We are going to start now, welcome to your first session. I can't believe that it goes so quick. Today's session, we're going to do study unit 4, which is basic probabilities. It's a very long session and demanding session because there is too much information in Chapter 4. But we will manage to get more exercises and need to be able to do a lot of activities so that you are familiar and are able to answer some of the questions when it comes to basic probabilities. Like any other sessions that we're going to have, all sessions are interactive. If I am moving too fast or you don't understand anything, please don't wait until the end of the session. Stop me and ask your question. Sometimes when I'm presenting, I don't see the chat because my screen is full screen in front of me. So I will advise you to just unmute yourself and stop me and then I will assist you so that we don't leave you behind. Like I said, it's too much information today. Okay, so the agenda we're going to follow today is we're going to have 30 minutes to do the basic concepts and look at a little bit of other rules that you need to understand in order for you to calculate basic probabilities. Then we go into the next additional 30 minutes from half past half to one. We're going to look at the basic rule, but only this one we're going to only look at the additional rule or the addition rule. Then we'll take a 10-minute break because this is a two-hour session and by the time we go to a break, I will stop the video so that we can record the second part of the session. And then when we come back from the break, we will do the basic probabilities where we look at conditional probabilities. And then at the later stage, within the last 10 minutes, if we still have time, we will do a lot of exercises as well. Okay, so by the end of today, you should be able to know and understand the basic concepts of basic probabilities. You should be able to understand how to calculate the basic probabilities and how to use or apply the rules of basic probabilities. You should be able to answer questions when it relates to conditional probabilities or a probability event that another event has happened with the key concepts. First question actually is, who can tell me what is a probability? Without me even explaining it. Anyone who wants to take a step? Wouldn't it be an outcome? An outcome? Who else? I think it's the likelihood of anything happening. Likelyhood. The likelihood of anything happening. Lightlihood as well of something happening. Okay, anybody on a day-to-day basis, where do you hear more about probabilities or the likelihood of things happening? What examples can you give? Weather? Weather. The likelihood of rain. The likelihood of rain. A new infection of COVID-19? New infections of COVID-19? Just a new infection, but that is not the probability. So you meaning like predicting the new, okay, new infections? All right. Where else? Elections? Elections. Where else? Where else would you use probabilities? Anybody who bet lotto? Tatama chance? Tatama millions. That's a chance of winning lotto and things like that. So that is what you're going to learn. Those concepts that they use in doing so many of other things, you're going to learn them today. And you're going to learn how to apply some of these rules to get the likelihood of something happening or not. For example, some of the terminologies that we use in statistics is first to describe what is the probability? The probability is the likelihood or the chance that an uncertain event will happen or a care. The probability that the sun will go out is always going to be 100% because it's going to be in the morning, the sun will always come out. The probability that the sun will set down, it's obvious. The sun always comes out and the sun always goes down. So the probability of that happening is always equals to one. The probability of a person flying without having a mechanical help or anything just due as a person flying are zero because a person cannot fly, you can only jump. So that probability will be equivalent to zero.  And the probability of that coin landing on a head is a 50-50 chance. And those are the things that you're going to learn today. Like I explained, a certain event is an event that we are sure that that event will happen and that probability will always be equals to one. An impossible event is the likelihood or the chance that that event will not happen. And that probability will always be equals to zero. I'm talking about the probability of events. What are these events? I'm saying the sun will come out, toss the coin. Those are what we call events, things happening. When things happen, there is an outcome that comes out of there. When the sun rise up, it becomes there. So those are the outcomes that comes out. Problem event. We need to also understand that there are different types of events. For example, there is a simple event. The sun will come up. That's a simple event. It's an event that describes one thing happening at that time, at one time, plus. Not two things, only one is a simple event. The probability of a day in January is only one event that is happening. But we also have what we call a joint event. Therefore, it means there are two things happening at the same time. The probability that the sun will come out and it will be rainy. Two things, sun come up and it is rainy. The rain and the sun are two different things. Those we call those events that are happening at that particular time. We call them the joint event. When we have a joint or an event, there is also what we call a complement event. And a complement event is an event that complements the other one. So it's an event that form part of all the event, but it's not the same as the initial one. So let's say, for example, how do I put it in this manner? When I toss a coin, I have two outcomes that can happen. There is an outcome of a head and an outcome of a tail. When I talk about a complement of an event, so when I toss a coin and it lands on a head, that is an event that is happening, that a coin is tossed and it lands on a head. That is an event with an outcome of a head. When I toss another, I toss the same coin and it lands on a tail that is another event with an outcome of a tail. But they all come from one sample space. So it means a complement of a head will be the tail because they all come from a coin.   And that is what we're talking about when we talk about a complement. I introduced something and I said a sample space. What do I talk about? A sample space, like population that we did the last time is the same concept. A sample space is a collection of all possible events that are happening. For example, I like using a coin because it only has two options. It can go either one. A sample event is a collection of all outcomes or all, oh, sorry, a sample space is a collection of all events which has an outcome.  The same applies if I have a deck of cards, all 52 cards that are inside that box form part of a sample space. But the card can have, I can have an event where I draw a card and the card is an ace which is black or is red, things like that. When we talk about events as well, we are able to visualize them. And visualizing the event, we can use different form. Some people prefer using the VIN diagram which gives you the entire sample space. And from the sample space, let's say we use all days in 2014. So we take the calendar for 2014 and we want to say that calendar for 2014 is our sample space. If we only interested in the days in that falls on a Wednesday, that will be our event Wednesday. We might also want to know those events or those days that falls only in January. That will be event January. We know that there are days that are in January and they are also on a Wednesday so that form part of our joint event. Am I talking about? A day on a Wednesday, it's a simple event. A day in January, it's a simple event but a day can be in January and can also fall on a Wednesday and that form part of what we call a joint event. That's one way of visualizing the event. The other method of visualizing the event, we can use what we call a decision tree or a tree diagram, which also starts with the sample space. Let's say this one, we are using a coin.  If it landed on a tail or if it landed on a head, when we toss the coin again, it can land on the head or it can land on the tail. And if it land on the head, we can toss again, it can land on the head or it land on the tail and those are events. The same for that coin, if it landed on a tail, if I toss again the second time the coin, it can either land on a head or a tail and those are how you will define your event and you should be able to calculate the probabilities as such. And at the end, you will have all the outcomes that happens when you toss that simple fair coin. Other methodology or the other visualization that you can use, which I always prefer to use is the contingency table. A contingency table, it's easy to use because contingency table gives you your event. For example, this is for gender and also for whether the person has been promoted, the promotion status at work. Inside the table, it will give you your joint event because this is the joint event of men who were promoted as police officers in the past two years and it will also give you the simple event which are those in the totals. Now, in the exam or in your assignment sometimes they might give you a contingency table but do not give you the total. You have to calculate the total because they will help you to calculate your simple event. So this is a simple event, it got less of whether the person who was promoted or the police officer that was promoted, whether it was a man or it was a women, there were 324 and that is the contingency table. You will see that I like using it in all the exercises that we're going to be doing, most of them you will see that I apply the contingency table to visualize some of the probabilities. Okay, those are the basic concept that you need to know. Now, how do we calculate the probability from the events? So a simple probability can calculate it from a simple event which means it will be the probability of a simple event happening. Let's say I have the same table that we introduced earlier of the policemen, women, police officers, whether men or women who were promoted in the past two years. If I have this table and I want to calculate the probability of promoted, I know that a simple event because promoted is just a simple event. It's just those who are promoted irregardless of whether they are men or women. The formula I've to calculate, the simple probability is, the probability of an event A is given by the number satisfying that simple event divided by the grand total or what we call the sample space. If you are given the contingency table and you are not given the total, you have to calculate the total so that you can calculate the grand total which it is what we call the sample space.  Which is the number satisfied if I need to calculate the simple event probability, the number satisfying the simple event divided by the grand total. And you will notice that every time we calculate probabilities, we always going, especially when we are giving events, you are always going to use the grand total. So how do we then calculate the probability of promoted? The number satisfying the event promoted is 324 and we'll have to divide it by 1200. So the probability of promoted will be given by 324 divide by 1200 which gives us 0,27. Remember the probability, the either between zero and one. So if you calculate the probability, let's say I'm calculating this and I get the answer as 1,27. It means I am doing something wrong. Always your probability should only be between zero and one. So since you know how to calculate the probability of promoted, here is your exercise. Calculate the probability of main. I'm going to give you five minutes or not even five minutes, two minutes. Calculate the probability of main. Are you done calculating the probability of main? Let's see if you got the answer right. The probability of main will be given by the number satisfying the simple event main regardless of whether they were promoted or not promoted. Therefore, they are 960 main. So it will be 960 divide by 1,200 which gives us 0,80. Agree, and that's how you calculate the simple probability. How do we then calculate the joint probability? A joint probability refers to the probability that two events are happening or more than two events are happening at the same time. The formula that you will be given in the exam as well, the probability of A and B, which is the joint event of A and B is given by the event satisfying the joint event divide by the sample space. If I need to calculate the probability of main and promoted, remember using our same example of table, the joint event are those probabilities that we see inside the table. So the joint event of main and promoted will be 288 because those will be the main who were promoted. To calculate it, you say 288 divide by 1,200 that gives you 0,24. You have two minutes to calculate the probability of main and not promoted. Okay, did you get the answer? Let's see if you have the correct answer. The probability of main and not promoted will be given by the joint event of main and not promoted, which is 672 divide by 1,200, which then gives us 0,560, the joint event. The probability there are also what we call the marginal event, since we're using the contingency table. Also need to understand that marginal probabilities are just the same as your simple probabilities, but because we are using the joint probabilities or the joint events, let's go back to the table. Marginal probabilities, we're going to be calculating them by using the total tabs because it's the same. When I look at a contingency table, I can see that 324 is made up of 288 and 36, which is made up of a joint event of main promoted and a joint event of women promoted, makes up that simple event, which we can also call the marginal probabilities if we are using the joint events. So how do we then compute this marginal probability? Computing a marginal probability because if we have a contingency table with more than three columns, or we have more than three rows, then we want to calculate the simple event for either the column or the rows, you're always going to add the joint probabilities to calculate that marginal probability, which is the same as a simple event. So for example, if I want to calculate the probability of promoted and I'm given, let's say I'm not given the total, but I'm given the probability of the event main and promoted equals 288, and main and women and promoted is 36. Therefore I can just say the marginal probability of promoted will be 288 divided by 1,200 and 36 divided by 1,200 and that will give us 0,27, which is the same if you take 324 divided by 1,200, which was the simple event that we calculated. The probability of promoted if we use the simple event formula, which says the number satisfying the simple event will be 324 divided by 1,200, which also gives us 0,27. So whether you use marginal probabilities or you use the simple event, depending on what in your assignment question or your exam question they have given, you need to know which one you're going to be using if they have given you the totals, you can calculate using the simple event. If they've given you the joint probabilities, you can calculate it using the marginal probabilities, means one and the same thing. Calculate the probability of women, not using the simple event, but using the marginal probability. I am going to do it with you now. So to calculate the probability of women, therefore this column of women, it means I'm going to use the joint event of women promoted and the joint event of women not promoted. So it will give me 36 divided by 1,200 plus 204 divided by 1,200. You never did math and get confused why I just give you the answer. Let me show you how to calculate this manually as well. Because it's a fraction and we're using an addition slide, we can always say the common denominator is 1,200. And when it's an addition, what we do, we add what is at the top, 204. Therefore, that gives us 240 divided by 1,200. As you can see, it gives you the same as the total that we have there, which then gives us 240 divided by 1,200, which gives us 0,2. And those are the marginal probabilities. I know that the first part of the session is over. We should be in the next part of the session. So just continue from here because we're going into the rooms. Now, since we are also learning about the basic concepts or the key concepts within the probabilities, there are things that you also need to know and remember when you deal with probabilities. Probabilities can also be mutually, or events can also be mutually exclusive. And when they are mutually exclusive, you should be able to also calculate all their probabilities. What do we mean by a mutually exclusive event? A mutually exclusive event is an event that cannot happen at the same time. Let's say, for example, we choose a day from the calendar in 2014 and we define those days as, A represent a day in January and B will represent a day that happens in February. There will never be a day that is in January and can also be in February. Therefore, A and B are going to be mutually exclusive because they can never happen at the same time. And that's what we define. And if we calculate the probability of this, therefore it means the probability because mutually exclusive events will always happen when there are joint probabilities. So therefore the probability of A and B for the joint probability will be equals to zero. The other thing I need to also make you, if we write the probability of A and B, we can also write it as such. The probability of A intersect the probability of B. They mean one and the same thing. You will see sometimes maybe in the past exam paper they use the intercept, sometimes they will use the end. So you must know that the two refer to the same thing. So the probability of A and B and the probability of A intersect B is the same thing which will be equals to zero. Those are mutually exclusive events. Then they can also be a collectively exhaustive event. So if your events are collectively exhaustive event, it means one of the events must, okay. For example, it will also include that a set of events will cover the entire sample space. So if we're looking at the calendar, all possible scenarios of the calendars need to be met so that everything in the sample space needs to be accounted for. What do I mean? Still going to use the calendar. If I choose a day in a weekday and a day on a weekend, already the week is complete. A day in a weekend and a day in a weekday. And I choose a day in January and a day in spring. If you notice, does not include February much, but those days are included in a weekday. And those days are included in a weekend for other months. And I'm not including other seasons. I'm only including spring, but I know that there will be those days that are in summer, in autumn, in winter that are included in a weekend. And they are also included in a weekday. Therefore, event A, B, C and D are collectively exhaustive because they cover all days of the calendar. But they are not mutually exclusive because a day in a weekend can be a day in January and it can also be a day in spring in a way. Event A and B are collectively exhaustive for the calendar and also for the week. And they are also mutually exclusive because a day cannot be on a weekday and also can be on a weekend. And that's how you will define a collectively exhaustive event and mutually exclusive events. In the next show, what we just discussed just now was to say, if I look at the contingency table, they will give me the event A and the event B. And with event A and B, I will get the joint event for all event B that happens for the outcome of one and all the event B that happened with the outcome of two. And I will also be given, which we call them all those, we call them the joint events. And you are also given, or you can calculate your simple or marginal probability or marginal probabilities from your events, from your simple events. What have we learned so far as well? We've learned that the probability is a numerical measure that shows us the likelihood or the chance of something happening. And what we have learned as well is that probability of any event must be between zero and one. It can never be less than one. So, sorry, less than zero and it can never be more than one, inclusively. And we know that if it's zero is an impossible event, if it's one is a certain event that it will happen, if it's 50%, it's a 50-50 chance. What we know as well is the sum of all probabilities should be equals to one. So, if I add all the probabilities, they should all make up one. A compliment event, we also learned that a compliment event is an event consisting of all sample space points that are not in another event. So, if I need to find the compliment of A, it means I need to find all other events that are part of the sample space, but they do not form part of A. So, the probability of A, I can find the compliment of it by finding one minus the compliment of that probability. What do I mean? Remember, if we know from the probability in our sample space, if we know that the probability of A plus the probability of a compliment of A, which is denoted by C, so the compliment can be the compliment they can use in A copy or sometimes they can use by at the top. They all mean the same thing, it's a compliment event. So, we know that the sum of all probabilities should be equals to one. If I need to find the compliment of A or the probability of A, it's just to take the compliment of A and move it to the side so that I can find the probability of A. Your exercise, then we move into the additional rule. The probability that it will rain today is 0.7. What will be the probability that it will not rain? Therefore, what they are asking you is find the compliment event of rain, which is not rain. Remember that, the probability of rain will be given by one minus the probability of not rain. Not rain. Or you can say as well, the probability of not rain, it's the one minus the probability of rain. They mean one and the same thing. Did you find it? The probability of rain is one minus the probability of rain, which is 0,70. Therefore, the compliment of rain is just 0,30. That is a compliment. So the question was asking you to find the compliment of rain, which is not rain. Any question? Then we take this 15 minutes to do the additional rule. In the absence of questions, we move on. We're going to learn how to apply the addition rule. What do we mean by addition rule? Addition rule? In the exam, they will not ask you apply the addition rule or what is the addition rule or something like that. But they will ask you, what is the probability of an event A happening or event B happening or either event A and B happening? A question will come up like that. And in your mind, you need to know that now I need to apply the addition rule. So which state? The probability of A or B, not both of them, but either one of them happening, it's given by the probability of event A plus the probability of event B happening minus the joint probability of both of them. Why do we subtract the joint event? Because in the probability of A, if you remember the contingency table that we had, remember this is where you calculate the probability of A. If this is A and this is A complement. Here will be your joint event of A and B. If this is B here, that will be your joint event of A and B. And if I calculate the probability of B here, in the probability of B, because I'm using those two joint probabilities, it includes the probability of A and B. And it also in the probability of A, it also includes the probability of B. So in order for us not to double count, we have to subtract the probability of A and B. So in the exam, you will get this formula. The probability of A or B is across the probability of A plus the probability of B minus the probability of A and B. The reason why I'm mentioning, you will get this in the exam, that is in case you go for a venue-based exam, let's say they open up for a venue-based. Those who are writing online, you will have your formulas because you have all your study material with you. You can then calculate this probability as well. But before we calculate that, if A and B are mutually exclusive, remember, if the event A and B are mutually exclusive, we know that the probability will be equals to zero. Therefore, this will be equals to zero. And the probability of A and B will be the probability of A plus the probability of B. If and only if they tell you that A and B are mutually exclusive, then you apply this formula. If they don't, that is the probability formula that you're going to use to calculate the probability of A or B. So how do we then calculate it? Let's say we want to calculate the probability of main or promoted. To calculate the probability of either a main is promoted, then using this contingency table, we know that the joint probability is here. We know that we're going to use the probability of main by using that value, that event. How do we know that we're going to be using the probability of promoted? So we know the formula. It says the probability of A or B is equals to the probability of A plus the probability of B minus the probability of A and B. If we convert this to use main or promoted, it will say the probability of main or promoted will be given by 960, which is the probability of main divided by 1200 plus the probability of promoted, which is 324 divided by 1200, because these are events minus the joint probabilities of 288 divided by 1200. And since it's addition and subtraction, the common denominator is 1200. So we can say 960 plus 324 minus 288 divided by 1200, it will give us 0,83. And remember, the reason why we subtracting 288 is because we do not want to double count. Your exercise, calculate the probability of main or not promoted. Are you done? Anyone who wants to calculate with me? Anybody? Nobody? Okay, women or not promoted will be given by the probability of probability of women, probability of women, plus the probability of not promoted minus the probability of women and not promoted. That's the formula we're going to use. To get the probability of women, because we're using event, it will be 240 regardless of whether they were promoted or not. So that will be 240 divided by 1200 plus the probability of not promoted, which is the draw, which are 876. So there will be 876 divided by 1200 minus the probability of women and not promoted. Others, 672, sorry, we're looking for women, not promoted, not men, not men, but women. My razor, so we're looking for those ones because we're looking for the women, which is minus 204 divided by 1200, which gives us 240 plus 876 minus 204, which is 912 divided by 1200, which gives us 0.76. We're going to go into break, and when we come back from break, then we will do the conditional probability, but before we do the conditional probability, because now when you go to break, I'm going to give you this exercise to continue doing. We'll meet again after 10 minutes. I think I said at 10 past one. So let's say in the exam, they give you a question and they say, if the probability of A is 0.4, the probability of a complement of B is 0.5, and the probability of A and B is 0.1, which of the following statement is incorrect and they give you a whole lot of statement that you need to answer. You need to be able to know what you need to do with those statements that they have given you. For example, if you look at this, they have given you a complement of B, so therefore you should be able to calculate the probability of A, and this is a joint event, all these are simple events. So in this exercise, I am going to give you three key statements that you're going to calculate and you're going to prove them right or wrong. Number one, you need to find the probability of B, which means find the complement of the B complement, so which is the probability of B. That number two, you need to find the probability of A or B. And if you forgot the formula for the probability of A or B, remember it is the probability of A plus the probability of B, minus the probability of A and B. Let's use an N sign. And the last statement that you need to validate B are mutually exclusive, find the probability of B. And those are the three statements that you need to use during the break. And we will come back, actually let's come back at five plus one because it is five to one. We'll come back at five to one. If you have any question during the break, you can ask, I will be online.


what happened why should switch from the nation to the police he was manipulated but when you see well I only know him from you know the stories are from the TV shows and so forth and when you see him he doesn't seem like the type of person who is you know easily manipulated you don't think so yeah I'm just saying I don't really know him I mean just looking at it just look here's a man with a hundred and forty six million dollars end of going to prison now you got 25 years you think he ain't easily manipulated I get it you know I'm saying so sugar's a wreck a man Melvin was talking about it today sugar's the only one that need even a gangster ain't right it on nobody everybody rats on him they talk shit about you but how many interviews you ever heard of sugar accusing anybody of anything he didn't keep it he wouldn't even be in prison if he had a followed my instruction that day that that incident happened but he wanted to keep it 100 and that 100 got him 25 years wow I got him in the interview with Melvin me and Melvin did with what's the girls solidato Brian and ice cube did a thing on on on sure and so I was able to get an interview with sugar to to a telephone interview you know so you know I don't help dude I way more need to help me out you know but the hype you know I'm saying he keeps feeding into the hype you know I'm saying so yeah when you talk about some people and the way he had good intentions but good intentions is full in the graveyard if you don't make them right that's right so sometime you try to save people that don't want to save themselves correct so when he got into the industry the industry wanted Don Carneas to mentor him to select his friend but he wanted to deal with the mob he wanted to deal with the homies he took crack heads and and made them somebody else and when the money ran out to crack heads ran out on him wow white american on sendin about sure they make black people's talk about sure as they do with everybody else you know good stuff man I just I think about the times when he had death row and all that man that was the time when the whole hip hop scene was actually being really maneuvered by by by him and Jimmy I've been them to be honest with you and that was a time when they had everything pretty much they had everything what they wanted it they had the money they had the power they had the success that the American dream so-called so when you think about that I just to see it all dwindle away like it did was pretty it was drastic for for for the culture that's right I say a money in fools soon part yeah you know so we had all the opportunity we suggested that dude get a factory over on Walnut right next to the 91 freeway have death row Compton mm-hmm but you have out of this whole thing you have no edifice of death row in Compton ain't that sad wow you know you spent all that money in Beverly Hills you spent all that money somewhere else and they didn't throw everything down that you ever you just rented it wow fifty sixty thousand dollars a month for some people that don't even like you when you could have built your own mansion in your city mm-hmm wow but white America don't allow you to do anything like that you can't invest with the March of Dimes or or or Jerry's kids but you can invest with black folks okay you know I'm saying so it's it's been a manipulation and we didn't went to sleep on it now things and got so bad yeah just like the gang culture Peru is a culture it's a street in Compton that just wasn't allowing dudes to just come in just because we live in houses with what what families you can't take our coach you can't take our shoes we can fight to mm-hmm you understand so it was a defense mechanism and the defense mechanism went so bad we turned into the savages that we were fighting against wow so now you can't tell the difference


Hey everyone, Drew with Geowarm and I am back to talk to you about enabling and disabling exit restart.  So what you are going to do to enable and disable this is you are going to go ahead and hit the hamburger icon there, into your master code, minus 1, 2, 3, 4, you are going to enter security. Once you enter security, exit restart is right here. You toggle it off if you don't really want that feature to be enabled or you toggle it on if you do want it on. I am going to go ahead and exit out of programming here and that is how you enable and disable exit restart. If you have any questions or any comments, please leave them below. Take care and have a great day. Please like and subscribe to our page for helpful programming and installation videos, product reviews, monitoring, products and more. Visit www.geowarm.com or call<PHONE_NUMBER>. Geowarm, the worldwide leader in DIY security.


Today in this video, I'm going to quickly discuss the benefits of doing GRF in less than 60 seconds. So friends, the first benefit is that after clearing GRF, you get direct admission for PhD in most universities and colleges across India. In most colleges, you don't have to give the entrance exam if you are a GRF qualified candidate. Isn't that great? Secondly, you also start getting stipend as soon as you enroll in the PhD program. These days, candidates get around 30,000 to 40,000 rupees per month as their stipend. According to a report, during the entire GRF journey, you get around 10 to 12 lakh rupees from the government. You get paid to study. What else do you want? Thirdly, GRF opened doors for you to become a professor or an assistant professor in any college or university across India. So if you have cleared GRF, then pat your back. And if you're preparing for it, then do give it your 200%


Hello, my name is Dawson Nahn. I am from the United States, specifically the Midwest. When looking for a job in China, it was recommended to me to get a TESOL certificate and I decided to get an online one because I couldn't afford many of the in-person classes options here. ITTT came up as a good option with good reviews and I have to say that the course here was really good and fit my budget perfectly. I took the 120-hour course with tutor support and video, the 120-hour option because that's what was recommended for the certificate, and then the video part because I wanted extra material to supplement what I was learning in the units and I have to say the course did that very well. Then I also took the extra course aimed at teaching young students. It was also very well made and I also learned a lot from that as well. The units were very well written and went into good detail with each of the subcategories each unit had, making sure to cover all aspects of conducting the classroom, forming a lesson plan, and the advanced grammar knowledge any ESL teacher needs to know. I knew some things from volunteer tutoring slash teaching and from my experience learning other languages and linguistics, but this course still showed me many new things nonetheless that I did not know and really changed how I will approach the classroom from now on. The sample activities and how to form the new ones that they had in the units, that was also a very big plus. That was really going to help me because that was always one of my weakest points in the classroom making good activities. Now with my 120 hour peaceful certificate, the schooling engine that I am going to is looking forward to my arrival and it's confident I'm ready to teach the young students. Thank you all. Have a good day.


Alrighty, so I have an exciting construction update out of nowhere for you guys. So for those of that saw on Twitter, engineering students got a behind the scenes tour of Yukon Striker and a couple of them have sent me some awesome shots of what they got to see. So I'm going to go over a bit of information matched with the shots that you're seeing. So all the structural work is expected to be done by the end of December. That is just the coaster itself. So they're expected to have Yukon Striker itself completed by the end of December. So the rails are filled with sand to reduce noise. That's something I didn't know. The tunnel has two water pumps and a water level sensor to monitor water depth in the tunnel. If the sensors are tripped, then the trains won't be able to leave the station. That's comforting. I know everyone will be happy to hear that. So the foundations for the track inside the tunnel carry the highest lateral forces in the entire ride because that's where the drop connects to the ground. The piles for the Lift Hill Foundation extend about eight meters below ground. The station and lift were built closer to the ground so guests don't have to go up as many stairs to get on and off. The purpose of the trench is just to make the ride more exciting for guests. Apparently each wheel for B&M costs around $3,000. They're currently planning to replace the lift chain on Behemoth which is going to cost either $120,000, $140,000 along those lines. That's interesting to know but it makes sense Behemoth is hitting its 10 years. The estimated cost for Yukon Striker is around $32 million. So if you look at this photo here, you're going to see that little green part in between the break there. It serves an interesting purpose. So after the chain lift, the train passes through that piece and the chain dog lifts up as it passes over the green fin. There's a sensor that makes sure the chain dog drops back down into place. If it doesn't, then the train will be stopped and won't move to the drop chain. So this is just for safety measures and it helps relieve some of the stress from the chain dog I believe. So that's interesting to note. If you look at some of the photos of the supports for the lift and drop, they're not symmetric to each other because they had to work around paths and underground utilities. So that explains why you see that being a little off in those photos and also in person. So that's about all the information that I should say they learned on their little engineering trip and I thought that was absolutely fantastic that Wonderland was given or gave that opportunity to the engineering students and I know Art of Engineering helped organize that and thank you to Art of Engineering for allowing us to use his photos. Definitely go check out Art of Engineering on Twitter and YouTube. His content is absolutely amazing and Art of Engineering was actually extremely helpful with some of those AutoCAD drawings and renderings of Yukon Stryker before it was even built and he was extremely helpful in helping figure out a few equations that helped lead us in the right direction for Yukon Stryker. So he definitely played a very important part to my channel through the spring and summer. So definitely go check out his channel again on Twitter and YouTube, Art of Engineering. He's actually got some really awesome like videos about how things work like Slingshot. Definitely go check that out. So thanks again to him and hopefully you guys enjoyed this little kind of like sneak peek type of video of a behind the scenes tour. And Insiders will definitely hopefully be there for something exclusive. I'll let you guys know as soon as I know more, I'm super excited about the developments of Yukon Stryker over the next coming days. Again, we will have construction updates as things are happening. So if we don't release a construction update, it means nothing is currently happening but I promise you there will be a video if something's happening. We have not missed anything on this project. Again, we are the most up to date channel on Yukon Stryker construction. So I can promise you you will not miss anything from this channel. This channel will always have Yukon Stryker covered in depth. And on that note, I just wanted to thank you guys for always watching my videos on Yukon Stryker and looking forward to the construction updates. It means so much and hopefully you guys really like this video. Hit that like button, subscribe if you haven't and share this videos for others to enjoy. And again, go check out Art of Engineering as always. Thanks for watching, guys. Have a good one. Bye.


Today I'm the officer in charge of the Damua range, which stands for the dismounted maneuver under ambush and we are out here with H&S Company Marines from COB-5. This range, what it's doing is reinforcing some of our TTPs when it comes to convoy operations. Any Marine, the Marine Corps is going to find themselves at any point in a convoy. We're going to motorize the operation that's going to include a variety of different media action drills and for this specific range we are having a blocked ambush where the Marines are going to be bounding from vehicle to vehicle with a simulated casualty at the vehicle that they're bound to and they're providing each other a cover fire to retrieve that casualty. At this range I learned how to safely bound, how to protect my teammates while they're moving to the next vehicle. Also the exercises you start in the vehicle, they tell you that you have contacts or in direction. You repeat the command, make sure everybody's aware of the situation. You dismount the vehicle, get in certain positions and then from there you just start bounding from vehicle to vehicle.


And now, let me press once more, Jack Clearman is going to read from the Golden Compass by Philip Pullman. The Golden Compass, 1995, is the first of a trilogy by Philip Pullman called Historic Materials. He wrote these three novels, rather big, in five years. And a little that you need to know in order to understand the passage that I'm going to read is that each child when the child is born has a demon, like a personalized psyche, that when you're born is able to shape shift and change character. So sometimes the demon is a moth, it can change into a bourbon, it can change into any creature whatsoever, but in an allegory that you might recognize, as one grows older, the ability to shape shift changes until the one character that is mostly the person, you, becomes your own demon. And the heroine actually, her name is Lyra, a young girl, probably pre-team, it's hard to say exactly how old, still has a demon that is able to shape shift very quickly and she uses this to help her in her struggles because her struggles are the fact that children in Oxford, England are disappearing. No one knows why they're disappearing, but they are going away. And at some point Lyra's friend, Will, is lost too and she decides that she's going to run away and try to find him. And in the process she comes on all kinds of different creatures, and I'll just crib a little bit from the review in the Sydney morning arrow. She encounters some of the most magical creatures ever devised, and I think this is one of the reasons why I value the book so much is its imagination. Eurek, king of the armored bears, please scores be the gas balloonist astronaut.  But they're on the good side. They're also foul smelling, cliff-gosts, kidnapping goblers. Goblers are the people who steal the children. This is what the locals call whoever's doing this. They're technically called the Oblation Board, and the children don't know what that means, so of course they call them goblers. Parpe's renegade Egyptians, love them and leave them witches. A rich tapestry of characters with only one common quality. In the moral maelstrom of Pullman's multiple worlds, you're never sure who was on whose side. Except, it seems that Pullman is interested in turning the struggle in heaven between God and Satan upside down and decides that it would probably be better for the world of Satan to win the crown than God. And so this is one of the reasons why this book is banned and a major reason. Well, Lyra doesn't know what's happening to these children, and I'll just tell you what happens is their demon is cut away from them. And one of the things which they lose, of course, and this is what the church wants them to lose, is their natural impulses. And the children then disappear, they're kept in prison, and they wither away. And Lyra is now on her way to find them. And this is the moment when she discovers what has happened to the children.  And they speak to an old man. He says that it's not the only child of that kind, he's seen others in the forest.  This one is tough, he thinks, but it would be better for him if he had died. Ask him if I can borrow his lantern, Lyra said. The bear spoke and the man handed it to her at once, not invigorously. She realized that he'd come down in order to bring it to her and thanked him. And he nodded again and stood back away from her in the hut and away from the bear. Lyra thought suddenly, what if the child is Roger? And she prayed with all her force that it wouldn't be. Pantelemon, that is her demon, is clinging to her in the shape of an ermine. His middle claws hooked deep into her anorak. She lifted the lantern high and took a step into the shed. And then she saw what it was that the oblation board was doing and what was the nature of the sacrifice the children were having to make. The little boy was huddled against the wood-drying rack where hung row upon row of gutted fish, all as stiff as boards. He was clutching a piece of fish to him as Lyra was clutching Pantelemon with her left hand hard against her heart.  The goblers had cut it away. That was indecision, and this was a severed child.


Prime Minister and Minister for Finance, Hon. Philip J. Pierre, has assumed the chairmanship of the Eastern Caribbean Central Bank Monetary Council at a time when regional economies, citizens and businesses continue to endure significant fiscal challenges brought on by external factors, including the ongoing conflict in Ukraine and record high inflation. Hon. Pierre, however, is confronting the challenges head-on and has devised a strategic policy action plan to stare St. Lucia and ECCU member states towards increased socioeconomic resilience and growth. Cushion has driven consumer prices up throughout the ECCU region. The new chair of the ECCB Monetary Council prescribes alternative consumption options to cushion the impact of higher retail prices on consumers. Within our limited fiscal spaces, governments of the sub-region are trying to cushion the effects of inflation on its people. And as a region, we must urgently and necessary pursue alternative consumption, relying on locally produced foods and less inexpensive imported foods, some of which will remain in short supply if the war in Ukraine continues. Hon. Pierre has also identified key issues which continue to stymie the region's potential for economic growth. At the top of our growth agenda will be the intensive promotion of food and nutrition security through trade practices, access to alternative markets, import substitution and alternative consumption. In this regard, we will accelerate efforts to reduce the ECCU food import bill of 1.6 billion in 2019 by 25 percent over the next three years. We will also strengthen and support small and medium enterprises to recover, survive and thrive while enabling the establishment of new businesses, especially among our youth. And next week in Parliament, we will be launching our youth economy in solution. On the aspect of energy, we will encourage the attainment of renewable energy targets established on the national energy policies to boost energy security and reduce the negative impact of volatility of oil prices on our domestic economies. ECCU member states, according to the new chair, must enact monetary council-approved legislation at the soonest to improve stability and optimal regulation of the ECCU's financial system. As part of the program for action, the bank will intensify its work on the frameworks for stability and optimal regulation of the ECCU's financial system. This work includes consumer protection in the financial system. In this regard, I commit to bring to Parliament the legislation that will enhance financial stability and financial inclusion. These include amendments to the Banking Act and the credit reporting bill and regulations. I take this opportunity to urge all member countries to enact their standard monetary council-approvalization at the earliest opportunity. It is my aim that by the end of my tenure as chairman, most of our people would have had access to credit and other financial services, which should empower them to pursue their dreams, create employment, and help grow our economies. Accelerating the region's transition to modernized payment systems, honorable pay believes will foster greater financial inclusion and promote the development of innovative financial technologies for enhanced consumer protection and improved conveniences. The monetary council will consider a new payment system and services legislation. Some may ask, what is this for the people? My response? Faster? Cheaper? And safer payments? Better constitutional protection and a better climate for promoted innovation and financial inclusion. After all, payments are the lifeblood of every economy. Indeed, this initiative is part of our vision of developing a digital economy for the people of our region, especially our youth. Honorable Pair succeeds Premier of Montserrat, an outgoing chair of the ECCB Monetary Council, Honorable Joseph Easton Farrell, from the office of the Prime Minister, Rihanny Isidore.


We have done one sample t-test and independent sample t-test. Now the third kind is repeated mayor t-test or match group t-test which we call within subject. So repeated mayor t-test may or repeated mayor designs may which is a within subject design is one in which the dependent variable is mayor two or more times for each individual in a single sample meaning abhaja a group one or group two lehneke we ek sample ko at time one time two assess karte hain aur phir uski hain. Dekne ke significant difference aah. Psychology me jab hum experimental studies run karte hain. So usually hain pre-testing karte hain aur phir post-testing karte hain. It's not therapeutic intervention me bhi koi bhi therapy de ne se pehle we do pre-testing and then post-testing. So there are many kind of situations where we have to test the same participants at time one and time two. Je se mai usually apni class ke andar students ka motivation level check karte hain jab wo enter hote hain semester me aur phir by end of the semester unka motivation check karte hain ke wo kahaan ge hai. Isitaraan boh se variables ko time one time two ke upar mayor kar kya assess kar sakte hain ke kisi bhi intervention technique ya phir kisi bhi treatment ka kya effect aah waal. So in repeated mayor design aur in within subject design, we may hear the same participants two or more times. Repeted mayor design, this approach is also used when you have matched pairs of participants ya se aap groups ko match bhi kar lethne ya se for with age aapka gender aapka any specific criteria masan aap IQ ke upar aap kisi bhi ek variable ke upar subjects ko match kar ke phir bhi aap unko use kar sakte hain to hain to hain to hain to hain to hain to hain to hain to maach group design bhi kya dein. One of the pair is exposed to intervention and the other pair is exposed to intervention to jesa agar maach group design hain aur main aalready students bhir kool aegi taran ke IQ ke aur aegi gender ke aegi age ke bachhe liye hain taakke main baaki extraneous variables ko control kar sakute unko main aekko treatment one di hain aur aekko treatment two di hain and I want to see what is the difference. The T statistics for our repeated main design is structurally similar for other T statistics. So structurally it is the same as we used to do the mean one minus mean two as we have now compared boys and girls in an independent repeated main, we do time one and time two. But instead of taking raw scores in it, we take the difference that the score above time one and the score above time two actually have a difference. So the first step of repeated mayor or match group design is to calculate the difference between time one and time two on the dependent variable. Typically the difference scores are obtained by subtracting the first score, i.e. before treatment from the score, second time score after treatment for each person, and we calculate it as mean two minus mean one. Hypothesis for repeated mayor T-test is that null hypothesis would state that the difference in time one and time two is equal to zero. So time one minus time two difference is the mean difference which we denote in this way. Just like we do the independent sample that mu one would be equal to mu two. Similarly for repeated mayor we will claim the mean difference is zero. The alternative hypothesis states that there is a treatment effect that causes the scores in one treatment condition to be systematically higher or lower than the scores in the other conditions. So the alternative hypothesis would be that mean difference is not equal to zero, i.e. the scores after treatment would be greater as compared to one. And in this also, just like we calculated for the sample, we do the same for the mode less. Like we said, this is the difference of the population. Usually we don't have it. So by ignoring it, we just report the mean difference in both the groups, time one and time two. And then we divide it with the standard error of the mean difference. To calculate the estimated standard error, the first step is to calculate the standard deviation or you can calculate the variance and then you put it in its formula. So if you have calculated s, then usually you will get the standard error. But if you have calculated s square, which is equal to ss over n minus one, then you will use this formula for the standard error. We have already done it manually. And then we run it in SPSS. So here's an example. Please note that I have used all the examples and materials here. That is your textbook, which I have recommended to you on day one. All the examples, most of the content and the outline we have followed, we have followed your same textbook. I am sure that you have the copy. I will also leave a soft copy for you people here. So here's an example. A major oil company would like to improve. It's a tarnished image following a large oil spill. Its marketing department develops a short television commercial and test it on a sample of N7. So what information do we have in size? The other participants, seven participants, people's attitude about the company are made with a short questionnaire, both before and after viewing the commercial. So the data gives a mean difference of three. So they already calculate the mean difference. Time one, how was their company image? And after watching the commercial company image, its mean difference is three. And the ss, the sum of squares is equal to 74. The sum of squares means that you have x minus mean square, this value is given. That is, every x has a mean difference minus. So that is your 74. Was there a significant change? So first, let's do it manually and calculate it here. We have n size given, we have ss given, n we have six, and we have your ss given, which is 74. And you have a mean difference given, which is equal to three. So our degrees of freedom is given, n minus, sorry, is seven given, n is our seven, degrees of freedom will be six. n minus one is equal to six. After that, we have to see the critical value of t. Your critical value of t at six degrees of freedom and alpha point zero five, two-tailed test, your value in the table, if you look at two-tailed test, alpha point zero five, six degrees of freedom, that is plus minus 2.447. You can go back and consult the table, which we told you earlier. So this is actually the critical value. And with this, we have to compare the calculated value. So for the calculated value, first of all, you calculate the variance, and variance is equal to s square. So the variance we'll calculate, which is equal to ss over n minus one, ss is your given, 74, n minus one is six, it is equal to 12.33. So this is actually variance, right? So if we take this under root, then it will become standard deviation. Now we have to calculate the standard error. So to calculate the standard error, what you have to do is that you have to do variance divided by n. Now here, we don't have to do n minus one, because we have already done it. So variance divided by n, you have to put values. We have taken variance 12.33, n is our seven. We'll take this under root, please get your calculator, solve it, answer will be 1.33. I have already solved it. After that, we have to take out the calculated value of t. For the calculated value of t, we will do mean difference, which we can denote with md. And divide, we will do standard error of mean difference, mean difference is given to us. And the standard error, we have already calculated 1.33. Now when you calculate, the value will be 2.26. So this is calculated value. I'm sure that now you can compare 2.26 with 2.47. So our t at degrees of freedom 6 is equal to 2.26, which is smaller than t calculated, which is 2.447. So if our value is smaller, then our null hypothesis, our result is not significant, not significant, but if the result is not significant, then we fail to reject null hypothesis. Fail to reject null hypothesis. Okay, so what was our null hypothesis? Now we have told you that your null hypothesis, the mean difference will be 0, and our alternative hypothesis is that the mean difference will not be equal to 0. So in this case, when the calculated value is smaller than the table value, our results will be insignificant. Why? Because our results will be in our acceptance region. So our value 2.447 was critical here. If it was bigger than that, then it would fall in this critical region. But now our value is coming in this region, so results are not significant. This is how we'll calculate repeated mayor design.


This is the foundation on which we are going to erect our summer permanent administration building. It consists of a concrete foundation wall with redwood sills and concrete piers supporting a wooden girder. In this film, we will add the floor joists, the sub flooring, and the walls of our building. The framing methods and details shown will generally apply to wall frame buildings that may be altered to fit varying conditions. We will erect our building to a specified height of two stories. Before we start actual construction, the plumbers install waste and service lines. When this is done, we start the floor joists, which will look like this when in place. This member running across the ends of the joists is called a header, and together with the sill proper, forms what is known as a box sill. Since the joists run across our building, we place the layout marks on the headers. To make clear the reasons why we lay them out as we do, we'll leave these actual joists in the picture for the present. Generally floor joists are spaced 16 inches on centers, meaning that from center to center, or face to face, the joists are 16 inches apart. As most building material comes in even foot lengths, our layout must be accurate. To ensure accuracy, we use a steel tape in laying out. To establish the first joist, we hold the tape on the end of the header, and measure off one foot four, or 16 inches. This point falls in the center of a joist. Since we must be able to see any location mark we make when nailing our joist in place, we move back half the thickness of the joist. We're using stock which has been surfaced on four sides, so the thickness is 1 and 5 eighths inches. Half the thickness therefore is 13 sixteenths of an inch. On this new mark, which as you see represents the side of the joist, instead of its center, we square off a line across the face of the header. To make sure that the joist will be properly positioned, we mark an X here. Now to continue without the joist for reference, as of course we have to do in actual practice. Obviously, a joist must go directly on the very end of the building next to the corner, so a line plus an X indicates its position on the end of the header. Because the end wall of the building will sit directly above the end floor joist, good construction practice calls for it to be double, to carry this extra weight. So, a line is drawn here to indicate the filler blocks, which are placed between the two end joists, and another X here for the second common joist. Here is how the end will look when we are finished. What we've done so far then, is to lay out the placement marks for the double end joist, and for the first single joist. We drive a nail at this point, hook on the tape, and starting from there, we lay out the rest of them. In doing this, you'll notice that the marks fall in rotation on the 4 inch, 8 inch, and even foot marks of the tape. Where the plans show partition on the first floor, the joists are doubled in the same manner as at the end of the building. Remember that this does not change the spacing of the floor joists, which fall before and after the partition. The header on the opposite side of the building and the girder are laid out in a similar manner to the first header. Notice that no X's are placed on the girder, since the joists are lapped. Due to this lap, the layout on the other side of the building will be offset by the thickness of one joist. We're ready to put in the joists themselves, which have been squared on one end. The double end joist is first spiked together, filler blocks being used at intervals throughout the length of the joist. They're toenailed in position, and 16 penny nails are driven through the header and into the ends of the joists. In the meantime, others of our crew have cut solid bridging to length. A piece of this bridging is now placed on the girder in this manner. With the end of it against the end joist, it is nailed securely to both the girder and to the end joist. The next floor joist with the crown up is now pulled tightly against the other end of this piece of bridging. The joist is toenailed to the girder and also face nailed through into the end of the bridging. The ends of the joist are nailed to the header and sills by others of our crew who move down the building with us. No matter how carefully the bridging has been cut to length, we may find that from time to time we've picked up a little error. Do we do slight differences in stock thickness? A possible failure to nail bridging and joists together with equal tightness as we've gone along. For this reason, we must carefully check the position of each joist as we come to it. And if necessary, leave out a piece of bridging and start anew from the layout mark. Bridging to fail such gaps can be cut to the required length by other members of the crew while we go ahead with the operation. The next step is to nail in the intermediate bridging. In our case, halfway between the outside walls and girder. It will look like this. Haringbone bridging, sometimes called cross bridging, is generally used for maximum rigidity. This bridging can be pre-cut to length. It is nailed into place along a snapped chalk line. One piece of bridging goes on each side of the line in each opening between joists. Notice that nails are started at both ends before each piece is put in place. Notice, too, that the lower ends are not nailed at this time, but will be nailed after the building framework has been completed. Since the joists were put in place with their crown up, sufficient time must elapse for them to settle and lose some of their crown. With joists and bridging in place, we now lay the subfloor. Over this, our finish floor will later be laid. Subfloor boards are laid at a 45 degree angle with the floor joists. Each board thus forms a series of triangles with the joists as it crosses them, which results in strengthening the whole floor frame. Any joints in the subfloor must fall over a floor joist, and ends may be allowed to project temporarily beyond the building line, allowed to run wild, as the builder would say. From time to time, as the subfloor is being laid, a chalk line is snapped along the building line. The wild ends are neatly trimmed off and used to start new courses. Our next step is to nail down the bottom members of the walls and of the partitions of our building. These members are known as sole plates. The sole plate of the outer wall runs in a continuous line around the outside edge of the building, just as the wall itself will run. Soil plates for partitions are located in accordance with our floor plan. Their location is established by measuring, and layout marks are made for them. Lines are snapped between the layout marks, and the plates are nailed to the subfloor and floor joists with 16 penny nails. Walls are to be erected on the wall sole plates.  The first step is to lay out for the studs in much the same manner as we laid out the headers to receive floor joists. By checking the plans, we find that on this wall we will have a door. The center of which is 24 feet from this corner of the building. We tape off this distance and make a mark on the plate, indicating the center line. The plan view of the first floor as well as the specifications shows this door to be a 3068, meaning a door 3 feet no inches wide and 6 feet 8 inches high. To make perfectly clear just how we lay out for this door, we'll use this completed door frame as a guide. In addition to the 3 foot width of the opening, we must allow extra space on each side of it for our door frame, plus additional space so that we may adjust the frame if necessary to set it in absolutely plumb. This allowance is known as the framing allowance. This framing allowance will always be the combined thickness of these two members, called side jams, plus one half inch on each side. In the case of this particular door, this adds up to a framing allowance of three and a quarter inches. In laying out the sole plate, we measure off on each side of the center line, a distance equal to half the width of the door, plus half of our framing allowance. For this job, it is 19 and 5 eighths inches on each side. The line we place on each side at this distance indicates the trimmer, and we mark its position by placing a T on the outside of the line. The trimmers, one on each side, are the vertical members framing our rough opening. Since they do not extend clear up to the top of the wall, a common stud is to be placed next to each one. This is known as a door stud, and the tremor will be nailed to it. In laying out the sole plate, the location of this stud is marked by lines and indicated by an X right next to the T. What we've done then is to lay out on the sole plate the width of the door opening and the location of tremors and of the door studs. Taking away the finished door frame which we have used as reference, we now have marks on the sole plate, indicating the center line of the door and the position of the tremors and door studs, one each on both sides. Since in actual practice, the rest of the studs will be already laid out, we make sure that there's no misunderstanding about what this opening represents and mark it clearly. The stud marks falling in the door opening are changed to C, indicating short cripple studs to be cut in above the door frame. In the end wall, we next lay out a rough window opening in practically the same manner as we used for the door. The width of the window plus the framing allowance is the total distance between tremors. However, the framing allowance will depend on what type of sash balance is used. Like door openings, window openings also are clearly indicated on the sole plate. At corners of the building, we'll have corner posts, like this one. It is made up of these three common studs, plus three filler blocks. One block is at the top of the post, another at the middle, and the third at the bottom. We lay out for the corner post on the end of the sole plate. To do it, we take a piece of scrap stock, place it on the plate flush with the end, and line off for the end stud. We must next leave a space to indicate the filler blocks, and line off for the other stud on this wall. The third stud to make up the corner post is now laid out. You'll notice that it will be part of the end wall, not the side wall we've been concerned with so far. We then continue to lay out the rest of the studs and openings for the building. After layout is completed, the top plates are placed on the floor alongside the sole plates. Top plates are the members which the studs will butt into at the top of the wall, the way they butt into sole plates at the bottom. Lines are carried across so that each top plate becomes an exact duplicate of its corresponding sole plate. When it is necessary to break the top plate, because of material not being long enough, the break is made in the center of a stud, and if possible, away from door and window openings. With all plates marked, the studs, which have been cut to length, are laid down on the floor and positioned, ready for nailing. We now make up the door opening. We begin by nailing the tremors to the door studs, using 16 penny nails driven slightly on a slant to increase the bond between the two members. We next install the door header, which is secured on edge at the top of the opening as you see here. It is laminated of two members with pieces of lath between them to build them up to the thickness required to make the outside faces of the header flash with the edges of the door studs. They are now nailed into place. First toe nailed with eight pennies to force them down against the tremors and against the door studs, then end nailed with 16s. Nails are driven through the top plate and into the door studs. All hands now raise the wall into position, taking care that it goes up evenly to avoid springing the joints. To hold it temporarily in place, braces are nailed on where necessary. At the end of the building, we will have a single window, which will look like this when completed. These members, called bottom cripples, are placed onto the window opening. Additional cripples are nailed to the window studs to give us full bearing. The rough sail is then nailed on. This is of single construction and may safely be placed flat. Next come the window tremors, nailed to the window studs. Then the window header. This one is double with lath filler between just as the door header was and is placed on edge in the same manner. And finally the top window cripples. To see where these members go in relation to each other, we have our bottom cripples, rough sail, tremors, header, and top cripples. We now nail the top plate across the top ends of the studs to complete assembly of this particular wall section. Studs are held flush with the edges of the top plate and 16 penny nails are driven through the top plate and into the ends of all studs and cripples. This end wall is now raised into position. At this point the corners are plumbed using a straight edge and carpenters or plumb level. Again, as we noticed a while back, two members of the corner post have been raised with the sidewall. And the other member has been raised with the end wall. Nails are driven in to lock the corner. The wall is then set to line and braced into position. The succeeding walls and partitions are raised and the rough frame begins to look something like a building instead of a pile of lumber. The top plate is now doubled. Notice the resulting kind of interlock we get at the partitions and at the corners of the building. With all walls and partitions raised, we're ready to put in the fire blocks and wind bracing, which will look like this when we are finished. In buildings having a distance between top and bottom plates of over seven feet, most building codes call for fire blocks to be placed in the wall. They are known as fire blocks because they eliminate the possibility that the space between the studs will act as a chimney or flue in case of fire. We place these blocks four feet above the floor. To lay out for them, we measure up four feet at each end of the wall and snap a chalk line along which the edge of the fire blocks will be placed. Blocks previously cut to length are then nailed into place between the wall studs. Care must be taken that a slight variation in the length does not pull out the center of any of the studs and thus force them out of line. To guard against this possibility, it's good construction practice to leave these pieces out. You can later cut pieces to fit these gaps and install them after the rest of the fire blocks are in. We next install the wind bracing. We drop back on the top plate to the first stud from the corner and snap a chalk line diagonally down to the bottom plate at an angle of approximately 45 degrees. In no case will the angle be greater than 60 degrees or less than 40 to provide maximum bracing against possible wind load. Notice that one fire block has been left out. It will be put in after the wind bracing is completed. A piece of scrap material is placed on the line and marked for sawing into individual sections of permanent bracing. To guide in sawing, these lines are then squared across the face of the piece. To help saw accurately, it is best to use a shelf like this, nailed to the inside of the stud wall at a height which enables your saw to best follow the cut line. Accuracy is important when cutting these pieces because the amount of strength given the walls by wind bracing depends on the tightness of fit of each section. You'll notice that this particular member has a combination cut on one end. This is necessary in the case of all top and bottom members for diagonal wind bracing since the combination cut will butt against the plate and stud. Intermediate sections of course have only plain diagonal cuts. Eight penny nails are started in both ends of the members and they are now nailed into place. When the complete brace is in, short pieces of stock are nailed to the plate at each end of the brace. These are known as kicker blocks. They keep the brace from pushing the stud out of position, should a heavy strain be thrown on the side of the building. In wall sections not long enough for full diagonal wind braces, knee braces such as these are installed. The pattern formed by wind bracing varies. It may be in the form of diagonal lines as we have it or in the form of a V or an X. Regardless of its pattern, the purpose remains the same to brace the structure against wind loads. So far we have put up the exterior walls and protections for the first floor. Now we lay out the top plate for the second floor joists. To do this, we simply square up from each 16 inch center stud across the top plate and mark an X to indicate the position of each joist. These second floor joists are installed in the same manner as the first floor joists. Notice the men in the foreground. They're working ahead of the regular joist crew, nailing in joists where they're necessary to maintain correct width throughout the building. The joist flaps for the second floor occur on a bearing partition instead of on a girder as they did for the lower floor. Solid and herringbone bridging is placed between the joists in the same manner as we did for the first floor. Joists are doubled wherever there is to be a partition on the second floor. At this point, the rough opening for the stairway is framed. This is known as a stairwell hole. It is framed in with carrying joists, trimmer and headers in accordance with our plans and specifications. The subfloor is laid at a 45 degree angle with the joists and the wild ends trimmed off. Soil plates for the second floor walls are nailed down and laid out just as they were on the first floor. And again in the same manner as for the first story, the upper walls are nailed together and raised into position. The layout for ceiling joists is the same as for floor joists. But if possible, they are positioned so that a space is left for the rafters directly above the studs. This is so that the rafters which carry the load of the roof will have full bearing. Notice too that the ceiling joists are trimmed off at an angle so that they will not later project out beyond the roof line. The framing of our building is now complete except for rafters. Notice that what we have done is actually construct two platforms. One on top of the other. This type of framing is known as Western framing or platform framing. The main advantage of Western framing is the speed with which buildings of this type can be constructed. To summarize what we've done, we started with this foundation unit laid out for the floor joists and put them in complete with bridging. Then put on the first story subfloor, walls with door and window openings and second floor joists. And finally erected a similar second floor on top of the first. When we put on the rafters, our building frame will be complete.


Hi, welcome to the State of Working America podcast, where we seek to elevate workers' voices to ensure they're heard in the economic policy debate in Washington and beyond. I'm your host Pedro Ducosta. I'm here on the sidelines of EarnCon at Pittsburgh, and I'm really excited to have Nina Banks, who's a professor of economics at Bucknell University and is also on the board of EPI. We're honored to have you on the podcast. Thank you so much. Thank you, Pedro, for having me here. I'm really excited to be able to participate today. So this has been an awesome conference, and so many issues just bubbling up, but one of the issues that have not been discussed is something that you've been working on. But before we delve into your work generally, I just want to talk about just race in America today, given that that is a central focus of your work.  Oh, wow. That's a great question. Well, let me start by saying that my research focuses on gender from an intersectional standpoint that tends to highlight race and ethnicity. I'd say that the political climate has made me think very critically about the role of white women, not just in the election of Donald Trump, but also more generally in the ways in which white women have materially benefited from racialized patriarchy. And then why they have been active in supporting it and even constructing it, unfortunately, not only to the detriment of women of color, but also to their own detriment, and yet they continue to support it. The political climate has made me think more critically about my own area of research, which is feminist economics. This past summer, I spoke at the opening plenary of the International Association for Feminist Economics, IAFI conference, and I essentially issued a call to feminist economists to be more self-critical. I said that the criticisms that we as feminist economists have leveled at the discipline of economics must also be made about the practice of doing feminist economics. So if the gender of most economists matters in shaping disciplinary research, that's what feminists argue, if it matters in making policy recommendations and if it matters in hiring, then we need to employ an intersectional understanding of gender by incorporating race and ethnicity. And so what that means is that we should ask how do the perceptions and the concerns of white women, especially those in the global north, affect what feminist economists regard as worthy areas of research? In other words, what issues of concern by other women have been neglected or even ignored within feminist economics? What are white women's biases in our profession and how do white women's class, position, sexuality, and race, ethnicity inform those biases? How do these biases shape the different economic areas of research, for example? I think that there tends to be a privileging of, and even how does it shape the construction of care work, or even the emphasis that feminists place on intra-household relations between a cohabiting or a married couple? If I could ask a quick follow-up, so this is fascinating that you bring up these kind of intra-gender divisions, because I do think of Trumpism as a kind of divide and conquer of all sorts. It's literally a philosophy of pitting people against one another in every area.  And yet white women voted for him in droves and continued to support him, despite all of that. But I wanted to talk about that in the context of your work. So you have white feminist economists and scholars who look at unpaid work as far as kind of household, what would you think of maybe as parental activities, right? Kind of household duties falling primarily on the mother rather than the father. But you've been thinking about unpaid work in a much broader sense, in a sense that I really haven't seen other scholars pursue. Could you talk a little bit about that? Yes, thank you. I would be very happy to. And I think that your description is very accurate. So and this is something that I have been thinking about for a very long time. And so what I'm trying to do is create a paradigm shift in the way that we, the way that feminist economists think about unpaid work and even beyond feminist economics. So the framework that I develop places the lived experiences of particular groups of women of color at the center of analysis. So primarily I'm focusing on the work of African American women, Chicanas and Native women. For each of these groups, membership in racially oppressed communities shapes their consciousness. But in mainstream analysis, the firm and the government are the primary sites where goods and services are produced in exchange. If we look at feminist analysis, the household is also a site of production. But it's also a site that involves, as you said, unpaid labor, cooking, cleaning, caregiving activities. There's another approach that is often not studied in the United States. It's studied in other parts of the world. It's called the social economy. It examines the production of goods that are produced collectively. And those goods are produced for social objectives, such as providing employment to community members. Non-profits and cooperatives fall within the social economy framework. So my framework looks at work that is missing from each of these other frameworks, and so I'm looking at non-market, unpaid work that's performed collectively for social objectives by primarily women of color. Women of color have historically engaged in non-market collective work in order to challenge or to address racial disparities that affect the well-being of people who live within their communities. They are often responding to either community threats or unmet needs that their communities tend to have because the government or firms haven't sufficiently provided for those needs. When women of color respond to these unmet needs or community threats collectively, the tendency has been to think of what they are doing simply as political activism against racial injustice. My argument is that there is a lot of work that goes into those activities. We need to recognize it and call it as work. It's not channeled through a market. It's unpaid work. So I argue that the community should be theorized parallel to the way that we theorize the firm or the household. It's a site of production. It's also a site of production where unpaid work is performed collectively for social objectives. And I think that we especially see these non-paid collective activities in the environmental and food justice movements. I can give you some examples if you'd like. Yes, please. OK. Native women who have organized against environmental contaminations and the health effects from, say, uranium mining or more recently from oil pipelines on their lands, I can think of Chicanas who've mobilized their communities against having a toxic waste incinerator or African-American women. And African-American women are really the people who've launched the environmental justice movement in the United States. But African-American women who collect information from community members over cancer rates due to toxic land contamination and pollution and also protest the actions of the state and private companies for putting landfills within their communities. So there's a lot of non-market work that goes into all of these efforts. And again, as feminists say, if somebody else was paid to do these activities, it would be recognized as work and recorded as such as part of GDP. So how do you start to think about this in terms of operationalizing it as far as policy thinking and making it active in the world? I have been trying to. This is, yeah, that's the tough question. So I have been theorizing it. And I've pulled together my theory. I'm about to send it out to a journal for publication. I actually have a book contract on this already. And so what I'm planning to do is engage in field work in communities across the country, different racial ethnic communities, to actually record the unpaid work that women are doing collectively. So that's a big project that I'm planning to take on in another year or so. And then the other part of it would be then quantifying the unpaid work that they perform and thinking about, somebody asked me at a conference recently, what are they producing? And I said that they are producing collective goods. So thinking about the benefits more collectively.  And that seems to happen on so many levels. We're not just gun violence, but as far as the need for community activism. Can you speak to that in the environment that minority communities face? Particularly in the context of not only the usual social blight that we're used to in the United States, but also, as we were talking about before, this hyper-racialized, ice-raid environment. I mean, when we think about mobilization, these communities really have to mobilize to figure out where they need to hide from la migra at this point, right? Yeah, thank you. Absolutely. And so, again, women often play a prominent role in those movements early on, because women are so closely connected to children, caring for children, feeding children, protecting children. And so you gave great examples of activities. And so we see these activities, as I think I said, especially in the environmental justice movement and the food justice movements, we see them in cases of harm done to migrant communities, policing of communities. My work focuses on the work that people are doing before it often moves on to having a paid staff. So it's that early period where primarily women, they're often men, but primarily women are organizing. They're doing. They're collecting information from community members. They are making phone calls. And as you said, you talked about Tamir Rice and some of the other mothers who are involved in the movement for Black Lives. That's a really good example. And I don't know. I think that Black Lives Matter now has a paid staff. And so to the extent that they do, their efforts are captured by the social economy framework. And I would be looking at the work that they do up until the point where they have a paid staff. But the work that they do is not only important for the community, it's also really important nationally. And so we know that the movement for Black Lives has led to an attempt to engage in criminal justice reform nationally. That's so important. This has a long history. If I think about African-American women in the 19th century, early 20th century, who were trying to build their communities due to exclusion, they were involved in these efforts. I can think of the Black Panthers party movement in the late 60s and early 70s who launched a program to provide free breakfast for children who lived in their communities, underserved. I don't know it, but I suspect that women were the ones who were primarily cooking and feeding children. That had a national impact. That was part of the reason why we have a federal program to provide free breakfast to school children today. So these are really important, not only within the communities, but also they tend to have national impacts. I wanted to ask you about your work in the context of the broader field of economics, especially in the context of this climate survey that recently came out from the American Economics Association about just how sort of chauvinistic and white dominated the profession is. And I know that the statistics have always shocked me because even within social sciences, I know that economics is an outlier. It's even worse maybe than STEM as far as woman participation and minority participation. Could you tell me a little bit about what that does to the field in terms of people's research focus and how your work, how you go about doing your work, which is so unique. And I feel like it's unique in part because people aren't asking the questions because they ask questions that relate to their own experience. They don't ask questions about others. Thank you. That's exactly what happens is that who we are, our life experiences tend to shape our concerns, the questions that we think are worthy of research. And so I learned this early on when I was a graduate student and I wanted to do research that really honored the work of African American women who had always been working at low wage jobs in order to support the community. And when I got to the dissertation stage, I realized that I had accumulated a lot of knowledge about Euro American and European women but very little in my economics classes about African American women. And so it really, it motivated me to do a lot of interdisciplinary work. And so I wrote a dissertation that focused on unpaid work, the black women, women who were migrating from the South to the North during the Great Migration Period, what they did for their communities. So it's really important, the questions that were raised in that survey and the findings, I don't think that they're surprising at all because we've known for a long time feminist economist, black economist, economist of color have documented various forms of hostility that they face within the profession. But I think also more fundamentally that the curriculum tends to pathologize black people in particular. Research often by non-black scholars tends to ask problematic questions, come to problematic solutions. And so my research is really trying to, I think give a more authentic account of work that African American historically have performed and are performing today. Thank you so much. I'm gonna leave it there. I really appreciate your time. That was Nina Banks from Bucknell University, also a board member at EPI. And this is Pedro Dacosta. And that was the State of Working America podcast. You can subscribe on our YouTube channel. You can sign up at epi.org slash podcast or download us wherever you get your podcasts.


Hello and welcome to the STM32L4 MOOC online training. My name is André Barata and this is the second part of the USB dedicated session. USB session was split in two. The first one regarding the Human Interference class or HAD and this one will be about the USB Communications Device class or CSD class. In case you want to have access to the theory introduction about USB, I would recommend you to start on the first USB session. In this session we will learn how to use the USB SDC class which will allow us to exchange communication message between our Discovery L4 board and another USB device, which in our case will be a computer. The objective of this hands-on is to learn how to properly set up the USB CDC class on STM32QMX. We will also learn how to properly set up the USB clock as the peripheral uses the MSI clock source at 48 MHz which lacks in accuracy to improve it we will use the LSE to trim it. The main goal of this session is to create a bi-directional connection using the virtual COM port on the STM32L4 Discovery board and then exchange message between the board and the computer. As always we will configure all peripherals and generate code with the STM32QMX. Let's now open the STM32QMX to get started on our hands-on. As a first step we will click on new project and on a new window we will type our part number STM32L476VG. We will double click on our part and we will start a new project. On the peripheral tree we will scroll down and on the USB OTGFS we will change the mode to device only. As a result two pins will light up in green PA11 and PA12 which are the communication lines. Then we will scroll up to the middle or sub-3 and we will look for the USB device which changed the class to communication device class which refers to the virtual COM port. To finalize this step we will go to the RCC and we will enable and select crystal ceramic resonator. As a result two other pins will become green PC13 and PC14. Now we will change to the clock tab. To be in line with the recent configurations we will manually change the MSI clock from 4 to 48 MHz and then in the USB clock tree we will select MSI as clock source. Now we proceed to the configuration tab and we will select USB. We will go to the VBUS sensing feature and as this one is not implemented on the L4 discovery board it needs to be disabled. Then we open the RCC tab and we make sure that the MSI auto calibration is enabled. We press OK and all the changes will be set. At this point we are ready to save our project and generate our code. To never forget to select the system workbench for STM32 as your chosen IDE. We will press OK, we generate our code and we will open now the system workbench for STM32. After our project is generated we will open it and we will go to our main.c file. As a first step we need to create two buffers one to transmit data and another to receive data from a new USB device. So for transmitting data we create a TX user buffer with 2048 bytes which is the maximum supported length by this STM32 L4 to virtual comport. We fill the buffer with a test message which in our case will be the ASCII representation for STM32. The second buffer will be the Rx user buffer with the same length and we will leave it empty as we are expecting to receive data from a USB device or in this case from our computer. Now we will scroll down to the wild one loop. Inside of it we will implement pre-autical transmissions of data. For this purpose we will use the hl function uspd-cdc-set-tx buffer which the arguments are. The first one is the USB device handler, the second is the user tx buffer and the third is the length of the buffer which in our case will be 6. After the configuration is preformed we will call the transmission function which is the uspd-cdc-transmit-packet. The argument of this function will be solely the USB device handler. Now we will include some delay to prevent the overflow of that on the receiving side. So this means that we will have an implementation that sends 6 bytes over the course of half a second. To implement data reception we will go to the uspd.cdc.it.c file and to increase the visibility of the user rx buffer we will need to retype it here as extern. Now we go to the function which is the handler for the receiving messages interrupt. In this function we will make a copy of the receiving content to the user rx buffer in order to be able to see it on debug mode. To do so we will use the string copy function to copy the content from the local buffer to the global one. We will build the project and enter debug mode. We cannot forget to connect the usp micro cable to the port located in the lower part of the port. After entering debug mode we need to open a serial terminal and we will press resume on our application. With the serial terminal open we will select the usp protocol and we will start receiving on our computer the test message sent by the L4 discovery board. And now to test the usp reception we will type a test message in our terminal and in this case we will type the word test. Now we press to send. We will add the user rx buffer to our monitoring expressions and after pausing the execution of the program if we inspect the variable we are supposed to see the test word received by the buffer. Thank you for watching and I hope you enjoy this hands-on.


Mae'r hiad gan weithio'r Sydfil Mas Donaldine ddiddordeb i cymhwylltwyr ddeod、 amgylgeddú chi i Ffionnor a iiosoidion i'r及ffMiss Т-ara Phase onphilosôrol ffianigol o fus Giulio'r Cyngor Gelfleg. Fieldingsoniedad rhywbeth di-iglo-company am gymfor y centre i Gelflegs aheadw o hynny iinstidentifieddd, maehel unrhyw rhoi diwb i'r cyfwelelles ar gyfer fy mod? I have no relevant interest to declare. Thank you very much and let me welcome Gil Paterson, the committee, and invite him to declare any relevant interest. No relevant interest. Thank you very much. That takes us neatly to agenda item 2, which is for the committee to decide whether it's consideration of its work programme and the written evidence received into our inquiry into elected conveners should be taken in private at future meetings. Do members agree to take these items in private at future meetings? We do. Thank you very much. Now, we come to item 3, which is to discuss the membership of the cross-party group on video games technology. Members will see from paper number 1 that this group does not comply with section 6.4.1 of the code of conduct, as the group does not have an MSP member from the Conservative Party. At my request, the clerks contacted John Lamont MSP and his capacity as the business manager for the Conservative Party to ask whether there were any issues with the group's existence other than the volume of groups that the Conservative MSPs are ready members of. John Lamont has confirmed that the Conservative Party would be happy for the group to exist without a Conservative Party member. The group has managed to secure a member from the green independent group. Do members have any comments on the paper that is before them? I invite members to consider whether they are content to waive the requirement that a group's membership must include at least one MSP from each of the parties that a group is represented in the Parliamentary Bureau on this occasion. Are we content? Thank you very much. That ends the public part of this meeting. We now move into private session.