all of the great reviews that I had. And that one was something that I wouldn't have purchased initially at all until I heard and saw all of the reviews. And I just was not a big fan of that palette. I did not like the quality of it. Number five, who are your favorite influencers whose recommendations you trust unconditionally? I trust a lot of YouTubers specifically in my community. I would say I trust all of my friends here. I know they definitely are super honest. If I were just talking big ones though, because anybody in my community, they're all trustworthy. I can tell you that. But as far as the big ones, because that's where I get really picky, I would say I trust Samantha Ravendahl. She's one of the big ones that I trust unconditionally. I think raw beauty Christie also keeps it very real. I don't agree with all of their recommendations because we all have different tastes in makeup. But I do think that they aren't swayed a certain direction other than their own. Those are the two big ones that I would say I trust unconditionally on the big sale. And her name is Juicy Jazz. That's another really big one. I trust her opinion. She's very, very good as well. Number six is FOMO, a thing in your life. You should just rename my channel FOMO. I mean, I don't... Yeah, I've been very blessed to where I'm able to give in to my FOMO because of the platform that I've been given. Yes, I don't want to miss out on any of the good makeup releases. And it's not a good thing you shouldn't have FOMO. It's just makeup. But as far from a creator's standpoint, I definitely have FOMO. I don't want to miss out on that good review. You know, number seven, how much money have you spent in the last three months on products you discovered through other influencers? Like I said, I would say I haven't been influenced by other influencers to purchase too many things recently. So I don't think I've spent that much on products that, oh, I saw this person talking about it. I need to get it because I allocate all of my money that goes to makeup for makeup for my channel. So I really do make an effort not to purchase things on the side here and there just because I want them or because I heard they were good. All of the money that I spend on makeup is specifically for my channel. So I wouldn't say it's really that much. I will say I did spend, I want to say $200 to $300 recently from a couple places of products that I've been watching a lot of people review and I wanted to own them. So I did purchase some items for myself recently for a few hundred dollars. But for the most part, I don't spend too much money. I would say on myself, I spend a lot of money on makeup. Don't mix it up. But as far as discovered through other influencers, I try to shy away from doing that because I feel like it takes away money that I want to spend into my channel. Number eight, have you ever bought something you didn't initially want to buy because another influencer convinced you that you have to have it? And if so, what is it? Well, to start, I convinced myself I didn't need these BK beauty brushes because I didn't need any more brushes, but I'm very happy with these. So Britt did that for me. I do recall Sigma Beauty palettes buying them based on Kelly Gooch and Karen Harris' recommendation. And unfortunately, those palettes didn't work out for me as much as I would have liked for them to. But those I didn't initially want and then I definitely wanted them after I saw the reviews and people loving them and I didn't love them as much as I wished. But that and then also Melt palettes. I passed on Melt cosmetics palettes for months, but everybody kept talking about them. And it takes a lot for me to buy something if I just see one positive review. You guys, which is why I can't give you a specific name is because it's based on the general consensus. And as far as Melt cosmetics, that was another one that took me months to buy. I didn't want it at first, but then I have a lot of Melt palettes now and that's that. What's the most important thing you have learned by watching other influencers? I've learned a lot from watching influencers just based on years and years I've been watching influencers. And I would say, okay, I'm changing my answer because the answer that I filmed was really dumb. But I've literally learned everything that I know about YouTube and just about everything that I know about makeup from YouTube. So I've gained so much knowledge, so much wealth from watching YouTube for years. But I would say recently what I've learned from my own community is you don't have to be this perfect, amazing makeup artist. I think when I first started my YouTube career, I can't believe I just said that. When I first started my YouTube channel, I was so worried about getting these crazy cut crease looks and being really artistic and very talented. And at the end of the day, like I love doing makeup, but I do have my own style and it's not anything really defined or artistic. I'm not drawing pictures on my eyeballs. I'm just, I can't do that. And what I've really learned from watching other influencers within my own community is that doesn't matter. If you love makeup and you're just willing to share that with everybody, that is all people care about. They just want somebody else to talk about makeup with. And just from watching my community, it's taken a lot of pressure away from me to feel the need to create these crazy looks and be different and stand out in that way. And at the end of the day, I love creating makeup looks and I love creating beautiful makeup looks, but I'm not trying to be somebody else. I'm doing the makeup looks that I like to do. And it's really allowed me to dive into my love for product knowledge because before I felt like, I don't know, I wasn't qualified to talk about products and share my thoughts with you, but really that's what I'm interested in. I more so love sharing my knowledge about products. So yeah, I mean, that's what I've learned through my own community and I'm so forever grateful for that. Number 10, do you watch the kind of content you create or do you go for something different and what? Absolutely. That is about 90% of the things that I watch on YouTube is people who create videos just like me on the same products that I review. And this is my favorite corner of YouTube through and through. That's why I created a channel here. If you could influence a large number of other influencers to try one thing that's really important to you or works well for you, what would it be?  Those for me really changed the game and I know a lot of other influencers have tried the Pat McGrath Palates. Don't really think that it's worth it and that is okay, but I do think everybody should at least give them a try. And if you can see what is so special about her special formulas, you will thank me. And you know what? Not everybody appreciates what I appreciate and that's okay, but definitely give Pat McGrath a try. I think it's worth it. Busy art too. I think when you look at busy art, you think blah, boring, but quality, you know? I'm more so coming from the standpoint that my channel is more so based on products as opposed to artistry. I personally put a lot of importance on products and companies and formulations as opposed to making it work because there are some people that don't care about the product. If it works, it works. There's no need to spend a lot of money on a product. But there's also people like me where for me it's about the luxury experience, how the packaging looks, how the packaging feels, how the formula blends out, the very fine, fine, fine details of a product. So it depends on the kind of person you are, but I want everybody to experience a Pat McGrath Palate. If anybody is looking for quality shadows, busy art, Pat McGrath, Natasha Denona, those are like Charlotte Tilbury too. All of those, they're very expensive. I don't think everybody needs them, but if you give them a try, you really get a taste of quality. So that is all I have for today's video, you guys. I hope you enjoyed it. It was definitely a little bit different than what I've been posting, but I kind of just wanted to sit here and talk and all that good stuff. So if you haven't checked out Heather's video, make sure you guys do it right now.  And yeah, subscribe to my channel. I'll see you guys in the next one. Bye.


Hi everyone, Joe for Jaspy's CaseBreaks.com with another three box break of FNX Underwraps Autograph Baseball. This is break number 28, one spot gets you nine players, and one spot is going to get any and all multi-signed baseballs. Pretty awesome. Big thanks to this group for making it happen, so this is where I'm going to multiply this list by nine, two, three, four, five, six, seven, eight, and ninth and final time. Alright, let's gather everybody's names, put them into the first list, let's grab the player's names, put them into the second list, and we'll roll the dice and randomize those two lists. The results right there in sheet one, let's roll it, randomize it, five and a two, seven times for names and teams, good luck, one, two, three, four, five, six, and seventh and final time. We got Steve Locke, all the way down to Jamie, five and a two, seven times for the players, one, two, three, four, five, six, and seventh and final time. After seven, we got Yogi, all the way down to Shohei, Shohei said he bought 12 of these today, nice. Did you get anything cool? Alright, so as always, I'm going to show you just the list as is, just so it's on the recording. Now alphabetized by your first name so you know, you can see all your players grouped together, just so we just want to get this on tape, on wax, alright there we go. Now let's alphabetize by your first names, so Brian, there are all your players right there including your last spot mojo players. There's Corey with your players, Eric, bunch of players here, that little bit right there too, Eugene, Jamie, Oliver, Rex, Rex with the any and all multi-signed baseball spot, and Steve Locke, and last but not least, Dice, bop. Alright there you go, we're going to pause the video, we're going to open up the trade window, when we come back we'll see if there's any trades, then we'll have the three box break, we'll play a little trivia too, I'll give you some clues, you try to guess who am I, stick around, we'll be right back. Alright welcome back ladies and gentlemen, TWC, trade window closed, no deals were done, let's see what we got, so put your thinking caps on, if you have them, wear them if you got them, I'm going to give you some clues, and then you're going to guess who the baseball, who the autograph is going to be, for bragging rights, have a little fun with this break here, who am I, active baseball player, right fielder DH, 30 years old, a lefty hitter, a righty thrower, through 2022 through last season I've got a lifetime 280 batting average, 1,379 hits, 285 home runs, 817 runs batted in, 122 stolen bases, played for two teams my entire career, a seven-time all-star, a two-time NL MVP, an NLCS MVP, an NL rookie of the year, two-time silver slugger, an NL home run leader, home run derby champion, golden spikes award winner, I'm pretty good, who am I, not Aaron Judge, not Yellich, not Aaron Otto, I think Aaron Judge only has one MVP right, Yellich only one, Aaron Otto zero, Acunha no, no MVPs, this is a two-time MVP winner ladies and gentlemen, named some outfielders who won a home run derby, two-time MVP award winner, not Trout is like three right, there you go Joey Mac Joey's got it Bryce Harper, so that goes to Oliver, Oliver Soria, congrats Oliver there you go great penmanship there you got the MLB hologram sticker and a fanatic sticker right there as well you'll get the box nice, there you go Oliver congrats now I think when back when Bryce Harper first signed with the Phillies I asked the Chad this is many moons ago I asked the people who are watching that day does Bryce Harper win another MVP because he had obviously had one with the Nationals in 2015 got a lot of notes but he knocked one out does he win a third all right who am I active baseball player second baseman shortstop outfielder another bats left throws right lifetime 253 batting average 18 home runs 105 runs batted in a nl-triples co-leader in 2022 from Kenosha, Wisconsin who am I mookie bets has a little more than 18 home runs Joey should wait for all the clues James thinks Bryce Harper will win a third still has the talent DH is in there and I don't know I think he could knock out another one before all said and done now this player was drafted in the first round 20th pick overall in the 2016 MLB draft signed a big bonus 2.31 million dollar bonus and was supposed to be supposed to be a was a two-time minor league player of the year for this organization supposed to be a breakout season for him until he did his ACL in spring training Trey Turner also has a little more than 18 home runs not Lindor Lindor is a little more than 18 home runs too that's right Joey Mack Gavin Lux supposed to be a big year for him but alas no nice World Series baseball World Series inscription got the MLB hologram sticker no fanatic sticker there it is Gavin Lux right there get well soon Gavin we will recover quickly and and completely Gavin Lux that will go to I'll go to Eric Eric clicks with the Gavin Lux all right one more yeah some have him some don't most do but not all yeah hopefully it'll be Miguel black baseball gold ink nice all right retired player all right we got it 75 years old from bellows Falls Vermont a righty a catcher a Hall of Fame catcher second ballot Hall of Famer 79.6% of the vote ready Jackson not a catcher lifetime 269 batting average 376 home runs 2356 hits and over 1300 runs batted and play for two teams my entire career 11 time all-star al rookie of the year gold glove award winner three-time silver slugger not bench not yes not Jeff Mathis but yes Steve Birch has got it Carlton Fisk this is really cool we got a we got a black baseball gold stitching gold ink auto that's really cool there's the fanatics and MLB sticker right there that's awesome and that is gonna be for it's gonna be for another one for Eric there you go two of the three baseballs there you go Eric congrats to you thanks everybody for watching and for breaking with us we got some more in the store check it out jazby's case breaks calm I'm Joe I'll see you next time for the next break


On this Warrant Series episode, it's going to be about the out-of-state certified law enforcement officers who are looking to relocate and work at the Pascal Sheriff's Office as a Deputy Law Enforcement Officer. There are some criteria that you have to meet, such as making it through the Equalty and Training Academy. This academy is about two weeks long. Once you pass that academy, you will then have to pass the State Officers' Exam, and then you'll be eligible to work as a Law Enforcement Officer in the State of Florida. If you want to apply for disposition, please get with me at JayYoung at PascalSheriff.org, and we can get your application started so you may possibly have a conditional offer to work as a Law Enforcement Officer with our agency before you even complete the Equalty and Training Academy. So to sum that you're interested in, please contact me at the information provided at the end of this video.