Adult Vaccination Adult vaccination can be thought of as a cornerstone of successful aging. But a major issue hampering the uptake of shingles vaccination is the lack of awareness of the disease. Shingles is caused by a reactivation of the chicken box virus later in life. After your body beats back chicken box, the virus hides in waiting in your spinal cord, waiting for an opportunity to strike back. When it does, the virus can surge forth, traveling along the path of a nerve, branching out the spinal cord, and wrapping around one side of the body to the front, producing skin blisters along the way in a characteristic belt-like pattern that does not cross the midline in the front. Both shingles and the name of the virus Zoster are from the Latin and Greek respectively for belt. The blistering rash can be intensely painful, leave scarring or discoloration behind, but usually disappears in a few weeks on its own. However, approximately 30 to 50% of people suffer post-herpetic neuralgia, persistent pain that can last for a year or more that sometimes can be debilitating. Usually it affects nerves around your trunk, but in 10 to 25% of cases it can erupt across your face, which can lead to permanent facial muscle weakness, hearing loss, or blindness. As if that's all not bad enough, having shingles as much as quintuples your odds of having a stroke over the subsequent few weeks, a risk that gradually declines over the following 6 to 12 months. It's surprising more people don't know about it, since the lifetime risk of shingles is 30%, meaning nearly 1 in 3 will get it sometime in their lives. Young adults only have about a 1 in 1,000 chance of getting it every year, whereas in older adults that climb to closer to 1 in 100 each year. That comes out to a million cases of shingles every year in the United States. Thankfully, there is a shingles vaccine. The first became available in 2006, using a live weakened strain of the virus. The efficacy was only about 50% and couldn't be used in immunocompromised individuals, such as those with HIV or on immunosuppressive drugs, such as many on chemotherapy. Thankfully in 2017, a recombinant shingles vaccine was approved with a 90 to 97% efficacy for preventing an outbreak. It requires two separate injections, two to six months apart, and is expensive like 280 bucks, but covered by Medicare and most private insurance plans. It also can cause transient systemic symptoms, such as muscle aches, fatigue, headaches or fever and chills, serious enough to interfere with everyday activities about 10% of the time, but the new vaccine is considered so much more effective that it's recommended for everyone starting at age 50, even if you were previously immunized with the old one. Given that the new vaccine is only about five years old, longer term safety and efficacy data is still coming in, but so far so good, as soon as I turned 50, I lined up for mine.


Hi everyone, thank you for coming. My name is Christina Riememorfie and I'm the open educational, open and affordable educational resources librarian at Penn State. Hello, I'm Brian McGarry, I'm the learning design and open education engagement librarian also at Penn State. So open pedagogy projects can be exciting ways to work with students, Brian and I are both involved in a couple of them and we've worked with them in the past. But they're multi-faceted and they require new ways of thinking about working in the classroom with students, project management, sustainability. And so Brian and I developed the open pedagogy project roadmap as a framework for supporting projects whether you're a librarian, an instructor, a technology support person to help them be successful and sustainable. So Brian, good. So one thing that you quickly realize whenever you're learning about open pedagogy is that nobody can really agree on the definition of what it is. There's lots of different definitions, there's a few of them here on the screen. I think those are pretty good definitions but you may have others that you prefer. So what we decided to do was to try to find a definition that worked for us. Some people see open pedagogy as a specific set of practices, you do A, B and C and that equals open pedagogy. Some people see it as more of a mindset, a set of values, things like that, some people see it as a combination of all of those things. So what we decided to do as we were creating this resource was that we needed to have some kind of common framing so that anybody coming to this resource would understand, okay, what do we mean by open pedagogy. So we looked for commonalities amongst the various definitions that we've come across that we liked. So one of those that you'll see is engaging with students as creators. That is something that certainly comes up a lot. So the experiential learning component that comes along with that creation process. Also because you've got this different way of working with students where they are creating, faculty are creating and they're working together, it really challenges the usual sort of classroom hierarchy where you've got the sage on the stage imparting this knowledge to the students, there's a lot of back and forth and give and take there. Also moving towards situated collaborative and renewable assignments and then finally really important something we'll highlight again in a moment the issue of student agency. Okay, so in addition to looking at sort of all the literature that's out there about open pedagogy, we also used some of our own experiences with working with open pedagogy projects in order to inform our creation of this resource. And so I'm going to talk a little bit about a project that I was involved in, Christina will talk about one that she was involved in as well. So the one that I was involved in is this Hispanic linguistics open textbook that was authored by students at Ohio University which is an institution I used to work at. And basically what the situation was with that was that the faculty member for this course Dr. Ashwini Ganeshan she found that there weren't a lot of good textbooks for this particular subject area. Either they were written at a level where the students didn't quite have the mastery of the Spanish language to be able to fully understand what was in the textbook or that the linguistic components of the material was a little bit beyond the level of where students were at that point. But she saw that students were very good at taking these complex linguistic concepts and kind of breaking them down for their peers so that each other could understand. So she thought, oh well, you know, why don't we create something that the students write? So she started off by on the left side of the screen you see a snippet of a study guide assignment and that kind of became the initial framework for some of the chapters and then over subsequent semesters additional assignments were built into the course to fill out other pieces of the textbook. So additional chapters but also things like practice exercises and so forth. So it was really developed in this modular sort of fashion over time. So just a few lessons learned out of this that I think you'll then see reflected in the roadmap itself, one, the idea that it's a nonlinear process. So like I said, additional assignments were built in to fill in gaps that existed in the textbook. So grading is a big issue with open pedagogy because it's often a very different way of working for students. So she based on specifications grading and so part of that is this idea of pass, fail or credit, no credit sort of grading. And in addition to that, that students are given the opportunity to revise their assignments. And so that serves kind of a twofold purpose. One is that it sort of mitigates some of the anxiety that students have around working in this new kind of way. They don't get as hung up on the letter grade aspect of it. The other thing though that is really beneficial is, you know, if you're creating an entire open textbook, if you give students the opportunity to improve their work, then that's sort of less remediation that you have to do on the back end of everything. Also student agency, I mentioned a moment ago, very important. So students had the opportunity to either opt in or opt out of having their pieces of material that they created being included in the book. And that was done without any sort of implications for their grade in the course. Also in terms of considering social justice aspect, so she went into this project with certain social justice goals as well. And so those were sort of explicitly incorporated into the assignments as well. And then finally, the aspect of hiring students with specialized skills. So in addition to the students who were in the course creating material, there were also a few student editors who were hired sort of outside of the course. And they did things like helping with editing, but also creating some material and creating an audiobook version, things like that. So those students had more advanced knowledge of Spanish and linguistics that put them in a situation to be able to do that. And now Christina can talk a little bit about her project. So I work on a couple of open pedagogy projects. One is an undergraduate research one. It's not this one where we have students are transcribing a digitized manuscript, a recipe manuscript from 1695. And that was sort of the gateway drug to a bigger pedagogy project, so to speak, which is this one. It's the same professor. We just piloted it last year. We're in our second iteration of it. It's an undergraduate English class, half majors, half non-majors. It runs like a traditional 10-week course where students read literature. It's pre-modern literature, so it's all in the public domain. We switched all over to OER anthologies or open digital scholarly editions, like the Polter Project and Margaret Cavendish's Poems and Fancies. And then we changed the final five weeks into an editorial project, where students chose one of the works. We do a lot of workshop time, a lot of library and a lot of research instruction, creative commons license instruction. And students are invited to write an introductory header for extensive footnotes based on their research and find some images, which they will have the option if they choose to consent to have it included at the end in an OER anthology, which we're building. And we were very much inspired by Robin DeRosa's open anthology of earlier American literature. We also learned a lot. It's always good to have a pilot. We had to do a lot more scaffolding for students than we had anticipated, particularly around what students were writing. That question came up more often than we expected. What are we supposed to be doing? Students were used, at least in our American university, to writing traditional argumentative English papers, where they find evidence from a text. And so writing an introduction for a different audience other than the professor was actually proved a little bit anxiety written for some students. That wasn't a format they were used to doing. So we had to do a lot of scaffolding around that, a lot of modeling and a lot of signposting, which we did much more of this semester and worked much better. There was less anxiety. For me as a librarian, sources, one student said, wow, the sources really matter for this project, which was like a yes, but also no, they should always matter. More than a few students talked about their sources and how they use museum websites or Library of Congress websites or the British Library website for various things. A number of students talked about how personally connected they felt to the text that they chose or to the author. And finally, the authentic audience really resonated for both the type of work that students ended up turning in.  Right, and now I want to write something that other students like me will want to read. So that was a really great lesson to learn. And so based on our experiences with this, Brian and I created the Open Pedagogy Project roadmap. These slides, by the way, are all in the conference schedule. That URL will take you to it as well that QR code. Thank you for QR codes coming back in the pandemic. It's a module-based project management resource that insists instructors. And we think very broadly about instructors, librarians, faculty, disciplinary faculty, instructional designers, accessibility experts and so on and so forth with planning for and sustaining Open Pedagogy projects regardless of their size, scope, or discipline. And we built it around five S's. And we're going to take you briefly through those. It's designed to be really practical and a place to document the affordances and logistics of running an Open Pedagogy project. It's also discipline agnostic, even though we've both worked sort of in humanities projects, it would work for any field. We're going to go through it in order just very briefly, but you can go through it in whatever order you want. And it is, of course, openly licensed. So before, instructors kind of tend to think like, well, what am I going to have my students do? What's the project we're going to do? But we encourage you to think about why. Why are you at the session? Why are you interested in Open Pedagogy? What do you care about? What about it excites you? And what about it might excite your students, which also might be a little bit different from what excites you. What are you trying to achieve for yourself? Is this going to be rewarding for you as an instructor? Will this be valuable for students in terms of learning content, but also learning skills? And what values are you trying to embody in your teaching and inspire in your students? We also ask or encourage people to think about how the project can start out by thinking about diversity, equity, and inclusion from the get-go. There's a number of different frameworks or values that people could bring to this. We're going to share one. And this was not kissing up to anybody that might be in the room. But one of the things that we do show is Rajiv Janjiani's his five R's for the values of Open Pedagogy as an example of what instructors might want to think about, what values may be inherent, or maybe not in a project, but that may be there anyway. And one of those is risk. So how is this risky for you as a faculty member, for you as a librarian, for the students? Whether or not they decide to openly license their work, it still could be some risk involved. So that's just some values that we ask people to think about. After you've thought about your values, then the other part of scope is scoping capacity. We all know that capacity is limited for all of us involved. And so really thinking through how much time can be dedicated to a project. When I worked with my instructor, we realized that this was not going to, we were not going to have a book ready in a year. That was not going to happen. We decided to think about it as a five-year project, based on what was realistic for us. So it would be built modally over five years. And we also looked for other examples that we could reuse, right? We used OER anthologies that we could bring in as well. And we looked for what collaborators we could work with. And then finally, scoping the project. What will students be doing? When is it going to happen? What content has to be covered? What's the process actually going to look like in the classroom? And where is the work going to happen? In the case of my project, we decided not to have students do any work in press books, we didn't have the time to teach them that. We didn't have the time to navigate SharePoint, Microsoft, OneDrive, Google Drive, all those crazy things that we have at our university. And we just decided to have students submit their work in the Learning Management System in Canvas to keep it simple for students and not complicate with additional technologies. We plan on using those other spaces as we put together the book, but not for students to deal with. So after thinking about the scope of a project, then we encourage you to think about the support. And at three different levels. Where is their institutional support? Structural support? Is there funding? Is it going to be supported with promotion and tenure? If that is something that is concerning for you. Is there disciplinary support? The professor that I work with is a Renaissance Literature Professor, and there's a good amount of disciplinary support in the Modern Language Association for doing this kind of work. Also thinking about consortia as well. Then thinking about your logistical support. Who are the people that will help make this project successful, right? No matter what, open pedagogy projects are collaborative. Because now you're working closely with students on creating something. And so it's good to think beyond just you and the students and who else can make it go well. And accessibility is a really important one to think about from the outset. And then finally, what technologies are going to support your funding? Or support your project, I'm sorry. How are they funded and for how long? One of the things we're thinking about is Penn State uses press books. But being conscious that that's a contract. How long will we have that contract for? And do we have a backup site where we don't want to have things change, where we still have access to the work that students have done? Brian's going to take us through the last two pieces of the roadmap. All right, yeah, so the next piece of the roadmap is really focusing on students in this process. The first part being outcomes and assessment. So open pedagogy is this opportunity to get beyond just focusing on the content. Of course, there are things that you have to cover in a particular class. But it's also this opportunity to work on discipline agnostic kinds of knowledge practices, things like research skills and so forth. So we encourage instructors to think about ways that they can make it a little bit less about content and more about that, more about process. Also, thinking about how students are being assessed on this work. And so I talked about a little bit ago with that grade, no grade, opportunities to revise kind of approach. But we recognize that not everybody has that kind of control over their grading scheme. You might be a contingent faculty member and you're kind of locked into a particular ABCD sort of approach to grading. But even if you don't have that kind of autonomy, there are still opportunities to have students sort of read and critique each other's work, so to give that kind of element of peer review. Giving them opportunities to write reflectively about the work that they're doing, perhaps. So there's still things that you can do even if you still have to assign ABCD and so forth types of grades. Also, as I've talked about several times already, the issue of student agency very important. So making it clear to the students, who is this going to be shared with? Talking to them about creative commons licensing so that they can understand how this work is going to be shared and what the implications of all of that are. Ideally giving them agency in that process of choosing the license. And then also having the agency to choose whether or not their work is going to be shared openly and not having any sort of great impact associated with that. And so then finally, the last part of the roadmap is all about how you're going to share your work and then how you're going to sustain it over the long term. So in terms of thinking about sharing your work, thinking about sort of who you need to be communicating about it with, whether that's within your disciplinary community or within your institution or department or something like that. But also thinking about venues where you might share it. So institutional repository, disciplinary repository, an OER specific repository perhaps. And then the final piece about sustainability, this is thinking over the long term, what are the issues that might come up along the way? And then in terms of the roadmap, if you've followed it from ABCD and so forth, you will have identified gaps along the way, things that you need to go back to and identify or answer questions or things like that. And so when we do this as like a workshop, we always encourage folks to come up with an action plan. So like something that you're going to do today or tomorrow, next week, next month and so forth. Because so often we come to these conferences, you hear about really cool things and then you go back to work and work gets in the way and you forget all about it. So we don't want people to end up in that sort of situation. And that is all we have. Thank you very much, Christina and Brian. Is there, we have time for one quick question. Is there someone who would like to ask Brian Christina something? Yes. Hi there, Glenda Cox from the University of Cape Town. I'm very interested in your work. We've done some similar work and starting off on this journey. Did you interview the students? I'm just curious, or were there evaluations or how did you, what was your methodology? Thanks. So we haven't actually, that's a research project that I would like to embark on, but we do ask them the right of reflection on the process. And I have an IRB from my class that we ask students if they were willing to consent to have their work as part of the IRB anonymously to get some feedback on how they thought of being in this process oriented project. So that's where we've gotten some feedback from students. A lot of the assessment is, actually we do not, there's no, we just ask them to reflect on it. A lot of them talk about the skills they learned in doing this without any prompting. So that's been an interesting piece just to see what students think of it. So some of them are excited to be authors as well to have a public work out there. Thank you. Thank you everybody. Thank you. At this time I'd like to invite Paola and Monika to the stage.


Hello and you're very welcome to MPS Goes to Westport Festival. I'm sitting here with a five-piece vocal harmony band. Yes. The Overtones. Hello. How are you doing? Hello. How are you guys? I'm good, I'm good, thank you. That was brilliant. It looked like Greyphone, did you enjoy it? Yeah, we just came off just now. It was an absolute ball.  Yeah, I kind of think sometimes when we're performing, when it's like really sunny and harsh, that I wish we were at that T-shirt wearing band. I was going to say, I was thinking that you must have been roasting in the suits. I think we could probably ring them out now and like yeah. But it's grand, listen, we had a ball, lovely crowd, nice vibe there. It's nice to see a festival where you know there's adults and children, families, everyone's just there. That's it. Like enjoying the music and people are a good boogie. Can you tell me a little bit about your debut album? I've sold half a million. I'm going to hand this over to Mike. This is Mike. Hand the mic to Mike. Hello everyone, my name's Mike. I'm Mike. Yeah, yeah, that was a bit of a fashion love. It was kind of a bit of a surprise. We got signed by the label and we weren't sure how much they were expecting us to sell and I think it was like, you know, they might sell 10,000 and we'll see how we get on and 500,000 later. Can you fairly smash that record? It was a big surprise for everybody working with us. Apart from us, we always had faith in what we did and how we did it and we knew that if we could get ourselves out there, people would enjoy what we do. And since then it's just been an absolute whirlwind. We've built a career and we're still going strong and loving life. So how did the band meet, guys? Well, four of us, minus lucky actually, met I'd say about four and a half years ago. On the April mic night in London, we've been individually singing and performing and we met and decided to form a group. And from there, we kind of stayed together for all those years and actually ended up forming, weirdly, a painting and decorating company who's trying to make ends meet and we needed a way to earn money and also be together to rehearse. And actually, Timmy also was lucky enough to meet Locky. I'm going to hand you over to Timmy. So were you singing, painting kind of? Yeah, people kind of say that, but to be fair, it was like we were doing bar work, restaurant work the whole lot and that was a clever way to listen, to be fair. I think when you're involved in music, you have to be clever about what you're doing as your sideline. And yeah, we've literally had so many jobs, but you have to. But basically, I was doing a promoter job, handing out leaflets in a department store in London and met this guy with this great bass voice called Locky and then met the lads and started singing together and then weirdly enough, it was kind of like three months later, we actually got discovered, invited him to Warner to sing for the big bosses. And we've handed out demos, we've knocked on people's door so, you know, we've done the rounds and it actually, you know, Lady Lock was there and kind of went, right, this is your chance, boys. You know, we put in the hard work along the way. So, yeah, I'm very proud of us for our roots, painting and decorating, waiting on tables, whatever we did. You've got to do those things. When should we expect to hear your new album? That would be, I'd say, October, November time, right? Yes. Yeah, we're not sure, yeah, of the exact date, but around that time. Great, and that'll be available everywhere and we'll catch you all over the place. Hopefully you'll see us on TV. Painting walls and serving dinners and stripping and doing ballet. Well, obviously, like, we always come and perform at the Leigh Leigh in Ireland, so it's great doing the Leigh Leigh show, but it'll be available in Golden Dis, H&P. So that's great, guys. Thanks a million. It was lovely to talk to you. Thank you. And best of luck with all the studio work that you're doing. Thank you very much. That was the Overtones here and MPS goes to Westport.


One of the things I'm very passionate about is activity analysis. It's something that we use in every area of occupational therapy. I'm so passionate about it, I actually wrote a textbook about it. And fun fact, it was actually on number one on Amazon for a while as one of the number one occupational therapy textbooks used around the world and was actually translated into Korean not too long ago. Hi, my name is Dr. Heather Thomas. I'm the program director for the Occupational Therapy Doctorate Program at Southern California University of Health Sciences here at the campus. In Whittier Southern California. So I'm really excited about this program for multiple reasons. Number one, we are the first hybrid program here in Southern California. And it's ideal for those that really like to do most of their work from home. So the first 12 weeks of our program is online. And then the last three weeks are on campus. And that's where we do practice all the hands on and lab activities. So it's a really nice combination of both. So here at Southern California University OTD program, we have a lot of amazing equipment. And so although the first 12 weeks of every semester is online, the last three weeks students really have a really immersive experience in a lot of the typical environment that you might see in OT and get to utilize a lot of the equipment that current practice is seeing and what our future practitioners will use. One of the things that I absolutely love about working here at SCU in the OTD department is that every single faculty member in our department really does treat every student with compassion and kindness. And we bring that into the classroom and we bring humor into the classroom because humor goes a long way. Our job is to assure that every single student is successful. And our job is to make sure that every student becomes an amazing occupational therapist. So we do everything we can to really assure that our students go on out there and do amazing things.


Welcome folks. This is Tom O'Brien a TFNN. We've got five days a week. We go seven hours a day We go 24 hours a day in the internet at tfnn.com Always remember folks, whatever you think about you bring about whatever you focus on grows up everyone's having a great day Safe day the TGIF folks making a great one Except others the way they are You cannot change other people to try to change them to fit what you want is like trying to change a dog Into a cat a cat into a horse.  Let's take a look at it out here. We have the now industrials right now trading down 364 you get an Aztec off 275 S&P's off 55 gold contract up 34 dollars trading 1970 and ounce You got silver up 60 cents 25 dollars 81 cents an ounce light sweet crude up $7 39 cents at 1 15 10 Notes and bonds the 10-year note up 31 ticks the 128 15 remember this 32 ticks and a note and a full point 30 year up a full two points plus 17 ticks at 1 59 10 and King dollar King dolls up 827 ticks trading 98 613 the year is at 109 the yen is at 114 the British pound is at 132 to 1 US dollar our phone numbers 877 9276 648 give us a call folks. Well, I know it's going on in your world and the world of the S&P's Let's take a look at them. What do you have? Well, we take a look at the spy.  You have volume of 84 million, which is like volume that being said you're at 430 right now We've hit 427 the hot the highs of the lows 428 76 now what I expect. Let's go take a look at the futures here us H we're down 53 Take a look at this e-mini. So let's take a look at this. Okay, so The high of today didn't have volume What did have volume though is at 220 that might get tested 30 43 21 That's kind of that's 16 points higher than we are right now. Well, this is the this is the bar That's gonna make a difference where we're at. Well, let me see this one second So it's 310. Okay a new bar starts right now. Okay. Well, this this bar is gonna tell us folks because what you have is this So you can see the highs of today no volume. So it might take is that that's not where you're going, okay? What you do have is that you have this bar at 20 past 2 That has some juice into it. I mean that we did 31,000 contracts there and then we came back down with 26 and we just did 24 so most times you see that that would mean that first you're gonna basically go up and test that level up here at that 32 21 and right third 43 21 Now, let's go take a look at the NDX 100. So we take a look at the three cues What you have with the three cues is this three cues are down 62 million shares now the cues are gonna open are there They're already inside the lows of the highs so the cues to me well The market in general to me is gonna gap down next week That's how this thing is setting up right now The cues don't look to me like they're gonna catch a bit at all If we go to the end cues and we take a look at this You'll see that the low of today's 13,733 Right now we're at 792 Okay, so this whoops We take a look at these futures Yeah, this one's lower price. Okay, so this is a differential here too between the E minis and the end cues And what it is is this you can see the bar that you know, we were talking about at 20 past 2 This has this bar and it has some volume in it But what the difference is that by they had 11,000 contracts inside of the end cues Then we came down with 10,500 yeah, that's telling me these end cues are gonna go for the lows and probably break out these lows as we commit to To close if that's what we get bottom-line S&P's are gonna go in the same place Gold gold contract is on the run in a monster way what we have out here You got gold trading up $35 you get 217,000 contracts. There's plenty of contract volume So you're broken topside you have volume behind the move if we take this and we put this on a Continuous contract what you're gonna see out here. That's pretty screaming is this okay? because now you take this on a weekly and what you're gonna see is that the all-time high as 2063 well guess what we just launched. I mean the way this is set up 216 1917 that's 180 That's 1916 2016 21 16.  This is gonna be an ABC structure on the way up the B to C has I mean the C to D is already started and We'll see how this baby shakes out. That's what it's looking like though silver. We go take a look at the silver contract Come on, baby s Okay, we go take a look at the silver contract silver right now is up 61 cents we have 62,000 contracts, so silver just launched. Okay, cool. Okay, so silver 2550 This is nice. That's four bucks. That's 30 bucks. So wants to go to 30 bucks, which totally makes sense We pull us up. We take a look at silver and Right now I'll put this on our generic contract because I think it's either 29 or 30 that is the next swing point in silver and Yeah, it is 3050 so it's 3050 and this also can be an ABC structure up and if it is it's a monster to it would be 1170 Yeah, the 29 so man you're talking Man, yeah, we're talking we're talking almost 40 bucks stay right there come right back folks


When you first get diagnosed with pancreatic cancer, usually chemotherapy may be your only option. However, what if diet, in addition to that chemotherapy and dietary changes, may be able to help reduce or slow the progression of that cancer? If this is something you're willing to consider, there's a clinical trial that looks at exactly that. Near001 is a trial that looks specifically to see if reducing certain nutrients can actually take away one of the things pancreatic cancer uses to make it so really stubborn and progress like it does. Near001 uses a specially formulated diet in addition to your standard of care treatment. To see if you are eligible for this trial and can be a participant, click the link below.


This video is instruction on two octave major scales for Viola. Now I'm assuming that at this point you've done the one octave major scales, and the beauty of the two octaves is the one octaves remain exactly as you just learned them. So now we're tacking on the second octave. We're going to use the same approach. We're going to start all major scales with first finger except the open string scales. And this instruction also corresponds with the worksheet that I've provided for you. So hopefully that will make some sense as well. Now when we do one octave major scales that start on first finger, we're going to, for a bunch of the scales, for the D-flat major scale, the D major scale, E-flat, E, F, and F-sharp. And for each of these scales we're going to play the 3-4 finger pattern on the C string, the 3-4 finger pattern on the G string, the 2-3 finger pattern on the D string, and the 2-3 finger pattern on the A string. So again, if we just remember those patterns going across the strings, we're going to be successful with the two octave major scales. Let's go ahead and play each of the two octave major scales that begin with a first finger on the C string. So this is starting with D-flat. C major scale obviously starts on the open C string. We'll play the 2-3 finger pattern on the C string, the 2-3 pattern on the G, the 1-2 on the D string, and the 1-2 pattern on the A string. The G major scale is very similar to the C major scale. It starts on an open string. And the first two open strings, the G and the D, use the 2-3 finger pattern. When we get over to the A string, we'll use the 1-2 finger pattern. And then we have to do one shift to third position, and we go to third position, and the last two notes of the scale, third and fourth finger, are our half step. So it's a shift and we do a 3-4 pattern at the end. You'll see this as we go. This is the G major scale starting on open G. A set of major scales, two octave major scales, start with first finger on the G string. And they, of course, are A flat, A, B flat, and B. They all use the same finger patterns. They're also very similar to the fingered scales that we had starting on the C string, but they involve a shift. So on the G string, we play the 3-4 finger pattern. On the D string, we play the 3-4 finger pattern. On the A string, it would be the 2-3 finger pattern, but we're going to shift after second finger up to first finger and then play first, second, third, fourth, and then extend your fourth a half step for the final half step of the scale. So we will always do one shift on the A string and a little extension at the end. And I think you'll see this very quickly, and that fingering is written down on the worksheet as well. Here's the A flat major scale, two octaves.


Good afternoon. For those who are new, I'm Dr. Theron Sherman, and in today's briefing, we will be studying SCP-6215. There isn't any objectionable material in this document, so let's begin. Item Number SCP-6215 Object Class Euclid Special Containment Procedures SCP-6215 is to be stored in a low-security climate-controlled locker in Site 73. Access is to be granted to level 2 personnel or higher. Description SCP-6215 refers to an anachronistic cotton shirt, recovered in a tomb outside of Tepe, Ethiopia during an unrelated archeological dig. While carbon dating has placed the age of SCP-6215 at 282,000 years old, the style and manufacturing of SCP-6215 is in line with modern-day industry practices. On the front of SCP-6215 is an image alongside text. The image depicts a stylized cartoon snake coiled around the base of a date palm tree, whose leaves are noticeably wilted. The text is written in a previously unknown Proto-Sibian language. Translation efforts are ongoing. Addendum 1 Since initial containment on November 1, 1974, several objects of similar age and anachronistic properties have been identified by the Foundation, including near-identical copies of SCP-6215. A selection has been presented in the table below. Designation SCP-6215-1 Location of Recovery Templo Mayor, Mexico Description Several plastic rings molded together to form a ball. Small aluminum half-spheres are embedded in each ring. When left unattended, SCP-6215-1 will float one meter above the ground. Designation SCP-6215-21 Location of Recovery Dead Sea Jordan Description A stuffed plush snake with plastic eyeballs. When squeezed, SCP-6215-21's eyes will bulge out of its body, emitting a hissing vocalization through unknown means. Designation SCP-6215-78 Location of Recovery Yangtze River, China Description A single-use plastic cup in the shape of a half-bitten apple. Analysis of the item's interior has detected trace amounts of liquid identical to that of Coca-Cola. The Foundation estimates the number of these items to be approximately 1,400. Containment efforts are ongoing. Thank you for listening.  Please become a patron or visit our merch store at the link in our bio to support our work. Secure. Contain. Protect.


Hello everybody, my name is Kira O'Farrell. I'm from Trinity College Dublin. I'm here with my colleagues from Trinity, Timothy Savage and Theresa Logan-Feelin, and our partners for this project who are Marianne O'Connell from IADT and Alison Egon from Renew Institute of Education, MIE. So today we want to present to you our idea for aligning an existing five ECTS credit module that Trinity operates for our graduate teaching assistants. The idea is to align it to the national framework, but at the same time to create it in an online version, a blended learning version. It's currently a face-to-face module. To do this we propose that we repurpose and we reuse existing material both from our five ECTS credit module and from other content that we use to support postgraduate teaching assistants in Trinity and also beyond. We'll make it into a blended or an online module. One of the things that we really want to achieve with this is greater scope and greater sustainability. The idea is that it will be as flexible as possible. It will be a single pathway if you want to take it as a five ECTS module or it can be taken as five discrete units, possibly through badges for students who don't want to take a five ECTS module at one time or who want to do it gradually. Hopefully it's something which can be of use to people across the sector, not just for Trinity. We want to release it and have it usable for institutions within the national forum and beyond. So this is our existing module that I'm talking about. It probably looks very familiar to many of you in the room. I know that there are modules across our institutions. Ours is called Teaching and Supporting Learning. I won't go through the learning outcomes, but you can see from our module that it's very strongly focused on the scholarship of teaching and learning. It's a theory into practice module. We pull together our teaching assistants to work and learn from each other and to begin to think about their journeys as scholars, as teachers, as scholars. They come in very much as students. It's a very much a transitionary phase, I think, for graduate teaching assistants. They have to begin to not only move into tutorials and work as demonstrators, but to really begin to think of what it is that they want to achieve as a teacher going forward at the very start of their career. So it's a module which is very much based on critical reflection and on the scholarship of learning and teaching and on working on learning through conversation with each other as a group of peers. We've had this module since 2009. The feedback has been consistently positive about it. I think that you can see that they talk about this paradigm shift and they talk about the experiences they get from working in a group and learning from each other and reflecting on their practice. The downside of the current module is that we can only have a certain number of students doing this module at a particular time because of the emphasis that we pace on the scholarship of learning on them presenting and reflecting with each other as a group. It grew for a stage. At one stage we had 32 hours of supported face-to-face teaching and it just wasn't sustainable at that level. So we had to reduce it. There was one year where we quite honestly didn't have the capacity to run it at all. It's back up and running now. It's positive, but we can only take about 15, maximum 20 students out of go on it. If you think in Trinity we have at least 700 graduate teaching assistants in Trinity at any given time. We also do what we call just in time support for our students for our graduate teaching assistants. So at the beginning of the academic year we hold some workshops for them. This year we held two workshops. We had about 60 places on the workshops. We made it fairly big. We had 120 for each workshop so we had 60 on a waiting list for each workshop. But what we really want to do is something that's more than just in time teaching.  We want this to be about their professional development. We want them to be on the start of a journey. So we really feel that the module has great potential but we're limited by the scope of it at the moment. NYG also have a model which is fairly similar in learning outcomes to ours. There's it done through Epidium so we can't have access to that. Michelle has very kindly shared the assessments that they're doing with it but they get about 80 to 100 graduates a year. So that would be hopefully what we would be looking to do if we were to put this online and create the tools for it to become a blended learning experience. OK, so how is it going to align with the PDF? What strategies for consultation are we using and what's the student perspective? Well, we're hopefully going to align with the development framework across all the phases. We have quite a tight time frame. We're hoping that we will have this developed in time for the next cohort of students coming into our universities in October. So we're very much focusing it on this year from January to June when it would be ready to go to be developed by our online company. So initially it's very much about gathering the existing content, the materials, not only from our module but from elsewhere, analysing it, seeing if there are any gaps available. We do know from feedback that there has been a bit of a gap in terms of the audience. We want it to be obviously a very inclusive module and at the moment the focus tends to be on tutors rather than demonstrators. So it's a little bit, we'd like to make it a little bit more stem focused or useful for that audience if we can. We plan on having surveys, focus groups. We did a very large scoping project for this module in 2009. We still have a lot of the data from that which I looked at. It's still quite topical. So I think that the scoping exercise will need to be, we don't have to go back to the very beginning but we do want to speak with existing students, with graduates of our programme, with some undergraduate students, with staff members and all the partners will be able to enable this. Some of us have many teaching assistants, other of us have very few and other of us have teaching assistants where they're not actually graduate teaching assistants but they're working as teaching assistants so they've done their PhD or they're not doing their PhD. So we need to tap into all these people who are potential audiences for our module. Okay, once we have gone through the development phase, the scoping phase where we pull together all the material, then we'll begin to design the learning activities and the supports for reusing and repurposing and hopefully enhancing the existing material that we have. The idea is that we would align it to the framework and when I looked at the framework and the domains, the five domains that the framework had, I thought that aligns very nicely with our module. So what we're hoping to do is to create five discrete units. We have a special purpose certificate and academic practice which we can take as a whole. Our academics can take in pieces, in short modules, whenever they want and according to their professional development interests and it actually works really, really well. So what we thought was that this could be a single pathway, a five ECTS module, a blended learning experience or it could be done in discrete units, possibly as badges. And one of the reasons why NUIG have joined us is that they have a lot of experience in this area in the older board project. The idea that each unit would align directly with the current domain, so the self, professional identity, professional knowledge and skills etc. And what we have already fits in very neatly with these units. Then we would also design templates for each unit so that if this has been rolled out across other institutions, they will be able to use the template to see what are the learning outcomes, what learning resources are in there, how the learning will support the curriculum, how it's going to be inclusive. So that you will have the actual online experience, but you will also have a tool kit to accompany that. Again, that's the domains that we're moving to. This is the development phase. So the academic developer who's working on this will have the materials ready to go to our online learning team hopefully in June. And then this would be how it is developed. So each unit would have an introductory video, a short introductory video which would have the learning outcomes. It would consist of some multimedia presentations, some resources, online activities. And we would be very keen to keep the scholarship of learning and teaching and to keep the peer element of the module. So that would be done through online discussion boards and the ideas that we don't want to lose the heart of that. And then the face-to-face tutorial, the assessments and the rest of it can be done within the other institutions. So we'll have everything ready to go to the other institutions, how you assess it or how it aligns with your way of doing it. It may have to go through your own assessment boards. So this is a strategy for consultation. We, as I said, we're going to consult with our students, with our graduates across the program. One of the things that, one of the feedback that we received was that the consultation from students could be more thought through. And we began to think about how we could use our students as more than just consultants in this or consultants in the design of the project. How could we bring the student perspective in? So we began to think about the co-creation of this product. And I think this could be very exciting in what we're planning on doing. And we haven't got very far with this because it would be part of the project itself. But in our current module, we have a cohort who are just finishing. We have another cohort who will be starting in January. And we would like to involve the graduate teaching assistants who are part of that module to actually be involved in the co-design of this module. It may be that they're involved in some of the design of the resources, in the curriculum design, in the design of the assessments. We're not sure yet we need to think about that. But they would be actively involved in this. And then NUIG, who also have an assessment to do with course design, have said that their students on their graduate program can be involved in the evaluation of it as part of the assessment of their program. So that's the plan is to actually get students as co-creators of this. And I think that's a very good opportunity for some scholarships and publications which can be co-developed between the students and ourselves as a result of this. So impact to finish off, I think some of the impact will be, the KPIs will be developed when we begin the project. I think the main thing is going to be reach and sustainability. We want to broaden the scope of this project. We have many teaching assistants who aren't getting this opportunity at the moment because we don't have the scope. So the evaluation will be very much to do with scope and sustainability. But also hopefully we'll learn things from collaboration with other institutions. We'll be able to align it to our own strategic priorities and hopefully it's something where we can grow from there. Thank you.


Good afternoon everybody. I hope that it will be a good start, because we are starting it. Sir, please, I invite the members of our team, please. Sir, please, I invite the members of our team, please. Please, I invite the members of our team, please, I invite the members of our team, please. Please, I invite the members of our team, please, I invite the members of our team, please. Let me explain that course where which we started with that. We started with that getting started. In that getting started we have put the text first taken from the definition of a circle and the circle parts we have tried to explain it in different colors and we have put one video explaining all the properties of circles. I am going for that first one. Here we are having this text explaining about the circle and then there is a figure it is given that all the parts of the circle are explained in color and that color is also mentioned at the bottom that is circumference is in black color, diameter is in cyan color, radius is in red color and center of origin is in magandha color and some examples we have taken here so that the child can understand better.  Then in the same unit we have added one video also. This is a video explaining about the different parts of the circle in a logical way. So, we take a look at this orange line here assuming that it is a line extending in both directions forever. It intersects the circle in two points and therefore this would be a secant line. There are two more things I wanted to find. The next is a tangent line. A tangent line is a line that intersects the circle in one point. Remember a secant line intersects the circle in two points but a tangent line intersects the circle in one point. Looking at this brown line here, this is how it only intersects the circle at this point here therefore this brown line is a tangent line. And the point of tangency is where the tangent line touches or intersects the circle so this black point right here is the point of tangency. Now let's talk about when we have two circles graphed on the same circles that have the same radius but different centers. Looking at these two circles. I am going for this homework which we have selected. We have selected some multiple choice question in which we are having this line segment joining the center of the circle by a drop arrow. They have to write the answer and region bounded by two radii it is in multiple choice and again the second question is also in multiple choice. Then let us go to that interactive session which we have planned. In that interactive section we thought that the tool GeoGibra we have taken where in the GeoGibra I made one file and exported it in the web and I got it web address then I pasted it here. That URL has been pasted here but I tried my level best to paste it directly but I do not know the technology behind it. Actually they came and helped me a lot but here GeoGibra I have given a click here. The students hope that you have learnt the basics of circles. It is a very very small exercise I have put here. Try to explore understanding by the following activity. When they click this one directly it will go to the GeoGibra tube. When a child is clicking it GeoGibra will start immediately and here the instruction is given. Drag that particular point to check out whether the radius is always equal at any point where a child has to simply he cannot do by himself by simply moving it here and there and you can get an idea of the diameter also everywhere it goes like that. This is using GeoGibra directly we have had it and we will go to the next session of it. Again in the labs and demos that is the next session we have selected it. In the lab at demos we had two things here. One is a video explaining what is the meaning of area of a circle and I will just to show you a part of it. How a circle is taken and actually it is an activity which can be used in the max lab where it is divided into some sectors and all the sectors are arranged in such a way that it will become a rectangle the length into breadth formula that Paya square will come. Here it is being explained in a diagrammatic way that is being circle is taken again and again when they fold it they will get to so many sectors and they have to cut all the sectors and arrange it in a way that it will become a rectangle the length into breadth formula that Paya square. Then I am going to the next GeoGibra I have put here. This is another GeoGibra one where we have explained them that angle in the same segment are equal here this is a GeoGibra file with interactive way that a child can see the value changing here also. By the same time when he is dragging there you can see visually also here also then he can drag it so that the values will change now you can see that the angle APB and AQB at any place and you can drag this also suppose this at Q it is fixed and you can push this P also and check out that it is not changing. Now this is another activity like that all the properties in the circles we can have it in the GeoGibra so that after the particular child has learned it you can have a hands-on experience on that. This is the way I told you that GeoGibra dynamic that software downloaded then I made this particular file in that I converted it into a GBG file then it I uploaded it in the tube of GeoGibra. GeoGibra tube I uploaded it I don't know what is the other way of doing it for I uploaded it there then I gave a link in that particular our content so that when you click it automatically when you can click the text also that GeoGibra file automatically opens. I think I hope that we have made ourselves comfortable in doing it. I thank all the team member those who just came running whenever we call them. Okay thank you very much. First of all let me introduce myself myself it is Jinder Kumar from SIGEM. What we what I understood from this whole of the exercise was how to apply yourself in production of the contents on the online sources but as far the content here we have in terms of may not be the exactly what we wanted to be actually produce on the line and maybe the exactness of that program may be not that there but we have tried to do something on that course. Now what we did first of all we divided the whole of the chemistry syllabus into chapters and the time has been allotted to that. So what we took we took the second week because it was the second chapter and we had just given some time to the first chapter and we have come to the second week of the second part of the solution matter that is of introduction to the world of solutions. This was the first chapter so we avoided this because we were taking this chapter of solution and we straight away went to the this chapter is matter to our round of self. Then what we do it we we introduced ourselves yeah we have put on two videos regarding the chapter first regarding the two solution what are the solution what are the components of solution and another is the types of solution on the basis of the size of the particle and at the end of these two videos we have just asked some question regarding these two videos and from the question and after that we have given the assignment to the children to do at home that what is around them if they come around their different types of solution classify them as what type of different types of solution on the basis of that size of particle whether they are suspension they are colliders of they are the resolution. So I will give you first example of this in the video solubility and concentrations so now that we've talked about what a solution is we can look at how to classify them how to measure how strong a solution is. Solubility is the maximum amount of solute that can dissolve any given solvent at a fixed temperature typically the temperature will be fixed at 20 degrees Celsius. We'll write this as the number of grams of solute for 100 grams of solvent so if you look it up somebody will say the solubility of solute chloride is 32 grams what they mean is there are 32 grams of solute chloride that will fit and 100 grams of a solvent such as water. There are three different saturation levels that a solute solvent can have the first one is saturated meaning that I can no longer hold any more solute some solute will typically be on the bottom of the beaker that's how you know that it's saturated no more can go in. In second video we have given another clarification regarding this solutions the different types of solution. Let's look at types of solutions first let's review for a solution carrying on from the first video that is solvent and solution. This is usually a liquid or gas in matrix and water is the universal solvent. The solute is the material we need to gas the solutions that are composed of some type of material solid or liquid or gas dissolved into the gas. Again this is basis of their solubility there are physical states and other states of it is joining together one in the smaller part one in the larger part. So let's look at some examples of these types of solutions. So if we have a gas solute and a gas solvent in the solution that example would be air where oxygen is dissolved in nitrogen. We have the gas solute in a liquid solvent in the carbonated. After that we have put on a quiz for this. So some questions has been asked in multiple tries then in the fill in the blanks type and a common loss problem was given at the home assignment to go for the understanding so that child can distinguish between different types of solution is encountering during the day. Thank you. I'm not comfortable with the putting the foreign videos here like English accent in the I wanted to be in the Indian accent. Yeah that will be the nice idea to put. Yeah. Yeah. Maybe K. We want to shoot our videos. We want to do the yeah. Yeah. Yeah. Yeah. That's right. First of all Namaskar to everyone. Actually first of all we have gone through the syllabus that is provided by the NCRT and taken the cell that is from the class ninth and the cell is spread right from the class ninth and class eleventh. But we have taken from the class ninth and when we go through the syllabus and it was covered in 12 periods. But we just focus more on the platform rather than the syllabus and its texture and all that we just try that we should try our hand on all the activities and all the facilities that was provided by the platform. So this is our profile page and my course team members are right there with their photographs and designations please go through. So then we have also recorded an introductory video. Let's go to the video. Yeah. This is a short video regarding this was specifically recorded for the presentation online course. Myself, Dr. Yajpur Sharma, assistant professor in central district of expectation technology NCRT unit. This course is specially designed for the secondary class, particularly for class ninth. And in this course we will study over the structural unit of life that is the cell. This is a four week long course. We have divided this course into four weeks and during all the weeks, we have certain type of assignments and features. All these quiz questions are in multiple choice questions and of one month, every right version will be allowed. And in fact, we have a separate assignment for the final test. All the marks we will secure in all the assignments will also be included in the final results. My other team members are Dr. Amit R. Mali from Patal, Dhanraj from R. I. Nathu, Gopal Tupade from Kavya Chorapuram. I will issue all of you the best that you please join the course and do the accordingly as per the schedule. So we have a big course schedule is right there divided into different weeks. We have divided the course into four weeks because we were the four members actually. So we have divided the course into four weeks. And in fact, we have designed the test for the textbooks are there and resources, resources and all that. Someone needs the extra resources and we have the community special. One can join with the hangouts, Twitter, Facebook, all that. So this is the introductory video. So we have a video recording the cell. What is the cell? It's an introduction for the cell basically. So this is the regarding the introduction. We have a diagram and then click on the next. So next may I have a little bit of a clue. So this is the second subsection to. So is the three case. I'm a different subsection to manage. So which could be a mother. We have tried that key quiz will be provided in different formats in multiple type in cross sections and in the drag and drop and all that. And we have used that. And instead of that, in fact, we have also tried for the peer evaluation. Well, in fact, I'm not a person. I don't know the result. Oh, ma'am. I'm a checker. Okay, but I ain't got that. So we have tried also that. Actually, if we go through the textbook for the class nine specifically for the cell. So sort of structure give RMA. There is more emphasis on the structure rather than the function of the cell. So we have tried the functionality of the cell also in our course. This is one activity for students which we designed. Our students in this format cannot upload a file. So we asked them to create their own creation, get a picture on it of it and post it on their either a Facebook page or somewhere else and discuss it over here that how you prepare this and anything else. So another video is also attached here so that they can go through the YouTube and know how they can paste it. So these are the external resources. If any students want to some some extra rather than what we have provided in our course, so he can go through the then comes to the community. This is for the live section. There will be live sessions. So my hang out and Twitter and Facebook directly you can go there. So this is all about our courses. What problem we face here is when we are creating this kind of interactivity. Suppose in peer review assessment, the predefined structure, everything was there. So we have to modify it accordingly. The same case is there with a drag and drop kind of activities. So that takes some kind of technicalities from our side to modify the tags to modify the course and everything else. Suppose here is a peer review assessment and we ask three questions to the students and write down their answers here and in this way we can design this kind of activity and one person will assess other three person. So in this way, the all activities design one more drag and drop kind of thing which I would like to share with you. So the image you see, we can replace it. We can keep the coordinates and other things in it. Your team has helped us a lot to modify it. So this is how we have been able to do something. It's checking, checking. Wait, wait. No, let's make a mistake. So this is how we have been able to keep different kinds of questions in it and in the discussion, you guys have given us a lot of support. Especially two or three things that we discussed about how to improve the course. Suppose the problem was that when we had to publicize everything, we had to go to each unit and see if it's the right thing to do. But first of all, we have made it all in private and then with a single click, we can public make entire course available to the public. That's good. This is the suggestion of it. Another thing that we have seen is that there are a lot of things that can be interpreted in regional language in two or three languages. So this will also be a good thing. And this part of the modification that we have to do in everything, we have to provide some help available there. This structure, suppose you want to make this interactivity, then this tag has been given in a lot of things. But still, if any of the videos are made and the link is attached to it, then the course creators will also have to think that it will be easy for them. Thank you. Thank you. Namaskar. I am Dev Karno Singh. I am a research scientist for Radhya Pak. I am from Raj Ki Utsumat-e-Mik. I am from Hunjun, Rajasthan. Today, we want to know about the work. Usually, when we play with children, we get a different meaning in the language of common speech. There is a different meaning in the language of scientific knowledge. We want to know about it here. So in this regard, we have divided the work into two subunits. One is the basis of the work. The other is the work done according to the scientific knowledge. When you play, jump, write, sing, listen, or pick up an object or do some household chores, then in that, everyone thinks that we are doing the work. Some of them are doing the work. But there, the meaning of the work comes in two subunits. In that, some activities come into the physical work. The work of reading comes into the mental work. So in the language of common speech, what do we call it? We call it work. But according to the scientific knowledge, the definition of work is different. In this, you have to put a lot of effort to do the work. And whenever you put a lot of effort on an object, it does the work. This means that when you put a lot of effort on an object, and the object does the work, then the work is done. For example, a horse pulls a weight from a car. If a horse pulls a car, then the car does the work. If a horse pulls a weight from a car, then the work is done. But when you push a wall, although you push a wall, and you push a wall for a long time, then you will get tired. But still, according to the scientific knowledge, you will not be able to do any work. This means that the work is done on two things. What are the two things? Right now, in the language of common speech, and in the language of scientific knowledge, the work has been defined in two different meanings. In the language of common speech, the work is done on 12 different meanings. So, do you know how much effort you have put in? When you give the material from one side to another, then how much effort you have put in? For the work or for the work, the work and the work are done. So, the work is done in MKS-Padachimi. And the meter of the position of the machine and the meter of the machine, the Newtonian meter of the machine, is called as F or the position S. Both are in the same direction. So, the work will be done. Myself, D.C. Bhat from Kendri Vidyalay, Vigyan Vihar from Delhi. We have worked on two different parts of the work. And the work part of the English medium, we started it in the morning. Because we had a problem, that when we were working in English, the Hindi part was going away. And when we were working in Hindi, the English part was going away. Then we made it in the second section, in the English part. So, let us introduce. In this introduction, we have given some text materials. Next, we have given a video. This video is important. And in the next video, we have used three of our part text materials. Video from outsources and video from insources. This is introductory video only. Only for two or three minutes. Next, the unit of work. There is a question in this. If we apply force on this work, then it is wrong concept. If any object is in motion, and if we apply force on it, then it is wrong concept. If any object is in motion, and if we apply force on that moving object, then if there is a change in velocity, then we also say work is done. So, we have avoid word using static. See, EDX platform is not language savvy. And hence, the first version of Swayam platform will hardly be language savvy. But in our final Swayam platform it is expected to be reasonably language savvy. So, I think the still is being argued out whether the language option should be at the beginning itself. For example, when a student registers, he says my default language is Urya. My default language is Gujarati, something like that. So, by default, that will be the language. But if in that language some content is not available, then the system will tell you, whatever language is not available, it is available in these languages, please select something else. That is the implementation part. But even in content generation, I think slowly we will have to tackle issues like this. Take, for example, the geometry thing. You know, the content which you see on the screen should be language independent, as far as possible language independent. In that case, only the soundtrack and the transcript needs to be changed from one language to another. So, when you create, say, a chemistry unit on this, as far as possible, create your screen in such a way that it is almost language independent. But of course, maybe in chemistry, even in Gujarati you write the formula as H2SO4, right? You don't write some surf or sulfur or girth or Gandak or something like that. So, but when it comes to maybe, I don't know what will you do in mathematics, algebra. Do you continue to use XYZ even in Gujarati? Okay. But, you know, slowly we will also have to develop language independent symbolism for as many items as possible in our school curriculum. Maybe NCRT will also have to look at it. Because when you have a textbook, it doesn't matter. It's either in Hindi or in Gujarati or in English. But when it is visual content, it will be difficult, too much of an effort to create the same visual content again in Gujarati, again in Bengali, again in Tamil. But if you keep the visual content as language independent as possible, then it's easy. Only the soundtrack can then be made. Okay. I think we have finished four. A and D. Who raises his hand first? My team consists of three members. Mr. Rohit from Mysore, RIE Mysore and Mr. Jamsedur Rahman from CIT, Delhi and Mysore Frakes from DIET, Bhagalpur Bihar. The topic selected by team is solution of linear equations. Although we have tried our best to do our best effort, but you just see. The solution of linear equations, the team associated to linear equations of two lines. When we draw two lines, there are three possibilities. Either lines are intersecting or lines are parallel or lines are coincidental. When the lines are intersecting, we say that we have a common point that is found in the two equations. And in this case, we can say that the two lines are the units of equations or the two linear equations are the results. When the lines are parallel, we don't have a common point or we do not get any except or why that is found in the equations and so we can say that the two equations have no result. When the two lines are coincident, in this case, we have the fundamental points and so we can say that when the lines are coincidental, the two... This is the introduction part and we have tried our best to give the activity before the learners to draw lines. On the basis of the construction, learners will find that either lines are intersecting or parallel or coincident and accordingly, we shall have solutions. So, the course is divided into three weeks. The first week for the introduction of linear equations, lesson one is the linear equation of one variable and two variables. Then lesson two, graphical representation of linear equations and then we have a homework as a multiple choice questions. So, these are the multiple choice questions on the basis of the ideas given in the just content. Then week two is linear equations representing lines parallel to x and y axis and then we have homework and the week three is the... And as we have discussed, the solution of linear equations. So, the two system of equations have to consistant if it has a solution, either unique solution or infinitely many solutions, inconsistent if the system has no solution. And accordingly, we have three activities for the solution of the linear equations. One solution, no solution infinitely many solutions. And then, so far as the technical parts are concerned, so we have draw, drag some videos on the concerned content. What are the equations with three and the three is that distance right there? This is the representation. Now, in the... We go down to three. One, two, three. This is for the graphical representation of the linear equations. Actually, this course, this workshop should be of six days duration, sir. So, it is not of three days duration. You have compact all these things, so... So, we are so hurry to just... I agree. It's a learning process for us also. This is the first time we have... Thank you. I want to add... This will be noted. Currently, what has happened is, EDX has a link-up, I suppose, with Google. And hence, because YouTube is now directly linked with Google, whatever is their videos, they have not created any local video handling capability. So, this is the first time we have created any video handling capability. They have not created any local video handling capability. They say, whatever you do, put it on YouTube. We have excellent links with YouTube. So, that is the way they have simplified their thing. Now, if pressure builds up for this, the system here will have to be programmed to take that. Otherwise, currently, EDX has straight-jacketed everything. They say, you do whatever. Finally, it has to go to YouTube. If you can't upload something on YouTube, it can't get into an EDX course. It's as simple as that. Anyway, we have started off work. Swayam currently is a clone of EDX with minor modification. And as the modifications become major and major, it will totally divert from the EDX structure in our own way. So, if... both logon ka pharmaise to ho sakta hai. One request, the team would like to have just to observe the feedback from the expert team. Since we have a lot of problems in uploading the things and so I would like to have comment from the expert. Thank you, sir. Before starting the presentation, I'd like to share two views. Yesterday morning, we had a motivation from Sir in the lab to ask as many questions and by the bliss of almighty and technology, we had the team who is having three courses here on this platform. One-one. Or one-one-one. Half nails. So... And from the discussion of Sir yesterday about his development of his MOOC we, during the preparation of our course, divided us five into two segments. One was working as a backup team and secondly, two of us were uploading the things. And similarly, during the running of the course, Yogesh was taking care of the discussion forum and the others were participating in the other. So, this is the intro page of our course. Here our motive was to look into the different avenues supported in this platform. And we tried to go beyond that especially I would like to show this particular intro video, sir. This intro video was shoot with a mobile camera from our personal YouTube account uploaded in the YouTube and we added the link here. Why not in the studio? Because the studio actually we went to studio but I must say that the briefing process is not very effective. I am sorry to say because we are not briefed that okay in the studio we will be having actual recording session. We said okay, let's go to studio have a visit over there guided to sort of thing. The shoot out there in the studio we felt that okay it's not good like to talk about what we can present. Yes. So that's why we just tried something different out of the box. And it worked nicely we are happy for that. And in the course where again our motive was not about enhancing the quality. We just tried to see okay what are the scopes where we can work in different fields. So we have tried to access as many different modules and everything there in the platform. So this is one one underscore laws of motion. Our topic was laws of motion. Like other groups we haven't divided our course into several weeks. We just tried to put like topic wise the real work which we are visible here is done only in one hour today. So we have only taken three topics. Sub topics. With the section is the laws of motion and under that laws of motion we have taken three sub sections like first one is 1.1 rest and motion. So in this subsection 1.1 on rest and motion we tried to put three units. Firstly one was text HTML unit HTML where text there some text and along with that photo was there. Then on basis of that we added quiz type thing. So here just to find out one sort of one type of question then under that so on this 1.1 we had a discussion forum where some of the co-participants they participated in other subunit here we used one YouTube video the issue is again the foreign ascent. On the basis of that video we had a discussion forum again question and all. So this was the whole glimpse of the structure we tried to explore. So we are the last team to publish our course so still we have two participants on the discussion forum. So thanks all and specially I would like to thank maims and the support staff without their help and guidance we couldn't do anything. Thank you all. I hope you have enjoyed your course making. At least that's the impression which I get the way you presented your work. And I'll ask you one question.  I think that is one tick success for us because you know even if goof up the whole thing the minimal thing we wanted to achieve was that participants here should overcome their phobia of creating a course. That it will take time after some time. See you will have to use some tricks. For example one trick which some people use is camera is inanimate. So what you do is just below the camera or next to the camera you make two of your colleagues or students sit down. But then what happens is yesterdays your own videos you would have seen. There are people who are scared to look at the camera. They will either look there or always look here. That shouldn't happen. At least the two students are there squint at them but look at the camera. That is what you have to do. Yes but at least there was a goof up by you in the first take and hence a retake was necessary. That is a success that you have realized that something didn't go right in the first take. You want to say something? May June we are free. At that time 4-5 days of the season will go away. So we will learn a little more. Now I think we haven't learned anything yet. Thank you. I hope Professor Sharma makes some announcements at the end. I am giving him a 15-minute slot. One immediate question. Yes. Any workshop or any training program? We have to face. Is that okay? Can you show us the people back at our place? Can you show us what have you done? So even in this platform is it at all possible for us to show them at our colleagues and all? You can login from anywhere. You can keep on modifying this from anywhere. That's great. Thank you. And what I suggest is look up spoken tutorials in Google. Professor Kannan Murugally is the champion of that. And you can even create units of this in the format of a spoken tutorial. The spoken tutorial format is special. In the sense it's about 8 to 12 minutes of video. No face is ever seen. Okay. If at all face is seen, that may be a photograph on the screen. Because face is not seen. What is shown there is essentially language independent. And then the base may be in English. A soundtrack is laid out. Then somebody translates it into Marathi. The Marathi soundtrack is overlaid in place of the English soundtrack. And there is no reason why a spoken tutorial format cannot be used as part of the videos here. It may not be each and every video. But remember that the spoken tutorial format is created in such a way that if you simply have a PC or a laptop you can create a spoken tutorial. All that you need is a microphone which is connectable to that laptop or a PC. Nowadays many laptops have a built-in microphone. If the quality of that is good, I think it should also be accepted. Like being a student if I watch what we have created here. So I think being a student what I feel is that if teacher's face is seen, then there may be more comfort zones. I agree with you perfectly. But what I am saying is your content creation to begin with can be in the spoken tutorial format. That would be the raw edition. This is the content. Now when you really go to a studio you will use much of that. Plus we can overlay your face in a corner or to begin with and the whole of you can be sure. If a student doesn't go to class they will feel that he is the teacher. I just gave illustrious option. And that is the simplest option for you to start creating even without a camera. That's what I am thinking. Honestly I am speaking like when I was here on 15th of October I was not aware of what MOOC is really and what was written in full form when you guys started MOOC then I correlated it. It took half a minute to correlate. Oh that's MOOC. But today I am really happy to be bonded with this program and swim what I thought swim is swim. Hindi swim. So I have to go in full form. What is its full form? I knew it yesterday. I just got to know its full form. Anyways I thought it is swim. I still remember it simply as swim. I know he dictated the full form to professor Fatah. I think I was present there. They have told us to study web for active learning. For young aspiring minds. So it's really good that we took out the meaning in English and it's correlated with Hindi. It's really very thankful to your team. Especially these girls and boys who stayed with us till night. We will do it ourselves. We have worked as a team. Hands on experiment. When we do it ourselves we will feel more comfortable. Thank you so much. So thank you.


My fellow Americans Labor Day weekend is behind us another summer is almost past and soon the leaves will start turning colors But perhaps the surest sign of fall is the sight of young people heading off for their first days of school This fall I'm glad to say the schools that our young people are returning to are in many ways the best They've been in years markedly better and still improving Five years ago. There was a widespread feeling in our country that our schools were not doing their job That's why in the first few months of this administration We established a national commission on excellence in education to assess the condition of American education Sure enough the Commission reported back that the instincts of the American people were right our schools were in serious trouble They were doing so poorly the Commission said that if a foreign nation had done to our schools what we'd stood by and let happen We would have considered it an act of war That warning touched off a wave of reforms that swept through nearly every town school district and state capital in the country a grassroots movement for education reform that generated more enthusiasm and more action than any amount of dollars or directives from Washington ever could have and As usually happens when the American people pull together your efforts are paying off Test scores show that students in 35 states have improved their educational performances progress to be sure and Education reform is proceeding full speed ahead Just two weeks ago the nation's governors met to offer their own proposals for carrying education reform into the 90s Among other proposals the governor suggested that parents have more choice where their children go to school If one school doesn't do the job right let them send their children to a school that does The governors call their report time for results and with no nonsense proposals like these you can bet They'll get results in the years to come. I think we can all expect to see a lot more action in our state capitals Right where it belongs Let me also call attention to first lessons Secretary Bennett's fine new report on our nation's elementary schools with this kind of useful information Parents and teachers will be able to continue their progress in the task of fixing our schools As our young people return to school this year I'd like to close with a special message on something that is fundamental to success in school and throughout life and That is staying drug-free Over the summer we've witnessed a growing national awareness of the waste and tragedy that always lies just one step behind drug use When it comes to young people using drugs that tragedy is especially great There's no better time than now and no better place than our schools for all Americans to stand up get involved and Do something about drugs Later this month Nancy and Secretary Bennett will introduce a handbook for communities to use to rid schools of drugs Just as surely as it will require the diligence of parents teachers and principals Beating drugs in our schools will require the involvement of neighbors community groups law enforcement officials churches and synagogues Everyone will have to get involved But most importantly beating drugs will require the courage and conviction of our young people themselves To those students who are listening today. I'd like to offer a special message It may be a while ago now, but I can remember how tough it is sometimes being young And when I was a kid we didn't have all the temptations and distractions of this modern society. I know that sometimes it takes all the courage you can muster to Just say no to go with your conscience. What you know is right rather than with the pack But that effort is worth it Don't get caught up in drugs America has a big and exciting future an open future of expanding possibilities Your parents never even dreamt of and you can be a part of it Like they said at the end of the movie back to the future Where we're going. We don't need roads Just an eager heart and a clear mind America needs you open alert and drug-free to help make that future happen So I'm going to ask you a favor Say no to drugs and tell your friends to say no to Saying no isn't just important for you. It's a great opportunity for you to do something for your country Each time you say no to drugs You will be helping America beat one of the most serious challenges We've ever faced Believe me, you'll be a hero in my book Until next week. Thanks for listening and God bless you


Resist fear.  He's going to all our steps now He's near our steps and now now he's by the boxes down the bottom now. He's going back to their steps Maybe I'll get combat combat.  That's it. Oh nice. I'm saying I can destroy right now I'm destroying Guy's me I'm blind I'm not looking bro. I'm not looking press me. Garry me and piercing. Yeah, you press. Yes, please Yeah, I'm the archip. I'm the archip. Kidding me. I should drink it as well. Stop this It's gonna vanish. I think be ready to go me. It's been ready to come in. Yeah Rugby's there you see where the rug. Yeah, yeah, I'll try to I'll try to get him Yeah, go go go I say back I have no CDs now. Okay.  Let's go I should probably Me I'm lining a bit. No, I don't I won't get land won't get mine They want to show me a kidney the one can we get it? Yeah, Kearney Gonna fair as soon as I can. Yeah, yeah, got it. So nice I can't you but I can't show it I can't really follow So I wish it I need to go get some mana. I'll dip You can do gang Keep right.  Yeah It makes you make me. I kept doing my work. Oh my god. Maybe we need to go rogue man like major. Yeah Yeah, yeah, yeah, yeah, so yeah, that's what I wanted to do bro. Like that's what I was thinking I Feel like he like someone told him for proceed is he cancel it and he have a full the time and he do it all the time Okay, it's fair You need to activate the soul traffic for solution. Oh, yeah, I can't go that ID rossia rossia rossia Cutlery's eye.  I want to use I sense please Cutter priest You still trapped I think you're gonna feel if you're firm I'm seconded in here, in shot he's wall and the drill's on. I route priest, I stop with this divine team. I'm bashed in the second maybe. I'm not sure about that one. This is fair.   Cross muscle, cross muscle. Yeah, careful with the turns. I play this, he keeps me from behind. I rock it from left, melt. He's got a really good one. Silence this guy. He's healing. He's pushing. He's pushing. I need to be on my way. We chill, we chill, we chill. I need mana. I'm going high spot, okay? Yep. I'm gonna stop shooting priest. Drinking high. Okay. He's a full reset, full reset bro. Unfortunately, he's full reset. Okay. They have no innovating either, but I have no fiend. Priest, I think it is normal. I don't need working. No, it's 30. Scatterzan with a trap? Yeah. I'm gonna push, I'm gonna push. He's full priest. I'm burning priest. Silence priest. I'm the second one, 30. I'm here, can you get him? Nice. He's whining his heals. I'm coming for you. I'm coming for you. I need to reach my mana a bit. Nice, nice, nice. Double shrink. Double shrink, double shrink. Scatterz full trap, here. Nice, you're killing me. I got shield as well. We can solve this up. He's gonna fair me there. Watch out. What are you doing, kids? Assign his ship. I can't solve this problem, bro. Okay. I'm full second, full second, full second. I think it's bad. I'm gonna line up and kill him. As much as I can. I'm gonna enter the minors room. I did it well. Wait, he wasted fairy. Okay, both. Don't break. Actually, you can now, you can now. I'm gonna hit. I'm trying to trap. Yeah, yeah, if you get it, we go ham. I got it. Nice, dude. Keep the acid. I'm full main. I lost myself. Okay, see if my speed drop did half. Bro, I'm so good. Don't ask me why. Don't ask me what I'm doing here, but it wasn't good.