Well, I would like to say welcome and thank you so much to all of you who have joined us today for another episode of The Nonprofit Show. We have Jennifer Bonet joining us. Jennifer is with Nonprofit Lifecycles Institute and she's someone that I have had the great pleasure of talking to you and even working with. So I'm excited to share more and hear more about you, Jennifer. Before we do that, I would like to say thank you to Julia Patrick for creating this platform. Julia is the CEO of the American Nonprofit Academy. And as you notice, she has today off. So she's enjoying a much needed day. Have a feeling she might be gardening because that's one of her favorite things to do and it's essential to do that bright and early in the morning. I'm Jarrett Ransom, CEO of The Raven Group, also known as your nonprofit nerd. We also want to extend our deepest gratitude and appreciation to all of our presenting sponsors. These companies exist to help you do more good in your community. They have a great, wonderful technology presence on the worldwide web. So if you have not checked them out and you have not found them, please make sure that you do that because they literally do exist to help you forward your mission in your community. So again, thank you to all of our presenting sponsors. And Jennifer, back to you. I'm so thrilled to have you on for the nonprofit show. Again, for those of you that may not know Jennifer, Jennifer is the president and CEO of Nonprofit Lifecycles Institute. Welcome Jennifer. Well, thank you for having me. I'm so happy to be here. Yeah, I'm so glad that you could join us and to talk to us a little bit about this book and the concepts that are inside the covers of that. If you would start a little bit about telling us, let's just start there. What is the Nonprofit Lifecycles Institute? How did it get started? What is the point of it? A little bit of that background. Sure. So the Institute was started in 2015 and it was founded off the concept, founded by the author of the book, Nonprofit Lifecycles by Susan Kenney-Seven. She founded it in 2015 as a way to embed this thinking in our world and in the sector. And we exist, we're a community of people that believe capacity building is key and we're consultants that work at the sector. We're foundations that support the sector and most importantly, the organizations that are doing the work. And so we're working to really cultivate a healthy dynamic sector for all these organizations to achieve their missions and vision. And this is available nationally, internationally. How might individuals get involved with the Institute? Right, we are throughout North America and really there's no reason it couldn't be internationally. Right now we have people who are in Canada, throughout Canada, throughout the United States but we've even had folks join us from as far away as Finland for some of our offerings. So yeah, with the shift to online, it's really, there's no reason for any kind of political barrier to interrupt our work. There's no container there. Yeah, that's wonderful. Well, let's move into what is this groundbreaking concept? You mentioned Susan Kenney-Seven's, that is the author. And I'm imagining too, really the conceptual individual that created this groundbreaking concept. Share with us about that. Right, and the reason I think this book sticks for so long in our sector and many of you may not have read it but I really encourage you to go out and find it and read it. Susan took organizational development theory and put it into practical thinking terms and approach for an organization to use. And so for example, the first time I ever encountered these concepts, I was an executive director at a small nonprofit at a workshop led by Susan. And I went in, just like many of us go into these professional development opportunities thinking I'm gonna hear a couple of best practices and I'm gonna come back and I'm gonna try to put it into practice but every time it just, it would fall short or just couldn't get things going. And the difference here was I left with a weight off my shoulders because what I learned was my organization just was in a different life cycle and what I needed was not necessarily this mature practice for a mature phase but probably the practice that was necessary for where my organization was which at the time was in a startup. And so it just became a way to build that path forward for me as an executive director that was manageable and got everybody on the same page of where we are and where we're heading. I love that description and I could say ditto, right? Just so much of that. I know probably many of us, Jennifer, can relate to going to a workshop, a seminar, a conference.  And now when I leave the conference workshop you name it, I now have a list of things that are added to that to-do list.  This is where I am, therefore not necessarily comparing apples to apples. I shared on a previous episode and I'm curious if you would agree but I've heard it said before, when you know one nonprofit, you know one nonprofit. You know, meaning you can't necessarily compare your organization to an organization that might be of a totally different maturity level as you use that word because it's really not comparing that apples to apples especially when it comes to this truly groundbreaking concept. So that's wonderful to hear. Again, I'm sure so many others kind of felt that weight, weight lift. So what exactly is the life cycle of a nonprofit?  There's several arrows over here to the left. So it's making me think maybe there's multiple. What does that look like? Right, well, yes, and actually what you said about comparing apples to apples, we often think of an organization, you know, a mature organization and another mature organization as being those might be the same two apples but even within that, if we kind of break down the organization into what are those components of it and we don't have an image of this but when we think about organizations and their internal capacity to fulfill their mission, we like to use the image of a table and just like any of us who might go to lunch with a loved one and we're getting into the juicy part of the conversation where they're about to reveal something really important and then that table wobbles just a little bit in your drink slashes, you're distracted for a moment from like, what's actually about to happen to maybe throw in some sugar packets under that leg? And so if you've used that framework, if you think about it, organizations, we like to think about that juicy conversation as the mission vision, the flower vase that we put on top of the table we showed the world and those are set on top of a solid platform which are the programs that deliver on that mission and vision but then that infrastructure, those legs that really hold up the table are four different areas, that's your governance, your systems, your business model and the staffing, the management and so each part of those can be in maybe a different life cycle and what you're working for is alignment. So kind of to get into the life cycles a little bit, organizations are growing, they're made of people, we develop just like humans, we have different stages of being when an organization first starts. It's just an idea, there's not really much of an organization there. So we talk about these life cycles as these developmental milestones within an organization and it can help you align your expectations, align, maybe see where something might be a little bit out of a line. Let's say you have really fabulous, mature programs but maybe you're a board of directors is still in the startup mode. Well, let's focus our attention there.  I think all of us can relate to that wobbly table and I know that this is an analogy that she used in particular with this concept and we're all guilty of, we lean in to hear the juicy details, the juicy story and right at that time, the table goes one way or the other and we sure do, sugar packets, coasters, napkins, you name it. We're just trying to like do what we can to fix it for the moment and that really is fixing it for the moment. I'm curious, Jennifer, if you would be willing, what really are the life cycles, those stages because you're talking about it and I know we've used maturity startup and I'm also thinking kind of, as you said, every individual is different. So we have the infancy, we have the toddler, we have the tweens and the preteens and things like that but you've created it through this concept and idea for all of us to identify, okay, based off of it, I'm gonna say, really using layman's terms because I love that. There are so, and again, I have my book here. We were sharing earlier in the Chitty Chat Chat, both Jennifer and I have our tabs in the book but there's so many areas that we'll say exactly if this is the description of your organization, this is probably where you are. So what are those stages? Sure, so there's seven stages and I'll just run through them really briefly. The beginning, the idea, the concepts, having an idea that there's something in the world that needs to be addressed, nobody's doing it. I guess it's me but we all have ideas all the time and so sometimes those ideas don't go anywhere and sometimes beautiful ideas move on to another stage, maybe startup. And in the startup phase, so that's the second phase, that's where that energy and passion reigns supreme and you're busy making this work and everybody all hands on deck. It's a real fire starter kind of feeling in the startup organization, trying to get people, we're open, come see our performance, use our services, come interact with us. And then from startup, there's the growth phase. Is knock, knock, we're all here and now your demand is almost exceeding your ability to serve. And so the things that you may have left for another day, things like your database system or those IT issues or we'll get that fixed or our website or we need to hire new staffing. All of a sudden that kind of pain of the moment comes together and you got to start gilding that infrastructure built because what could happen is everything could fall through. So that's, we've gone through idea, startup growth and then maturity, which most best practices are kind of designed around a mature organization is one that's known for being relevant, steady, has a solid reputation and programs that are meeting the needs of the community. Now, we can, if you get too complacent and we all know this at any point, your programs all of a sudden or your organization kind of gets a little rest like too used to doing things the way you've done, you can dip into decline. So maybe you haven't checked to see like, oh, are our programs really meeting the needs of our community still or has that changed? Look at the pandemic. You know, if you were in person, all of a sudden things had to change. And so if you're not careful, you can tip into decline. And that's a stage where status quo decision-making think we've always done it this way. So if you hear these kind of flags, you need to put your antenna up, we've always done it that way. That's, you know, and then decisions are made often about what's best for the organization versus what's best for the people you're serving. So that's a very interesting stage to watch for. From decline, you have two choices. You can turn around or you can close up and we call it terminal.  If you have it, you might slip right into that, you know, end of shot sort of situation or you can take the bull by the horns and turn around and, you know, head back into your, into hopefully your growth phase. So that's a real quick run through of the life cycle stage. So seven, is that right? Seven stages? Seven, and they're not evolutionary because you can go, you can build, you know, start, you have an idea, you go to startup and then full tunnel right into decline and close up. We know organizations that that happens to. So it's a diagnostic. Where are you today? Where you were February 2020 was probably not where you were May 2020 and it's probably not where you are today. So it's a way to kind of capture a picture where we, and how do we have a shared vocabulary to build a plan about where we want to go. Wow. So true. And I love that you also, you know, said it's not evolutionary. You don't, it's not one direction and you stay at that maturity, although I know many of us would like to, but that is where perhaps the complacency does check in because we want to stay there. It feels comfortable. So how do we, how do we know where we are on the life cycle? You talked about this table. You talked about the flowers that we want to show everyone.  So how are we able to identify where we are as an organization on that life cycle? Yeah. So, you know, there's a couple of ways that I think you can engage with this. Go online, the institute is in all sorts of social media. We have a website. There are videos you can watch and get a little bit more detail because that will help give you something to hold on to, right? To bring it to a few others to have those conversations. So engage with the book, engage with the website, engage with social media. That might be something for you to do on your own. Another great way, if you're really ready to like understand your organization at a deeper level, we have trained life cycle capacity consultants that can come in and guide you through a process like it. So there are some organizations that especially a new leader comes in and it's a great time to like really understand where is our starting point today and where, you know, so that we can make a plan for tomorrow. So that's another thing to do. But the key thing here, you can learn about it for yourself. Another level is really bringing this language and this framework to your organization. Even if you just take the framework, now people will get upset with me, take the framework and create your own definitions. What does startup mean to us? What does growth mean to us? What does maturity? And you get everybody on the same page within your organization. Like that's, that would be huge because I would guess most organizations, every person in there has a different sense of what's happening and they're not taking the time to talk through and create a shared understanding. So I was going to ask that, you know, when it comes to identifying where are we on the life cycle? How do we know where we are?  Of course you have your board, but they're, you know, organizations, you could have one person that's doing all of the organizational work, but it could also be a very mature organization with a very healthy operating budget and you could have several employees, hundreds even of employees, right? So really different sizes here. So how do you get everyone on the same page? Because what if the board is like, no, no, no, I know that we are at this level, right? I'm sure there's a lot of passion that goes into deciding what level. So how do you get everyone? Maybe I shouldn't say the same page. How do we get them all on the same table? Well, you know, this is a conversation that comes up often and I think it's the exciting, the juicy murky middle that you get to work in. So we have lots of tools. We have a little booklet that you can bring back to your organization and, you know, start from there. But when you have this misalignment, maybe you have the staff think that the organization is in growth but the board thinks it's immature. That makes for really excellent conversation. Why do you think it's in growth? What are you seeing? What's your evidence here? What's making you think that? Why do you think mature? Like what do we have in common? And I think those conversations bring out a lot of opportunity for it. So it doesn't have to be, we don't need to have everybody lined up exactly perfect because those conversations create the opportunity. And a side note, a lot of organizations that actually will go through a capacity cohort program, they often will assess themselves at some stage. And then a year later, they'll take another look and they often will say, you know, I think we were a little either hard on ourselves or we were a little over rosy and we were actually somewhere else and today we're here. So it just helps give you the framework to build conversations, design a plan. What do you want to do about it? So it doesn't need to be perfect. It doesn't need to be perfect. And so I'm curious to tag on to what you just said, you know, go back and reassess, how often do you recommend, you know, that we do reassess this concept as we work on a specific leg of the table or we work on, you know, with a new leadership? How often do you recommend that we go back and assess the lifecycle in which we've identified? Anytime there's a major change within an organization is a great opportunity. Take a pulse snapshot, here's where we are. And it can be a very simple, you know, not necessarily a deep dive, deep study of this, but it can be, here's what we're recognizing today. And then other than that, these major changes, I think an annual, like even at an annual board meeting or annual having the staff kind of share programmatically annually, like here's what we're seeing. Along that with programs, sometimes what we see are programs within an organization that can be in a variety of different lifecycle stages. But what you might find by really looking at each program's lifecycle is maybe there's something in Starter that if we invested a bit more resources, time and money, that can really take off. But maybe this one over here is a little in decline. Maybe it's time for this one to, you know, kind of close up and run its course. So it also gives really robust tools for staff to think about the programs. That sunset clause, yeah. That sunset clause that we all like just, we need to sunset that, yeah. So I heard you say one of the suggestions is to really identify what does startup mean for us? And I know I use that question often when I say, what does success look like, right? And we can kind of, and I'm thinking, correct me if I'm misspeaking, I feel like we can say what does success look like when it comes to all of these areas to identify, okay, what does success look like in startup? What does it look like in maturity? What does it look like in turnaround? As well as each of the legs, I think that is an opportunity, as you said, that gives you a great ability to have this dialogue and conversation. So can you, would you elaborate a little more on maybe how these conversations go, especially if this is a new concept, you know, of people listening and saying, okay, like Jennifer, I feel like I'm sitting in this conference and this huge weight is lifted. I'm feeling that now, listening to today's episode. How do we go about those conversations? You know, one of my favorite introductory approach to this is to take an image of a table and with those labels, business model, governance systems and staffing programs and then the mission vision. And I ask people to write the strengths and opportunities in each area. Just going through that individually and then sharing it out. That's a great way. And then it's kind of fun sometimes to say, well, draw a picture of what does our table look like? This is a fun, especially staffing activity and you will see some crazy tables with like, people holding up as a leg because maybe there's no staff and they're feeling overburdened and we're relying on volunteers too much, you know, whatever that might be. But that's a great way is just to kind of walk through the table and think about the strengths and opportunities in each area. You know, and you can design your own matrix. Like what would it look like for us to be fully realized? If we were an organization and we were able to fully match and fully deal with our vision and our programs were, you know, exactly where we wanted it to be. What does that look like? And then where are we today? And then what, you know, what's the path getting there? But then there's also back to the book, there's these handy yellow pages in the middle of the book where there's some characteristics that we find throughout these different phases. And that's what I did. I went to the workshop as an ED, I came back, I brought a book, I passed it around and then we talked through these yellow pages. And what I needed to do was to get everybody on the same page, that we were not a mature organization and therefore those black tie galas were not in our equation. Like we were in a startup. And so we needed startup solutions. The yellow pages are my favorite and that is probably exactly where I go to. Any time I have a conversation is to really help to identify the organization using some of these characteristics because it's not coming from me, it's not coming from them, it's really coming from this list, right? In the pages, as again, in a book in the layman's terms to say, okay, what does this mean for us and where do we identify with that? So yes, I highly recommend this book. I feel so privileged to have you here in my same community, Jennifer. I feel privileged to have met Susan and to go through some of these courses with her. I would love if you would, we just have a little bit of time left. If you would talk a little bit about, you have consultants within the practice. And again, these are nationwide, maybe even further, but would you be willing to share with us a little bit about Twofold, how we might identify and connect with one of these consultants, but also secondarily, what if we are interested in being one of the consultants? So kind of that bifurcated definition. Well, we offer a training. So if anyone is interested in being a Lifecycles Consultants on the quarterly basis, the next one is at the end of October. And if you go to nonprofitlifecycles.com, you'll find that information. We're also on Facebook, Instagram and LinkedIn. So you can find us pretty much anywhere. So we offer those trainings and they're open to folks to participate in. But if you're looking for somebody and even somebody in your community on our website, we have a directory of members who have been trained and are ready to go and you can search it by region. And again, we are throughout Canada and the United States at this point. So even, and if you have a hard time, you can always reach out to me. It's just Jennifer at nonprofitlifecycles.com or through LinkedIn or any of those other ways. And I can help find somebody. We have a large network of people throughout North America. Phenomenal, again, I know the first time I learned of the concept and sat in through a workshop. I was amazed, you know, I have the second edition book. Which one are we on now? How many are there? Second edition, yeah. Okay, so I still have the latest and greatest. I'm glad to know. Yeah. Yeah, well, this is wonderful, Jennifer. The concept is wonderful. I've kept an eye on the individuals that have joined us today for the live conversation. So many individuals have joined us. So thank you for that. And many are part of your consultancy group. So so glad to see them show up as well today. And to have your valuable time, your expertise to share with us about this concept, you know, from Susan Kinney-Steven. So really grateful to have you share this valuable information. If you would like to connect with Jennifer as she's shared, she shared her personal email which is Jennifer at nonprofitlifecycles.com. You can also check out the website, nonprofitlifecycles.com to learn a little bit more. And then the book, is that purchasable? Is that the right word on the website? Yeah, it's on our website and you can also find it on Amazon. Wonderful. Well, thank you so much. This has been a very valuable conversation. I know Julia's gonna be sad to miss it.  I've been looking forward to this conversation, Jennifer. So thank you so much. And of course, thank you to our amazing presenting sponsors. We would not be able to have these conversations with Jennifer at Nonprofit Lifecycles Institute if it weren't for each and every one of you. And again, grateful for all of you helping us support our communities in a bigger, bolder way especially as we continue to navigate forward in this unknowing capacity. So thank you so much for the support. And we are excited that tomorrow is Friday. So today is Friday Eve. And we will have Jack Alotto here from Fundraising Academy with myself. And tomorrow is our Ask and Answer episode. So make sure you join us. And until then, we end every episode as we have almost 400 episodes before to please stay well so you can do well. Thanks for your time, Jennifer. We are so appreciative.


Hey everyone, this is Brian. Welcome to the 12th C-sharp tutorial. Go ahead and create a console application. Alright, now, so far if you've been following my tutorials, we've discussed, you know, variables, the if statement switch, do loop, for loop, for each array, lists, and hash tables. We could go on and on with like stacks and queues and things of that nature, but you know, I honestly believe that programming is easy. And in order to learn programming, you're going to learn by doing. So we're just going to jump right in with both feet. No nonsense. We're going to cover classes. So right click in your solution, go add and select class. And I believe you can also go project add class. And then just from the window that appears, select class. Notice how there's a bunch of stuff in here. Once we get going with these tutorials, you're going to know what each one of these items are. So here's a class. Now you notice how it created a new file, class 1.cs. You can click this tab and there's program.cs. The .cs stands obviously for C sharp. And over here you see here's our class 1 and our program. Now program, this is what we're used to seeing. Name, space, console, application 1, class, program, static void main. When you flip into class 1, you notice how there's no main function. See, program, there's static void main. Class 1, no main. Why is that? Well, as I've said in previous tutorials, the static void main function, or just the main function, that's the starting point for every program. So you only need one of those because it's, well, only going to start in one place. So what is a class and why do you need it?  But it's important to note that in.net everything is an object. So everything's a class because a class is a blueprint for an object. Let's just write that out, blueprint. So our class is a design of an object. It's not an actual object, it's just what's going to be in that object. So instead of class 1, let's call this person. Save it and we can actually just rename this file if we want to. Don't have to, but you can. Now that we've got this person class, and notice how it's in the same namespace console application 1. Same namespace. Member, a namespace is like an apartment. Because these are in the same apartment, they can chit chat with each other. And no, chit chat's not really a technical term, but you know what I mean. Now we're just going to make a couple of variables here, like, for example, string name. We'll say string.empty. You could have variable just said quote unquote, but just for the sake of argument, I'm going to do string.empty just to show you that the string class is actually a class. And then int age. So this is our blueprint, our class, for an object. We have not created an object yet. So let's jump back into program.cs, and we want to actually work with this. So we're just going to say console.read. That way, you know, we have our console window that stays open. Now, if you type in person, notice how IntelliSense automatically pops up and puts it in the correct upper or lower case, however you have it spelled. Because remember, case sensitive in C sharp. Go ahead and hit tab. There's person. So we've created a variable here, or I should say we've created a type. Now we're going to create a variable, C person. Equal new person. Now we've actually created an object. Remember, the person is just a blueprint. Here's our variable. We're creating a new instance of that blueprint. Thus, we're creating an object. That's very important to note, because some people get class and objects mixed up. And you'll hear it all the time, especially if you work in a programming shop. Some of the newer programmers go, yeah, I was running my class. No, you were running your object. Your class is a blueprint. So now that we've got our blueprint and we've created an object, what can we do with it? Well, whatever we pretty much said. Now you notice how when you do person. There's nothing there. I mean, at least not the stuff we added. There's equals get hash code, get type and two string. Well, because everything's an object, it automatically inherits the properties of an object. So it gets equals get hash code, get type and two string. But what happened to name and age? Well, we need to make these public. That's called an access modifier. By default, the access is private, meaning only this class, only this blueprint, can access these items. So if we make name public, just by putting the public keyword in front of this, and let's leave age the way it is. Go back here, press dot again. You notice how we can see name now, but we can't see age because age is still private. It's the same thing as writing private in front of it.  It's a good way to hammer out bugs in your program.  So what we want to do is just flip this over to public, go back here, press dot again. You notice how magically there's age. Name and age. So we can say age equals, and we're just going to say, whoops, we'll say 36 because, well, I'm 36, and we'll say see person, name, equal, and just, you know, enter your name. Whoops, got to enter in the quotes. That'd be a good idea to do that. So now we have our object. We are manipulating variables within that object. So we can run this after we actually do a little bit of, we'll just say right line, let's say see person, that name, let's say see person, age, and let's just say, let's put the word years in here, make it a little more friendly, press F5 to run, and it says, Brian is 36 years old. Now, what we're doing is called object-oriented programming. It's called object-oriented because, well, you work with objects. So we're going to create a blueprint. We turn it into an object by creating an instance of that blueprint, our class. So let's actually make another one of these. Let's just call it see person two. Not a very friendly name, but, well, you get the drift here. And then let's just, I'm a big fan of copy and paste. If you've watched my other videos, you know that. So let's just do a little magic here. Now we've got two instances of our class. See person and see person two. Both the same class, both of the person class, but there's two different instances of it. And that'll become very clear when we do this. Let's say console, right line. And let's do see person two and see person two. So we're going to print out the values of the name and age for see person and see person two. And you'll see that although they're the same class, they hold different properties. Brian is 36 years old, Heather is 18 years old. So that is the power of object-oriented programming. You can make a blueprint. And inside that blueprint, you can control what the object does. And it gets much more complex than this. We're going to cover all these in the next tutorials. For example, functions. You can create blocks of code that do certain things. But I just wanted to introduce you to the concept of a class and a blueprint. If this is new to you, don't get overwhelmed. Think of it as a blueprint. You're quite literally drawing a blueprint for an object. An object is just a thing. Then you create an instance of that blueprint when you say new and then whatever the blueprint name is. And these parentheses is a constructor, meaning you're constructing the object. Well, that's all for this tutorial. I hope you found this educational and entertaining. And thank you for watching.


So the group I'm in is the big data group and we've made a lot of progress this year. So we are creating a platform that translates and categorizes a bunch of different data from edX and HarvardX, which are online course providers, into a form that's usable by researchers. And so the programming on that side has gone really well. We're at a point now where the data is comprehensible to a researcher, so it's all pretty uniform. And there's just some debugging left to do there. And on the policy side, we've made some great strides. So both edX and HarvardX have decided that a statute called the Family Educational Rights and Privacy Act, or FERPA, applies to them. And because FERPA applies, there are a whole bunch of requirements about privacy and how you use data that goes along with it. So when we release this translated categorized data to the public, we have to go through a set of processes to make sure that it complies with the statute. That means we have to anonymize the data, which is a really difficult task because it's very difficult to actually de-identify anything these days. And our policy team put together a memorandum, outlining a procedure to anonymize the data. And this was taken up by edX and incorporated into one of their memos, which was given to 30 of their institutional partners like UT Austin, Columbia, and Stanford, and was also a key document at a December conference at Stanford on data. And at the conference was the Department of Education and a bunch of different online course providers and educational institutions, and they concluded that we need to have a workshop to write the rules on how FERPA and online courses will interact. And what's really exciting is that a few members of our team are probably going to go to this workshop and give our input on how FERPA and online courses should deal with each other and what kind of privacy regulation should be imposed on these moot providers.


The order parameter of the smectic liquid crystal phase is a complex scalar field, and while it shares some similarities with superfluid or superconductor systems, the boundary conditions lead to a different topological structure of defects, allowing for the distinction between screw and edge defects. This implies that smectic defects can be topologically linked in a way similar to ordered systems with non-abelian fundamental groups. This article was authored by Randall Decamion and Ricardo A. Mosner.


Hi, I'm Kate Young and you're listening to This is Purdue, the official podcast for Purdue University. As a Purdue alum and Indiana native, I know firsthand about the family of students and professors who are in it together, persistently pursuing and relentlessly rethinking. Who are the next game changers, difference makers, ceiling breakers, innovators? Who are these boiler makers? Join me as we feature students, faculty and alumni taking small steps toward their giant leaps and inspiring others to do the same. We have the honor, really, of looking at all of the incoming students every year and saying, we get to set the tone. We get to share with them what's here. We have this cool opportunity to help folks get their start in a new place, in a new county, a new city, a new state, sometimes a new country. That is one of the biggest honors of a lifetime to be able to do this for these students. Picture this, it's August. It's another hot and humid week in Indiana, but it's not just any week. You are moving into Purdue for the first time you're on your own. You're ready to meet new people and counter new things and grow and learn in ways you've never experienced before.  Three words, Boiler Gold Rush. The BGR that Boilermakers know and love now actually started as corn camp back in the 90s. Craig Johnson, director of orientation programs at Purdue, tells us about BGR's early days. It really started as a small little residence hall program in Cary Quad back in the early 90s. It was an idea of the hall coordinator there at that time. And the purpose then is still the purpose now. It was really an opportunity to try and connect new students together before they moved into their residence hall. And while that was a summer program then, and it was called corn camp. And of course, corn was an acronym corn stood for collegians orientating residential newcomers just a very excellent acronym of all the Purdue acronyms that one's got to be up there. So they brought folks in they acclimated them to Cary and have them connect with other students. And after a couple of years they really saw the impact of that and said why don't we do this at scale and that was really the birth of Boiler Gold Rush, which just happened a couple years later. And really since then we've continued to evolve it and it's grown and it's premised the goal of it continues to be the same just welcoming and connecting new students before the start of classes. We all know Purdue is large. It's a 10 university with tens of thousands of people and coming from high school, it can be really intimidating to navigate a campus the size of Purdue. Craig and I discussed the importance of an orientation program like BGR for new students. Yeah, and why do you think that that's so important for new students, some of them are leaving home for their first time ever, you know, they're nervous, maybe they come from out of state they don't know anyone in Indiana. What is the impact of BGR when it comes to those aspects in a lot of cases it provides that sense of security and community if students aren't meeting other students if they don't know how to navigate campus. They're more likely to have a negative experience or not have as much confidence before they start or go into the school year and so having an opportunity like this where they are paired with students that live generally speaking close to them that they can connect with for a whole week before they even need to start to navigate and they can walk around and start to get a feel for what may seem like a really overwhelming place but after a few days on campus starts to become really small and homey. It's an important start for them so they can hopefully relieve some nerves and cure any anxieties before the start of term. I visited IU I visited Purdue before I chose Purdue and even though Purdue is so huge. Once you navigate that campus it is a lot less intimidating and more compact you know and then students are able to see that especially during BGR I'm sure. And I will preface this by saying I would love to think that these correlate exactly that we're the reason for all of this but there are millions and millions of other factors that add into a student's ability to retain and stay at the institution but generally speaking folks that participate in BGR their first term GPAs are higher than their non-participant peers. They generally graduate at a higher percentage as well at the university and again it's a baseline we can't test a person's four year experience to just BGR but the numbers don't lie either and so I think it's helpful to remember that it's really important to have a foundation whenever you transition somewhere else whether you're an 18 year old that's coming in for the first time or an international student or a transfer student that's coming to campus for the first time. Or if you're an adult that's transitioning to a new city or a new job or something having some sort of solid foundation is really the key to success and building community right away and so generally speaking students do succeed at a higher rate. We think that's a little bit because of the work that we do and the people that we were able to connect them with. This fall Purdue is welcoming its largest ever incoming class and Craig and his team prepared for the largest BGR week in history. We just looked at the numbers and so this year with the size of the class we have over 8500 currently registered for BGR. Our previous high was about 7200 so we are really experiencing the masses here it's grown incrementally every year since I began here and it has you know over the course of many many years. And so in order to support that many students we have to hire a lot of students and so we have about 600 volunteer team leaders these are the folks that they could be entering their second year. There are some that do this all four years of so they're thrilled or four time TLS and they are the ones leading new student groups around campus. We also have what we call mid level team supervisors these are folks who have been team leaders before but want to get a little bit more mentorship student development and so they're with us longer and are there to help mentor and support the team leaders throughout the week. And then we have our top group called the student orientation committee that's a group of nine who are traditionally third year orientation leaders. They are the ones that are hired in September right after BGR and are with us for a full year full 12 months to help prep those team supervisors to help train and recruit them and the team leaders and then help us with all sorts of details and logistics for the program as well. As you can imagine planning a week long event of this size takes a village. Of course there's Craig and his team at Purdue but BGR would not be able to function without all of the 700 plus student volunteers. There's a student orientation committee who oversees the training and development team, the recruitment and retention team and the orientation team. And then there's the team supervisors. Their job is to mentor the team leaders. And of course those team leaders you may still remember yours are a very special part of the BGR experience. Our team leaders are lowest tier of staff. Their job is to orient the new students they spend the week with them they're their first face they see on campus and they really play the most critical parts in our structure. That was Jamie Lawton schlager. She's this year's student orientation committee chair. I had the pleasure of meeting Jamie and she is such an impressive and involved young woman. Jamie explains how she got involved in BGR. Being an orientation leader gave me my sense of belonging at Purdue. When I first showed up to boiler gold rush as a new student in 2018. I remember feeling really lost. There were so many people around me a lot of people that knew one another and I just didn't know a lot of individuals on campus. So I found it really hard to make friends right away but I remember seeing the team leaders having such a fun time like knowing everyone across campus. I remember seeing the team supervisors dancing in the aisles for the main sessions at boiler gold rush. And so when I was feeling really down and out my spring semester I decided to apply. And being a team leader like helps me make friends that helps me find my sense of belonging here. A sense of belonging and being immersed in this Purdue community was an overall theme I kept hearing throughout BGR again and again and again. Here's Craig. The biggest thing for us is that that small little group that our team leaders facilitate. We sort our students based on where they live generally speaking on campus. And so our hope is that they're meeting and connecting with people that either live in their floor or live on their residence hall or at least live in the general neighborhood that's nearby them. And then to we do some silly stuff throughout the week that's really all around building sense of community. So we have an event that's called the common bond dance. So our student staff selects a song every year and then the rest of our student staff submit dance moves and we put it all together and that is loud and present and obnoxious throughout the week. But in some ways it builds community just because of people kind of acting foolish and being vulnerable and kind of enjoying this time together. And so I would say the teams the common bond dance but then there are also things that we're giving them either experiences or physical items or that sort of things these symbols of the Purdue community to keep building that sense of belonging and to make them feel welcomed as they're coming to campus many of which for the first time. If you participated in BGR you likely remember a few events or activities that stuck out to you and Craig and his team have continued to evolve including adding fountain fest to BGR is growing list of events. What are some student favorite traditions would you say or is there like a staple every year that the students are like I can't wait for this event on this day. I would say that for our student leaders because I don't think our new students know and I think some of them are quite surprised when we talk about the common bond dance for example. I think our student leaders get really into it but as an 18 year old coming in and everybody's unified dancing to this song it could be a little bit overwhelming and shocking and a little confusing to them at times. And so I think that's a good one that our students really enjoy participating in and then our mid level students really enjoy contributing to that and kind of seeing their moves come alive as well. I think the fountain participation is always a good one when people are able to go through the fountains for the first time I think that's a really good one. We've made that event into what we call fountain fest which happened a couple of years ago and is back this year as well so that's a really exciting event that happens and really it's fun to see when students walk into a space for the first time so whether they're walking into Macarena or whether they're walking into Ross aid stadium or they're walking into Elliott Hall of Music or even a classroom some of the lecture halls you know like seal 5224 whether all 200 for them to go and I think that's when you start to see the realization like oh dang this is what I'm part of this is what I'm stepping into that's a really fun thing to visualize and a fun thing to recognize the kind of the wave of emotions even that new students are experiencing as they navigate campus and all the sites and sounds for the first time. So what better way to hear about students BGR experiences than during BGR. We went behind the scenes during the week to grab some interviews. Here's Charles Wang. We caught him as he was crossing the tracks a tradition that signifies the beginning of a lifelong relationship with Purdue incoming freshmen ceremoniously cross the tracks each fall during BGR and then after graduation students cross the tracks to the north symbolizing the entry into a world of unlimited opportunity made possible by a Purdue education. What brought you to Purdue. I saw online and it's like it seemed like a fantastic community. It seemed like a really fun place and I want to do a major in food science and it was really good in that in that area. So that's why I decided to come. And what is the BGR experience been like for you. Oh yeah as of now it's been really fun just exploring campus like meeting new friends meeting new people and like again learning a lot of traditions and knowing where everything is. We met freshman Jack Kaufman after asking a few BGR groups if anyone wanted to participate in an interview on this is Purdue. His group immediately yelled Jack and clapped and shared clearly nominating him as their spokesperson. Tell us what your BGR experience has been like so far so far the BGR experience has been great I'm part of P WAP go P WAP. I'm very excited to get into the rest of the week start meeting new people learn the campus get into it. Have you met any new friends in your BGR group. Oh my gosh I have met way more people I think my snap contact list has probably doubled in the past two days. What are you most excited about for the school year. Probably the rigorous academics I mean came from a pretty tough high school but I'm looking forward also to meeting a tons of new people. I mean 10,000 people my high school class was 200 graduates and here we are with 10,000 I mean that's just unbelievable to me I can't comprehend that. Jack also shared his group's beacon the flag of Spain. One of our team's favorite parts of spending the day at BGR that week was checking out all of the beacons. If you attended BGR you'll likely remember your beacon right away when you think back. I know several of my colleagues reminisced on theirs. Craig explains the tradition behind beacons. This is one of my favorite parts of BGR is to see the creativity shine from our student staff. I think it started a little bit before my time when the idea of beacons came it was definitely in full force when I started here at Purdue. The idea of beacons really in its most simple form is to have a very clear indicator of where my team leader is if I'm a new student and I'm navigating all of these things for the first time. At least I can recognize this thing, whether it's a fork or a blown up picture of President Daniels or something else that's around I at least know that okay that's where my team leader is or I know that I'm generally in the right place if I get lost in the traffic and that sort of thing. But our students really get into it and so there are lots of different varieties I've seen cartoon characters and memes and the heads of famous people either Purdue specific or not Purdue specific replicas of bell towers and of the engineering fountain all these other things. I think my favorite was from a team leader a couple of years ago spent his whole summer building a replica boiler maker special that he could fold into his car and attached to his bike. So he would drive around on this boiler maker special he even had PVC pipe that he made and this is the ingenuity of our students. He made sure that he understood which pitch the boiler maker special was so I'm making things up here was like okay so that's a that's an a flat. That's an F sharp that's a sea or whatever, and he tuned the PVC pipe in a whistle form so that when he blew through his PVC pipe which he just carried around on his backpack or put on his fold up train. He could blow the boiler maker special and it would it sound as close to what a PVC version of the boiler maker special horn was you'd blow that throughout the week so that's probably the most extreme people get. But some do it simple fork or a yardstick or something like that just to so that so so it's really creative and it's really fun to watch our students come back and to see a lineup of 600 individual different beacons come through to show the students around that day I saw a clear umbrella morphed into a jellyfish with colorful streamers as tentacles, which was actually a really smart move because it not only provided shade. The leaders group members could spot it from a mile away. Other beacons featured characters from iconic TV shows like the office and a few of our men's basketball coach Matt painter. And of course dozens of others featured Purdue University President Mitch Daniels. My personal favorite, a remake of Taylor Swift's 1989 album with President Daniels face on it instead of Taylor's. If you're a T Swift fan I'm sure you can imagine. In a lot of ways there's something so energizing about being on campus on a beautiful day right before school starts, and especially being on campus and witnessing 8000 new students experience Purdue, some for the very first time. But how does Craig and his team work to keep the energy high. And why is this week long experience at a school the size of Purdue so unique. So today's boiler gold rush is like putting on a festival for 8,018 year olds. It's a little bit crazy. Yeah, so there are so many different events we have sessions at different stages we have events happening throughout the week. We have meet and greets and all sorts of faculty and celebrities and you know that's a Purdue celebrities at least and coming through and connecting and so.  They're 18 there, or their transfer students are coming in at 1920 21 maybe we want them to come in and enjoy their experience at BGR. And so why not have a little fun with it so that's why we have music playing all the time we have folks that are up. We have a wake alert enthusiastic at seven o'clock in the morning for breakfast every day. It is a pretty cool thing and we're with the size and scale and the amount that we do. There are not many orientation programs across the country that have similar experience to this. I can really count them on a hand or two that do this at the size and scale so we're very fortunate to have the support that we do at the university. We're fortunate to have the culture that BGR has been through you know having it be here for almost 30 years now is part of the Purdue tradition it's part of the Purdue history. And now, 10s and 10s and 10s of thousands of students, hundreds of thousands of students have gone through BGR and it's it's truly part of the Purdue tradition here on this campus. To elaborate a little bit on that you know we're a big 10 school produce huge. How has this continued to evolve throughout the years and build into you know what it is and why is it so rare to have that on a campus like the size of Purdue. Just with size obviously Purdue has experienced some really positive and exponential growth over the last few years in particular. And so, just from a logistic standpoint, the mechanism of BGR is significantly different even then it was five years ago and definitely the five years before you know it even five years ago we're talking about 2000 fewer students. And so what are all the things that that comes with what we have to think about how many days of moving we have to think about how many team leaders we need to hire to support these students we have to think about. And really it while huge has a limit for how many seats are in the auditorium so what are some other ways that we can engage in other spaces around campus. And so it's evolved the number of days has evolved the number of moving days has evolved the number of staff the type of sessions. We also have to recognize where the students are at to and so these students coming in as 18 year olds now are very different than the 18 year olds five years ago or 10 years ago let alone 30, you know some of the technology additions or just what their experiences are like in the high school or previous institution settings are different. What it's like to be a Purdue student is different buildings change and roads change and all of these things and so we need to do everything we can to keep evolving and keep acclimating and still keeps the spirit of BGR and that welcoming space alive for these students. I'm really glad you touched on that that's so true and all the social media and kids are probably posting all over social media about their experience at BGR. Do you get feedback from students or how do you guys continue to iterate and think of new ideas to keep it fresh every year. It starts with our students are new students we have really good responses in our survey we assess them ahead of time before the program and after the program so we get a lot of good feedback there. And then with our students staff to we're often asking them for ideas you know let's reflect on this event did it land and oftentimes we know in the middle of that event if it's landing or not. So sometimes when you asked earlier about what's next for 2022 ask us during BGR mid event and we'll say either yay or nay this is a thing that we'll keep doing in the future and so get a lot of firsthand experience with our full time staff members and then students all the way through whether it's our leadership or with our new students and as I've said before things change from the university to so President Daniels may have something that he's interested in promoting or other new initiatives may come up on campus that kind of take when then we want to promote that and encourage students to participate in that during BGR so definitely changes every year we're getting feedback from all corners of our students and our staff and administrators at Purdue to plan for the next year. As you can all imagine BGR look different heading into the fall 2020 semester than it looked this year but it still happened and thousands of students were still able to participate and keep this Purdue tradition alive. Obviously last year everyone was excited to be back on campus thanks to President Daniels and the protect Purdue initiative. But BGR look different people were in masks there are a lot of safety measures. How do you feel coming into this year and how will it be different for these students to experience this year versus last year in the pandemic. I think generally speaking we know so much more about how we can navigate this than we did a year ago at this time. We still were in a lot of ways preparing and wishing and hoping you know we'd seen a lot of peers navigate their own challenges with starting up and I just commend everybody that was able to work with us to get BGR up to speed because last year. We still had over 6000 participants of BGR in person on campus we just really didn't have anybody in an indoor space you know it was it was really bizarre we had you live streamed all of the sessions and so people were watching on their phones on YouTube or on our website. So we did what we could with what we knew and what we had this year we're doing the same thing and it's just going to feel a lot more robust we are inside venues we are able to know and respond to the policies and procedures that are in effect for the summer and the fall really in some ways it's us celebrating the fact that we can do this again I think it's helpful for us to always remember what happened in 2020 and all the things that we weren't able to do. And so to have a BGR that is at this size with this group of students who have their own challenges in high school and at their previous institutions come to now here and be able to see and celebrate the work that Purdue did over the course of the last year. I'm very excited about it our staff has been excited to plan and prep for actual events not just digital or remote events. It's just really reinvigorating and of course we're following all the protect Purdue protocols and guidelines. And yet, because we know because of the leadership at this institution we're able to know what we can and cannot do. We're just really excited to bring everybody back and experience this campus, many for the first time. As Craig mentioned, Elliott Hall of Music was off limits when it came to gathering indoors during BGR in 2020. But this year BGR participants were able to check out this iconic building on campus as part of the protect Purdue session. This particular session was dedicated to educating new students about the protect Purdue guidelines and also safety on campus overall parents and remote students were also able to watch the whole session on a live stream. I had the honor of moderating this session in Elliott, and I was pleasantly surprised with how many incoming freshmen knew about This is Purdue. Who out here listens to podcasts? Okay, who here knows about This is Purdue, the official university podcast? Anyone? All right. Has anyone listened to an episode that they'd like to share for a t-shirt? This session included panelists LT Pelto and Christie Ruby, COVID nursing managers for one to one health and the Protect Purdue Health Center, Chief John Cox with the Purdue University Police Department, and Chief Kevin Ply with the Purdue University Fire Department. To wrap up the session, Chief Cox and Chief Ply both had wonderful advice to share with these incoming students. What's your biggest piece of advice for all of these students going into their fall semester? Well, I would say enjoy it. Enjoy your time here. Work hard, study hard. I think the hardest thing that I've seen incoming freshmen try to learn to do is try to come up with that, what I'll call work life balance. You're going to have to set schedules and maybe you didn't have to do that in high school because it came easy to you, but this isn't high school anymore. And so study hard, take a break when you can. Enjoy. Enjoy West Lafayette and the surrounding community has to offer. I think that you'll find that this is a very safe place and a place that you can enjoy a lot of fun activities. So enjoy. And like Chief Cox said, enjoy your time here at Purdue University. It's a great time. You're going to be learning both in the classroom and, you know, as a person, you know, like he said, this isn't high school anymore. This is as you're transitioning in life. So make sure that you enjoy this time, but make good decisions. After moderating that session, the marketing and communications team hosted a VIP experience for a few BGR groups that included their very own This Is Purdue t-shirt and some professional group photos by the engineering fountain to always remember their BGR groups. That's where we met Zoe Pike. Zoe's energy and excitement was radiating off of her. She shares what brought her to Purdue. My family went here. So I've been a Boilermaker since birth, but I wanted to go into animal sciences and it's one of the best. So that's where I chose to ultimately come here. What's been your favorite BGR experience so far? Probably Ross said just seeing like just us in there. That was pretty cool because I've only been there for football games when I was little. So just having the whole place to ourselves. That was really nice. And you said your parents went here. You've been a Boilermaker since birth. What is this Purdue community like mean to you? It means a lot. I mean, I'm really connected to my family here just because they've had so many of the same experiences. It was a lot different when they came here. But I just feel like, I don't know, I feel like I get to do the same things they did. And it's fun to talk to them about it because they've kind of had the same go around. It was so special to see firsthand what an impact BGR has on these incoming students. I had so much fun getting to know Craig and his team better. And it was an absolute honor to be a part of this year's BGR with the official University podcast. Craig tells us what it means to him to execute this BGR experience for thousands of students at Purdue University, a place so rich in history and tradition. It means a lot. I love working with the people that I work with, particularly for anybody who's watching or listening. Nothing is better than working with a good team. If you're working and most of us have to work to provide a living for ourselves, if you can connect and be with people that you enjoy working with and in respect, that makes a world of difference. So I've been very, very lucky to work for some great people and have a team of really great people. And that's why I'm here. Beyond that, the tradition, the legacy, that stuff gets me really excited. I did not attend Purdue University as an undergrad, but growing up in the Midwest, you know, all about it. It was a big 10 school, you know, watching Robbie Hummel on ESPN. Like, these are things that, you know, I grew up watching as a fan and that sort of thing. Little that I know that I would end up here. And so I think that what keeps me and what keeps our team around and energized is the support from our leadership, the quality of people that we work with, not only in our office, but all across campus. And you can do some really cool things with and lean into the Purdue history and tradition. And that's always exciting to welcome people to that for the first time. Robbie Hummel, those were the days. Those were my days at Purdue. Nice. You touched on, you didn't go to Purdue.  I have really fallen in love with this place. So I've been working here for six years. My predecessor is here for 10. And so it's a place that, you know, in higher ed and probably with many other jobs, you go into a job and you have a timeline.  And I'm going to go to the next thing. And I'm going to go to the next thing or whatever. Well, here I am six years later sitting here talking to you. I love this place. So for me, the people have made the world of a difference for me. And coming from the Midwest, it's a very Midwest place, you know, there's a lot of nice people, a lot of excellent traditions. And what's funny is that our professional staff that's here, none of us went to Purdue. And so it's funny that we've all kind of landed here and really leaned into the tradition and the opportunity to welcome. We're in such a cool position to have the honor really of looking at all of the incoming students every year and saying, we get to set the tone, you know, we get to share with them what's here, we get to share with them in person and virtually in whatever mode. Do we do that perfectly every year? No, nobody's perfect at their job. We continue to evolve and react and change. And yet the root of it doesn't change. We have this cool opportunity to help folks get their start in a new place, in a new county, a new city, a new state, sometimes a new country. And that is one of the biggest honors of a lifetime to be able to do this for these students. Be sure to check out the photos and videos featuring all things BGR on purduenews.exposure.co. You can also keep up with BGR by following them on social media at all aboard Purdue. Thanks for listening to This is Purdue. For more information on this episode, visit our website at purdue.edu slash podcast. There you can head over to your favorite podcast app to subscribe and leave us a review. And as always, boiler up.


Greetings and welcome to the introduction to astronomy. In this video we're going to talk about the medium moons of the solar system. So large moons were some of the very largest moons and there were seven of those present in the solar system including our own moon. There are far more medium moons that we will look at. So let's look at overall the review of the moons here that we see and what we see is that there are more than 170 moons in the solar system and only three of these are in the inner part. That would be the Earth's moon and the two small moons around Mars. Those are the only moons in the inner solar system. The other nearly 170 would all be part of the outer solar system. Among these are there are six large moons for around Jupiter plus Titan and Triton. Titan around Saturn and Triton around Neptune. These are all comparable to the Earth's moon in size. We also see the medium moons which is what we're going to concentrate on today. Those are around Uranus, around Saturn, and some around Jupiter and Neptune as well that we will look at. Now overall there are also small moons which are tiny captured objects in general and those do account for much of the 170 moons that are known in the solar system. So let's take a look at these. We see first of all working our way out through the solar system. We see the medium moons of Jupiter and those are two of them, not very many around Jupiter. Jupiter has the very large moons and lots of small moons but not a lot of medium size moons. Amalthea is one that is 200 kilometers in size. It was discovered in 1892 and was the last satellite to be discovered visually and that means it was not discovered by photograph but was discovered by someone actually looking through a telescope at Jupiter and noticing another moon there. And that was the last time this was done back in the 1890s. It does have a heavily cratered and a reddish surface and a lot of that is due because it is in and it is sulfur from Io which is a very volcanically active moon. So that debris from the volcanic activity, the volcanoes are enough and the escape velocity from Io is low enough that volcanic material is able to be expelled out into space. Otherwise, Amalthea has a very old and inactive surface so we can see some images of it taken here and you can see definitely some craters and it's not a very detailed close-up image but we can see that it is just a good size rock in space orbiting around Jupiter. Now the other medium moon of Jupiter, Amalthea, is about about the same size and has not yet been closely studied by any spacecraft so we don't really have any details of it. So not a lot in terms of medium moons of Jupiter although we have a lot in terms of the larger moons that we can look at. So let's look at the next planet as we move outward. We will look at Saturn. Saturn, the medium moons of Saturn, there are several. Mimus is one of those at 400 kilometers and we see that here it is very heavily cratered including a large impact which gives it the name of the Death Star Moon. So we can see a very large impact that would have been close to similar to things that we saw on our own moon that eventually formed the maria. So large impacts not necessarily just in the inner solar system they occurred all over the place in the solar system. Now the next moon of Saturn would be Enceladus and we see that here it is about 500 kilometers in size. It has a very icy surface but a big mixture of terrain. You can see up in one side lots of craters signifying an older terrain. However other parts of it have few or no craters saying that it is a relatively young terrain. So there is some material that has been some parts of the surface that have been reworked very recently and other parts that have been around likely for a billion years or more because we see the very high density of craters on some parts of its surface. We also know that Enceladus has subsurface water and with plumes erupting from its south polar region. So plumes have been discovered and those are traced back to water below the surface working it way out in a form of icy volcanic activity. So icy volcanoes are actually common in the outer solar system. Now there are several others that we can look at too. Let's take a look at some of the other ones briefly. We have Tethys here at a thousand kilometers in size which is icy and cratered but does have some faults crossing its surface. So it does show some signs of activity but not near as much as some of the others that we've looked at. Dione seen here has is again icy and has a subsurface ocean but does again have some signs of structures on the surface. So some things that we've been able to see that are possibly tidal forces with Saturn that have caused some heating inside and it created some icy volcanic activity. So we do see some of that here. Now the next one to look at would be Rhea and Rhea here at 1500 kilometers again is a very heavily cratered surface with less signs of activity. You can see that this looks a lot more like our moon. You've got some very old craters that have been bombarded by lots of little craters inside them. So much looks much like our own moon in many ways. So we see a variety of activity levels on these medium-sized moons. The last one to look at for Saturn is Eopetus which is 1400 kilometers in size and this is sometimes called the two-faced moon because it has one side that is very dark and another side that is very light in color. So it's very distinct coloration difference between the two sides. The leading edge is dark as it moves through the moves around Saturn and that might be possible that it is picking up a sooty materials, carbon materials as it orbits around and maybe just in the right position to be able to pick up those far more. We do see impact craters on it and well in fact some large impacts seen here and many other small impacts so again like the others it has some kind of combination of activity that we see. Now moving a little bit further out we have the medium moons of Uranus. Uranus does not have a large moon but it does have several medium-sized moons including Miranda at 450 kilometers. This is the smallest of the five major satellites. It is primarily made up of water ice but there are some signs even though this is a very small moon. For a medium-sized moon it is there are signs of intense geological activity and we can see that in the structures that there are some cratered terrain but other things have some really strange properties to them and show signs of maybe some intense geological activity that has occurred in the past. Now as we look a little further out we have aerial. Aerial a little bit bigger than Miranda and shows again an active icy geology so even out in the depths of the solar system we start to see things with various cracks in the surface that are possibly tectonic or in some kind of plates or some kind of volcanic activity that is occurring and then icy flows that well up from the interior to wipe out craters so we don't see a whole lot of craters on the surface. There are certainly some but not as many as we saw on some of the other less active moons. Now three more to look at here for Uranus we have Umbriel which is about 600 kilometers and that has a more heavily cratered icy surface and is the darkest of the five uranium moons that we see that has been studied. You can tell from this image it was not seen up as close when the Voyager craft flew by it. The only craft that has been able to study these was the Voyager spacecraft which flew by Uranus back in 1986. It happened to be closer to some of the moons and not as close to others so some of them we don't have as much detail of. But this is the darkest surface and you can see again very heavily cratered regions on the surface. Now next outward is Titania. Titania is the largest of the moons of Uranus at about 1500 kilometers in size. There are signs of impacts and icy volcanoes in it. So again it's a mixture not completely heavily cratered but also has some icy materials and icy volcanic and tectonic features perhaps that we see as well. And finally as we work our way out here we have Oberon. Oberon about the same size as Titania has a very dark reddish surface and is primarily shaped by impacts. So vast majority of what we see are impact features and not a lot of volcanic icy features. Now the last set to look at would be the moons of Neptune. So Neptune has two medium sized moons and that includes Nereid not studied very well. This would be it at the Voyager 2 spacecraft in 1989 when that flew by. It has an extremely eccentric orbit meaning that it's very elliptical comes in close to Neptune and then goes out very far away. So a very highly eccentric orbit and we see one other moon around Neptune. So let's take a look at Proteus here at about 400 kilometers inside size very heavily cratered and we don't believe it actually formed with Neptune. So it may have been a captured object that formed. Remember that Neptune is right on the edge of what we call the Kuiper Belt at the very edge of the solar system. There are a whole lot of icy bodies out there. So maybe as Mars and Jupiter have been able to capture objects from the asteroid belt Neptune has been able to capture objects from the Kuiper Belt. But again heavily cratered but again both these cases not very well studied the only visit and look at these was the Voyager 2 spacecraft in 1989. So finishing up here let's look at the origins of these moons. Where did they come from? And how do we think the moons formed? Well the large moons we think might have been formed with the planet much as mini solar systems much as planets formed around the Sun, moons, large moons formed around the planet. We think that the small moons were likely captured objects and did not form with the planet itself and that leaves us with the question of what about the medium moons and perhaps at some of each some of these may have formed with them some of them may have been captured objects and it is something that we don't quite understand. We do note that there is a mixture of cratered regions which are old and we have of volcanic regions which are relatively young and we see those on many of these moons. So some of them show both signs some of them show primarily volcanic activity some of them show primarily just the remnants of impact craters. So trying to learn more about these medium sized moons kind of bridges the gap between the largest and the smallest moons in the solar system. So let's finish up with our summary and what we have is first of all the medium moons that we look at in the outer solar system have a varied distribution of surface features. So not they're not all the same we have some that have volcanic activity some that show primarily cratering, other show signs of other activity and we think maybe some of these were captured like most of the small moons of the outer planets but perhaps some of the larger ones also formed with the planet. So it's still something in terms of trying to understand how the moon formation occurs around these planets. So that concludes our lecture on the moons, us medium moons of the giant planets. We'll be back again next time for another topic in astronomy. So until then have a great day everyone and I will see you in class.


Every day I learn something new about the Wikimedia global movement. I think everyone is really nice, so if you make mistakes, it doesn't matter, people will help you. Thank you for all your incredible work and your leadership, which inspires other people to do incredible work. Thanks so much, I'm humbled, very humbled. This moment means a lot to me. I'm very excited, I'm very surprised.


Wow, what's up everybody once again is Brand Man Sean and today I gotta address the huge misunderstanding so many musicians are having. Music is not your product. You're not selling music. I see so many artists, especially Brand New, trying to sell music on iTunes for 99 cents or just whatever. But let's start with the facts. In the year 2000, album sales amounted to $13.6 billion, but by the year 2000, that decreased over $10 billion down to $2.12 billion. If you look at the single sales, yes they've increased in that time, but do they exactly amount for the loss in album sales? I think not. So the question is, why are people releasing more music than ever? If music is no longer a product, what exactly is it? Advertising. But what are you advertising? Think about it this way.  People are selling merch off of these tours and basically creating entire brands related to those albums, tours, mixtapes, etc, etc, etc, etc, and at the center of it all. The artist. See record labels recognize this, that's why they created the 360 deal. Back in the day, when they could make all their money from the record labels in the 90s and stuff like that, it was all fine. But then when they realized that now people aren't buying music, they said we need to get some money from those tours and other aspects of the business because now people decide they like the music, which becomes an entry into liking the artist, and then people support and come out to see that artist, that person that they like or where that person's clothes and all those things after those advertisements speak to them. Now this doesn't mean as an artist you shouldn't create quality, product, and good music, however what it does mean is from a strategy standpoint you have to think of your music as a way to get yourself out of some obscurity and advertise the fact that you exist for people to then start participating in activities that allow you to actually survive as an artist, whether it's getting an ideal or just buying your merchant tours so you could actually build your own independent, whatever way you're going, your music just is an advertisement to get people liking you and build that community first and foremost. Do I recommend that if you haven't really built any kind of community, haven't released any projects before, but all of a sudden you make one project to put it on iTunes and then just charge $0.99 per track for it? Hell nah. Anything is possible, but if 9 times out of 10, 9.99999 times out of 10, actually you're severely hurting your chances of people discovering and hearing your music. That's it. Y'all know what to do. Hit that subscribe button.