Hello, welcome everyone. My name is Dr. Kelly Rotten. I am the assistant dean for research and education services here in the University Libraries and I am very pleased to introduce our first graduate research series speaker of the academic year. The graduate research series is a competitive opportunity for graduate students to share their research results and processes and hone their presentation skills while we get to learn more about their process and their research. Today's speaker, Umaru Abdule Baralabi, is a first- generation college student from the Republic of Benin, West Africa. He was awarded the Fulbright Scholarship in January 2016 to pursue his graduate education at Ohio University. He is currently a doctoral candidate in higher education. His research interests are around students thriving, appreciative approaches, and access, equity, and diversity issues in post-secondary education. He has been engaged in various multicultural student organizations both on and off campus. He's currently president of the Holmes Scholar National Council and the former president of the African Students Union and the Fulbright Scholar Association at Ohio University. He has received several awards and recognitions including the Outstanding Graduate Student Leader Award for a doctoral student and four first- place awards at last spring's Research Expo. Please join me in welcoming Umaru Abdule Baralabi as he shares his research on the practices and experiences that contribute to student thriving in a public university in Benin. Thank you so much for that wonderful introduction and thank you so much everyone for being here and to those who are online too. Thank you so much for joining us. I want to say a special thank you to the Ohio University Library for really what we do to support writers to the research and creative activities. We definitely do appreciate you. Today I'm going to be sharing some preliminary reasons about my dissertation research that is still in progress. It's a mixed method of dissertation but today I'm going to talk about the quantitative phase of my dissertation. So I'm going to be focusing on the first phase that you can see. I'm definitely interested in looking at experiences, so practices that contribute to student thriving in a public university in my home country. This is my agenda for today's presentation and talk. I'll be sharing a little bit of background and importance of my studies and then give an overview of the literature and some gaps and then talk a little bit about my conceptual framework and the purpose of research questions and what I, why is this study significant? So why am I adding to the purpose of the mentioned time in my design result and for any other organization because I'm still exploring the quality of things to be in some sort of significant of what solid recommendations I can give and then I will end by talking about library resources that I use in the process of my research and then open it for some discussion. And I'm going to try as much as I can to predict. I definitely do have a projection issue so if you're not here, please let me know so I can include you. Sometimes when I am really talking loud I feel like I'm getting up to go. So I have to internalize that so much. So a little bit of background and many prominent researchers are living recently with Africa and the Africa we want in 2016-3 have really emphasized high education and the strategic hat of education as a new opportunity for the continent to, you know, educate its local population to contribute to the transformative development of the continent. Over the years we've seen some increase in access to public education opportunities but students really still face new challenges and despite this increase really less or not much is known or known on how to support student thrive and also that many factors actually really explain that in particular in public education. This is a Francophone environment, it's a French weekend country, it's drastically different from African countries in terms of the higher education system. But so despite, you know, despite the new challenges that many some students definitely persist staying and try to succeed and I'm just curious about what will be in the team, what will help students succeed despite challenging learning environments sometimes. Right, and so I'm arguing here that in the new four for us to study and understand student thrive in the technical experiences and I'm also arguing that access to that Africa support is a lot of opportunity and that student success that not arrived by accident or by chance that it's just important that we, you know, if we increase access, just increase support and also see how students are doing in general. So a little bit of background in the overview of religiousness, I'm drawing from the student success, you know, I'm literally saying I want to just make sure that, and this is not in any particular order, but over the years definitely there have been different, you know, here we've got perspective that have studied with student success. So we had social perspective that really focused on, you know, academic and social integration and involvement that we've been to and asking how that affects student success. Then we have economics perspective that really focuses on price response model, cost-benefit analysis and then cultural perspective that also usually focus on challenges that make it difficult for historically or minor-sized student in post-secondary education. Institutional structures are also related to how policies, structures and anything you can that is related to the body of organization when a student affects students' behaviors or their individual attitude. And then the psychological perspective that I talk about individual and features or psychological characteristics and motivations and that has been an interim recently that really focuses on student success. And then ending up with really the conceptual framework that I'm using in theory, which is more of a spread-based approach to student success, and it's also based on the number of these perspectives. So it's integrated in HR. And it is not that there's something necessarily wrong with any of these perspectives, but they all have focused on specific aspects of student success and they have advanced our understanding on issues, factors, or processes, or experiences that contribute to student success. I'm using private because I'm interested in spread-based approaches and looking at what is walking, what can we leverage when our students are doing well, why are institutions doing well, and what best practices can we learn and let them take, you know, across institutions. So that's where I'm using private. So the private literates are really focused, particularly in the U.S. companies that focus on pathways, experiences that really, you know, help students succeed, and even though different populations, different student programs can have different pathways to drive in, there are four experiences or factors that have strong regardless of student body, whether it's sophomore, first year, transfer student, first year, grad student, these four predictors, these four predictors, technical sense of community, spirituality, composite involvement of student faculty interaction, have a strong influence on student driving, right. Also the gap that I found definitely private research has largely focused on this context, which definitely would have less implication on other contexts. What I'm adding here, really, I wanted to see a cross-cultural application of the private framework, but also pay attention to the specific realities of the context I'm studying. I, for this qualitative phase, I use a private quotient instrument I had to do with research or cross-cultural adaptation of instruments. I definitely don't talk much about it here, but if you're interested, I'm happy to talk a little bit about it at some point. And that process leads us a lot of me to make sure that instrument that was developed in this context is walking into something similar to mine, which, you know, were items that were not really relevant to the population that I studied. So I had to get, you know, some of those items and also run some new confirmation factor analysis to make sure that that instrument is measured, what is it supposed to measure. I've also, again, even though over the years in the context of Benin, like in many African countries, there's some increase in access to public high education opportunity, but particularly in Benin, there's also a lack of empirical research really about students' accessibility experience and educational and well-being experiences, and that's why I agree with what I'm doing. So the private framework, my, a conceptual framework that I'm using really is Shrine, and then Shrine, a Lordy Shrine, who really developed this theory, really, the way she framed it in the extents with student-academy socially and sexually engaged and enjoying the high education experience. That's what private means in this context. And private has three domains, and its domain is measured by one or two factors on the front ends of my graph, because as you can see that this, that academic drive in that sort is measured by two factors in engaged learning, academic determination, and that interpersonal private is measured through one factor positive perspective, and interpersonal private also is measured through two factors, social collectiveness and diverse citizenship. So I did put there, there's some major predictive of private, as I mentioned, there's so many of the major certainties that also some institutional feet and institutional reliability that are all, you know, to some extent dependent on student population, you know, can predict different things. I did add it to my conceptual framework, because to some extent it affects student-academy in general. So that's how I frame my study theory in terms of sustainability. My work, once again, is to identify activities, practices, or experiences that contribute to student-academy at a public university back in the name, and I focus on, I'll talk about the characteristics of my study a little bit, and since I'm focusing today on the first phase of my studies, which is really important to take this point, I asked two questions, some of them were impotences, but I asked two questions. The first is more descriptive question, where I'm really asking to an extroverted student, trying to base on those five factors that I just shared, and here, I am curious about, you know, those consistent private predictors, and how they work in the population that I work in, as I wanted to see how well or how what the relationship, I wanted to explore the relationship between composite involvement, psychological sense of community spirituality, faculty student interactions, and student-academy, how what's the relationship between those four predictors and student-academy? And this is because, again, like I said, even though different student-academy have different pathways to try this, these four predictors have been consistent in order to see that this own student, at least the decision that I'm doing is different. All right, what I hope many of us would have contributed at the time are complete, both the points and qualities, and hoping that at the institutional student level, this kind of really focuses on, you know, very good that are sensible both within the institution of a student that will allow more of a pragmatic way of intervention, where institutions get to see what is working, both on the student hand and what they also do well, so they can really focus on what is working, and in terms of policy, I'm hoping that since, you know, the framework that I'm using is mostly strength-based, but hoping that this can lead to some form of, you know, policy and student-centered program that are student-based, strength-based, and student-centered and strength-based program of policy to develop and work the outcome of this. HESAP as an organization is definitely a high-student, I mean, student affairs is not big in many of our companies, but there's definitely some form of it that is happening, right? And both with the transportation, the food services, and all those, there is an office of student affairs, but there is meaning of what's being done. I'm hoping that, you know, that this would give them, you know, some better knowledge of student education experience and the support that students need. I'm also hoping that by the time I complete these studies, I need a close consultation of the instrument, a private question instrument, I'm hoping to make, to validate the instrument in the French, you know, language that Francophone countries can use, but of course, they may have to adapt it to their own context, they may have to retest it based on their needs, but at least they have some way to start it, sort of, going back to yours, you know, so that's definitely what I think would be, I think, of all better, so what I'm doing. All right, this is, again, to give you guys attention, any of that, I'm doing an explanatory sequential mixed method, but today I'm just focusing on this phase of my study, that I've been talking about just this phase and how I collected the data and now penalized it and what came out, that's running today, so I'm not talking about a second integration phase, but I'm still working on this phase, definitely. So specifically, I'm moving on, you know, the first phase, some book has, there is a guide, I use, again, I use the trial and caution survey that has all the variables that I talked about, the question, the questions or statements that really speak to those questions, and I, it's an online survey that I, I did, from the book to the time of student helpful, the university back, I was able to send it to a student and I used five academic colleges, just to find why I decided to focus on five academic colleges, but I, I did use the survey and, for example, I focused on second and third year undergraduate student at a public university back in the native Frankfurt environment, bachelor's degree is three years, and I hope at least two of them will be able to progress from first to second year and have made some progress and I wanted to understand the experience here, here I have to be in the second year or final year to participate in the study. And, you know, kind of simple, class heuristics, there's a bit of diversity in the sample, but the five academic colleges that I, I use here, the College of Economics and Management, College of Social Sciences and College of Law and Multicultural Science, College of Humans, College of Humanities and Art and Communication, the reason why I focus on this in almost all Frankfurt African countries, public universities are to attract. There's fee paying and low fee paying, you know, fee paying are very selective and low fee paying are really leg selective, as long as you pass your baccalaureate in the Frankfurt Contest, which is a high school which is a high school living, you know, exam. Once you pass it, you have access to these colleges that have this low paying fee, you know, but it's still public, they're all public universities funded by sort of funders and the government, but they are different in terms of the way they select, though the most selective colleges either have to afford it, either have to afford it or have a high GPA from your high school living exam and what that is, what that is doing, see, what that is doing, what that is doing, for example, from my own experience, someone who, you know, I've been to the public school and I went through one of those, you know, leg selective, so at a stratified access of public high education, by reason, social economic status, and usually also gender, but what is really apparent to me and that is, I think, problematic is particularly that those who access that high paying or highly selective colleges, highly, highly selective colleges, they either come from households where both of their parents have attended college or they come from the southern part of the country where they have, you know, where they keep them low, high school or they can attend private high school that really allow them to go out, so therefore, if you live in the rural area or if you live in a part of the country where you can't afford, you know, to go to private school or you can't afford to, you know, to have a tutor, for example, at home who has no sense as how you end up in this, and there's the numbers also in classroom, for example, in all these five academic colleges, I do remember when I was doing my undergraduate, our first year, we were about 3,000 students that we demanded into three or four groups, and the 10th semester was last three years, and so there's some challenges related to being able to attend any of these colleges that, you know, that's one of the reasons why I selected these five academic colleges, and I've also seen many other students that really have started, when we started our first year, by the time we get to the third year, there was a lot of dropout in the people who were not convinced, no data to explain why people are dropping out, so I, you know, this, doing this research is both for me, it's just my curiosity to understand why those who stay, because those who are staying persistent and thriving, what is helping them thrive, and what, you know, what the institutions of the government or the Ministry of Higher Education and Science and Research Board can lead you to support or replicate that across the student body, particularly in this low-paying and best-selective academic colleges. I, for my first question, as I said, I just use some of this tick of analysis, and for the second question, it aligns itself simply to multiple media regression analysis for me since I've explored a relationship between one independent, one dependent variable and two or more independent variables. All right, so for the stickers, that's the same one I really, what I found when I wrote the stickers, that is on the five factors of, of five units you can see, and they rate themselves, you know, from one is a liter scale, from one to six, so that the maximum score, they can have a rate in the sixth and the movement is one. As you can see, the mid-score, or they, they did really well, very well, I think, on the mid-score for academic engagement, academic determination, diversity and policy, positive perspective, but with exception of social connectedness, which is also definitely more than half, a little bit more than, more than actually half a true, half a score, but they did, when I did some of the interviews, I, I did get, I got a little bit of why, because this is all about creating, creating and maintaining positive relationships, right, so they, either a student here, because they come from no income family, or they come from less structured, I mean, very structured high school, or coming into a public university where, which is very big, and they're just trying to find themselves, and many of them, a lot of it would lead to more certain relationships, they're focusing on academic integration, going into a new high university environment, so there is a lot definitely that I can say about this when I finish analyzing my quantitative data to speak to this aspect, why, why this is as low as this, but I think in terms of the rest of the factors, they're definitely trying to raise all of these factors, but what is explaining that they're certainly my cross-basional talk more about it. And in terms of the, I also wrote some descriptive statistics on the, my, my trajectory, so as you can see here, also the means core, the means, the means core here also, the lowest means core, I think it's faculty student interactions, and that saves a lot, that would save a lot, or we go to the regression analysis aspect of it, but I, again, based on this, based on this result, there is some form of thriving that is happening, and my explanatory phase of this study would shed more light in terms of how and why this thing, this, these factors are contributing to student thriving, but there's, there's a number, and so when I run the overall mode of regression mode of asynchronous with an adjusted ask level of 49.7% of student, right, of student thriving, as I come to know, can be explained collectively like this four variable, right, like this four, this four variable to get explained 49.7% of the vibration in student thriving level, and, but what we're taking individually is we can see with the P level, only faculty student interaction does not add anything significant to student thriving, and that, in a lot of ways, again, the interviews that I conduct as students talk a lot about, you know, what is affecting that relationship and why it might not be much needed. For someone who, for someone who has been through, I want to look at this finding is not surprising to me, given the class structure, the class size, and the lack of, you know, office hours, so any meaningful interaction between faculty and students, this is definitely not surprising to me, but again, I do have some, you know, based on my interview with students to find out what is the nature of the relationship with the faculty that help kind of shed light through, you know, sometimes this relationship is affected by culture, to some extent, which students talk about, and hopefully at times if you're penalizing my inquisitive data, I can speak more to that. But again, overall, like the regression model is significant, but particularly limited on the best factor, only part of the student interaction that's not adding to the significant but to the model, or to student private in general. So what am I saying here again, to what any of you want me to really make any solid recommendation without really analyzing my quantitative data, but I'm really even going back to my argument, that access without support is not an opportunity we are also arguing that something does not allow attention, so it has to be intentional. Since spirituality came, definitely as one of the strongest, as you can see, it's one of the strongest. Even when we go back here, spirituality has the mince core, their mince core spirituality is the highest, right. So it's one of the strongest, whatever it means to them, you know, in this context, Shravan talks about believing in something bigger, right, but when I talk to students, they did express what it's some, some, those who are Muslim, talks about Islam, those who are Christian, talks about, you know, sharing the doors and the difference in relation, and those who don't believe in anything, just talks about how whatever it is that they believe in, really supporting the health of Navigate difficult situations, or even when they pray, they feel the answer for this, there's a lot that is involved. So what I'm saying here, definitely, and in, in, for example, in, in like some of their countries, at least in Benin, I do, you know, have the expression between the state and, and, you know, institutions of worship, you know, so therefore there's no chance to almost own the university, the public university, don't allow that or, or campuses. I, you know, but students are saying this is important to them, right. So how do you deliver spirituality, the spirituality of the potential part where the students like it, right. Again, I would say also that faculty, I mean student, student involvement is also one of the characteristics of students that I am, when I spoke to a student, for example, we were exploring about the nature of their involvement. They talked about, a few talked about how participating in some student organization activities really help them integrate socially by approaching the need of student organization to know how any form of funding from the university to offer it, right. And they also, there's no any even like a centralized student, you know, building where intervention activities are happening in Africa. So I am, I think it is definitely important that the university is again, it's too early for me to make any something like a religion, but I think financially supporting this on the relation and reducing the form of structure for credibility, since this is important to see them invest in this, I think it's definitely not a bad idea. This is faculty student practice not, you know, relevant, but because any research, particularly in this part of the world, have shown the relevance of this in student integration. Again, particularly in class size making it difficult for faculty to have any way of interacting with students. And the lack of office hours or any advising are definitely things that are affecting also this relation. But I don't know how realistic it is with making a number of students in the classroom and, you say, I got faculty student ratio, I don't know how it is exactly to be. But I think, you know, having offices, staff, of having offices that are staff, particularly in the video, who can perhaps, in the first and second, you know, when there are big numbers who can help students perhaps with degree or with meditation or with some of basic advising. And my experience is also the how you're going to get your letter from the first 30th and then back with Jesus and then experience more meaningful interacting with my faculty with faculty when I was in my 30th, because we were either 50 or 100 in the classroom. So perhaps with really maybe early in the first and second year perhaps having an office in the conference that is in charge of some basic level of interaction with students in terms of advising for a research that our conference or because the university that has served a site for this institution is really, really nice. And it billows over 60,000 students, right? And so it's like, if that's how some of the campuses in but where and when, you know, at least, at least, at least on campus, 30, 35,000 students. And so it's so huge, if you're coming from a very structured high school environment and from a little place, it just makes them some time for people to use themselves in such an environment. So I've been again, like I said, an office that we at least support first and second year students might a third year again encourage faculty to have some meaningful advising with the, because this is office hours and academic advising are definitely non-existent, I think it was sort of a problem where I did this research that I also think that, you know, as an element of this, you know, my top base on some of the, some of and my final, I would say at least the three strongest predictors of thriving in my content with a session of faculty, faculty, student interaction after system with the current research. If anything, they confirm what we know to some extent, even in the points that I did in my research, but anytime I present this, I, in this point, as I've seen that the people shot, that faculty, student interaction is not adding anything significant. Unfortunately, it has not been the reasons why it is not. And I do hope that you know, I get opportunity to present this study, a particularly, you know, my dissertation when I've both phases to, I am in conversation with the minister of high educational scientific research to present this research and that university is also in leadership and willing to allow me to present this research to the university leadership and to some extent to the university community when I'm done. I, you know, I always say this job as, you know, research is to do this with a policy makers, but you do research and say this is what you've found and this is what you can do to improve this and so up to them if they decide to do, but I hope that this help influence the level of policies, you know, at the university level. So the resources that I use, I want to say that the use of the library really helped me make this out. I want to say that the total really was, then using the short videos of the university on the library website is very really helpful in terms of organizing my resources. For example, when I was looking for research on student successes, seeing how I categorized them on psychological aspect, I have folders that anytime I found something on the library website, I'll just, you know, pass it into the specific folder. It helped me organize my references and also my article based on themes. Now, I definitely very, very helpful in terms of finding books that are with, you know, peer institutions or that are limited. They were supplied in the library. So there's many books that I really needed, but I think too, to add in that there were limited copies of what I was able to get into a lot of things. And the library loan, a typical example here is when, before I collected my quality data, I was definitely because I did my interview in France. I was looking for something on cross-cultural data connection, cross-cultural and cross-language data connection. And I found a book that the library didn't have at the time. I don't think it's still here, but in July, we normally did possible for me to get that book and read it. And I read it on the Internet book that's specifically about, you know, that aspect of my research, how do you put data in a different language than a different language of how do you analyze that data? So the line of thought, I never knew it was something that was really impossible or just curious. Any of these reasons. And then I was confused about, you know, finding an article in the book and then I, as I get instant help, I click on it and send it to someone who responded. And I told them what I was looking for. And one, on one occasion, they sent me a link to it. I don't get it, but we need to find a book for you.  And I don't know if it's too good, if you remember, but any and when this, before I even settled on driving, I was definitely looking to do some, you know, strength paying approaches to this. And since I am actually doing a couple of times, you can do, you know, so you help me use that advanced feature of, you know, advanced search and a few times. So that was really helpful in terms of definitely finding out to do that advanced research or on the library website it can be existed sometime of frustration if you're not finding what you want. So you help me use it some combinations of, you know, keywords and that really helped me to get access to specific you know, resources that I went to, definitely, my topic that evolved and what it has evolved and what I really know. But I was able to use the same skills that you taught me to continue doing this. And I wanted to say thank you so much for the time that you opened up for any comments or questions you may have. I have a question. Sure. Since you ended to talk about library resources, did you use library tools to engage in French language research at all? And if so, how did that go? Was it frustrating? Was it, or did you not do that of magical? No, I didn't, but I know I like to mention the books that are most specifically on this front of the study, but in my quality phase, definitely in the book that I got from into a library known, the specific chapter that helps, that talks about adding that. And that chapter what they, he offers you the connected numbers in in Spanish, right? So they talked about the process, how they went about collecting that data and how they went about strategy. The strategies they use to analyze that data and report it, report the findings and then what they did, for example, that I found very creative is they did make sure that they use both Spanish and English. Like when they took a code, they first put it, then put it in, and then put it in Spanish and then they have a translation, a direct translation. But what was challenging for them is when they wanted to publish their research in traditional or conventional articles, like you, they had a lot of, they couldn't fit, they couldn't fit, that's the thing that they were looking for, so they had to put it in the book. But they resisted and said that, no, like someone has to do this and that, you know, we can't, we've collected this data in Spanish, we can't just translate it in English because that's in, we use a lot of essence and originality in translation, so we want to make sure at least you see what the official data looked like. And that's why they did patrols of provision they have in Spanish and they have some, you know, strategies that I find, I'm hoping to adapt to them in my data analysis, too. And it gives me some ideas and also we, perhaps at some point reflecting on what this experience makes to me in terms of collecting the cross-cultural and language data and analysis and put something out there also for people who might be interested in doing something similar, but that could probably be a starting point for them. And this speaks to also even the recent back home for me with challenges that we do all this, there's a lot of challenges in the recent back home, but someone has to do it, right? And we come, I think it's just important for me, I think though to accomplish something is someone from my part of the world going to do something and then found out that someone had done something and even encouraged them to do something, I think I've accomplished something because like we, they can build a mind to do theirs, I think for me to them to someone else would be the cause of us, right? And but it was definitely I didn't, there wasn't any, there were some literature that in terms of you know, student experience but student thriving there wasn't once in this literature we would have much education in my own context but I wanted to see what best practices that I do not need to use initially in my own context and that's why even the instrument I did the course course for adaptation assuming that I have to do back work, forward translation, back work translation, expert panel would use pilots in it round in confirmatory factor analysis to meet an item like academic advising or whatever it is that do not state-strapped experiences that are necessary it's not a totally new instrument but it is an instrument that is related to the course course when you adapt it to the almighty will and my hope degree is that probably something with a validation in confirmatory segmental information is to tell people that hey, this is available to friends if you want to use it this is a process and you can adapt it to your context and hope you would have a good degree to use something Thank you I think my first question was about the cross-culture adaptation and I think you also added that sort of point thinking first about the concept of spirituality and the US is like highly developed culture and stuff when I got here on what counts as spirituality back home on what counts as spirituality here So my question is now would your qualitative study allow for exploring other factors outside of the training? Yes, so I'm hoping that with the quality phase of my study in addition to what we know in this context what driving means to a student in this context I'm hoping that based on experiences of my participation they either confirm what driving means in this sense and also talk about what it means to them and hopefully some other factors will be heard as to what driving means that is too early I did definitely with these stuff that are really coming off that the research I did definitely means on my readings of what driving means particularly theoretically and then practically grounded in research there are a few stuff that are I want to prevent from returning those but there are a few stuff that are definitely immersive that I'm not necessarily taking into account that really not very different but then what it means to them what means my participation in that whole concept but I'm hoping that I can contribute to it I'm very curious and when I started this I was definitely hoping that the exponential phase of this study is the qualitative phase of the study where they'll uncover some of the factors that maybe you know didn't get in from this or for this different phase of my experience thank you we do have a couple questions from our online audience sure the first would be what factors influence your choice of sample size right so I talked about for example regression analysis for them for every predictor that is this is dependent on you know what you know effect size you use depending on the that's called that's what you want for regression for them what I what the the effect size for example what I what I did using a specific method in terms of that sample size I I look at my effect size and then I use a specific you know method that allows me to determine the number of predictor number of participant per predictor right but I didn't have more than I was based on that thing I had for independent variable and if we are looking at thriving with the five different soft skills that's nine so I was looking for about 30 per predictor 30 per factors I I think I needed about too many where I ended up having more than that in terms of that but if we also talking about my sample population I don't I say really what was particular about them was how they come from the dual track system right they with all this participant come from you know this low-paying and less selective and as someone who has been through that I I think my experience is pioneering the experiences I've seen there are times when I had class at eight I had to be there at six or five 30 so I can get a six in front to listen to the purpose so I I know there's a lot at least as someone who would be in two I know there's a a lot of challenges related to attending those but many of us have made it through the system but I'm just curious about just specific population that is making it what is special about them or what I mean like what is supporting them what is helping them I hope I there is a follow-up question in the qualitative data collection stage how many participants will the researcher interview and how will or did the researcher approach that process of drawing out participants for the qualitative data collection yeah so I did even though it's not the process of this for the decision I'm going to talk a little bit about it so I I didn't interview 20 20 people and because this is an exponentially sequential mixed method which means that I'm following a specific significant result and understand why it was made that my quote phase is mostly focusing on the predictors that were significant I wanted to understand based on student my participant experience why how are those contributing to the experience so I grounded my into my interview questions were around those three predictors but I also did ask some additional questions to explore the faculty to do an interaction in addition to the additional material for selecting my participant who also I look at the diversity in my that is gender expression and look at some of my first gen some of my first gen I also mentioned because my participant came from the 12th region of the country also made sure that there's some representations across that but my main focus are those those three predictors and if they're wondering how did I I used the same sample as a sub sample some people who filled my survey in the survey I there was a question there was a an item that tell them there will be a follow-up of the study that's for me to further explore the experiences if they're willing to participate they can either leave the they can leave their email to survive and contact them so what I did is after I after I analyzed my quantitative data I sent another I sent another round of email and also put a little bit of a specific phone number that said hey I'm ready to do this and you've indicated that you in the you would you would be available to participate in this and I would like to interview you about so so so so that's how I went about recruiting like I spent for for the part for a part of it yes Amar the Dr. Schreiner's instrument as you translated it have you talked to her about the translation did you get to any points where it was like you had difficulty finding translations from clear translations from English to French yeah there's actually none and there's no there's no I couldn't find any translation but I mean there was some practice in terms of how to translate instrument and one of the one of the one that I really had to was of course called to adaptation process but I did obtain her permission I talked to her about the process she's been very excited about the process that this is going to be available in different languages and different quantities of people and we talked we went back over about for some reason we didn't be able to participate in the process of that but I did explain the process to her and who I was hoping to use as for my extra panel the extra so doesn't mean just go back to the process how it really all happens so the former translation that's meant that the original instrument was translated from English to French but I use three independent translators two different translators who are whose first languages French but they have a good command of English language and their professional translators some are working with the UN they're all my peers we all had the trains of becoming the interpreter I also have a training in translations some of them are conference interpreters working with the UN or Epova so happy to meet you so the three of them I did I did my own translation to so there were four of us three of them did their independent translates we're not really even going and then when we hope on Zoom call to do what in this process is called extra panel reviews where we come together to look at the four translations and we went item by items and talk about it and everyone explaining the rationale behind why do translators so having a specific item in different ways and you know J.P.N.S.S.S.A.D.S. and agree on one translation all right so but that those that extra panel reviews I remember the first one it took us over a week because we have to do like an hour 30 or two hours sometimes I tell you on the fifth questions one hour is gone and I have to be flexible because I wasn't paying them they just friend who was supporting me they have to work with their speakers so sometimes just one hour sometimes two hours but it was a lengthy process right after that right after that I did what they call backward translation so that that sympathized translation the one that we agreed on the French translation I gave it I also found three other translators who are different than the one that I used for the forward translation those people have English at their first language and but they have a good comment of the French language because they are using those care language in their professional activities of translators or conferences in the written so they they took the the French translation and translated it back into English right when they did that we met again and did I also did the same we met and did a round of extra panel reviews and then I showed them the original English version from Shrine and say let's compare this and see any of these purposes there were sentences that were not the same but the meanings were really but we were not aiming for linear translation or having exactly the word and for conceptual understanding and also in the French language we also we also focus on current expressions that are expression that are really common at you know and in France for now 10 countries are particularly to be named as I mentioned also those who translated with me for the French first and also people who have experienced as a student or who have also been through a specific university so that's kind of the process and then pilot it I have to interview a few students and see if they have any difficulty understanding the items if they do what are the items what are the words that clear confusion and then I pilot the instrument that was some CFA the Cromback Alpha level 80 from 80 to 90 but pretty good definitely showing that the instrument is measuring where it's measured but I didn't find any existing translation but I found translation of other instrument that helped inform my process and I did share that with Dr. Shreina so she had an idea of the process and she did tell me what she's told me what items are really critical in the instrument that she's that she's she just wants to make sure that the meanings of those items which is a 35 first and five questions that speak to the five factors of try which was definitely very adamant then insistent that those should which I should pay attention to those because there are the main items on the instrument whatever comes to come play around those like the different predictors are there's certain things on the instrument that are important but not as important as the five factors of try themselves so I definitely did make sure that she understand the process and that and also that but she got to know about that one this is what I'm doing what I'm doing and I did share and I think she likes it and allowed me to before that was fantastic you learned so much before we give a final round of applause to thank Omar for this excellent contribution already to scholarship I'm super excited to see your finished work please join us on Friday when we welcome our next graduate research series presenter Faustina Mensa thank you for coming thanks to the online audience and thank you most of all thank you


Hello and welcome to the session. In this session we discuss the following question that says Evaluate the limit x times 2a sin x minus sin a is drawn upon root x minus root a. Before we move on to the solution, let's recall some formula. We have sin c minus sin d is equal to 2 cos c plus d by 2 into sin c minus d by 2. The other formula is cos of a plus b and this is equal to cos a into cos b minus into sin b. We have a standard result of trigonometric limits which is limit x times 2 0 sin x upon x equal to 1. This is the key idea that we use for discussion. Let's proceed with the solution now. We are supposed to find the limit. The limit x times 2 and this will upon root x we will put x equal to supporting x equal to a plus s. We get that. Therefore this limit would be equal to limit in the numerator and the denominator we will put a plus h. So this would be minus root a. Now for the numerator of this function we can use the formula sin c minus sin d plus d by 2 into sin c minus d by 2. So using this formula for the numerator of this function we get this is equal to limit h times 2 0 minus a this will upon square root of a plus h minus square root of. Now to rationalize this denominator limit h times 2 0 a plus h plus square root of a and this will upon this is equal to limit h times 2 0. Now we can h by 2 into sin h by 2 into square root of a plus h plus this is equal to limit h times 2 0 cos of a plus h by 2 into limit h times 2 0 by 2. This will upon h into limit h times 2 0 square root of a plus h plus square root of this function that is cos of a plus.  This will upon h upon 2 into limit h times 2 0 square root of a plus h plus square root of this limit we can put h equal to 0 and we get this is equal to into cos 0 which is 1 minus into sin 0 which is 0. This will into times 2 0 sin h upon 2 this will upon h upon 2 standard result of trigonometric limit which is limit x times 2 0 sin x upon x is 1. So this into 1 h equal to 0 here we get root a plus root a which is 2 root so this is equal to if we understood the solution of this question.


In this presentation, we'll take a look at the process of entering a job or project estimate. Let's get into it within two weeks. QuickBooks online. Here we are in our job costing company dashboard. We're going to go down to the projects now and we're going to think about the estimating process. Now, obviously the estimating process would happen before typically we start the job, but we want to look at it at this point so that we can compare it to the entering of the data. I'm going to hold down control, going to scroll down just a little bit so we can see our jobs down here. Now we can only see 15 and 16 because I only have the in progress jobs. I'm going to open up this item and I want to look at all jobs and I'd like to look at job number 14 because that's the one that's been completed so we can do the fullest comparison of the estimate entering process versus the invoice entering process. So I'm going to go into job number 14. So we can see the activity that happened through the process. We have the income, we've got the costs, and we've got the profit. So we've obviously entered all this information into it already. Let's think about the estimate process and that would usually happen when we create a new job and we can kind of compare it to the process that we have going through now including basically the invoicing process. So if I go to the dropdown up top and I say add a project and then we go down to the estimate. So we're going to be estimating here. So we're going to go to the estimate field and we're going to be taking a look at the project for project number 14. Now you'll note, of course, the estimate looks a whole lot like the actual invoice. It's going to be a similar kind of process. We're going to be entering this information into the estimate, the main difference being this is happening before we've actually done anything and therefore it's going to be just an estimate, not something that we're going to be used to be billing the client with. Now we also have the statuses down here, which is a little bit different than a standard invoice. So the default would be pending and then accepted. So if this was an estimate and then it was accepted, then we can track that this estimate has been accepted and the job is moving forward, then closed having the estimate to be closed and then if it was a rejected estimate, we don't have to delete the estimate. We can keep it in the system as a rejected estimate. So then I'm going to go through here. We'll keep it as pending. We've got the email. We've got the customer. It's going to be customer one, even though we're talking about job or project number 14. We're going to say this happened as of 01, 01, 2, 0, because that's going to be the beginning of our, our period. I'm not going to put the expiration here, estimate number. I'm going to keep it as the default, which is populating automatically. Then we're going to enter our information in a similar way as we would with the invoice. So it's going to look similar to the invoice. I'm going to be entering basically the line items. So the first one was cement. So I'm going to put the cement render and we're going to estimate this time that the cement render, let's say is 7,500. So we're doing our estimates. Obviously we would have, we would need a professional, professional estimator to help us to determine what we believe the costs will be if there's something like a bid or an estimate. We're going to have the drop ceiling. We're going to say that was 5,300. We're going to then say that we have a flooring and we're going to pick that one up and that's going to be, we're going to say that we believe that one's going to be 1,200. And then we have, we're going to say direct labor. So direct labor, we think that that's going to be, let's say 19,000. We think that the factory overhead, factory overhead, which we might use for the predetermined overhead rate is the way we might be figuring that. It's going to be 8,500. And then we have the cement render, cement render. And I thought I already had cement render and we had it twice here. I'm going to put it in here again. We got 14,000 and tab, tab, tab. And then wood finishing. So we're going to say wood finishing. And that's going to be for, we're going to say 7,000.  And that's going to be for 11,300. And then we've got the stucco. So I'm going to tab through there stucco, tab, tab. That's going to be the 14,600 and tab, tab, tab. Then we're going to have the paint and wood stain. So paint and wood stain. So we'll tab through that. That's going to be for, we'll say 14,000, tab, tab, tab. Then we have the marble. So we'll pick up the marble. And that's going to be for, we're saying 21,000 and tab, tab, tab. Then we've got the flooring, flooring, F-L-O-O-R. And that's it. So we're going to pick that up. And we're going to say that that's going to be 15,000 and tab, tab, tab. Then we have more direct labor, direct labor. And we're going to say that that is 25,000. We're going to be picking up then indirect labor, indirect labor. And we're going to say 2,000. And then indirect materials. I'm going to be picking up at 6,000. And then we're going to be saying that we'll tab through here. Tab, tab, tab, indirect materials. And then we have utilities. We're going to be picking up. That's going to be part of the overhead of the 3,000. And note, the reason we have some of these things in here twice is because we had the beginning balance that we entered into the system. And I'm picking this up basically for the invoice. And then we have the stuff that happened during the period. So you might consolidate the direct labor and the direct labor so you don't have it in there twice, of course, for the estimate. But I'm basically picking this up from the invoice so that we have a comparable item. So then we have the rent. So I'm going to pick up the rent, which is a variant of the overhead once again. And so the rent amount. And notice I've been putting these into, this should be 1,021,000. I'm going to tab, tab, tab, tab, 1,015,000. Tab, tab, tab, tab, 1,025,000. Tab, tab, tab, tab, tab, and then 1,002,000. Tab, tab, tab, and then 1,006,000. Tab, tab, tab, tab, and 1,003,000. All right. And now we're on the rent, which is 1. And we're going to say 4,000. And then we've got depreciation. So depreciation. And we're going to estimate that to be, we'll say, 1 and 6,400. All right. And then we've got the markup. And then the markup, which is a 30% markup. So if this was going to be our cost then, the 277.9, if that's our estimated cost, then we would consider our markup pulling out the old trusty calculator. It's going to be the 277.9 times the 0.30, or 30%. You would think that would be then, or that would be if that was the case, the markup of the 83370. And so that puts us at the 361, 270. So I'm not sure that's a little pretty far over what our actual was, though. But any case, I'm going to keep that for now. So that's going to basically be our estimate, the estimate that we have put into place here. Now, when we think of the estimate, you could think of it a few different ways. Obviously, this could be something that could be an estimate for the job to see if we can then get the job. And then there's questions as to whether how hard the estimate is. In other words, is this an estimate that we're going to stick to no matter what the actual cost is, or are we going to actually go by the actual cost and then do the markup from that point in time? So you could then create, obviously, your invoice based on, and there's just a few other places where I kind of messed up here. This should be, but I'm just going to leave it. I'm not going to adjust it. We've got the zero amounts over here, so just realize that if I mess that up, sorry about that. But in any case, just realize that you can then say if it's a hard estimate, then once you complete the job, then of course you can bill whatever your billing rate is as you go. And your billing would be based on the estimate here rather than what we did, which was actually to use the actual billable items to pull over the invoice and then say, hey, look, this is what we think it's going to be, and then we're going to do what we're going to actually do, which will be the actual cost and the 30% markup. So there's obviously plus and cons to either method you're going to use. If you're more solid on the estimates, if your estimates are really good and you can make a solid estimate and you're not going to have that deviation because there's a solid change in the contract, the agreement that's going to be made, the estimates can give a lot of assurance. That kind of system can give a lot of assurance to the customers, because obviously as a customer, you're going to be worried that the actual cost is going to be greater than the estimate. So then the estimates aren't worth that much if you can't trust the estimate. But however, of course, if the estimate is you're estimating something that's got a lot of variant in it, a lot of preference in terms of the customer, then you're going to want to say, hey, this is what we think it's going to be, but it could vary from that, depending on what your personal preferences are and choices are and whatnot. And so we're going to base the contract based on what actually happens and then has to have a 30% markup. So it depends what it's going to work, but obviously this could be something then that you would use to populate the invoice if that's the system you were going to use. Or again, you could do it the way we did it, which is basically billing the information and then using that billable information to populate the invoice. So I'm going to go ahead and save this. I'm going to say save and close. Now if we want to view the estimate then, we can go to the transactions. I'm going to go to the second tab here with the transactions. And I'm going to sort the transactions or we could filter the transactions by basically the estimate. So I'm going to filter the transaction. We're going to go to the items here. Now I'm going to just look for the open estimates. So I'd like to see the open estimates because I left it open there. And then I'm going to say okay. And then there's our estimate. So we can then open up our estimate from here and take a look at that estimate. And so here's our actual estimate. Once again, if I close this back out, it's loading up a little slow, but that's okay. That's my fault. It's my computer's fault. I'm going to close this back out. And then of course, we can create an invoice. And if we were to create the invoice, we can populate the invoice basically from the estimate. Our options being then the remaining total of all lines or we can say 50% of each line or custom amount for each line. So in other words, if you had a completed job here and now you want to bill for the entire job, then you can say I want the remaining amount for all the lines if we haven't done any billing up to this point in time. Or we can say take some kind of percentage such as 50% of each line item if we're doing some kind of progress billing system or we can have some kind of custom amount that's going to be provided for each line. So if we keep it at the top one, then I'm going to say I want the remaining amount. I'm going to build the entire thing. We're going to then create the invoice. And so it's going to populate the invoice. And now we have an invoice that looks a whole lot like the estimate, right? We created the invoice from the estimate. You can see the link here. If you were to go to that, there's the estimate that it's going to be linked to. Now if we go down, it's indicated by these little chains, these little links mean that it's linked to the estimate. And obviously it's populating this information on the invoice based on the estimate and we get down to our total down below. So note, we already did this. We already invoiced the client and we did so through the billing process rather than pulling the information from the estimate. So it just depends how hard is the estimate? Is the estimate a hard estimate that you're going to use for sure? Then you can use the estimate to pull through to the invoice. If it's not a hard estimate and you'd rather actually bill based on the actual cost in some way, shape or form, then you can use that billing process as we did throughout the problem. So those are an options here. I'm going to close this back out. And do you want to leave without saving? Yes, I'm not going to actually save that because that would be billing twice because we used the other method to do so.  You'll remember and recall that we made the invoice here and we made the invoice that was based on the bill information. So if I was to view and edit, so if we go view and edit the invoice that was actually made, it looks like this and it was pulled over from the actual items, the actual billable items with again that 30% markup at the bottom.  I'm going to close this amount out. So note you could do that comparing the invoice and the actual or the invoice and the estimate and the actual cost as you can see here as we're tracking the actual costs. We don't see a report at this point in time and hopefully they're going to be providing one at some point which would be an easy comparison report of the actual versus the estimate, the estimate versus the actual. What you can do for a similar kind of comparison actual versus estimate is create budgets. So you could go through the budgeting process and that would be with the gear up top and you can then create budgets and there are budget versus actual types of reports. So if you were to go into the budgeting process you can add the budget here and go through that process. I'm not going to go through that in detail but just note that is an option as well. So that's going to be it for now. Let's get out of here.


Good evening ladies and gentlemen, this is the Cavalcade of America sponsored by Dupont. Our play tonight gives a vivid picture of our Navy at grips with the enemy. In this war, chemistry and the other sciences have given us many new and effective weapons. Nevertheless, it is interesting to note that black powder, oldest of all major explosives, is still indispensable in modern battle. Black powder was the first product of the original Dupont plant in 1802 on the historic Brandywine. Dupont is still supplying this essential explosive to the Army and Navy in important quantities. Our play tonight, written especially for Cavalcade by Charles K. Freeman, tells how a gallant warship won for herself the title the Unsinkable Marblehead. Dupont brings you this exciting drama starring Dean Jagger as Captain Robinson on the Cavalcade of America. An East Coast shipyard, 1923. Can you see all right, Mabel? Pretty good. Change places with me. You've never seen a ship launch before. It's an old story to me. Come on. Oh, imagine seeing a battleship launch. A cruiser there. A cruiser. It is a cruiser, isn't it, Will? Oh, yes, yes. A cruiser. The Marblehead. Cruiser's a name for towns, battleships for states, submarines for fish. Oh, see the woman who's going to christen it? Where? Up there, holding the flowers. Say, I wonder if it's a bottle of champagne. Come on over and you can sit. What are those men pounding down there for daddy? Isn't the ship dark? They're driving out the braces that hold the ship so it'll slip into the water. Oh, will it make a big splash? Pretty big. What's that funny thing at the end of the ship, daddy? Those are propellers. They spin around and drive the ship through the water. Oh, I know this. Oh, that's a rudder. Gee, it's as tall as a house. What's a rudder? That's what the ship steers with. Don't ask them any questions. Won't it break off? No. I get shot off, but I doubt it. What if it did get shot off? Having to help them is all I can say. A ship without a rudder is... That was the Marblehead 19 years ago, 1924. I wasn't her skipper then. I wasn't assigned to her until some years later. Fought a few brief months after she was launched. She was the pride of the fleet. Jane's fighting ships gave her the usual paragraph, Marblehead, cruiser class, third of her line, four screws, 35 knots, displacement, so and so, you know. The usual specifications that would be of interest only to a naval officer or the nation's enemy. Nobody had much of an idea then that she would ever tangle with the enemy and blimp halfway around the world from the Java sea after that's getting ahead of the story. Early last year, she was reported sunk off the coast of Java. It was the Japanese who reported the sinking. So sorry, Japanese wrong. One day last spring, the Marblehead got home. Get over the bar line. Order the lines, double up on the engine secured, Mr. Blake. Take over. I'm going below. Yes, sir. Double up lines and secure the engines. Run some battle. Look out, watches. Are you the captain, sir? That's right. Repair crew reporting aboard, sir. This is the Marblehead, isn't it? That's right. They must have sent through the wrong repair order. You look ship-shaped as it can be. You'd better have a look below, this way. After you, sir. Did you say ship-shaped? Sweet. Damn a line. What here, captain? Now the wardrooms and living quarters all need new installations throughout. Where did all this happen, sir? The Java, Java sea. Yeah, but how did you get her back here? You didn't sail 15,000 miles with Alaruda. No, not quite. We rigged up the emergency steering gear in Ceylon. Before that, we had to steer with our engines from the time we got hit. You know what, captain? I think this baby must be unsinkable. Unsinkable? Perhaps. But there were days and weeks after that morning in the Java sea when nobody in his right mind would have given a plug nickel for the Marblehead. That was right after Pearl Harbor when everybody, including the Japanese, were saying, where's the American Navy? Well, this particular unit of the Navy was in the Java sea, maintaining constant lookout for an enemy that never showed up, manning the guns four hours on, eight hours off. Still, there was time to shoot the breeze, blow from the sun, and indulge in the sailor's favorite pastime, belly aching. First section, relieve the water. Control testing. What kind of a war is this, anyway? What are you kicking about? You get a chance to use that gun. You'll talk different then. Maybe we'd see some action if we were on a destroyer. This old cruiser all we ever do is play backstop. Oh, what? This ain't any sandlot game, cousin. This is series. Starts out slow, but nobody ever takes it no walk. What do you imagine? Destroyer's put in at a port once in a while, too. Gee, just to see trees and hills and walk on dry land. Oh, dry up, you're homesick. Nuts, I'm seasick. Sick of seeing nothing but water and sand and palm trees and flat-level country. Where I come from, we got green grass and fields and hills. You should have joined the infantry. You don't know my old man. He did a hitch in the Navy. He spent it all at Great Lakes. You bet it's pretty there. I did my boots there. Yeah, country club. Now, take Sam Pete.  Sorry, Captain. I didn't see you. That's easy, it is, boys. The hills are home, huh? You miss them? Yes, sir, sometimes. Where you from, son? Wisconsin, sir. That's nice country, Wisconsin. And nice rolling hills. You know, I've got a record of that song in my stateroom. Ask my orderly fort sometime. Take it down in your quarters and play it. Thank you, sir. And don't let it get you down, boy. Every sailor's a land lover, part sometimes. So that's the way it was some days, most days. Four on, eight off. Waiting, waiting. Watching for something was bound to happen sooner or later. Eyes tired from constant watching and tempered sharp from the uncertainty of waiting. And that's the way it was that morning, plowing through the glassy waters. Landfall off our port now, sir. Those will be the Kangian Islands. The admiral should be changing course soon Unless those seagulls turn out to be jab planes. Could be. Keep your eyes peeled for a flag hoist. That goes now, sir. Let's have it. Looks like it is. An order to scatter. I had a hunch. Radio, are you getting a message? Coming in now, sir. Let me have as it comes. Patrol plane out of Surabaya. Reports, planes approaching. The Houston has broken out a flag hoist, sir. What message? Houston reports unidentified aircraft sighted. I'll take that. Bridge. Fire scan, look out for reporting. Planes are established by us, sir. I'll make out the signal now, sir. All ships to scatter immediately. We'll call all hands to battle stations. Yes, sir. Lieutenant Bracken reporting, sir. Yes, yes. What is it, Lieutenant? Aircraft formation is approaching a definitely enemy aircraft. Well, this is it. Sound general quarters. You see them, Jonesy? I can't even hear them. Japs are flying high. Won't hear them till they come down with a stick of bombs. Look, I see them now, Jonesy. There. Yeah, twin-engine bombers. Bracken into formations. One bunch heading straight for us. Keep your eye blue, that rangefinder, kid. Water be coming through any minute now. They're almost over us, Jonesy. What's the skipper waiting for, huh? What's he waiting for? Rich danger to them. Stand by for full power. Stand by for full power, sir. Right-standard rudder. Steady on 2-5-0. Right-standard rudder, sir. Steady on 2-5-0. 2-9-5. 2-9-5, sir. One flight's coming in range now, sir. I check with the sky control. Aye, sir. Sky control? Sky control, aye. Get range and deflection. All guns stand by. Aye, aye, sir. Fire control? Fire control, aye. Switch to local control? Aye, aye, sir. Left full rudder. Steady on 0-7-5. Left full rudder. Steady on 0-7-5, sir. Take it easy, kid. Steady. I've got to get one of those guys, Jonesy. Just one of them. Look, the Houston's firing. Why don't they give us the room? Gun six. Gun six reporting, sir. Range to 0-300. Range 2,000, deflection 0-300. A reset kit. Yeah. Yeah. OK, kid. Let them have it. Oh, I let them have it. Oh, I let them have it. Why can't you fasten it? I told you this wasn't no sandbar game. This is a series. Hey, look out. Get down. What's the idea? You'll find out. Listen. All one. You all right, kid? I guess so. You a hit kid. There's just vibration on your feet now. Look out. Coming again. All two. Missed again. And remember, kid. Down off your feet when they're on top. You can't get them straight ahead. All three. Look at that one, Jonesy. Yeah, yeah. Must have got them. He's heading this way. Suicide dive. It's mine, Jonesy. It's mine. Yeah. Game's over if you don't. Look at him come. Steady, kid. Steady. Okay, now. More to stop it. More to stop it. I think I got him. He's walking. I'm in the drink. Yeah, sure did, kid. Home run with the bases loaded. This is only the first inning. Lieutenant Bracken reporting, sir. Gunnery reports range finder knocked out and forwarding the aircraft battery. We'll tell him to share our range finder with the after battery. We'll keep them firing if not by range finder then by guest and by guard. Take us to another one, sir. Off our port bow. We'll get the range of the forward battery. Yes, sir. Look out. Get down. Don't just knocked off my fleet. Where do they get us? Can't tell from here, sir. Not like the port bow. We'll find out. While they're tailing it now, they're probably out of bombs. All right, Blake. Keep all guns man. Aye, aye, sir.  You are listening to the unsinkable Marblehead with Dean Jagger as Captain Robinson on the Cavalcade of America sponsored by Dupont. As our dramatization continues, the United States cruiser Marblehead is still reeling from a withering attack by jet planes in the Java Sea on the navigating bridge. We've lost control, sir. We're circling. Messenger reporting, Mr. Jury, sir. Board compartment splitter is high. CPL quarters. How's our draft, did he say? Yes, sir. Double, fire's about the ward room. The damage control party's at work, sir. Good. Message from Chief Engineer, sir. Steering engine destroyed and let a jam pull out. Just what I thought. Steering engine room flooded messenger? Yes, sir. But they're diving to get it clear. Oh, tell them to keep on it and keep me informed. Aye, aye, sir. Garkins reporting, sir. Garkins.  Sick bay's demolished, sir. We're burning pretty badly below decks. I'm sorry. Took me so long to get up here. How long before we can use the steering engine? No telling, sir. Any orders from the sir? You lay below for first aid. Van Bergen will take over for you. I can still get around. I'll send for you if we need your guidance. Van Bergen, take over for me here. I'm going below to inspect the damage myself. Now, keep circling. That's all we can do until they can get the rudder free. That's the first thing. We're a perfect target this way. What's the trouble here, Garkins? The men are part of the magazine, sir. Keep working on a hatch, kid. I'm working on a fire. It's pretty hot. Let's have some towels, Jonesy. Yeah, yeah. Here's my shirt. Take it easy below. Let's get you out. This hatch is buckled from the heat. Here you go. You help this lad with his hatch. Make your little light for that job. Good work, men. Thank you, sir. That's done it. It's black as pitch down there. I'm going down, kid. Stand by. Let me go down. Jonesy, I'm no good up here. Stand by like I told you. It's a mate's right, son. The men down there in bad shape. Stand by here to help them out. What is it, Otterly? Reporting for engineering officer, sir. Magazines and storerooms are flooded. Fire rafts under control, but others are taken out. What are the casualties? Fifteen killed or fatally wounded. About 50 seriously hurt, sir. Still haven't found them all out. Hey, Corman. How about medical supplies, Carter? Pretty short, sir. Sick bait got a bad. We're trying to get some telecom powder for burns. Yes, sir. It should be some aboard. Find it. No, no, no. Stand by, Otterly. I may need you to carry a message to the bridge. You there, kid. Kid from Wisconsin. Yes, sir? Did you get all of them in out of the magazine? Yes, sir. Just about in time. Last one must have got the ventilator. Jonesy's still inside, making sure. I see. Yes, yes. We'll get him out, round up a working party, and get the gunpowder. Topside and overboard. Well, the hoist is jammed, sir. Then you'll have to carry it up. There's room in between here and the companionway's flooded, sir. Shall we open the watertight door and flood this one, too, sir? Yes, yes. But now be careful. Watch for fire in short circuits. Remember, you're handling gunpowder. Yes, sir. All right, come on, Otterly. I'm going below to the steering room and see. Yes, I may want to take a mail. I may want you to take a message to the bridge. Stay outside.  I know. We've got to get a topside and overboard. Captain's orders. What? Does he know the hoist? Yeah, yeah, I told him. We'll open the watertight door to the next compartment at. Flood this one and use the number four companionway through the next compartment. Okay. We don't drown doing it. Yeah, give me a hand with this watertight door, all right? Okay. Stand by for a duckin'. Pump's gone, Blake. Yes, sir. Repair crew is on the job, though. You know, Captain, we've taken on so much water and lost so much structural strength, I'm afraid she'll break at number one stack if we get any weather. Well, muster all available hands and form a bucket for Katie until we can get the water down. All right. All right, pass them along now, man. What is it, messenger? Reporting for engineer, sir. He's evacuated away to the Ford fire room. Did he say why? The men were being inspected, sir. He can still give you 27 knots, though. As long as he can get oil, it isn't full of salt water, that is, sir. Oh, very good. Report back to your station. Aye, sir. What's the news at Parsons? They just got the rudder free, sir. Miranda Johnson diving and doing it just by feeling the pitch black. Oh, that was a trouble. The motors are burned out, but the hydraulic rams are okay. They bled and freed the yoke. The rudder swings now, but we can't steer. Good, good, good. Nice work. Lock it a midship if possible. I can get on away now. You two men give a hand at the working party that's getting the powder out of number four magazine. Aye, sir. And tell them on the bridge I'm on my way up Parsons. The marble head can still navigate. How are we doing, Jonesy? Not too bad. Find working party. You round it up. Working party of two. You and me. Hey, Jonesy, will you stop bumping into me? That's the third time. I didn't bump you. That was a... Then what was it? Good, just a... Yeah, skip it. Feel a lot better if you don't know. I'll get you. One of the fellas that didn't... Yeah. All right, come on. Let's hurry and get this stuff out of here. Hey, lights. Gee, blind you, don't it? Yeah. Must have got the current turned on. That's good. Hey, kid, look out. Them two wires are short. Kid! How are things below, Captain? The marble head's still a man-a-war. We're afloat. We still have our firepower. It's still making 27 knots. I'll lay a course for Java through the Lombok streets. We'll put in a chila chop. How are we steering, sir? We'll steer by the engines. Just as long as they can keep them turning. Starboard engine ahead full. Stop port. Starboard engine ahead full. Stop port. Aye, aye, sir. Back port. Then even them up. Back port. Then even them up. Port engine ahead. Stop. Starboard. Even them up. Port engine ahead. Stop. Starboard. Even them up. Aye, aye, sir. As a kid, still under opiates. Third degree burns. Will it... Will it pull through? It'll do our best. You, Jonesy? Hi, kid. The doctor was just telling me you're coming along swell. Hurt much? I messed things up good when I bumped into those two live wires. Didn't I? Was... Captain... Aye, aye, I understood. They happen to anybody. Lights coming on sudden and blind you the way they did. What I can't figure is how you got me out before you folded up. Oh, could you, kid? I couldn't have. Yeah, sure. I was... Yeah, it's a doctor here. Oh. Hiya, doc. Don't talk too much now. Try to get some rest. Well, doctor, just a minute. Yes, Captain. Let him sleep now, Jones, if he can. Yes, sir. How we doing, Jonesy? Ship, I mean. Go ahead and do the Java. We can keep ahead of the water that's coming in. We'll be okay. That's good. Be swell to be on land again. Java's so nice and green. Kinda like to get there before... You're gonna be all right. Any, doc? Of course he is. Here's a captain to see you, son. Well, you're looking pretty fit, my boy. Well done. Now, I wanted to bring you that phonograph record, but... Well, isn't much left to my cabin. Or maybe we can get a record in Java. That'd be great. Thanks, Captain. They'll have you fixed up in no time in Java. Someday you'll be going back for a leave, maybe Wisconsin. How about it? How far do you suppose it is from Java to Wisconsin, Captain? We're getting pretty good at this, Captain. We didn't get more than 40 degrees off the course that time. The time we get in we'll be doing fine. Oh, good morning, Doctor. I'm glad you came up. I wanted to ask if you plan to bury the dead at sea. Doctor, I'd rather not. You know, it's funny. I've been a sailor all my life, but when my turn comes, I hope to rest ashore. I'd like to bury my men ashore. What do you think? We'll be in a chila chop in ten hours. We put them all in the afterturt. Well, then, by all means, Doctor, we'll bury our dead ashore. Thank you, Doctor. Almighty Father, here in alien but friendly soil, far from the homes that they've loved, we later rest our comrades. Yet in a larger sense, we know that to men who love freedom's way of life, all lands of freedom are home. We would remember all men who sleep in alien lands, comfort those who have given their sons that liberty may one day prevail through all the earth. Unto God's great mercy, we commit these departed in sure and certain hope of the resurrection unto eternal life. Amen. Port Elizabeth, Simon Town, still wounded but gamely plowing on, the Marblehead continued her long voyage home. Radio report just been picked up from Tokyo, Captain. Yes, well, let's see it. Well, listen to this gentleman. Radio Tokyo. In a ferocious engagement of Serabaya and trepid Japanese airmen today, sank the mighty United States cruiser Marblehead. Lieutenant Seo and Mitsubishi were among those who died heroes' deaths in their sacrificial assault on the Marblehead, which was sunk, despite its heavy armor, plate and savage resistance. They must have got us confused with two other ships. Well, strikes me, the Marblehead's doing pretty well for ships at the bottom of the sea. And doing pretty well, she was 7,000 miles to her home port, but she made it. Then when American repair crews had taken over, I was told a report to the secretary of the Navy in Washington. And it is therefore my privilege to confer upon you, Captain Robinson, the Navy's highest award for distinguished service in the line of your profession. Proceeding without regard for personal safety, you led your men in a successful engagement with the enemy, and in the face of extraordinary odds, brought your ships safely into its home port. Permit me as well to extend to you my personal congratulations, Captain Robinson. Thank you, sir. May I ask one question, Mr. Secretary? Why, yes, of course. Anything you like, Captain. Well, I'll be going back to the ship. And they're going to be asking me just one question. When will we be able to get back into action again? How soon our ship will be ready, I mean. Well, I wouldn't worry too much about that if I were you, Robinson. I have a hunch that the department may be thinking about an admiral's shoulder board spear. In that case, you would rate a more important command than the Marblehead. Well, that would be a great honor, of course, sir. But, you know, I like the Marblehead back if I can get it. I feel safer aboard her than a bigger ship. Safer? Yes, and do you know why, sir? Because it was so help me. I believe she really is unsinkable. Thank you, Dean Jagger. Mr. Jagger will return to the microphone later in the program. But before he does, we have a story of chemistry. Black powder, oldest of the major explosives made in the original DuPont plant on the historic Brandywine in 1802 is again serving in this war. Black powder starts depth charges on their lethal journeys. It ignites the propellant charge in all kinds of shells. It is in the fuse which detonates anti-aircraft and other shells at the proper moment. It is used in signal flares, saluting charges, primers, bursting charges, and many other ordnance items. For these purposes, it is superior to any other explosives. It is so important, indeed, that an Army Navy E was recently awarded to the Bieland Works DuPont Company, which makes black powder for the Army and Navy. Black powder, manufactured from sulfur, charcoal, and salt peter, has been used for centuries as gun powder and as a commercial explosive in mining, quarrying, construction, and blasting operations. It has extensive commercial uses and was the chief military explosive until the Spanish-American War when smokeless powder was introduced. Smokeless powder and TNT are the principal military explosives today. However, black powder has properties that are not complicated by any other explosive. So, although it is not manufactured in large quantities compared to the others, it is valuable in this war as it was in wars of another day. Smokeless powder, the military propellant in common use today, is much harder to ignite than black powder. So a percussion primer in a quick flash sets off a charge of black powder which in turn ignites the smokeless powder. Anti-aircraft, shrapnel, and other shells have time fuses which detonate them at the proper second. And the intricate fuse serves that purpose too. Today the country's black powder mills are busy 24 hours a day, 7 days a week. Old-fashioned black powder is again at war. Tomorrow when peace comes, it will go back to its regular jobs of mining and quarrying as one of the dupe-better things for better living through chemistry. And here is Dean Jagger, star of this evening's Cavalcade. It's been a real privilege to play the part of such a distinguished officer and gallant gentleman as captain now Admiral Robinson. And if our re-enactment of the Marble's Head heroic engagement has inspired you, our audience, to a greater realization of the need for fighting the war every minute of every day, then our efforts have been worthwhile. Next week the Cavalcade of America will present the popular screen star Maureen O'Sullivan in Sky Nurse, the story of a new service in the American Army that is saving countless lives by flying men wounded in battle to face hospitals. Be with us again next week when Cavalcade presents Maureen O'Sullivan in Sky Nurse, an exciting, authentic drama of the war in North Africa. The orchestra and musical score tonight were under the direction of Donald Voreys. This is Clayton Collier sending best wishes from Cavalcade sponsor, the DuPont Company of Wilmington, Delaware. Here's more news from the DuPont Wonder World of Chemistry. New DuPont speedy wall finish covers wallpaper, brick, plaster in one coat. Youth in speedy with water. It goes on quickly, easily with brush or roller. Costs less than $3 a room. Comes in eight lovely modern colors. Remember, speed easy. S-P-W-E-D speed. E-A-S-Y easy. Speed easy, made by DuPont. This is the National Broadcasting Company.