Welcome to lecture series on advanced geotechnical engineering, we are actually in module 3 lecture number 4. So we are actually discussing about the compressibility and consolidation in module 3 and we introduced ourselves to the Terzaghi's one dimensional consolidation and then in the previous lecture we have reduced the consolidation equation that is dou u by dou t is equal to C v dou square u by dou z square and this is for one dimensional consolidation and this one dimensional consolidation is assumed to prevalent if a clay layer is subjected to large area loading on its surface. And if you are having a restrained or a finite dimensions loaded area then there is a possibility that the three dimensional consolidation can come but however we assume it like one dimensional consolidation and then we try to solve the and calculate the settlements. This example of the possibility of two dimensional consolidation can be in a footing resting on a soft clay. So in the previous lecture we have deduced in equation dou u by dou t is equal to C v dou square u by dou z square and then the C v is the coefficient of consolidation and it is related if you look into this it is related with permeability and coefficient of volume compressibility. So the k the coefficient of permeability or Darcy's permeability as the Darcy's law is assumed to be valid so k is equal to C v m v gamma w. So if you look into this if k is high that means that the permeability is high then the C v will be high then the time rate of settlements will be very high. If k is low like say meren clay where 1 into 10 to power of minus 9 to 1 into 10 to power of minus 10 meter per second then the C v will be very low and then the consolidation will take long time. So this is the basic differential equation of the Terzaghi's one dimensional consolidation and it can be solved with proper boundary conditions. So we have solved this by assuming the proper boundary conditions and this was obtained and further we have assumed these boundary conditions that at time t is equal to 0 it is assumed that the load is instantaneously applied on to the surface of the soil that is at that time the initial excess pore water pressure within the soil is equal to u is equal to ui is equal to delta sigma delta sigma is the increasing load which is applied on the surface of the soil. Then u is equal to 0 at z is equal to 0 and u is equal to 0 at z is equal to hi that means that once the consolidation commences moment the consolidation commences the pore water pressure at the boundaries reduce it to 0. This reasons we have discussed in previous lecture. So h is the longest drainage path so if you are having a clay layer sand which between let us say sand layer at top and bottom then if the thickness of the clay is say 2 h then top portion of 2 h will flow toward the upper layer and the upper the bottom portion of h of the clay layer the water in the bottom portion of the h of the clay layer will flow downward. So this is called double way drainage that is double way that is 2 way drainage or you know 2 way drainage or it is also called as you know double open layer. In this case the consolidation will be relatively faster and h will be equivalent to h t if it is the thickness then h will be equivalent to drainage path length is equivalent to h by 2 or h t by 2 which is you know the effective drainage length. Let us assume that we are having rock base at the bottom and upper layer is you know the sand layer then all the way water flows for the entire thickness so it takes longer time then the h t is equal to h so that means that here the water flows for you know takes long time to reach to the boundary and then it will take longer time if you are having a CV which is actually very low value considering let us say we are having a low permeable soil. So from the above the general solution can be obtained and this general solution is given by u the excess pore water pressure is n is equal to 1 to infinity a n sin n pi z by 2 h exponential minus n square pi square T v by 4. So T v the term what we are seeing is called the time factor and which is nothing but T c v by h square T is the time required for certain degree of consolidation and C v is the coefficient of consolidation and h is equal to h dr square h dr is the drainage path length. So to satisfy the first boundary condition we must have the coefficient a n such that u i is equal to n is equal to 1 to infinity a n sin n pi z by 2 h this we have put as 5. Now equation 4 is a Fourier sin series and a n can be given by a n is equal to 1 by h 2 0 to 2 h u i sin n pi z by 2 h dz combining equations previous slide 4 and 6 then we get an expression which is u is equal to n is equal to 1 to infinity 1 by h integral of 0 to 2 h limits u i that is initial excess pore water pressure sin n pi z by 2 h dz bracket close into sin n pi z by 2 h exponential of minus n square pi square T v by 4. So the T v is the non-dimensional time factor and is equal to C v T by h square that is what we have discussed. So so far the no assumptions have been made regarding the variation of u i with the depth of the clay layer but there are you know the number of variations which are actually possible for u i with the depth it can be the simplest thing which has been assumed by Terzaghi is that the constant variation of u i with the depth that is mostly used in all the solutions that means that if u i if delta sigma load is applied then is assumed that the excess water pressure is assumed to occur uniformly throughout its depth but there are also some assumptions like u i assumed to increase with like a parabolic shape or it can be like a 0 at the top and you know at the center it will be it is approximated like a triangle so the different variations are there but however we are actually discussing on the uniform variation of u a with the depth. So this is actually shown in the slide where u i is equal to u naught which is actually for a doubly drainage layer which is actually shown here h t is equal to 2 h h t is equal to 2 h so this is for the doubly drainage layer so this is you know what the initial excess water pressure which has actually increased upon loading. So if u i is constant with depth if that is u i is equal to u is 0 then we can write 1 by h to the integral of 0 to 2 h is equal to into u i sin 2 pi z by 2 h into dz is equal to 2 u naught by n pi into 1 minus cos n phi is equal to u naught. So this will become like u is equal to n to 1 to infinity 2 u naught by n pi by 1 minus cos n phi and sin n pi z by 2 h in exponential of minus n square pi square t v by 4. Here note that the term 1 minus cos n pi is in the above equation is 0 for cases when n is even when n is equal to 2 4 6 it is 0. So therefore u is also 0 for the non-zero terms it is convenient to substitute n is equal to 2 m plus 1 where m is an integer m is equal to 0 1 2 3 it will take so n is equal to 2 m plus 1 which what we have assumed. So accordingly now what we write is that you know by putting in terms of m then u is equal to m is equal to 0 to infinity 2 u naught by 2 m plus 1 by pi into 1 minus cos 2 m plus 1 into pi sin 2 m 1 plus pi into pi z by 2 h into exponential of minus 2 m 1. So we have substituted n is equal to 2 m plus 1 so minus 2 m plus 1 whole square pi square t v by 4. So this we can write and simplify like this with m is equal to 2 m 1 into pi by 2 so we can write u is equal to m ranges from 0 to infinity 2 u naught by m sin m z by h exponential of minus m square t v where m is equal to 2 m 1 into pi by 2. So at a given time the degree of consolidation at any depth z in z within the clay layer that is at z is equal to 0 at the top and z is equal to 2 h at the bottom of the clay layer if h t is equal to 2 h then in that case degree of consolidation at any depth is defined as excess pore water pressure dissipated to the initial excess pore water pressure.  So this is delta sigma dash is nothing but the net you know the stress which is actually the increase in the incremental area which applied and u naught is the initial excess pore water pressure.  So u i is equal to let us say if a delta sigma of 100 glow Pascal is applied and if the constant variation is assumed then u i is equal to 100 glow Pascal then u z is the degree of consolidation at you know that particular in depth within the clique. So if you look into this with this now where if you take at any time t slightly greater than t is equal to 0 then you know you can see this u z is equal to 1 because you know the moment at the boundaries the moment consolidation commences and the boundaries are the one where respond to the where the soil actually transfers the you know the water transfers the you know soil grains at boundaries. So that the pore water pressure will get dissipated like 100 percent and the increase in effective stress will be equal to delta sigma dash. So at any given time the degree of consolidation is given by u z excess pore water pressure dissipated to the initial excess pore water pressure and u is equal to u i into 1 minus u z. Now in most cases if we however we need to obtain the average degree of consolidation for the entire layer and so generally though we have actually defined at u z but most cases what we do is that we calculate the average degree of consolidation for the entire clay layer thickness. So in most cases we need to obtain the average degree of consolidation for the entire layer and this is given by u av that is the average degree of consolidation is 1 by h t because h t is the thickness of the clay layer 0 to h t u i d z minus 1 by h t 0 to h i u d z divided by 1 by h t 0 to h t u i d z. So the solution of this is obtained as you know this system of curves which is shown here variation of u z with z by h and t v is actually shown here. The variation of u z with depth for various values of non dimensional time factors so this t is nothing but t v, t v is 0.05 and this is t v is equal to 1 here which is the degree of consolidation will be 1 that is t v is equal to here which is per degree of consolidation is equal to 100%. So the variation of u z with depth for various values of non dimensional factors is shown here and these curves are also called as isochrones and the diagrams which represents the successive stages of the process of consolidation by means of isochrones is also briefly called as piezographs. The diagrams which represent the successive stages of process of consolidation by means of isochrones will briefly be called as piezograph. That means that if we are actually having let us say you know the so called you know at t is equal to 0 that initial excess pore water pressure rises to from the hydrostatic pressure the excess pore water pressure increases to say u0 plus delta u and then it tries to fall in such a way that at the center of the clay layer the pore water pressure will remain to be dissipated and then at the top and bottom boundaries if it is open layers then you know it dissipates rapidly. So the system of the migration of these curves which is the system of successive stages of process of consolidation by means of isochrones is actually called as piezographs. So let us consider an example based on the chart we have discussed and in this consider the case of an initial excess hydrostatic pore water pressure that is constant with the depth that is what we have assumed that ui is equal to u0 and for tv is equal to 0.3 determine the degree of consolidation at a depth z by 3 measured from the top of the clay layer that is z is equal to h by 3. So we have derived you know the equation for the excess pore water pressure as in terms of u is equal to m0 to m infinity to u0 by m capital M sin mz by h exponential of minus m square tv where m is equal to 2m1 into pi by 2. So here z is equal to h by 3 or z by h is equal to 1 by 3 and m is equal to 2m plus 1 by 2. So m is equal to 2m plus 1 into 5 by 2 here 5 by 2. So here what we do is that we have given the solution in terms of the in terms of a table where z is equal to h by 3 and z by h is equal to 1 by 3 m is equal to 2m1 2m plus 1 into pi by 2. So here what we do is that for different values of m for example if you see m is equal to 0 then m is equal to 0 means it is like 3 pi by 2 that m is equal to 0 here that means that this will become m is capital M capital M will become pi by m is equal to 1 here that 3 plus 1 3 pi by 2 that is correct m is equal to 0 it is pi by 2 and m is equal to 3 it is m is equal to 2 it is 5 pi by 2. So the capital M value is pi by 2 3 pi by 2 and 5 pi by 2. So what we have given is that we have given 0, 1, 2, 3 like that this we have to see whether where it will be we can actually stop this iteration and z by h is 1 by 3 that is constant, T v what we wanted is 0.3 and m z by h after having got this one z by h is equal to 1 by 3 so m z by h is pi by 6 pi by 2 pi by 6 then 2 by m 1.273 1.424 and exponential of minus m square T v we have got this sin m z by h that is also obtained here then the equation which is gives that 0.3036 0.0005 triple 05 and almost equal to 0. So when you submit these things you do this and this summation it comes to 0.3041. So that means that the value of 0.3041 calculated in step 9 above is the degree of consolidation at depth z by 3. So that means that u h by 3 is equal to 1 minus 0.3041 that is 69.59% of consolidation is already occurred that means that 69.59% of consolidation is already occurred.  So here what we are actually doing is that we actually have calculated now this we can actually also see from the chart here so this is z is equal to 0 and z by h is equal to 1. So z by h is equal to 1 by 3 so somewhere here we can actually pick up for T v is equal to 0.3 so 0.2 and 0.3 so we can see that the value of this u z value will be about 0.69 here between this is for 0.3 and this one it is about 0.69. So the u is equal to initial excess pore water pressure the excess pore water pressure which is at to be dissipated is equal to u i into 1 minus u z. So u z is the degree of consolidation so now if you look into this suppose let us say if 0.31 times u i is at to be dissipated that means that 60% of the pore water pressure already got dissipated excess pore water got dissipated and it is transferred to the soil grains and 31% is at to be dissipated at that particular depth z by h is equal to 1 by 3. So this how we use this charts for determining this the consolidation at any depth but for we actually also have you know the average degree of consolidation generally we take but this is an example with determining the consolidation you know this for time factor of T v that means that after certain time of application of certain initial u i then you know we are calculating that as time factor T v for that we have determined what is the degree of consolidation at a particular depth z is equal to h by 3 by using the equation with what we derived and also tells that if m greater than 3 is actually you know this almost like the degree of consolidation which is obtained is negligible hence you know we can actually stop at this particular you know iteration with m is equal to 2. Now the Terzaghi's one dimensional consolidation as we are talking about the average degree of consolidation we let us define that the average degree of consolidation is also the ratio of the consolidation settlement at any time to the maximum consolidation settlement.  So combining these two equation and then completing the integration we will get the expression for average degree of consolidation as follows u a v is equal to 1 minus m 0 m ranges from 0 to infinity summation 2 by m square exponential of minus m square T v where m is equal to 2 m plus 1 small m into pi by 2 where T v is the time factor which is nothing but T c v by h square. So Terzaghi suggested the following equation for u a v to the approximate values from the u a v is equal to 1 minus m ranges summation of m ranges from m 0 to infinity 2 by m square exponential of minus m square T v. So for u a v is equal to 0 to 53 percent that is actually 52.6 percent it is rounded to 53 percent in some references also say that 60 percent but let us say according to Terzaghi it is u a v is equal to 0 to 53 percent T v is equal to 5 by 4 u a v by 100 whole square. And then for u a v greater than 53 or equal to 53 200 percent that T a v is given by 1 minus 1.781 minus 0.933 within square brackets log 100 minus u a v percent is the parenthesis closed the square brackets closed. So the u a v expression is given here which is T v is equal to 1.781 minus 0.933 so there is a reason for giving this.  The curve represents the curve goes like this initially the initial part of the curve looks like parabola and then you know it beyond 90 percent 95 percent it will try to you know take the shape of the it will get asymptote with the horizontal. So you can see that this is asymptote here which is shown here. So this indicates that you know the consolidation will never complete this infinitely long consolidation and up to 53 percent or so if this is the initial portion of the parabola and when you extend the tangent it goes and hits at the negative you know the T v and this is the this resembles the equation of a parabola that is a reason why u by 100 u percentage by 100 is equal to root over 4 C v by pi h square root T so this is the equation of parabola and this is the initial part of you can say that primary for the consolidation up to 60 percent this is actually valid and for this graph or this condition is actually for two you know conditions one is that open layer at top and bottom and initial excess pore water pressure is constant with the depth. So this particular graph will actually you know beyond that it actually it straightens and beyond 90 percent you can see that this gets asymptotic. So the explanation for this is given like this by for values of u greater than 52.6 which is rounded as 53 percent of the log T v versus u curve is almost identical with a curve with the equation that is for greater than that so that is the reason why this curve was suggested by Terzaghi this particular equation suggested where for values greater than 52.6 the curve the curve is actually almost identical with the curve with the equation T v is equal to 1.781 minus 0.933 log 100 minus u a v so it should also be noted that the radius of curvature of the curve u percentage versus log T v increases steadily until you becomes approximately equal to 50 then decreases once and assumes a second minimum at u is equal to 85. So the curve thus obtained has a point of inflection at about u is equal to 75 so the point of inflection is about at that particular point where you have got one curvature here and you have got another curvature here that is about 75 percent somewhere here. And in the vicinity of u is equal to 95 it flattens rapidly that is what we are saying and approaches a horizontal asymptote corresponding to u 100 percent. So now overall the curve represents an equation we can say that log of base 10 T v log T v is equal to function of u percentage log T v base 10 is function of u percentage. So the substituting T v is equal to T c v by head square so we can write log T v is equal to log of base 10 T c v by head square when you apply the log for both sides we can write log T to the base 10 plus log c v by head square. So we can say that you know as c v and the thickness are constant so that is constant so we have log T v to the base 10 is equal to log T that is the time required for consolidation is equal to function of u that is the degree of consolidation. So if the degree of consolidation of the two beds of the clay with the different values of c v by head square is plotted again is the logarithm of time that time consolidation curves thus obtained have the same shape but they are separated from each other by horizontal distance which is nothing but log to the base 10 c v by head square. So this equation implies whatever we have written like log to the log T v to the base 10 is equal to log T that is time required for consolidation to the base 10 plus constant is equal to function of u percentage it implies that if the degree of consolidation of the two clay beds with the different values of c v by head square is plotted again is the logarithm of time that time consolidation curves thus obtained have the same shape but they are separated for each other by horizontal distance which is nothing but log of the base 10 c v by head square for T v by T is equal to 1 the time that is the T v by T is equal to 1 the time consolidation curve becomes identical with the time factor consolidation curve. So that ends the because that is the reason why we use this because you can see that T v by T for T v by T is equal to 1 the time consolidation curve becomes identical with the time factor consolidation curve. So this important property of semi logarithmic time consolidation graph facilitates the comparison of empirical consolidation curves with theoretical standard curves for the purpose of detecting deviations of real process from the theoretical ones. So therefore in many cases the semi logarithmic plot is comparable to the arithmetic plot. So the important property of this semi logarithmic time consolidation curve facilitates the comparison of the empirical consolidation curves with a theoretical standard curve for the purpose of detecting the deviations of the real process from the theoretical point. So let us take an example again where we have got a soil strata which is gamma 19.5 kilo per meter cube that is the unit weight here the water table is here and this is the proposed fill and this is the soil strata this is the ground surface on this the soil is to be proposed to be reclaimed for a weight of 5 meters. Now we will consider before fill and short term after fill long term after fill. So we wanted to calculate what is the effective stress at point A. So here this is the silty sand layer and this is water table that is 1 meter below the ground surface and once the fill is placed then it will become like 6 meter but then this will become the new ground surface and below the fill that is the gamma which is given that is saturated 19 kilo meter cube and 16.5 kilo meter cube is the unit weight of the clay and the depth at below point A is located is 4.8 meter vertically the clay layer is 12 meter and so before placement of the fill the total stress can be calculated we know that that is 18.7 that is before placement of fill so this will not be there 18.7 into 1 plus 19 into 2 that is this thickness plus 16.5 into 4.8 so we are actually interested in at this point so there is 136 kilo Pascal and the pore water pressure at point A by taking U gamma is equal to 9.81 kilo meter cube 9.81 that is 2 plus 4.8 67 kilo Pascal. So the initial effective stress is 69 kilo Pascal shortly after placing the fill now sigma A becomes now 136 plus 19.5 into 5 that is 234 kilo Pascal. Now the you know the delta sigma is increased by about you know 100 kilo Pascal then UA is equal to UA naught plus delta U so the UA is which is nothing but that is 67 that is initial hydrostatic pressure plus that shortly after placing the fill entire the pore water pressure is the drainage actually is not started so 19.5 into 5 so pore water pressure is 165 kilo Pascal and as the drainage is not started the effective stress will remain constant so because of that sigma dash A is equal to sigma A minus U that is 69 kilo Pascal. Now long term after the fill assuming that the clay undergoes consolidation and the complete consolidation is occurred then what will happen is that now the total stress is 234 kilo Pascal and the pore water pressure drops down to 67 kilo Pascal this was provided there is no change in the ground water table levels this UA is equal to UA naught is equal to 67 kilo Pascal. Now sigma dash A is nothing but now sigma A minus UA now we can see that now this particular effective stress at this point after a certain after elapsing the time required for the completion of consolidation the soil grain the strength by you know the increasing the enhancement of the effective stress by the amount which is nothing but 136 to the 69 into 167 kilo Pascal. So this is about the effective stress increased by almost 2 times. So this is actually given this solution this is the solution but is actually given in a graphical form where the construction period though instantaneous loading is assumed but the fields are actually constructed you know over a period of time. So will be also you know in this lecture the ramp loading will be considered. So this is you know the so called the construction period and this is the delta sigma which is nothing but you know this you know is maintained constant. So when we place this one and there is an initial excess pore water pressure and then the consolidation occurs that means that the pore water pressure dissipates. Now what we have done is that we actually calculated the effective stress gradually as the consolidate as the excess pore water pressure dissipates the effective stress keeps on increasing. So this is actually whatever before and after and shortly after the fill that is at this point and then after a long term after the fill so this is actually at this points. So this indicates this actually shows this example in a pictorial form. Now take another example wherein we have a soil strata which is shown here and we have the sand layer at the top so this is the sand layer and this is the sand layer at the bottom then sand layer. So this is called double open layers that is the two layer system where the clay is sandwiched between two layers and water table is 1.5 meter below the ground level and clay is of having 12 meter thickness so 0 to 12 meters is the clay thickness this is the top of the clay this is bottom of the clay and 6 meters is the middle of the clay layer. And in this actually proposed fill is about delta sigma is about 100 glow Pascal's kilo meter square and the E naught and initial water content the properties are given but important we will what we use in this is that CV coefficient of consolidation is 8 into 10 to the power of minus 8 meter square per second. So here the pore water pressure in clay after 5 years is actually can be given like this the pore water pressure that is for clay after 5 years you know so if you look into this so this is the initial excess pore water pressure wherein what we can say is that you know this is the water table so at 0 so 3 plus 2 150 kilo Pascal's will be there so this is the initial excess pore water pressure this is provided if there is no you know the disturbance of the soil on this particular area then the hydrostatic pore water pressure conditions are prevalent but you know this clay layer is subjected to certain type of fill and randomly and then there can be you know the pore water pressure can be more than the hydrostatic pressures but assuming that if there no such activities then we actually have got this variation then at time t is equal to 0 once we apply at you know the pore water pressure increases to 130 kilo Pascal's here and here it is because ui is equal to delta sigma is equal to 100 kilo Pascal's so it increases to 250 kilo Pascal's or kilo Newton per meter square. So this is the first isochron at t is equal to 0 so what will happen is that the clay the undergoes consolidation over a period of time so we wanted to know what will be the pore water pressures in clay after 5 years after so moment the you know once the you know once the load is applied and if no drainage is actually taking place then the pore water pressure at the upper region is 0 to 30 and then increased to 130 and then 250 it actually this is the this is at you know immediately after placing the fill so this is immediately after placing the fill so now consider this particular portion only so this is will be the final isochron and this will be the first isochron this is the first isochron and this will be the final isochron which can happen once 100% consolidation which is not possible and if that happens then that is you know going to achieve. Now using tv is equal to tcv by hdr square and for t is equal to 5 years we can write cv in terms of meter square per year when you convert then so this is 3.1536 into 10 to power 7 meter square per year and hdr is equal to 2h by 2 that is 12 by 2 that is double drainage and tv can be obtained as 0.35 now what we can actually calculate is that at z is equal to 0 meters 3 meters 6 meters 9 meters 12 meters means at these depths that is 0, 3, 6, 9 and 12 what is the you know the degree of consolidation so by not assuming as you know the uz we will try to find out so this can be obtained from the jar which we have given but uz is equal to 100% uz is equal to 61 and uz is equal to 46% uz is equal to 61 so this is at 3 meters this is at 9 meters and these are the top and bottom so you can see that this 100% consolidation has already occurred. So these are obtained like this here for this is the top of the clay z is equal to 0 meters for the top of the clay and z is equal to ht is equal to 2h meters below the for the top for the bottom of the clay from the this is the bottom of the clay. So we can actually find out here at z by h is equal to 1 let us say z by h is equal to 1 for tv is equal to we have got as 0.35 so for that we can actually obtain uz is equal to 0.46 so for the z by h is equal to 1 which is nothing but here uz is equal to 0.46 this is how we are obtained. So by using u is equal to ui into 1 minus uz at z is equal to 0 meters u is equal to 0 kilo Pascal and 3 meters 6 meters 9 meters and 12 meters if you look into it so what we can actually do is that this 39 kilo Pascal's 54 kilo Pascal's and you know the 0 39 54 39 0 this is the pore water pressure which is at to be dissipated that means that what we have found out is that this excess pore water pressure which is at to be dissipated is actually is obtained and this is actually after 5 years so we actually calculate the time factor based on the tea after applying the surcharge of 100 kilo Pascal's what will be the pore water pressure in the soil. So this exercise actually has helped us to plot this isochrone after 5 years this is the excess pore water pressure at to be dissipated so you can see that this is at z by h is equal to 1 that is at this point. So this is at 3 meters and this is at 6 meters 9 meters and this is at 12 meters and this is at top. So this system of the migration of the isochrone actually happens here and this portion which is actually ash with light blue lines this actually shows that portion is already transferred to the soil grains that means that the water pressure the excess pore water pressure already transferred to soil grains and the portion within this zone is at to be dissipated. So this system of you know these isochrones is actually called as piezographs and so we can actually draw innumerable number of piezocrones as we actually traverse from 0 years to you know let us say that second year can be here third year can be here and maybe after 10 years it can be here. So in this example what we have done is that we have tried to calculate what is the excess pore water pressure after let us say 5 years of time period so by what we have done is that we actually have used this the solution of the differential equation of the one dimensional consolidation theory and then we tried to use that and then try to find you know this you know the pore water excess pore water pressure to be dissipated after certain period of time. Now consider now as has been told here that the loading which is you know we assume that suppose if you are having a clay layer of certain thickness ht is equal to 2h and if you are having a double layer at both top and bottom that is porous layer and then ground water devil as it is this point here and if you are actually trying to put the fill is not possible to instantaneously which actually can happen at time t is equal to 0. So there is you know in fact in this particular you know 0 to tc that is tc is the time required for construction so for filling up to height and particularly if the soil is very soft it is not possible to load you know the entire this fill in one go we have to do it in different stages. So in a way what will happen is that it requires certain time period of construction that means that what we can do is that what one need to do is that you have to fill certain height h1 and wait for certain time and again fill for h2 wait for certain time. So that waiting period is called waiting period of you know for you know dissipating the excess pore water pressure which actually has occurred for a given weight. So for a given fill height so once we do that incremental stage wise construction then we can actually achieve that. So the Wilson 1977 presented a mathematical solution for one dimensional consolidation due to a single ramp load but if you are actually assuming you know the instantaneous load then the you know we will be actually looking into that wherein it actually has got a you know the deviation from the you know the instantaneous load conditions. So Wilson 1977 have given a mathematical solution for one dimensional consolidation due to a single ramp load where the stage wise loading has not been considered wherein a single ramp has been constructed and with time TC but when you look into the this can be approximated when you have got multiple stages let us say that the Qc is reached in Qc1, Qc2 and Qc3 and where final Qc3 Qc1 plus Qc2 plus Qc3 is equal to Qc then you know if you take the same slope and all that can be approximated but this is for a single ramp load where TC is the construction time for placing the fill or attaining Qc. So the expression for the excess pore water pressure for the case where ui is equal to u0 is given by that is what we have derived that u is equal to m is equal to 0 to m infinity to u0 by m capital M sin mz by h exponential of minus m square Tv where m is equal to 2 m plus 1 into pi by 2 as stated above the applied load is the function of time and Q is equal to function of time where Ta T suffix a where Ta is the time of application of any load. So for differential load dQ applied at any time Ta the instantaneous pressure increase will be dui is equal to dQ whatever is been applied that will be you know mobilized that is dui is equal to dQ so at time t the remaining excess pore water pressure du at depth z can be given by the expression du is equal to m to the raise 0 to infinity substitute now for u0 to dui du by m sin mz by h exponential of minus m square Cv T minus Ta divided by h square. So Ta is the you know the time of application of any load so now you know by simplifying this we can get m is equal to 0 to infinity to substituting for dui is equal to dQ so 2 dQ by m sin mz by h exponential of minus m square Cv into T minus Ta by h square and this is termed as equation A then the equation B is obtained by calculating the average degree of consolidation which is settlement at time t is equal to settlement at time t is equal to infinity. So UAV is equal to alpha QC minus 1 by HT 0 to HT UDZ by QC where alpha QC is the total load per unit area applied at the time of the analysis and the settlement at time t is equal to infinity is of the of course the ultimate settlement. So t is equal to infinity means the ultimate settlement and settlement at any time t is the average degree of consolidation. So note that the term QC in the denominator is equal to instantaneous excess pore water pressure UA is equal to QC that might have been generated throughout the clay layer had the stress QC has been applied instantaneously. So that is the you know the QC is the alpha QC actually accounts that the partially you know generated you know the factor alpha indicates the partial generation of the applied low excess pore water pressure in the soil. So for the proper integration of equations A and B what we get is that for TV time factor less than or equal to TC then U is nothing but 0 to infinity to QC by M cube TC sin M Z 1 exponential of 1 minus exponential of minus M square TV and UAV can be obtained as TV by TC 1 minus 2 by TV M 0 to infinity to 1 by M to the power of 4 1 minus exponential of minus M square TV and similarly for TV greater than that is time factor greater than the time of construction and which is actually given here. So where TV is equal to TC that is the time required for the construction of a particular field of having intensity QC CV by H square. Now this is actually given in the form of a charts here for plot against the time factor for single ramp loading and this plot is for TV that is time factor and for different TC. So TC is equal to nothing but TC T suffix C CV by H square. So if you know the TV and then by knowing the construction period then you can actually calculate what is the average degree of consolidation. So here you know the construction time actually has been accounted here. So we look into the an example here wherein we can say that based on the one dimensional consolidation test results on a clay the coefficient of consolidation for the pressure range was obtained as 18 to 10 to power of minus 3 meters mm square per second. In the field there is a 2 meter thick layer of same clay with a 2-way drainage. So based on the assumption that a uniform surcharge of 70 kilo Newton per meter square was to be applied instantaneously that total consolidation settlement was calculated as 150 mm. However during the construction the loading was gradual and the resulting surcharge can be approximated as Q in kilo Newton per meter square as 70 by 60 with time t and time t measured in days. So estimate the settlement at time t is equal to 3 days 30 days and 120 days after beginning of construction that means that after beginning of construction. So in this if you see that Tc is given as the time of construction is actually given as 60 days. So based on the one dimensional consolidation test on a clay where here in this case the load is not actually placed instantaneously. If the load would have been placed instantaneously the settlement was actually calculated as 150 mm. But if the for the given properties of the soil which is actually considered but if the load is actually placed over a period of time and that is actually approximated as 70 by 60 into t where t measured in t in dimensions are in days then we can actually what is actually has been asked is that the settlement at 30 and 120 days after beginning of the construction. So here Tc is equal to Cv Tc by h square so where Tc is the time required for the time of construction of a ramp load and now by taking Tc is equal to 60 days which is nothing but 60 into 24 into 60 then it is nothing but you know we actually converted into this time of construction into seconds and h t the thickness the clay is very shallow in thickness h t is equal to 2 meters it is 2 h is a 2 way drainage and h is equal to 1 meter that is 1000 mm. So by substituting we can actually get Tc as 0.0414 and time t as 30 days. So for at time t is equal to 30 days you know what we get is that Tv is obtained as 0.021 0.0207. So time factor for which accounts the construction time of an ramp load is Tc which is for a time of construction of the ramp is 60 days so that has been calculated and time at time t of 30 degrees 30 days and by conventional time factor is actually obtained as 0.0207. Now what we have to do is that from the chart which we have obtained for Tv of 0.0207 and Tc of 0.0414 what is the average degree of consolidation. Once you know the average degree of consolidation then ultimate settlement is what we have defined in this case also is 150 mm that means that up to 30 days only 7.5 mm of settlement takes place as the construction is actually proceeding of way of the construction period only 7.5 mm of settlement takes place. So how it is being calculated for let us say that we will see for 60 days if you look into it for Tv is equal to 0.083 and Tc is equal to 0.014 we can see that we will get you know this UAV is equal to 27% that is actually here. So this chart is for Tv and Tc different curves are here so this is actually valid for this is after Wilson 1997 this is the plot against the time factor of the single ramp loading the ramp loading single ramp loading in the sense that the ramp loading actually has taken place in a single phase. So this is for 120 days here similarly what we have done is that for 120 days we calculated Tv and then for you know we have determined Tc that is for the we actually have got that is from here for 60 days of construction we have got 0.414 then for Tv of 0.083 and Tc of 0.414 we can say that this is the average degree of consolidation about 27% and once you know the average degree of consolidation so that means that after 120 days of construction or the fill it actually has got 40.5 mm of settlement only. So this shows the you know marked difference of you know assumption of instantaneous loading as well as you know the so called you know the ramp loading conditions. So once having looked into that the limitations of one dimensional consolidation can be seen in the derivation of in the derivation of one dimensional equation the permeability of key z and coefficient of volume compressibility are assumed to be constant but as the consolidation progresses void spaces decrease and this results in the decrease of permeability therefore the permeability is not constant. So coefficient of volume compressibility changes with the stress level therefore Cv is not constant. Similarly the flow is assumed to be one dimensional but in reality flow is three dimensional and the application of external load is assumed to be produced excess pore water pressure over the entire soil stratum but in some cases the excess pore water pressure does not develop over the entire clay stratum. So what we have done in this particular lecture is that we continued the theory of Dirge's theory of one dimensional consolidation and we have seen the ramp loading and we deduced the equations and then relevant equations and we also have solved the couple of example problems as an application for what we studied. And then finally we have looked into the limitations of one dimensional consolidation theory wherein we said that the some parameters which are actually assumed like permeability, coefficient of compressibility are assumed to be constant but as the consolidation progress is actually happening void spaces decrease and the result in decrease in permeability therefore the permeability is not constant and similarly the value of the Cv is actually not constant. So further we will actually look into the different aspects of consolidation in subsequent lecture.


This is an overview for the Atomic Cloud 12 which is a top-end women's peace ski It's basically offers all the high-end performance of a peace ski that you could want but without the punishment of a full-on race ski So there's a lot of technology in there that's filtered down from the race departments What are the standout features is the pre-tension servo tech bar that runs down there basically acts as power steering for the ski It makes turn initiations a little easier, but really powers you out of turns as well So you get loads of energy from it The full sidewall construction runs down the entire length, which gives you really good edge grip on hard packed icy slopes It also uses a poplar wood core down it Which is what you usually see on skis that need to be not only lightweight, but also high performance too That's also used with a titanium single-layer laminate running down it Which gives you loads of shock absorption and you know takes away any chatter makes you feel really good ski on The Cloud 12 is our ladies runner-up ski of the year But then like that full year is definitely aimed for those looking for a high-performance peace ski Tester's comments were generally that they loved it. It was fast. It was powerful It's really grippy, but one of the things a lot of people said was it wasn't too difficult to ski on still You know if someone could such performance


So if there's any part that you missed, we'll send out the recording later today, so you're welcome to take a look at that or to pass it on to others that are unable to make it. And our presenter today will be Frances, our Senior Advisor for Women and Girls, who will be leading us through the presentation. Ready Frances? Yes. Thank you, Christina. Good morning, good evening, good afternoon, wherever you are. I'm from a beautiful sunny Vancouver, I think it's a bit cold outside, but it is very beautiful. As you know, Girls Inspire aims to bring awareness to issues of child, early and forced marriage and other barriers to women and girls' economic participation, to encourage dialogue and motivate positive action. We also convey the message that women and girls matter, and we also aim to inspire positive transformation in their families, their communities and the world. And to achieve this, we undertake various activities, including working with gender experts, subject matter experts, and with people who work against child, early and forced marriage, to organize guest blocks, webinars, and to elevate the Girls Inspire's agenda to discussion on issues such as the one we have today, gender in M&E. So allow me to, to Christina's welcome and to welcome you all and to thank you for joining us this morning, this evening, wherever you are. Over the next 20 minutes or so, I want to share with you some ideas and information as you see as per the agenda, on what gender is, a little bit of a reflection on gender equality, speaking to the gender continuum, and why is gender important, and then a reflection on the purpose of monitoring and evaluation, gender in monitoring and evaluation. How do we develop gender-sensitive indicators and how does gender-sensitive indicators look like? And then we will give you, or I will give you an example from our project, the Girls Inspire project. And although this project focus not on boys and girls or women and men, mostly it focus on women and girls, we do have men and boys also in the project. But when we get to the example, the reflection will only be on women and girls. So let's start with the first one, what is gender? Now, for us to discuss this, to start this discussion, we should have a common understanding of what gender is. One of the main challenges that we face when we start a discussion on gender or when we talk about gender statistics or when we talk about addressing gender issues is that it is often seen as a women issue. People will walk away and say, no, I don't want to talk about women's issues. So gender is not only about women. And because there is a perception, it is a women's issue, it is most of the time marginalized and it is not mainstreamed because of that perception. So there are various definitions that you can find in what gender is, but if you bring it all together, it boils down in the end to the same definition. I've taken this definition from one of the cornerhouse of learning's publications, gender mainstreaming in learning for sustainable development. And I would advise you to take a look at that publication and find some more ideas from that. It was developed by our former colleague from the gender manager and with other consultants. They adopted this definition, adapted, not adopted, adapted this UNESCO definition. And as you can see, the short and the sweet of the gender definition is it relates to equal rights, responsibilities and opportunities equal rights, equal responsibilities and equal opportunities for men and women. So as you can see from the definition, the cultural notions of masculinity and femininity learned through socialization have resulted in different assumptions and expectations about girls or women's and boys and men's behavior. So there is this assumption, for instance, because a woman gives birth, it is now by society, assume that she's the only one that should take care of the baby. So that is an issue that is now socially constructed. Well, because of a femininity, she's the one that will be giving birth. However, that doesn't mean that she's the only one that should take care of the baby. So that is where the role and the responsibility come in and the right. So there should be equal rights. So now the baby is there, whose responsibility is it to take care of the baby? What is the role of the man in this relationship? So we should look at gender from this perspective. And then we go to the next slide where the definition is about gender equality. So it refers to the equal rights responsibilities and opportunities for women and men, boys and girls. And it implies that the interest needs and priorities of both men and women are taken into consideration, recognizing that the different groups of men and women, there's also a diversity within that. So it means that even if I'm a woman and there is in this age bracket of mine, there's different needs that a woman will have in a much lower age bracket. So there is a type of needs and interests that we should also look at when we talk about gender equality. So gender equality is a precondition for sustainable people centered development. We cannot talk about development if there's not gender equality, because if things are not equal, it means the scale will go to the one side. So when we talk about sustainable development, it means it's something that you should sustain. So if the scale goes one sided, you will not be able to sustain that because somewhere it will tip. So to sustain something, there must be a balance. And that is why gender equality is a precondition for sustainable people centered development. We want to work towards gender equality. We should be gender sensitive in our programs, policies and interventions by explicitly addressing the culturally defined roles, duties, rights, responsibilities and accepted behaviors that are associated with being male or female. So you can take a simple example from where you are in the household. It is very easy to take such examples where who's going to do the gardening. In many cultures, it is the woman. But in many other cultures, it is the man. And that shows that it is socially and culturally constructed. So it doesn't mean that it is the man's job or it's a woman's job. Both can do the same thing.  Again, in most societies, people are looking at the women. And that is a socially constructed role. So if you are gender sensitive, or if you want to be gender sensitive, you will explicitly address these culturally defined roles, you will challenge it, you will say, no, why should we do the dishes as women? Or why should we wash the cars as men? Why can't women not come and wash the car? Why can men not come and wash the dishes? So that is when you are gender sensitive. When you look within your office environment, there are certain positions maybe that they say, the chair of the board must be a man because that is a socially constructed role. That assumption has been there for ages. Or the president of the country must be a man. So because of gender sensitivity, these culturally and socially constructed role, defined roles were challenged, were addressed. And now we do find women also as chairs. We do find women also as presidents. And the same thing about gender sensitivity with regard to men. When a woman says that I will cook, and the man says, no, I want to cook. The woman insists, it's not your job. Well, if the woman is not gender sensitive, then we cannot expect the man to learn something and to support her and to strike that balance. So the responsibility is here on the male to challenge that socially constructed role and say, no, I can do what you can do. So sometimes we just think we are leaving out females. But many times we are also leaving out males, because we are not gender sensitive in regard to the socially constructed roles for men. So it's important that we challenge that. The next slide. I find this very interesting gender equality continuum tool. And I thought this is the best to show you. And for you to assess yourself, where are you as an individual, where are you as an organization? Where are you as a country? Where are you as a partner? So if you look at this, you will see there are two extremes. You can be gender blind, or you can be gender aware. When you are gender blind, and some people sometimes use this word, and they're not sure, and they maybe mean they are gender neutral. They say, no, I'm gender blind.   And when you design a policy, or when you design any strategy, if you are gender blind, you would normally design it without analyzing the culturally defined set of economic, social, political roles, responsibilities, rights, entitlements, obligations, power, relationship associated with being female or male, or the dynamics between a man and a woman or a boy or girl. So gender blind means you are ignoring any gender considerations. So it is as if it doesn't exist. Gender aware on the other hand means you are consciously aware of it. However, you are consciously aware of it at different levels. And because you are aware of it, you can employ it differently. And that brings us to the continuum. So when you are gender aware, you are totally aware about the gender considerations in regard entitlements, responsibilities, rights, obligations, power, relationships, etc. But there's three levels that they show us here on this continuum. The first one is exploitative, and that is very dangerous. Because if you use your gender awareness, it can be harmful, and it can undermine the project program objectives in the long run. It means when you develop policies and programs intentionally or unintentionally, reinforce or take advantage of gender inequalities and stereotypes in pursuit of project outcomes. This approach can be harmful and can undermine project program objectives. So for instance, if you develop a project that because of your gender considerations, because that you are gender aware, that benefits girls like the project that we are working on in the corner of learning skills inspire. So your focus is to increase education for girls to improve the life conditions. So that is the focus. But when you exploit when you have when you have exploitative gender awareness, it can mean that you will do everything to the benefit of the girls, and then you can disadvantage the boys or the men. So in that way, you say no, but this is what girls should get. But that means you are exploiting that negative towards girls to their advantage. And in the end, you may harm the men. So when you are talking about gender equality, it means both should benefit. In this project, where the focus is on girls, whatever you do is for the girls. But what you do for the girls in using the males, you should not disadvantage them. So you should not penalize a person who is a male who says, I also want to train at the center. Then you say, no, you cannot train at the center because the girls need only females to train them. So you should try and find an opportunity to accommodate this and not exploit the situation by saying, no, this is totally not for men. Then you are not working towards gender equality. So this is a bit difficult and tricky, but it is important. Then we talk about the next one, which is accommodating. When you are developing accommodating programs for gender, it means such policies and programs acknowledge, but they work around gender differences and inequalities to achieve project objectives. So when they know within the community, the men, they're not going to talk to females coming in. And that is what we have done in most of the partner organizations that we have worked with so far on the CFM project. We know in that community, there's nothing wrong with it, but we know they will not allow a female to speak to the community leaders. So what do we do? We are accommodating that and we sent a male to speak to the community leaders. We are accommodating that. So we are not working towards transforming the community. We are accommodating. We're working around it. We are aware of it and we find ways to work around it. So in this way, it can lead to perpetuating the inequalities. So we should look at what can we do to steer away from accommodating. So it means we work around the existing gender differences and inequalities. And that is a stepping stone for us to get in. But now we should go to the next step and say, okay, we have been accommodating for more than a year, but now we should work towards a transformative gender equality. That should be our goal, where gender equality and better development outcomes can be achieved, the green one. So here, transformative means policies and programs seeks to transform gender relations, to promote equality and to achieve objectives. So we will attempt, when we have a transformative gender program, to foster critical examination of inequalities and gender roles, norms and dynamics. So we will continue to examine it. We will recognize and strengthen positive norms. So when there are positive things, when we know this community leader is in support, we will use that community leader to reinforce key support for gender equality. And we will use that person as an advocate, for instance. So we will strengthen that positive norm that we have come about. We will highlight the relative position of women and girls in marginalized groups and transforming the underlying social structures policies, broadly out social norms that perpetuate gender inequalities. In other words, we will now work towards changing it by finding other partners and changing this whole thing. So in the end, our goal should be to work towards gender equality and better development outcomes. So we should actually adopt a transformative. So in the beginning, most of us, so this is no criticism to anybody, most of us, because of the challenges we faced, we used an exploitative gender awareness lens. So there's harm there if we do that on both sides of the continuum, whether it is for men or women. Then we said, okay, let's accommodate. If we feel that we have now accommodated the situation enough, because there's nothing really changed, because remember we work towards sustainable development. So the change that should come there should be able to sustain itself beyond the project. So if we are just accommodating, accommodating, it will not be able to sustain itself beyond the project. But if we transform, there is a paradigm shift, there is a new vision, there is a new belief, there is a new norm, then we know we will achieve our goal. The next slide please. So why is gender important? Why is this always an issue? What is this gender? Why is it so important there on the screen that you have in front of you now? There's many reasons. There's so many. But I've highlighted three that I thought is maybe important for this discussion. In many instances, social and economic policies are affected by gender dimensions even when it is not immediately obvious. Social and economic policies are affected by gender dimensions even when it is not immediately obvious. Because if you look at what you mean by economic, there's so many mails that's in charge of the economy. But if you go into the developing countries, you will see how many females are there on the fields wherever you are coming from who are in this webinar. If you just go out and do a search in your own country and see who are the people working in the fields. And then you see that where's the money going to? Who are the people having the bank accounts? And you will see that imbalance there. So one group is working in the fields, but the money is with the other group. So that will influence an economic policy. It will influence a social policy. And if we are not talking about gender, this situation will not change. So the availability and accessibility of gender sensitive data are instrumental to the development and implementation of policies that can facilitate the achievement of national and international objectives. So the policies, research questions and public debate for which gender statistics are needed focus on issues of gender equality and the advancement of women. The United Nations Convention on the Elimination of Forms of Discrimination Against Women of 1979. The platform for action of the First World Conference on Women World Conference in Beijing. The gender equality is also a fundamental component of the Millennium Declaration of 2000. Gender equality is also an important and fundamental component of the Sustainable Development Goals, which were adopted two years ago. So gender is very important. And then I have two more points there on the screen. Next slide, please, Christina. So what is the purpose of monitoring and evaluation? This beautiful picture comes from one of our partners, collecting data. Monitoring and evaluation provides the data needed to plan, to coordinate and to implement programs. If you don't have information, then you cannot properly plan. Yes, many people plan without monitoring and evaluation. But monitoring and evaluation helps you to assess the effectiveness of programs. It helps you to identify areas for programming improvement. So within the discussion that we now have about gender equality, if we are talking about the inequalities that exist, if we talk about the norms that exist, if we want to change it, we need statistics, we need data to show us where are the inequalities. And then we have to plan to address the inequalities. And when we address the inequalities, then we should assess whether there is progress. And when there is progress, we should reinforce it and we should continue until we have made a total change within that specific program that we have started. Next slide, please. I found this one and I ask Christina also to thank you, Christina, for the beautiful slides and also Cherise for your contribution. This specific slide, I loved it so much because that is how I want to see gender and M and E. It is something that is, you know, it's like you cannot take the one out and the other one doesn't exist. It is coexisting, it depends on each other. So this shows gender in M and E how it should be. It means a gender-sensitive M and E plan requires that the gender be monitored at every stage of the project cycle. From the beginning, from the input, the processes, the outputs, the outcomes, we should monitor gender, but we cannot monitor gender if we didn't bring it in. So we should ask ourselves, if the project's goals and objectives are those gender-sensitive, do they adequately reflect women and men's needs? Now, this is specifically when you have a project that focuses on both male and female. When you have a project that only focuses, like the Common Out of Learning's goals, inspired, there is a focus that it is only goals, but then when you go to the community, there is a focus where the community are male and female. So it is important that we look at our indicators there on male and female and say, what are the needs of the male to bring them into buying into this whole ending child marriage? What are their needs? Why we should be conscious of that and we should deal with that? It is important. So what is the level of input from men and women? So did we go to the men and women in the community? Did we speak to both male and female or did we only look at the women or did we only look at the men? Another thing is that there should be a credible implementation plan that links courses of action and intermediate targets to expected final outcomes which benefit both men and women. Remember when we talked about in the earlier slide about the exploitative, where you exploit the gender inequality just to benefit one group. So when we look at Common Out of Learning's Girls in Fire project, what is the final outcome? The final outcome is to benefit both men and women in the community. If we end child marriages, both men and women will benefit. If we let more girls go to school, both men and women and families and communities will benefit. So that is why it is so important that we put it from the beginning to the end. When we collect data, are the data sex-disaggregated? And does it keep track of inputs and outputs and measure the outcomes from what sources? Is the same information at the baseline data being collected for the indicators at several times during the life of the project in order to measure and evaluate the impact? That is what we are doing. You are doing as our partners or anybody should be doing when you are doing gender in M&E. It should start from the beginning at certain points. You should go back to the same people and speak to the same people again and go back to the same people. And only then you will be able to see the impact because we want to say in the next slide that gender-sensitive indicators, it measures changes, it monitors progress in achieving access and assess the impact of changes. So if you don't have the picture of the previous slide where gender and M&E starts from the beginning until the end, you will not be able to measure the progress, to monitor the progress, to see how changes. So here I have said on the slide that gender-sensitive indicators will measure changes in the status and role of M&E women over time. That's central. So it is important when we do the community questionnaires and surveys that it is men and women. It is important to construct, measure and analyze indicators to monitor progress in achieving access because access is another issue because of gender inequality. And the next one is at the end, we should be able to see what was the impact of the changes or interventions. And that is, I hope, for you to see why it is so important for us to have this consistent data collection. Next slide, please. Here I'm giving you some advice how to develop gender-sensitive indicators to identify the gender issues within a specific context of the program of activity. And that is what we were trying to do when we developed the survey. But because you are within your specific context, there may be other issues that you are aware of. So it is important that you tell us that maybe we should also ask questions about this or that. We should collect data about more, about this and that. So formulate measures that demonstrate the mitigation or the removal of gender-based constraints, all the change in the relationship or roles of females and males over time. So we want to demonstrate this change, and that is how we should develop the indicator. We should establish realistic targets and separate targets for males and females and by relevant age group. Remember, I said earlier in the discussion, a woman of my age has different needs compared to a younger woman in another age bracket. And the same for male, the same for boys, the same for girls. Clarify where more information is needed and determine how this information can be obtained. So this is the type of information that we will need back from our partners. Because time is running out, I am just leaving that to you. We will send you the slides. But it is important that we aim to measure changes in the levels of inequality. That is very important. And that is the next thing that I want to show you on the next slide, when I go to the example from Girls Inspire. And that, again, is a beautiful slide. It's a beautiful picture of where our partners work and where they have collected data. Some of you may have seen this text slide already where, remember, this is only about girls. So you will not necessarily see the balance between questions for men and women because this is just for the girls, the specific outcome that I'm going to talk about. Here, we look at an example of a gender-sensitive indicator as it pertains to the needs of the girls. Okay? Because we have to focus on that. The number of organizations offer new and revised quality gender-sensitive learning resources in a number of courses, the number of women and girls complete lower secondary courses. And the next one, the number of women and girls aspire to continue education through ODL advocates in support. Go to the next one, please, Christina. So here, we go to this specific example of the gender-sensitive indicator. Remember, I said the number of organizations offer new and revised quality gender-sensitive learning resources. So I want to go to the next column where it says baseline data. And then you see the number of gender-sensitive learning resources available at the number of organizations for a number of girls. This is the performance management framework because we take this issue that I said in that beautiful slide that shows how gender goes and goes as the M&E goes to show that the gender issue is raised within the logic model from the beginning, goes to the performance management framework. And in the next slide, you will now see how we have taken it and we have broken down that result. And we said increase access. What do we mean by that? Because if we want to monitor the change of the inequality, if we want to monitor the improvement, we need to know what it is. So we take this here and we say increase access means more places closer to women and girls. Learning opportunities means places where women and girls can study. And then we took the descriptors, what does safe mean? Quality, what does it mean? Gender-sensitive open distance learning technology based. So we have broken it down for us to understand what are we going to measure. And then next to it, we have shown in which of the questionnaires are we measuring this. So there are the questions in the questionnaire to measure it. Because remember what I said, from the beginning over the length of the project, you should measure the same thing with the same people so that you can see what is the change that happened. So in the next slide, do you want to go back to that one? Oh, I see there's a it's okay. In this one, how do we measure what we have defined? So here you can see in the survey for women and girls, those questions that I have referred to in the previous slide in the numbers were there. It's asking girls about the schools that's close to them. It's asking them about the facilities, whether they're toilets. It's asking about about ablution facilities. It's asking about the safety. Remember, in the previous slide, I've showed the descriptors and then we defined what it was. So it is important that we measure how these things changed as pertaining to the needs of the girls at this age level. Next one, please. So this slide, slide give us an example of a summary. I just want to open mine here for myself, just make it clearer. This is a summary of the responses that we received on the specific result where I showed you increased access to safe quality, gender sensitive. So on this one, you can see on the left hand side the pinkish. Is there an institution in or near your community that offers schooling? And you see the answer there? No, and yes. Do you feel safe walking home between home and the institution? And this is during the baseline that we asked the question. And then how far is it to walk from your home to the institution? Do you feel safe with the teachers? Is clean drinking water available? Are there toilets in the institution? Are there ablution facilities? If we, this is the baseline at the beginning, if we want to now say that there is a change, we have to make the comparison with the monitoring or the end line results and say there is a difference. And if there is no difference, we have to go back and say, why is there no difference? Because the inequality will continue. What is very important here is the last question. Do you feel safe with the teachers? And the majority are saying yes. So that is a very good sign of the situation where these girls are. But if you go to the one on the second last one on the right, are there ablution facilities available? We see there is still 40% that says no. When we talk about toilets, there is a 15% that say no. So it is important. That is why M&E is important. That is why gender in M&E is important because we have to cater for the needs of both male and female. And we have to make the changes where possible. So I will then end there because we do not yet have the end line results of this project to show you how it changed over the lifetime of our intervention. But we hope or I hope that this sort of refreshed your mind about why gender is important, why you have to do monitoring and evaluation. And why gender is not only about women, but it is about male and female. It is about women and men, boys and girls. It is about sustainable development. It is about improving the situation wherever we are for both men and women. Thank you, Kristina. Great. Thank you so much, Frances, for that detailed presentation, which hopefully was, for some of us, refresher and for some of us, some new information on the topic. We do have about 15 minutes left for our question and answer period. So if you do have something to ask, you are welcome just to turn on your microphone so it turns green. And then I'll call on you to speak. Alternately, if your microphone doesn't work, you're welcome just to type your question in the chat box and then we will read them out and discuss them. So no questions? You want me to talk more? No comments? Hello, everybody. Hello, yes. Yeah, I have one comment, Frances. Thank you for your wonderful presentation. Can you hear me? Yes, I can hear you. Thank you. Pleasure. Yeah. Thank you, Frances. You brought something very important. I believe in our project, no one should be left behind when necessary. And during our discussion back here at the Institute, we had one scenario. There's one woman who has undergone the same challenges, like she was forced into marriage at the early age, but now she's almost more than 25 years old. And she was very much interested to join the program.  But, you know, for those, you know, as boys who will be interested to join the program, you know, the issue is to promote the equality and not maybe to discriminate one group against another. I understand the focus is young girls and young mothers, but in case we have other, you know, like a target group, we have our program, I think it was very wonderful to save in boys if they want to join the program. I think, you know, since you want to have the balance, the question, then I think, you know, we can let them in. I don't know. No, Jeffrey. Thank you. Thank you very much. No, this project is only for girls. It is the focus, okay? But if you want to bring boys in, you can bring them in as part of your advocacy team. You can bring them in as part of your data collective. You can, if you feel very strong about accommodating them, that is where you can accommodate them. But unfortunately, in the project itself, the training is for girls and that is the focus. So this is a girls project. This is not a gender project. That is the difference here. This, the discussion we have here, it's about gender. But the Commonwealth of Learning's Girls Inspire Project is a girls project. So now we can talk about the girl that we don't want to leave behind, that we can talk about. Unfortunately, the boys, we cannot train the boys. The boys are not part of the training. The boys can be used within the community events. You can say to them, go start something that you can help us raise awareness and stuff like that. But unfortunately, in the training event, that's only for girls because it's a girls project. When we talk about gender, it's girls and boys, men and women. So the discussion that we had here was a general discussion to broaden your view on what gender is and should not be taken directly back to the project and say, so we should also bring in men now in the project. The girls that's been over 25, that's probably been left behind, those are issues that should be dealt with on a case by case, where you will communicate to my office and say, we have this exceptional case and then I will advise you accordingly. Unfortunately, I cannot on this platform go out and give a blanket approval for any age to go in. Tomorrow you will have a woman of my age in the project too. So we have to give due consideration and that example that you have kindly write to me and give some background and we will see how we can respond to your request. And this is for any other partner also who have a similar request. We had another partner last year where we had similar situations and we dealt with that at the level with the partner. I hope it's an object that got free. Yeah, wonderful. Thank you, Francis. You know, I think for all the team is well explained. Not only for you, the Institute even for partner, I think it's well covered. Thank you, Francis. Welcome, Francis. We also have one question from Sabine in the chat box, which I'll read out. So she said the coal baseline and M and E already cover enough as gender sensitive tool. What else would we do to enhance the gender sensitivity in the community? Okay, very good question. To enhance the gender sensitivity within the community, as I said, we look at that gender continuum, gender equality continuum and you as an organization should see where you fall. So if you are exploitative or if you are in the accommodating, you should consider finding strategies to go to a more transformative that is within the community because we know all over the world, even here in the work environment, wherever you are, we are very accommodating because we do not want to offend people. But if we want to make a sustainable change, we want to transform the community, then we have to look at what strategies can we employ within the community and an example that I can give you where you already have males that's supportive of the project within the community and that's yapping a lot, you can use them and ask them, how can they help you to make the change within the community? In other words, get their perspective and ask them that they agree to girls education, how can they now help you as a partner organization to bring all the other community members on board so that both gender benefit? The project that we are considering in the new timeline that we have consulted with some partners already a few days ago, it is to go back into such communities and to go deeper and to transform such communities and that's why we're interested to know how many people are in those communities? How many community members have we affected already? So we want to use those that we have affected and say, let's develop a plan here and see how we can change the minds of more community members so that in the end, there is enough to have that transformation on gender equality within that community. I'm sure I didn't properly answer your questions but those are just some ideas. Are there more questions, Christina? Yeah, there's a lot of comments Jess also stating the role of gender and how it's important and how we collect that data at the baseline for a project which is correct and great and there's so many more findings we could probably even do with that information. Aftab asked a really great question and he said, how is equity in MNE linked or contributing in the global agenda and perspective of SDGs? Aftab, how the equity in MNE linked contributed to the global agenda and perspective? You would remember when I spoke about why MNE, that slide that I talked about if you want to go back Christina, why is gender important? In many contexts and in as far as the SDGs, there are eight SDGs that we can talk about. We have them, we have sent it to you, SDG 1, SDG 2. I think the one about poverty, no poverty, zero hunger. If you just take those two SDGs, what is the question again? How is the equality in MNE linked? So if we don't have statistics of the needs of women and men, we cannot address the zero hunger, we cannot address the poverty. SDG 5 speaks specifically about gender equality, but if we don't know what are the inequalities, how do we address it? And that is why it is important to get the data. In your community, we need to know, for instance, if you want to make a change in regard to SDGs and see how do you link it with SDGs, you need to understand in your own community or in my own community, I need to understand what are the inequalities? How do I address? So you have to do a monitoring and an evaluation of any project, but before you do the project, you need to do a gender analysis within that community. So having the information, having the information, as number two says, gender statistics are the basis for analysis to assess differences in the situations of women and men and how their conditions are changing or not. So if we want to impact on the SDGs, we need gender statistics, but where do we get gender statistics from monitoring and evaluation? How can we do monitoring and evaluation if we have any activity, any project? And how can we make sure that we get the statistics that is needed for the SDGs speaking to gender? We should make sure that we have an analysis that tells us what do we monitor? We have to monitor the access to resources. We have to access improving the roles and responsibilities. We have to access to assess the impact of the work that we are doing. So M&E is critical in achieving statistics, critical in achieving the SDGs. I hope I answer that one. Thank you. Thank you. Yeah, I would even say in my own experience as a researcher, I was researching mobile finance and my statistics said that actually there was a high uptake of female older users, like 50 plus. And that's sort of thing you anticipate that it would be mostly young men that are using cell phones and banking, but actually it was a lot of older women. And without the statistics, we wouldn't know if they were using it, that we should target this program to them. So information like that really changes what programming you run and also what policy pieces you're saying. So and it's really often quite simple just to have that breakdown of who's like, is it a male? Is it a female? And to understand how that impacts people. In other words, you are not counted. You don't matter. So and we're not knowing about you. So if you didn't count those and did the data collection, you wouldn't have known. And those women wouldn't have met it. So it is very important to see how something that you you didn't think. And that is how and why it is so important as Christina said there, why, why we should do it. Thank you. After I see you said, you now understand. Good. Thanks. And I think we have time. Oh, we're almost out of time. Does anyone have one last question they really want to ask? Once again, thank you everyone for your positive comments on the presentation. We're always glad when it's of value to you. Any last question? Last time I see your microphone is on. You're welcome to go ahead. Hi Francis. Thank you for the for this excellent presentation. And it was my first experience to attend webinar. It was a nice experience. I don't have a question, but I have a comment. Yes, we believe as a bit we believe as that we as a better team believes that working in a community, we can't, we can't move aside of our gender. For example, if we are working for women empowerment or girls empowerment or for improving the lives of girls, we cannot set aside the men or boys of the community. Ultimately, women and girls have to teach at the training or session when you to listen to us with the permission of their fathers or husbands. So we while mobilizing in the community, while working for the women and girls, we have to engage men and boys of the community as well to get better results. This is a comment, not a question. Thank you so much for that very informative comment. I think other partners would also benefit from it. And thank you also for your compliment on the session. I see Salim also a contribution there and Sabine. I responded to Sabine. So if there's nobody else, I think from my side before Christina says her part, I want to thank everybody for coming to the session and making a contribution although not many spoke. I see there's lots of lots of comments. Christina, I started a block on this. So I want to really invite you to go to the blog and make some comments. I will also try and find time tomorrow to make my comments to the blog and we can also post this webinar. It's a link to the blog. Thank you. Oh, Godfrey, did you have anything to add? No, I think it was just a simple comments. But I think since you are learning of time, it was in regard of gender equality and empowerment. And one of the important aspects of our program, which I really cherish, is for the girls to feel really empowered from within. Because I believe it's something like a mindset and they need to believe that they are able and capable to have impact on their lives. So one of the important aspects I believe, first of all, is for them to believe in themselves. So there's some skills, but the mindset is very, very important in the project. They need to be able to feel that empowerment and they're able to do something in their lives. That's all I wanted to comment. Perfect. Thank you for that very inspirational ending to the session. That's all the things I wanted to pass on as well. As always, I'll be sending out a link to the recording of the webinar and also just a follow-up survey on the session. And we always appreciate your feedback so that we can make sure we're meeting your needs in terms of planning these. So thank you very much, everyone, for joining and have a good evening or a day. Thank you. Bye-bye.


In this video, we'll discuss the concept of digital literacy, and we'll debunk some common myths about what it is and why it matters. Beginning in childhood, you've gained experience with reading, writing, and communicating information in a variety of ways. All these skills constitute your literacy. Over time, you've also applied your literacy skills online or using digital technologies. Digital literacy is an expanded way of thinking about literacy. It encompasses how we read, compose, and connect with others through online spaces and digital platforms. But to fully understand and practice digital literacy, we need to debunk some of the myths often associated with it. Myth number one, digital natives are automatically digitally literate. You may have heard the idea that so-called digital natives, or those who grew up with access to the internet and computers, are automatically tech savvy and proficient with digital media. There are some problems with this line of thinking. First, this assumes that a whole generation of people have had the same level of access and experience with technology. But in reality, access and experience differs widely. And for those who have grown up with a lot of access to technology, it can still be challenging to transfer skills from personal or social settings into professional or academic ones. For example, even if you have a lot of experience communicating through social media, you may not automatically transfer those skills into writing an email to a professor or a supervisor. Complex digital literacy practices like communicating online differ based on context and can actually take a while to learn. Myth two, digital literacy is just about being able to use technology. Often people think about digital literacy as the ability to use digital tools, like being able to add an attachment to an email or typing words into the search box of a search engine. But digital literacy involves a lot more than that. It's more about what we do with our tools and why we decide to use them. Some examples of digital literacy in action include determining what sources of information to trust, deciding how you'll spend your time online, and knowing your rights and responsibilities as you share and create media. Myth three, digital literacy replaces traditional literacy. Digital literacy does not replace reading and writing or what we might think of as traditional literacy. Instead, it offers an expanded or complementary way to think about literacy. Imagine that you are creating a video narrative to share a story about your life experience. You might draft a written script, create a visual plan for how you want your video to look, spend time looking online for images to use in your video, and use video editing software to put your story together. This project builds on reading and writing, but also includes searching, designing, and video editing. The digital aspects of this project expand your options as a storyteller. In practice, digital literacy expands your opportunities for reading and composing. Digital literacy encompasses a variety of practices that connect to exploring, creating, connecting with others online. And ultimately, digital literacy is something that we can all continue to develop.


pressure water ecosystems the lentic ecosystem first the contents the definition of lentic ecosystem vertical stratification in lentic ecosystem primary productivity oxygen supply oligotrophic and eutrophic bodies of lentic ecosystem then the plants and the animal life present in lentic ecosystem so first the what are the definition of lentic ecosystems lentic ecosystem are the actually the fresh water ecosystem with standing water in lentic ecosystem simple definition yeah as a fresh water ecosystem okay standing position for I just kharah that is not flowing that will be called as the lentic ecosystem so it means different types of lakes different ponds and other water bodies in which the water is not flowing that will be the lentic ecosystem in a situation if we look at the fresh water ecosystem there are two types of ecosystems we meet the rotor ecosystems that are flowing water with rivers streams and this is a brooks where the river they are making the rotor ecosystems while the lentic ecosystem is actually a standing water ecosystem such fresh water which is the farm of lakes or ponds or different water bodies where the water is standing that will be called as the lentic ecosystems the important feature of lentic ecosystem is the their stratification lentic ecosystems specially those lentic ecosystems which are present in the temperate regions temperate regions as a region where the winter and summer are present so where the temperate regions where the lentic water bodies they have the vertical stratification if we look at the summer during summer the environmental temperature is high environmental temperature impact ultimately the upper layer of the water and the upper layer of water will also be warm up so now the result is that the upper layer of the water is higher and the higher the temperature means that the density of the water is reduced when the water present in the bottom that is having low temperature and is more dense so the temperature is lower and the higher the density of the water will be lower when the top layer will be higher so both layers are not going to mix with each other so the top layer of the water will not mix with the bottom layer of the water because of which the nutrients, gases will be in the top layer of the top layer and the bottom layer of the bottom layer so the layering of the water that is actually called the vertical stratification during autumn conditions are reversed in autumn and winter what will happen is that the top layer, the atmospheric temperature is low so because of the low temperature the top layer is more cold or the temperature is lower so that will become more dense even the water below will be more dense than the top layer of the water so what will happen is that the more dense water will sink down the more dense water will sit down and the less dense water will come up so this way the water will mix up so we call mixing up is a turnover so when it is a turnover then the water will mix up and the nutrients will mix up and along with that when the gases will mix up then the animals on the bottom layer of the water will be available to the gases and nutrients so normally during the fall when the water will be mixing up during the summer the stratification will happen so the primary productivity of lentic ecosystems so if we look at the lentic ecosystem the primary productivity the primary productivity is the biomass which is synthesized by the autotrophs so the most important autotrophs in water bodies are the algae algae are submerged in different types of plants because of the aquatic plants, some are submerged, some are floating some are emerging so different types of plants are doing photosynthesis there and they are making the biomass so the primary productivity is dependent on the algae and also on the different types of plants so how the oxygen is supplied? oxygen supply can be seen as the low-tech ecosystem that is the flowing water that is related to the lentic ecosystem that is the oxygen deficiency so only those animals can survive which can bear the oxygen stress so the oxygen that is provided by the different types of algae most of the oxygen suppliers are the algae producers and all the producers are usually at the top layer so the water on the bottom will be more deficient of oxygen so the bottom developers will have more oxygen stress so they have the ability to survive with a low concentration of oxygen during autumn, the water layers will be mixed up so the oxygen from the top layer will reach the bottom layer whereas during summer or winter, the mixing will be minimum so the lentic water bodies are called lakes so there are different types we have two major types of lakes the oligotrophic lakes and the eutrophic lakes the oligotrophic lakes are actually those lakes which are nutrient-poor the nutrients deficiency of these lakes ultimately, the nutrient deficiency of these lakes means producers will work there if producers and algae and aquatic plants work there then the animal life will be reduced so the deep and cold water bodies are the oligotrophic lakes whereas the other types of lakes are eutrophic water bodies eutrophic water bodies are those water bodies which have more supply of nutrients which have nutrient abundance due to nutrient abundance, the plants which are algae will bloom there so ultimately, when they grow more, they sometimes grow more because there is eutrophication again, the effect of eutrophication is reversed eutrophication means that the animal life cannot survive there so different types of plants and animals present in the lentic water bodies if we talk about the lentic water bodies, then different types of plants the most important are the different types of algae algae is the nature of planktonic all the algae planktonic, they float with water they keep on floating on the water the other types of plants, if we look at them, they are the floater floating is the same as the leaves floating some are submerged submerged plants are those which are present within the water submerged plants are those which are on the surface of the water and floating plants are those which are floating on the surface of the water so different types of plants are there animal life, if we look at animal life, different types of zooplanktons these are phytoplanktons, algae are phytoplanktons similarly, small ones which we mainly have are unicellular organisms which we call protozones, they are actually the zooplanktons zooplanktons are there different types of invertebrates we will look at invertebrates different types of insects are there different types of worms are there worms are usually present when they are in the water, they are making the benthic plants crabs are there, crayfish is there shrimps, mullus are there different types of animals are surviving in the lentic ecosystem


Hello Susie. Thank you, thank you. Yeah, yeah, amazing, huh? Well, we've been up for a few hours, yeah. My son says, yeah, crazy. My daughter says, holy bleep. My son says, front page of the New York Times. My daughter says, recognize several exclamation points. At first I heard some noise and my wife said, this is it. And I jumped up and I heard the phone ring and picked up the phone and I was shaking and, you know, speechless, which is for me quite an unusual situation. Hey, oh, congrats. Graduates student of mine, come on in. So when are you going to get your free parking spot? First things first. Here's the lab. Hello there. Congratulations. Thank you, thank you, thank you. I sort of vaguely heard something and then Nancy yelled out, that's it, this is it. And then I got up and the phone rang again. I started to get really nervous and picked up the phone and, you know, there was a reassuring Swedish voice on the other end. Hello, hello. This is high Nancy. This is so fantastic. Yeah, this is my high school biology teacher. Wow, what a trip you have taken from high school science fair award to the Nobel Prize. Oh, I love it. I imagine you've loved every minute. I'm so proud and happy. Keep going, you're going to cry. I can't. You've pushed, here it is, you've pushed Tiger Woods aside as Western High's most famous alumnus. Hi, nice to meet you. Come with me. Congratulations, Randy. Thanks, thanks. Good to see you. I feel giddy. It hasn't dawned on me yet. I probably will tonight when I try to sleep. So on behalf of the University of California, Berkeley, I not only recognize Professor Randy Scheckman for his grand accomplishment as a Nobel Laureate, but conferring you a lifetime parking permit. The greatest honor we can bestow, Randy Scheckman. Thank you, Chancellor Dirks. When I started, though I had no experience in this, I was full of confidence, perhaps too much confidence. I wrote my first federal grant to the NIH and was rebuffed with what basically was a triage telling me that I didn't know what I was talking about and I may know how to pipette E. Coli, but that I certainly didn't know anything about yeast. Fortunately, again, with a little bit of money that came from the department and a generous, though small grant to begin with from the National Science Foundation, Novik and I were able to embark on a several year project to isolate mutations that block secretion culminating in 1979 with a publication in a journal called The Proceedings of the National Academy of Sciences. One third of the world's supply of human insulin is produced by secretion and yeast. These were anticipated, but nonetheless inevitably the direct product of the investment not only of this institution but of the federal government in basic science. Many of us are here, will stay, will continue to invest in public education and I intend to use whatever glory comes to me to the benefit of this institution to spread the word about him how important public higher education is in this country. Thank you. Randy, congratulations.