Yeah, I mean when we got guys that experienced a lot out there we could talk through a lot of different things our game is so spontaneous and Unpredictable, so we need guys to understand that and you know everybody on our team tonight That second half did a good job of coming in and providing us energy You had a strong game tonight once again. You're one of the veteran teachers on this roster I got to ask about one of the students Cam Thomas 11 points tonight. I talked to him earlier today He talked about the trash talking between the two you two, but also how you've helped him a lot with his game How would you assess his performance? I mean he was I mean he was he was incredible for us He gave us that spark that we needed coming off and making shots just being aggressive Playing defense got a nice block so as he got into the game And I think that that kept him in the game his defense So he was he was great for us tonight We need him to build on this because he has a bright future good way and thanks so much Kevin. Yes, sir


Dear students, in this module, we are going to talk about the contemporary approaches to understand and analyze the society and human behavior. By contemporary approaches, we mean to say that feminism, post-colonialism and post-modernism how they help us to understand our contemporary word around us and human behaviors within this contemporary word. Previously, we helped to understand that how different theoretical or we can say classical theoretical approaches help us to understand the human behavior. However, these contemporary approaches are having a quite a different direction from all these classical approaches, although we can say that they have their foundations within those perspectives, or they give us a different lens to analyze the society and human behavior. Feminism is a theoretical approach that emphasizes the importance of gender in shaping the social relationships and structures. Feminism looks at a lens in which two different genders are unequally treated and the society perpetually continuously creates social structures that maintain the inequality. In the second word, the perspective of feminism says that men and women treat the society differently. In which women are relatively subordinate or relatively at the same position where they are being isolated as compared to men. So, through this approach, if we look at any structure or institution of the society, we will see that social structures are made to promote gender-based inequality. Similarly, when we talk about post-colonialism, it's a theoretical approach that emphasizes the importance of colonialism, its legacy in shaping social relationships and different social structures. In modern world, there are a lot of societies that have been affected by colonialism. After that, even after they were free, the structures, the institutions, the institutionalized patterns remained the same. And because of this, the perspective of post-colonialism looks at the existing structures in its continuity and maintains that because of the effects of colonialism, there has been such a structure or system in which inherent inequality is present. And these two different groups or different societies have different interest groups. They cannot stand on a position of equilibrium where all groups act in a functional point of view through society. Post-modernism is a theoretical approach that emphasizes the importance of language. And discourse in shaping the social relationships and social structures. The post-modernists think that modern society has made inherently such structures, such systems that were based on inequality, on injustice, and on violence. So they see how modernization or modernization has produced such language structures, institutional structures, which are perpetuating such inequality. So to critically analyze them, we take support of post-modernism. In the Pakistani society, if we take the example of a feminist perspective, we see that feminists give the patriarchal structure a name to perpetuate inequality, that patriarchal structure is based on inequality in the society. Similarly, if we look at the Pakistani society from the point of view of post-colonialism, then the British colonialism, the structure it has made, the institutions it has made, we are seeing a lot of changes in society because of them. If we look at it from a post-modernist perspective, then because of the modernization of this revolution, which we are seeing today, there is a revolution in communication, there is a revolution in the media, there is globalization, all of these structures have made such social structures, which are potentially based on inequality. Ameer is getting rich, poor is getting poor. So these social structures, post-modernists, when we look at them from a critical point of view, then critically evaluate them and help us understand how these inequalities are being produced and reproduced.


This episode was prerecorded as part of a live continuing education webinar. On-demand CEUs are still available for this presentation through all CEUs. Register at allceus.com slash counselor toolbox. I'd like to welcome everybody to today's presentation on teaching social justice. Now we're going to kind of segue or talk about why we've done this segue into something that's a little bit different than what we normally talk about. So we're going to start by defining social justice and explore the goals of social justice education to include identity, diversity, justice, and action. Then we're going to look at a bunch of really cool activities that you may be able to use in your groups, in your outreach, whatever your setting is in order to work with social justice and help your clients embrace it. So the National Association of Social Workers defines social justice as the view that everyone deserves equal economic, political, and social rights and opportunities. Okay. I don't think any of us would disagree with that. So first question for y'all, in what ways can social justice education assist clients emotionally, cognitively, socially, occupationally, and physically? And while you're kind of pondering that, social justice is, we'll go back here, identity, knowing all of their different varying identities, who they are and I'm, for example, I am a wife, I am a mother, I am a business owner, I'm a therapist, I am, I am, I am. So knowing your identities, appreciating and embracing diversity and respecting that it doesn't have to be just your way and other people have different viewpoints, seeing where there is injustice and working towards creating a just situation and taking action, which is again, that working towards. So they all kind of overlap. So back to the question. In what way can these things, knowing your identity, appreciating and embracing diversity, et cetera, assist clients emotionally? So one way that working with clients to help them understand their own identities and the diversity of identities. If people don't understand that the perspectives of another culture, for example, or another group, then it can cause additional conflict, anxiety and stress and a lot of clients present when they feel conflict, anxiety, stress or depression, which is often characterized by hopelessness and helplessness. They don't understand how to get their needs met or they're not getting their needs met and they don't understand why. Cognitively, it can help them have that cognitive shift. So they're able to look at things from multiple perspectives, whether they necessarily agree with it or not, is not so much the point. For example, when I was a manager at a treatment facility, you know, I started out as a clinician and I understood the clinician's role and I understood what they were, what was important to them as clinicians. I mean, I'm a clinician. So the same thing is important to me, but I also understood the roles, responsibilities and edicts of being a manager. And I had to make sure that we maintain certain caseloads. I had to make sure that paperwork got in. Now as a clinician, you know, I would want to push off paperwork in order to see clients, you know, if I'm seeing clients and clients need things, I don't want to put them off. So I've got to do paperwork as a manager. I'm pushing to get paperwork done and it can cause conflict. Obviously, you know, I think most of us have been in that situation in especially working in a group practice where your supervisor wants you to take on additional caseloads or put certain demands on you and you're looking at them going. But my goal is my job is to see the clients. Well, yeah, but in order to keep the doors open so we can see the clients, I need these things accomplished. So we seem to have somewhat contradictory goals. But once we were all on the same page and, you know, obviously, I saw I understood why it was important for them to see the clients and they understood why what I wanted was important. We were able to collaborate instead of butt heads so much. Socially, if we help people understand their different identities, it can also help them understand and appreciate diversity but also understand other people's reactions to them a little bit more and be more effective interpersonally. Occupationally, they can have more opportunities in the workplace if everybody is embracing a diverse culture and physically, you know, when people are less stressed, less anxious, less depressed, they're going to feel better physically. They're going to have more energy, be more productive, have less pain and aches and stuff. They're going to sleep better. Yada, yada. So it's all kind of related. So social justice is really important, helping people see their uniqueness.  You know, they are unique in many, many ways. I mean, they may be a round peg, but they're a red round peg. They are a red wooden round peg. So there are a lot of things that make them unique and that will affect how they interact with everybody else. So in terms of assisting us, how can knowing about all of these identities and their interaction with one another within the person and between people help us identify community needs and strengths? For example, some cultures are very interdependent and they rely on one another. They rely on intergenerational relationships as well as, you know, community relationships. So in those communities, in those areas, you know, we can build on community strengths. Sometimes, you know, if you live in a particular apartment complex, for example, everybody watches out for everyone else. So it helps us identify strengths that may not exist in your community where I live, I live on a farm and, you know, our neighbors aren't too far away, but we all pretty much stay to ourselves. It's not one of those neighborhoods where we're getting out and having block parties all the time. So that's not so much of a strength in our community, whereas in other communities, everybody knows what's going on with everybody else and is, you know, eager to help and support and all that kind of stuff. So we can identify community strengths that clients can tap into in order to get assistance with whatever they need. We can also identify community needs. If we see areas where, you know, clients don't have enough support, then we can look at how to address that. I had one client when I worked in in North Florida and this was a really rural county that was one of the counties that I supervised and I was working with this client and he was an African American man, older gentleman, mid fifties, I think, I can't remember. But he was very resistant to going to 12 step meetings. And so I asked him, and why is it that you don't want to go to these meetings? Tell me what it is about these meetings you don't like so I can help you find an alternative. And he looked at me and he said it's they don't like people like me there. And I looked at him quizzically because that wasn't even a thought that had ever crossed my mind. It should have, but it didn't. And he said, I would be the only black man there. And that's not safe in this county. And I said, Oh, OK, so that identified a community need. He didn't have some of the resources he needed because of his racial identity. So understanding how all those things interplay and figuring out, OK, now, where can this man get support? He had strong ties to his faith community. So that was kind of where I steered him to go, as opposed to the 12 step meetings, which he didn't feel comfortable at. Knowing our clients' cultures helps us know what help they're willing and able to accept. Exactly. We want to look at them from a culturally responsive framework and say, OK, you know, maybe this approach doesn't work for you. And I'll stick with the 12 steps because that one has a lot of people with very strong opinions about it. But there are some people who are adamant that they are not going to go to that a 12 step program because they see it as too religious and they want something more secular. So OK, they're smart recovery out there, whatever. But understanding those things. And a lot of times we don't know clients very well, even if you've done an assessment, you know, your initial assessments, what, 45 minutes, so, you know, know them for maybe one minute for every year they've been alive, not a whole lot of time. So we can empower them to become aware of what their needs are and to tell us, you know, instead of me saying, you need to do this, this and this, I want to approach it more in terms of you're the expert on you. You know what works, how is it or what types of things might you be able to do in order to reach out to social support? You know, and I can give suggestions like 12 step meetings, smart recovery, faith based communities, yada, yada, yada. And they can pick and choose and they can tell me, you know, no, I'm atheist. So that's not going to work. OK, cool. And that helps me understand what's going to work best for them instead of trying to put them into something that's not going to work. It helps us help them tap into those appropriate resources. So we know, you know, if we have a new mom who's struggling with postpartum depression and she's got no family around and she's not in a supportive neighborhood where she's got neighbors she can call on, we may need to say, OK, well, where can you go to tap in for for respite type services? And we can connect with and better understand our clients. We can understand partly how they're reacting to us. And hopefully that part you already know, you understand that just who you are and the way your office is decorated is going to communicate things to your clients that's going to affect how they interface with you. Some clients want to work with a female. Some clients don't. Some clients, you know, may have very strong transference reactions towards an authority type female. So knowing those things, if you're female or if you're a male, understanding how just your gender is going to change the dynamic of the interaction between you and that client versus the therapist next door and that client, you know, there are going to be differences. Discrimination and bias contribute to emotional stress, low self-esteem. Sorry, missed the S there and self-efficacy and low self-efficacy. If they don't understand why they feel like they are walking into a wall all the time, why they feel like they're walking into barriers, then they might start to think, well, maybe it's me. Maybe I'm not smart enough. Maybe I am not capable. When in reality, it's a social barrier and it can create erroneous biases where we start believing that, you know, this group has these characteristics, therefore they can do these things and they can't do these things and they're always going to act this way. That doesn't work. One of the things that we learn in culturally responsive approaches is the fact that when we're dealing with people from different cultures, understanding, you know, in general what it's like, you know, for, you know, white American women in the white American women, that's one culture. OK, understanding that in general. Now, my degree of acculturation, how much I take on the cultural values may be very different than the degree of acculturation of somebody else. So we don't want to assume that we know a person. It gives us a launchpad. It gives us a jumping off place to open discussion and go, help me know you, the person. So we're not getting stuck in stereotypes and biases. Interpersonally, discrimination and bias contribute to conflict and occupationally and environmentally. It reduces access to opportunities and services. So thinking about. Well, we're going to get to that in a second. I have some examples here. As we have Andrew offers, as we have greater understanding of social justice issues of our clients and successfully convey that. Then we're in a better position to help them find balance and it fosters necessary trust. True, that is so true because we are not going to be able to help them change the world necessarily. So there's a balance, you know, understanding what part is me, what part I'm responsible for and how to negotiate that and live within my own skin and have this rich and meaningful life and what part is society, some of which I can advocate for change. Others I may just have to work with a little bit. So what's the impact? And I'm going to go through some very common stereotypes here and talk a little bit about the research women are bad at math, you know, girls are bad at math for since I was knee high to a grasshopper, I've heard this and it's not true. During the last 30 years, the gaps in math scores have dropped dramatically in the United States. In some nations like Indonesia and Iceland, women actually outperform men in the tip top mathematical performance. So part of it, their thinking may maybe or a large part of it may be cultural expectations. So what do we do with children when they are, you know, going through school? What do we tell them piggybacking on that? There was an article in one of the professional journals on stereotypes, susceptibility and it's pointed out that Asian American, this one study, Asian American women who were reminded of their Asian identities had improved math performance. But when they were reminded of their femininity, had decreased math performance.  But if somebody was interacting with them, communicating that they expected a more feminine persona, their math skills went down and it was the same person. So it was an interesting article. Let me see. Whoops, there we go. That was in Sage Publications. So you can click on the link later, but it was an interesting article to read. People with mental illness are dangerous. This is another stereotype. The vast majority of people who are violent don't suffer from mental illness. OK, so let that sink in for a second. The vast majority of people who are violent don't have any diagnosable mental illness. They're just violent. Only three to five percent of violent acts can be attributed to serious mental illness. And of those three to five percent, when you really start digging down into it, the majority of those violent acts are self-injurious, suicidal suicide attempts, et cetera.  But society and the media tend to portray it as being much more prevalent or problematic than it really is. People with mental illness or bad employees, this can keep people from who have a mental illness from getting a job, for example, or getting the job that they want, et cetera. So if even though you're not allowed to discriminate based on the ADA, the reality is we see it happen. And then this is we get into advocacy later where we got to stand up for it to make sure that it goes away. But many people with mental illnesses are medicated and asymptomatic just because they don't have symptoms doesn't mean they don't have the diagnosis. If somebody has major depressive disorder and they're on an anti-depressant and go into counseling or whatever and they are asymptomatic. They're probably sitting right next to you in a cubicle somewhere. There are a lot of people, about 18% of workers in the U.S., so roughly one in five, look around your office, how many people are working in your office, probably more than five. So at least one of them may report having a mental health condition in any given month. So let that sit with you for a minute. Now, does that mean they're bad employees? No. I mean, looking around, most of the people you work with are good employees. And yeah, they have their struggles and they may have their their times when they're symptomatic, but it doesn't necessarily mean they're bad employees. Actually, it generally doesn't. They're usually good. Okay. Criminals are bad people and all people with addictions are criminals. We're going to cover both of these together. Now, there isn't a lot of data on this. There's a lot of data that indicates that people who are in jail tend to have addictions and 80% of crime is related to drugs, yada, yada. But we got to look bigger than that. People with addictions, for example, don't always get caught. They don't always break the law. People who are alcoholics don't break the law, necessarily, unless they drive drunk. But, you know, it's possible that this person has an addiction and is never broken alone, so it doesn't mean that they're criminals, but people's perception is people with addictions are criminals, so I don't want to hire them because they're going to steal from me and they're going to do bad things. And that is so not the truth. So we need to dispel that myth and criminals are bad people. Think about the different charges people can have. There are a myriad of different things that can land somebody in jail. So we want to look at what caused it. You know, if the person had a, I don't know, a domestic violence charge, does it mean they were a bad person? It could mean that they have intermittent explosive disorder. It could mean something else triggered that behavior. It could mean maybe they were defending somebody else and, you know, ended up getting some sort of a domestic charge. There are a lot of reasons.  I want to know why they're doing it, you know, especially if it's just this sporadic thing or one criminal charge.  But, you know, in general, people who commit crimes are often, you know, troubled people, but I wouldn't say they're bad people, but that's the humanist in me coming out. So anyway, you can see how these different stereotypes, just the ones that we're talking about, can keep people from necessarily pursuing high paying jobs, can keep people from getting hired at jobs, can impair relationships with other people, you know, socially. If you've got a criminal record, it may be harder to get certain jobs. It may be harder to make friends. People may hold it against you because they don't understand. So stepping back and understanding kind of what goes with it. So goals for social justice education, students, participants, whatever you want to call them, will develop positive social identities based on their membership in multiple groups in society, and we're going to do activity in a second on that. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups. So they find out about who they are. Now, they may not adhere to every single part of that culture. You know, that doesn't mean they have to, but it's important to know kind of what their familial background is and how that contributes to who they are, et cetera. Students will recognize that people's multiple identities interact and create unique and complex individuals. For example, I'm a mother and a business owner. Now, or a mother and an employee, it doesn't really matter.   It's my obligation to go to work being a parent. It's my obligation to tend to my child. So those two identities conflict and I have to figure out how do I negotiate those in the workplace? And again, not supposed to happen, but it does. People may not be as willing or excited about hiring a woman, especially, but more men now too, who are of childbearing age, where they might have little ones at home that do get sick because they expect parents to be calling out frequently because of child illnesses. Now, they can't ask if you're a parent in the interview, but, you know, knowing that parents will, you know, choose to stay home when they can is something that employers consider, even though they're not supposed to. In terms of, and, you know, one another thing that Patty brings up, when we think about our identities, fathers, for the longest time, haven't had paternity leave in most places. Maternity leave was kind of an expectation that you'd have six weeks, which isn't near enough, in my opinion, but six weeks of time with the baby after you give birth to bond and do that kind of stuff. But society has said mother bonds with baby, dad goes to work. And that's not necessarily the case. Some dads really want to stay home and bond with baby just as much as mom, and maybe instead of mom, you know, some moms want to, you know, hit the ground running and get right back to work. Um, and what does society say about that?  It's a new topic and people are kind of seem to be a little bit slow to embrace it, but that is definitely something to consider and to advocate for. We want to have equal rights for dads to be able to, um, stay home and nurture their little peanut. Uh, students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people and will recognize the traits of the dominant culture, their cultures and understand how to negotiate their own identity in multiple spaces. Um, so, you know, navigating your identity at work, navigating your identity with your friends, navigating your identity, um, when you go apply for a bank loan, et cetera, all of those places and many more. I mean, everywhere you go, people look at you, unfortunately, um, or fortunately, if they've got, you know, wonderful self-awareness, um, but people look at you and just start making judgments.  So thinking about it, and we're not going to take a whole five minutes here, but this is an activity that you can do on your own. If this is a relatively new topic to you, take five minutes and complete the sentence, I am a, as many times as needed to start to define who you are. And after five minutes, you may still be going strong, but I usually call it five minutes, you know, because it gives people an idea. For example, I'm a mother, daughter, teacher, business owner, friend, college graduate, farmer, advocate for animal welfare, runner, white, female, Christian, middle class, you know, those are just a few of the ones that I came up with. So then I went back and I said, what does it mean to me to be a part of each of those groups? Now what it means to me and what it means to my friend may be very different. I'm also a homeschool parent. Um, and you know, the way I homeschool is very different than the way some of my, my peers homeschool. And, you know, that's okay, but I do recognize, you know, we have similarities and the reasons why we homeschool, uh, but we also have differences in both the reasons and the approaches, which identities interact. So for me, for example, I'm a huge animal welfare advocate, um, but I'm also a farmer. So, you know, how do those things work together? Well, all of our ducks and chickens, um, live long, happy lives, we use them for eggs, which they're going to give anyway. Um, and that's just the way it is. We can't, I can't bring it upon myself to dispatch. That's the nice word for it. Um, our critters and eat them. I just can't do it. Uh, so from an animal welfare standpoint, they don't contradict one another. Being a business owner and a mother, we kind of already talked about a lot of times I will have conflicting identities where maybe I want to travel and go to a conference, but you know, I also want to be around and see my kids every day. How does each of these identities impact my interactions with others and the world? So being a mother, for example, but I'm also a daughter and my mother and I have very different ideas about how to raise children and, you know, how to raise my children. Um, so our identities can kind of conflict because as a daughter, you know, I tend to be more submissive and be like, okay, you know, whatever you say, but as a mother, I'm advocating for my children going, no, this is the way we do it. So figuring out how to negotiate that, how to not feel bowled over, but also not to hurt or insult is a negotiation that, you know, most parents have to learn when their kids go to the grandparents, you know, how do you communicate what you want while still being respectful? And how does each of these identities impact my work with clients? So some of them, um, some of these identities help me really connect with clients because they're also mothers, they're also farmers or animal, animal welfare people or, or whatever. Um, and others kind of put us on different pages, just understanding that, you know, I can appreciate other people's values and, and approaches in, in terms of working with them as, you know, clinician, client sort of thing. But I do need to understand how my identity impacts these clients. I need to understand how the way I decorate my office and the way I present myself, how does that impact my work? How does it, does it make my clients feel comfortable? Does it make them feel uncomfortable? And if it makes them feel uncomfortable, then how can I address that? So in order to help clients develop a sense of identity, um, one example would be to have somebody complete a mission statement. And in this case, we're going to use the name Rebecca, she completed a mission statement saying I am more than one identity. I will celebrate all of my in group and out group identities and work to understand how they overlap to make up who I am as an individual and I will not allow others to put me into boxes. Now you can start out a group with this statement and run an entire group on it. So what are your in group identities and what are your out group identities? So, you know, if you're in one group, then, you know, you're, you may be out in another group, um, which means if, for example, I'm a female, that's an in group identity, um, and I am not a male, Rebecca explains that being a student, sister, female, Latina, Spanish speaker and dancer are all interconnected and equally important.  What is being a sister mean to you and why is it important?  Um, and she displays her personal mission statement on the outside of her binder. So this is something, um, clients can do if you have them keeping a binder, uh, a journal, whatever you call it in, in your facility, um, that's something that can form the cover page if you want, if you want to do that. You can also have them do like an art project, like a collage, so it's not words, if that makes them feel more comfortable. Um, another activity that you can do, participants choose from a list of things and share with the group and you can choose things like nicknames, ethnic background, where they're from, where their parents were born, one hobby, if you say all your hobbies, you could be there for a week with somebody. Um, their religion or spiritual belief system, their music preferences, a custom or tradition, their family practices, etc. You know your groups, so you can identify 10 or 15 things that you think are salient and then allow participants to choose from the list. Not everybody may be comfortable sharing their spiritual belief system, for example, so they don't have to, you know, tell them, pick three things from the list you want to share. Um, the themes that emerge as you go around the room is that even members of the same identity groups have very different backgrounds, so maybe you've got three people who are tennis players, um, and okay, so that's a group. You're an athlete, you're a tennis player, but they may have very different backgrounds. Often members of different groups have more similar backgrounds than they had assumed. Um, just because someone is a gamer, um, doesn't mean that they don't have anything in common with an athlete. I know a bunch of people who are kind of both, if they're not at the computer, they're at the gym. So it's starting to understand that people don't fit neatly into these little cubby holes. Diversity transcends black and white, and many people find out information which allows them to connect somehow with someone else in group. So this helps them reach out and start forging those, um, bonds and developing strengths and social networks, which they can use outside of the counseling session. Um, at the end, you know, it's good to wrap up by asking the participants to explain why this was an important exercise or why this was, could be helpful to their recovery process or to helping them deal with depression or, or whatever the case may be. Another activity that is interesting to do, um, you use flip chart paper and each label or each area has a different label. Religious affiliation, ethnicity, immigration status, sex, sexual orientation, race, class, or group membership. Um, and you can use different group memberships and obviously there's, you have to do more than just the corners because there's way too many areas. But then there's a set of questions we're getting ready to go to and you want to read the questions and have participants choose an identity that answers the question for them. So takes them a second to figure out which, you know, if they have to choose from the 15 things that are out there, which one best answers this question for me. To allow a space for participants to talk about their experiences and their identities in a more personal way and provide an opportunity for others to learn from their personal stories. So this is why you have different stations because of all the people who say the part of me that, um, the identity of mine that I most notice every day is that I'm female or that, that I most notice is my gender. Okay. So everybody who's in that area, that station, can talk about why that's what they notice as being most salient each day. It highlights that people with similar identities can experience different levels of salience, self-awareness, and can be differently impacted by their intersecting identities. To talk about how we experience our identities on a day-to-day basis. So for example, you know, I am a white female. So what part of my, you know, which one of my identities do I notice most each day? If I chose my gender, somebody else may choose their race or their ethnicity or their occupation. And all of those things, you know, are different identities. We all, all three of us may be white females, but we just experience life a little bit differently. And we highlight how everyone may experience pain, ostracism, or discrimination and feel it within the context of different identities. So the questions. As part of my identity that I'm a most, the part of my identity I'm most aware of on a daily basis is. The part of my identity that I'm least aware of on a daily basis is. The part of my identity that was most emphasized or important in my family growing up was. The part of my identity that I wish I knew more about is. The part of my identity that provides me the most privilege is. You may have to define privilege here. The part of my identity that I believe is the most misunderstood by others is. The part of my identity that I feel is difficult to discuss with others who identify differently is. So for example, if you've got some people may have difficulty discussing their ethnicity with someone of a different race or ethnicity or religion or something and they may feel that's a very uncomfortable discussion. So we want to start talking about why is that? Why is it? Why is this thing? And, you know, again, all these people, if they say my race or ethnicity is. The part of my identity that I'm most aware of on a daily basis is the part of my identity that is I feel is most difficult to discuss with others who identify differently. Well, they're all answering the question the same. So they're in that station and they can talk about why is this the most difficult aspect for me to discuss with others. And the part of my identity that makes me feel discriminated against recognizing that most people experience discrimination, if not all people, you know, I try to avoid extreme words like all and never but so most people feel like they're discriminated against occasionally, at least. So that is a really awesome exercise. It takes a lot longer than an hour to go through. So it may be something that you break up over a couple of different groups or you cut down the number of questions and you only do like five of the questions. So activity three, understanding people's perspectives. So, see I was smart and I even opened these up already. Exploring identity. Here we go. Now these are using photographs, which is really awesome. And in this website, they already provide the photographs for you. So it tells you what the objectives are, the essential questions in this one, how do people identify themselves and how do others identify them? What are some components of the individual's identity and how do photographs shape understanding of social justice issues? Okay. So, you know, then you scroll down photograph a and ask certain questions in this one.  Now read the definition of transgender to see if you are correct. Then look at the photograph. Don't read the caption, but think about the following questions and then they're going to discuss them. Describe the person in the photograph. Make note of what you see. What is the sign in the background say? What do you imagine in the person in the photo is thinking about and feeling? And what feelings do you have when you look at the photo? So then obviously you're going to go through each one of these and talk about it. So you can put the photo up on a projector or something. So people have a chance to really look at it. Then you have them, they can either pair up or you can discuss it as a group. Another activity is affirming our commonalities or differences. So we want to help them see the ways that we're alike and we're different and how photographs can challenge stereotypes. So then we look down here at photograph A and have people take turns saying something that you see in the in the photo. Don't analyze it at this stage. Just say what you see. And it helps people clue in to what they hone in on immediately when they see things. Do they see someone standing? Do they see someone in the wheelchair? Do they see you know, a protest? What is it that they see first? How does the photo make you feel and what can you infer from what you have seen? And then there are other questions that go along with that. So again this teaching tolerance website tolerance.org really lays out the entire lesson plan for you and it gives you a lot of great stuff to work with. And this can also help again when we're working with clients we want to set help them become aware when they walk into the dayroom for example if you're in a residential facility and they look around and they see everyone in there what are the first impressions that they draw what are the first conclusions that they draw and that may help them understand other people's reactions to them and their reaction to the situation. And we also want to challenge some of those stereotypes and things that people have. This talks about supporting social border crossings. So how can photographs be used to illustrate a concept or detail? And how can the subject of a photograph help reveal the photographer's point of view on the topic? So there's another picture here that people get to look at and they're asked to individually describe each person in the photograph using the questions to guide them.  Then form groups of four and discuss your answers with the group. Why did you come to that conclusion? What do you think you can tell about people by just looking at them and what can't you tell about people by just looking at them? So then we move on to diversity. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. Students will develop language and knowledge to accurately and respectfully describe how people including themselves are both similar to and different from each other and others in their identity group. So, you know, if you've got 10 people in group, maybe you're doing a group women with postpartum depression. They're all mothers. They all have postpartum depression. What else do they have that's similar? What do they have that's different? Maybe some are new mothers. Maybe some have three other kids at home. You know, maybe some of them have a lot of social support at home. Others may not. So we want to talk about, you know, what, how are you similar and how are you different? Students will respectively express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. Again, you've got parents and if you put three parents in a room and say, how do you deal with this problem? You're probably going to get three different solutions to how to deal with that problem. They may be similar, may not be. But it's important to help students realize in recovery, the same thing is true. You put five people in recovery in the same room and say, how did you achieve recovery?  So it's important to help people recognize that learning, hearing from other people and being curious can give you new ideas for how to, for things that you want to do or things you want to embrace or the way you want to do things. And it can also help you understand the other person. If you've got two people who come from very different recovery backgrounds, they may butt heads on certain topics about the way it's supposed to go. However, they're both working toward, what are you both working toward recovery and talking about how they define it. So encouraging people who have differences to also really look to find their similarities. What do you have in common? Students will respond to diversity by building empathy, respect, understanding and connection and will examine diversity in social, cultural, political and historical contexts rather than ways that are superficial or oversimplified. So we want to look at, not just parenting on the surface, but kind of the history of parenting and for example, the topic of spanking. Where do people stand on that? We want to look at the history of where it came from, what it was used for, theoretically what the function supposed to be, yada, yada, yada. Look at the cultural contexts of that. Who is the disciplinarian in the family in certain cultures, et cetera, to help students just kind of get a broader understanding of how things work. So diversity resources. We're not going to go through this whole workbook because it's 105 pages, but there are a ton of diversity activities in this diversity resource guide and it covers everything from cultural and ethnic diversity to ADA and disability, acceptance and awareness, privilege, exercises, et cetera. Lots of really awesome activities in this. Another activity we can do to help people with diversity is to understand that the difference between fact and opinion is critical to our understanding and ability to examine our reactions to events and people. Sometimes we take things that we assume are facts when they're just opinions. Stereotypes and prejudices are often based on opinions that are perceived as facts. So what we do in this activity is create a set of facts and opinion statement cards by writing the following statements on blank index cards and you can choose your own statements, but these are just some examples. Girls are smarter than boys. Americans are friendly. All boys are good at sports. Utah is a state in the United States and handing it out. And this works well with adults, but it works. This is a really awesome activity with adolescents because then we can start talking about the difference between fact and opinion. And you can get into some pretty interesting discussions with adolescents. Adults don't seem to get quite as engaged. But all of these fact versus opinion statement cards and then you can move towards other, maybe in your treatment program, you see certain biases or in your community. You see certain biases. You can address those and you can put out some facts. For example, the one I shared earlier that only 3 to 5% of people with mental illness commit any violent acts. That's a fact. So then the opinion would be people with mental illness are dangerous. So that's an opinion. That's skewed. So helping them differentiate fact versus myth or opinion. So another example that they gave in the teaching social justice handbook is that Sherry is a student ambassador welcoming new students and showing them around school. She mentions to one new student Kyle that she helped found the student's Gay Straight Alliance. Kyle tells her that he's actually transgender and has changed schools after a beginning transition. Sherry tells him that she will be discreet and assures him that the administration is welcoming. Kyle recounts this story fondly at a later meeting with the school's counselor. Now, working in a residential program, we used to have buddies that we would hook people up with when they came in. We would give them a tour around the facility and then we would set them up with a buddy who would welcome them and show them around. And it's really important for the buddies to be able to find commonalities and connect with the new person to help them feel like they belong in the program and feel like they have some sort of connection. So the next activity or thing people need to work towards is justice. Students recognize stereotypes and relate to people as individuals rather than representatives of groups. So this is the first thing. You know, we're not just working with an addict. We are working with John, who is a person with an addiction. Students will recognize unfairness on the individual level such as biased speech and injustice at the institutional or systemic level including discrimination. So, you know, discrimination in housing and employment, any of those types of things. Students will analyze the harmful impact of bias and injustice on the world historically and today. Now that's more of an academic project but it is something that could form a group if you have a really good group going for social justice. Students will recognize that power and privilege influence relationships on the interpersonal so between individuals intergroup between, you know, different groups if you've got, you know, when I work with adolescents I use the example of two different high schools. You know, if you're from one high school and they're from another high school your rivals but you also have a lot in common and you know, you have some differences but it affects how that, it affects their relationships and on institutional levels and we want to have students consider how they've been affected by those dynamics. Students will identify figures, groups and events and a variety of strategies and philosophies relevant to the history of social justice around the world. So who are the people who have stood up for justice? You know, when women got the right to vote when, you know, Martin Luther King we want to look at some of those people but also look at some of the less celebrated figures and have them point out, you know, people in your community who have fought for social justice and equal rights for all. So in this activity Karen notices that many of her school's facilities are not friendly to those with disabilities. Many students have difficulty navigating the school and are often late to class as a result. Karen decides to look into building plans to determine if any accommodations are present for those in the community with physical limitations and forms a focus group of students and faculty to come up with effective solutions to the situation. So sometimes you see a problem and you don't know how to fix it. So the justice part is becoming aware of the fact that there is discrimination or imbalance or inequality the next step, the activism is doing something about it but that's kind of transitions this in there. She formed this focus group. She said, I don't know what to do but something needs to be done. So back to the photographs. We can talk about exposing racism. Essential questions. How can photographs capture a moment in history? What's significance to historical photographs play in the present? And why is it important to understand the context of a photograph? So we go down and we look at this in order to understand the context of what's going on. If you didn't understand what when this was taken you might not understand the types of pressures and discrimination this woman was feeling. So there's a lot of questions that are there for you. There are activities that are on the exposing injustice website for exposing gender bias, anti-immigration sentiment and homelessness and poverty discrimination. So those are all things that you can look at. We're not going to go through each one of those today for the sake of time. And action or activism students express empathy when people are excluded or mistreated because of their identities and express concern when they themselves experience bias. They'll recognize their own responsibility to stand up to include exclusion, prejudice and injustice. So we can't just stand by and be quiet. If they see something is wrong or they perceive that something is wrong it's important to say something. They may find out that there's really no problem and it was a misperception but a lot of times they'll find out that they were on par and maybe nobody realized it. I got my master's degree in rehabilitation counseling and one of my pet peeves is when I go to open a door at a public facility and it takes more than eight pounds of pressure to open it. Now I know that's a minor one but the nice thing is that's an easy one for people to fix by just adjusting the tension but building standards at least in Florida require the doors be open with eight pounds of pressure or less or have one of those automatic opener things in order to accommodate people with disabilities. Students will speak up with courage and respect when they or someone else has been hurt or wronged by a bias and will make principal decisions about when and how to take a stand against bias and injustice in their everyday lives. Now when, you know because it's not necessarily right to stand up in the middle of a staff meeting and go I've got a problem with this. It may be better to wait and get a meeting with your boss for example and how, you know how do you go about stating that there's a problem?  How, what's the best way to approach this particular situation and take action? Do you need to do a demonstration? Do you need to have a meeting? What is it? And they'll continue to take action despite negative peer or group pressure so if they feel strongly about something they won't back off even if the majority group says students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective. So in this example Lee has grown weary of the bullying he sees at his school each day. He discusses his concerns with his classmates, teachers and administrators to develop a plan to combat the situation. Together they plan to mix it up at lunch day to promote a greater sense of cohesion among the diverse student body. The day is used to celebrate the launch of a new diversity club aimed at bringing diverse students together and combating baseless animosity through ongoing intergroup activities. Now I think about this and I think about my own high school and I'm thinking this probably wouldn't have gone over very well in my high school. So you need to be aware you know that that's one of those systems and identities about how it's going to be received. You need to be sensitive to the different people that are that make up the school body for example in order to create a an intervention that's going to be effective. So confronting unjust laws unjust practices legal action understanding how the Supreme Court has worked towards combating injustices and creating social justice. There have been a lot of Supreme Court cases that have been landmark cases. Looking at advertisements promoting activism and having students showcase their understanding at the end of this whole group of activities dealing with photographs students are able to take their own photographs and showcase their understanding. So most people are unaware of all of their roles how those roles interact and how those roles impact how they interact with the world at large. Increasing awareness of oneself and others is the first step increase in increasing social justice. We have to know how we impact everybody and what we're communicating just like if somebody walks in and they've got closed off nonverbals and a really mean scowl on their face that's going to impact how they interface with other people or how other people interface with them.  I know when I walk into the dojang where my kids take martial arts you know I interact very in a very specific way with their grandmaster as a you know show of respect I'm not nearly as you know footloose and fancy free I show him the respect that he deserves in his dojang and being an elderly Korean man and you know I don't go overboard with it but it's important to understand you know he brings that out in people he actually brings it out in his students even though they don't I don't think they ever really realize it. People need to become aware of different cultures in order to better understand each other and when people see discrimination or bias they need to be able to identify it as such and be encouraged to take action and one of the things that I tell my clients and you know my students is that if you feel something a little wonky it's important to be able to identify why you feel wonky why you feel that it might not be right and then figure out what you need to do to take action to correct it. All right I know I went through a lot of stuff really fast are there any questions? If you enjoy this podcast please like and subscribe either in your podcast player or on YouTube. You can attend and participate in our live webinars with Dr. Snipes by subscribing at allceuse.com slash counselor toolbox. This episode has been brought to you in part by allceuse.com providing 24-7 multimedia continuing education and pre-certification training to counselors, therapists and nurses since 2006.


Ukraine liberates half of territories seized by Russia. US Secretary of State Antony Blinken has said that Ukraine already regained about half of its territories that were occupied by Russia since the beginning of the full-scale invasion. Blinken said this in an interview with CNN. Ukraine has already taken back 50% of what was initially seized by Russia. At the same time, he said, the armed forces of Ukraine faced significant resistance during counter-offensive operations. These are still relatively early days of the counter-offensive. It is tough, he said, adding, it will not play out over the next week or two. Blinken added, he said that the US believes that Ukraine's counter-offensive will continue for at least several months more. Blinken believes that Russia has already lost the war in Ukraine given the goals that Russia set for itself at the beginning of the full-scale invasion. The objective was to erase Ukraine from the map, to eliminate its independence, its sovereignty, to subsume it into Russia. That failed a long time ago, he added.


Welcome back! This is the third in a series of videos on Zotero. This video covers backing up and paper writing. If you're going to use Zotero, you will want to make sure the information is safe. Even the most careful internet user can pick up a virus from a web page or an email. Hard drives, age, and crash. So how can you back up your Zotero database? In order to back it up, you must find the Zotero directory. The Zotero directory is hidden and cannot be found using a search of the hard drive. You can find it within Zotero. Open the Zotero panels and find the icon that looks like a gear. This is called the Actions button. When using the Actions button, there is only one button that will usually follow it, which is Preferences. Actions, Preferences. There are tabs across the top of the window. Choose the Advanced tab. Looking at the smaller series of tabs, choose Files and Folders. In the Files and Folders tab, look for the button labeled Show Data Directory and click on it. This is the Zotero directory. It contains all of your citations, all of your full text, all of your notes and tags. To back up your Zotero directory, keep this window open, but close Firefox and the Zotero Preferences window. Next, create a folder on the desktop. Name it Zotero Backup. You may also wish to add the date to the folder's name. Now, return to the Zotero directory. Highlight all the folders and files. Control A is a quick way to highlight everything on the PC. Then copy the files to the backup folder. Make sure to copy not to move the files. When the backup is complete, move the Zotero backup folder off your hard drive. You could move it to Dropbox, Google Drive, a USB drive, or a portable hard drive to name a few. If you do a great deal of work with Zotero, make sure to follow this procedure often. Having done your research with Zotero to help, you are now ready to write your paper. Open up Microsoft Word. You installed the Zotero Word plugin, so you should see the Zotero buttons under the Zotero tab. Older versions have the Zotero buttons under the Add-ins tab. Here are the Zotero buttons. They too can look different depending on the version, but their function is the same. If you are writing your paper and you use a quotation or paraphrase, click on the Zotero's Add Edit Citation button. The first time you click the Add Edit Citation button, Zotero asks you to confirm your preferences for citation style. You can see that there are others, such as MLA and Chicago. I will choose APA. If you know the citation, you could type the name or the words of the title, and matches will come up that you can select. If you don't remember the author, but know it if you see it, you can click the small down arrow and select Classic View. Classic View brings up panels that look similar to the Zotero panels in Firefox. You may select the folder and then the document. Remember that some citation styles will want a page number for the in-text citation. Put in the page number and click OK. Perhaps you have a series of citations you would like to add to support a statement you have made. Click the Add Edit Citation button. Go into Classic View. Click the Multiple Sources button. Select each document, then move it to the rightmost panel using the right arrow. Click OK. When you have finished writing your paper, you will need to create a bibliography. Set up your page, then click Insert Bibliography. You can see that there is much that is right with this APA bibliography. It is double spaced. The entries are in alphabetical order, but there are some problems. Please remember that Zotero is only a piece of software. You will still need to know the rules of your chosen citation style so that you can make corrections. For example, in this bibliography, we can see that several article citations are in title case. Since I chose APA and I know that APA uses sentence case for article titles, I know that there is a problem. But this is a problem that can be corrected in Zotero. In case you do not know, title case would look like this. While the sentence case of the same words would look like this. In APA, article titles are in sentence case rather than title case. In the MLA citation style, it would be reversed, title rather than sentence. Return to Firefox and the Zotero panels. Let's find an article that was captured from the database in title case that we need in sentence case. Find an article in the second panel, then look at the third panel. Right click over the article's title and you will see the option to transform text to the title case or sentence case. I recommend that you go through your folder before you start to write the paper and make sure the case is correct for your citation style. If you need help understanding APA or MLA, please see the library's lib guides for citation styles. From the library's homepage, select library guides, then citing and writing. You see there are guides for both APA and MLA, or you may find copies of the manual at the library's reference desk.


We're actually going to use this periodic table later, so I hope you still have one handy. One benefit of speaking toward the end of the week last is that you already know much of the basics. I've already been covered earlier in the week, so I'm going to use those skills you already know and not really cover the basics. So I'm John Sealy, and there's my email address. If you want to email me with questions or whatever, I'll be happy to answer if you put in your email that you are at the school. So what we're going to cover is experimental x-ray spectroscopy. So you've been hearing mostly computational lectures except for the very first ones on Monday by Professor Kunze. So this will be a continuation of the experimental aspects of x-ray spectroscopy. So this is just a brief outline. I'll talk about spectrometers, x-ray spectrometers in particular. When you do computational simulations of spectra, you really need to know what kind of spectrometer recorded those x-ray spectra so that you can properly interpret the x-ray spectra. And there are two types, reflection crystals or Bragg crystals, transmission crystals, allowing crystals, and the spectra I'll be showing will be mostly from transmission crystal type spectrometers. And then in particular, I'll be showing you experimental spectra, and most of those will be from large laser facilities or other large facilities like pulse power facilities that produce bright, hard x-ray spectra. And the science motivation I think you already know by now, it's to study the atomic physics of atoms and highly charged ions, in particular, intershell transitions, and high atomic number atoms, copper, higher tungsten, Z equals 72 from your chart, is tungsten, gold. There's also x-ray transitions in those highly charged ions. You know by now that the highly charged ions, intershell excitations, helium like transitions, these are really of great interest now. We'll be talking about the types of sources where those hard x-ray spectra are produced. And in particular, laser produced plasmas, they tend to be hot, killable, temperatures, and they tend to be dense. From solid density, 10 to the 23 per centimeter cubed, and if the plasma expands down to 10 to the 20, 10 to the 19, that's still high density compared to Tokamax or solar or astrophysical plasmas, which are much lower density. So this area of research is called high energy density, or HED, physics and plasma diagnostics. And then of course the codes, you've been hearing about all the nice codes that are available and have been made free software in many cases on websites. So all of that is a really nice service by the community of the more senior people you've been hearing, such as Jung Jung and Yuri Rochenko and Howard Scott and all the others. So one aspect of experimental x-ray spectroscopy is to validate those codes. Of course we hope they're perfect, but the codes are not always perfect. So when experimental spectra are recorded and the codes are used to simulate those spectra, sometimes they don't agree. The experiment might be wrong, no, that's not a possibility. So we usually look to the code to see if we can look to suggest some improvements in the code. And there's always this back and forth between the code developers and the experimentalists. So we're always going back and forth. And that's really part of the fun aspect of this type of research. So the codes you're all familiar with are not discussed those. So one of the biggest motivations is to use the x-ray spectra, interpret the x-ray spectra using codes to determine the properties of the x-ray source, namely the plasma. So bound bound transitions, you know about, measurement of transition energies. And this is part of the atomic physics code validation process. And ionization balance, that's part of the kinetics code validation where the populations are calculated and the line strengths and the line ratios. And then to measure plasma properties such as the electron density, temperature, opacity, opacity, you've heard a lot from Howard Scott. Continuum is always a big interest. There is the continuum. What's the real continuum? What processes contribute to the continuum? And part of that is a super thermal electron energy component. In many plasmas, there's a thermal component that will be lower temperature, one EV or one hundred EV or one kilovolt temperature in the case of the hotter laser produced plasmas. But there might be a super thermal component that has much higher energy, 30 kilovolts, one MEV, electron energy. So one has to be aware of the different electron energy components in your x-ray source. And then line widths, line shapes, energy shifts. For this, you need higher spectral resolution and we can now achieve this in the hard x-ray region where the photon energies are 10 kilovolts and above. So measuring Doppler broadening, which is a measurement of the ion temperature in the plasma. Stark broadening, which Ed Yenny talked about very well earlier in the week, is a measurement of the density in the plasma and opacity. And then the x-ray source might be a short time duration. Nanosecond, femtosecond in some cases. So and it also the spectrometer might produce spectra with spatial resolution so that you can see the spectral lines from the dense hot plasma core from the lower temperature, lower density plasma surrounding that core. So we have temporal resolution. You can study the fast dynamics of how the plasmas formed and how the temperature and density are changing. And then finally, absolute spectral line intensities. This also is part of the code validation process. Typically we work with relative line intensities, line ratios. But in some cases you want to measure the absolute fluids from the plasma and that's a strong function of the density, for example. So how well can those absolute intensities be calculated? So there's this back and forth between the experimental spectra and the simulated spectra. Okay, here, of course there are many sources of x-rays in the universe. Astrophysical, solar flares, low density laboratory plasmas like Tokamax, electron beam ion traps, these are low density x-ray sources. Higher density laboratory sources, laser produced plasmas are really of great interest now because there's some really very powerful lasers around the world in different laboratories and they can produce very hot, dense and bright x-ray spectra. So there are long pulse lasers long being relative term where the pulse duration is nanoseconds, 10 to the minus 9 seconds, that's considered long for a laser pulse. Short pulse lasers would be picoseconds or femtoseconds, 10 to the minus 12 and 10 to the minus 15 seconds. In the case of free electron lasers, for example, femtosecond type pulse duration. And then pulse power generators, that's a high density laboratory source, but a longer duration like 50 nanoseconds or 100 nanoseconds. But these can be extremely bright x-ray sources. X-ray free electron laser, XFEL, the first really good operating laser was in Germany called FLASH. And it started out as a ultraviolet, extreme ultraviolet source with wavelengths around 50 angstroms or 100 angstroms and then it has become much more energetic photons. And then in the U.S., there's the LCLS free electron laser. I'm trying to remember what the acronym is, linear coherent light source I think. And this is located in California at the Stanford Research Laboratory. And it can produce x-ray laser beams, coherent pencil type, x-ray laser beams up to, soon, it'll be up to a 25 kilovolt photon energy. Europeans are now extending the FLASH facility up to higher energies. And European XFEL will leapfrog LCLS and become the most produced, the highest energy photons soon. And then laboratory x-ray sources are typically used for testing your x-ray spectrometer before you take it to one of these large facilities because you want it to work on the first attempt. You don't want to be embarrassed. You want to test it first so it works. And also, calibrations are done using laboratory sources. And I'll be talking in particular about an electron bombarded anode. So you have a source in the laboratory with a cathode that produces the high energy electrons. Those are accelerated by a large potential, like 300 kilovolts in the case of this source. And those 300 kilovolt electron bombarded anode, which is typically a metal, like tungsten. And then that produces energetic photons from the anode material, which might be tungsten or copper, whatever you choose. And then there are very high energy radioactive sources, x-rays and gamma rays. So here's an example of a spectrum of iron from a solar flare produced by a satellite spectrometer. So this was in orbit above the atmosphere. The x-rays do not reach the surface of the Earth. They're absorbed in the atmosphere, which is good for us. So we're not getting an x-ray dose continuously. So this spectrometer is on a satellite facing the sun. And it's just a simple, flat crystal, which rocks back and forth and scans the photon energy, which is diffracted to a detector. So this is the only spectrum I'll show using wavelength of guinea. All the other spectra will be versus photon energy. And I do recommend that you use versus photon energy. But in the solar community, it's always wavelength. So here's the spectrum diffracted from one set of crystal planes, which are the germanium 220 planes. And this is a crystal made of germanium. It's a perfect crystal in reflection. And the lattice planes, which are diffracting, the crystal was cut so that the 220 planes are parallel to the surface of this reflection crystal. So this spectrum is from the 220 Miller indices plane. And then there's a higher resolution spectrum here displaced from the 13 minus 1 planes, which have a smaller lattice spacing, so higher dispersion, better resolution. This was completely unexpected, this higher resolution spectrum. And we wrote several papers on this completely unexpected spectrum. So here's a blow up, and the quality is not very good, because I blown it up. But you can see the spectrum. So when you look at a spectrum for the first time, you look for the strongest, most intense spectral line. So that's this line. It's a solar flare. It's a hot plasma. We know it's iron from the wavelength scale. And the strongest line you know by now in a hot plasma is the helium-like resonance line. So this is the helium-like resonance line, which we call W. So here's the transition from the singlet P1 level to the ground state. It's an E1 transition, so it's very strong. Typically, practically always the strongest line in your spectrum. So now let's look for the other helium-like transitions. We know, you know these are weaker from what you've learned this week. And there's the M2 transition from the triplet P2 level called X and then Y and Z. So we have a wavelength scale based on the transition energy of the W line. And then from the spectrometer, which we've tested in the laboratory, we know the dispersion. We know how the wavelength changes with rocking angle or position. So we have this line W for the energy, fiducial. Then we can calculate the energy scale. And now we can look for the X transition because we know it's calculated transition energy and Y and Z. But there are all these other lines, which by now you know are the transitions in the lithium-like iron charge state. From the doubly excited levels, the so-called di-electronic satellite transitions in lithium-like ion, which are satellites to the strong helium-like resonance line. So here are the identifications of the lithium-like di-electronic satellite transitions in the lithium-like iron with an N equal 2 spectator. And then here are the same, similar type transitions with an N equal 3 spectator, higher levels. So the screening is smaller, so these transitions are closer to the resonance line. And all of these transition energies can be calculated and the intensities, which are shown by the stick spectra. And these letter designations I'll cover later, but this transition called J is formed primarily by di-electronic recombination. And the ones with dash like Q and R are formed mostly by electron collisional excitations. So you can, by calculating these line intensities using codes and assuming a temperature and density, you can actually determine the temperature and density of this solar flare spectrum. So that's the power of X-ray spectroscopy. Interpret the spectrum, determine the properties of the X-ray source. So there are two types of X-ray spectrometers in reflection. It's called the Bragg case. So the crystal planes are parallel to the surface and the Bragg condition is satisfied in lambda equals 2D sine theta, where N is the diffraction order, lambda is the wavelength. And we use wavelength because the lattice spacing D is in units of nanometers, for example, a length unit. So we're using wavelength. And theta is the angle of incidence. And the diffraction occurs over a very narrow angle range. So the angle of reflection is also theta within a very, very tiny deviation in angle. And that's given by the Bragg condition. In transmission, this is called the LOWE case. Bragg and LOWE were X-ray physicists, crystal logarithms, more than 100, roughly 100 years ago, I guess. And in the case of transmission, the diffracting planes are perpendicular to the surface. In reflection parallel to the surface in transition, diffracting planes are perpendicular to the surface. Incident ray still has the angle theta with respect to the diffracting planes. And the diffracted ray is also theta, so the same Bragg condition. In the Bragg case, at higher energies, shorter wavelengths, the angle theta becomes very small. So this is a very small grazing angle. And it's difficult to work at extremely small grazing angles, like one degree or half a degree or even several degrees sometimes. So Bragg case type diffraction in reflection is typically angles, say, 10 degrees or larger. Those are easy to work with, which means the photon energy is about 10 kilovolts or smaller. In the transmission case, you're working with angles with respect to the crystal surface. And it's much easier to work in transmission than at small grazing angles in reflection. So the Bragg angles can be much smaller. And the photon energies can be much larger, greater than 10 kilovolts. So 10 degrees, 10 kilovolts is sort of the place you switch from the Bragg reflection type spectrometer to the Lowy transmission type spectrometer. These crystals can be bent, they can be bent concave facing the X-ray source. And or convex, there can be single bending like cylindrical bending or doubly bent such as spherical or conical bending. So the type of spectrometer I'll be talking about mostly is transmission type spectrometer in particular where the crystal is convex facing the X-ray source. So the rays are diffracted as they pass through the crystal and they are registered by a detector where the detector is on the so-called rolling circle. And the rolling circle has a diameter equal to the radius of the crystal bending. So if this is the crystal, here's the X-ray source, then the rolling circle has a diameter equal to the radius of the crystal bending. And it turns out in this type of spectrometer that was developed by Kochwa in 1932 that the spectral lines are focused on the rolling circle. So if your detector is on the rolling circle or even a flat detector tangent to the rolling circle, the spectral lines are focused so you get very, very high resolution spectra. So here's a sketch of this type of spectrometer and they can be small. So this is 107 millimeters, you know, four inches so they can be small and compact. You can carry them, carry them around very easily. This is a bending form and the crystal is bent onto that mandrel so it has the proper cylindrical shape with the radius that you want. The X-ray source is over here so the rays are come through this window, pass through the crystal or diffracted and then they go to a detector. And then the rays above that are registered down here and then other rays can come through this other window and go to the top of the detector. And it turns out that the higher energy photons are diffracted with small angles as you know and so those photons are hitting the detector close to the spectrometer axis. So these are high energy photons in this case 80 kilovolts and then the lower energy photons have a larger brag angle so they are registered farther from the spectrometer axis. So we get two spectra on the top of the detector and a second mirror image spectrum on the bottom of the detector and here is a spectral image. So here is the spectrum on one side of the detector and the same spectrum on the other side. Energy is going from high energies to low energies on this side and from high energies to low energies on this side. And this spectrum happened to be from that tungsten laboratory source at NIST which I mentioned. So these are the tungsten characteristic K lines from that tungsten anode. And here is a line out of the spectrum so this is the K alpha 1, K alpha 2. I think the battery in this is dying. And then K beta and I'll tell you what transitions those are in just a moment. But for now just keep in mind the type of spectrometer that we're using. So here is a sketch of how those K transitions are produced. So here is a energy level diagram. Well it seems to be weak but it's working. Thank you. Can you see the laser pointer or is it too weak? Too weak. So this is a simple level diagram of an atom. So here is the 1SK level and the unequal two levels are called L. So K and L. And the L1 refers to the 2S level. And the L2 and 3 refer to the 2P levels. So L2 is 2P 1 half levels. L3 is 2P 3 halves levels. So if an energetic electron or a photon collides with this neutral atom it can knock out a 1S electron. So we have a hole, a 1S electron hole. And then a higher level electron can decay from a L level to the K level and fill that hole. When that happens we get a so-called K photon. So these are the characteristic K transitions from this neutral tungsten atom which the spectrum I just showed on the previous slide. And when the L electron decays to the ground state it leaves behind a hole in the L shell. Oh that's much better. Now I can stand back here. So now we have a hole in the L level. Well that can be filled from an electron from the N level for example and that produces a so-called L transition. So K lines terminate on the K levels and L transitions terminate on the L levels. Pretty simple. And there are many more L transitions because of the multitude of states. So here's a diagram that shows you what all of these designations are. So the K alpha 1 and this terminology is historical. Developed by a physicist Siegbaum you know 50 years ago or so. But this is something you need to know if you're going to be simulating X-ray spectra. So there are these K-L type designations but like I said the lowest level K is simply a 1S level. So if you know the hydrogen atom you can understand this very well. L1 refers to the 2S, L2 to the 2P 1.5, 2P 3.5 and so forth. There's another type of designation K alpha 1 or it can be referred to as a K to L3 transition. So K is the lower level, L3 is the upper level. It's really quite simple if you know the hydrogen atom which I'm sure you all know. So here's a big table with lots of information but I think it's simplest to look at this type of designation. So here are all the strong L lines from tungsten. Here are the designations like I referred to. L2 to M4 levels. But here are the hydrogenic type designations of these transitions. So the strongest line is L alpha 1. It's a L3 to M5 transition. L3 is 2P 3.5. M5 is 3P 5.5. So this you can really understand very easily. Okay, those are radiative transitions but if the characteristic X-ray lines come from the higher line levels they can not radiative decay but a faster process is OJ. And you've heard this before. So OJ type transition, a M electron fills a hole in the L level for example and then rather than emitting a photon it ejects an M electron. So it's a radiation less transition. There's no photon coming out. But these levels can be broadened by these very fast reactions. OJ process leaves two holes behind in the same N type or M level, same group of levels. If the two holes are left behind in two different levels L and M for example is called Koster-Kernig type transition. So transitions from higher levels are not necessarily radiative but they are OJ or Koster-Kernig and those fast OJ type transitions can broaden the spectral line. So we see that the higher line transitions tend to be broad. So here's an experimental measurement of the width of the two types of transitions from the O level, N equal 5 level, very, very high lying. So we measure the widths and then we can calculate what are the Koster-Kernig rates that produced that broadening. So this is an experimental x-ray diagnostic that can be used to measure the OJ lifetimes or the Koster-Kernig lifetimes. I'm going to speed up a little bit now because I've been going quite slow. So now I'll move to a type of x-ray source which is called a pulse power generator. So this is similar to the laboratory tungsten source I described where you have a cathode and anode. Fast electrons are accelerated and crash into the anode, which in this case is tungsten, and produce a hard x-ray spectra. The accelerating voltage here is about 2 MeV and the current is very large, about 0.6 megaamps. This type of generator would fill a room several times this size. So the voltage is high, the current is high, and the x-ray flux is extremely high. And it's a somewhat larger duration because capacitors are used to store this energy. So the x-ray pulse duration is about 50 nanoseconds. Here's a spectrum from that type of source. So here are the L lines which you're learning about. So here's the L-1, L-beta-1 transition, which is a 2p1-1-1-2, 3d3-1-2 type transition. Here's a L-beta-2 transition from the 4p5-1-2 level. And the vertical lines are the characteristic x-ray transition energies from the neutral or first ionized tungsten atom. So what do you notice here? Well, these calculated and experimental transition energies match very well. But look, this experimental transition has shifted to higher energy. Well, why is that? What do you think? 3p3d3p4d integral 4 level from a higher level. So this is from a somewhat slightly ionized plasma where the ionization is down to just about the 4d level. So this 4d5 level is perturbed by ionization, but the lower levels, 3d3p levels are more tightly bound, so they're less perturbed. So this transition has shifted to higher energy by ionization. So whenever you're looking at x-ray spectra, first of all, look at the strong lines, look at what you know, and then notice things that are different or unexpected do not match what you expect. So this is what we look for in experimental x-ray spectroscopy. What's unusual? We actually wrote a paper with very raw chinko on this, just that. And during that data analysis, we needed to calculate the shift in the transition energy with ionization. So that was done using the grant code or grasp code which you've heard about. And here is the energy shift with ionization of the lower level of the L-beta one transition from the three, integral three levels. So it's not shifted very much with ionization. But here is the shift of the L-beta two line from the 4d level, which is shifted with ionization. And here is the derivative of the energy shift. So you see when the ionization is low, like 6s being ionized, 5d, it's a small shift in energy, increasing but small. But when the ionization is now in the 4f, which is approaching the 4d level, then the energy shift becomes much, much larger. So this is an example of using the grasp code to interpret spectral line shift in the experimental x-ray spectrum. Okay, now moving to laser produced plasmas. Very energetic. The electrons can be produced. Positrons can be produced if the focus intensity is high. Large currents, large magnetic fields. This is what a large laser facility looks like. There's a person. This is the laser lab at Rochester in the USA. Here's our spectrometer in a vacuum chamber which attaches to the larger laser target chamber. This is the NIF laser at Livermore. There's a person inside the vacuum chamber, the target chamber, so you can see this is huge. It's about six or seven meters in radius. So it's like a mountain climber inside the target chamber. These are spectra from the Rochester Omega laser from a Krypton-filled gas bag type target. This is the experimental Krypton spectrum. So we see K-shell transitions and two-to-one type transitions, three-to-one type transitions, four-to-one type transitions, and then Heung-Kun did some very nice calculations using fly chuck, simulating these spectra. So from these simulations, we can say that the electron temperature was 2.6 kilovolts. The electron density was 2 times 10 to the 18. Now I'm going to move to another type of x-ray source, the free electron laser. Free electron lasers are very bright. There's flash, LCLS, the European free electron laser. So this is actually a type of laser, similar in principle to this green laser, but it uses what's called an undulator, which is a linear series of strong magnets that are alternating south pole, north pole, south pole. So that causes the electron beam to oscillate in phase, and photons from the front end of the undulator can be amplified as they pass through these oscillating electron bunches. So the beam of photons is amplified, just like in this device, but now it's an x-ray beam, much higher energy. So we did an experiment at LCLS. Here's the experimental group, and every good experiment needs a good computational physicist to plan the experiment and to help interpret the data. So here's the free electron beam. It was 1 to 2 kilovolt photon energy, very bright, very short duration, high repetition rate. So we were taking data almost continuously from this rotating target. We also had a smaller optical laser, which preformed a plasma on this aluminum target. So we shot the optical laser that preformed a fairly hot aluminum plasma with charged states up to healing like aluminum, preformed, and then we probed that plasma with a very short free electron laser. And we tuned the energy of the free electron laser to photoboxite transitions in that preformed aluminum plasma. So with the optical laser alone, for example, we saw a helium-like aluminum resonance line W. And then when we tuned the photon energy down in energy, we could excite lower energy transitions in lithium-like aluminum, brilium-like, boron, carbon-like, and so forth. So this is a way to tune your probing laser so that you can photopump specific transitions in specific charged states. So it's a very powerful technique to probe selected transitions, and it all depends on having this pump laser and the probe laser, pump probe type experiment. So here are the transitions from the optical laser. So on a large scale, so this is helium-like resonance line W, Y, dielectronic satellites. And the satellite J is formed by dielectronic recombination primarily, and the other satellites are from electron-collisional excitation. So you see the dielectronic satellite J is rather strong in the optical laser-only plasma because this is a short... a hot, dense, but short-duration laser, so it's recombining primarily. Here are the designations of all those satellites, and this is in the literature, but just call your attention that they are all from doubly excited levels in the lithium-like charged state, and some are primarily from dielectronic recombination like J. Many of the others are primarily electron-collisional excitation. So here's a spectrum with the pump laser applied to that preformed plasma. So we tune the free electron laser photon energy to resonantly photopump the helium-like Y transition, so this transition is normally weaker than the resonance line. It would be down here someplace, but when you photopump it, it becomes quite intense. And also the satellite transitions, which can be excited by electron collisions, they have a large oscillator strength, and they can be photopumped because of that large oscillator strength. So these satellite transitions, which are easily excited by electron collisions, can also be easily photopumped. So there's a huge enhancement here. The dielectronic satellite J is formed mainly by dielectronic recombination, and it is not photopumped at all. So here's a composite of the photopumped spectra, which are the upper spectra and the optical laser-only spectrum without photopumping. And you see the big enhancement of the satellite transitions, which can be photopumped, and the J transition, dielectronic type transition, is only slightly enhanced on this long scale. Here's another composite of photopumping, the lower charge states of aluminum. So here's the lithium-like transitions being photopumped by tuning the free electron laser photon energy to this position. And then when we tune the free electron laser down in energy, we can photopump boron-like, carbon-like, nitrogen-like. This free electron photon energy, for example, photopumps the carbon-like. So this is a very powerful way of photopumping selected transitions in selected charge states. URI did a very nice plot calculation of what transitions are pumped when you tune the free electron laser in photon energy. And then here is the axis for the aluminum transition energies. So here are the transition energies from the aluminum ions, and here is the tuned free electron photon energy. So when you're tuning to high energies, you're producing mostly helium-like. There's basically nothing in here from the lower charge states when you're tuning in high energy. When you tune the free electron energy down, then you excite the lithium-like transitions, tune lower, brilium-like, and so forth. Okay, now I'll move to another subject, which is absolute calibration of x-ray spectrometers. So typically you've seen, we look at the relative line strengths and you can learn a lot about the plasma from the relative line strengths, but sometimes you want to know the absolute fluence from your plasma. So for that, we need to absolutely calibrate the sensitivity of the spectrometer. And this we do at NIST. There are other places you can calibrate spectrometers, at NIST there's an absolutely calibrated x-ray source. So here's the x-ray source, here's an ionization chamber detector, and then we can place our spectrometer here in front of this x-ray source. We know the absolutely calibrated fluence from that x-ray source. We can measure a signal with our spectrometer, and then we can relate the two. And then when you take that calibrated spectrometer to a laser facility, for example, and you measure a signal on that spectrometer, based on the absolute sensitivity calibration, you can take your signal from the laser-produced plasma, for example, and you can measure the fluence, absolute calibrated fluence from that x-ray source. So here's a signals from several different absolutely calibrated sensors where we are measuring the fluence from the NIST x-ray source. So this NS-15 is a calibrated fluence from the NIST x-ray source, that's this curve. And then the other curves are spectra recorded by several different types of x-ray sensors. So these two curves are measurements from two different transmission crystal spectrometers that have high resolution. So these high resolution tungsten L lines from the x-ray source were measured by these two high resolution transmission crystal spectrometers. And then this darker curve is from a silicon-photon counting sensor. It's got a silicon chip. The photon comes in, creates charge in the silicon chip. You measure the size of that charge and that determines the photon energy. So that's what this darker curve is. It's lower resolution than the crystal spectrometers, but the curves pretty much lie on the absolute fluence curve from the x-ray source. So that means we've calibrated these three different sensors to sort of this type of accuracy, which is about 10%, 15% in some cases. So the absolute instrument calibrations can be done. It takes a lot of effort, but it can be done to about 10% or 15% accuracy. Okay, I think I'm just about finished, so I just want to give you an introduction. When we come back, we'll have experimental x-ray spectroscopy Part 2. And during that 50-minute time period, we're going to use the skills you've learned this week to analyze this spectrum. So this is an x-ray spectrum. At this point, we don't know what it is. What are the spectral lines? Can we determine the plasma temperature and density from when this x-ray spectrum came? Can we determine temperature density? Can we determine other properties of that plasma, like the plasma expansion velocity? Will there be some unexpected discoveries? And the answer is yes. So when you come back, we will go through the analysis, and I hope you'll help and make suggestions as we go through. I'll stick around during the break.