Welcome to ITU Telecom World 2018 here in Durban, South Africa, where I'm very pleased to be joined in the studio today by Ben Chitzonga, who is the Director of Finance for the Malawi Communications Regulatory Authority. Mr Chitzonga, thank you very much indeed for being with us in the studio today. Thank you very much for welcoming me to the studio. Now I'd like to start off by talking about smart digital development. It's the catchphrase and the key words here for this year's conference. I just wanted to find out. What does smart digital development mean to you and how is Malawi working towards it? Malawi is working towards smart development by ensuring that people in the rural areas are not left behind. So there are a number of initiatives which government has set aside to make sure that we bridge the digital divide between the rural and the urban areas. One big initiative which Malawi is pursuing is a smart city project. In one of the cities in Malawi, which is called Blanta, we want to designate it as a smart city, it is a pilot project. So whatever successes which will come out of there should be rolled out across the nation. But also one aspect was that in Malawi we use not have national addressing. So it was a challenge for e-commerce, now we have introduced that national addressing. So we believe that by bringing these initiatives we should be able to bridge the gap between the rural and the urban area. What about innovation? What single innovation do you think will be the most transformative? To us we believe the broadband connectivity. Malawi is landlocked and the internet cost is very high. We believe if broadband connectivity is enhanced then we should be able to bring more services and more innovation to the nation. So as a nation there are a number of broadband initiatives which are being taken aboard. We have got a digital Malawi project but also we are laying national fiber broadband project. So all these projects we believe are once fully implemented we should be able to ensure that digitization of various government services is up to task. And what are your key aims in developing the sector in the next five years? In the next five years our aim is to ensure that government services are digitized. At the moment we have got various standalone government services like motor vehicle licensing, passport issuance, HEFE passport and these are standalone services but in the next five years we would want all these particular services to be coordinated so that we have a fully comprehensive government services providing digital services fully to the citizens of Malawi. Now you brought several tech SMEs here with you to ITU Telecom World. Wanted to find out what you are doing to encourage and stimulate entrepreneurship and also what do you think they will be getting from this experience? To us what we have realized is that usually people or young people in the colleges and the high schools are a good source for SMEs. So what we have been doing is to go out to those particular people to the students in high schools and the investors to bring them to these particular forums so that we have a solid foundation for future SMEs. I think in the past we have always come as a regulator alone with existing companies but we noted that I think the future for our country lies in the hands of these SMEs. So every ITU Telecom World we always make sure that we bring SMEs from these colleges and from those who have just listened to it graduated so that they should learn on what others are doing on the international stage. I wanted to ask you about membership, Malawi is a member of ITU, I wanted to find out what are the benefits of being a member of ITU? Being a member of ITU has really benefited Malawi a lot especially in forums like this where we come and we learn a lot. To us this is a learning process and it should always continue being a learning process. We have seen a lot of strides and also a lot of projects which ITU has re-assisted us. Last year we had the ITU experts coming to our country to assist us with E-Waste Management Policy. We do various such particular initiatives from ITU on such projects but also we have worked with ITU on the development of Cyber Security Act for Malawi. So such particular expertise we believe they are only possible because of our membership with ITU and we shall always cherish that good working relationship we have with ITU. We're very pleased to have you. Just finally what's the value for you of attending events such as ITU Telecom World specifically here in Hendoven? With ITU Telecom World to us we take it as a learning platform. Every year we come to Telecom World in new technologies being showcased. This brings us to know that one day we'll be able to make it, one day we'll be able to reach those particular levels where we'll have at least be fully digitised. So we do take this as an opportunity for us to learn a lot from our colleagues who are way ahead of us. We don't take ourselves as being law then we have to shun from such events but we take this as a very good learning point to develop our sector, the IT sector in Malawi. We wish you the very best. Thank you very much for being here and I hope you have a fruitful and rewarding presence here at ITU Telecom World. Thank you very much. Thank you. Thank you.


Trade it and upgrade it now at Appalachian Wireless and receive up to $700 off when you trade your old, eligible device in and upgrade to a new iPhone 14, 14 Plus, 14 Pro or 14 Pro Max on an unlimited Appalachian Advantage plan because we are you. We are Appalachian Wireless. Recently, two students from Pike County Central High School performed at the KMEA All-State Band at the Kentucky Arts Center in Louisville. Junior Will Burchett played in the Symphonic Band and Senior Ryan Price played in the Concert Band. Pike Central Director of Bands Jason Johnson has nothing but praise for his students. It was a real rewarding to see two of our students perform in the KMEA All-State Bands. We had Will Burchett who made the Symphonic Band and Ryan Price who made the Concert Band. They were two excellent musicians who auditioned from District 9 and then made that ensemble. I'm really proud of the work that they have put forward. Ryan being the first trombone player from Pike Central to make the ensemble and Will was the first student to make not only the Symphonic Band but he also made the All-State Jazz Band. It was an amazing performance. We were in Louisville, Kentucky and they played in the Kentucky Arts Center. The concert was well done this past Saturday and the music literature was very high quality. Each of these students has given it their all and they are not only an example for our rest of our music students but all students can learn how to work hard that they can achieve their goals. Burchett and Price have put in many hours of work to achieve this goal. Now both will be remembered on Pike Central's All-State Band plaque. It was really surreal. I started coming to Pike Central in the marching band when I was in seventh grade. I came up here after school and so I looked at this plaque basically almost every day since then and I won't say I never thought I could be in the All-State Band but to do it was just fulfilling a dream and it was surreal. It was good to work with such high quality musicians. So mature and so respectful of the art. I think it's a very unique experience with our district having so little people go to that high of a level.  Just thank you to the people that helped me get here, Matt Moon, my mom. That's really it, Jay, for pushing me to do this thing and I'm excited to put my name here. Reporting for Mountain Top News, I'm Nick Colum.


I wrote this book, The Smartest Kids in the World, and how they got that way, because I was really curious to understand how it was that some countries were managing to educate virtually all their kids to really high levels. And it didn't make sense the fluctuations that you could see around the world. And what I wanted to do, though, to really find out what it was like to be a kid in these countries was to tell the story from the perspective of actual students. And not just any students, but students who have had the unique advantage of living and going to school in the U.S., and living and going to school in countries with high performing education systems, because they can see things that none of the rest of us can. What I would tell kids at my high school and what my roommate really taught me was that you think the bar is here, it's actually here, or like maybe here. I think it can be hard for people to move from abstract international comparisons to, like, real life. And what Elizabeth is able to do is to tell us from her dorm room at Stanford that this is who she is competing with. She came face to face with globalization, with a world in which the U.S. is no longer a leader in education. And she realized that she'd underestimated what she could do. I started out talking to these kids because I honestly just needed the book to be more interesting. I needed characters, right? And I've always found that kids can tell you a lot about school in a way that adults cannot. What I found, though, was that they were experts. They were, like, amateur anthropologists who had spent literally hundreds of hours thinking about their school and their homes and education in the U.S. and thinking and comparing it to their schools and homes and educations in Finland or Korea or Poland. They have a lot of time. You forget how much time kids have to contemplate their situation and to think about what could be different, what is different, and what could be better.


Hey guys, Matt back from freesaloneducation.com here with a review of a brand new product that got sent to me about a month ago. I'm really excited about this product. Usually I try out a product for a little while. If I like it, then I do a review. It's been a while since I've reviewed something and really loved it. So I want to start off by telling you what it is, where it came from. This is the Andis Supra ZR Clipper. You're going to see that all the hair shows this is a brand new clipper. Now, things that stand out with this clipper is, first off, it's cordless. I wanted a cordless clipper really bad because in the salon I love being able to move around from station to station quickly, but having a powerful clipper is what I was lacking. So first thing that I love most about this clipper, it's cordless. Second, it has the detachable blades. So you don't have to be stuck with the plastic guards. I still use the plastic guards and I have clippers for that for tighter fades and different things like that, but I do love the detachable blades because it works on a rotary motor, which makes it more powerful than a magnetic motor. And you know, it just cuts through hair a lot quicker. So talk about quick, the speed of this thing, when you fire it up, it has five different speed settings. So you can see right now it's pretty slow. Then as soon as I start pushing this button up, we have five different speeds. This thing goes really fast. It'll cut through anything that you want. The other great thing about this clipper and challenges that I've had with battery powered clippers in the past is the battery doesn't last very long. You'll get two hours out of a charge on this thing, so you don't have to worry about it running out during your haircuts. In between haircuts, it's really simple. You just throw it on the dock, stands there, really nice, looks good in the salon. And I want to put out there right now, I should have done this at the beginning. I'm not a barber. I own a salon. So this is something that works really well in my salon. So anybody that has a salon out there, I'm putting out this recommendation. If you're a barber, you might have a different view. I'd love to see your review of it as well. But as a salon, this is perfect, especially with a small space. We only have four chairs. I don't like to have clippers just sitting at every single station. And also when you have a lot of clippers, you have a lot of cables. So having cordless clippers around, sitting off to the side, charging away, and then you can just grab them quick, move to a station, cut hair, put it back where it goes has been a really great convenience for us. Also as soon as I got this, Andis also sent me all of their clipper blades. So we have pretty much one of each blade. I would say there might be a couple missing in here. But I ordered this case off of Amazon. Hopefully you can get it through Andis as well. But Amazon got it to me pretty quick because I wanted a place to put all these blades. I got a couple of these cases for the salon so that anybody that wants to do a cut can grab the clipper, grab a case. It looks organized. It looks clean. If you think about what your clippers look like at the salon, sometimes they don't look so good. So this is just a good way to organize it. It doesn't cost a lot of money. Get your blades in there. And now you have your whole set in case for your clipper. A couple other things. Like I said, two hours, runs on a two hour charge, lithium ion powered battery, works with the detachable blades. It comes with the triple zero blade. So if you like doing clipper over comb and you don't really do anything else, this already has the blade that you need because it's nice and tight and can create those clean lines. If you want to do more fading then get the other clipper blades as well. It comes with the power cord. It comes with the base. The base is really nice and sturdy. Has rubber feeding on it. Rubber feet so that it doesn't slide around. So it sits really nice in the salon. And the only thing I would say that I was a little bummed out about is the fact that you can't plug it in. Let's say it does run out of battery, which it hasn't in over a month that I've been using it. If it did run out of battery, there's no way to plug it in and then just keep working. So make sure that you keep it on the charger. But other than that, this thing is an awesome tool to work with in the salon. Andis knocked it out of the park on this one. And I really appreciate them sending me the tool to try it out. So if you guys want to get one, check out Andis Clippers online and pretty much probably all social media. I hope you guys like this review. If you have any other questions about the product, you can post in the comments below. I can give you my personal testimony about it. And also, I'm sure you can reach out to Andis on social media. They seem to be pretty active in that way. So I hope you guys enjoyed the review of the Supra ZR. The next hair show you go to, check out the Andis booth. Tell them that Free Salon Education sent you there. And I don't know what they'll give you. They probably won't give you anything. But they'll give you a high five, hopefully. All right, guys, thank you so much for checking out this review. Again, leave it in the comments. Share it with your friends. Like it. And I'll see you guys on the next video.


The southern ocean's changing physical properties can negatively affect the body condition of capital breeding marine mammals like the southern right whale. Over the last decade, these animals have experienced a decrease in body mass which could be linked to a decline in food availability due to changes in the environment. This is the first study to document a long-term reduction in the body condition of a capital breeder dependent on southern ocean productivity. Understanding how environmental change affects the bio-energetics of these animals is essential for predicting their resilience to climate change. This article was authored by Elsver Mulan, Terriann Thava, Maria Glaru, and others.


Good afternoon Foundation staff, this is level 4 researcher Theron Sherman, and this briefing is on the handiwork of one of our favorite parapharmacologists. We're talking about SCP-5740, classified level 1, containment class, safe, disruption class, VLAM, risk class, notice, assigned site, site 57, site director, Rashad Holloway, Rashad, Sam King, assigned task force, mobile task force Delta-14, codename, regulations. Didn't we just use to have object class before? What's with all this? Special Containment Procedures Foundation assets are to identify, locate, and shudder all instances of SCP-5740. Individuals affected by instances of SCP-5740-A are to be remanded to Site 57 for analysis and medical treatment. Description. SCP-5740 is a series of pop-up restaurants that appeared in the F***ing area, starting on June 5th, 2020. The restaurants are small, cubical structures with no discernible openings, safe for a small metal chute next to a touchscreen interface on, presumably, the front side of the structure. The entire remaining surface of the building is covered in advertisements for the building itself. These ads identify the restaurants as Dado Nuts by Dado. Gathering from the advertisements on the exterior of the various instances of SCP-5740, as well as from television advertisements that were purchased to run in the area at the time, SCP-5740 is a stand-up donut shop that advertises specifically to members of law enforcement. In contrast to the supportive tone of many of the advertisements, the donuts, hereafter identified as SCP-5740-A, are not conducive to human health. When a member of law enforcement approaches SCP-5740, a jingle begin to play from within the structure. Afterwards, the touchscreen interface will activate, encouraging the individual to press a red button on the screen to receive a donut. Once this is done, an instance of SCP-5740-A will drop out of the metal chute. Note that instances of SCP-5740-A only generate when SCP-5740 is activated by members of law enforcement. SCP-5740 will still activate when others approach, but will typically drop non-anomalous donuts of various shapes and designs based on the person's profession. A full list of known deviations is available below on the following table that lists subject and outcome. Civilian, glazed donut, healthcare worker, donut with white frosting and red cross sprinkles, EMT, donut with chocolate frosting and a bottle of Gatorade, firefighter, donut with red frosting and blue water droplet sprinkles, National Guard, cake donut with the word behave written across it in red frosting, law enforcement, SCP-5740-A. The effects of SCP-5740-A are typically not observed until roughly 4-6 hours post-consumption. Affected individuals will briefly experience stomach discomfort and bloating, followed by extreme diarrhea. Immediately afterwards, the subject will begin to excrete a domesticated pig, genus Zeus Domesticus, from their rectum, how this animal, which is otherwise non-anomalous, manifests within the subject's bowels as currently poorly understood. How the size of the excreted hog is determined is a point of ongoing discussion among SCP-5740 researchers. While there appears to be no correlation between the size of the animal and the size of the subject, there does appear to be at least a mild relationship between the size of the animal and the disciplinary record of the subject. Disciplinarians with fewer disciplinary offenses, or who had commendations for service to their community, typically excrete smaller hogs. However, those with records that indicate they have been the subject of disciplinary action, or who have taken actions in their line of work that should warrant disciplinary action, regardless of whether or not they were disciplined, are more likely to excrete hogs of considerably larger sizes. Despite the vast disparity in some cases between the size of the excreted hog and the size of the subject's anus, the bodies of affected individuals are anomalously capable of passing the swine, though not without effort. In many cases, the act of passing a 400-500 pound hog can take many hours and be excruciatingly painful for the affected individual. This, coupled with the fact that the hogs in question are almost always panicked upon their formation within the rectum, often results in the process being extremely traumatic for both the subject and the excreted hog. The dramatized anuses and rectums of the affected subjects will eventually recover and return to their pre-anomalous state, typically over the course of several weeks with medical therapy. However, to date, no subject who has passed a hog larger than 20 kilograms has ever fully regained complete control over their sphincter. Addendum 5740-1 Communication with Person of Interest, DADDO Shortly after the discovery of the first instance of SCP-5740, it was also discovered that the touchscreen interface could be manipulated to reveal a text interface. This interface appears to be solely for processing refunds. However, a large sign just above the interface boldly states no refunds. Using this interface, Foundation Agents attempted to communicate with the Person of Interest, DADDO. Begin log. Hello? Hello, yes, this is DADDONA customer servicing, so you can get that nut you crave. How can I be of helpings you? Is this DADDO? No, DADDO is telling you this is DADDONA customer servicing. Here is where you get servicing of the Donut Find Donut Shop. You need help with nut? No, I am a reporter with a local newspaper trying to write a story about your... Sorry, keyboard sticky. Your Find Donut Shops. Is there somewhere we could meet? Donut worry, DADDO is understandings. Sometimes DADDO is right slowly on keyboard. However, DADDO is your video game of 1990s called Marios' Typing Teacher to learn fingerspeed. Also, DADDO is currently not do publicity shoot for DADDONUT business as you see DADDO is very important businessman with very many business venture. But DADDO is happy to answer question if you have them. That would be helpful, yes. We noticed that your stores don't appear to have any openings. How do they work? Unfortunately, this is DADDO trade secret. You see, DADDO is your special DADDO brand technology to be sending only highest quality DADDONUT to all location of the Donut Find Stores. Is there anything inside the stores? DADDO is beginning to thank you as a dunting to swindle DADDO by confiscation of DADDO technologies. No, no, nothing like that. Different question. Some of your Donut seem to cause certain health problems with law enforcement officers. Why is that? DADDO is not knowing what you are talking about.  No, DADDO is not hearing this. Very strange. DADDO does not know why it would be big. That is very random, DADDO is thinking. How very strange indeed, says DADDO. So this isn't any kind of political statement. No, no, see DADDO is of enlightened centerism. DADDO only want to grill and sell fine DADDO grill products. I have a hard time believing that. It is true. Certainly is that nothing to do with DADDO seeing people on DADDO television. Now on sale at DADDO's Electronics Mart and Fish Emporiums. It's being smacked about by police. No, sir, says DADDO. Nothing to do with so many fine DADDO customers being harassed and threatened and beat up home by police. DADDO is certainly feeling no obligation for DADDO to come to defense of consumer base. DADDO certainly is not taking stand against fine local policemen, only sell upon policemen some fine DADDO night. All policemen like DADDO night. You're being sarcastic, I'm sure. If you say so. However, DADDO does not know who this Mr. sarcastic is. DADDO is only purveyor of fine business and excellent salesmen, like the Bezos or Fort Juan de Elon. All right, one last question. You're obviously trying to target dirty cops or something, but some of the people affected by your products aren't good cops. Why are you going after them too? Hmm, DADDO is thinking. Oh yes, DADDO is rememberings. Is because pig is pig, no matter how small. I see, very well. Thank you again for contacting the Dona customer serviceings. You have a nice day, Foundation man. He just sent us three pig emojis. And a log. A tent of 5740-2 ongoing containment attempts. During the teardown of one instance of SCP-5740, Agent Derek Mills accidentally pressed the button on SCP-5740, which produced an instance of SCP-5740-A from within the structure. A small piece of paper was stuck to the donut, which read as follows. Subject, Outcomings. Foundation man who is assault DADDO business. DADDO special blend. The SCP-5740-A instance in question was revealed to be a stale donut with a bitter frosting. The frosting was later revealed to be 92% guinea pig feces by weight. Wait a minute, how did they find out the frosting was bitter? All right staff, that ends our broadcast. Use your Foundation encrypted YouTube account to like, comment, subscribe, hit the bell, and support our broadcast at patreon.com slash site 42.


Dear students, in this module, we are going to talk about why Pakistan is facing so many social problems or social issues. In other words, we will be talking about the causes of social issues. So, as we have discussed in our previous modules that Pakistan is facing a lot of problems because of poverty, because of unemployment, because of terrorism and because of the road safety issues. So, we will try to focus on these issues one by one in this module. First, if we talk about the poverty, we have the inequality of wealth distribution that is contributed to poverty in Pakistan. The rich people are having more access to the resources and by that they are becoming richer as compared to the poor. So, they have the huge income disparities. In other words, rich people have more opportunities to excel in the society as compared to the poor people. And lack of adequate governance is also adding fuel to fire. It means that we hardly have any stable government that puts serious, considerable, sincere efforts for the poor people as compared to those who are already on a powerful position. And poor industrial standards are another factor due to which our labor class is not getting out of the poverty because of that we are having low export rates. We do not find enough of the market for our products. That is pretty much contributing to our poor industrial standards and overpopulation is another big factor that is affecting the poverty of our people. We have more people as compared to our available resources and that is also one of the contributing factors for the unemployment because when the resources are inadequate or insufficient as compared to the number of people that would ultimately become the source of unemployment. And low national income, our GNP rate is also pretty much lower as compared to the other countries because we do not find a good market for our commodities and products that we are producing domestically. So international market does not find our products much more attractive as compared to the other countries that is also impacting our overall economic conditions. If we talk about the causes of unemployment, the unemployment rate is pretty much associated with the poverty. However, some distinctive causes can include bad governance, political instability, population growth, terrorism. The recent COVID-19 disease has also been considered one of the important factors that has contributed towards the unemployment of millions of Pakistani people. Energy crisis becomes another important factor because if we do not have enough electricity which is required by our industrial units, so they are unable to work efficiently and they are unable to meet the desired standards of quality as well as quantity. It means that we won't be able to export enough products or enough commodities that would ultimately produce an impact on employment rate. Then the lack of resources and lack of modern especially modern education along with the modern innovation and invention that would also produce the unemployment. Entrenched corruption is another factor throughout the history of Pakistan. Our politicians have been reverberating for the corruption against their opponents. So it means that corruption has almost become pretty much a norm of the society and none of the governments have been able to control the corruption in the system especially in the bureaucratic system that we have. The deeply embedded poverty is also contributing to unemployment. See if we talk about it is also pretty much directly related to these social issues that we have talked about previously like poverty and unemployment. If people are poor and they are unable to afford the quality education for their children, they are less likely to send their children to school. So poor education system, particularly the bifurcated education system by having the public and private system where we find the elite schools with the good quality education, those who can afford they can easily send their children over there. However, poor children are pretty much discouraged because of that because they would be unable to compete those children who are already on a significantly advantageous position and by that means that they would find little significance or little value of public education. Learning disabilities are another important factor of literacy. It means that learning disabilities are produced not only by the education system and education policy, but also by the pedagogical methods of the teachers. So these aspects also needs to be covered and any adequate allocation of GDP to education which is merely 2% of total budget which is far less than any of the countries not only in Asia but throughout the world. So it means that our government's priorities are far more different than producing the quality of education in the country or making people literate. So poverty, gender discrimination and lack of infrastructure are also consequentially pretty much related to the illiteracy because gender discrimination as significantly reflected by the statistics that almost every third of our female is illiterate. It means that we are not providing enough infrastructure facilities so that children could get trust on the existing infrastructure and could send their daughters to the schools. Terrorism is another important issue which is the social and political injustice and it is consequentially related to the other aspects like illiteracy. The more the people are illiterate the greater is the propensity or tendency to be radicalized because radicalization is being associated with the literacy rate. And unemployment is another factor. We have the global political scenario that is also becoming a contributing factor to terrorism especially after 9-11. The situation in the whole region was politically tilted to produce a kind of structured terrorism, a kind of deliberate terrorism in the region that has significantly affected the lives of Pakistani people. Improper government setup is another issue that we see that our political government do not have the adequate will to treat the terrorism as a manace and unfortunately for the two decades or more than two decades we have been facing this issue where a lot of people not only lost their lives lost their loved ones but also their means of subsistence. The absence of law and order is pretty much associated with the terrorism because if the law and order maintaining agencies are not working adequately that would also be a motivating factor for the terrorists to commit more crimes and to produce more of antisocial behavior in the society. So it means that we had the poor law and order situation in Pakistan because of the poor performance of these institutions and similarly the poverty is also a contributing factor to the terrorism. If we see some other causes that will include the lack of political will, an effective role of media by that means two social issues are pretty much highlighted by the media yet media is also one of the contributing to bringing the social change or bringing the negative social change by producing or by inducing the violence as one of the important factors in the media because the portrayal of violence on the media or in the virtual world is significantly associated with the practice of violence in the real world. Internal migration is another cause of social issues as you see we have higher rates of urbanization because of internal migration and so our cities are bombarded with a lot of social problems with a lot of complexities that even the cities are not right now are not considered pretty much safe, pretty much luxurious and pretty much comfortable for the living. If we talk about the ideological conflicts modernization has produced a lot of different rather conflicting ideologies not only for the people but particularly for the youngsters that they receive some conflicting messages through the media through the internet and through their education sometimes they consider that the modern ideas are pretty much good to follow other times they are confused that perhaps religious ideas are pretty much good to follow and some other times their tradition is also having some impact like the traditional parents being the traditional authority they are imposing their decisions on them so these conflicting ideologies are also contributing to add more fuel to fire in these social issues.


One of the traders, Patrick Muller, here with another tip-notch artist, wants to draw your attention today to developing two-way opportunity in the DAX on the four-hour timeframe. You can see we're in this potential ending diagonal here. I'm looking for a test of the trendline support down to the 13,800 level, watching the bullish reversal patterns there to set long positions, targeting a test up to the 14,300, and just through there to the predicted weekly range resistance and monthly range resistance just above. So somewhere in the 14,400 area, an opportunity to potentially reverse positions there for a short setup with bearish reversal patterns. As always, traders, plan the trade, trade the plan, and most importantly, manage your risk. Until next time, thanks very much.


Recording this session, I will send out the recording and I will send out the slides after the session as well. So be on the lookout for that. So first today, we're going to talk about what hypothesis social annotation is and why you might want to use it in your classes. And then I will demo setting up a hypothesis enabled reading in bright space. And then we have time for discussion and questions throughout. So if you have any questions, please feel free to put them in the chat. You don't have to wait until the end or anything like that. It's a pretty small group. So feel free to throw questions in the chat, comments, anything like that throughout the session. If you could open up the chat now actually I can give us a brief introduction and let us know where you're from what you teach and what your experience with hypothesis is that would be super helpful to me. Just so I have a little bit of context to continue with. You know, if everyone is brand new hypothesis I might say some things that are different than if everyone is a seasoned user. So while people are typing out their responses just quick intro from my end. My name is Christina careless I'm a customer success manager here hypothesis. I'm located in southern New Jersey so I'm kind of in the Philly suburbs. And before coming to hypothesis I was an instructional designer at Rutgers for a very long time. I teach an online course just like Christina was saying she chooses a fully online program. I teach an online course called gender and technology, and I use hypothesis in my own courses as well so sometimes I throw in little tidbits about that. So if you haven't thrown your intro in the chat yet. So, first I'll start out by talking about what it looks like to entity with hypothesis. I'll just start out because we have a mix of experience here. I'll just start out by giving a brief overview of hypothesis of what it looks like to socially annotate in a bright space. We've actually had a lot of schools recently do a blackboard to bright space shift. So, that's pretty interesting Eric that your institution is doing that as well. So I'm kind of hopped over to my bright space area here. And I have a few articles that I've loaded in. So if I open one of my articles here that I have linked in bright space. You'll notice a couple of things. So my article has loaded in I have my reading on the left hand side of the screen. And then what hypothesis essentially is doing is loading this annotation sidebar onto the right hand side of the screen. So students are opening their readings like they typically would in the learning management system. On the right hand side of the screen, they have this new space where they can kind of have a discussion about the text with their classmates. So I'll scroll through the reading and just kind of highlight some things that you might notice. One thing is, is that there are some highlights throughout the reading so you can see that there are pieces of talks that have been highlighted yellow. One is that a student has annotated that text or me as the instructor has annotated that text. So if I kind of look at this social annotation tools with hypothesis highlighted text. I'll notice that that's actually included in the annotation on the right here. So, each annotation itself quotes a specific piece of text from the left that the reader is reading. If you hover over this text, you'll notice that the text on the left hand side actually changes color so sometimes people are asking me how do I know what students are annotating there's lots of highlights going on. If you hover over that annotation text, you can see exactly what's being annotated. So you get a very deep sense of what pieces of text the students are commenting on because it's quoted there because it's anchored in the text itself. You'll also notice as I scroll through that some of these annotations have the option to show replies. So that means that there's a conversation happening about that particular piece of text. So when I click on show replies, it will expand the conversation. Almost like you what you would see in a threaded discussion board. I don't always like to make that comparison because people kind of have a negative impression of discussion board sometimes but that threading of replies is structured in a very similar way. So really just comparing the structure here. This conversation is not super deep though. I can see that the annotations themselves can be connected to this annotation is connected to the text on the left. And then annotations can also be connected to other annotations as replies so these two annotations are connected to the one above. So that's kind of how we anchor our conversations in the text itself. We have some basic editing features on the sidebar here. People, students, my own annotations, I can click the pencil icon to edit. I could delete my own annotations. I could reply to others using the arrow icon. And if I wanted to add a whole new annotation, I would have to do is select the text on the left hand side of the screen with my mouse. And then this annotate button would appear and I would click it. And I would then type my super meaningful annotation, which when I am typing live is never really super meaningful. Then I click post and add my thoughts to the conversation. So you can see as I'm going through here. If I'm a student reading, I can kind of pause take a second to type out my thoughts and move on. I don't have to leave the text. I can have this conversation about the text as I'm reading. And that's kind of a key of how the hypothesis is different from a discussion board. This reaction, this metacognition is all happening as the students are completing the reading rather than them doing the reading in one space as one activity, and then moving on to the discussion and completing the reading as a separate activity. So we tend to see a lot more conversationality, a broader range of topics that have been brought up in the conversations and just a lot more activity from students in general. So those are kind of our basics of what we see in the hypothesis sidebar here. I'm going to return to my slides. And again, feel free if you have any questions about what you're seeing, you can put them in the chat as we're going through. So here hypothesis we like to say that using hypothesis social annotation makes reading active visible and social. And I'll explain a little bit about each of these. This makes reading more active because putting that hypothesis sidebar on top of the text is giving the students a space and also asking them to actively reflect on the reading as they complete it. So as the students are going through the reading, you're asking them to ask questions to write their connections about perhaps what they've learned in other courses or connect to other topics within the course. And doing that is really encouraging them to engage in metacognition, which they might not do if they were reading on their own. Hypothesis makes reading more visible to students in the class, but also to us as instructors.  They're reading on their own. We don't really know what's kind of going through their head as they're completing their reading. Adding hypothesis will give us the opportunity to see where do they have questions? What parts of the text are they annotating? What parts of the text are they avoiding? So all of that is kind of information about how the students are interpreting the texts. And it's also powerful in a way that connects to our third piece, which is that hypothesis makes reading more social. So I always feel like I'm not explicit about this the first time I bring a hypothesis, but when a student opens the hypothesis enabled reading in bright space, given the default settings of how you set up your assignment, they will see everybody else's annotations in the class. So the instructor's annotations and all their classmates annotations will be visible in that sidebar. We could tweak that if we wanted to, but the default setting is that everyone's annotating together. So hypothesis makes reading social because students are seeing how their classmates are interpreting the text, what questions their classmates are asking about text, how those questions are being answered. And seeing those things can often help students with a sense of belonging and build a sense of community, especially in classes like Christina, you mentioned you're in a fully online program. Sometimes it can be hard to get out of that feeling of isolation and fully online programs and the social aspect of hypothesis can really be helpful in community building. So there are some resources to get started here again. I'll throw the link to the slides in the chat. But my favorite to share with students are really these the first and the third. So annotation tips for students and then information on how to add images, videos and links to annotations because those can be helpful to get students started. So some specifics about how hypothesis works in bright space. A couple of key ideas about the integration. The way that you access readings in the way that students access readings in bright space look kind of just like what I just showed you there's not really a different student view. The students open a reading from their bright space course and they're signed automatically into hypothesis. So they don't need to create an account. They don't need to log into anything separately. It's not sending them to like a third party website. Everything's still happening in bright space. Another nice thing about the integration is that you can grade the students annotations if you would like to give them a grade right within bright space. So when I look at my annotation assignment that I had brought up before, you may have noticed at the top, I have this grade bar. And I have in the structure menu my students that have annotated. So when I'm ready to assign grades for the assignment, I can select a student and hypothesis will show me just that students annotations. I could enter a score for that student and then move on to the next one and just view that student's annotations and those grades will be sent back to the grade book in bright space. So, Eric is shifting from blackboard to a bright space. This is really exactly the same as how it works in blackboard as well. So the grading is pretty seamless. And then the other nice thing is that, as I mentioned earlier, the default setting is that everyone in the class is annotating together. But say you have a class of like 100 students, you might not want 100 students annotating together. That's a lot of students on one document. You can use the group sets in bright space to create smaller groups for students to annotate in. So you can create the group sets in bright space. Maybe you want groups of five, maybe you want groups of 10, maybe one groups of 20 can really be whatever works for your given course and document. And then you can set up a reading so that everyone is annotating in small groups, but it's not really too much extra setup for you. You're just still setting up one document on your end. So those are all the benefits of the bright space integration. And now I'm going to do a quick walkthrough of how to set up a assignment in bright space with a hypothesis and able to reading before I get started on that. I just want to pause for a moment to see if anyone has any questions. So you can feel free to either raise your hands or type them into the chat. So I am going to go into my bright space course. You'll notice I have this website pulled up already. My instructions for creating hypothesis enabled readings in D2L. It might be helpful to bookmark this website. So I'm going to copy and paste this into the chat. Because this has some information we're going to grab as part of the setup process. So it's really just useful to have this site bookmark some more handy. So when you're setting up your readings, it's easy to get to. So in my bright space course, I can go into one of my units on the left hand side. Maybe I'll go into my week two reading area. And then once I get to the space where I want to upload my annotation assignment, I will click on existing activities. Super intuitive, right? No, I know it's weird, but that's what you want to click on existing activities. And then you'll scroll to external learning tools and click on that option. Once you get here, if you've created anything with any external learning tools, it'll be listed here. We want to ignore all this and scroll to the bottom. Scroll, scroll, scroll until you find that create new LTI link button. This is what I want to click create new LTI link. And here's where I can put in some basic assignment information. So I'm going to make the title of my assignment. I need to put in an LTI URL. This is where that website I linked comes in handy. So I'll click on over to this website. And I want to find this LTI URL that's listed here. Copy this LTI launches URL. Go back to my assignment and paste it in. So again, it's just easy if you have that handy. Sometimes Chrome will actually save it in like your box when you start typing stuff in. So it might save it for you, but I would definitely have this website handy when you're creating your hypothesis-enabled readings. After you put that in and you kind of click in the white space, it should show you, okay, this is a hypothesis assignment. And then I can click create an insert. And now I have kind of created the shell for my reading. So the next step is I'll want to input the actual reading. I want to connect the actual reading to this shell. So I will click on the reading title itself. And then I'll have a couple of different options. So right now I'm going to focus on a few of these over the others. You should all see at your institutions these checked off options to enter the URL of a web page or a PDF to select a PDF from Google Drive, or to select a PDF from OneDrive. If you're selecting a PDF from D2L or selecting a JSTOR article, we're going to be rolling out, but you might not see those options yet. So I'm not going to get into them for now. For now I am going to choose the selected PDF from Google Drive option. And then I have the option to upload a new file here from my hard drive if I want. Here I can use a file that I already have in my Google Drive. So that's what I just did. Here, if I do want to make it a small group annotation assignment, I would select this option. But if I want everyone to annotate together, I'm actually going to leave that blank and click continue. And basically I have set up the basics of my annotation assignment here. My reading is on the left and my sidebar is on the right. If I hop back to the tab with D2L, I can see that I have some other options here that I could add for the activity. So if I do want to add a grade item, I can click this here to create a new grade book item for this annotation assignment. So I can create this grade book item. If I did want to put in some instructions, I can perhaps go into some activity details to do so. But I'm just going to save this here and hop back to my main page. And you can see now I have this grading bar here since I've added the grading. So that's the basic process for adding a hypothesis-enabled reading in D2L. So I kind of gave you an overview. You might be thinking, okay, what kinds of documents can I actually load into Brightspace doing that process? I just showed you the process using a PDF. You can also use the URL of a web page if it's a public-facing web page. So anything that doesn't have a paywall, it comes up on the news article. Anything that doesn't have a paywall. And then open textbooks and open educational resources, you can also load in to your Brightspace course, whether that's a PDF or a URL. You might have noticed we did have a JSTOR option on my side. We are working on a JSTOR integration so you can easily grab those articles from JSTOR. And we're working on PDE text versions as well. But right now, most people are using PDFs to load in with hypothesis or URLs. Another thing that we haven't talked about yet is what you can actually add to annotations. So a lot of people tend to stick to text as the primary form of annotating. I think that's kind of how we learned annotation. We might not know that other options are there. But there's a lot of power in the other things that you can add to annotations. Students and you as the instructor can embed images. You can really easily embed YouTube or Vimeo videos. You can use LaTeX to add equations. And then you can also use links and tags. So for people that have diagrams or videos that can really help show and demonstrate text in a way that is different from it being explained in text. That can really help different types of learners in a course. So for example, if I'm reading about the law of conservation of momentum in physics, if I read that definition, it doesn't really click with me. But if I watch a video of what's happening when momentum like two pool balls collide on a pool table and what happens to the momentum there, that makes a lot more sense to me. And you can add those within the annotations so that the students don't have to leave the reading to get that other explanation. One thing to note about the PDFs that you use with hypothesis is that they do have to have something called a text layer usually created with optical character recognition to be accessible and used with hypothesis. So if you open a PDF on your computer and you select text and try to copy and paste that text. If you can do that, you already have the OCR layer you need on your document. If you're not able to select text on your document, then you probably won't be able to use it with hypothesis because you can't hypothesis won't know like what text to highlight. In that case, we do have a tool for you. So say if you have scammed a an article or a book chapter on your home scanner, that probably needs to be run through OCR optical character recognition to get that text layer. So this website, if you load a PDF into this website that does not have that OCR layer, this website will give you a version that has it that you can then use with hypothesis. So I just dropped that into the chat if you do need to add OCR to any of your PDF documents. All right, so we've gone through kind of what readings we can use with hypothesis what we can add to annotations. And all of the things I went through are also linked in the slides here. So the steps for creating hypothesis enabled readings in bright space, how to grade, and then some student resources as well as using small groups are all here. So again, I want to pause to see if we have any questions. And I also want to see how we are feeling after watching me set up our hypothesis enabled reading. So I know that just seeing someone do it once isn't the stickiest way but how are you feeling about doing it if you could answer my poll. Eric has a question about configuring the assignments a little bit more straightforwardly and menu driven in bright space, similar to the process and blackboard. So one thing that we have been asking for a lot is that least to get rid of the copy and pasting of that URL. I'm not sure the feasibility of the changing the process outside of that. I'm not super familiar, like personally with how to configure those kind of tools in bright space, but I will definitely pass that feedback on to our product team to see what future work might be going into that. They've been doing a lot of bright space work lately because, like I said, we've had a lot of schools moving from blackboard to bright space. We've just done the entire CUNY system that recently is doing the shift. So the small groups feature, for example, we just implemented that earlier this year to all files integrating those files is going to be rolled out shortly. I definitely think everyone is interested in hearing ways on how we can make the integration with bright space work more smoothly. So thanks for that feedback, Eric. I'm going to copy and paste your comment into our feedback channel now. And thanks everyone for answering my poll. So I just want to wrap up with some ideas on how you can get started and I know people are kind of at different places in their hypothesis journey. So I think hypothesis can work really well whether you are annotating in face to face or in online classes. I've heard from a lot of professors that in face to face classes having students annotate before they come to class can really help drive the in class discussion and make it a more active discussion. So reviewing those annotations and bringing up the annotations in class can help kind of bring everybody into the discussion. In fully online classes hypothesis is a great way to shift away from discussion boards. And like I said before, provide a space for students to build community and to contribute to the conversation of the content in the course. So if they have their own expertise their own experiences in the field or in something related, they can bring those to the annotations. I have a bunch of a starter assignment instructions available so if you're not sure how to get started with students in the presentation there's a link to some instructions that you can use or adapt in your course. So I definitely check those out. And since you're all part of hypothesis partnered schools just some reminders of some things that you have access to. Access to one on one instructional design consultations so there's a customer success manager like me that is assigned to every school can help you with hypothesis. So you should always reach out to our success email, which I'm putting into the chat if you'd like further help with hypothesis we can connect you to the right person. We have a hypothesis resource page which I have to add the link here actually because we had launch launched it pretty recently where you can see examples of assignment instructions that other professors have created so I'm putting that link in the chat as well. If you want to see how other people are using hypothesis. There's some rubrics and instructions here that you can check out in different disciplines. And then every week as you are here now you know we have partner workshops we have different topics that are offered at 10 am Pacific 1pm Eastern so every Tuesday we're here. I'm talking about you know maybe using multimedia with tags and annotations, reading annotations lots of different topics we talk about each week. So again, I'll open up the floor for questions but if you do want some more one on one help. Please reach out to our email here and we can definitely get you connected with the right person to get started. But does anyone have any thoughts or questions for the day.


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