In this presentation, we're gonna continue applying overhead to jobs get ready because here we go was zero Here we are in our job costing company dashboard We're gonna start off going over to our excel worksheet to get an idea of our objective We're gonna be continuing on with these overhead type of items the last time we spent the overhead type of items Or we looked at the overhead item of the indirect labor now We're gonna be moving on to indirect materials factory utilities Factory rent depreciation these sound like very different things. They are very different things However, they have a similarity that is that we cannot apply them directly to the job Therefore, we're gonna have to use some other method to record these and then allocate them to the job So we're gonna be using percentages to do so it's gonna be a similar process So I won't go over as much detail in the setup here We'll just kind of continue with this but each of these items will basically be broken out the 19 the 33 percent for job 14 15 and then 16 48 percent so we're in essence just going to record this as a cost a good soul type of item But then use that allocation method to apply them to the current jobs that we have in place All right, so the next one that we have then is going to be the Indirect materials for the 30 000 Transaction from a journal entry standpoint the same right? We're just going to debit the cost a good soul credit the cash because we're going to imagine We're actually paying for the materials in this case. So we're paying for the materials It's going to be going into cost good soul the credit then going To the cash So that's going to be the effect here It's going to be going into this cost a good soul account And then we need to consider where it will go or how we will break it out as well When we enter it into the job cost as we did here with the 5,700 to 14 to 9,900 to 15 and the 14,400 to job 16 Now we're going to do that in the zero system. So we'll go into zero here We're going to select the little plus button up top and we want to go to spend money So plus button and then to spend the money Money's going to be going out of the checking account So we're going to go into that checking account and then say next And then the money is going to go to let's say home depot Which we may have set up already I'm going to say home depot tab And then I'm going to pick up the date and the date we're going to put this as of what's the date that we had on here Let's just check it out. We're going to go the 12th. No, no, no, no, no It's the 30th So january 30th. So we'll select the drop down Bring this on back to january and then we'll bring it up to january 30th And then we're going to be picking our items. So the items then So I'm going to add a new item. So I'm going to go back up and add a new item And then I'm going to put in the item code. This is going to be in direct materials And then we I'm just going to copy that I'm going to copy that I'm going to put that in the item name. We're going to make our double-sided item. So the purchase side is going to the Uh purchases. So this is going to be Indirect materials and tab I got to add it. So I'm going to go add Indirect materials. We're going to set up the account. So I'm going to say it's going to be that item Now I jumped over to our chart of accounts just so we can see our account numbers now No, we're in we're going to be in like the subcategory of overhead So we want to want to be in the in the range of the 580. So I'm going to say 584 here So we're going to be picking up 584 584 Uh, so that's going to be here 584 for the code And then the type of account is going to be the cost of goods sold Or uh, it's going to be in the expense category. It's going to be the direct costs So we're going to pick up the direct cost and even though it's an overhead Type of account because it's going to be in the cost of goods sold Subcategory we're going to put it into like an overhead type of account And then the name is going to be the name Indirect materials description looks good. So let's keep it at that and then I'm going to say Save So we'll save that item. So there's the item And now we want to say that we sell it to to have the double-sighted item So on the sales side, we're going to be picking up account number 400. I believe it was 400 Let's check it out 400 yes the sales account So that looks good. That looks good. So that's going to be our new item We set up a new account while we set up while we set up the new item Then we're going to say save And there it is and if we tab through there, that looks good That looks good. And then the price we're going to have if I pull back over We're going to pick up the price in accordance with the jobs. So we're going to start off with that 5700 which is going to be going to job number 14 So let's pick that one up. We're going to say 5700 And that's going to be going to the account the amount's going to be 5700 5700 Now note that sometimes the account that the account should populate by the item If it does not then it might be a glitch kind of thing because I've had it happen And it often happens when you're zoomed in that it doesn't pick it up because it should be pulling up from the item What I would then do is close this report Go back into it or this form close it and go back into it and then it should populate if you are zoomed in Close it then zoom back down to 100 percent and then go back into it Now this is going to be applied to job number 14. We will do so down below once we assign the jobs At the end. So I'm going to assign the three jobs first. So I'm going to do this again indirect indirect materials And this is going to be for the amount of if we jump on back over to the excel sheet We're looking for that. Now. We're picking up the 9900 so the 9900 is what we want So I'll put that here 9900 And then we're going to do this one time one more time. That's for job number 15. This is for job number 16 as you may have guessed Most likely and this is going to be then job number 16. We're going to pull this out over here That's going to be for number or number 14400 So we'll go back over and say this is going to be 14400 And that totals up to our 30 000 down below Now let's go ahead and assign these to the proper jobs by going to the assigned expenses to the cost or project I'm going to select the first one. I'm going to assign that to job number 14 job number 14 or project number 14 So there we go. Make sure to hit assign before you continue on then the little 14 will pop up on the right hand side Which means that it's been properly assigned so we can uncheck and check again and Move forward to job number 15 And that's going to be assigned to the second one that i'm going to assign that out the little 15 pops up there Meaning that like it got assigned at 15 and then we're going to go to 16. We're going to do the same thing job number 16 Pick up that one and then assign that one out and then we get the 16 there All assigned out so we're going to say okay with the big blue the nice big blue button We get to finally push which we've been wanting to do for a while. We got job number 14 15 and 16 now applied out to the form What's going to happen when we record this it's going to be taking the money out of the checking account pain In theory here to the home depot Then the other side is going to be going to driven by the items that cost a good sold account Which is going to be the indirect materials which we can then further group into overhead using the grouping on the forms And then it's also going to be applying that out to the jobs 14 15 and 16 Let's go save and let's do another let's say save and add another So thank you for that form may we have another and then I'm going to go back up and I'm going to uh make these green Because they've been done. They've been completed at this point So I'm going to make them green which is the indication Of that very thing. So I'm going to highlight those I'm going to right click on them And make it green So drop and we want it green. All right Next one next one. We got three more of these to go here. You got to pick up the pace pick up the pace So we're going to be down here same thing for the factory utility So this is utilities on the factory where we do work do jobs Therefore, we're going to have to allocate it out. We want to apply it to the cost of the job But we don't know exactly how so we're going to use some type of allocation method being our percentage method Same transaction debiting cost of goods sold crediting cash We're going to be paying we're imagining the utility company like Edison or something and then Our cost of goods sold then over here is going up by that transaction cost of goods sold is going up And we need to support that by the jobs which we're going to be breaking out in accordance with our percentages that we figured out 1933 and 48 So let's do that same process in essence even though it's a different type of uh expense here We're going to say this is going to edit this Because that's our utility company And then this one's going to happen on the 30th as well Let's hit the old drop down and look for uh january 30th that's the one we want And then i'm going to say this is going to be the item of utilities Which we don't have so i'm going to have to add it So i'm going to hit the drop down and add it so drop down Which is the rise up right now rise up It's got an arrow going down, but it's really a rise up right now And then i'm going to say this is going to be Utilities And then i'm going to copy that i'm going to put that in the name And so there we have it and then the purchase account I'm going to make up another account now We might have a utilities account already, but i want to make one in the job costing So i might name it something slightly different and again i want to be somewhere in here, so i'm at 584 i think we used last time So i want 586 So 586 And then the account type is going to be that direct costs And we'll play say call it utilities, but let's say like utility utilities for the job or something like that to differentiate it from like other utilities That would be not on the factory but on some other place that wouldn't be part of the job costing system Okay, so there we have that let's make it a double-sided item by selecting the one below two and then we're going to say that There's going to be utilities Well, that's not the one we want hold on a second. We want 400 the sales account down here Okay, that's our typical double-sided item. That's how it's supposed to look So let's go ahead and then save that so we'll save that one out And then we're going to be tabbing through this and we'll pick up then The expense which is 2280 2280 on the unit here 2280 And it see it didn't pick up the account again I'm going to close this form and go back into it and this this account will probably populate by itself So what i'm going to do is i'm going to cancel this And then i'm going to go back into it And that utility account or that account should populate So we'll close this out. I'm going to hit the plus button And then i'm going to say I want to add a new spend money form From the checking account and then i'm going to say next This is going to Edison Edison our utility company Edison I should be saving these Edison and then i'm going to say this is going to be on January 30th And then i'll put the utilities down here utilities And then the account populates properly as it should have last time So if that happens to you you can just go back into it 2280 So we want the 2280 once again 2280 That's going to be for job number 14, which will apply shortly and then utilities once again This is going to be for job number 15 if I go on back over to the excel sheet then We have the 3 9 6 0 3 9 6 0 So we'll go back on over here and we'll put in 3 9 6 0 And then we're going to say utilities again So utilities And this is going to be for the last one we're going to go back on over and scroll down just a bit And that's going to be for the 5 7 6 0 5 7 6 0 So we'll go back over here and put uh 5 7 6 0 And then we're going to assign these to the jobs So we're going to say assign expenses to the jobs We're going to be picking the first one which is going to be going to job number 14 So we'll put a little 14 here so we could find number 14 Then we'll pick number 14 and make sure to assign it Then you'll have a 14 pop up over here indicating that it has indeed been assigned Then we're going to do the same for job number 15 Picking up job number 15 for the second item and assign that there's the little 15 Which makes us feel good that things have been done in a proper fashion Now we're on the last one job number 16 Job number 16 picking that one up Assigning it out assigned once 14 15 and 16 have been assigned We can further see that if we say okay and apply with that big blue button Here 14 15 and 16 having been assigned going to the 12 000 being the total What's going to happen when we record this decrease to the cash account The other side is going to be driven by the items going to the cost of goods sold account Which is basically like an expense account and then it's going to apply to the job 14 15 And 16 or the project however you want to name it All right, let's save it and have another So thank you for that form. Can we have another and then we'll go back on over here and I'm going to be like highlighting These items again I'm going to make them green because that's the color that indicates that we have completed that particular task Which we have indeed done and therefore We're going to make it green And then we've got the two more to go here So two more to go that last one's going to be a little bit different So so be aware of that if you're going to jump ahead if you feel like jumping ahead here If you think you got this but that depreciation a little bit different anyway factory rent same thing We're going to say this is going to be rent on the factory where we do a bunch all of the different jobs We want to apply it to the job. We don't know which job to apply it to so we're going to assign it out using that percentage method So we're going to debit cost of goods sold credit the cash It's going to be going increase in the cost of goods sold. We're going to further support that With our job. So it's going to be broken out for the three eight and the six six and then The nine six here. So that's what we're going to be doing Let's go back on over to our form here and this was for rent So I'm just going to call it the rental company. This supposed to be who we pay the rent to The rental company They just call themselves the rental company And then we're going to say the date bring that on back to the 30th And then we have our item. So we're going to set up our item again So I'm going to select the drop down for the item The drop down it doesn't want to drop down or rise up There's the rise up and then we're going to go to new item And we want to pick this is going to be rent So we'll just say that's going to be the rent for the item and then tab and Whoops, I didn't copy it. So rent And now I'm going to highlight it and copy it Tab tab and then we're going to put a purchase account.  I'm going to refresh this screen So the last one was this five eight six. So we're at like five eight eight. I think five eight eight So I'm going to put here five eight eight And then the account type is going to be the direct costs direct costs And then this is going to be rent a rent And then I'm going to say rent For jobs, let's say just to differentiate from any other rent. All right, let's set that up. Let's say save And see if it uh, then it populates here. That looks good And then I'm going to make it a double-sided item. So we'll make it a double-sided item the other side going to 400 the account number 400 And there's our double-sided item. So and then I'm going to say save And then once again, it doesn't pull up the the rent account, which is very frustrating So rents It's kind of glitchy on that. So once again, I'm going to I'm going to close this back out I'm going to go back into it and that account should then populate For us, which I'm pretty confident it will at this point.  We want the old spend money form And of course, we're going to be spending money out of the checking account So the money's going to be coming out of the checking account as normal as per normal when we spend money on stuff And then this is going to go to that rental This is going to go to the rental company They collect rent and then we're going to pick the date up is going to be january Uh, january 30th. So that looked good. And now we're going to pick our item, which is rent So there's the rent item And that now it populated the account populated properly. See I told you it would Be fixed if we did that. So then this is going to be the three eight zero zero job number 14 So we're going to say this is going to be three eight zero zero And then we're going to do this again for the rent Rent again for job number 15 back on over to excel. That's going to be the six six zero zero So we'll go back on over and put that number in because that's the number we need So it's going to be six six Uh, zero zero was that it and then rent I think it was And then rent here I heard Here one more rent One more And this one's going to be For the amount of the nine six zero zero so nine six zero zero Oh All right back there All right nine six zero zero And there is that and that adds up to the 20 000 so that's good now We're going to assign them to the jobs once again. So first one's going to be assigned to 14 job number 14 And then we have to hit the assign button 14 then appears indicating that it has indeed been Assigned job number the second job is going to job number 15 The second thing is going to job number 15 And then we're going to Unclick that and the last item we should say item. That's what I should call them. It's going to job number 16 There they go for so they're fifth and this one hit assign make sure to hit assign 14 15 and 16 have now been assigned and we can now hit that shiny blue button It's really distracting button. It makes you want to hit it before you're done But here's the 14 15 and 16 now being assigned here. What's this going to do decrease the check it account It's going to be driven by these items going to the cost of goods sold account and then be applied to the jobs 14 15 and 16 or project. However, you want to label them. Let's do one more. We're going to say save and another Save and another this is the last one we get to do. This is good times. We're getting good at this But oh this last one's a little bit different too. So I'm going to highlight these three To indicate that they have been done As I'm going to I'm holding down control as I highlight them Right-click and make them green Now the last one's going to be for depreciation So it's going to be depreciation here depreciation is going to be the last item That one's a little bit different because we're not actually cash is not leaving Leaving the hands here. So cash isn't going down It's still going to go into basically the cost of goods sold account But the other side is decreasing an asset basically. We're decreasing the fixed asset So no cash involved. So you might think normally you'd think well, we should do this with a journal entry That's what normally the depreciation that thing is done with but we can't do that because we can't apply to the jobs Because we can't use the items on a journal entry. So we're actually going to use the same form Uh, we could we could use the the money out form But we're going to use it as a journal entry. It's going to be a zero money out We're going to use that form as a journal entry to record it to cost a good sold Then the other side go into the accumulated depreciation. So this is similar Your depreciation journal entry you should have you know, memorize you should memorize that as basically depreciation expense is normally debited Then you credit the accumulated depreciation Same thing here except that that expense is going to be applied to in essence the job So we're going to put it into a cost of goods sold item so same Theory with the breakout they're still going into cost of goods sold So we're going to be breaking that item out for the five seven the nine nine and the 14 four All right How can we do that? This is going to be great a little bit different a little bit of a change up on the last one here So we'll go back on over And we're going to say this one. It doesn't matter who it's going to because this is an internal Form this is going to be on january 30th once again as as has been the case For these items. So we'll put this in there for the january the 30th of uh january somehow I got up to june I'm sure how that happened But i'll bring it back and put that on january Okay, so the item i'm going to call it depreciation. So we need another item for this So i'm going to say we need a new item new item, please And we're going to set it up. I'm just going to call it depreciation And then copy that i'm going to put that in the item name And then the purchase account i'm going to set up a new purchase account as well So we'll set up a new purchase account and it's going to be code number Code number, uh, eight. I think we did eight eight. So let's go eight nine or five nine zero five nine zero Let's back over here. So i'm going to say five nine zero on the code Account is going to be the direct costs again The name i'm going to say let's say depreciation for the job And let's do that. That looks good. Then we'll say save on that one. So let's save that And so that looks good. Then we have the item. So we have the double-sided item We need down here. We're going to be putting this to number 400 For the revenue side of things and that looks good I think everything is proper. So let's go ahead and say save then See if it then populates once again, it didn't populate the account So i'm going to cancel this and then go back into it. So it'll populate The account so i'll cancel it. I'm going to go plus And I want to say I'd like a new spend money form new spend money form It's going to be coming out of the checking account And we're going to say okay and next And then i'm just going to say miscellaneous for the two here We'll just pick up the old miscellaneous. This is going to be for january 30th So we're going to go on back to january january 30th And then we're going to pick up the item And the item is going to be the item is going to be depreciation depreciation And all right there now the account picked up just like we knew it would And that's going to be for job number 14 the 5700 5700 5700 5700 5700 5700 0 0 And then the next one is going to be depreciation as well And we'll pick up the amount going back to the expense account here back to the expenses That's going to be for the 9900 9900. So we'll go back on over And we'll put that here for the amount that's going to be the 9900 And then we have the next one which will also be depreciation And that one if we go back on over to excel and see what that last amount is that we're going to put there It's going to be the 14400 144 144 So we'll be over here 14400 And that adds up to the 30 000 so that's what we wanted So we're going to then apply these out to the expenses as we have seen in the past First one applied out to job number 14 Or customer so job number 14 assign it Then uncheck that one check off the next one which is going to be going to job number 15 job number 15 Picking that one up You can also be calling these projects of course uncheck that one Check off the next one now going to job number 16 job number 16 Clicking that one up assigning it. They have all been assigned here looks proper Let's click that shiny blue button whoo click Ah, that's so nice to click that thing. I don't know why here we go 14 15 and 16 Now we're not quite done here because if we were to record it now It would be decreasing the checking account by the 30 000 the other side needs to be increasing the contra asset account of accumulated depreciation We need to record record the other side of basically our journal entry, which is you know debit debit to the to the Cost of good sold depreciation account the expense account and then the credit Is going to go to accumulated depreciation. So how are we going to do that? Well, we're going to add another line here I'm going to add another line. I'm not going to have an item. I'm just going to be putting it right to the account And so I'm going to be recording Then the amount of negative 30 000 negative 30 000 You know one there And then it's going to be going to the account of accumulated depreciation Let's hit the drop down which will rise up And then we're going to go down and see if we can find the depreciation Which should be in the assets accumulated not that depreciation expense, but we're in the assets section So we have the office equipment the computer equipment. We want this one 151 for the accumulated depreciation That brings the amount down to zero. So what's this transaction going to do? It's going to record This information into the cost of good sold expense account apply it out to the job Properly the other side go into the balance sheet account but not decreasing cash rather Increasing the contra asset account decreasing assets in total of the accumulated depreciation So let's go ahead and do that. So we're going to say record or update in my case I'm going to update this because I messed with it a little bit. So we're going to record that Then we'll take a look at the financial statements We're now going to go to the accounting drop down. Let's go on down to that balance sheet Take a look at the balance sheet We're going to then go into the current year, which is going to be so 2020. Let's go to the end of january 2020 And then we've got our checking account. So a lot of these hit the checking account Not that last one, but everything else basically went through the checking account. These are things that we actually paid Applied them out to the proper cost of good sold and then applied them to the job as well So if we go into this item scroll down, here's our information for the money going out Here's the rental company. Here's the Edison. Here's the home depot. Here's the total amounts These are the total amounts not the amounts we applied out to the jobs These are the total amounts that went to these individuals to the rental company to Edison the utilities and Home depot for the for the supplies indirect supplies So then I'm going to go back And then we're also going to be opening up our income statement now. So I'm going to go back here I'm going to right click on this tab up top now so we can duplicate it So I'm on the tab up top right click and duplicate it Then I'm going to go back to the tab to the left and we're going to open up the income statement Go into the accounting drop down and then open up that income statement And there it is. There's our income statement. Everything is in the cost of good sold So if we scroll down the cost of good sold then we have both the direct materials the labor and And now the components of the overhead in here as well So the things like the rent jobs are going to be in the overhead the depreciation is the overhead Now note it's all kind of combined in the cost of good sold if we want the sub-accounts breaking out to the the Direct labor the direct material and the overhead then again We can use the layout tab to really do that to really customize this report And and we can then memorize those customized reports for internal reporting and external reporting So we might take a look at that at a later time But just remember if you're used to a quick books type of format Then you might be you might be used to a sub-account kind of system and thinking about how you would Think put the sub-accounts sub-accounts are great. There's pros and cons to them as well However, because sub-accounts can get messy if you have a lot of them as well Or you can use this this this software has this Reporting feature that's a gets some more flexibility in grouping in terms of the reporting Which which can be useful has its pros and cons as well So we might talk more about that grouping At a later time in a later presentation But we could see those cost of good sold items in here if we were to zoom in on any of them Again, we could go back of course to those source documents Let's go ahead and right click on this tab up top again and duplicate that tab So we'll duplicate that tab go back to the tab the left then let's go back up to our projects So if we were to then open our projects and go to say all projects We get the summary job 14 15 and 16 if we were to go into a job say job number 15 We're going to have our information and again our information down below You can see how it's then assigned out here You can hit the three dots to any of these assigned areas to look at the source document The basically money out form that we had Or to edit the actual ticket that has been created from it or look at it or edit it Whatever you want to do with it and then we're going to go to the reports So let's go to the projects drop down I'm sorry. Let's go to the accounting and then go to our reports and take a look at our Project reports at this point in time. So we'll scroll on down looking at the projects reports We want to open the detail reports. So the project detail going to select the drop down up top I'm going to select all the projects and then remember y'all I'm just going to keep this date static as as is right. I'm going to change the dates with the filters So if I could see all reports, here's here's all the jobs If I was to I would always basically adjust this and save the report after adjusting it to say I want to see the date I want to see the date on on these items and then say update And so now We'll be able to say see the date column over here and that'll really help us with the cutoff in terms of what period it's in You could sort by date then if you so choose so you could see what was in 2019 versus 2020 If we bring this all the way down job 15 16 14 15 and 16 here we see our totals adding up to the 191 140 for job number 14 if I go back over here 1 9 1 9 same number If I come here and then if I go to the second job job number 15 the the 3 14 9 80 so we've got the 3 14 9 80 is going to be here and then The last job if we go into the last job We're going to say that that's going to add up to the 2 250 880 250 880 so there is that they all add up to the 757 They should so there's there's going to be that we're going to scroll back up top And now let's take a look at the date So if I wanted to take a look at at the date ranges and just see the current period Then you're going to go into the filters down below I'm going to go into the filters and I want to filter by date So I want to add the date filter and I just want to see the stuff that's in 2020 so if I was to go okay, I just want to see january 2020 And uh the 31st for 2020 and then update that report Then uh, we're going to have our data for 2020 so there we have this for and we don't see any information For 2019 that's going to be you know really useful if we want to tie this information out this then we'll tie out to The income statement. We're at the 674 So that should tie out to basically the cost of goods sold On the income statement the 674 and on the balance sheet It'll tie out to the the information in the current period for the balance teach that the 674 So remember that's that means that these jobs have you know Some of these jobs have more items in it from the prior time period And you got to think about uh that cutoff how that cutoff basically works So that's going to be it for now. Let's get out of here


What's up YouTube this is a video right up for the challenge drum bone the first challenge in the steganography category from ICTF 2018 we can check out the challenge prompt here just 150 points. It says I Joined a couple of hacking channels in IRC and I started receiving these strange messages someone sent me this image Can you figure out if there's anything suspicious in it? So we're given a download link which I will go ahead and W get into our folder You want to have a directory for everything that you do in a CTF. So let's check out the file I have known drum bone and looks like Elliot from mr. Robot just in his kind of glitch out classic mr. Robot art and fashion So my first instinct is that well, this is a steganography challenge So let's go for our typical classic low-hanging fruit steganography tools I have a steg solve dot jar pretty much already in random places on my hard drive So I'm going to go ahead and copy them and and you can see I actually have some stuff from ICTF in your whatever. Let's just bring that jar file over here It is a jar file So you want to have Java installed and then try and run Java tack jar on steg solve You should be able to hit oh to open up the file explorer and then open the drum bone dot PNG file I can't make this any larger. Unfortunately, so We'll get through it pretty quickly You can hit the arrow keys or click the mouse button to switch to different panes and viewing sections of What steg solve will show you and you can see we're getting at each individual bit Analyzing a specific color or whatever the case may be in any any filter that steg solve gives us so in blue plane zero You can see the remnants of a QR code just kind of pieced together, but with very very small pixels So let's go ahead and edit this. I'm gonna go ahead and save it as like new dot PNG or something and Then we can close out of that now we have new dot PNG to work with I'm a fire up GIMP so I can work with it if you don't have GIMP installed so do app install GIMP. That's simple stuff You can open up the file and zoom in a little bit and we'll start to work with this thing So this sucks in that it's all like one by one pixels But hopefully and thankfully anyway, we can let GIMP do all the work for us if you go up to filters you can get to edge detect and then just simply edge and then that will allow you to create or use one ever one sort of algorithm to go ahead and kind of Detect all these things around the specific pixels here So I can do that just for one iteration and if you're only one two you can hit alt to open up the HUD or the heads-up display or the HUD whatever Then you can run this again or navigate through the menus if you need to and then run that same edge detection one more time and That same edge detection one more time and that way you'll get all these pieces connected And you'll essentially have the makings of a QR code that we can handle Let's go ahead and invert the colors though. Again, you may just have to go to image Invert colors or colors track it track it down in in the file menu of GIMP And then it realize that we have kind of these messy things here We can still probably try and solve and like actually evaluate this QR code I don't know if it'll work, but it's worth trying. Let's call it like qrcode.png once it's exported we'll go back to Our terminal and try and run zbar image on qrcode and it doesn't look like it found it just yet So let's go ahead and clean this up a little bit more We got to get rid of all these pixels in the middle here So what I'm going to do is actually right-click this layer and then add an alpha channel So I can just easily remove the background or the the back color because I want to be able to keep all these small Notions of white but remove all the background colors of white so I can put it back together And you'll see kind of what I'm doing as I finish up here I'm going to try and speed through this because I don't want you to have to bother to watch through all of it But I'm going to use a quick select tool to grab all the white at least the big segments of white Hold down the shift key so I can keep adding new selections And I'll slowly delete these and then again hit delete whenever you're ready to get it get rid of a section So I'm gonna go ahead and kind of pause the video so you don't have to watch all this So as a neat trick once you have all of the white in the back removed What you can do is go ahead and hit select by color and then just click on one of these white spots here So you can select all those small tiny segments And then if you invert the colors of that selection You'll turn them all black and you'll have like practically a QR code except we need that white in the background So let's create a new layer. Let's switch that to white and then drag that to the bottom So our original QR code black is is over it Then we can export this again if we want to go back to our terminal and run zbar image and we get the flag just like that Let's go ahead and just cut that up. We probably don't need that outputs It's the standard error stuff Get the second field and that is our flag dot text just a simple save this as a get flag script So we do our own documentation And that's all we needed to do a little bit of steck solve a little bit of cleaning up a QR code Kind of annoying, but that one wasn't that bad and hopefully you can be smart about how you're using GIMP to solve those challenges Hey quick shout out to the people that support me on patreon. Thank you guys so much. You're the best I love you $1 a month on patreon will give you a special shout out just like this at the end of every video $5 and more on patreon will give you early access to everything that release on youtube Please do join our discord server link in the description It's a cool community full of CTF players programmers and hackers a lot of the basis for this team and I CTF Was kind of a collection and gatherer of a couple people from the discord server So there are a lot of hard hitters. It's a really awesome community. So please come jam with us. Please come hang out I'll welcome you I personally welcome or I'll try to anyway if I'm not asleep or dead Everyone that joins the server. So all right, if you do like this video, please you like comment and subscribe Love to see you on patreon. Love to see you in the next video. Thanks guys. See ya


My name is Simon Rinksmith. I'm a teaching and learning librarian from Oklahoma State University. And in this presentation, I'm going to talk all about something called H5P. Maybe you've heard of this acronym before. Maybe you haven't. Either way is fine. We're going to talk about H5P, what it is and how to use it to create engaging and dynamic content for open educational resources. To start, I'm going to go way back to the early days of the internet and talk about where H5P came from. And I'm going to talk about H5P and how it fits into the OER landscape right now. And then I'm going to show you briefly how to integrate H5P into Pressbooks, the online publishing platform for a lot of open educational resources. So a little bit of background for H5P and we're going to go way back, almost 30 years back to 1993. There's a company called Futurewave Software and they made a program called Smart Sketch. And Smart Sketch was for tablets back 30 years ago. Yes, they did have tablets and yes, they were not very good, but everything's got to start somewhere, right? In 1995, Smart Sketch made a program called, or Smart Sketch transitioned into a program called Future Splash. And Future Splash was used for animations on the early internet. In fact, way back in 1986, Microsoft was using Future Splash animations on MSN.com, their main homepage. These animations though, didn't just run on a browser, they needed a plugin. And this was called the Flash Plugin. Maybe you remember the Flash Plugin? The Flash Plugin actually came, the name of Flash comes from Future Splash. Macromedia was a company that bought Future Splash and they renamed Future Splash Flash. And you can still see the remnants of Future Splash in that name, Flash. The F in Future and the L-A-S-H in Splash. And there you have Flash. In 2002, there was a Flash Player 6 that was released and that supported full video. So you could finally do actual video online, way back in 2002. But again, you needed this Flash Plugin. And they kept on releasing new versions of the Flash Player that required new updates to the plugin. It was a strange time on the internet. And in 2005, YouTube launched. This is before they even got bought by Google. They were just an early player in the online video market. And they required Flash. It seems strange today that you would need to download a plugin just to watch a YouTube video. But that's what we had back in 2005. You needed a plugin just to watch something on YouTube. In 2007, the iPhone launched and that changed everything because Steve Jobs did not want this on the iPhone. He didn't want, Steve Jobs was the CEO of Apple in case you're not familiar. Steve Jobs didn't want iPhone users to have to install a plugin. In fact, the iPhone today is notoriously locked down. You still can't really install a lot of plugins. And Steve Jobs wrote an open letter. He called it Thoughts on Flash. And if you just Google it, Steve Jobs Thoughts on Flash, you can still read it today. He wanted an open web. And in his Thoughts on Flash, he said, we strongly believe that all standards pertaining to the web should be open. Rather than use Flash, which is a proprietary technology by Adobe then who bought MicroMedia, Apple has adopted HTML5. And this is back in 2007. They were already talking about HTML5 and CSS and JavaScript, all of these open standards, which the internet today still relies on. So the reason that we no longer need plugins for our software that reads on the internet, well, many reasons, but one of the big reasons was the launch of the iPhone and mobile phones in general. And companies didn't want people to have to install plugins just to watch video and do interactive things on the web on their phones. So H-I-P and OER. How does H-I-P fit into the OER landscape of today? Well, the web today is interactive and open. And it's built on something called HTML, which is hypertext markup language. It's the building blocks of the internet way back if we go back to 1983 from before or even earlier than that. HTML allows websites to have the formatting that we see. It could be as simple as making text bold-faced and italic and changing the color of things to building highly complicated websites that we see right now. It all starts with HTML. HTML5 is the fifth version of HTML that was adopted by the World Wide Web Consortium. It's a body that sets standards for how websites should function and operate. HTML is open, flexible, and HTML5 is multimedia focused and it's supported by all browsers. Any browser that you get today, whether it's on mobile phone or desktop or laptop, will support HTML5. So, H5P, that brings us to that odd acronym with two letters in number, HTML5 package, is what that stands for, H5P, HTML5 package. And it's a collection of code that does not require a plugin. It basically eliminates the need for anyone to download a plugin, like we had with the Flash Player plugin, in order to do interactive elements. It's open, it's flexible, and H5P is multimedia focused and this all makes it ideal for open educational resources because it combines the open web with open pedagogy. We can create the type of interactive educational elements that make OER so compelling for so many people and we can use some of the foundations of open pedagogy for free through H5P. Anyone can use, edit and create H5P. We can embed H5P without plugins or commercial software and it's supported by major learning management systems like Canvas, Brightspace, Blackboard and Moodle. It's also supported by content management systems like WordPress or Drupal and there's no coding skills required. So how do you get started with H5P? It's too good to be true, right? Well, it actually isn't, it is great and it is true. You can go to H5P.org and create a free account if you just wanna play around with some of the tools that are available on that website on H5P.org. You'll also see an option about pricing. If you want to host H5P but you don't really have a way to do it, if you're building your own website and writing your own code from scratch, you need a server that can run the background code. It's not proprietary, it's all PHP code and fairly standard website stuff but you need a server to be able to run the code that runs in the background to make H5P work. You can run that on the H5P.org or you can use Pressbooks or another platform that is able to do that. So if you just wanna play around with H5P, go to H5P.org, create a free account and then you can click on the examples and downloads or you can go to this web address here, H5P.org slash content hyphen types and applications and you can see all of the tools that are available to you, the H5P tools that are available to you. So how about Pressbooks? How do you get H5P into Pressbooks? Well, it's pretty simple but there are some steps that you need to know about.  If you are working in a textbook or other OER resource in Pressbooks and you don't see any option to add H5P then contact your Pressbooks administrator and make sure H5P is enabled. And then from within a single Pressbooks book you'll need to go down to the bottom left of the admin dashboard and go to the H5P content option. From there, you'll see a couple different menu items show up. When you click H5P content, you'll see all H5P content, add new libraries and my results. Right now, all you need to do is just click add new. We can't do the rest of these until we add H5P to Pressbooks or to a book in Pressbooks. After that, you'll see this option here, it will load in the middle of your Pressbooks admin dashboard, it will load this scrolling interface where you can look through all of these different H5P options which are incidentally the same ones that are available if you just go to H5P.org and go to the ones that you can, the examples and downloads option from that main H5P.org website. This is the exact same ones here. You can look through all of these, you can click on one of them and play with it a little bit and see a demo of it. And when you're ready to install one of these into your Pressbooks, click the name of it and then click the install button and it will get the code that's required and install it for you. And from there, you can then configure it. And this is the configuration option for one of these H5P tools. Every one of these tools has a little bit different configuration interface so I can't show you all of them but you'll see some options to configure and it'll ask you to write text or upload a picture or something that you'll need to do so that you can actually create this H5P element. And then it's time to add it to your Pressbook. From the admin interface of a chapter or the front or back matter, you'll find the add H5P option here. And again, this also, this won't happen until H5P is enabled by the administrator and you've actually created an H5P tool and then it will load, after you click H5P, it will load this option here where you can look at all the H5P tools that you have downloaded and configured and then you can insert them. And it will actually insert just a little snippet of code into your H5P backend admin interface and that code will then tell it to run the H5P tool. It seems like a lot but it's actually pretty simple and hopefully this helps you understand a little bit more about H5P, what it is, where it came from and why it's so important for OER today.


today, and we got it. Thank you, Leo. Welcome everybody today to this, what is it? Fourth webinar, third webinar in our series, I think it's fourth. And today Patricia is going to share with us the Q methodology. I am one of the people, I hope not too many people, who's returned way too late my Q analysis. I did it just 15 minutes in advance of this meeting. My apologies for that lame excuse of not having read the description of your invitation well enough that said return before 10 September. Nevertheless, it appeared very interesting to me what you were asking for us and I'm looking really much forward to your explanation on this Q methodology and what we can do with it. So, thank you everybody for being here with us. Patricia, I'll give the floor to you and I'm looking forward to your presentation. Thank you, yeah. I'm going to share it. Okay, so thank you and well, good morning, afternoon, evening, etc. And thank you to everyone who is attending to this learning exchanges webinar series today. So I'm going to talk about the proposed use of Q methodology as part of the activities. And we have done in a stream two of our project. And I gave this presentation during the Hebrew workshop in Mexico last June. So I will talk again about about this methodology and the basis of this methodology. So maybe it would be a little bit repetitive for those who were present during the workshop, but I will also present the results of the analysis of this beta version that we were exploring during this workshop. So here is a small reminder that part of the stream two activities includes a series of workshops to discuss the concepts of transformation, pathways planning, transdisciplinary research. And the objective of this workshop are to strengthen the learning network between us and between the case studies and between disciplines. So the purpose of here is to start by using the Q methodology to analyze over the five years or the rest of the years that we have on the project changes in the way us, the group of trans path plan, conceptualizes frameworks and methodologies related to not traditional forms of research. This is transdisciplinary research, participative action research, and how these possible changes in our own narratives can lead to reconfigurations in the relationships, actions, capacities, and social networks among us. This is the proposal. So I'm sorry, I'm going to explain a little bit what is Q methodology. So this is a method to study the subjectivity of people based on human behavior by analyzing the perspectives that a group of people have on a particular topic. So this methodology helps to open up an issue and draw the different ways a group of people think about this topic. And this method does not look into perspectives with an objective and external variables like age, job, income, etc. But it tries to understand the subject's own internal frame of reference on this topic. So when we do these methods, we are kind of taking a snapshot of the diversity of subjective perspectives around a given topic and rebuild this subjectivity which might appear as technical debates, but we can go deeper on the analysis of this subjectivity. So I'm going to show a short video that explains what is and then I'm going to explain it better. Do you hear it? No. Okay, I think I need to take off my... Okay. People like to communicate. No. They have opinions on every kind of topic. And often they have shared opinions on the issues. One way to understand the variety of shared viewpoints on an issue is to use Q methodology. Q is a research technique that was developed by William Stevenson. In a Q study, all the participants individually sort a set of items, usually statements, along a scale according to how they feel about each statement. The way they sort the statements is then compared and contrasted to find groups of people with similar sorting patterns who share the same viewpoint on the topic. So to conduct a Q study, you need a topic and a research question. You need to build up a comprehensive set of statements relating to your topic. The statements should reflect all the different things that people might think or say about the topic. You can collect these statements from anywhere and even make some of yourself. As you collect your statements, eventually, you will reach saturation point when no new information is being added to your set. You now need to reduce your statement set down to a sample that captures the essence of the full set. 14, 50, or 60 statements may be enough. There is no magic number, but the final set of statements should be comprehensive enough to allow any individual, no matter who they are, to express their own personal viewpoint on the topic. You will need to prepare instructions for the participants to follow when they sort the statements. And you need to design a response grid for your participants to sort the statements within. This is usually in the shape of a bell curve. You need to select people to act as participants in your study. Be sure to include people who are likely to have different opinions on the topic so you can capture the range of viewpoints that are out there. It is usual to begin by asking the participant to sort the statements into three piles. For example, agree, disagree, and neutral. The participant then resorts the statements in each pile according to their strength of feeling about each. This is a holistic task. As the statements are ranked relative to each other, it's all about personal feeling from the individual's point of view. Once completed, it's also very helpful for the researcher to interview the participant after their Qsort, asking them why they sorted the statements in the way they did. The completed Qsorts and the participants' comments provide the data for you to analyze and to interpret the variety of shared viewpoints on the topic. Now comes the number crunching. This involves a pattern analysis of your Qsort data. In essence, this is a data reduction exercise. You will aim to reduce your Qsort data down to a small number of shared viewpoints that will simplify and explain most of the variety in the participant's original Qsorts. To help you do this, you can use a dedicated software program. You need to enter all the participant's Qsort data into the program. The software will compare all of the Qsorts with each other and help you to identify those Qsorts where different participants sorted the statement in very similar ways. You can then construct a synthetic Qsort, which is a kind of average of those similar Qsorts. This new synthetic Qsort represents a shared viewpoint. You can go back to the participant's interview comments to help you interpret their viewpoint. Finally, at the end of your Q study, you should have a better understanding of the variety of shared viewpoints on your topic and why people hold those views. You can find out more about Q from the official Q method website. It will point you to all kinds of information and resources, including books and articles, software, conferences, and online Q communities that you can join. Enjoy your Q! Let me put again the presentation here. So I'm going to go again through the steps that were explained in the video. I hope it was useful to watch it. I'm so recapitulating what are the steps of this methodology. So the first one is to do a previous research of this aspect of interest regarding research questions. So that implies looking into bibliographic sources, different kinds, consult experts on the subject, or maybe start with in-depth interviews with the people who are going to work with to also try to capture these different issues around a topic. So here I am proposing this initial and possible research question if we want to do this Q methodology during our project. The question is how much does the group agree or disagree on what distinguishes alternative ways of doing transformational research? We can discuss this later, but this is like the initial question. The next step will be the design of a set of affirmative statements that address different aspects of interest. So for example, these four statements that I have here are the same that we used during the exercise. So for example, referring to these alternative ways of doing research, I have this statement to achieve a transformation of a socio-ecological system. It is necessary to intervene from academia. Or for example, transformations cannot be pre-defined. It should be simple statements. And well, after having this number of statements, I'm going to explain later how many do we need. It depends on how many social actors or participants we have on the Q methodology. But while doing this, we also have to select a diversity of social actors. As the video said, it should be as diverse as possible. And the idea here is well, to apply this to us. Then the next step is to provide the statements to the participants so they can sort them accordingly to which statements they must agree with, those which they have a neutral opinion and those with which they must agree and disagree. So ideally, the statements should be arranged in this pyramid shape to follow a normal distribution. But I remember when we were doing this exercise during the workshop, the question of if we can do it differently grows. So yes, we can do it differently. And we just need to modify a little bit the statistical analysis. But it is possible to not constrain all the exercises in the same shape. And this is because well, when we did this exercise, we just have this little figure. So it was difficult a little bit to decide where to put the statements. But when we have more statements and a bigger pyramid is a little bit more easy to stay like with this shape. Then once we have the Q-sorts of each participant, we will have this kind of snapshot of their perspective on the topic in question. So this in this moment, this individual exercise will be subjective in the sense that if the same person does the exercise again, like one hour later or the day before or the day after sorry, the result will not be exactly the same. So once all the participants Q-sorts are available, we can perform a factored analysis to analyze the information. So this is a technique that is just to reduce a large number of variables into fewer numbers of factors. This technique extracts the maximum common variants from all variables and puts them into a common score. So in this case, it's just to find clusters of shared visions or perspectives of an issue among the participants. The analytical principle is the correlation between individuals to find engagement or disengagement on a statement. It uses a factor loading, which is the correlation coefficient for the factor that shows the variance explained by the variable on that particular factor. Sorry, I hope that was clear. So for this beta version for our project and our group, we propose nine statements. I write them together with Lakshmi and the idea was to perform the exercises during the workshop. And also that's why I also send it by email to the ones that weren't in the workshop. So I can analyze all of us. But well, for now we have just 14 participants. And these were the statements. So I'm going to read them just for you to look at the topics that we are addressing with this methodology. So the first is to achieve a transformation of a social ecological system is necessary to intervene from academia. If a consensus is not reached, a collaborative process aimed at fostering transformations fail. Transformative process always requires technological solutions. Academic biases can influence the direction of interventions that may or may not be desired by other social actors. A successful participatory process is measured by how many participants attend. Science has the ultimate answer to solve social ecological problems. The heart of such transdisciplinary research is co-constructing the project objectives from the beginning with the non-academic participants. Although we can play the type of transformation, the type of transformation we want to enable, we cannot know the real outcomes since the transformations cannot be predefined. And the last one, in general, the most profound transformations were triggered from social movements, not from academia. So these were the instructions that I gave you during the workshop and also by email. So basically, it's very simple. It was just gave the statements to the participants and asked them to sort the statements following this shape and these gradients that most disagree neutral and most agree with. So these are the, I'm going to present the preliminary results of this beta version and I will briefly explain how to read the resulting graph. So the group of participants in this case were 14 participants were reduced in this case into four factors. So this is made by a correlation and so we have these four factors and all of the participants correspond to one of each factor. So the statements that are located at the bottom of the graph are those in which there is usually more consensus among the participants and therefore among the factors because they tend to give the same weight of the statements. In our case, it wasn't like super clear but at least the statement three and five, I'm going to remember later which statements were, are in the left side of the graph. The C scores here minus two, minus one, zero, one and two. It's the same in the left is the most disagreed with and in the right side is the statements or the value of the statements that you most agree with. And in the top of the graph, we have the same with the largest differences. So we can see more dispersion on the values of each factor that gave to each statement. And what else? Okay, and also we see these field figures that represents the statements that distinguish that particular factor. So for example here, all the factors, the one, two, one, three have kind of a neutral opinion on statement two, but the factor four distinguishes from the other factors because the value was different. So, okay. Now the results, okay, so this is the same graph. And here I put a key on the participants, so it's participant three, seven, nine. But if you want me, I mean, this is just a beta version, but I also have this with the real name. So if you want me to, I can put the real names so you can see your own results. So I don't know, do you want me to? What do you prefer? Or I'll explain and after explain, then you decide. Okay. So in this factor analysis, or in any factor analysis, you decide the number of entry factors that you want to use. So in this case, I use four factors to do this analysis. And I did it considering the number of participants and also it was like a little bit of intuition for this version. But there is some statistical recommendations, depending on the number of statements and number of participants on how to choose how many factors you are going to choose or give to the analysis. So, but in this case, I use four. So as I was saying in this exercise, there is no consensus in this analysis, although the statements with the most similar value three and five are successful participatory processes is measured by how many participants attendant and transformative processes always require technological solutions. So basically this group said like, okay, we agree, well, we mostly disagree with these two statements, because we all of the factors put them on the left side of the pyramid. And then I'm going to show you factor by half by factor and the statements that distinguish them. So in factor one, the red one, this nine, it said in general, the most profound transformations were triggered from social movements and not from academia. And for factor one, they agree on this statement. Factor two, to achieve a transformation of a social ecological system is necessary to intervene from academia. So factor two is the green. So they put they disagree on this, and it distinguishes from the other. And also the four here, academic biases can influence the direction of interventions that may or might not be desired by other social actors. But for example, for factor three, it's the same that as factor nine, in general, the most profound transformations were treated from social movements, not from academia. But it's different from factor one, because they are in the opposite side. So factor one, they agree. And factor three, they disagree with this statement. And factor four, it distinguishes by the statement seven and two. And it says seven is the heart of the transdisciplinary research is co-constructing the project objectives from the beginning with the non-academic participants. And two is if a consensus is not reached, a collaborative process aimed at fostering transformations fail. So this is just a week and go further. But well, because of the time and I want to live a little bit of time to discuss this. So I'm just going to show this. What we can explore more if you want. So as because I'm going to show the presentation, I'm also putting, well, here's with names. Do you want to see the names? I'm curious to see where but don't show if all agree. Let's keep anonymous. Sorry? Leon was curious about the names if we could see them. I'm curious also. But this is just a beta version. So it's not, I don't know. Let me see. No, let's keep the privacy. Okay. So, okay. So I'm going to skip this. Then I'm putting here also, like all the statements with the, sorry, no, again, it has the names. So anyway, you can you can watch it later and you can, I can share this presentation with you and you can analyze all the statements and see the distribution among these factors. So as I said at the beginning of the presentation that the idea is to use this Q methodology to do in the rest of the project and see these changes in the way we conceptualize these different frameworks and concepts. So this is a proposal of a calendar kind of and how to to work with the idea is to, well, we have now this beta version, but I would like to go deeper in the literature review and also maybe make online questionnaires to send it to you to also have your opinion on this topic. And then co-design the statements we do maybe with a working document. And once we have all the statements then make an online applications like our time zero of not a beta version, but like the real one is doing maybe beginning of next year and then analyze these Q sorts and well explain better all these narratives that will emerge and then repeat this, the same Q methodology, maybe each year during the workshops that we're going to have. So this is a proposal, of course I'm going to listen all your opinions on this and if you'd like to do this and go further and deeper with this methodology, that's the idea and here I'm also sharing some resources. So that will be all from me. Thank you very much Patricia, very interesting. Are there any, I see a hand raised by Leon as Vim is standing up and walking away, so I assume that Leon, you have a question rather than Vim. I think he was like a plos. Wasn't a plos, okay, maybe I mis-recognize the hand. He is talking but you are muted, Leo. Otherwise I give the floor first to Marissa who has raised her hand. Do that and then first tell me if I'm audible now. You are audible. Marissa, please. Patty, I would like to ask, this applies to us as participants, but could it be applied to some of the participants with us in the project, like people from the places to see if we're really getting somewhere in this transformation, some specific people working in our study places, would that apply or not? Yes, but we need to decide that in advance so that we can write the statements according to that if we're going to include people from the K-studies. But we can also, like if each K-study wants to do this in their own research activities, they can also do it. Because maybe, I don't know, I'm thinking in our case if we do not include people that are used to these concepts that are more academic, maybe it will be difficult for them to to make this exercise. So maybe in that case we need to adapt the methods for each K-study. This is something that we need to decide and keep in mind while we write the statements and the research question. But yes, it's possible. Thank you. Yeah, I guess it's then very much about reframing the statements that then are applicable to that group of people in which we'd like to do. Leon? Yeah, I have some questions. Thank you, Patti. Really interesting. It also indeed nice to see what came out of just the beta version with these nine statements. But my questions are, the statement, the sets of statement of course is indeed important. So it should represent the sort of, it should sort of capture the entire debate on the topic in the group that you want to analyze, right? And of course this was beta. So this was just something that Lakshmi and you came up with a set of nine statements that was a good sort of starting point. But did you already think about how to collect or build the set of statements for let's say the full exercise in a very, because it should I guess be done in a quite systematic way to have some assurance that it, yeah, that it is an accurate reflection. That was my first question and I immediately have a second and that is, you mentioned during your presentation that this is of course sort of subjective. And indeed I think many of us, if we did the statements, we will recognize that maybe if we do it again tomorrow it will be slightly different. Now my question is would we need to do maybe three or four rounds in very close proximity to each other. So maybe within a month to see if that still results in the same types of factors so that we can also distinguish the fluctuations over periods of years from the fluctuations over shorter periods because in the shorter periods it's just maybe sort of, we can't really link it to longer term learning. It's more that today it's raining and yesterday I had a good breakfast or something like that. So to distinguish those two types of fluctuations over time. So those were two questions I was having. So for the statements, well it could be just, I can do it with anyone who wants to get more involved into this and we can do this literature review and in this case we need to include not just academic papers but also great literature like anything. And I was thinking yes to maybe have a, maybe it could be another workshop to collectively or create the statements or review them. Yeah it could be or I can just propose, I mean if we are all going to participate I don't know how many of us we are now like more than 30, 40. So I need to know how many people we are so we can decide the number of statements that we need because there is a ratio like three to one. So if we have like 10 participants then we must have at least 30 statements. So I also can do this and just write the statements I propose and send it to you and have feedback from you. So yeah we, I don't know there's some possibilities there. And the other thing, well I don't know that will be like a lot of information and yeah I was thinking like if I have my Q like 10 times someone then I think I need to analyze that and have a factor analysis of myself and then gather with the others. I don't know. I've never seen that on the literature. No from the literature it is known how important that day-to-day sort of bias or fluctuation is and that it would be convenient if there is some of the literature on the Q sort that assures that okay the details may change but the fundamental sort of perspectives they reflect are actually more robust than that. But I'm not an expert in the methods so I was just really wondering about it because I do recognize that there will at least be some differences from one day to the next. Yeah I'm not sure how to do it but yeah we or maybe we just do it not like every year and maybe more frequently twice three times a year. I don't know because the idea when we did this it was during the tea lab. I think we explained this a little bit more in the workshop in June. So we did this with a group of people in our case study. This was part of Lakshmi's thesis and actually it's not common that we have in the literature that people use the methods during different years or times and with this we were trying to see how the activities during the tea lab kind of influence people on what they think and in this case it was about Sochi Binko. So that's why we have this time. I think we did it like three times during the tea lab and yes we noticed these changes of the people in the groups. So it was kind of easy to extract like the narratives of the different groups of people in the factor analysis. So yeah that's also something that we need to decide how many times we want to do it. If it's just during the workshops or yeah online the online tool or three times per year. Yes Anamika. Yeah yeah thank you Pati it was very interesting and we did this when we were in Mexico as well. But at the time also I had a question and I just want to know from you is that like you say say for example if there are 10 participants you make like 30 statements. Now these statements that we make or like as a team also we make the statements are made based on our knowledge our understanding our background whatever and we give these statements to with whom we are kind of doing this you know exercise. So this is like a fundamental question and I just want to understand if there is a way to overcome it. So I'm just thinking suppose I'm the one who is preparing these statements wouldn't be a little biased because I would like to probably put it in the way I understand the problem or the challenge and also when we were doing this in Mexico at point at some point of time I felt that I'm too confined you know I want to say neither this nor that and I can't put too many also as a disagree but I don't actually agree to maybe 60% of the statement but I can't put them there. So I found that I was kind of confined and I can only say whatever options are given to me. So how do we overcome this I mean how do we make sure that we are able to actually get what they want to tell us and not that we are influencing even if what they are thinking is not correct because that's what we want to know because that's where the challenge is probably. You got my point right Patty? Yeah yes so when we are making the statements I think it's yeah that's like the main work to really like read them a lot and review very carefully the way they are written should be not saying this is bad or this is good but just saying like an affirmative way and also the idea is to try to gather all the opinions that's why we and I think us as a group we are like very diverse and we have these different backgrounds and disciplines so the more diverse of the people making the statements or the literature to review we we well it's the better to to make sure that this doesn't happen that okay so we're saying this is more or we have more statements in this side than this side so yes you need to review it like a lot. It's a crucial part of the segment because the analysis is kind of easy and you just put the you know in XM and R and it's easy but yes it takes time to review and different people to look at them and not just you because if you just you know like I have like a core group of statements designers and the other question was okay so the constraint on the on the pyramid um yes I guess if you have more statements at the beginning it's easier to sort them in these two groups and two not sorry three categories uh because we have like a few and the pyramid was really short it was more difficult because you only have like three to disagree and three to agree so it was difficult because it was like like a tiny version and I think if we expand the version and we do it like with 40 or something statements at the beginning it's easier to sort them in three categories but um yes we can we can not constrain the responses to the pyramid shape and we do if we do that in the analysis in the statistical analysis there is a way to address that and put like it's not a normal distribution and the mathematics make magic I am my mathematics are kind of limited but I don't know how to do it to have the analysis to it but you can put it's not a normal distribution and you can put maybe not just one the most you disagree with and maybe just put two or three in that column and the shape will change but you can adjust the the analysis to address that issue but we need to decide what to so so it was the instruction should be the same for all the participants so if we are going to constrain to the pyramid shape we we all have to do it like like that or if it's going to be free and it's not going to be in that shape it would be the same instruction for all am I answering the question Amika I think you are Patti I think you are and I think you are answering questions that many of us have also when I look at the chat box to Carlos comments that the idea that you have a statement and you don't really fully agree to put it let's say in the neutral kinds of middle box which that you feel as so then it becomes a little bit okay what statement do I find more important maybe that I'm not sure if that's the right word to to disagree or agree with and that I put this one in the neutral and I guess it's clear to everybody either you use a pyramid for all your respondents or you use a free approach for all your respondents I was also when I was looking at my own results that weren't included I found it interest what I found interest where you say and that's more related to then the outcomes the analysis although this is a beta version that there was a lot of agreement among your respondents of this those were disagreeing agreement and so it was about statement three and five or statement three and six I'm not sure but the agree the closeness was in disagreeing on those statements so what I find interesting that it shows to me then maybe that we agree on what are not transformations or what is not important in transformations but that we yet do not really agree of what is needed for transformation or what transformations need to be so that's I found interesting elements yeah exactly and there's another thing about this distribution that maybe someone decided that they must disagree with I don't know like 10 statements and we have like 10 just you know like a really high column on the on one side so by constraining I don't know how to say this but the answers to the pyramid shape like kind of it forces you to to really really choose the ones you must most most disagree and the ones you most most most agree with because otherwise you maybe decide like all this pie I'm going to put it in that side and yes I really I like super strongly disagree with this and and yeah it kind of forces you to to really choose like the important one so yeah it's a thing that we need to decide as a group what we want to do what is the best to do and yeah that's it just to keep in mind that that this different yeah yeah of course if you would have a really large group of people you could test one approach on one half of the group and the other approach to the other half of the group but yeah we are having such a large group or actually in the in during the workshop I remember actually was I think was Jaime and Carlos or Leon also that you did the both the the two versions like the constrained figure and the free one so we can also do that and just see what's happened what happens yeah I had another question it relates to Annemarca her remark in the and I think also Leon's in in development of the statements of course you could do a literature study but isn't there also in essence then a bias that you are yourself academia in developing those statements so in how far could you also include statements that come from other actors and therefore maybe also stated in different terms yeah we can yeah we can definitely include them and that's why I was thinking to make this a questionnaire online questionnaire and maybe we can send it to other practitioners people working in I don't know NGOs or people in the field that kind of know these concepts because shouldn't be someone that completely that doesn't know anything about the topic should be someone that has an opinion on the topic so in order to be diverse but so yeah we could we can send it to other people so we can have different insights yeah thank you Patty are there any more questions we are reaching well five minutes to four p.m. here in the Netherlands I just typed it a bit I thought it's I think it's really interesting this kind of methods and I thought it was also mentioned in the beginning I think it's also really interesting to use a method like this this one or another one you know in the case studies because in the end it's about so so now the application is about the project's understanding and learning about concepts which I think is really important and interesting but but in the end it's also about how we can support transformations in our case studies right so I thought I'm not sure how we see that we could also test it like this in our project team and then once we have something which is which is the simple and gives interesting insights then we could because in the end we want to apply it in the case studies right or we want to know more about actors perspectives in the case studies can I just add to what them just spoke about so this is exactly what I was thinking for example in our own case study so if we if if we if we do this exercise say if like three times in three years like in a year break or let's just not think about the frequency but we keep doing this so what is what I am thinking is that is it going to be something uh at the as an end product we kind of impose the way we understand transformation by asking them probably the same question and forcing them to think about it again and again three times in three year period or whatever and finally we do get the perspective which ideally they should be thinking of but is that really a transformation because if we stop doing this after five years they will they might go back to what it was so what is how how are we looking at this methodology um of you know the case studies which is focusing on transformative changes or shall we say that this is one of the ways of doing it but later on the statements for us also has to change bringing their perspective into it like our statement so it's it's like like transformation is not just about them like it is for all so maybe the statement our statement also evolves with time as we started to interact with diverse group of stakeholders so can we also look at it like that testing it within us as well like we test it now we make some statements now as a team and then we again draw a few additional statement and we try to see that towards the end of the project to see that how each one of us also evolved in the last four or five years after seeing the reality or after understanding the cases more in detail and in that is that is something that we can think of something that we can think of yeah I think we can do it definitely yeah the idea is just to start with this and yeah and try it and see how it works and and yeah like every now and then just review it again and and yeah and and adapt if we see that the statements are not enough and we are changing our perspective and maybe we can include more and make another one yeah I think it is possible so I'm thinking that maybe you agree on this so I can I can write this in a document so we can review it together and perhaps start a proposal of this online questionnaire so we can gather information to create the statements and maybe just keep this in mind during the rest of the year maybe or or because we don't have like too many webinars no like I think we are full for the year yes so anyway I can send you by email these not just a presentation but a document with these ideas and these different proposals and yes work on that and doing the rest of the year and maybe start next year with yeah with the with the set of statements and yeah so if I were saying about this one or two preliminary conclusions well yeah I kind of mentioned some of the results but yeah I can yeah write something in the presentation I think Jep was saying a very interesting conclusion that we agree on the ones we most disagree with and yeah about how to define transformations we it's a little bit more blurry for these different groups yeah thank you Fatih and I think for that sake I think it's also interesting what BIM said so it would be also very different if we could share this in our let's say a second layer in maybe the projects that we are doing in Mexico in India in Vietnam in Kenya and to see if the groups of people around those projects they're think similar or differently about transformations or transformations planning and that requires maybe also adjustments in some statements even though it might be adjustments that do take into account that kind of same ideas which may be a small tailoring but that might be something to discuss in the near future very interesting thank you very much I think it was been appreciated by all of us here let me then take also the opportunity to announce indeed next month we have another presentation by Christine Nyagaya she's PhD graduate for at Egerton University and her it's a case study presentation on a soil greenhouse gas emissions from wetlands very interesting I think thank you very much Patricia if there are no more final remarks I'm going to thank you on behalf of the school and maybe Anna Mika or Leon do you want to share any other project kind of message household message with the team I see Anna Mika shaking her


Hey, Psych2Goers, welcome back to our channel. Your love and support helps us continue on our goal to spread awareness about mental health and psychology.  So thank you so much for your support. Now, to the video. If you or someone you care about is in immediate danger of committing suicide, call 911 or your local emergency number and reach out to a mental health professional immediately. Do you have a friend or a loved one you're worried about? Do you have a gut feeling someone you know is thinking about suicide? Maybe you don't know how to approach them. What would you say? Should you even mention suicide or could that make it worse? Suicidal thoughts are something many individuals go through, yet many feel sure of whether or not they should bring it up. According to research, it's better to talk with someone contemplating suicide on the topic. It's better to do something than simply ignore it or change the subject. One US study randomly assigned a large group of high school students to either fill out a questionnaire about suicidal thoughts or not. Researchers found that there was no increase in suicidal thoughts or depressive feelings in the following days after answering the questions. Students who are at high risk of suicide experienced a small decrease in depression and suicidal thoughts. Many experts say that simply talking about suicide can relieve some of the worries the victim is experiencing. It gives the individual a chance to be heard and see that someone cares about them. In fact, a study of Singaporean adults found those who are asked about suicide had no ill effects. Several subjects commented that participation in the study gave them a chance to share their suicidal feelings for the first time. The main takeaway here, reach out and talk to someone who you think may be considering suicide. Deep down, they may be looking for help, but may be too afraid to ask for it. You can offer that help just by supporting them. So what exactly do you say to someone who might be considering suicide? Well, here are 13 tips on how to negotiate with someone who may be in that position. Number one, recognize the signs. It's important to recognize the warning signs of someone who may commit suicide. These signs could be threats or comments about killing themselves, social withdrawal and sudden isolation, dramatic mood swings, talking or writing about death, increased alcohol or drug use, aggressive behavior and impulsive or reckless behavior. They might express how they feel that they have no reason to go on living. They could be giving away items or suddenly making a will or maybe they've discussed suicide in the past as a way out. If you can recognize the many signs, you'll have a sure feeling of whether or not to bring up the topic, speaking of which, if you have a gut feeling, regardless of symptoms, you should just simply ask. They may be desperate for someone to turn to and there's definitely a difference it could make. Number two, ask them how they are. If you want to start to approach someone you're worried about, simply ask how they are. A simple hello or how are you feeling can mean the world of a difference to someone who wants help but is too afraid to ask. If they start to open up, you'll be there to listen. Number three, ask specifically about suicide. If you have a strong feeling someone may be dealing with suicidal thoughts or is contemplating suicide, just ask them. Once again, asking if they're considering suicide isn't more likely to make them go through with it. Research backs this up and finding suggest acknowledging suicide and discussing it may reduce suicidal ideation. Ask them, are you thinking about suicide? It may show them that you're open to talk about it and aren't judgmental about the topic. The next step is to stay with them and listen to their feelings. Four, stay with them. Beyond staying with them, it's important to be proactive in gaining skills to support those struggling with their mental health. Learning psychological first aid using the rapid model, reflective listening, assessment of needs, prioritization, intervention and disposition can go a long way to providing support. Don't number five, keep them safe and remove harmful items. After asking if suicide's been on their mind, ask them if they've already done something to try to kill themselves. Do they know how they would do it? Do they have a plan? Find these answers out and then determine whether this is an emergency that needs additional help. If they appear to be in immediate danger, remove any harmful items out of the room and as far away as possible. These can include drug objects such as knives, drugs, cleaning products, any wires, cords, belts or rope. Number six, acknowledge their feelings are legitimate. It's important to acknowledge that their feelings are real and shouldn't be brushed aside. You should never say things like just be happy or snap out of it. It may also be a bad idea to immediately suggest an easy solution as the individual may get defensive or feel rejected, unheard or guilty. Number seven, repeat their words back to them in your own way. It's important to actively listen to what they have to say. After they're done speaking, repeat their words back to them in your own words to show that you have listened. It shows them you care and you are there for them. This method can also help make sure that you understood them. Number eight, empathize with them. Empathy, it's best to show we empathize with someone when we feel it. It may help them know someone genuinely cares about what they're feeling. You could try expressing this by saying, I may not know exactly what you're going through or the pain that you're experiencing, but I want to try to understand. Number nine, encourage them to focus on getting through today. It can seem difficult to imagine continuing to live when you feel hopeless or suffer from suicidal thoughts, but it can seem a lot easier to get through one day at a time. Encourage them to get through the day instead of focusing on the complicated mess that can be our future. Nobody knows what's in store for them. Our lives can go from unfortunate to lucky in an instant. We can help cultivate our own meaning to push on in life and our fight to live. Number 10, identify a hook. One thing that can help an individual continue to live is to identify a hook in their life that means something to them. What's important to this person? What holds meaning and value in their life? Maybe they have family they love or a pet who needs their care. What about a job they enjoy or something they're passionate about? Ask them and continue to refer back to these hooks as a way to get them to focus on what's important in their life. It may not be a good idea, however, to try and make them feel guilty due to any pain it may cause their family or loved ones. The goal is to remind them of what they value and make them feel better, not worse about themselves. Coming back to the hook may be something that helps. They may be reminded of why they don't want to leave them behind. Number 11, offer support and help. If you've stayed with them during a crisis, you're already providing them with a form of support. Next is to provide help. Mention their strengths. Look them in the eyes and say something such as, I know we can get through this. We can, together. Maybe you've seen them fight through hard times. Tell them. Mention how strong they are, how brave. Give them the hope they need to rely on, to keep going. Just because you don't feel strong enough to move on doesn't mean you aren't strong. You are. Look how far you've made it and think about how far you can go if you continue to live. With hope, anything is possible. Number 12, don't minimize their problems or say anything judgmental. An important part of all of this is to be non-judgmental. Don't minimize their problems or compare them to others in a negative way. Just because you may find it easy to continue forward does not mean they do. Everyone is different and everyone handles their emotions and situations differently. Number 12, help them develop a safety plan. Whether someone's suffering from suicidal thoughts or in the midst of an immediate crisis, a safety plan is always a good idea once things de-escalate. If someone is being supported by a care coordinator, they may already have a crisis plan. If not, you could always develop one together. A crisis plan is used to help an individual when suicidal thoughts return or when they're in a crisis. These are the steps they should take when things begin to worsen. Things to include in a crisis plan could be to not be alone, removing certain objects in the home and talking to a helpline, loved one or professional. Another great thing to add to the list is distraction techniques, such as getting lost in a good book or writing in a journal. Or maybe you'd like to put on your favorite film or television show. Or when all else fails, snuggle with your beloved pet. A man's best friend is always there to listen.  If you feel the need to get out or simply know what can help you, go to a museum or theater or visit someone you know. A final step in their plan should be to seek professional or emergency help if they need it or are in a crisis. Find them some resources and then discuss the options with them. And 13, follow up. Lastly, it's important to follow up and see how they're doing. One of the worst things you could do is make a promise and then not keep it. So try not to make any impossible promises or skip a planned meeting. Some individuals find it hard to keep appointments with a therapist or psychiatrist. A lot of people schedule to meet with a professional, but then don't show. Many have found it helpful to have someone accompany them to therapy sessions or appointments. If you notice your loved one isn't following through with meeting a mental health professional, it may be a good idea to drive them or even go in with them. Whether that means you're reading a magazine in the waiting room, listening to some music in the car, or hiding in the corner of a session's video call, I'm sure any support would help. Have you ever had someone convince you to stay alive when you were on the brink of taking your own life? What was it that someone said to you that convinced you to change your mind about suicide and stay alive? How do you feel about the topic now? Please feel free to email us at yourstoriesatpsych2go.net and share your story anonymously. We will be selecting several stories for an upcoming video in hopes the words that changed your life will motivate others to keep going as well. If you found the tips in this video of value and want to learn more about how to be more proactive when it comes to helping others, then you should check out the Psychological First Aid. A big shout out to Coursera for sponsoring this video and offering a course from John Hopkins University to our viewers. You can earn a certificate from John Hopkins University upon completion, so make sure you check it out. If you found this video helpful, don't forget to click the like button and share this video with someone who might need it. Subscribe to Psych2Go and hit the notification bell icon for more content like this. And as always, thanks for watching.