So even though we normally think of light as behaving like a wave, we've seen that it's actually made of particles. Sometimes it behaves like a particle. When we think of individual photons of light, individual particles of light, we're required to think of it as particles instead of a wave. Turns out matter also behaves a little bit schizophrenically like this. Normally we think of matter, atoms, molecules, baseballs as being composed of particles, individual particles. But it turns out sometimes it's also necessary to think of matter as behaving like a wave. And those are the two different aspects of what's called wave particle duality. Everything, every quantum mechanical object, whether it's a photon of light or whether it's an atom or a molecule or an electron, has what's called wave particle duality. Sometimes it behaves like a particle. In other ways, it behaves like a wave. And in particular, when we think of matter having wave-like properties, that begins to sound a little bit weird, so let's talk more about what that means. The different properties of matter that show that it is in some respects like a wave is matter is delocalized. Again, we're used to being able to make statements about matter that describe its particle behavior. It has a position. It has a momentum. We can describe where that particle is and where it's going. But at other times, like a wave, if I ask you where is a wave in an ocean, the wave is delocalized. It's spread out over some region of space. And the same thing turns out to be true about small quantum mechanical objects as well. Two other things that particles can do, matter can do, that we normally think of as being wave-type behaviors, they can diffract and they can interfere with one another. Take two waves and I cross them across each other. They can either interfere constructively or destructively depending on whether two troughs or peaks hit at the same time or whether a peak hits at the same time as a trough and they destructively interfere with that type of interference and diffraction when a wave bends as it passes around an object or through different media. Those are all properties that we think of as describing how waves behave, but they also describe how matter behaves under certain circumstances. So to delve into that a little more deeply for small quantum mechanical particles, let's talk about something called the de Broglie wavelength. So it's not surprising when we talk about the wavelength of light or the wavelength of an ocean wave or something like that, the wavelength being the distance between two troughs or two peaks of a wave, the length of a wave. Turns out particles, matter, have wavelengths as well. In this particular form we call a de Broglie wavelength. I can calculate the wavelength of a quantum mechanical particle as Planck's constant divided by the momentum of the particle as mass times its velocity. So that's a strange thing to think about what is the wavelength of a particle mean if I say what's the wavelength of this marker or what's the wavelength of a baseball or some physical object, that's hard to even understand what that means. So let's do a few calculations to see what these wavelengths are like. So let's say a particle is moving and we'll do this for several different particles. Particle is moving with a velocity of 100 meters per second and we want to know what is the wavelength. I've given you the velocity we know Planck's constant. The only other thing we need to know is the mass. So we'll do this a few different times. First, for the smallest particle we can think of, at least in a chemistry class, that would be an electron. So an electron has a mass, the mass of the electron is 1.9, I believe, I'd better double check, no, 9.1 times 10 to the minus 31 kilograms. So that's a tiny, tiny mass, 9.1 times 10 to the minus 31 kilograms. If we do the full calculation, we can calculate the wavelength. So the way we do this, we'll run through it exactly once. The wavelength is Planck's constant over mass over velocity. So Planck's constant is a number of joule seconds divided by the mass, 9.1 times 10 to the minus 31 kilograms divided by the velocity. We've assumed the particle has a velocity of 100 meters per second. So this electron is flying around at 100 meters per second. Units, to make the units work out, we have to recognize that the joule in Planck's constant is a composite unit. One joule is one kilogram meters squared per second squared. So once we have remembered that joule is a kilogram meters squared per second squared, if I multiply it by seconds, that gets rid of one of these seconds dividing by kilograms in the denominator, it gets rid of kilograms dividing by meters per second, gets rid of one of these meters and the other seconds. And all I'm left with is meters. So this problem is going to work out with units of meters. And if I plug those numbers into a calculator, what I find is that I get 7 times 10 to the minus 6 meters or 7 micrometers. So an electron, according to this equation, the de Broglie wavelength of an electron that's flying around at 100 meters per second has a wavelength of 7 micrometers. So 7 micrometers is small, it's micrometers 10 to the minus 6 meters, but 7 micrometers is certainly a lot larger than an electron. An electron itself is no bigger than 10 to the minus 10 meters or so. So that is considerably bigger, many orders of magnitude bigger than the electron itself, the size of the electron, the radius of the electron. That'll be important in just a second after we consider the next few examples. Let's consider another small quantum mechanical object, but not quite as small, a single atom, maybe a hydrogen atom or let's take a somewhat larger atom. The mass of a carbon atom, for example, we know is 12 grams per mole. So if I convert that to kilograms, convert grams to kilograms and use Avogadro's number to get rid of grams per mole, we won't run through that calculation. But that turns out to be about 10 to the minus 29 kilograms or so. So it's maybe 10 to the minus 28 kilograms. That's several thousand times heavier than an electron. So when I use that mass in the de Broglie wavelength calculation, it turns out that the de Broglie wavelength of a carbon atom flying around at 100 meters per second, that works out to be 3 times 10 to the minus 10th meters for this particular example. And in SI units, that would be, well, that is SI units, but 3 times 10 to the minus 10 meters is about 3 angstroms. And a hydrogen atom itself is about a half an angstrom large. So that's larger than or at least on the same order of magnitude as the atom itself. It's comparable to the size of the atom itself. So it's not much greater than anymore. If I continue with an example that's a little bit larger, let's combine several atoms together and make a molecule. And it's not really important what molecule we're talking about, maybe a benzene molecule or maybe a caffeine molecule or some molecule that's made up of a handful of atoms. Let's just say, roughly speaking, I've combined a bunch of carbons and hydrogens and other atoms together, that molecule might have a mass of somewhere around 100 grams per mole. If we calculate the de Broglie wavelength of that atom, we find, again, because the mass is in the denominator and this mass is getting larger, the de Broglie wavelength is going to get shorter. So this de Broglie wavelength has gotten a little bit shorter. Mass has gotten bigger by almost a factor of 10, so the de Broglie wavelength got shorter by almost a factor of 10. It's only now a fraction of an angstrom. The molecule itself is now several angstroms large because I've tacked together several molecules, each of which might be about an angstrom in size. So this size is now smaller than the original object. So the de Broglie wavelength of molecule is smaller than the molecule itself when the velocity is about 100 meters per second. And as a last example, let's compare those small molecule atom electron-sized quantum mechanical objects with something large, something that we can see in the real world, like a baseball or a pen or a marker or something large. And just as a rough estimate, let's say we're talking about something with a mass of a kilogram. So 2.2 pounds or so, a kilogram, if I plug that number into the equation for de Broglie's wavelength, this is now many orders of magnitude heavier than an individual molecule. And what I find is the de Broglie wavelength has gotten quite a bit shorter. If I use a kilogram, moving at 100 meters per second, I find that the de Broglie wavelength of that object is 10 to the minus 36 meters. So ridiculously small. An atom, remember, is only about 10 to the minus 10 meters in size. So this is 26 or so orders of magnitude smaller than an individual atom. So the wavelength of this macroscopic object is so small that we can't even measure it, see it, detect it in any way. It's not only smaller than, it's much, much smaller than the original object. So that last statement is why it seems a little bit nonsensical for us to talk about the wavelength of a marker or the wavelength of a baseball or something like that, is because the wavelength itself is so small that we can't measure it. Effectively, what this wavelength means is the same thing it would mean for a water wave or a pressure wave or a sound wave or something like that. It's the length of the wave that determines how that thing diffracts or interferes with itself. It's sort of nonsensical to say if I throw two baseballs at each other and they collide, they can interfere constructively or destructively. Of course, that's not true. They just collide the way particles do. And that's because the delocalization or the interference of those baseballs happens on a size that's only a tiny little fraction of the molecule itself. So only at undetectable levels do they interfere or diffract off of one another. Whereas quantum mechanical objects like molecules or atoms or electrons, their wavelengths is in fact comparable to or sometimes much larger than the object itself. So they can actually behave more like a wave than a particle if their de Broglie wavelengths are much larger than the size of the particles themselves. So it certainly seems weird at the macroscopic level because we're not used to seeing objects behave that way. But at the quantum mechanical small atomic level, things definitely do behave, matter does behave like a wave. And let me illustrate for you the way we know this is true or one of the first pieces of evidence we had that illustrated that the small objects do in fact diffract and interfere the way waves do. And that's an experiment called the two slit experiment. And to start with, I'll describe what a one slit experiment would look like when we're talking about not particles, but waves. So let's imagine a wave like a wave in the ocean. So imagine here's the line of waves, top view of a line of waves that are moving in the ocean. They're about to break on the shore. But before they get to shore, they get to a wall that someone has built near the shore that has a gap in it. So what's going to happen if the wall were solid, the waves would just crash into the wall and they wouldn't move past it. But if we put a gap in the wall or a slit in the wall, what happens when the waves reach the slit is they won't pass through regions where the wall is. They will pass through here, but they'll diffract around that opening and they'll move out the ripples. If you can imagine the waves of the ripples, they'll move in this same pattern that you'd see if you threw a rock into a pond. The ripples would move out in this circular pattern. That's how we understand waves behave in a two slit experiment. If our wall has two gaps in it, and again we have waves that are approaching the wall with the slits in it, what will happen is the waves will diffract out from these openings, but the ripples that get formed when the waves diffract out of these openings, those ripples will begin to overlap themselves at some point. So the place where I've just drawn the troughs or let's say the peaks of these waves both occurring at the same place, that's going to be a site of constructive interference. The wave will be twice as high here as it would if there were only one wave from a single slit. So there will be various places where there's constructive interference, and there's various other places where there's destructive interferences where the peak of one wave overlaps with the trough of another wave. So we'll see constructive and destructive interference the way we'd expect from normal waves to behave. Now things get a little bit weird when I imagine what should happen and what actually does happen for particles. So these are waves moving towards a wall with some gaps in it. I can also show when particles arrive at a wall with gaps in it. So let's imagine we're throwing baseballs or shooting bullets at a wall with a gap in it. So I've got a lot of, instead of a lot of waves, I've got a lot of particles that I'm sending towards this gap. And certainly what we'd expect to happen is that a particle that hits the wall won't pass through. A particle that arrives at the gap will pass straight through. And for one slit, things aren't too different than what you'd expect. If I then ask, if I draw another wall back here and I ask where these particles hit on the wall, you'd expect them to hit only in places that allowed them, where they were allowed to pass through the slit. And that's, for the most part, what you see. Occasionally you'll get one hitting a little further away because it gets bent or diffracted as it passes through the slit. But that's not too weird yet. Where it gets really strange is in the two slit experiment. If I have particles being sent toward this wall with some gaps in it, in particular two gaps, and I ask back here where do I find that the particles land after having passed through these slits? Again, what you'd expect is maybe particles can pass through here and can pass through here. So they ought to land here and they ought to land here. But that's in fact not what we see. We see perhaps some particles landing there, but we might see some particles landing here, maybe even more particles landing here. So I'm drawing a little histogram or diagram of where we see these particles. And what we see is a series of peaks and valleys. There's certain places where a lot of particles hit. There's other places where very few particles hit, or relatively few particles hit, and there's some places like here where no particles hit at all. And the only way to understand how that can happen is if these particles as they pass through the wall don't fly through like bullets, instead they diffract through the slit, constructively and destructively interfere with one another. The places where we find them a lot on this wall is where there's a lot of constructive interference. The places where we never find them is where there's complete destructive interference. So again, if the particles were purely particles, macroscopic bullets or baseballs don't behave that way, but small atoms and electrons do in fact behave that way, and the only way we can understand that they do is the fact that these electrons and atoms behave as much like waves as they do like particles and can constructively and destructively interfere with each other. So that was one of the first experiments that let us know for sure that small objects do in fact behave like waves. And that completes our tour of the quantum mechanical properties at the qualitative level that you already perhaps know something about. Our next step will be to get a little more quantitative and to understand quantum mechanics at the level of equations and numbers so that we can begin to make concrete predictions.


How's it going everybody? My name is John Hammond and welcome back to a YouTube video tutorial. Alright, so I want to be jumping back into a little bit of Python. I'm trying to recreate some of the old tutorials I had made years ago that honestly were not that good. So I'm trying to re-teach the beginnings or the basics of Python. So hopefully we'll just be able to crank through the basics and get to some really cool stuff. So I'm trying to teach this as a ground-up perspective, so we're going to start from scratch. I'm going to use Sublime Text 2 as my text editor and I'm going to go ahead and create a new file. We'll call this...actually I'll just create a directory for it, make directory Python tutorials. So now in my home directory I'll just save this as first.py. Because a Python script or Python code should always have a .py extension. And now we're ready to run Python code. So Python is real simple. If we wanted to make our own Hello World program, real real simple, just a beginner basic programmer lesson, we can just print. That's all the statement that we have to do and then we'll give it a string, which is a set of characters or text and we can print out Hello World. And that's it. That's all we have to write. So back in our terminal we can actually get into that directory. We have that first.py file that we have and we can pass that into Python as our interpreter. That file, Python first.py, and it'll print out Hello World just like we told it to after we save the file. Sweet! That's awesome. Really simple program. But you notice I'm calling that with Python. I don't actually do like a regular program invocation, like I'm not using a .slash first.py. I want to do that. I want to be able to do that. First we have to make that file executable. I can do that in Linux with chmod first.py plus x to make it executable. Now it's got that green highlighting. And we can run first.py, but it's going to freak out. It's not running Python code. Right now it's running something else. We have to specify in our code that, hey, we actually want Linux, we actually want our operating system to determine that this is Python code we want to run. So we do that with a shebang line. I'll actually explain what that is. Or shebang line. Shebang line. Shebang line is nothing but an absolute path to the bash interpreter or any other interpreter that we want to use and specify when we're working in Unix. So we can use normally if we're running like a bash or an sh script, we can use bin sh, which is the syntax of a pound symbol or hashtag exclamation point and then the path to our executable. So if we wanted to use Python, we could use forward slash usr bin space environment Python. So that way, whatever Python interpreter we use, it's set up specifically environment, it'll be able to figure it out, hey, environment, whatever our Python interpreter actually is. So now in our terminal, because this is marked executable, we can run dot slash first dot pi and we've got Hello World. It's finally executing our Python code for us. So that's super duper simple. All we have is a simple program. We've figured out two ways to invocate it or start the actual program. We can just pass in as an argument to Python, or if we set up a shebang line and mark the script as executable, we can execute it with a dot slash like any of the regular program. Some more stuff I want to cover. Comments are started that same way with the beginning hashtag or pound symbol. Comments in Python can start with a pound symbol. They are not code. They will not be executed. So this way, you can kind of leave yourself notes and document the code that you're writing with. But they only work line by line if you use that syntax with the pound symbol. If I wrote any other comment on a line without that, it doesn't work. Anything that follows that pound symbol is considered to be a comment, but any other line without it or in the front is still considered code. But you have to have that symbol to represent, hey, this is a comment. Since that's just a single line comment, though, we can also have multi-line comments, which are really just elongated strings. And you represent those with the mark for a string, either a single quote or a double quote, have a set of three of them. Anything in between those two will be a comment. Obviously, anything outside will not work. It has to be wrapped inside those comment markers there. You can see the syntax highlighting kind of denotes that as well. Real simple stuff, but with that in mind, we can actually kind of make notes of our Python code and be able to have more information in the actual Python source code. So I'll be using comments a lot hopefully while I'm trying to teach you guys. Another way we can kind of invoke this is through Sublime Text, because it's an awesome text editor. We can actually build this Python script and run it within Sublime Text. Control B, if you hit Control and B on your keyboard, you should be able to see the output at least of this function. And we'll be able to do that. We'll just be able to look at the output of our code within Sublime Text. We can't interact with it all that well. We're not going to be able to read in input when we get to that point, but we can see output. So simple stuff, print statement. It's actually a function. You can wrap it with parentheses to represent, hey, this is a function, but it's also a statement in Python 2. There is a difference between Python 2 and Python 3. That's a whole other can of worms. But print statement or print function, whatever you want to consider it to be, string, simple stuff, hello world, and the syntax for comments. And the next tutorial, real simple again. We're just going to be looking at data types and cranking out all the basic stuff because you guys know how to do most of this already. I'm sure in other programming languages, I just want to show you how to do it in a good, simple way. All right, see you in the next tutorial.


All right good morning and welcome to this week's edition of Encompass Live. I am your host Krista Burns here at the Nebraska Library Commission. Encompass Live is the Commission's weekly online event. We're a webinar, a webcast, an online show, whatever you want to call us. We are here live every Wednesday morning at 10 a.m. Central Time. However, if you're unable to join us on Wednesday mornings, that's fine. We do record the show every week and it is posted onto our Encompass Live website and so you can always watch out the recordings at your convenience. And I'll show you at the end of the show today where that website is and where those recordings are for you. We record the show if there's any presentations or slides or documents or handouts that presenters include. We include that in our recording page and any websites that are mentioned. I capture those and put them up on the Library Commission's delicious account and have them all collected together for the recording afterwards. So you can catch up on everything we've done on there. Both the show and the recordings are free and open to anyone to watch. So if you are looking at some of the old shows you want to watch something, go ahead. If you have any colleagues, friends or colleagues you think might be interested in some of our topics, let them know about us. Share the information, share the links and have them come and check it out. We do a mixture of things here. Interviews, presentations, book reviews, many trading sessions, demos, basically anything library related. We have it on the show. That's really our only criteria. If it's something related to libraries, something libraries can benefit from or use or something that other libraries want to share, we have it on the show. We have the Nebraska Library Commission staff that sometimes do presentations, but we also bring in guest speakers sometimes, and that's what we have this morning. On the line with us is Beth Caves. I pronounced that correctly, right? I didn't even ask. It's actually cubish, but that's okay. Okay, I'm sorry. I should have asked. I try to remember lots of things to do the show and sometimes I forget. Beth is, well, I guess, new title. She is the Director of Blended and Distance Learning for our ESU Coordinating Council here in Nebraska. You said just a couple of days ago, she had me update that info, and that is something new for you? Right. Christa, I've been working with ESU 7 for the last 12 years, so now I'll be transitioning completely over to the Coordinating Council. Now is the Council something new or has that been around for a while? The Council has been around for a number of years. I can't remember how many for sure, maybe 10a, maybe a little bit less, but yeah. Okay, all right. She's been working with this new project here going out in Nebraska, our blended learning initiative, and she's going to tell us all about that, so I'll just hand it over to you to explain it all. Thank you so much. Good morning, everyone. On my first slide here, I am asking for some information from those of you that are present to answer just a quick survey. It's a Google survey, and you can access it through that goo.gl slash capital Z, nine, eight, capital K, capital S, five. I do have two responses right now. Both responses are from K-12, and one of the persons that responded knows a little bit or has done some reading, and another one doesn't know much, and the third one has just responded that have tried and implemented some blended learning, so that's very exciting. So I'm anxious for you to go on to my survey and respond to that, so I have an idea of where you are in terms of blended learning. Again, as Krista said, I'm the director of blended and distance learning for the Coordinating Council, so in our public schools we have an ESU structure, an educational service unit structure, and that structure then supports our public schools across the state. We have 17 of those ESUs, and the Coordinating Council then helps to support all of the statewide projects, initiatives, things like that, so I am transitioning then to the Coordinating Council as this director of blended and distance learning. You can reach me at my email on there as well as Twitter. We do have a couple of Twitter handles with the council, and you should be able to access those by my Twitter. So I wanted to know how many knew about blended learning, and we're still, we have about a little 40% of us have no experience with blended learning, and only 20% of us have tried it, so because of that I want to just go over a quick video, actually we'll be reviewing two videos, and they're just pretty short videos, but kind of give an overview of what blended learning is. So here's the first one. It's from Vimeo, and please let me know if you're not seeing it. I'm on my computer a lot. Technology has revolutionized our world. We can connect and learn and create and share. We have immediate, improved and personalized access to the world. Nothing in our modern lives remains untouched by this powerful transformation, except for education. Big idea behind blended learning is combining online learning and brick and mortar schools with teachers, where students can learn at their own pace so that they can optimize their individual learning. Combine the best of teacher instruction and computer based instruction. The world that we live in today isn't about paper and pencil, it's about computers. Having our kids become comfortable and familiar with that now is going to better prepare them for the world. Blended learning can actually personalize for every student's individual needs to meet them where they are when they need it. We are doing students and ourselves a great disservice to assume they all learn in the same way, so we need something new. That's blended learning. When you walk into a blended learning school, what you will see is small groups of students off with their computers working away on online learning programs, and another group of students in small groups doing rich interactive projects with each other and really collaborating with peers. I'm able to now focus on smaller groups of kids, give them more individual attention and help them with their individual learning styles. Before you're moving at the pace of the average of your 30 kids, now you can really move at the pace of each individual student. The teacher has the opportunity to look at data in the moment, in the minute, to know where our kids are immediately and forms instruction in the next period or the next morning. In a regular classroom, it might take a week for you to get your test back. I can take a test twice in one class, get my feedback almost instantly and figure out what I need to improve on. Blended learning makes you in charge of your pathway, knowing how to navigate what you need and when you need it. And that's true learning and knowledge. It's when you're able to apply content into real life. All 50 million of America's students deserve the opportunity to have blended learning so that they can personalize their education and realize success in life. 50 million students in America. So that video was produced with collaboration from Michael Horn. Michael Horn is one of the early researchers of blended learning and Nebraska has looked to the Christensen Institute, which Michael Horn initially was part of that organization to consider what we want to use as part of a definition for Nebraska. And similar to what you saw in the video, Nebraska's definition talks about combining online and face-to-face learning and giving those students opportunities for pace, path, time and place. So one of the easiest ways to begin to think about a blended learning classroom is to consider a station rotation. And in station rotation, it's very similar to what maybe our elementary, our K-12 teachers have done with resource centers and those types of things. But using a station rotation, now we can look at meeting the needs of those students in these groups and allowing for students then to make some choice in some of their learning. So I've been able to document some excellent teachers across the state. And one of my favorites is this teacher from Seal Jones in Minden. And she is going to just show you how the students start or how she starts with their station rotation. Now this is the second semester, so the students have had a lot of experience with how to transition, what the expectations are when they move to those stations and so forth. So I want to give you just an actual view of what a station rotation and how that might look to begin with. Let's see if this one, this is a quick video. Okay. So what you may have seen there was the classroom moving from an all group discussion to the stations and the teacher was giving some instruction. So students were still over here in this area were still working on textbook resources and maybe doing some some drill in practice with some of the assignments that the classroom had been given over here in the floor area. Those are students working on technology using I excel. So giving the students an opportunity to go beyond where they're at or perhaps go to a level that they're not confident in to solidify their learning. And then the teacher here is working one to few it happens to be five. And she has grouped them based on the assessment that they take they completed the prior day. So these students either missed similar types of questions. And she's reviewing those questions with those students, or perhaps they answered all of the questions correctly. And now she's able to expand and deliver, you know, go beyond what the the initial mastery of that content is. So she is able to have the students in small groups. They know what their assignments are. They know what they should be doing and they'll work in these small groups for about 10 to 15 minutes. It kind of depends on the student itself. So when we look at that station rotation and you heard the initial video about blended learning, I'd like for you to go into a padlet that I've created. And that is goo.gl slash, and this is a lowercase is capital I six X. And this is an L also to me sometimes it looks like a one, but it's an L. So at padlet, then we can begin to respond to what you think it might look like so that we can have some interaction in this webinar today. So if you will go to that that link that goo.gl. And I've just used a padlet that I've used in the past. So you see some examples of what others have shared about station rotation. So all you have to do is tap on the canvas and it's kind of a sand canvas. And I will go to it here. So all you have to do is tap on it. And then double tap actually, you can put in a title, what you think it might be, what you want to share with us of what it could look like in a station romantication model in your library or in your classroom, and then write what what your response is. So again, if this is a title, I'll just put stations in library. And then I'll enter my information. So I would use small carts with plywood lids and have students group that way. So I would like for you to enter and what you think it could look like in your library as a station rotation. And I'm going to go back to the link so that you can see the link down here. And again, this last letter is an L. So we have library learning has popped up. Very good. Oh, group on computers. Excellent. Okay, group in small with small groups. Very good. I like that. So again, you know, what we could think of in the library is allowing for some station rotation, perhaps during our library skills, or I think most of our libraries today, as I go and walk through the libraries within the schools that I visit, you know, you have small areas of either allowing students to work independently, or perhaps giving some students to do some collaborative collaboration work, which I think is so important. So here we have another one, physical flexibility. Very good. I love that. So let's see what that is about. So I'll go ahead and and add to that padlet. It will stay open. So if you would come back to this and add to the paddle later, that would be just supportive of the work that I do and I would really appreciate it. So under that physical flexibility, we're looking for mobile furniture and tables to make those spaces, soft furniture, even couches. I love that. And those mobile furniture is are are so popular today. And I think that they really help in our our blended learning spaces. So thank you for adding to that. And we have flexible seating coming through perfect. We'll we'll see what flexible seating is. Yes, flexible seating is great for that. A steel case is a company that's making some furniture. And this person is trying this flexible seating in their classroom next week. How exciting. Would love to see some pictures tweet them out to me. And would love to see how that goes. So excellent, you're doing a great job on that tablet. And we'll try to come back to it in a little, little bit. So to make sure that all of us have an opportunity to have your your comments shared with the rest. So again, what does this mean for our libraries? You know, we're talking about this flexibleness and and as I said, I do think that we've become flexible in a number of our resources throughout our library, our stations and so forth. But what else does it mean for that school librarian or that public librarian to help support either the students or the classroom teachers? So Mark Ray has an article from 2014 that talked about really supported this notion on on blended learning and how we can support blended learning. And he has four things that he describes in his article where we can we can really look at this in our library. And the article, by the way, is librarians have key roles and blended and online learning. It's from school library journal. And it's referenced in the bibliography of this of this slide deck. So you can access that a little bit later on. But anyway, Mark Ray talks about four ways that we as librarians have roles that we need to support our teachers, our, our stakeholders, our students and those four items are create or curating those digital resources and helping those classroom teachers curate, collaborating with designing courses online courses or just designing the course to fit the online need or element of your blended experience. Also to assist in implementing those strategies and those you know, any of the strategies or the structures of blended learning. And finally to help guide those students in the areas of digital citizenship and effective online collaboration. So four key areas that in my opinion fit so well with what we're trying to accomplish in blended learning in Nebraska. So I really base a lot of this presentation on the work of Mark Ray. So in terms of curating that digital resources, I've included some examples. And again, if you get the slide deck off of the Encompass Live website, then you can access those links. But Symbolu was one of my favorite tools to share those resources. It's easy to set up. It's easy to share. And it looks, you know, it's just fun to look at as well. So here's example of a Symbolu. So it's tiles. You can add different tiles to this is called a mix or a web mix. And you can create multiple web mixes. You can change the colors of the tiles. So I have some classroom teachers that use, say, green for social studies and put in this corner red tiles. And those are for language arts. And over here use blue tiles for math, whatever they want to do. But they're using this resource or this tool to curate sites for their students or their teachers to go to to find those resources. So I think Symbolu is easy to use. It looks great. And it's easy to share. So that's one of my favorites. Another one is live binder. So I've created a couple of live binders. And it's the free version of lip guides. So if I were to have my choice, I probably would go with lip guides. But live binders is something similar. And what you do with live binders is you have it's kind of stacked resources or stacked pages. So it's a website that allows you to. So here's my introduction. And under there I have some goals. And I have a little video. I have an activity that I want the class to do. I have this again, this video and then have an opportunity to think about why, you know, put it all together. So under all of these stations that I have something similar, I've asked to do an assessment. And again, this might look familiar. This is our padlet. But anyway, I've set this live binder so that it's what I call stacked web pages and stacked instructions. So it gives the end user, either the student or the teacher an opportunity to pick and choose what they want to do. Or they can go, you know, sequentially as well. So that's just one way of looking at a live binder. This is another one that I created that has the options on the side. So live binder gives you an opportunity to add video, add links, add text, all of that type of thing. So I really do like that as a tool. Again, symbol live binder LibGuides is another one that works great, Lincoln Public Schools has an extensive LibGuide collection to help curate that their school librarians are curating for their classroom teachers. Others that I've read of a Storify scooped paper ally, your catalog. I have seen schools use their online catalog to help curate and list resources for their classroom and their students, obviously Pinterest and then any type of website that you might have.  And how do we know when we find something that it's meeting our needs doesn't meet our standards. If we're looking at classroom standards, is it educationally sound? Is it, you know, high quality? So so us as librarians and school librarians, we need to look at and evaluate, you know, based on a rubric that we might have in our area, and then determine which one of these resources we should be sharing with our stakeholders. And then how do we easily share it. So it's curating those digital resources for our end users. The next thing that Ray talked about was that designing courses and collaborating with those classroom or those stakeholders to design those courses. So I've included some of my favorites here. Lesson pass is something that came out fairly recently. And I haven't used it with classroom teachers, I just used it for myself to kind of take a look at how how I could use it. But it's basically, you know, a course, and you're going through this course, it might be considered a, you know, you might think of it as a MOOC or or just an online course that you can learn from either as an individual or a teacher could set something up. Another one is using Coursera, and they have a number of resources and courses that you can start from duplicate or create your own. Blend Space is one that I've seen a number of teachers go to. Again, Blend Space is, I'm sorry, I wanted to grab that website. I didn't link it. The Blend Space is again fairly simple. And you can go and grab a resource or you can grab a lesson that's already been created and then basically duplicate that resource if they if they've created it using Creative Commons, and then you can edit it and add your own resources to it. So when I go into this library and I want to look for collaboration, then here is a Blend Space that's been created and 534 people have added it to their own Blend Space resource. So it, again, is sequential and you can add, as you see videos, you can add websites. I guess I've never really added text. I've just gone through a Google document in order to add something if I wanted to do some text. But the thing about Blend Space, again, you can go grab that and then you can set it and edit it to make it your own. So I really like that Blend Space when I'm trying to help teachers collaborate on some resources. And also your learning management system, such as Moodle and Canvas and Schoology and Blackboard, all those types of resources that might be within your area that a teacher is working on to design their course, then we want to be able to help them and collaborate with them. And this is where we can add or refine some of those digital resources for those teachers. So I think it's important to share with those stakeholders that a librarian, a school librarian or in a public library that we can help you find those online and print resources. All right. So we want to assist those teachers in blending that classroom. And this part is, to me, part of that PD part, part of that coaching piece, showing, just observing any classroom teacher that they want someone to kind of come in and look at what they're doing to see if it may, you know, if it flowed, maybe they have some concerns and they would like a school, a librarian or another resource to look at. But this is where I think that our blended pilot is here to provide support for our classrooms for schools in Nebraska. So we have a pilot that is being supported by both the Coordinating Council and NCSA in Nebraska. NCSA in Nebraska is our Council of School Administrators. So we are working on this pilot together. We have 27 schools that are in this pilot for year number one. And what we were we're doing is meeting with teams from each of those schools and identifying strategies, looking at a vision for blended learning, developing what it would look like in their school. So if someone would walk through their classroom to those look for, you know, what would be something that either another teacher or administrator or a school librarian would want to look for in that blended learning classroom, also giving those classroom teachers, which we're calling Lighthouse classrooms, that that support that additional support. So is it curating the content it could be? Is it collaborating with them to work on their online course? It certainly could do that too. So we've met with those teams already in March. And now in July, we'll have another meeting and those those Lighthouse teachers will be expected to begin blending their classrooms this fall. The thing about blending classrooms that you want to remember is to really start small because it can be overwhelming.  So that's what we are suggesting is that you start small, maybe take one class and a unit and then build on that. Each year, then you build on it and you make adjustments and it becomes easier and easier each year. But what we'll be doing is the ESUs will be providing high levels of support for those classroom teachers, those Lighthouse teachers, so so that they feel like they are have that success or, you know, that foundation behind them. So it's it's a project that's going on with schools with ESUs and our our NCSA statewide organization as well as according to council are a part of that too. So we're very excited to be bringing this opportunity for for these 27 school districts to to go through this pilot. So the last part of what Ray, Mark Ray talked about was making sure to guide those students and give them support in that digital citizenship and effective online collaboration. So as school librarians and public librarians, we're always talking about copyright and making sure that we're evaluating those resources and it's high quality resource and it comes from a reputable site or author, but also that that author gives us the rights to use that if that's how we, you know, if we want to use some of it or all of it. And so it's important to make sure to talk to our our patrons, our our students, our teachers, and share with them the importance of of really looking at that digital citizen, digital citizenship and being good stewards of that internet. Question two, how do we effectively collaborate online? So again, today we're talking about Padlet. I had you do the Google survey so that I can get a response. I can kind of judge where everyone is. And, you know, there are tremendous tools out there to to utilize for any types of collaboration. This go to webinars, an excellent tool as well to get together either virtually or to, you know, to share information with one another. So it's always exciting to think about that effective collaboration. But how do we do it in an online fashion? So in other words, can we bring in experts from outside of our state, outside of our community, and a virtual field trip, for instance, can we do some of that to expand the walls of our classroom, and work collaboratively with others across the nation and the world for that fact. Part of the work that I do, I'm a member of a national organization, and that's exactly what we do. We we meet on a regular basis using virtual tools. And we're talking about what we do in our organizations and how we can help and support each other. So most often in our library, we're doing similar tasks from the library down, you know, in Nebraska down the highway, in the cities, in another library, in another community. And so how can we work together to to really build our knowledge and our skills together, and become even better libraries for our patrons and our students. So again, as Mark Wright said, it's about providing that expert understanding of those resources and how to cite them and and how to make sure that they're credible and accurate. So it's all about that relationship with the online collaboration and that digital citizenship.  In my pre assessment, I had one response that says they provide background information, critical input with extensions such as apps such as zaptions and are planning to use document, odosent edu. So very exciting to see what people are thinking about using in your library. So what I want to do now is another interactive activity. And I want you to include your thoughts about what activities can you be supporting or are you supporting to to improve or increase these blended opportunities. So here is another goo. It's to a Google doc that is open and you shouldn't have to log in in order to access that.   And in that Google doc, I've included cells or a table. And I want you to basically talk about what you would see, you know, what are you doing? Oops, sorry. What what are you doing in your class in your library? What would you like to do in your library? What have you seen perhaps? And all you have to do is select a cell. And in that cell, you click inside there and just describe those activities that you could do in your library to support or to increase those blended opportunities. So we did the padlet, which is similar. And again, the padlet, what does it look like? Here I want to know what is it that you're doing or what is it that you may plan to do? Or what what would you like to do? So you can just select a cell. Again, if you wanted to include your name or your email, that's optional. That would be fine. I have my it looks like the font size is pretty big. I'm going to treat you very good. Thank you. Awesome. I'm going to try to go in and change the font size to a little bit smaller. So it isn't so big. But anyway, I want to make this a little interactive. And again, I'll go back to my presentation so that you see the goo.gl. And it's RL1F4 and a capital A. So looking for what do you think you could do to work in your library or what is it that you're doing in your library that could support these blended opportunities. So we have one person that's using SimBaloo and they've already used SimBaloo. Awesome. Nice. So excited to hear that. So enter as many things that you want in that Google doc so that we can have some interaction between all of us and support each other. So I have it. Beth, I do have a question. When you were talking about collecting the from the different sites that have the different pre made lessons or things that you can pull from you know, somebody else has created something and you can use it and then modify it. Some sort of activity or whatever. Something that popped into my head was something like Khan Academy. I wonder if it would that have you looked into that or if that would be something that would work with this as well. They have free, you know, work training and videos and lessons basically on also different sources on also different topics. Yes, they do and Khan Academy is a great resource. I'm not sure how much you can modify it because I know you're talking about you know, always going to modify it for what you're doing in your classroom. Right. The Khan Academy videos and that's that's what Sol Khan is known for is some of his video work. It started out with math and now is expanded it to I believe some science and yeah, so it's it's wonderful tools for those learners to go through and repeat and review again multiple times some of those strad or you know, methods or how to you know, like for instance, the math, how to do types of equations. I have received feedback from students and I think it's it's great content and I'm not trying to cut it up but I have received feedback from students that when a teacher uses a video from say a Khan Academy or something else, the students are not as engaged and what the students are saying is that they have their teacher and they know their teacher. So if they want to learn something on a video, they want to learn it from their teacher. That makes sense. Yeah, I know Khan Academy is more I think the way it's been more promoted is independent learning. You want to learn something yourself because you you you needed maybe tutorial or something on it or you just said I want to learn more about math or engineering or whatever just for my own you know, reference. I didn't know how well it would go along with this. Yeah, that makes sense. That is exactly right. Exactly right. And again, some teachers might use that but then they might incorporate some of their own resource, you know, video or audio also. Yeah, makes sense. Yeah, exactly. And teachers don't like to video themselves but you know what you really, really need to because to me the important part is when I'm working face to face with students and I'm getting ready to introduce a really important piece. Students can see the excitement both in maybe my hand gestures or in my face like my eyes might get really big and if you don't provide that opportunity for the students when you're teaching some content, then they lose some of that. So I think that's really important and anyway, we talked about that a little bit from this video or this webinar and I kind of decided that because I was introducing some of that video, I didn't want to really push out or because I wasn't recording it ahead of time because this is live. I didn't want to push the bandwidth so that we would have, so our videos wouldn't work too well. So anyway, oh, you guys are doing a great job. We've got live guides, people are using and look forward to exploring Blend Space and that's from Kelly at Beverage Middle. Very good. They have some funding and would like to change out some furniture. Barb Hart is talking about Google Classroom and tools for students. Excellent, Barb. Love it. So very good. We've got some people that are responding. It looks like Mandy said amen. So thank you all for sharing some of the things that you're doing in your schools or in your libraries. I do appreciate your interacting with me today. So suggestions, and this really goes with some of what Krista was saying, building those online tutorials. Screencast-O-Matic works well. You can have it follow your mouse, but personally like the show me, is there a question? No, just the audio for a couple of seconds right when you started talking about screencast-O-Matic, but now you're back. Okay, all right. So I really like show me and, oh goodness, yeah, I lost it, but show me works really well. It's on the iPad. It's a whiteboard and I've seen it with those classroom teachers that are in a rotation and it's the teacher with the students and the students are all using show me. Maybe they're doing a math problem and so the students are creating the math problem on the show me and then they can save it and they can go back and watch it again. It's work that the students made. Education is the other one that I like as well and both of those that you can record, so you can even use that to record your lesson. One classroom teacher that I talked about to this spring, I asked her how long are your videos that you share with your students when they're looking at, you know, when you want them to do maybe a flipped classroom or or they're going through some video and she said two minutes is what her and she works with middle school, so two minutes is the length of the video that she puts together for students to watch and then I asked her, well how many minutes does it take you to record that two minutes and she says it takes me two minutes to record the video and she says the reason why is because even if she has a flub, she has a flub when she's lecturing in front of her students also and so she just takes that as part of the experience and adds that to the video, so she doesn't go in and clean anything up to make it perfect. It is what it is. She says now sometimes I will start all over if I get into it and I'm not feeling good about what how it started, but she says that her videos are short and she doesn't go in and edit them. It doesn't have to be perfect. It actually makes it more relatable. I think the students want to see their teacher and they want to see them not being all prim and I did this exactly right and I recorded it ten times to get it right. Precisely, that's exactly right, so okay, well I wanted to share one more site that I think is helpful. If you're trying to work with classroom teachers that are confused, what does it look like? How can it work in my classroom? This Better Lesson, BetterLesson.com is a great resource. It has videos, it has examples of lessons. I'm going to go and show you one of them that I pulled up. Oops, so this is a classroom, tour of a classroom and we'll just watch it real quick. It's a little over a minute. Can you turn the volume up on this one? It's a little quiet. Okay, yep, I have the volume all the way. I can. Sorry. The beach is more kind of a non-traditional environment, the same spot. So the beaches, the presentation area, is the shelter. We have the jungle and this is more of a traditional environment, except for that there are these tractor chairs. So I picked these tractor chair specifically so that students wouldn't cover back and they'd have to see and gauge while they were learning. And then this is more traditional with the back chairs. Unless the time to use roll-up around in this area. And then lastly is what we probably found. And I have two schools that sit there and those are just for students that like to sit more high top and look outside. So again this BetterLesson has, and you can search through it for example lessons. Also I was looking at time and space. You can, here are the sections here. So if you're looking for routines and procedures, because that's really important, when you're starting out, here's some examples. So routines and procedures, here's carpet transition. It will give you, in most cases, it will give you a video, but also will give you some document that you can also support with your classroom. So you can take that document, you can edit it and share it with your students or use it as part of your lesson plan. So BetterLesson is a great resource in order to share with classroom or other stakeholders or even students that are questioning what it looks like. How can I implement that You know, so it gives you some concrete resources to use as that support person in our schools and libraries. So that pretty much takes me through my presentation today. I wanted to go back to my padlet and see if we had any other resources, but these are some additional pieces that I think are worth reviewing or reading. And again this all can be found on the slide deck for today. I also included the bibliography of that article from Mark Ray as well as some other resources that I used to prepare for this presentation. But again let's go back to our padlet. So Master Teaching Skills, very good. Getting all the levels and nuances of each learner. Awesome. From the lowest to highest. I love that. That's great. Let's see. I think we had flexible seating. Great. I'm trying this in our classroom. Excited to get something like this. So that video that we showed you might be something that you could use. I think we had some of these before. Students would not become bored during class or used to multitasking and this would allow them and to know that they will not do one skill the entire class time. Very good. So again you can go back to that padlet at any time if you want to add to that. That would be awesome. I'd love it. And we'll come right back to here. Okay I think Barb had entered some things that critical input works well with Zapshin and Dose and EDU. Very good. And she said students create Zapshin projects too. So thank you Barb for sharing. So are there any questions to ask? I know Krista we've had some interaction. Are there are questions for others? Yeah does anybody have any questions? It looks you can use your go-to webinar interface type in the questions section or if you have a microphone just say I have a mic. We'd love to get your voice on the show too. It looks like some of you guys are already doing this and using this in your classrooms which is great. Obviously this isn't something being done just here in Nebraska. Beth you'd said I'm already see if anybody does have any questions. I believe you this is a pilot project we're doing here. I said it started in March or I missed it. No we had a kickoff in March so we brought all the teams together in March and we've worked with the Highlander Institute which is an organization that is working with blended learning specifically so is kind of experts in the field you could say. And then we'll bring them back in July and we'll do some additional training and planning for their rollout this fall. Okay so it hasn't actually been put in to practice in the classrooms yet you're just working with the teachers or I think you said you suggest they start small. Right right so we do have pockets of teachers that are blending their classrooms I think Barb was talking about that some others so and now we're trying to make it more of a and I would call it a systemic effort so these schools that are coming together for this pilot we're looking for some like I said these lighthouse classrooms and then the year two how can we scale that to include more classrooms and just continuing to build on that for until they can have some kind of systemic implementation of blended learning in that district and the reason why is because you have a third grade classroom that's blending their class and now of the sudden they go to fourth grade and that fourth grade teacher is traditionally teaching the content and the students are you know really a wanting a more personalized learning experience so we need to be able to build and scale so that every student has that opportunity. Yeah that's one thing I was wondering about what how is the reception been from also far Nebraska from the educators the teachers I are these lighthouse schools the ones are the lighthouse classrooms did they volunteer as like I'm one of your more forward thinking early adopters type or were they just selected? I think it's mostly that they have volunteered and you know are that type that are willing to jump into something that sounds that like it would be good for the kids we do have a couple schools that said no I want you to do this because it works great with your content and you have the resources or whatever so for the most part though it's it's teachers that see the benefit we've had some trainings across the state and we've had these teachers come to those trainings and go back to their school and implement and they just are the results that they're seeing is so exciting to see and then I talked to their principals and the principals are equally excited because now they see students that previously have not been engaged in the learning and because they can kind of direct you know not entirely but they can make some choice and they can work together they can work separate you know giving those students some of those opportunities to learn in the style or the fashion that best suits them is powerful and those principals now are seeing that oh my gosh you know we have been really not allowing that student to grow how you know he or she prefers and we've been keep you know we've been keeping a lid on them and so now that we give them up those opportunities we see so much more growth and the students are becoming more engaged not only because of technology but because of you know these types of strategies that we've been talking about that's one of things that jumped out at me about this whole thing is so many in every classroom there's so many different levels of ability and exactly just how how some are ahead of this of what everyone else is doing some are behind some just learn differently and it's it's really hard as I think as a teacher to how do I help all of them and get them all moving along in this particular curriculum what we're doing and just standing up there and lecturing doesn't cut it anymore no no it doesn't that's exactly right we're realizing that because that kind of thing when I was in school and all the way up through college boring bored me I suffered through it and tried to you know keep myself awake by taking notes and doing things but is just not the most yeah exactly and your and our students today our children today our learners today yeah they're not the type for the most part not all of them are our are able to learn well and at the rate that we want by a traditional lecture class there are still students that learn well like that yeah but for the most part our students are not geared that way or their brains aren't working like that as nice to mix it up you know and no matter which way people are if they're good at one way love learning but still mix it up in the classroom during the day and maybe they'll learn some new thing that they didn't realize they you know that you know connect they connected with right right yeah well doesn't look like any questions came in I think everybody was great use those padlet and those other things you're using to interact I think that's awesome just someone did have to go they said nice you have to get going nice job Beth thanks so I just said there so before we do wrap it up does anybody have any last minute urgent things you want to ask Beth you know you can reach out to her you got her email or Twitter the websites and everything out there I do have the link to her presentation that's going to be included in the show afterwards it does have within it all the different websites and things she did but also I have captured I'm gonna show my there she is okay yeah I have captured in our delicious account the leaks that were mentioned and the videos so I know some people having trouble hearing a couple of videos just the sound was low that's not a problem you'll be able to watch them yourself if you did want to I know the one of the the second there wasn't you there wasn't a lot of audio in that one anyways guys it was just that you're doing a bit of an introduction to tell us students where to go in which you explained afterwards anyways and then then it was just silence while they moved around the classroom so I'll be back way I didn't really miss my yeah so yeah then I think since I don't see anything urgent will wrap it up for today I'm going to pull back control to my screen I can look on the right button here there we go let's see here all right there we go yeah here is her presentation as I said that we had before and over here as I said in our delicious account that is running slew today there we go where I grabbed some of them like here's that last video so you'll have a direct link to that one if you aren't able to hear the sound on that all this will be included in our recording over here on our end cup of slide website what's great about a cup of slide is if you trying to find our site you don't know the link that's fine just Google and compass live and apparently nobody's called anything else this yet we're lucky we are the only thing that comes up when you search for and compass live so get to our website here and our archive we right here underneath our upcoming shows is the archives that we have of all our previous shows and this does go back all the way to the beginning of the show which was in 2009 so everything is is here if you want to watch it there on YouTube for the videos the presentations maybe on our slideshare account or in Google or prezi or wherever the presenter had it and then all links and delicious yes some of the information on the older ones might end up being old but we are librarians were archivists everything's there for historical purposes this is our last week's show and this one will be set up the same way a link through recording on YouTube the presentation this one was to slide share this I would link it to your Google one and then all the links will be here so all in one place you'll be able to have access to all of the recording from today so thank you very much Beth that was great I'm glad that I saw this session it was in our in LA conference this past year the Rascal Library Association and School Library Association annual conference last was it in October last year yeah she presented this and I wanted to bring it on the show because I thought it was really really cool information with the do it also since now that the pilot started yeah maybe in a year come back and give an update on what how things went and and how things are you know continuing mm-hmm that would be exciting I'd love to do that thank you all right yeah thank you so much and thank you my I was gonna say my last picture on my last slide is from that conference I thought I recognized some of us in the decor so thanks I hope you join us everyone next week when our topic is the librarian as candidate advocating activating activists for funding an election day outcomes I didn't create this title but I had to try and say it correctly John Kraska who's from every library is going to talk to us about being able to advocate for your library and working they work at this every library is in our group that a nonprofit that works with libraries across the country when there's votes coming up and trying to get things you know information out to the people in our government on how to support libraries and he also worked here in Nebraska just this earlier this year about our LB 969 and he'll explain all of that when he comes on the show next week so please do sign up for that show next week register and any of our upcoming stuff we got Google books from our libraries Jessamine West will be with us later in June and then our libraries with the borders all the always new topics coming up so keep an eye on our schedule also if you are a big Facebook user and Compass Live is on Facebook so pop over there there I go and like our page I do post notices about here's a reminder login today for a show on the fly when our reminder of an upcoming shows and when our recordings are available I post it on here as well so if you're big on Facebook I want to just get notified about what we're doing like us over there other than that that wraps it up for today thank you very much and we'll see you next time my name compass live bye bye


Hi everyone, Joe for jaspyscasebrakes.com with 2013 Panini Select Baseball. We're doing half that box, one of those mini boxes inside. This is a random team 14. We're going to do the break itself, as always, when we do these little filler breaks. But at the end, we're going to re-randomize everybody's name. Name on top is going to get the non-MLB, non-sport spot.  A $550 spot, which you can get for a fraction of the price. But got to make you sweat a little bit because we're going to do the break first. Big thanks to everyone here. There are the teams there. Let's roll it, let's randomize it, four and a two, six times for each list. After six times, we've got Dan all the way down to Chris. Four and a two, six times for the teams. And sixth and final time. Pirates down to the Cardinals. Supercharger. When does Ben Baller break? Probably in about an hour and a half. I'm assuming you're asking because that just sold out. We've got a Ginter break to do, but it'll be after that. All right, here's the first half of the list right here. And there's the second half of the list right here. We're not going to read off all the teams here. Got to save my voice for the Ginter break. Let's sort by column B. Let's box. No, I don't want to merge. Let's box them up, center it up. No trade windows. Let's print and rip. So let's open up this fresh box. Let's see which mini box we're going to do. So it's going to be one, two, three for the left side, four, five, six for the right side. And it's five. It's going to be the right side. One, two, three, four, five, six. So we'll save this. So this is break 14. So we'll save this for break 15, right there. Which might be a filler for another Ginter break. It's going to be long enough anyway. All right. One box, random team 14. There's the final printout right there. Thanks everyone for getting in. I think Thomas should grow his hair like Dustin did. Let's roll. There's a Mike Trout right there. Mike Trout silvers actually go for a decent amount. We got Jason Mott. Oh, was it? Oh, that's not bad. Hello, hour 40. All right. There's Jason Mott for the Cardinals. That's going to be for Chris Hoyt and Josh S. You'll get the Mike Trout. Laser, what's going on? You got an email that says you have a package on. Not even sure what it is, nor I. I don't do anything with the shipping stuff, but I'm glad there's been things to ship you. That's a good sign. Mike Schmidt silver. And the second autograph is Derek Dietrich. That'll be for Miami Amber 445 out of 750 Jean Segura and Adrian Beltran. All right. There you go. Now let's re-randomize that list here from Chris and the Diamondbacks out of Matt and the Nationals. Grab everybody's names. Name on top gets that $550 non-sports spot in Ginter. That's awesome. Ginter, one and a four, five times. Top person after five. Good luck. One, two, three, four, and a one, fifth and final time. After five, a very big thank you to everyone from two down to 30. We appreciate you getting in. Thanks for trying to get them next time. And congrats to the name on top, Sean Maddock. There you go. Thanks to you. You're in Ginter. Pick your team one. Coming up in a separate video. I'm Joe for JasperCaseRace.com. I'll see you next time. Bye-bye.