You must borrow for purposes that are necessary. The borrowing must be responsive, Mr. Speaker. The borrowing ought not to give direct awards to your friends. On July 12, Prime Minister and Minister for Finance, Hon. Philip J. Pierre, tabled five motions in the lower house to authorize the government to access capital from various international financial institutions to advance the implementation of key economic initiatives. A US $10 million loan at concessionary rates from the Export-Import Bank of the Republic of China on Taiwan, according to Hon. Pierre, will be strategically invested in St. Lucia's emerging productive sectors and also fund ongoing capital projects. The Finance Minister observed the local CMOS and craft sectors are ripe for expansion. $500,000 will be used for the expansion of the craft and CMOS subsectors. Mr. Speaker, St. Lucia has been doing very well in the production of CMOS for exports and we want to increase the value of the product so we can add value to the raw CMOS and with the support of Export-St. Lucia, the major agriculture, that work is being done so that we can increase foreign exchange and increase our export of CMOS at a higher value. The craft, Mr. Speaker, St. Lucia again has been producing some very, very, very attractive pieces of craft, particularly from Schoesel, and that loan will be used to uplift the craft center and to uplift the production of craft, again causing the people of St. Lucia to get involved in the development of the country paying attention to the people, the regular people, the farmers, the CMOS farmers and the craft vendors and the craft people in Schoesel, Mr. Speaker. Part of the U.S. $10 million loan will also be allocated to the establishment of the youth economy. The $10.2 million of that loan will be used for the youth economy program and as you know in the budget we allocated $10 million for the youth economy project and in your other paper, Mr. Speaker, you will see the youth economy agency bill which is going to be discussed debated on our House, Mr. Speaker. So this money is actually the starting of the youth economy which we've spoken so much about and which has garnered a lot of interest, both in St. Lucia, $7.2 million. The finance minister explained that the investments from the loan will spur job creation, provide entrepreneurs and businesses access to resources and seed funding and ultimately stimulate economic growth in St. Lucia. From the office of the prime minister, free honey is it all.


Hello, students! It's Shayna, your teacher from EspressoEnglish.net. A lot of my students want to become fluent in English. But what's the best way to do this? In this video, I'm going to give you my top ten tips for learning to speak fluent English. But before I get started, I want to invite you to check out all the courses and e-books that I've created to help you in the process of becoming fluent. You can click on the link in this video or in the description for more information and to join my courses. The first important thing that you need to know about becoming fluent in English is that there is no magic bullet. That means there is no secret and super effective way to guarantee fluency very fast. Yes, there are different methods and some are more effective than others. For example, a good English course or program should balance all the areas of language, speaking, listening, vocabulary, grammar, reading and writing. If any of those elements are missing, for example, if your textbook focuses only on grammar and you never practice listening, then you will have difficulty becoming fluent. But the important thing to understand is that becoming fluent in English or any language is a long-term process. So if anyone says they have the secret to instant fluency, don't believe them. You need to invest time and effort in the process of becoming fluent. My second fluency tip is to use English in your daily life as much as possible. It's more important to have frequent contact with English than to have hours and hours of study. Using English for 10 minutes a day, every day, is better than studying for one hour only once a week. Even if you don't live in an English-speaking country, there are still many ways to do this. Here are just a few suggestions for making English part of your daily life. You can listen to English as you drive to work or take public transportation. You can read the news online in English instead of in your native language. You can practice thinking in English while you are doing housework or exercise. Read articles, listen to podcasts, and watch videos in English about topics you enjoy. This is important. You will make much more progress if you are having fun during the process. So really try to use some of these tips to make English part of your daily life as frequently as possible. The third fluency tip is to make sure you balance the areas of language learning. As I mentioned earlier, those areas are reading, writing, speaking, listening, grammar, and vocabulary, and you need them all to be fluent. Many students make the mistake of focusing too much on one or two areas, and they end up being weak in the other areas. One idea is to dedicate one day per week to studying and practicing each area. Tip number four for becoming fluent is to get a regular speaking partner through a conversation exchange website. You can't only study English by yourself. You need to use your English, put it into practice. If you have nobody to speak with in daily life, you can find a speaking partner online through a conversation exchange website. On these websites, you can meet native English speakers who want to learn your native language. This way, you can talk to each other and help each other learn and practice. Here are just a few conversation exchange websites. ConversationExchange.com MyLanguageExchange.com EnglishBaby.com and Speaking24.com You can find many others if you search for Conversation Exchange. Try to speak with your partner at least once a week. This is so important for practicing as well as building your confidence. Fluency Tip number five is one that a lot of students don't think about. It's to read, watch, and listen to English in many different contexts. Here's what I mean. If you only watch news programs in English, then you will be able to understand a more formal style of English, but not a typical informal conversation between two native speakers, which is often filled with idioms and slang that you won't hear on the news. On the other hand, if you only watch movies and listen to songs in English, then you might not be able to understand or write a more academic article. And if you only use English for work, then it will be hard to talk about other topics because you won't have the vocabulary. So make sure to diversify your English input with both fiction and non-fiction, formal and informal English, academic lectures and casual conversations, serious subjects and comedy, and so on. Fluency Tip number six is a big one. Learn to think in English. This is one of the biggest keys to English fluency, but how can you learn it? Well, there's a step-by-step process you can follow. First, begin to think with just some individual English words, so whenever you see something in daily life, try to think of the English word for it, and if you don't know it, then you can look it up later in the dictionary. Then you can progress to thinking in simple English sentences as you go about your day. And finally, you can start imagining entire conversations and stories in your head in English. This is one of the best ways to practice English because if you make a mistake, nobody knows about it. Also, you can practice thinking in English anytime and anywhere. There's no need for a textbook or classroom. The earlier you begin the habit of thinking in English, the easier it will be to speak faster and more fluently. Tip number seven is to say things with different words. Be creative. Two big obstacles to English fluency are lack of vocabulary and pauses or hesitations. This usually happens because you have an idea, but you can't express it in English. It can be really frustrating. However, if you don't know a particular word, try to think of alternative ways to express your idea. This is also important for English sentences. Sometimes you want to say something a certain way because you are translating directly from your native language, but you don't know how to construct the phrase in English. Of course, learning to think directly in English will help you avoid this problem, but also try to be open-minded and flexible in thinking of different ways to say the same message. And this will improve your fluency. Tip number eight to become fluent in English is to practice talking to yourself. This is really an excellent way to develop your fluency and build your confidence. There's no pressure to be perfect and nobody else will hear your mistakes. Yes, it feels a little bit silly, but you can do it alone where no one will hear you, and it's a great step to putting your English into practice. Fluency tip number nine. Don't think too much about grammar and don't worry about mistakes.  But remember, communication is much more important than perfection. Of course, with time, you will want to correct your mistakes, but for everyday speaking in general, you need to relax. And remember that mistakes are not fatal or terrible. The important thing is to communicate. Finally, tip number ten for becoming fluent in English is perhaps the most important, and that is don't give up. Never stop learning. I've had a lot of students who study for a few years, then stop, then start again, then stop for a long time, then restart. Maybe you have done this too. The problem is that you often lose the progress you made before, and then becoming fluent takes much, much longer. But the good news is that you don't need to be a genius to become fluent in English. You just need to be dedicated and practice consistently, following all the other tips I've taught you in this video. If you do this and you are persistent in learning and practicing the English language, then you will reach your goal of English fluency sooner or later. Like I said at the beginning of this video, I have courses and e-books to help you in this long process of becoming fluent. You can visit espressoenglish.net to learn more. If you liked this video and you learned something that will be helpful to you in your English learning, please share it with your friends or on social media so that we can spread these tips to more and more English learners. Thanks for watching.


The proposed method utilizes an intelligent system called crop recommender to assist Indian farmers in selecting the optimum crop based on soil characteristics and external factors, using machine learning algorithms such as random forest, with a goal of achieving up to 90% accuracy in crop predictions. This article was authored by Pradeep Mukund Rao Pethani.


What's going on everybody this is Giovanni from the options trading channel today The day that I'm actually recording this is November 27th, which is Friday And the reason why I recorded this sort of a day ahead of time is because my My schedule is so crazy and full and I just I'm squeezing this in so let's get right down to it We have made $40,000 in the last five months It's absolutely amazing and it's it's cool It's so cool that I've actually have placed all of these trades myself Of course as I've said it in the past. It's not just me. It's not just my brain at work It's it's me and another personnel are using somebody else's money. I've said that time and time again I've never lied about that and I've always been up front with everybody on my channel about that But I want to show you the trades that we got ourselves into this past week We actually had about a $2,500 a week this past week and I'm still holding a ton of positions We've been primarily We've been we've been basically just trading naked options And that's how we made the majority of our of our trades But I'm not gonna actually tell you exactly yet Where we where we're getting these other trades if you're interested Interested in knowing more about these trades and where we're getting them comment down below and don't forget to hit that like Button as well. Let's get right down to the computer screen guys. Here we go First off, I always want to show you the position that we've taken an oil This is a long-term play and this is inaccurate the $20 down. That is inaccurate I believe we were down about 300 400 bucks from yesterday's close ends but check out all these positions that were in Apple Amazon Baba no actually Baba that's gonna that has expired worthless. That's good We made all the money that we can on that trade a doc URH tan Tesla Those some of those expired worthless, which is good. And then we got into a couple other plays I'll show you those plays here in just a minute X HB and XL K Let me show you today's full trades that we made of course today is The 27th of November the day after Thanksgiving and I'm actually gonna release this Video on the 28th, but I wanted to get the data correct before it went away because of course after today It'll change a little bit. Oh, you can't really see that last one. You're just gonna have to take my word for it but Today we bought back our two Amazon calls the 3400 calls at 15 cents We sold those at a dollar Ten I'll double check the tape here in a little bit and then we sold two Amazon 3600 calls that expire next week next Friday at seven days from today. We sold those at 425 So we collected eight hundred and fifty dollars here We also sold it. We took some profits today on T A and we sold three of them at 1410 after getting in on them just under 11 bucks So we made some money there Sold two at Tesla seven sixty calls for next week At 305 we collected six dollar or six hundred and ten dollars, right? Oh in that very bottom one that you can't really see We sold five Tesla Seven hundred dollar calls that expire next week at three dollars and sixty cents You can't see that at the very bottom. We collected about $1,800 there so all together we're up there in the $3,200 range that we're set to collect for next week And then plus all of these trades that we're in that we're pretty much Up on all of them. We're up $313 on Apple Amazon, of course, we don't really care. Those are naked options Baba that's a naked option that expired this week Daki were up $1,100 our age. This is actually a spread. I believe yep vertical We're up $300 on that and Tan we still hold two calls $72 calls that expire on December 18th. We're up for just under $500 Tesla, of course, we'll talk about it here in just a little bit XHB. We're up $315 XLK. We're up $117 Tesla. Man. What a wild ride these two The 650 calls and the 630 calls that expire today they expired worthless Which is exactly what you want to happen when you sell naked options Here we collected what five 700 you know, let's just call it $700 on Tesla and then of course we sold five of the seven hundreds and 762 of the 760s hoping to make about $100 on those and That's pretty much everything there guys again. We started with just under 350,000. I actually had to look back. We started basically we had deposited a total of $347,000 so we're up 40 grand $40,000 in four five months time, which is amazing. I'm super happy I wanted to show you this and Again, just to show you a little bit as to how we're doing this I'm touching just a little bit on the strategy that we're using for naked options It's not an exact strategy But it is an idea that we kind of follow right kind of follow We're using the RSI line once it hits extreme highs or extreme lows it will sell a counter trend trade will sell that option so Really quick. I'm just going really fast on this if it is above 70 and again It's not necessarily having to be exactly above 70 But once it's hitting extreme highs will sell a call once it it's at extreme lows will sell a put When then you're asking well, it you know your counter trending. Yes Exactly the idea is it has to pull back. It has to have some sort of pull bag It's not an exact science. We've had tremendous success Doing this and trading it in this manner. Yes There are several times where it'll go completely against us for quite some time before the pullback actually happens But we haven't gotten burned yet yet being the keyword. I understand how Crazy selling naked options is I don't recommend for anybody any beginner Especially to start trading naked options, especially if you don't know what you're doing Again, this is just something that I wanted to put out before The data changes over the weekend and as you can see This is as much money as it's taking to trade in these positions mainly the the naked options there Over two hundred and eighty two are actually including the oil over two hundred and ninety seven thousand dollars In order to get in get ourselves into these trades of naked options. Yep, that is a lot of money Thank you everybody so much. I greatly appreciate your time. If you haven't already hit that subscribe button down below I'll show you more on our trading Strategy and tips as we go along Don't forget to hit that like button and comment down below what you thought about today's video. Thank you everybody I greatly appreciate. Oh, I almost forgot before I let you go. Let me tell you how much we have made this month I got to go through my notebook here I haven't written down. We have made it for the month of November We're closing the month today because we only have a Monday to go and of course we don't have any options that expire on Monday We made eleven thousand six hundred seventy nine dollars and seventy three cents eleven thousand six hundred seventy nine dollars and seventy three cents That is what is in our book for the month of November. We're making money here guys Greatly appreciate it. Thank you guys. See you guys here in the very next trading video hoping it's a green trade


Hi, I'm Jeffrey de Smit and I'm going to show you how to optimize a school timetable to create a better schedule for teachers and students alike. I'm going to use our open-source software for this called OptaPlanar and let's take a look what it does. So here we have a number of lessons, math, chemistry, French and history and we do assign those to a time slot, A30 or 930 and to a room, room A or room B. Now there's a number of constraints. For example math and chemistry are actually attended by the same students and chemistry and French are taught by the same teacher. So we give all of these data to OptaPlanar and it's going to find a solution for us where it makes sure that all of these constraints are fulfilled. So as you can see in the solution, for example, Marie Curie is first teaching French in room B and then chemistry in room A but not at the same time. On top of this we will also add soft constraints. So for example to give the teachers a compact schedule. So they don't get two lessons that are with a big gap between them. This is the OptaPlanar Quick Start application for school time tabling. So what you can see here is we have a number of rooms, A, B and C here, number of time slots from Monday morning till Monday evening and Tuesday morning till Tuesday evening. And then we have a number of lessons here at the bottom that we need to assign such as biology, chemistry, geography and so forth. Now you can see we already have Matt assigned to 9 o'clock, 8.30 and to room A here. So let's see what happens if we solve this. We can still move this one. So let's see if we start solving this. So here's OptaPlanar comes with a solution and as we give it a bit more time, it actually comes with multiple schedules and the schedules actually improve the quality of the schedules. You can see that here on the score on the top. Now we actually have a score of 0 hard and 10 soft. So what does that mean? Well, 0 hard means there's no hard constraints broken. So for example, if you look over here, there's only one lesson per room at a certain time slot. It's never putting two lessons in the same room at the same time. If you look at the student group, what you see is every student group, the ninth grade here for example, only has one lesson at the same time. No student group ever has two lessons at the same time. And of course, for the teachers, we do see the same thing, right? Every teacher can teach all of its lessons and they don't have to be at two places at the same time. And when that is the case, then we have zero hard constraints broken, right? Now there's also 10 soft constraints. That's actually a positive number. And that tells us that 10 times it was able to compact the schedule for the teachers. And we can see the effects of this right here. So for example, Darren has two lessons, but those lessons are actually back to back, which is ideal for him, because he only has to come to the school once and actually just, and he doesn't have any gap hours in between. Same we see for Marie Curie, five lessons in a row. That's just ideal for her. And we see for the other teachers, mostly a compact schedule, but we have one exception here. Indiana Jones does have two lessons with a gap between them. And of course, the same goes for Penelope Cruz over here. Now that's because of all of the other constraints, of the hard constraints, which I explained earlier, but also may potentially some of the soft constraints, right? So how is this implemented behind the scenes? Well, behind the scenes, this uses a Java class model, right? And so we have a time slot where we have a day of week, like Monday, Tuesday, Wednesday, a start time in an end time. Then we have a room, right? And then of course, we have a lesson.  A subject could be Matt, a teacher could be Marie Curie. And of course, a student group would be ninth or tenth grade or something like that. And then of course, these are assigned to a slime slot and a room. So Java-wise, these are pretty simple Java beans, you know, get or set as potentially if you want those and that's about it. And then of course, there's the constraints. So let's take a look at the constraints, right? So constraint-wise, there's a timetable constraint provider. And what this thing does is it actually enumerates the constraints I've shown you earlier. So one of them is for example, the room conflict. That's a hard constraint that says when you have a pair of two different lessons that are in the same time slot in the same room, then we want to penalize that with a hard weight where we basically say this should never, ever, ever happen. Otherwise, the scheduling is not feasible. And in a similar way, we have the teacher conflict and the student group conflict to make sure that none of these have to be in two places at the same time. So let's see what happens if we disable some of these constraints. So let's disable the teacher conflict constraint and the student group conflict constraint. And of course, the soft constraints here too. I'll explain in a minute what they do. And then let's go back to the implementation and let's reload that. And this is using Quarkus so I can just refresh and actually and restart the application in just a half of a second or so. So I'll click solve again. And now it's going to solve with those new constraints. So on the first side, everything looks fine because all of the, there's no two lessons in the same room at the same time. But actually look at per teacher, you'll see that in some cases, well, this turns out fine. That's by accident. If you look at my student group, you can clearly see there's some issues here, right? So Monday, 8.30 time slot, we have two lessons for the ninth grade at the same time. We're asking these students to be in two places at the same time. So that's not good. So we can go back here. We can actually enable that constraint again for the student groups. And when we then go back to the application, we refresh it again. Here we go. We solve it again. And what actually happens now is it's good for the rooms. It's good for the student groups, as you can see. But let's see how it turns out for the teachers. We didn't have that constraint this time. It actually violated that because it didn't know it existed. So we actually have the case where we are asking the teacher to be at two places at the same time. Similarly, we can fix it again, too, right? So we can enable this one again. So what are these other soft constraints here? Well, the first, the one I talked about earlier, was the teacher time efficiency constraint. That's to compact the schedule to make sure that teachers can teach back to back, basically, and they don't have to come in in the morning for an hour, and then in the afternoon and lose a lot of time traveling back and forth to the school. There's another one. There's a teacher room stability constraint, which makes sure that the teacher is always teaching in the same room. So he can actually decorate that room specifically for his class. For example, you can imagine if you're a math teacher, you would like to hang up maybe some posters to teach you about math, right? And then there's a student group, the subject variety constraint, which just makes sure that students don't get two lessons of maths in a row, or two lessons of French in a row, or two lessons of anything in a row, right? Why? So they can really, students typically prefer to have some variety in their subjects on a particular morning or afternoon, right? Let's enable that one too, okay?  Now you can see by some coding, you can actually add your own constraints. For example, you have certain teachers who don't like to teach in the morning. You can easily add a constraint for that, don't give them morning lessons. Others like to prefer to teach in the afternoon, or in the beginning of the week, it's all possible. And the sky is the limit with these constraints, right? Now, you can see here, it's again solved. And just to show you about the teacher, the students groups, their variety, you can see, well, there's one violation here. They have two times English in a row, but most of the time, you'll see that now here, two maths in a row. But most of the time, you'll see that they do have a good variety. They're not doing two lessons of the same thing in a row, right? So, and of course, if you think this shouldn't really shouldn't be happening, you can just increase the weight on that constraint, make it more important than the other ones. For example, in a teacher compactness constraint, and then you'll get less of those incidents happening, but potentially more teachers having a non-compact schedule, of course, there's trade-offs. You can't have it all, but you can do a much better schedule than what you do right now in a manual way, or with less sophisticated algorithms, right? And so you can create a win-win situation for both the students and the teachers.  And what you can do is you can, there's a link here to the clone to the Quick Starts code, right? And you can actually just grab the Quick Starts code for there, or you can actually download the Quick Starts directly with the green button. Thanks for watching.


Name is Lucia Hindo if I'm a program director at NHGRI and I'm joined today by several of my colleagues at NHGRI as well as Dr. Demali Martin from NCI. So, a couple of housekeeping notes before we get started, please note that this this webinar is being recorded so that we can post it on the NHGRI webpage for this consortium afterwards. Please keep yourself muted until it's time for questions just to keep the the noise level down for everybody. And then the way that we're going to run the webinar is to start by giving about 15 or 20 minutes of overview by NIH staff followed by questions and answers. So, if you could hold your questions until after the introductory portion, that would be great. Any WebEx questions or issues can be directed to Catherine Solari at the email address you see here. Okay, so let's go ahead and get started. I'll start by explaining briefly the rationale for this exciting consortium. So, as no doubt, all of you are aware, polygenic risk scores are a burgeoning area of research in both epidemiology as well as clinical implementation. But the motivating factor for this consortium in particular is that there are increasing data that PRS prediction and non-European populations is poorer than it is in European populations. And these are some data from Alicia Martin and colleagues on the UK Biobank showing prediction accuracy across 17 anthropometric and blood panel traits. So, what you can see here is that relative to Europeans that Black Dot, the prediction accuracy over all of these traits is lower in American and South Asian populations. It's about 0.6 fold of what it is in Europeans. And it's about half of what it is in East Asians and then a quarter fold in African populations. So, we can see here that based on existing GWAS data that PRS prediction is vastly poorer in non-European populations. And what we would like to do in this consortium is really to accelerate scientific progress through bringing together data sets and expertise. These contributions include developing methods to improve the applicability of PRS to diverse populations, integrating large scale cohort data with existing data that are currently dispersed across different resources, increasing sample size in helping to improve performance of PRS in diverse populations. Developing approaches that can be applied to multiple health and disease measures. This is a characteristic of many of our genomic medicine consortia where if one approach is developed to analyze or approach or study a particular disease, it can often be applied to multiple health or disease measures. So, there is benefit and synergy in that regard. And then we're aware of a lot of other data sharing standards and efforts, including those in PRS that are being developed in other areas and other programs around the world. And we expect that there will be synergy with those consortia and programs as well. So then there are a couple of overarching goals for this PRS RFA. First, to leverage genetic diversity to develop methods and to improve the applicability of these PRS across diverse populations and for a broad range of health and disease measures. And then to optimize the integration of large scale harmonized genotypic and phenotypic data to facilitate collaborative analysis, disseminate PRS related data and develop related resources. So we're really focused on convening sites and data sets and expertise who can help us develop these collaborative analyses and disseminate the related resources that will help the broader community at large. There are several common consortium objectives. First, to identify and integrate data for relevant cohorts. There are a lot of existing data right now with differing levels of accessibility. And a goal of this consortium will to be to identify and bring together these cohorts that will be contributing to different disease studies based on PRS. Of course, this will involve standardizing the genomic and phenotyping data and mapping the traits to existing ontologies for harmonization across the different sites. Developing and applying methods to generating and refining PRS for diverse populations. Establishing external collaborations for PRS validation and implementation research, including those who are looking at clinical implementation of PRS such as the upcoming emerge consortium. And then identifying secondary uses related to health and disease research. And the idea here is that the infrastructure and the expertise that will be developed in this consortia could be broadly useful for studying other outcomes besides PRS potentially. One of the concepts that we wrote in the RFA was diversity first, and I wanted to take a moment to explain to you our approach to this. We are aware that there are a lot of other PRS studies, of course that are ongoing and even those in diverse populations. But as you all know, the most accessible data sets are likely to be those that have European ancestry participants. So for this consortium, we would like to emphasize the use of non EA data until the maximum value has been extracted from them before exploring data from European ancestry participants. And this is true even if the EA data sets are much larger and more frequently utilized. So we really want to focus first on the non European genetically diverse data. And so as you're putting together your applications, and if you are planning to include large numbers of European ancestry participants, we encourage you to describe the scientific purpose and pitfalls of using data from these potentially larger numbers of EA participants, and then to think and justify the resulting biases and, you know, think about more than just including these populations for a simple convenience or expediency. The RFA, the consortium is comprised of two different RFAs study sites and coordinating center, and I will start by describing the expectations for the study site applicants. So study sites will bring existing cohorts together to maximize sample size and genetic diversity for cross consortium analysis. They'll address collectively the challenges related to differing availability of clinical data, data use limitations and availability of summary statistics. They'll identify and harmonize health and disease measures for cross consortium analysis. Come up with ways to integrate ancestry into the analysis. Identify metrics for improving PRS prediction. We're finding PRS based on updated data that are accessible to the consortium. Participate in consensus approaches to developing and applying PRS. This is a really important point I want to focus on because each of the site applicants will come in with the strengths of their research team and the research questions that are interested in exploring. But for this consortium, we really want to take advantage of the synergy among the site. So we're expecting a lot of effort to be put in by each site to developing consortium approaches. To analysis and dissemination. This would of course include contributions to cross consortium working groups. And then the last point to emphasize is that we do want to form this consortium with the idea that we'll be conducting research and there's a section of the RFA that includes examples of research that you can think about as you put together your application and think about how this research fits into the broader goal of the consortium. For coordinating center applicants, we expect that they will provide overall and logistic and scientific coordination for the consortium. They'll lead the data science aims of the consortium, which relate to proposing fair approaches, findable, accessible, interoperable and reusable approaches to data integration and analysis. They'll work with anvil and external standards groups. They'll lead cross consortium genotype imputation efforts, cross consortium outreach and dissemination efforts. And as needed, they'll provide and convene LC expertise. This is such a hot research area and there's a lot of other related efforts going on. So we want to make sure that we have our pulse on the, on where other avenues for PRS research and conversations are happening, which could definitely include LC expertise. There are two additional components to the coordinating center to help improve the data that will be accessible to the consortium. The first is to provide limited support for affiliate studies who may not necessarily be funded through the RFA, but may be able to contribute data and expertise to the consortium. And then for the, for the first year only at the beginning of the consortium to provide some limited genotyping for populations or participants of unique scientific value who do not have genotyping data yet. So, because I've gotten a few questions about sort of what might the consortium look like, I thought it might be helpful.  This is showing five hypothetical study sites, a coordinating center and several affiliate studies. And the points that I want to emphasize here is that the study sites can really encompass a number of different models that meet the goals of the RFA. So it might be that one study site is only including one cohort that meets the goals and then others could be including various numbers of cohorts as part of one application. So we're encouraging flexibility to meet the goals of the RFA. And I'm also showing how the coordinating center will be responsible for helping to invite and convening affiliate study sites as well. I want to talk a little bit more about the cross consortium focus of this RFA by giving you an example of how we see working groups coming together. So working groups are envisioned as the focal point for trait specific and cross consortium PR analysis. The study sites will contribute domain and analysis expertise. And the coordinating center will facilitate the research and the convening of the working group. So here's for example, a hypothetical coronary heart disease working groups where the cohorts might belong to different study sites. And then with affiliate study sites will come together and harmonize phenotypes and do PRS methods development and analysis. So this is sort of separate from each study site coming to a working group. We're looking at the cohorts that would actually be contributing data to analysis of that working group trait. As a consortium, there are several deliverables that are expected. So the first is project data sets with harmonized data. And these include summary statistics and metadata describing the cohorts. We encourage individual level data where possible. But if you look at the RFA, there are, there's a whole section on data sharing that describes some of the nuances and some of the characteristics of the data sets that might be valuable to this consortium, but may not necessarily be able to share individual level data. We're expecting that consensus PRS models that are developed by the consortium to be shared, including the SNPs weights and covariates that are necessary to interpret and apply the models. Tools and resources that are developed by PRS investigators policies and standards to enable data sharing, including LC. And then finally, any data and approaches facilitating validation and clinical settings. There are a number of other consortia, including emerge and other efforts that are likely to find results and resources from this consortia to be very valuable in clinical implementation of PRS. I'm going to stop here and turn it over to Dr. Ken Wiley. You will talk about the anvil resource that's described in the RFA. Thank you, Lucy. So I want to take a moment to just go over the anvil. This is NHGRI's cloud-based resource, funded cloud-based resource that this group will actually utilize. The anvil is actually a cloud-based infrastructure and software platform. In this case, it's built on top of the Google cloud platform. It's built to provide a shared analysis of computing environments so that investigators and users can have for their own collaborations as well as work with collaborations and consortiums can work in collaboration with other groups. The anvil will also provide data access and data security. This is on the same level as those provided by DBGAP. As a matter of fact, the anvil is considered an NH designated repository. In addition, it will house genomic data sets, phenotypes, and their related metadata. Because this is a cloud-based resource, a bit off of the GCP or the Google cloud, there are costs associated with using the anvil. Those costs include egress charges, computes, and storage. However, the anvil is also working with other groups at NH, such as the science and technology research infrastructure for discovery, experimentation, sustainability initiative, also known as the STRIDES initiative. That's being managed at a CIT to find ways to manage some of those cost controls. In addition, the anvil is not supposed to be focused on just power users. The anvil is, so user training and outreach is actually critical because we want this resource to be used for the broader clinical and basic genomic science community. The anvil is not designed to be developed as a silo. The anvil participates in the federated genomic data commons ecosystem, which is basically efforts that are initiated by different NH-funded cloud-based resources to make our resources more interoperable with each other. In addition, the anvil is focused on incorporating new scientific and technological advances as the community requires them. If you go to the next slide, please. So I've talked about this shared workspace and shared environment. I wanted to kind of go in a little more depth about what I mean by that. So in the case of this work environment, the work we call, which we call workspaces, these workspaces are being provided by TERRA. In TERRA, you will be able to have a workspace to do your own analysis, bring other group members that you would like into your workspace to do shared analysis, as well as use workspaces at the consortium level to work with other consortium level, other consortiums. So the workspaces will provide facet search, let you leverage established pipelines and workflows, as well as do exploratory analysis and exploratory workflows that you would like to develop to do your analysis. Instead of trying to have a multiple, instead of trying to piece multiple development utilities together, the workspace will also provide an integrated development environment. This will allow for improved programmer productivity by providing software for authorizing, modifying, compiling and deploying and debugging software. And because this TERRA, TERRA already comes in, you may have to click the next one, see the next slide, because you're just going to click through all of them. Yeah, thank you. Because this is, we're using TERRA, TERRA will come with Jupyter notebooks and widow for use. But because INNHCR has funded this resource, we wanted to add tools that are more common for the genomics community to use, such as Bioconductor, what plans to bring the UCSC Genome Browser, Galaxy and RStudio online on board this year. In addition, we have a dock store, anvil based dock store that will be for sharing containerized tools and workflows. Next slide. You can learn more about the anvil by going to our portal page, which is located, the address is located at the bottom right, anvilproject.org. There you'll have information about the different aspects of the anvil if you just click all the way through. You'll learn about what the anvil is, the data sets are available, the tools and training and resources that are available, as well as training, news and events and points of contact. The portal page will also provide access to understand how to submit data sets to the anvil, as well as a link to actually going to the TERRA, the anvil branded TERRA page where you can start your accounts and start developing using your work, your workspaces. And that's all I wanted to share with the anvil. Thank you Ken. And next we have Dr. Damali Martin sharing a little bit about NCI and their involvement with this RFA. Damali. Hi, good morning everyone. First of all, I'd like to thank our colleagues at NHGRI for inviting us to be part of this initiative. And so, as many of you know, the mission of the NCI is to lead, conduct and support cancer research across the nation to advance scientific knowledge and to help all people live longer, healthier lives. And we do this through a number of different ways, including funding cutting-edge research on cancer causes, treatment and prevention, training the next generation of researchers, and funding cutting-edge research such as the ones that will be funded under this initiative. NCI is fully committed to address cancer disparities and the lack of representation of minority populations in genomic studies underscores the urgency to ensure appropriate representation in large genomic initiatives such as this one. Next slide. And so we're really happy and excited to be collaborating with NHGRI on this initiative because this RFA is consistent with NCI priorities to address cancer disparities among minority populations. We believe that it has the potential to address what we see as a major translational gap in genomic medicine and for future utilization of genetic information and the prevention and treatment of cancer. It also aligns really well with our priorities under the NCI Moonshaw Initiative, which many of you may be familiar with, but the Moonshaw Initiative aids to accelerate the pace of discoveries that enable better therapies while improving our ability to prevent cancer and detect it at an early stage. And so under this RFA, the NCI plans to fund one of the PRS centers, and while the RFA is not disease-focused, we will only fund a center that's focused on cancer. And I'll stop there and turn it back over to Lucia. Great. Thanks so much, Damali. So we're getting ready to wrap up the introductory portion here. I did want to point out some other RFA sections of note. I've covered most of the high points of the RFA, but I would like people to particularly take a look at the data sharing in this initiative section to learn more about the expectations for data sharing within the consortium and external to the consortium. It's always worth exploring the some of the more formal sections of the RFA and what we consider to be instructions to the applicants. A lot of this is described in the program formation and governance section, which describes how the consortium components fit together. The PHS 398 research plan has specific instructions for applicants who are applying to each of the RFAs. And then I always like to encourage people to take a look at the application review information. So this is what peer reviewers will be provided for as far as criteria for review of your application. And then a little bit more about the review and selection process from the standpoint of the funding agency. So we have some criteria in there that describe programmatic priorities for NIH. Okay, so I'll conclude there and then we're going to try and open this up for questions and in orderly way. I thank you for everyone who's joined us. We have quite a few people on. Let's start by letting people unmute themselves or typing in the chat box and we'll try and take your questions one by one. So the floor is open. Catherine, you might have to help me. I'm not sure if anyone's raising their hands. Okay, let's see. See a question in the chat. So should the proposed phenotypes be available across all the affiliate member cohorts in a study site? So I'm going to change the wording of the slightly we have a specific reference to affiliate members that we talk about in the RFA that has to do with the coordinating center recruiting affiliate member. So I'm going to address this as if the cohorts in this question apply to a single study site application. So the goal is basically to maximize the phenotype that are available across the entire consortium, but of course as one applicant puts together their application, it's impossible to know who else is implying. So within your application, I would suggest that you maximize the amount of phenotype information that's available across the cohort. So this may mean across the study site across multiple cohorts. So this may mean that not every cohort has every phenotype, but you should be very clear in your application about the value across the cohort and provide sample sizes as appropriate for the different traits, if not everybody has every phenotype. The second question was should all the affiliate member cohorts have genotype data at the time the application is submitted. So the way that I've addressed this is that when you put together your application, you should be very clear about what your application will be able to contribute in terms of genotype data and phenotype data. Of course, sites that have datasets where the genotypes are already completed will be perceived as being more ready to be analyzed. We do allow for some flexibility if there is going to be genotyping available during the course of the project period, but you would need to describe that in your application and you would need to describe the readiness of those genotype data to be available. If the genotype data are potentially available but don't have funding yet, for example, then I think you need to be clear about that as well. So the basic goal here is to provide enough information about the datasets that could contribute to your application that reviewers and NIH can evaluate what that application would actually bring. All the in-person consortium wide meetings be in the U.S. This is implications for the budget. Yes, I would make that assumption. Please confirm that the total budget $1 million includes the indirect costs. I believe this is for the study site applications and, yes, as described in the RFA, the $1 million is a total cost estimate, which includes indirect costs. Okay. I see a couple other chat questions. Let me see if there's any quick follow-up about what I just said. Was that clear? Question. Oh. Yes. The explanations were very clear. Thank you. Okay. Thanks. Do we need to budget for Anvil support? Short answer is yes. There is a section in the RFA that describes how data sharing will be conducted and how the data integration will be done on the Anvil. I might turn it over to Ken to describe a little bit of the nuance about how those budgets, how you might think about putting together those budgets. No problem. Yes. So as I mentioned before, there is cost associated for the Anvil to include egress, storage and compute. Those are based off of marketing prices. And so there is a, since it's built on Google, if you went to Google's website, you can get a sense of what those costs are. There are opportunities for us, as I mentioned before, to try to provide some resources to help address that, but these are still in development. As I mentioned, the strides effort, we're beta testing strides in the Anvil now and we're still working on that pilot. And so my recommendation is that you budget for the market prices for using this resource. When we start making transitions to moving data to make them available to the public, then there will be, there may be the opportunities to have costs offset for that. Because we're working with the Anvil team to help facilitate ways for making data that's available through open or controlled access to the public, have those costs restored offset. But aside from that, those costs would be applied to the user. So you should budget accordingly for those costs. Okay. Thank you, Ken. Let's see. I'm going to keep going down the chat. Does the coordinate center have to develop the same set of activities as a study site or will it have only coordination activities as described in the slides. So the slides really are a really high level overview and very brief. So I would encourage CC applicants to read the RFA, but I will answer this question in terms of the overall consortium goals are the goals for both the coordinating center and the study sites. And even though I've highlighted specific areas where we're expecting the coordinating center to take the lead within the consortium. They are full members of the consortium. And so we're, we're relying a lot on the coordinating center for scientific leadership as well as kind of facilitating and coordinating. So I would encourage applicants to read the RFA and again some of the instructions about the specific areas, scientific areas that we'd like applicants to address there. Okay, what's the difference between affiliate study and cohort in the diagram of page 9 of your presentation. Let me just go back there. And we can take a look. Okay, so it's this one. Okay, so cohorts are depicted here as data sets cohorts that are submitted as part of a study site application. So someone who sends in a grant application for a study site may convene in this diagram anywhere from between 1 and 6 different cohorts that they're going to bring to their application. So those applications are funded, but then of course there will be other data sets that aren't funded as part of the consortium study sites, but may be evaluated to the consortium. So the coordinating center will be tasked with inviting these affiliate studies who aren't funded as part of the study sites, but might provide data sets and expertise. And if you read the coordinating center RFA, there will be some funding provided to the coordinating center to pay for limited personnel for these affiliate studies to participate in the consortium. Okay, I hope that was clear. And we do computing on our own local cluster. Can I think that's one for you. So that's actually a very good question. We are encouraging groups to use the anvil, but we understand that due to both geographical and situations that you may have to do some at computer on your local cluster. So we, we understand that we would be, we, but we are encouraging people to use anvil for this for this effort, but it's not an exclusive one. Thanks, can can you take the next one to the RFA said that the storage costs will come from the CC budget and is ambiguous ambiguous about computation. Yes, so the RFA that the storage costs will come from the courting center budget and that is. Okay, so that's a good question. So there are, this is some we'll have to work with the courting center on, but because there's data sets that you're going to be uploading that that may be covered by the courting center, but. You may have separate data sets you may or ancillary data sets you may be bringing will be expected to be covered by the site. So we'll have to work with the courting center. On that, but I would again, I would have you budget accordingly for the storage. And then we can work with you if we need to, if those, if those costs need to be modified. Yes, that's the second part of that question. Can you confirm that study sites for egress and computing since like, yes. Wait, I'm sorry, I'm kind of lost. Sorry. Yes, yes, yes, yes, yes, yes, sorry. Yes, sorry. I saw another one that popped up and I kind of lost. Yes. Okay, good. Yeah, so egress will yes that the short answer to that question is if the RFA says storage costs will come from CC. I mean, is it ambiguous about computation? Can you confirm that SS should budget for egress and computing? Yes. Great. How are you planning to evaluate an application if to study sites contribute with overlapping cohorts, perhaps with different phenotypes or overlapping cohorts. So, this is a question I've been getting and the simple answer is that we are starting at the level of encouraging. If people belong to cohorts who are actively analyzing data and who are active members of those cohorts, we're encouraging cohort leadership to kind of come together and help prioritize the applications that will be submitted to the RFA. That's not always easy to do because some applications may be including multiple cohorts. So, the way this is going to work is that of course, each application will be peer reviewed and that each application will be reviewed on its own merits. But at the time that the NIH is ready to make funding decisions will obviously take a look at potential overlap among different applications that scored well. And we'll have to work with the eyes of those applications to minimize the overlap among the cohort. So, I think we recognize that there are cohorts that are likely to be proposed across multiple applications. But NIH, of course, will not be funding duplicative efforts. So, that will need to be evaluated after review to the extent that cohorts are going to not be able to address this at the time of application. Yeah, I think that's how I would answer that. Was that clear? Are there other questions related to overlapping cohorts? We've been getting quite a few people who have had that question to me over email. Okay, if not, I'm going to move on. Are you expecting diversity within a study site or can a study site represent a single non-European group of cohorts? So, I might need a little bit of clarification. Diversity within a study site as reflective of multiple non-European groups. Really? Sorry, go ahead. Were you expecting to have European and non-European groups within a single study site or can they all be non-European? They can all be non-European. So, let me put up a slide. Let's see. That is a visual summary of some of the language we had in the RFA. So, we had some strongly encouraged criteria, which is at least one non-European group with at least 10,000 participants, or if you have at least 20,000 participants, 50% of whom or more come from non-European ancestry groups. So, they can, you can include only non-Europeans or you can include Europeans, but we ask that people meet the criteria of having at least 50% of participants come from non-European ancestry group. And then you can see some additional higher priority criteria here. So, we're encouraging everybody to at least meet the strongly encouraged criteria if you're going to apply. And then please take a look at these high priority criteria as they will be factored into funding decisions as well. Is there a limit to the phenotype table in the appendix? One table, multiple tables merged across. I'm not sure if you're asking about a page limit. I don't believe that as long as you're responding to information that the RFA is requested that there is a limit to the phenotype tables in the appendix. As far as how you present the table as if it's one table, multiple tables merged across the cohorts, I would encourage applicants to think carefully about how reviewers might be able to best get a sense of the value that you're bringing to the table. So, yes, you probably could put together multiple tables if you're, for example, putting together five cohorts, but think about how easy it's going to be for reviewers to get a sense of the value of your data. I think if there's anything that you can do to make it easier for reviewers or for NIH staff to understand which participants, which phenotypes you're bringing to the table, I would encourage you to think carefully about how to present those data. Are there funds for new genotyping? So, I did mention in the Coordinating Center of Priorities that we would be providing some limited funds for high value cohorts. So, the way that will work is that after the consortium is funded, those high value cohorts or participants will be identified.  Don't request budgets for genotyping because those won't be considered for the study site applications. Some people have asked if we have high value cohorts, but they're not genotyped yet. Is it okay to mention them in the RFA? I would say they shouldn't count towards meeting the goals of the RFA, the common collaborative goals that I mentioned before, because they're not yet available. But if you have ideas for examples of high value cohorts that the Coordinating Center could be considering for the limited genotyping, I think that's fine to mention. Okay. Diwali looks like this one's for you for the NCI funded study site. Would this study site be expected to only cover cancers or would cancers be one of several different diseases? That's a good question. Preferably, we would prefer grants to only cover cancers, but if there is a really good grant that application that comes in that is looking at cancers and other diseases, we will also consider it. Okay, thanks. And yeah, I think a lot of the cancer cohorts will have, I mean, their primary focus is, even if their primary focus is cancer, they may have other phenotypes that could be used for cross consortium analysis as well.  Yeah, absolutely. Okay, great. Suggestions for how the Coordinating Center should budget for storage and collaborative analysis on anvil when sample sizes and data volumes are unknown. Is there a floor ceiling on data size that should be used for budgeting purposes? Can I'll start and then I'm going to ask you to chime in, but I think that, you know, as far as the number of sites will know from the RFA, you know, we have a range of sites that will be potentially funded. And then the study site criteria, which you see here is definitely sort of a floor for what we hope people will come in with. But I agree. This is probably something that we don't know necessarily what the ceiling will be. So, can I might ask you to chime in to see if you have any thoughts for how people should budget with this uncertainty in mind? I mean, see, you pretty much covered it. It's the idea you start with what was in the RFA as your foundation and then, you know, budget according, you know, from that, with the understanding that, I mean, as we get more and more into, you know, the program, get a better sense of what we're looking for. You know, we can work with you to make adjustments that need be, when I say we, and I should work with you make adjustments need be to cover if the costs are varying from what was originally proposed. But for now, I agree. Start with your initial budget for what you see in the RFA and go from there. Yes, and NIH is going to have to do some work as well in preparing to fund this consortium to take a look at, you know, the number of not just the number of study sites, but the number of cohorts and the number of sort of places that these data reside because I think that could have an impact on the budgeting as well and how many sort of touch points to anvil we need. So hopefully that was helpful, even though we don't have a firm number that you should be using. There's some first principles for you. I'm in day to day sharing if some studies cannot share individual level data, could they be still be part of some of study sites by running you oh one analysis in house so every application is probably going to address this a little bit differently. You know, some people who who are only proposing to use individual level data who that can be shared with everybody I think that's a much more straightforward model but if you read the RFA we do allow for some flexibility and for example if some data sets aren't able to contribute individual level data then you know describe the way that the summary statistics can be used. So I think when you're thinking about limitations about data sets that you're thinking about using. The key thing to think about is tie them to the goals of the RFA and be very clear about how those data will be used so I think you could still propose to include data sets where summary statistics could be shared but the onus is more on the applicant to describe how those data sets will be useful to the consortium and propose ways that they could be shared with the consortium, if not through individual level data. Well cohorts may have hundreds of phenotypes available that could be used to evaluate new PRS methods. Should the study site proposal select a specific number of phenotypes to evaluate as part of the project. Oh, this is hard. Yeah, hundreds of phenotypes is a lot. I mean, I think it's going to be a judgment call in terms of how you describe the value of your application. So, you know, I'm guessing hundreds of phenotypes could be like ICD-9 codes, for example. So an applicant is going to have to describe to a reviewer and to NIH sort of what the primary strengths of those applications of their cohorts are. So I would suggest, again, going back to the goals of the RFA and then really highlighting the primary value of the cohorts, but, you know, describing the potential breadth because I think we will be looking for some flexibility once the cohorts are convened to include phenotypes that maybe a site didn't think about making as a primary phenotype but would still be available for cross consortium analyses. So, and I think that will probably will be complicating that appendix table that we spoke about either. I don't know that including hundreds of phenotype tables would be helpful. But again, I think, you know, you need to use your best judgment as to what phenotypes, what traits, what participants are going to contribute the most to the overall goals of the RFA and then tailor your application that way. And if you have specific questions, feel free to follow about your dataset. Feel free to follow up with me over email. Okay, can one next question, can one propose to use public data only eGDB gap. So I have gotten this question about what datasets are appropriate to propose, can we propose datasets that are already available. And the answer is, so I'm going to refer back to the study sites and I'm assuming this is for the study site. So, you know, think about how you're going to meet these criteria, it could be a combination of public data as well as other data that aren't publicly available, but consider that if the public, if you're only going to be using public data, public data are available to the scientific community at large. So the onus is going to be on you as an applicant to describe how you're going to use those data to meet the goals of the RFA and what specific strengths your research team will bring to using those public data. So short answer, yes, but I think there needs to be a little bit more thought and more work done in the application to explain how those public data will be used to meet the goals of the RFA. And then also, if you're planning to use public data, I think there is still the onus to describe in the application, the ability of those public data sets to meet the data sharing section of the RFA. So, you need to have some familiarity about how those data could be used within the consortium as well. So we're not just looking for lists of data that that could be used from DBGAT, for example. Okay, we're at the end of the chat. Let me, let me see if anyone wants to chime in with the question. It looks like we got one more. Okay, thanks. Please clarify how many affiliate members the CC should plan to support for travel to in-person meetings. RFA suggests that CC supports up to 10 affiliate members traveling three meetings a year, i.e. 30 trips annually into supporting. I'm sorry, I'm not, I'm not sure I understand this question. Are you saying that the RFA language about supporting up to 10 affiliate members for three meetings a year isn't clear? This is Terry, I guess I just wanted to confirm that that interpretation was correct. Yeah, I have to go back to the RFA actually did it did it say 10 affiliate members traveling to three meetings a year or traveling to annual meetings or something like that. I think whatever we put in the RFA is the guidance to follow, but I don't have that number off the top of my head actually, but maybe we can follow up on that if it's not clear my apologies. Thanks so much. Any other questions? Any comments from NIH staff? Let me, let me, while I go to the final slide here. Any other questions from NIH or any other comments from NIH staff about the RFA? No, nothing for me. Thank you. Okay, thank you. So, I will just leave you with this final slide here. If you have additional questions, feel for, feel free to contact me for NHGRI and Damali for NCI. Let me mention one thing, which is just keep an eye out for any additional notices related to this RFA. In the webinar, of course, you all found from the notice, hopefully, so thank you all for joining. I want to let people know there is I've gotten some questions about the due date for the RFA. It's currently June 23rd. If that due date gets extended, you will see it posted in a notice that will be coming in the NIH guide. So you might want to keep an eye on that. So no official word at this time though. If there are no questions, we will go ahead and thank everyone for joining this applicant webinar. We thank everyone for their interest. We're really excited about this consortium and the applications that we'll be getting. So thanks everyone. Have a good day and stay well. Bye. Thank you. Bye. Thank you. Thank you.


Okay, like I'm gonna phone in a bit. I'm in a big cap Hey set the tone Let's go That's the bet. Hey, I got hey, I might pitch to you if I get a pick. So you're gonna crib. You better crib Now I'm gonna give me a pick for show make it to today Make a play on the ball. Yes, let's go coach. Hey, man, let's go stand out. Let's go And it might take a shot. Here's Russ And that is knocked down Jeffrey Simmons Russ much it's a bit off. Yes, sir. Yes, sir. Appreciate the change


Hello there. So I'm making this video because I kind of sort of messed up. I Well, I didn't mess up. So but yeah, no, I sort of did mess up I I made a video a while back about Google Translate and basically explaining why Google Translate Won't take our jobs, you know and and because as translators we always I mean chances are if you're translator Someone's approached you someone's told you'd be like Oh, well your job your profession won't exist in a few months because our few years or whatever It might be because Google Translate is gonna take over some other form of machine translation. It's gonna take over and And so you'll be out of a job. And so why even get into that job? And yeah, I've had people even say that one guy was saying his daughter wanted to become a translator and who is saying is like Well, I told her not to do that obviously because you know, obviously it's not gonna exist Like he's looking at me like it's such an obvious thing and I should agree and Anyway, so I did this whole long video talking about why I didn't think it was the case But they're always talking about machine translation and how I feel machine translation isn't Well, it isn't keeping up. It definitely isn't up now But it won't be able to keep up just because language has so many, you know different. I mean it has different forms of of Nuances and metaphors and similes and innuendos and humor and the slang is constantly changing etc. So anyway, so I addressed all these points kind of technical points and showed Why it works why it doesn't but here's a problem that same guy approaches me next time or someone approaches you and And says oh Google Trezzi is gonna take over while you don't have the time to go over Every single example of why it won't Translate this expression correctly or that expression correctly and why it's not gonna keep up and how the algorithm works differently from people and we You know are a lot better at interpreting All these expressions that are bit off anyway You know you can you can watch that video and where I talk about it But unfortunately, it's very hard to make it concise and make it Make it, you know something that you can tell someone just there off the cuff right a party And that's not even the main reason why we don't have to worry about Google translate And I should have addressed this main reason because it is something a lot shorter and a lot easier and a lot more evident That usually people don't think about For why Google translates not gonna take over and what I mean and why translators will always be needed and and you know and they'll be needed for a long time and So today I wanted to discuss this point because it is a different point But it's no less important in fact many times more if you have to be having to deal with all this Objection and having to deal with people, you know always bring up this question. So as Most of you know the way the Google Translate, you know and all these machine translation the way the algorithm works is they kind of take examples from what's been around so say There's a you know cafe gets translated as coffee, right? And so but say I misspelled coffee and I write it However, it was anyway, I write it incorrectly and then and you know So Google translate sees the incorrect translation when it's parsing all the stuff on on the web And and so it has the incorrect one, but then it finds the correct one And so there's two ways to translate cafe, you know coffee misspelled and coffee spelled correctly and then Goes through other 50,000 different variations and realize that's the correct way to spell it Not the incorrect way and so it knows, you know to take the correct one and then you know how to translate cafe into coffee That's how it works, you know, it takes other examples of translations and it figures out You know how to translate whatever you write down based on past translations and that's the problem Every time you plug a paragraph a sentence or whatever it might be into Google translate Google Google owns that paragraph and And there's nothing you can do about it the moment you put it in there it's there So if you're translating people's confidential stuff, you're translating annual reports You're translating any legal documents any contracts or anything that people would rather not be public out there then you're probably in violation of whatever contract you sign when you're working with them and You know, there could be legal records because not only is it then available, but it is actually traceable I mean, this is and I don't know how to do it But you know, there is a way to do it you can you know go back to the IP address and you know figure out when it Was posted from yeah, which address or what area and you know, you can kind of figure it out anyway, but regardless you You're violating a whole bunch of rules and and yeah You're basically putting people's confidential information out there, which you can't be doing it and you know That's the thing Google needs that information in order to take all the other, you know compare it to all the other Translations out there and figure out what's best. It's not that it took everything else out there Whatever you put is gonna be kept confidential. No everything you put there is all put into the mix so it can keep improving its translations and And so yeah, then it's out there and that's that's a huge issue, you know And most of these companies in fact if especially if potential clients or companies come up to you and tell you well You know why we need you Google Translate is gonna be great in a few years or something You're like, yeah If you want all your personal company information out there on Google Translate and you should remind them by the way if any of Your employees right now are putting stuff in Google Translate You know be very careful because that means all that information is out there so Yeah, you know, this is a huge thing and no matter how good Google Translate's algorithm gets You don't usually want to share this information and just make it public So and you know, this is I'm thinking all types of I mean I think most translations at the end of the day except marketing because obviously marketing you want it to be out there But anything medical anything legal any type of contract most business and financial stuff Anyway, yeah, you know and personal correspondence stuff like that Anyway, that's the problem with Google Translate being translate sys-tran I guess, you know all these all these ones that operate out there now. There are other ones as well I think I've mentioned before There's Linguia. There's a context reversal and stuff like that and these operate in a similar way But it's they're different and safer. First of all, they only parse it from publicly available documents If you go to Linguia or anything like that I do a lot of financial translations and I realize it uses a lot of documents published by the EU and That's why you can link to the original document and the original You know the original original the original translation and you can compare them because these are publicly available documents at any time You put something in then you can search for stuff But it doesn't use whatever you put in as As the translate or you know as anyway, it doesn't record what you put in also You can't put in whole paragraphs You can only put in a word at a time or maybe, you know two words or something like that So, you know, these are a lot safer than Google translate and being translated and all those I keep Signaling out Google just because I see most people, you know, that's what most people mean, but so anyway, this is a huge reason why Google translate a isn't safe and be Cannot be used by so many companies out there and so Translators will be needed for a long time to come So this is probably the best answer to give when people are bothering you at cocktail parties or whatever it is saying Well, you're it's a dying industry and you won't be needed That's probably what you should respond and you can mention that actually it's way behind it It'll take it a long time to get up with the times But in the meantime, this is also a huge issue completely different from the ability of the machine translation to keep up So anyway, yeah, I just wanted to put it out there because I realized that I hadn't mentioned it in the video But you know, there's something that is in back of my mind, but it didn't have to deal with machine translation per se So I didn't even mention it in that video, which I probably should have So hopefully you can use that as well in your arsenal for people when they tell you that translators have no future or stuff like that and because to me that's Anyway, such a big obvious point, but Yeah, hopefully you can find this useful If you do don't forget to click thumbs up because once again that always helps Don't forget to subscribe if you haven't because that also helps In fact, after you subscribe if you click on the bell next to it Then you can get notified every time there's a new video So you don't have to go check and wonder when there's a new video and stuff like that and Yeah, that's it. I'll see you in the next video. Thanks. Bye Okay, just quickly to add something as you can tell I'm wearing a different shirt This is this is the next day, but before posting this video. I just wanted to add something quickly You don't always have to feel the need to correct people by the way and and this I've learned to myself that when people Feel the need to say, oh, there's no future in translation Google Trends is gonna take over and all that my instant reaction is to want to correct them and tell them all the ways They're wrong and I guess that's why I made all you know these videos about it But there isn't always need of of course if they're thinking of hiring a translator Then you should set them straight just because a you know They're gonna make a mess of it if they try to use Google translator They'll figure out quick quickly enough that they shouldn't But that'll help them along and be you know, they might actually hire you But if this is someone else entirely or they're just saying it have a conversation You don't really need to correct them all the time and you know many times It's a lot of effort for for nothing really and let's face it Like if it's someone who's thinking maybe of becoming a translator and that's the reason they don't then quite frankly I think at least they're you know, they're kind of getting into it for the wrong reasons or at least They haven't done their research correctly and you know, that's one less competitor. I guess Anyway, it's I feel I always have the instinct that I want to correct people whenever they mentioned You know this whole Google translate machine translation thing But I've learned over time that you don't always have to and you know Sometimes you can smile and nod and be like oh well, we'll see or you know, whatever it might be but anyway at least now with these videos you have the you know, hopefully the information and Plausible response to give to people should you wish to give it, but you don't always have to feel the need I just wanted to put that out there And that's it now the video is done. Thanks. Bye


This is just a bit of an overview about some of the planning sessions. We've done some initial project definitions for our custom domain hosting, middle-card data sets to be merged into the data lake, to cancel subscription deflection. And then we ran a solution, like our final solution design for decommissioning school plans. So that's our old plans that were there and they're going to be officially decommissioned in mid-December, so then we'll only have the LMS plans available and on our code base, sorry, not available, you can't actually buy the school plans. And then for the next planning week, we've got some solution design sessions to be running for the marketing automation intercom project, feature upsells and just reviewing our success measures within the middle cloud.


So, one of the most buzz-worthy trends our team identified for 2013 is coffee. Now, you're probably thinking, how can coffee get more popular than it already is? Well, first, the health benefits. Did you know that coffee is the number one source of antioxidants in the U.S. diet? And the National Institute of Health published a study that showed that coffee drinkers live longer. But really, it comes down to the number of ways we can enjoy coffee. There's bottled canned products, instant and sweetened products. We've got the good old fashioned coffee bean, of course, if you do your brewing at home.  Every brand of coffee has jumped on board, offering pods in the grocery stores. And there's also the option of using a reusable pod with your own beans. And there's eco-friendly versions as well. So, coffee is just continuing to come on strong.


But we are lining educational system for global relevance. Norsim Mandela once said and I quote, Education is the most powerful weapon which you can use to change the world. Now, is our current educational system ensuring the right education for our children and preparing them for the future? But recently I had a conversation with a little girl and she told me that she was taught about the tribe that is associated with the usage of different perfumes in Nigeria. Then I went through her books and I saw that in one of her subjects she was also taught that it is the duty of the mother to cook and clean and the duty of the father to provide. I became disappointed and disgusted at such level of parochialism in our educational curriculum. School curriculum ought to evolve continually and should be in tandem with understanding issues of local and global concern. This will enable our children to grow with the right kind of mindsets, relevant skills, knowledge to challenge the status quo and change the world. For educational system or curriculum to be relevant for a fast evolving world where globalization is at the center and fostered by technology, the following should be considered by relevant authorities while planning for the educational system. Appreciating globalization, exposure to global issues ranging from learning about history, culture and contemporary issues, understanding technology where now in the era of connectivity, metavas, virtual reality, automation and robotics. Skill acquisition, soft skills like enhancing cognitive ability effective communication, empathy and enforcing positive values fostering creativity. Children should be guided to discover their potentials. Innovation and intelligence should be refined. Education is beyond schooling but we must ensure that our schools should be the right environment where our children can get quality education. So let's discuss your thoughts. You're talking primary and secondary schools. Yes, primary specifically. So the fact that we don't teach history is a problem. So I think it also starts with that is that we need to know who we are, who we were to know where we're going. We need to know ourselves and then place ourselves into the context of the modern world. And so we have an issue of the identity right off the bat. We need to completely change our educational system. I'm sure everybody here will agree with me. It's absolute nonsense. And what really taught a lot of parents that is when we were on lockdown in Covid and we're all teaching our own children. And I totally revamped their curriculum and understood that look, it's not all about open book, learn this, learn this. They had to learn how to take care of themselves. They had to learn how to cook and clean and not just the girls, the boys. They had to learn to garden, to plant things, to clean, to imagine, to draw. It's not about your skill. It's not about the ability at that point. It's about exposing children to all the things of life and allowing them to find their direction within a framework of course. And we in Nigeria, we have a tent to just say you will do this. You will do that. Girl does this. Boy does that. And not realizing that we're short changing our entire society in the long run in our future because what you segment or partition one child in and put another in is what you're doing for an entire future in the nation. And we need to think in larger terms when we're thinking about the education of our children but I can go on and on. Because I have special needs, child. And that's another subject. The thing is shortly before I get to Juliet, I can feel your pain. Look at this issue.  You are trying to teach your children to learn about how to be responsible. And then when they get back to school, imagine this curriculum where they have to tell them that the father's job is just to provide and the mother is to cook and clean. And then they come back to tell you that this particular tribe, I won't mention the name. They are used to using different performance. And then they are messing with your children's mind. So our curriculum should be devoid of sentiment on tribal or gender sentiment. So your thoughts, how do you think we can carry along young people because they need to grow these children. They need to learn skills from small. How to build themselves. So firstly, since you are asking these questions, my first answer is the home is a primary educator of the child. So that's what I'll say for that. But let's look at the educational system as a whole. You see, I think the main work should be done by the ministry. This is me. Because before now, we went to sleep when we saw that there was a huge value, huge improvement in the private sector. So we all focused and put our children in the private sector and the government sector suffered. So maybe the ministry was not governing the private sector. Apart from when they are giving licenses and the likes.  So now it's biting everybody. It's really biting people. So the ministry has to have like a blueprint. They have to have an agenda, like a goal. What do they want for, what kind of end game do they want for our children? What do they want our children to know, to like, to do at the end? I mean, while passing through the educational system and create that curriculum that will think that it has to be done at a national level because now the entire system is messed up. And people are thinking of sending their children abroad now at very young age because we're waiting for university and masters before. Now people are doing secondary school at grade nine. People are thinking of sending their kids abroad because they are structured. Their curriculum is in sync with the time. Because they are doing research, they are implementing. And we are just there with the same textbooks we use. I'm still doing computer science using book, using binary code. You see some computer test. This is what I used like 20 years ago. So we're not even involving. I think the sector, the ministry. But is there even the will to involve? Is the will there? Because you bring up that point about the private sector, the private schools. Everybody sends their children to private schools whether it's the low one or the high one because unless you have any choice unless you don't have any choice you will send your child to private school.  And I don't really know what value government school is giving. Apart from maybe getting the free meal for the child if that is still in effect. So it's so messed up and it's so frustrating and just on top of the kegs or powder kegs or explosives that we're just putting on top to explode this country. This is a major one because this is the foundational years. And these are the important years and these are the impressive years. And children eventually will wake up to the fact that what they're learning is nonsense. Why should they even bother? It's just to do yaw yaw or let me just let you talk currency and start trading. And school is a scam and to be honest university is a scam in my opinion. But we're not, we're just talking about primary and secondary school. Well Victor what does this all mean? Victor you have to speak now. So I mean I've got two things to say first. I think that what we have consciously or subconsciously trained to become from cradle is to be literate and not to be educated. So you can know stuff and you are not educated. How many first class really that we produce are really educated. Education changes you as a person. You're able to use that knowledge and at the slide, I love the fact that Tonya said take her children on creative thinking, imagination, doing stuff and all of those things. Once I made a joke, I mean I've been learning X, Y, X, DYGX, I came into life and life was not asking me X, Y, X and find Y. I wasn't looking for X.  So secondly I believe like Gilead said where your heart where your treasure is where your heart will be and where your heart is is where your treasure is going to be. Where is the heart of our leaders? Where is the treasure? Where are they putting the treasure? Where is all the money going into? How much funding goes into education? So like she said do they really care about education? I mean it's not about when it's election we start eating with young people. It's such a great thing. You just nailed it. But there's something we've been doing recently like Wimbis, some organisations Wimbis just did one the big sister programme. We went to different public schools but secondary school children it was amazing because even though they think the school system is a fraud but by seeing us seeing us that are otherwise successful I think it gives them that aspiration because it was like some form of mentorship. I mean I really respected the Heads of Schools who allowed us and went to like about six cities I'm sorry there was Calabar there was Potacot, Abuja, Lagos and somewhere else and they shared over 80 of us to those schools we went to all the classes we did some mentoring it was really really nice maybe we can also do that while we're waiting for the Minister of Education to do that Yeah we can't wait for it I'm going to chip this in I hope they will listen to us I remember several times in convocation ceremony where they will say the best student in accounting get 5000 or 50,000 and then somebody will do one something not so necessary in entertainment and gets 10 million error I hope you know that the country and the economy will not only be built on entertainment we need quality education Indeed society challenges are never ending hence they need to keep advocated in our private spaces we hope that it all coalesces into improved humanity existing Join us again next week on another edition of The Advocate The Advocate continues on our social media platforms on Facebook Plus TV Africa Hashtag The Advocate NG and Instagram at Plus TV Africa Hashtag The Advocate NG To catch up with previous brokers go to plustvafrica.com forward slash The Advocate NG Don't forget to subscribe to our YouTube channel Plus TV Africa Let's keep advocating for a better society Bye for now


We got Marquis here, you guys want to get rolling? Who would like to, who would like to start it off? Yeah, Marquis. What, so let's just start right here. What, what happened with the fake, with the punt, the block punt? Where did that go wrong? Well, first thing I'll say is, you know, great execution and great effort by Dallas, being able to time it up and, you know, get an opportunity to block a punt for us. More so, it's just more so cleaning up and, you know, our technique and our footwork and our pad level. That's where it came down to is more so overall just our technique and fundamentals and just being clean and consistent with that, no matter what time of the game is that's happening on just being detailed with that, but all the credits to Dallas. Well, what's the concern level from you in your overall special teams operation at this point? Because there's, there's been a few breakdowns throughout the course of the year, not obviously always punt, but between some of the kick coverages and, and some of the returns like where, where's your confidence level on the special teams at the moment? I have a lot of confidence in our special teams. Again, Mike, we get better with reps and, you know, big picture wise, this is only, we haven't finished this half of the season with the new staff, new players, new philosophies, new concepts, new teaching techniques. So can't really, I know there's a couple of, there's been a couple, you know, like minus plays as if every team in an NFL, but, you know, everybody is paid, you know, just like us getting the opportunity to have some positive plays on special teams as well. So being able to clean that up and being able to, you know, adapt to the roster, adapt to guys that are active, inactive guys are playing and getting the, the 11 out there and being able to play together and operate at a high level. So we're only going to get better with reps. And again, we're excited that we get the opportunity to play Thursday night. And the last thing for me or Darrell can't go, is that April Williams at that point? We'll see. We don't know what is going to shake out like when it comes to the roster. We'll find out more come game time. So whoever's out there as a returner, as a gunner, as, you know, whatever position it is, like we're going to play with the 48 that are healthy and ready to go come Sunday or come Thursday. Thanks. Marquises, Josh, do you, is there any trend line through Bill Belichick special teams units through the years that you've noticed? Say that one. Is there any what? Is there any trend lines? Is there anything that's a common denominator in all of his special teams units that you notice particularly?  I know that they pride themselves in that and making sure that they know the rules within the game. So those are things that they really harp on and you can see it on film when it comes to various phases in special teams or various situations, situations within those phases. I'll answer your question, Josh. Yes. Yeah, definitely. Thank you. Today, sure. Scott, you guys have anything or Chris? No, all good here. You're good. Chris, anything? All good here. All right, guys. Does anybody else have anything for coach? All right. Well, thank you guys. Appreciate the time. Thank you guys. Thanks, Marquise.