I'm Callie Thorne for Birthfield Extension Agent and I'm here with Chris Spring-Wall, the NDSU livestock extension specialist, and we're talking a little bit today about Caffeade and learning about Agent Source. So Chris, if you could just tell us a little bit more how Caffeade got started and just a little bit about it in general for producers who've maybe never heard of it. Caffeade is an Agent Source, it's happened across the country, and it's not just Agent Source, but USDA has a lot of third-party programs. And what that means is that USDA reviews and helps develop these programs and then comes back and validates that you follow the program and the procedure. So Caffeade is just one of many programs that has actually went through that process. So in the end, Caffeade is a program that we function as a third-party verifier. We being the North Dakota Beef Cow Improvement Association, which is kind of the home group for Caffeade. So you kind of mentioned there's many different choices for producers. It was a natural base for a source and age verification program, but the bottom line is it's local. All third-party programs are accurate and correct, there's no difference in them. Why don't you tell us a little bit about the tags that you use and show us how they work exactly? We've got, you know, in the RFID there's a traditional button tag which you'll get in the store. You'll get just the button. Currently, we're utilizing, if you want, newer trials and kind of, got to remember Agent Source verification is evolving. You know, the techniques that are available today weren't available a year ago. So what we've done is taken a visual ID with a visual number on it and combined that tag with the RFID. So the RFID tag is actually on the back of the tag. So now when this tag goes in the calf, the visual ID and the RFID match. Once this tag is placed in the calf, then we come back and, you know, the tag is in. Then we come back and we use pre-printed calving books and this is kind of a trial for us, but we're kind of excited about it, that you take your calving book and you open up and this tag will match the number that's already pre-printed in the calving book. So the next step is the producer simply fills in the date of birth or whatever other information they have, they don't have to fill in a lot, but they do have to fill in the date of birth, place the tag in the calf, close the calving book. When they've done calving, then those calves that are in this book are agent source. They still have to send it in to make sure it's validated in that, but that's not a lot of work and they'd send it into the North Cody's Calcumin Association. So a pretty simple process for producers, mainly get those tags in and date of birth is one of the main things they have to have in their calving book. And you said you'll have these tags actually for producers, right? You'll have so many of them, or if they want, they can go purchase some themselves. Hello, frequency tags, yeah. Alright. And these would be available, hopefully. What are, are there any other costs involved, Chris, or what are producers? We mentioned the tags, which they can get from you or purchase their own if they need to, but they get the calving book through you guys. Are there any other costs involved? And then are producers seeing returns, you know, is this agent source worth their time and money if they're sticking it into it? Agent source is certainly worth the time. It is. The effort is better paperwork. You need to make sure that the appropriate forms are followed. That's not just from the ranch. Agent source, we agent source at the ranch. So that documentation, not the documentation itself, you retain that. But the forms that tell the people buying the cams that they are agent source have to follow not only through the stock yard or the auction barns but to the trucker all the way to the feed yard. Once they get that, things are good, you know. So once that's done, it takes time. Now, is it a monetary cost? Not near as much as it is time. So, you know, you have to value your time accordingly. We will see reports, we used to see reports of $20 to $25. Now you see reports of $25 to $35 and even on up to, you know, $35 to $50 advantages on the rail for an agent source carcass. Now, remember, that's on the rail. So when a feedlot wants to put together a package of agent source cattle that's the kind of dollars they have to work with to go purchase those cattle. That doesn't mean they're going to give you an extra $50 for your calf but they're going to bid more aggressively on those calves. So it is important. It has an impact. It's hard to major like any of our programs over the years, it's hard to major. But you can rest assured that there's a positive influence on the value of that calf and, you know, even if you're $2 a hundred on a six-way calf is $12. So is that worth it? Okay, now we have Donnie Tibor with us and she's the NDSU Research Specialist with the Dickinson Research Extension Center. And Donnie, why don't you just tell us a little bit about some of the requirements producers are going to have to be in charge of when they sign up for this. What's it take to get in with Calf-Aid? Okay, as a producer decides to come in and be a participant in Calf-Aid we ask that they fill out a registration form. Those registration forms can be found on our website or they can call my office and receive a copy of the registration form. I'll send it out to them. And we ask that they have a calving book and as soon as they fill out their registration form we ask that they send that back in with a copy of their calving book and it will go through an approval process with the Calf-Aid members and we notify the producer that they are eligible to participate in the Calf-Aid program. And so that approval process, is that just making sure they have everything they need to join it or what all is involved there? It's making sure that we can provide the source and age verification for their cattle from beginning to end and not have to worry that we're not sourcing an aging purchase cattle or something like that. There are a series of questions on the registration form that we would like them to fill out and then supply us with their calving book so we can see what their process is. And I know you had mentioned something earlier too about an on-site visit for those first-time producers that are signing up. An on-site visit would be something that we may have to do for potential participants and the reason for that is that the USDA comes back and they audit me in the fall and they're going to audit the process that I have told them that I was going to do. So what we do is I would come out, I'd sit down with the producer, I'd just visit with him, take a look at the calf book, bring the registration form and double-check all the information that was put on, that was entered or presented by the Calf-Aid participant. So it sounds like a pretty simple process, you just simply get the registration form from you and then keep your records and that calving book on hand. That is correct. Alright, well thank you very much today. You're welcome. And these tags right here are the ones that you would get through the Calf-Aid program, each producer. So this would go in just one animal. You can see the numbers match up and on the backside of this one is your electronic ID on it. This one doesn't have anything on the back so if you want to put your own number on there, say to match your cows or whatever, you can write on that tag. So one would go in one ear and one in the other. If you have any questions on Calf-Aid or the Dickinson Research Extension Center's upcoming project, you can give them a call at<PHONE_NUMBER> extension 105 or go ahead and give me a call at<PHONE_NUMBER> whether it's questions relating to Calf-Aid or another agent source program. As marketing cattle evolves and changes with more branded products, niche markets and documentation, you'll want to consider for yourself if the investment in agent source verification will increase the value and marketability of your very own calves.


A lot of people ask me this question. Hey Nancy, do you need MBA to become a product manager? Do I need to invest this $200,000 to get an MBA degree so that I can become my dream product manager in fan companies, Google, Apple, Apple? In this video, I'm gonna break it down specifically. What are the different kind of roles, responsibilities, does relevant product management, does MBA degree actually add additional success rate to become product manager or not? And we're also going to break down regarding the requirement in big tech companies to become a product manager so that you can make decision whether MBA works your $200,000 investment.


Okay, we're back. This is Dave Vellante. We're live in Irvine, California, HP's services transformation event. We're here with theCUBE, siliconangle.com and servicesangle.com's first event around services. This is live theCUBE where we bring you all the smart guests, great information. We share it with our community. Thanks for watching. We are here to talk about new ways in which IT professionals want to interact with their support provider. You know, it used to be you'd pick up a phone, you'd call an 800 number, that's changing. The world is using social media, chat, forum, email, text, a lot of different touch points which increases the complexity from a service provider standpoint, but it dramatically changes the user experience. And we're here with Tommaso Esmenek, who is the director of automation strategies for the support line of business for HP. Tommaso, welcome to theCUBE. Thank you so much. Thank you for having me here. Yeah, good to see you. So, you heard my introduction here. People want to interact in a different way. And I want to hear more about, we've heard Gen 8, we were at the Project Voyager announcement, we've heard about proactive care. I understand you have a demo, you want to talk about that a little bit, but how real is this? I mean, could customers actually do this today? So what was happening before? We had different pieces set apart. With products and services coming together, building new services with the announcements of their proactive care, data center care, we are basically bringing it all together in one single experience for the customers, the partners, and our HP employees. So what I would like to turn is to show you the demo and I'll explain how the different use cases and the experience of the customer, how everything is changing. So what you need to imagine in this scenario, that we have a customer site that has a lightning storm. When there is a lightning storm, automatically this system will generate the error and the error will, first of all, be notified to the customer online through his mobile device. From the mobile device, he can also follow up through HP Support Center where the entire experience of HP is basically one stop shop across products and across services. When the customer logs on to HP Support Center. So this is the login screen, right? Yes. That we're seeing here. Yes. This is the login screen. And automatically, the new tab called Incitonline MyIT environment is available for all the systems that are monitored by HP. When the customer clicks on logon, Incitonline becomes activated. One of the things I want to draw your attention, and it's rendering a little bit slower online, the we change the experience from being what I say, a hyperlink website with tons of links everywhere. Where do I go? And then when I go, I leave. I go there to find something and the next thing I know, I'm somewhere else. Correct. Like Wikipedia. Yeah, indeed. What we are doing is we're transforming to an application-based website where you have an easy to navigate dashboard through, for example, traffic lights, colors, highly integrated together. So you don't have to log in again to find out what is in the next tool. But all the experience is highly interactive. So in some way, you're predicting where I want to go as a user and you're providing a guidance system. A guidance system. That's correct. And each one of the elements brings you together to the element before, in case you think, oh, yeah, I took the wrong road. Or I didn't want to go there. Okay. So very easy to just go right back. Yes. Fast. I'm not watching a spinning logo. Yes, that's correct. Speed and performance. No run-fresh. Yeah. Okay. So let me show you. For example, we have a section to track the events. You can sort them, search them by event, by product. You can go into a problem description. And one of the things that really happens, you can hover over the information without having to click and down click. You get the information so access without having to navigate the entire website.  It's called a hovering. It's a hovering. Yes. And so what, but hovering brings certain information up very quickly. Yes. Correct. Okay. So the other thing that we have done, so we saw before the event being generated. What we have linked together is the customer's events and situation going on into the environment with our case management capabilities, which means it's highly integrated. Automatically call is open into the HP workflow. HP takes actions on that. For example, it would open a case. It would order a part without anybody touching the case. And without anybody having to call a phone and say, I have a problem with my power supply, for example, because of the event we were looking for. The other thing that happens, we have integrated also with video and help guides to help the customer through the experience. And for example, in this case, if he has to go and replace a video. And it is here, it will play later a video with the replacement of a part. So this is a how-to video. It's a how-to video that is like from the HP library. But the important thing is integrated with the error that was generated. All right, so I don't have to search for it, click on it, see which one is which. It's contextually knowledge, that's contextual knowledge of the error problem. The experience that we are designing is personalized, contextual and relevant. So it's not anymore just a standard navigation. Other elements that we bring into the new experience is the ability to review what is the hardware that we are basically looking at or see the entire environment. You can see the configuration of the environment and how it's actually set up, how many hard disks have been used, what is the performance of those devices. And last but not least, one of the things we hear customers and part of tell us, I have thousands of devices. I don't know what is the status of the warranty and the contract and the obligation with HP. And what we have created an automatic link and connection between the devices that are remotely monitored with our entitlement system. So when the customer clicks on a warranty and contracts, he can automatically see the status of the warranty contract. But even more, what we recognize that customers don't remember the serial number, don't remember their HP contract ID. They may have a different description for themselves. Server in Palo Alto number one, location, Roseville or Los Angeles data center. So why we give the opportunity to the customer to rename and put a more nickname, familiar name to them, to that contract, the warranty or the care pack to make it easier to navigate the entire experience. That's okay.  And then you can communicate in their terms, not your terms, which is a serial number and nobody, you have to go look it up or look in the box or whatever it is.  I don't know. It's upside down. Definitely. You have to do a handstand to find it. Definitely. So they put this entire experience. Well, in this release, we have a web-based capability. They can run on basically any of the standard browsers that we have today. It runs also of iPad, Touchpad or Android device. We also have developed, and I hope we can see it correctly here, a mobile application for internet. A little higher. A little higher. It's good. It's down low, sir. Okay. Perfect. So we have created a mobile application called HP Supercenter. It was actually deployed in July this year. And it is the first mobile application really built for support. And this is the first mobile application in the industry. The customer can manage a list of products and he can add an infinite list of products. He can find out directly from the application the obligation if it's warranty contract and what type of contract it is. He can search knowledge and go through documents and save these documents for future references. And he can see all the type of, we have here as an example, three part products, the L380, I have a pavilion, elite notebook, so the entire HP product line is in one stop shop location. Without having the customer to navigate multiple websites or multiple applications for finding the solution. So how would it work in the old world? You're saying they'd have to go to different product portals? They, they, different contracts? Yeah, I give you the example of some of our competitors. You may have a competitor that has, gives you only the servers. Another one that gives you the dextops. What we have with HP is an integrated solution where we can really service the entire environment. And because we are one company, we are able to give you one stop shop experience where you don't have to navigate the entire, you know, support nightmare. So for example, with proactive care, I believe you support not only HP hardware and software, but also certain ISVs, Microsoft, Linux, which presumably would Red Hat, and VMware, I think. Yes, we do. Would that be part of this portal as well? Yes. All everything that we are able to support through proactive care, and we promise to our customer, will be part of our connectivity. And I get, so I get access to this as a proactive care customer, or what do I have to do together? The portal itself is available for free. The Insight Online, you need to have what we call Insight Remote Support, or a Gen8 Capability, Gen8 Box. And through there, you're able to utilize the portal and all its features. Of course, when the warranty is expired, or you don't have that contract is expired, only some functionality will be available to the user. Okay, so Gen8 is a native? Yes. Capability. Yes, it is. And if I don't have Gen8, then you collect the data in another fashion, through agents? Well, we use a capability called Insight Remote Support, that functions as an aggregator of information through an agent in the customer's environment. And that is the gateway into the HP backend to start populating Insight Online. Okay, so now, so either way, whether it's embedded in Gen8 or not, I can get a full picture as long as I'm an Insight. Yes, yes, that's correct. Okay, good. The last piece that I just want to draw your attention is, we also have a Michel talked about, about chat, dynamic chat, I won't show it for, but our capability can run on a any mobile device. So I imagine a customer that has a question probably outside his is working through a problem or finding a solution, and he wants to talk to an HP engineer. He can do it moving with the chat, wherever he has to go in the data center and see what is going on, without having to be on his desk and talk to HP. So that we have an integrated chat capability that runs live on any internet mobile device. So let me ask you a question. So you're obviously seeing more customers interact through chat, correct? Yes, correct. A lot of people don't want to pick up the phone. I know when I'm interacting in chat with, I won't name a name, some kind of consumer provider, consumer service provider. I know on the other end that that person, because they're trying to drive their cost down, is chatting with three or four other people simultaneously. Do you do the same? I mean, you have people that are capable of chatting with multiple people, or do you not allow that? Or how do you handle it? So definitely the chat drives that behavior. What we have with some strict standards on responsiveness of the HP specialist. So we have a far less number of things that would happen. So our response time is far higher than what the industry has. Great, and can you give us a sense as to what percent of the interactions are chat? Is it single digit? Is it growing much larger than? No, the chat volume against phone has been increasing about 20 to 30% every year. And it's in double digit compared to the entire volume of double digits. Double digits? Yes, it's really big. And the other thing is we do it worldwide. So English, I mean, Italian, German, French, Chinese, Japanese, so we really cover all of the same language that we cover on the phone. We cover them in the chat experience. Okay, and that's interesting. So you localize the chat experience, and you localize that locally or you localize that globally? In other words, do you have to, what are you finding when you actually deploy? Can you have a support center in the United States, for example, supporting chat in South America or vice versa? So let me. Where do you go, local, local, local? So we have, it's part of our Global Support Center strategy, and we have kind of a mixed model. In some cases we do have a offshore, near shore, or local center for supporting the languages. In other cases, because of the scale and the support and the need of the market, we would have a local center specifically working on the language. For example, Italian is in Italy. Great, good, good, good. So okay, anything else you wanna show us on the portal? No, we think we're fine. Okay, so obviously we've seen the support interaction, the support tools change, really phone. Call us, that's it, one channel to all these multiple channels. When you begin to initiate these multiple channels, you start to collect more data on customers. What do you do with all that data? There is, that data is really the big value that it brings to HP and to the customers. There are two things, one is the value to the customer because we are more proactive in resolving his problems and being there on time for him. The second thing is it enriches our ability to build better products. So what we have defined working with our product divisions is a process to have that data pass on and understand how the products are performing and then generate and design products that meet the customer needs. Okay, so where are you at in terms of planning that data? We are in very good state. We have, we collect tons of terabyte already today and that data has been feeding not only the support processes but also the product divisions and some of the latest products are definitely showing that. Truckloads of terabytes. There's more data about the data than there is data, isn't there? Yes, it is. Excellent, where are you from by the way? I'm from Fresno. You're from Fresno. Okay, that's good, Touche. Well, Tommaso, thank you very much for coming inside theCUBE, sharing that demo. Love to have you back on, hear more about the progress and really good to see these transformations taking place in real time. This is available today, by the way, right? Yeah, the mobile application is available today to download from any app store from Android, iPhone, and the webOS. And the HP support center. Okay. And my team environment is deploying in 15 days in with a Gen 8 launch, product launch. Great, congratulations. So you wish you best of luck with this and thanks very much for coming on theCUBE. Thank you so much, thank you for having me here.


so guys welcome to another episode of bass lady quick one today I will be showing you some basic gospel licks you know you can add to your day-to-day play these licks are dope honestly speaking so guys I will just go straight to the lick okay I'm going to show you two of them so the key is on a flat okay which is also known as my G sharp A flat G sharp now the progression of the song goes this way you are the law let your name be glorified so at first I was doing this that's one six two five I was just playing around with the progression the basic progression of the song is you are the law let your name be glorify okay you are the law let your name when you check the progression on you are the law do you are the law let your name be glorify is one let your father okay you keep doing that until he gets to we give you glory that part the progression change a bit okay now the tonnage of annotation there it's going to be you are the law though let your father okay just your one four five chord progression now the we give you glory parts is going to be we give you fall then you go to three and then six you are the tool let your name fire now the tonnage of annotation there is going to be we give you fire and let your name be glorify that's the basic chord progression of the song now let's go straight into the lick first lick day every note I touch there is the note of the A flat major scale which is also known as my G sharp major scale this is it now that first lick started from the five chord which is your soul in tonnage of annotation so I started from soul from the fifth okay that was it we give you glory that was it we give you started from the five chord that lick the movement that we give you 5 6 1 2 5 1 4 3 1 5 4 so you need to also observe the dynamics behind that movement okay so that was it so tonnage of annotation is going to be that's just the first week there then the second week there is going to be that's just a basic pentatonic movement so it's going to be called the C sharp major pentatonic okay that's just my C sharp major pentatonic that I made use of there so you can practice that so tonnage of annotation so that is why you're playing so it's going to be 5 6 5 3 2 1 6 5 4 5 6 5 3 2 1 okay 6 5 4 landing on your 4 so that movement is actually taking you to your 4 leading you to your 3 chord okay see how these things work we want to understand how to make use of pentatonic what pentatonic scale is all about how to start making use of them on songs as you play to any song you come across yes pentatonic does not have any limits yes is a friendly scale that do answer you anytime it will respond anytime any day okay so I have a pack on that full pentatonic pack so get to understand what pentatonic scale is all about okay and you will start loving your playing because these are the two basic links I want to share with you very simple to achieve easy to play just listen to it and try it on songs you come across so you need to try to build that system notes techniques or dynamics you need to okay and if you cannot achieve that like I say just go smoothly you can pick the note one after the other okay just try to meet up your 4 chord then leading you to your 3 chord then so guys hope this is helpful hope you got one or two things simple basic gospel link you should try okay so I'm going to take everything again from the top so you hear how it sounds basic progression you are the Lord let your name be glory that's the first move then the second one is you are the Lord let's give you glory now that's all for today if you're new to this channel please do not forget to hit the subscribe button looking at you right there and on the notification bell so you'll be notified whenever I upload videos okay every week I upload videos so you don't miss out turn on the notification there and be ready to receive yes and also if you need private lessons from me every information is right there on the screen or right there in the description below chat me by WhatsApp and send me an email indicating you want to join my zoom private lesson and also guys the tutorial packages are still available the beginners package you know you want to lend the page on the scratch the pack is available you want to learn how to play warship praise rege and you want to learn pentatonic how to make use of pentatonic all these packages are available so send me an email if you're interested or chat me by WhatsApp okay I will see you in my next video bye love you guys


In today's video, we are going to talk about interesting facts and myths surrounding the Manxcat. A Manxcat looks like your typical feline, that is until it turns around and you realize it's missing a tail. Here are 10 facts about the unusual kitty, which hails from an island in the Irish Sea, and its adorably stubby posterior. 1. Its missing tail stems from a genetic mutation. Today, the Manx is an international show cat. However, its roots can be traced back to the humble Isle of Man. The remote island sits in the Irish Sea between Great Britain and Ireland. Hundreds of years ago, a genetic mutation caused one or more kitties on the Isle of Man to be born without a tail. Since the Isle of Man's feline population is so small, generations have been breeding cause the trait to become common among the local cats. Naturally, the Manx is beloved on its native shores. It's been featured on currency stamps, and company logos, and shops sell merchandise featuring the tail as cat. 2. Many creative legends surround the breed. Manxcat myths have been repeated time and time again throughout the ages. This feline has been the subject of myth and folklore for a very long time. Let's look at some of the myths surrounding this rumpy cat. The oldest of the Manx folklore harks all the way back to the story of Noah and the Ark. In that lore, the cat was the last to board the Ark, and begged forgiveness, saying she would pay her way by mousing. Granted permission to board, she slowly sauntered aboard, as cats liked to do, and wasn't quite fast enough. The hatch came down and severed her tail, creating the now-tailess Manx. Others theorize that Manxes were cabots, a hybrid offspring of a cat and a rabbit. Due to their long back legs, short tail, and rounded rub. 3. The Manx was one of the world's first show cats. Animal lovers in England began showcasing Manx cats at some of the world's first cat shows in the late 19th century. When the Cat Fanciers Association, the world's largest registry of pedigreed cats, was formed in 1906, the Manx was one of the founding breeds. Hello. This video is sponsored by Beemix Pets. Are you looking for high-quality cat collars at an affordable cost? Check out, BeemixPets.com. Use coupon code KittenLife, to get 20% off. 4. Manxes can give birth to kittens with or without tails. Manx cats carry one gene for a full tail, and one for taillessness. This means that two Manx cats can mate and produce a kitten that's a typical long-tailed feline. Sadly, kittens that inherit the taillessness gene from both parents will likely die before birth. That's why some people have nicknamed the Manx gene the lethal gene. 5. Their tails have varying lengths. The Manx gene is an incomplete dominant gene, so kittens that inherit it can be born with full-length tails, stubby tails, or no tails at all, and all of these tail lengths can appear in a single litter. Due to this variability, Manx cats are classified according to tail lengths. Completely tailless felines are called rumpy, whereas cats with short tail stumps that are often curved, knotted, or kink are known as stumpy, and kitties with nearly normal length tails are called longy. Only rumpies, or cats called rumpy risers that have a slight rise of bone where their tails would start, are eligible to compete in the championship classes in CFA cat shows. Breeders like to include all four Manx tail types in their breeding programs, since genetic defects are more likely to arise when rumpies are only bred with other rumpies for multiple generations. 6. Manxes come in a variety of shades and patterns. You'll find Manx cats and hues ranging from red, white, black to cream blue and shaded silver. The CFA disqualifies against cats with lavender chocolate, or pointed coloring, since these shades indicate hybridization. Typically, a Manx cat's eyes are gold, copper, green, hazel, blue or odd-eyed. When it comes to patterns, Manx kitties can be bicolor, tabbies, or tortoise shells. Some Manx like cats also have long fur, they're called simricks, and most cat fanciers associations view them as a separate breed. 7. Coco the gorilla love the Manx kitten. Coco, the famous research gorilla that knows more than 1,000 words of modified American sign language, once owned a Manx cat. In 1984, Coco was allowed to choose a pet kitten from a litter for her 12th birthday present. Coco selected a tailless gray and white cat, which she named All Ball. The cat was a Manx and looked like a ball, a biologist at the gorilla sanctuary, told the LA Times in 1985. Coco likes to rhyme words in sign language. Coco loved All Ball, Coco cuddled and played with her on a regular basis. Sadly, All Ball was struck by a car later that year and died. A devastated Coco was given a new pet, a red kitty named Lips Lipstick. She later owned a third cat, a gray feline named Smoky. The two animals were companions for nearly 20 years until Smoky died of natural causes. 8. Manx cats sometimes have health problems. Like many pedigreed breeds, Manx cats are prone to a set of unique health problems. The mutation responsible for the cat's lack of a tail also affects the development of its spine and spinal cord. As a result, many Manx kitties suffer from a variety of painful symptoms that are collectively referred to as the Manx syndrome. The most common health problem includes Benabifida, a birth defect that prevents the vertebrae from growing around the spinal cord. Other afflictions include incontinence or constipation, an odd stance, a hopping walk, a lack of sensation or paralysis in the hind legs, and malformed pelvic or sacral bones. These birth defects can sometimes be fatal. Be careful picking up your Manx cat, as the nerve endings near where its tail should be are exposed. Also, keep in mind that if you own a Longie cat that's five years or older, its tail may ossify and become arthritic. 9. Scientists want to decode the Manx's genome. While scientists at the University of Missouri released a rough draft of the cat genome, in 2007 in another more complete version in 2014, no one has sequenced the Manx breed. That's why a group of researchers on the Isle of Man plan to look at the whole genomes of Manx cats and locate breed-specific mutations. Sequencing multiple Manx cat genomes have a scientific purpose, the scientists wrote on their project website. If we can identify other mutations which are unique to the Manx breed this could possibly lead to diagnostic DNA tests that can be used by breeders to select their cats more appropriately, to try and reduce the number of kittens born with Manx syndrome. The more cats we can sequence the more we can discover. The team is currently raising funds for their scientific investigation. They plan to publish results in a peer-reviewed journal, and to submit a copy of the genomes to the National Center for Biotechnology Information. 10. The Manx can balance without a tail. Since a cat's tail is instrumental for balance, then how do Manx cats manage to walk without wobbling? Experts think they have an especially sensitive vestibular apparatus inside their ears to compensate. If you enjoyed this video, kindly press the like button. Also don't forget to subscribe with notifications on, so that you don't miss out on videos like this. Thank you for watching.


Transformers are composed of an iron core ring wrapped in coils. One coil is connected to an AC input voltage and is called the primary coil. The other coil is connected to an output circuit with a load resistance and is called the secondary coil. The two coils are well insulated from each other and do not form a physical electrical connection. This gives a transformer its unique electricity altering properties. Transformers can either step up or step down a voltage. In a step down transformer, the number of turns in the primary coil is greater than the number of turns in the secondary coil. In a step up transformer, the number of turns in the secondary coil is greater than the number of turns in the primary coil. The constantly changing current driven by an alternating voltage source induces a changing magnetic field in the core of the transformer. The magnetic field created by the alternating current in the primary coil generates the flux in the transformer core. The secondary coil converts the flux back into current flow and produces a voltage at the load or resistance in the secondary circuit. If there are fewer coil turns on the secondary than on the primary, this is called a step down transformer. The resulting voltage in the secondary circuit will be less than the primary. In this example, we have 20 turns on the primary coil and 10 turns on the secondary coil. To determine the decrease in voltage occurring in this step down transformer, we can use a simple ratio formula. This formula simply states that the secondary voltage to primary voltage ratio is the same as the secondary coil to primary coil turn ratio. Rearranging the formula and then dividing 10 turns by 20 turns, we get 0.5 multiplied by 120V. This results in a calculated step down voltage of 60 volts.


Thanks for joining me for this week's ESU 8 Wednesday webinar. Today we're going to talk about college and career ready English language art standards that were adopted in Nebraska in 2014. I've included a Google link at the top here in black. Go ahead and write that down so that you can access this presentation. I have a lot of different links throughout so that you can access all those links and resources for you. I am Steph Wannick from ESU 8, part of the professional development team, and I've been working with these standards a lot since 2014 when they were first adopted by NDE. Please email me any questions you might have as we go through the information today. So the new standards are college and career ready. In other words, we're preparing kids to leave 12th grade and be college and career ready. Of course, we don't expect kindergartners to leave kindergarten being in college already, but all of these standards will build on skills so that they are ready. I have a link there to the standards and then a link to the standards crosswalk. One thing that you're going to notice on these standards in being college and career ready is that they increase the rigor for students or might increase the difficulty and complexity of each of these standards. When you look at the crosswalk, you'll be able to see the 2009 standards in a column followed by the 2014 standards followed by the common core standard that aligns. We're not a common core state and we would probably never be a common core state. However, lots of our textbooks are common core and are aligned to those standards and so we can kind of compare and see where we fall. NISA in 2017 and the new NCAS test do assess these standards. And it was kind of a wake up call to some of our schools last spring that, wow, those standards really did change and so did our scores. A lot of schools saw a dip in scores and we're kind of surprised by that. So I want to try to point out some things for you to look at and also offer some resources that might help you as you go forward teaching these standards. So we're going to go ahead and examine that crosswalk a little bit better, that link from the last slide. And as we do so, I really want you to focus on what words have changed and we're going to pay attention to the verbs and the depth of knowledge. Or in other words, what kids are being asked to do there. What tasks are they asked to do or information are they asked to give? And then really think about what implications does that have for my instruction? Do I need to change what I'm doing? Because maybe what I was doing for the 2009 standards isn't exactly addressing the 2014 standards or are they very similar and I don't need to switch up much. So let's take a look here at a list of the depth of knowledge levels quickly. It's always nice to have a little refresher on these. Nysa assessed and Enscas will assess depth of knowledge levels one through three. And we'll actually look at the table of specifications in a bit and see which depth of knowledge for each of the standards. But on a level one, kids are asked to do some pretty basic things. And it might even be finding answers that were listed in the text. So they might have to do things like make a list or match or tell or recall. So basic things and the answer is probably somewhere in the text that they've read. By level two, they start to come up with a little bit more on their own. They might have to classify things, tell a cause and effect, compare. Maybe they're going to have to construct or organize something. But they start to come up with a little bit more on their own. And by level three, we get to more complex work. They might be revising. They might have to critique. They might have to compare and contrast, draw conclusions where that is really coming up with the information on their own. Now, this chart is written in pretty small prints. If you click the link at the bottom of the page, you will be able to see this a little bit larger. And also at the bottom, that chart gives some examples of actual tasks that they might be asked to do on each of those depths of knowledge levels. So as we look at the crosswalk here in a moment, I really want you to pay attention to those steps of knowledge. Verbs and see what your students will be asked to do. So here we are at the crosswalk and I have two sixth grade standards that I just screen-shotted for us. The first is LA 6.1.4.B. And the first column again is 2009, second column is 2014, and the third column is the Common Core Standard. So we'll read the standard for 2009. It asks students to adjust oral or silent reading pace based on purpose, text, difficulty, form, and style. In 2014, it changed to use reading strategies to persevere through text of increasing length and or complexity. Okay, so that standard changed somewhat, but not a lot. The basic meaning is still there. They used a few different words to describe that one, but in general, that standard isn't very different. We'll see some more change when we look at LA 6.1.6.I, and that all the standards that are 1.6 and then a letter, those are the comprehension standards, and I seem to think that that is a place where we see more of the change. So in 2009, the standard said, Describe the social, historical, cultural, and biographical influences in a variety of genres. Now, in 2014, you'll notice even the last letter changed to H, but the standard now says, Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in literary and informational texts, citing textual evidence to develop a regional, national, and international multicultural perspective. So I think that you'll agree with me that this standard changed quite a bit and got quite a bit more complex for students. First of all, they have to explain, and explain and describe are quite similar if we think about the depth of knowledge. However, they're just asked to describe on the 2009 standard, where on the 2014 now they have to start to use evidence from the text. And they also have to develop that multicultural perspective, which for some students might be a new concept. We don't see anything about multiculturalism in the 2009 standard. So in teaching this, you're probably going to have to change what you've been doing to include that multiculturalism and include, you know, taking kids back into text and asking them to draw out some evidence. So as you go through that link to the crosswalk, please pay attention to your own grade level standards, the verbs used, and any of the implications that I'll have for your instruction. What are you going to have to change to meet that standard? Well, let's take a look at some resources I have for you that you can use as you get more in touch with these standards and with the new NSCAS test. First of all, we have a glossary. So we'll go ahead and click on that. NDE has made a nice glossary to describe some of the terms within the standards. Now, these terms are teacher terms, not student vocabulary terms. So that's something to kind of think about that these are not all the words that kids are expected to know for NSCAS, but really words for teachers to know to best teach these standards. So you might be reading along and you think, oh, aphics, what now, what does that mean again? And then you read that, oh, it's a non-word morpheme that changes the meaning or function of a root or system, like a prefix or suffix. Okay, that's an aphics. All right, so that's a word that teachers would need to know on these standards. And you can see we can go through the whole list here, but they have a nice comprehensive list for you. They also list the first standard where that word appears. Okay, so we'll go back to our resource list here. And the next link is to the student-friendly standards. Now, our 2009 standards also had student-friendly standards. And these 2014 ones were just finished this fall. So we can go ahead and click on a certain grade level. We've been talking about grade six, so we'll go there. And the standards are actually written, one for each of our standards listed on the teacher document, but that for students are written as ICANN statements. And I've even worked with teachers who say, hey, I understand the standard better when I read that ICANN statement. Also, if you're a Marzano school, you might be thinking a little bit about your learning goals and how those could translate for you with the ICANN statements. They're also formatted so that they can be three-hole punched. And we see our reading standards followed by writing, speaking and listening, and finally multiple literacies that are all part of our ELA standards. Now, with spring conferences coming up, I might ask my students to read over their student-friendly standards and maybe highlight in green three things that they felt like that they've improved on this year and maybe in pink two things that they would like to continue to work on. And share this out with parents. Also, like I said, they're principal and you can punch them, so keep them in a folder and have kids look over them every now and then and see what have I been working hard on or what have we been addressing in class. So again, this is a great resource for you from NDE. Next, we have the standards instructional tool.  Let me see here at the bottom of the page, a link. And then you can actually have different resources to help you teach that. So my keyword might be cause and effect. Okay. I want a language arts lesson that teaches cause and effect. And most of the sit tools geared towards high school at this time. So I'm going to go ahead and click that and search for when you want to introduce some of the standards into your lesson. All right, now we'll go back to our resource list again. And actually, there's another part of the standard instructional tool that includes some webinars. So we'll go there and NDE has produced some great webinars for you to use to help you teach. A lot of them are different teaching methods that will help with the standards. Like for instance, earlier we were talking about using text evidence to prove your learning. And close reading is a method that you can use with your students to really go back in a text and find that meaning. So if you want to learn more about that, you can click on this webinar. And there's a viewing guide and an actual PowerPoint presentation to follow along with. They even have a survey that they'd like you to take. But these webinars are developed for you to even do with a group. So you might as a staff decide to watch close reading. And there's different times that they pause and ask you to talk about something or think about something together. So many different teaching methods that you could use through this. Okay, and we'll go back to our resource list one more time. And next we have the table of specifications. This link actually takes you out to the NSCAS resource page. Because the table of specifications lists the standards taught on NSCAS as well as their depth of knowledge, how many questions will be there. So we'll scroll down here on the page a little bit. And you'll see there's actually two different tables of specifications. One is for NISA. It does still say NISA, not NSCAS. However, it is the same table of specifications for NSCAS. And there is also the alternate assessment that some of your special ed students might use. So go ahead and click the correct table of specifications you want. And I'm going to go ahead to grade six again. When we get there, you'll notice there's a column with the standard number. The words to describe that standard. Then we see a column that has literary or informational passage. So it'll tell you what kind of text the students will be asked to read for that standard. Next is the item type. And we're going to go over those in a moment. Multiple choice, MC means multiple choice. That's one that we really understand. And the next one is a technology enhanced item. We'll look at that. It really asks you or tells you how the students will be asked a question. Next, we notice depth of knowledge levels that will be assessed on that standard. And next is how many item types you'll see. Some of the standards have a kind of bar across them that say that they're assessed at the local level. So that's not one that will be on NSCAS. Now as we scroll down, we talked about depth of knowledge and we're seeing some ones and twos when we are on our vocabulary standards. But as we get to our comprehension standards, we see a lot more that creep up into that two and three range. So we are increasing that complexity for students. So I used to print out my table of specifications in the classroom and I would have them on my desk and I'd use it as kind of a checklist to make sure I'm teaching all the standards. Sometimes I drop down dates that I taught each of those standards. It's a really nice tool to have around for you. One thing to note also is that some of these standards list TDA, text dependent analysis, which has been big in the last few years here. However, because we have switched assessment vendors to NWA, we will not have a text dependent analysis this year. So fifth through eighth grade took that last year. You will not have that this year on the NSCAS assessment. All right. And if I go back to my links once again, I'll see samplers and actually the link for samplers is the same for table specifications. It takes us back to this NSCAS page. And if I scroll down here, again, I can find the NISA samplers. Samplers give me a little sample of what a test might look like. So again, I'm going to choose grade six. All right. So I can go down. They give me some background information on the test. Then they talk about item format and scoring guidelines. Like I said, MC means multiple choice. That's the same kind of question type that we've been seeing for years with maybe A through D or A through E answer choice for students to select. On evidence based selected response, students have a part A and part B. They must receive or get the answer correct for part A to receive credit for part B. So a question might say something like, how did the man feel at the beginning of the story? What word and then part B would say what words told you he felt that way. So again, they must get part A right to get part B right. Autoscored constructed response are those technology enhanced items. They might be things like drag and drop. That's particularly useful, I think, for something like a sequencing question that they have to put the items in order. There's also hot spot, an inline selection. And so they might find multiple answers that were right or do some highlighting within the text. Again, text dependent analysis will not be on this year's test. And then the sampler lists some of the depth of knowledge that you'll see. Alright, now as we keep scrolling down, sorry, I don't mean to make you sick as you watch. There is a passage. Maybe that passage would be very typical for your grade level. Next, on this one, you see that they even have a bit of a diagram here. And then they start in with the different kinds of questions that you would see on that test. Each of the answer types or question types are listed here so you can understand what your students might encounter. I'm going to scroll down a little quickly, sorry. If it's going too fast here, there is still an example of a TDA and I recommend still asking your students to write these. They're really a great assessment of their learning and their understanding of a text. So there's an example of a TDA followed by the rubric that would be used to score it. And then there's an example of a paper that would receive a 4, a 3, a 2, and a 1, so each of those different papers. So this will really get you in touch with your grade level's test. Alright, I'll go ahead and click back to our resource link here. Those are the resources from NDE and now we'll just take a look at a couple others. First we have an Anita Archer standards document. Now Anita Archer is just a reading guru who's worked a lot in our state and reorganized our standards for us, for ELA. And she reorganized those into standards that address all text types, literary text types, informational text types, across text, and research. So you might say, well, you know what, I'm not an English or reading teacher, so I don't really use literary texts, but boy, I use informational texts every day with my students. I could put some of those standards into my instruction and I also ask my students to research them. So we would teach with that research standard. Okay, she also has more of a chart format. And then, okay, now you might need to close your eyes. I'm going to scroll kind of quickly here and I'm going to go to page number 24 where Anita actually made us a vocabulary list for our standards. Now this is a vocabulary list to use with your students. And we'll let the page load here for just a moment. Alright, so here's the third grade list. And these are the words that she picked out the students would need to know to be proficient in that standard. And when we worked with Anita, she had us actually go through the list and kind of think what words would really trip up my grade level kids.  I think that they would really have trouble with perspective, with sequence.  Some of the words will have been taught in a previous year, so maybe you can just review those. But certain ones you're going to really want to have some emphasis on. And next we also have a link. I won't click it right now, but it goes out to an ACT vocabulary list. So for secondary teachers, you might want to be looking at that since ACT is our new state 11th grade test. So I just want to remind you that the future belongs to those who prepare for it today. We really want to really focus on having our students be college and career ready. And you can do a lot to prepare your kids for that. And by focusing on these standards, that will really help. Think about what changes you can make to fully incorporate that NISA ELA standards. I heard someone recently say, if you're not teaching differently than you taught with the old standards, then you're probably not teaching these standards. So really think about what do you need to change up? What do you need to do slightly differently? And remember that I'm here for any questions anytime. Please give me a call at the ESU or email and I would be happy to work with you. So thanks so much for joining me today. Have a great one.


The Park Rapids area softball, they're also in the semi-section 8-AA. They have a 2-1 lead early, Brooke Jurger in the circle gets to punch out here to end the inning, but then Dilworth, Glendon Felton brought out some power, Morgan Tolefson to left. That's over the fence for the homerun and the lead. Then Kiara Summers will tack on to it, a smash to deep center. That's going to get over the fence for another long ball. The EGF would end up winning 5-2, they end up going to win 3 total on the day and they will advance to State Park Rapids area season is over. If you've enjoyed this segment of Lakeland News, please consider making a tax deductible contribution to Lakeland Public Television.