So, we begin with this second module devoted to measurements. In a sense the introduction was to build up an understanding of the theoretical concepts and the practically important applications, that we must now graduate into measurements. And we look at certain aspects of work of addition and then consider the surface and interfacial tension measurements. To begin with, I would raise this question for you. In the backdrop of what we have seen so far, if our task is now to estimate the work of addition between a given liquid and a solid and if the situation corresponds to the weighting of the solid by this liquid, then how do we go about this measurement of work of addition? You would know at once that because this liquid weights a solid, we cannot hope to make measurement of an equilibrium contact angle. The contact angle will be necessarily 0. So, that relation between work of addition and the contact angle and surface tension per save would not be applicable. So, we need to think of something different. We have to contrive our measurements such that we should still be able to work in the ambit of the theoretical framework, the approach of which had been outlined earlier and we should still be able to derive this quantity work of addition from the measured contact angle. In the situation we look at is corresponding to a judicious choice of another liquid. So, we evolve our theoretical analysis down to consider a system where two liquids are to be analyzed while they are in contact with a given solid. So, here is the way to go about this task and what might appear as analysis similar to what we have been doing especially in the later parts of introduction module. We would see continuing here, but by virtue of the relevance of this system to many practical applications and measurements, I decided to club this section in the general discussion of methods and measurements of this module 2. So, what are we looking at? What is our system? Let us say we skip a few slides and go directly to the situation where we represent with the help of a diagram what system we are looking into. We have the given solid S over here like earlier the liquid in contact with the solid in the lower part is represented as that capital L by that later capital L, but we have replaced the air above this liquid by the other liquid denoted by capital M and that liquid will be a liquid that we got to choose. So, the only difference in this diagram and the one we had begun with in the method of virtual displacement of the three phase contact line is in M replacing E. Like earlier we would have surface tension replaced by interfacial tension between the two liquids L and M. So, gamma L M acts horizontally and the inclination of this plate with the horizontal is angle theta such that the interface now is planar right up to the contact line the three phase contact line here between L M and S. So, that being clear we go to the analysis. Like earlier when we take this system of two liquids in contact with the solid we have F S M S as equal to F S L S plus gamma L M cos theta. In your minds you can imagine F S M S is being the precise replacement for the surface tension of solid which would be or interfacial tension of the solid S with the liquid M above. And F S L S replaces the interfacial tension between the solid S and liquid lower liquid L. So, it is the same balance of forces, but written in terms of energy for solids. Now we have these two situations when we talk about the work of addition let us say we have the solid in contact with given liquid L and we go from here to the solid S separated from the liquid L. Likewise we can have liquid M on top of solid and then we have the separation of the solid and the liquid. We are replicating the thought extent which goes into the derivation of Dupre's equation. So, if we have the total interfacial energy of the system in this state minus what is there present here that will be the work of addition of the liquid L to solid S and similarly for liquid M with respect to solid S. So, we return to the slides with that clarification and we find that W S L is now equal to F S AS the free energy per area of the solid in contact with air plus gamma L A that is the surface free energy per area of the liquid or surface tension for the liquid gamma L A minus F S L S the interfacial energy for the liquid L in contact with solid S. And likewise W SM is equal to F S AS plus gamma M A minus F SM S. So, far everything is fine we make certain observations and for clarity maybe you can also add in your mind some more subscripts for theta in equation 12 because that is for two liquids L and M in contact this theta is even better expressed as theta subscript L M that is for the two liquid system. As I remarked earlier our liquid M is chosen such that this theta L M is measurable. The difficulty we had to overcome was presented by the fact that the liquid L would actually weight the solid. So, theta L would not be non-zero that is why we had this new situation constructed between two liquids. So, that now we have a theta L M which is measurable. Now if we could work with these equations such that W S L which cannot be obtained from Young's equation could now be inferred from the other measured values. So, we play with these equations a bit first we subtract the equation 14 from equation 13 that gives us W S L minus W SM is equal to gamma L A minus gamma M A plus F S M S minus F S L S we have gotten rid of the free energy per area for the solid F S A S. Now using this first equation that is the energy balance for the two liquids in contact with the solid this equation 12 for S M S F S M for F S M S as shown over here we have for F S M S gamma L M cos theta plus F S L S and that F S L S cancels with this F S L S when you substitute for F S M S that gives you W S L minus W SM is equal to gamma L A minus gamma M A plus gamma L M cos theta this is the left over term when you substitute for this difference F S M S minus F S L S remember this theta comes from the two liquid contact with the solid. So, it is the theta subscript L M that is a measurable one. What was the concentration in choosing this liquid M? How did we decide upon this liquid M? One thing it should give you a measurable theta in the two liquid contact system that is one second concentration was that M should not actually weight solid S which means if we were to take this solid and the liquid M they would give you a non-witting or equilibrium system. In other words the contact angle M would make on S theta M would be non-zero ok. So, when we inspect this equation W SM should be obtainable from Young's equation from the major theta M. So, once we have theta M this can be substituted the surface tensions interofficial tensions and the two liquid contact angle are all measurable. So, that means the only quantity which remains to be reduces what we wanted the work of addition of given liquid L for this solid. There are certain practical consequences for systems of this sort. First to take note of is the following that in any extent of this kind if a liquid is already present on the surface of a solid and if it has to be replaced by another liquid this can be a very very slow process. For instance here one may say that to begin with in our extent the solid would be in contact with the given non-witting liquid M. Even then the waiting liquid L would take possibly a long time to displace this non-witting liquid M from the solid. And you will realize from what we discussed in last couple of lectures that this is the source of hysteresis. Even if the liquid M does not wait the solid the high surface energy of the solid is likely to pick up whatever is in contact with it of M and they thereby reduce the otherwise high surface energy. And when liquid L comes in contact with such M covered solid it would have to displace M from solid that could take time. And even very very thin layers of M over the surface which is now invaded by L will be able to clear M only so slowly that the advancing contact angle will be much larger than the receding contact angle. So, hysteresis of contact angle in such systems can therefore be quite large. Talking about a generalization in practice one may have to think of a liquid like L displacing liquid M from a solid in a system which is a powder or a fine capillary system. Even though the contact angle made by liquid L theta L is acute and the displacement of M by L would be possible it just could be a slow process. Given the particles or the capillary systems crevices one could guess that these time scales can be typically large. Since the free energy of the system however is lowered in the process with larger FSMS being replaced by a smaller FSLS which you can see from this equation 12 because cos theta is positive and only then that spontaneous displacement of M by L will be possible. Such replacement of liquid M by liquid L would be theoretically possible, but it could be slow and sometimes it could be so slow that it will have consequences in practical applications like in oil well flooding. Eventually of course, all powder or capillary system will become spontaneously weighted with L, but to make the time scales manageable for practical viability of process one may require to apply a pressure difference to force liquid L to occupy solid S and such situations are common in the oil recovery scenario. Enhanced oil recovery will have umpteen number of such examples of different degrees of inventiveness. So, I just have this application to site and you can think of many other systems where the two liquid systems would be involved and in which the first liquid will have to be replaced by the second liquid. Workup addition could be calculated from measured theta L M and theta M. This has already been expressed theta M being known WSM is gamma M A into 1 plus cos theta M and therefore, we can determine WSL. Over here we must emphasize one particular precaution which is kind of generic whenever you deal with two liquids. Over here the two surface tensions gamma L A and gamma M A and the interfacial tension gamma L M must be for a system where the two liquids are mutually saturated. L should be saturated with M and M should be saturated with L before the surface and interfacial tensions are measured. Otherwise you could expect spurious results and that of course, holds also for the contact angles measured. Now here we change the gears we look into the very practical aspects of the interfacial science and engineering. The experimental methods and the theory behind these various methods we begin looking into the measurement of surface and interfacial tensions. I am sure some of these methods are known to you from school level chemistry and physics. However, it should become quite clear when we look at couple of methods that there are many aspects of measurements that one is not aware of sometimes after even prolonged academic exposure. This kind of sends a message also across the board for all interfacial science and engineering measurements that we have got to be extremely cautious in our measurements. Before we make any measurements it is necessary to clean the surfaces involved very thoroughly. These preparations can be laborious and demand patience. Even slightest contamination could alter the surface and interfacial tensions significantly. Here I may add also a precursor to what will be postulating later that what appears like gentle magnitudes or gentle changes at the level of surfaces can amplify into very significant values when viewed in bulk terms. All differences in surface tensions could actually make a very large difference in the bulk terms. So, we got to prepare all the solids and liquids involved. This diagram tells you little bit about how to prepare a liquid surface. You may make use of a jet of cleaned air directed at the surface like shown here and this fine jet of clean air would be able to push the impurities at the surface downstream towards this end. And here a fine capillary attached to a pump would be able to clear off the impurities which are accumulating downstream. So, a fine capillary attached to a water pump can be used to suck off the impurities from this surface and if that is done for sufficient time the liquid would be expectedly clean. Hopefully ready for the surface tension measurements. However, there is no need really to be complacent about our measurements yet because even liquid surface are notoriously known to adsorb impurities and some impurities may be harder to remove than by just this action of a fine jet of clean air. So, what do we do? If there is a chance that there is a small level of impurities still adhering to this liquid surface and it can produce gentle looking changes in the surface tension. How do we ensure that we get rid of these impurities too? It is here that I would expect at least some of you will be able to visualize what might be there on the next slide. You know how we visualize flows in our fluid mechanical work. We make use of fine particles or dyes. When we want to visualize the fluid dynamics in the gas flows we may use a streak of smoke and following how the smoke progresses will be able to get an idea about the nature of flows. In liquids like water we might introduce a dye or we might introduce very finely ground aluminium powder which would permit you how the liquid flows or yet another visualization aid which is used is finely ground fish scales. So, these tiny shiny particles would also follow the fluid particles and help you visualize the flows. What has that got to do with the cleaning of the liquid surface to ultra pure levels? Thinking about particles we have some contact point in the discussion that we had in the kinetics of spreading. Remember the Langmuir stuff in which a layer of liquid was covered by talc particles and by immersing an inclined plate which is pre coated with the liquid of which spreading we want to study we would be able to visualize how the talc layer gets pushed by the spreading liquid. So, there we had an example of surface flow visualization how at what rate the spreading of the given spreading liquid on the substrate liquid occurs. Here we must make use of our knowledge of interfacial or surface energies and the generic principle that I have been trying to convey to you is that the system always tries to minimize the free energy most of the arguments can follow from there. So, if there are certain surface impurities here which need to be captured by this fine capillary and they are not actually being carried completely that is the reason why we need to have some intervention here. We can think of spreading on this surface a finely ground talc powder which is prepared in a special way such that our method of preparation of this powder necessarily imparts it a very high surface energy. And if that is achieved then whatever impurities are present here would be getting adsorbed on such high energy talc particles and then those talc particles will be easier to push with the help of this fine jet of air and would be also easier to collect by this capillary pump system. That is exactly what is shown in the next slide. We use a small quantity of ignited talc which is magnesium silicate heated for 4 hours at red heat. So, if there is any greasy material adsorbed on the powder this would get removed and when you sprinkle a small amount of this talc powder onto the surface of the given liquid it will be able to adsorb most of the impurities there and improve also the efficiency of their capture by this capillary. This is just to give you an idea as to the level of detail which can go into the simple looking formulae which you always remember from what you studied about methods of surface tension or interfacial tension measurements. Some of which will be quickly revisiting in the following slides. But before we do that let us also address the preparation of an interface between two liquids. How do we clean up an interface? Liquid L in contact with liquid M, it could be oil water combination, generic representation oil water combination. It is basically a two step process. First we take the heavier liquid and we clean it up just the same way as I have described here. So, first siphon off the surface layers push by a fine jet of cleaned air then sprinkle it with a small amount of ignited talc powder and prepare the heavier liquid first. So, it is a clean surface now on top of which you could add the lighter liquid. If you want to be extra careful you could prepare the lighter liquid in the same fashion separately. That cleaned up liquid could be placed on top of this heavier liquid and prior to doing that you could still make use of talc particles at the surface of the heavier liquid prior to pouring the lighter liquid and then you can use suction at different points to remove the interfacial layers. That way you will ensure that the interface will be now really clean and would not be affected by different values for or lower values of surface tensions or it interfacial tensions. So, that is the way one one goes about in preparation of the liquid surfaces. The question naturally then arises as to how one prepares the solid surfaces. After all while measuring the surface or interfacial tensions we will have apart from the liquid or liquids at least one solid. Now, how you prepare the solid surface is obviously dependent on what method you are using. So, we will deal with the details regarding the preparation of solids as we address each individual method. So, we expect to deal with a couple of methods today here. The first one is what is known as the ring method. Visualize maybe with the help of this diagram a ring which has the cross section shown by these two circles here. These two field circles are part of a ring and not shown the other part of the ring just the cross sections indicating the ring is immersed in liquid. And you connect this ring to certain external device so that this ring could be lifted out of the surface of the liquid. When you show an intermediate position like this by virtue of the surface tension of the liquid you would have the different menisci as shown here. One over here another here which should be identical for identical rings and then the meniscus here, here and here. What we do is we take this ring slowly out of the surface of the liquid. At some point as you are lifting this ring the surface tension which is trying to cling to the ring will be overcome by the upward pull that you apply on the ring. If we can measure that vertical pull then we should be able to determine the surface tension. Surface tension determines the force required to detach this ring from the liquid. This is one of the oldest methods of measurement of surface tensions. There are obviously number of variants which differ slightly. You could have for instance the ring attached to an arm of a balance and you could counteract the force surface tension force acting on the ring by the weights in the other pan or in another variation we have this ring attached to a very light beam carried on a horizontal torsion wire. Constraints for this torsion wire must be known. When you have a ring attached to a torsion wire then the ring method is referred to as using a tensiometer with this name do now tensiometer. What is not indicated of course here is that this is attached to a light beam on top which is connected to a torsion wire. So, it should be possible to measure the vertical pull required to overcome the action of surface tension. We could now go into the theoretical interpretation of the results. We would equate this vertical pull to detach the ring to the total surface tension force and that will have to address the total perimeter or in this word equation we could say the pull required to detach the ring is equal to the total perimeter of the ring times the surface tension and this total perimeter will have to be taken as twice the length of the wire which makes the ring. The reason is liquid is trying to pull this ring both on the inside over here as well as over here outside. So, the total perimeter will be twice the length of the ring. Small correction corresponding to the diameter of the ring is something which might cross your mind. You will see later that we have to be very perspicacious here in being aware of the corrections that are required in such simple theories. So, having made note of that fact that the total perimeter is twice the length of the wire making the ring and the wire diameter possibly could play a part we can move forward. So, in this simplest analysis the vertical pull on the ring f is equated to the surface tension gamma times 2 times 2 pi r as a rough balance between the vertical force and the surface tension force. And this should be valid at the moment the ring snaps off from the liquid surface. So, this is what is equation that comes to your mind from the school days gamma should be given by f by 4 pi r. We need to worry about how good this method is now. We begin with questioning the assumptions which have gone in implicitly in this derivation. The first assumption was that the surface tension force acts vertically. Look at this diagram this is magnified, but it does not appear actually at this scale that the surface tension would act exactly vertically. This is not just the sketch I have shown, but this would be reality. Action of surface tension would not be exactly vertical there will be certain angle here over here. So, our estimate will suffer if this assumption is not fulfilled. Second, the contact angle is 0. This is actually connected to the first one requires here that the liquid whose surface tension we are trying to measure actually weights the ring method will make no sense if that condition is not met with. You could be analyzing a theoretical picture with no equivalent in practice. So, one has to ensure that the theta is necessarily 0 as is commonly done these rings are made of platinum. Platinum being noble is very easy to prepare you just have to do gentle flaming for enough time to drive away any impurities adsorbed. So, you have to remember that it is not enough to have a good tensiometer in the lab you must remember to take all the precautions and this is practically every time. Every time you use a platinum ring or whatever ring you have to use for a given liquid it has to be prepared in case of platinum is done by gentle flaming before you make the measurement. That will ensure that theta is equal to 0 for platinum, but because the surface tension does not exactly act vertically we expect that certain correction factor will be required. Again this is often overlooked. So, you would expect if I coin this correction factor as beta you would suspect that this beta will certainly depend on the radius of the wire. I tried to give you an idea why radius would matter that is only visible in exact part in that balance. So, radius of wire should come into picture actually one finds that the radius of even the ring that you use matters and lastly the density of the liquid whose surface tension surface tension is being measured that also is important. So, expect this correction factor beta to depend on these two radii radius of the wire radius of the ring and the density of the liquid and understand that this correction factor is coming out of non vertical action of surface tension. So, I like to ask you a question if I am given the correction factors as you will see on the next slide and if they are less than 1 where do I expect to have beta appearing I hope the question is clear. We need a correction factor we given a correction factor that correction factor is less than 1 we understand the correction factor comes from non vertical action of surface tension. So, where do we expect the beta to figure in this equation? If we had to explicitly put beta in this equation 2 where would that be? So, because gamma is appearing with cos theta equal to 1 we know that the that is only for theta equal to 0 or the vertical action we expect that correction factor less than 1 to appear in the denominator. It should have come here in this equation over here in transpose case it will be appearing here ok. So, let us look at the values for pure water at 25 degree centigrade beta is given about 0.93 for ring radius of 1 centimeter wire radius of 200 super centimeter very thin wire. You can see for larger radius of ring of 1.85 centimeter and correspondingly slightly larger wire radius 0.03 centimeters beta is 0.88. Such correction factors will have to be necessarily used and when you actually embark on measurement of surface tension as always you have to be doubly cautious. You must calibrate your apparatus you must calibrate your instrument for measurement. In this case you have to calibrate the ring that could be done by using pure liquids with standard surface tension values known. So, you could take ultra pure water for which surface tension is widely agreed upon as 72 dynes per centimeter. So, you could do that in the range of surface tensions that you expect your liquid will have. If you do not know it a priory even the range then of course a spectrum of standard liquids may have to be used to make sure that the unknown surface tension is reasonably accurate. So, I hope I have emphasized enough the precautions which are necessary in measurement of surface and interfacial tensions. I guess I have to stop because the signal is gone. Next time around we will take up the other method method which is the drop rate method.


No matter how much your parents provide for you, the fact is that your 20s are the decade you ought to try to figure out life and begin to build your future. This period is quite delicate because every move you make determines how your future would look. If you have plans of a mass and wealth in the future, then you have to start working towards it in your 20s. In this video, I will be sharing with you 9 things that you should avoid in your 20s if you ever want to be rich. 1. Following the crowd In the quest to gain acceptance from others, many young people get caught up in the places they are not supposed to be. An anonymous writer once said, those who follow the crowd usually get lost in it. During your early 20s, you were young and carefree, permitted to go missing in the crowd. However, do not make the mistake of remaining amid the crowd comfortably after your meat 20s. As you approach your meat 20s, you ought to realize that the crowd is not where you belong and retrace your steps. If you want to be rich, then you must not dwell in the group longer than age 25. 2. Staying in futile relationships Actress and author Sonia Parker once referred to bad relationships as bad investments, which no matter how much a person puts in, he or she gets nothing out of it. If you have plans of being wealthy, you must learn to hang around people that will influence you positively. Getting yourself entangled in obsessive and worthless relationships is something you must avoid in your 20s. You also shouldn't keep spending two nights per week, getting beers with your buddies, who are entirely comfortable in their cubicle jobs. If that's not the sort of life you want for yourself, if the lifestyle of those around you does not motivate you to be better, then you have to move away. Listen to Sonia's advice. Invest your time and attention only on people that are worth investing in. 3. Shortcuts Beverly Hills once asserted that there is no shortcut to any place worth going. Often, people in their 20s can be so enthusiastic about making quick money that they end up following shortcuts. In reality, taking shortcuts has more cons than pros. The key to any long-term success is to take the necessary steps to progress rather than skip any of them speedily. Most times, the struggles and pains you'll encounter from taking the longer out are the exact lessons you will need to surmount future hurdles. As much as you can in your 20s, avoid shortcuts. Don't be scared to fail. Make mistakes. Learn and live. 4. Blaming your parents Many young people today do not like to take responsibility for their actions. They are so quick to fault their bad attitudes on past mistakes made by their parents. Quit blaming your parents for the outcome of your life and start getting to terms with the fact that it is your responsibility to correct whatever mistakes you think your parents made. Not just for your betterment but for the good of your entire family. British author J.K. Rowling once wrote, There is an expiry date for blaming your parents for staring you in the wrong direction. The moment you are old enough to take the wheel, responsibility is on you. As long as you are old enough to point out the errors your parents made, you may as well start making positive changes. 5. Spending to impress American singer Henry Rowlings once asserted, The reason why old stories told of men who set out on great journeys to impress the gods is to teach people that trying to impress other people just not worth the time and effort. Do you spend all your money on designer clothes and shoes because you want to belong to a particular class? Well, it is not out of place for you to feel the urge to want to be a part of the most popular crew in college. However, you must look back at where you are coming from and ask yourself if you will be able to meet up. Don't go about spending you and your parents' hard-earned money on fashion and irrelevant things simply because you want to impress. Yes, you may have the popularity you desire, but trust me, it's momentary.  6. Being too busy Many young people in their 20s are of the habits of complaining about how busy they are. But then, being busy does not amount to being productive. The youthfulness of the age makes young people dabble into different unrelated activities that add no value to their lives. So that's just what they always are. Busy Tim Ferriss, American podcaster, author and entrepreneur, said focus on being productive instead of busy. In your 20s, you must learn to distinguish between activities that make you busy and the ones that have an actual impact on your life. Wealthy people are not mere busy people. They are individuals who dedicate their time to being productive. 7. Overreliance on your parents As a 23-year-old, what do you do when you need money to cut your hair? Call up mom and dad. You might have had apron strings cut the moment you turned 18, but many individuals are lucky enough to have parents who are happy to continue supporting them, even in their 20s. Nevertheless, because you are privileged, it doesn't mean you should overuse the opportunity. While it is lovely to know that your parents will always be there when you need them, if you have the ambition of being wealthy, you must learn to stand on your own and take wise decisions. 8. Worrying about turning 30 As 30 draws near, many individuals lose their sleep, worrying about how life will be when they become 30. They are so scared that they have not yet accomplished enough and thus begin to compare themselves with their peers. Anyway, the hard truth is that worrying about your 30s will not slow down the time. Instead, it will cause you to fall into anxiety and depression and you might end up making bad and hasty decisions. Though the responsibilities in your 30s will increase, bear in mind that your courage and wisdom to face challenges will also increase. So, focus on making your 20s pleasing and you will have a happy 30 and above. 9. Staying in your comfort zone As the name implies, your comfort zone is always comfortable and lovely. However, nothing exciting happens there. If you want to be rich and successful in life, you must learn to pull out of your comfort zone and be comfortable in discomfort early enough. No one ever finds success inside their comfort zone.  Change begins at the end of your comfort zone. The truth is, even if your parents had lots of good fortune to hand down to you, you would soon become miserable if you don't stretch yourself. It takes stepping out of your comfort zone to not only get wealth but also to handle and sustain it. Scientifically, the second decade of your life is recognized as the last phase where your personality is molded. Beyond 29, it is difficult to change a habit. If you want to be rich, now is the time to start.


All right. Good morning and welcome to this week's edition of Encompass Live. I am your host, Krista Porter, here at the Nebraska Library Commission. Encompass Live is the Commission's weekly online event. We are a webinar, webcast, online show. You'll find these kind of things called all sorts of different things over the internet. But whatever you call us, we are here live online every Wednesday morning at 10 a.m. Central Time. If you are unable to join us on Wednesday mornings, that's fine. We also record the show every week so that it is available on our website later. And I will show you after at the end of today's show where those archived recordings are available. We include the recordings, any presentations, so these PowerPoint slides will be available, any handouts, which those of you pre-registered, I did send you a handout. For those of you coming on the fly, there is a handout on the main session page for today's show. Not a required thing to have, but just to give it to you ahead of time. And if there's any websites that are mentioned, we also gather those up to share them with you as well in the archives. So I will show you where all of that is after today's show. Both the live show and our archives are free and open to anyone to watch. So if you have any topics you think anyone else may be interested, any of your colleagues, friends, family, neighbors, anyone you know who might be interested in anything we've had on the show, send them links to our upcoming shows or any of our archives that are welcome to check them out there. We do a mixture of things on the show, presentations, book reviews, many training sessions, tours of websites. Basically anything and everything you think of, the only criteria for a show is that it's something library related for the Nebraska Library Commission, so we do things for libraries here. And any type of libraries, public academic school, special libraries, museums, we've had things on about. So anything library related, it's really our only criteria, so it's pretty broad. So you can find all sorts of interesting things on our show and on our archives. We have sometimes Nebraska Library Commission staff that do presentations on things, services or programs that we are offering specifically here out of the Library Commission, but we also have guest speakers that come in as we have today. Sort of a library commission staff, anyway. But you don't work here in our offices. Yes. Anika Ramirez, right here next week. Good morning, Anika. Good morning. She is the director of our Three Rivers Library System here in Nebraska. We have in Nebraska four regional library systems for geographic areas of the state that are like, they are funded by the Library Commission. They're kind of our on the ground people, consultants locally for the libraries in their areas. So it's a service of the Library Commission. And she's director of Three Rivers, which is the northeast corner of the state. Eastern. Eastern and northeast corner of the state. We recently redesigned them, so there's different areas people are covering. And she's actually based out of Omaha now. I came down here to Lincoln to do this presentation for us. This is a session, Feelings Are Messy, How to Build Emotional Intelligence, and specifically in Libraries. Yeah. In Library. Which of course this could be used anywhere. Yeah. We try to keep it in the professional realm just for the sake of it. Yeah. So a couple of examples and things will be things that you encountered in libraries. And this is a session that you did at, it was at the Training Extravaganza, right? Our Southeast Library System, another system does an annual Training Extravaganza. They call it where they have presentations throughout the day. And this is one that I saw Nika do there and then invited her to come on in because it's live to recreate it here for, to expand the information. So I'm just going to hand it over to you to take it away from what you have here for the presentation. Thanks, Christa. And actually I developed this originally at the request of a library director, a public library director for their staff day. And so it kind of has grown out of, out of that. So yeah, so feelings are messy. We're going to talk about emotions and how we can use that information for our professional lives, for effective outcomes and constructive outcomes. Just to start off, so I've been director with Three Rivers Library System for two and a half years now. And it's been a fun experience. I am by no means an expert on emotional intelligence. What we have today is kind of a tip of the iceberg thing. So you get an overview of emotional intelligence and some tools to start putting in that toolbox. So as you go forward in your journey of building emotional intelligence, you have some things to start off with. There's tons of information, research, all sorts of stuff out there about emotional intelligence. And that's what the handout is that you can grab off the website. It's just some resources that I've used. It's definitely not a comprehensive list. It's just things that I... It's a good start, yeah. Some things are books or things you have to get a hold of. And some things have links right to websites where some of these articles and things are online. Yeah. There's a podcast link on there, invisibiliates, NPR. It's a really great podcast. Anyway, let's jump into it. I could talk about that. Okay. So event plus response equals outcome. So just to give credit, this is not an equation that I came up with. I got this from Jack Canfield. And he is a success coach. And he uses this as a way to help guide people toward success, which I thought really easily dovetails into emotional intelligence as well. So our lives are made up of a series of events. They're big, small in between sizes. We tend to think only of the big events, like a promotion at our job or layoffs or graduation, weddings, those big things. But really if we think about it, every moment in our lives can be seen as an event. And we also experience all of those events differently and simultaneously with other people throughout our lives. So there's all generally speaking, there's more than one player in every event that we're experiencing. So the good news, well, let me do this. So if you ever react to a situation and then think, why did I do that? Why did I just say that? Why did those words leave my mouth? Emotional intelligence is something that you can work on. To sort of help you choose a different response to a specific event, right? So this event solicited a response that you suddenly think, oh, I didn't want to say those things. And you get an outcome that probably is not the most constructive outcome for the situation that you were trying to deal with. It ends up escalating or something like that. So the good news here is that that response, while sometimes it feels like we don't have any control over it, we actually do have control over our responses to these events, whether big or small. So our response really is a choice. And emotional intelligence is what helps us to choose that different response. It helps us to choose a more appropriate response because, especially in the workplace, there are appropriate ways of responding to people and situations for the most constructive outcomes. So I just really like this quotation. And if you follow brain pickings, awesome, I really like them. They're really great. So just a small plug there. So this is where emotional intelligence comes to play, right? I do want to point out, I'll use the term constructive outcome frequently because the most constructive outcome maybe doesn't appear to be the most positive for every player involved. So a really easy example of that would be if there's someone in the workplace who is contributing to a hostile work environment or something like that and they're eventually let go, that's maybe not the most positive outcome for that particular person. But it can be a really constructive outcome for everyone involved. They can choose to take a lesson from that. And the workplace then can also rebuild and reconnect after someone has left who has been really negatively affecting the environment. So that's why I choose the term constructive outcome versus positive. And it's all about perspective, which we'll kind of get into. All right, let's see. So very simply, emotional intelligence is the internal management of feelings and reactions so that they are expressed appropriately. And as you intended, very important, especially when you're stressed or angry. Emotional intelligence, that skillset becomes very necessary and also very apparent when we're experiencing situations of high emotion. That can be high excitement, those can be like just really, you know, super excitable people sometimes say or do things that they don't actually intend. But especially in the workplace when we're dealing with our communities whether it's students at a university library or the public at a public library, anything like that. We can find ourselves feeling really stressed, frustrated, angry and that sort of thing. So that's why emotional intelligence is really important for the work that we as librarians do because we work with people. So it's really this skillset of self-awareness, self-management and self-control. You know, and I think oftentimes in the workplace we assume that our emotions need to be left at the door. And if you're in a really positive, if you have a really great work culture, that may not be true for you, but I think oftentimes we assume that our emotions are not meant to be brought into the workplace. But we are emotional human beings or humans are emotional creatures. And so that's really difficult. And so when you're working in a library with the public, your situation of who you're dealing with is going to change daily, maybe hour to hour. If you just work in an office with the same people every day, you know how to deal with them. When you've got a new person coming in the door every 10 minutes with a different knee door and you may react differently too, yeah. Exactly, exactly. And so if we can sort of start to shift our perspective to see that emotions are really just information for us to use to navigate our internal and external environments, we can start to really just make use of those emotions in those unknown interactions that come up. So I think that emotional intelligence really recognizes that emotions are information and that we can work toward a realistic assessment of ourselves. And that means non-judgmentally that we truly look at our own reactions, the responses that we have to different people, different situations. And just look at that honestly, you know, and that might be kind of tough sometimes given certain situations. So there are four areas of practice that I kind of like to focus on. And there is a bit of an order to them but we don't live or work in a vacuum and so you will find that they really don't necessarily feel like you can just say, well, I'm just trying to be aware of my emotions right now and so I'm going to yell at you but just know that I'm trying to be aware of this. So we can maybe think of these as focus areas as well. So I can focus in on my self-awareness. I can focus in on my self-monitoring and or management. I can really focus on my awareness of others and I can focus on building relationships. We can practice those areas of focus, right? So self-awareness. I just love quotations so every one of these has something that I have found that I just really enjoy. So developing self-awareness really comes in three different parts. So your physical reactions, your mental reactions, and I wish I would have actually changed those. I'd like to say response, physical responses, mental responses, emotional responses. I feel like there is a difference between those two words. Reacting and responding, yeah. Reacting makes me think of knee-jerk. I'm not thinking about it. I'm just acting on whatever I'm feeling whereas response kind of conjures up an image of taking some time and that's what implies more thought going into it. So just change that in your mind since you're looking at this slide. You'll update that for the next time you do this presentation. So becoming aware of your physical responses to situations. Say a supervisor calls you into the office to talk about some problem or something. You can start to become aware of how you're physically responding to that request. Does your heart rate speed up? Does your jaw like clench? What's happening in your body? Maybe that's something that does not faze you. So you just notice that like, yeah, okay, we're going to go do this. And your body's reacting accordingly.  Your supervisor calls you in to talk about something. What starts going on in your head? You can just take note of it. It's, again, that non-judgmental point of view. Just taking note of do I start to get really worried and playing through all the worst case scenarios? Do I start immediately as they're talking to me in my head starting to shift blame to them? Am I saying, well, you're not even out there watching us anyway. Are you taking it as constructive criticism and truly looking? So you can just start to take note of how you are mentally responding in those situations. And then those are sort of, can be red flags for us to our emotional response that's building. So if my heart starts racing because I'm going to have to go talk to my supervisor, excuse me. And my mental response is following suit. I know that my emotional response might be one that's going to potentially come out through my words inappropriately or escalating the situation or some such thing like that. So we can just pay attention to those as red flags for us. Emotion is really nuanced. And the more we can name those emotions. So once we're paying attention to these different responses, we can start to really put more names to those emotions. And that allows us to expand our emotional, we'll really expand our emotional knowledge of ourselves. So we're going to do a little exercise everyone. We have a few examples. And what I want you to do, this is just a quick little exercise to just help us start thinking about our emotional vocabulary. If I say I'm sad, that gives me some information about my emotional state. But if I say I'm morose, that gives me more emotional information about myself, right? It doesn't necessarily have to be running to the tosaurus for this kind of a thing. But we can kind of see how just being able to name those things in ourselves can help us dig a little more deeply.  And then in the, is there a chat box or is it all just questions? The questions box. Okay, so in your question box, or if you want to use your microphone, I just want you to give me some different emotions that you or someone else, you can kind of just think about the situation in general if you want, that some emotions that might come up for people as they're dealing with these situations. I, because we're kind of trying to stay really focused on ourselves in library land, these are library related. So don't think about the policy or the procedure that you would follow for any of these. Just think about how you would feel in each one. So the first one, an agitated patron approaches a circulation desk to complain about a block on their car due to unpaid fines. So, sounds like it happens a lot, right? And if you don't have unpaid fines, just think about an agitated patron approaching the desk. A circulation desk or coming to your office or whatever, however you need to fit this to your specific library. The, I think the main thing is that there's an agitated patron and they have some kind of a complaint. Those are the things there. So just go ahead and start typing in. Yeah, type in your question section what you would feel when you see this person coming at you. Yeah, I suppose. We've got some people saying here, oh, surprised, impatient, stressed, anxious, fear of the confrontation. Oh, sure. Definitely, that's what I get.  You're anticipating the confrontation. Defensive. Oh, sure. That would be a great thing. No person says nothing. Good. That's great. If you just say, I'll just deal with them the other day. Concern. Concern, yeah. Well, I guess you don't know what they're coming to complain about yet. You're not sure how you should feel except for a little, I would feel like, I don't know if it's emotion, but ready to go like, all right, I can see the look on their face. This person's not a happy person coming to me. Yeah. I'm going to steal myself or whatever's coming to me. I'm not sure what emotion that is.  Deja vu. Deja vu. Yeah, that's funny. It's just yesterday. Someone else is bringing it up. Yeah. I know the rules. I know what to deal. And that's if you do have, I know you said just to talk about your emotions, but if you do have good policies in place and rules and how these things work and how you are supposed to do, why these fines appear and then what you, as the person on staff at the moment, what kind of power you have to deal with it. Do you have to just say, sorry, it's your fines and you got to pay them or are you given the power to say, you know what, in your situation because you explained or something, I can waive them. I mean, if you've got something to set up like that where your director or somebody has given you that kind of ability on the fly, make your own decisions and just diffuse the situation, maybe you'd have less of these stressful. And I think that's a really good point that your library culture, which you can find lots of information about as well, your library culture can really help also to build emotional intelligence or at least support people's emotional lives in some way and give them confidence. So they don't have so many of these bad. Yeah, and it's good to know that this is part of just being able to name what you might be feeling is that if you know that you're going to be impatient when you see somebody approaching and they look like they're agitated and we'll get into this, but there's things you can do to just take a breath and move through that impatient so that you're still able to communicate with that person. So it's awesome if you're confident and not afraid of confrontation. I think a lot of us struggle with that, I do. And so that's awesome if you can do that, but if you can't, it's good to know where you struggle so that you can work on moving through that and that's what this is. Where your line is as well as someone else's. Yeah, exactly. So there is no right or wrong answer to any of these. So a parent or guardian wants to file a complaint about a title in your collection. Again, you can change this to however you need to fit. If it's a student who's coming to complain about something, I know I've heard stories of this on universities where books are even being challenged. I think mostly from reading lists in classes, but a librarian might also deal with that. Can you say that? Sure. Because I have that one written in too. The first one that came in was a wrote pissed. I mean, how dare you? Yeah. Anybody else have any other feelings? That one just covers it. Yeah, irritated. Yeah. This would be one I would feel defensive. Yeah. We know what we're doing here. Not that you don't know, but I think that might be my first reaction is I've got to be, I've got to defend the library and the intellectual freedom of these, whoever needs to read these and the why if we do this and everything. So getting your guard up right off the bat. Yeah. I'm annoyed, guarded.  But because I was trying to say our first reaction would be like, but then, all right, I know my field. I know how I need to respond to this because there's policies and procedures. And okay, here's the form you need to fill out to do that. Fill that out and hand it in. Yeah. We'll get back to you. We'll take that into consideration. Yeah. I guarded, annoyed. A co-worker received. Someone wrote, was writing a lot longer thing. I too would be defensive, especially having been on a selection team. Oh, sure. Yeah. But I hope I could also say, I see we do have a process. Here's the form. Right. Right. So choosing that response and not acting on that initial emotion. Yeah. Of defensive use or irritation. We did this for a reason. And again, pulling in those that physical response, you know, when you're defensive, whether you want to or not, if you're not paying attention, your body language can still communicate that. So all these things go hand in hand with being aware of them. So a co-worker receives accolades on a project in which you also contributed to the final product or result. So someone else is kind of getting credit for some of the work that you've also done. Yeah. Because this emotional intelligence, all of these things, it's important to bring to our co-workers as well. You know, we talk a lot about customer service and serving our communities. But when you're working day in and day out with somebody, you know, being able to have that kind of a relationship is really important. Yeah. And when someone else is praised for something that other people were involved in, a lot of them should do a group project or something else as well. I don't know what the word is for, but my first thing would be, well, what about me? Right. Who was there too? Somebody said, I would feel ignored, offended, irritated, degraded. And yeah, it depends on the situation. I would feel happy for them unless they never say I had help and then ticked off. Right. Yeah, that's the thing. I think this is one, this particular situation may have more steps to it because sure, they get the praise, but then I would actually say, Oh, what about me? I'm going to wait and see what happens. Right. Because maybe that co-worker is going to step up and say, Thank you. However, our whole team where me and so-and-so did this together. Yeah. So it wasn't just a me thing. Yeah. And giving it time and not responding right away. Yeah. Someone says the opposite. I'm more likely to get upset if it was another co-worker that didn't get acknowledgement, like hurt you being the co-worker that did. Oh, sure. Getting more injured. Sad, a bit insecure and lost. Yep. And happy for them though. Yeah. I would be happy because it was a project that I worked on. I was very proud of. Right. And in some ways that means the project that you worked on is successful. So there is some. But yeah, I would feel sad and left out and like defeated maybe. Said, you know, I did all that work and nobody even noticed. Why do I bother? Yeah. Kind of situation. Yeah. All right. So you were promoted to a new position. Yeah. Right. It's not all just about negative. I mean, yeah, scared. And this is me talking because I was just recently. Yeah. Oh, what is it? Imposter syndrome. Oh, yeah. It's a thing that's mentioned a lot in, I know in library circles and I'm true. I got this position, but am I really good enough? Right. And what if I don't do, you know, what if they think I'm better than I am? And so nervous. Yeah. About making mistakes. Yeah. Someone on here says proud. Definitely proud. Nervous. Nervous. Okay. So there's the little second part to this. So you received a promote, you're promoted to a new position in which you will now supervise people who have been co-workers for many years. That changes things a little bit. There is something, what's worse than nervous? It's the next hijack from nervous. Okay. That's definitely a thing. Yeah. Flustered a bit overwhelmed. Maybe even as Christa says insecure and nervous. All right. So thank you. I'm going to move on just so that we can get all of these things in. But thank you all for participating in that. Someone did say about the being promoted somewhere, you supervise people you used to be. Someone said this happened to me and I reassured them. Oh, sure. And say, this is going to be fine.  I personally don't have that in me, but we'll work this out. And I think it's going to depend on your situation too. What was your relationship with them beforehand? Was it a good relationship? Was it already contentious? Was it a competitive thing? Because you were co-workers doing similar things. It all depends on, yeah. Yeah, for sure. And again, there's a lot of different ways each one of these things could go and more information. And oh, I know something because this is a promotion position for co-workers who've been supervising people. Fear of the previous person in that position, am I as good enough as they were? Are people going to compare me to them? I don't know what the emotion is for that. Yeah. Maybe insecure. Yeah. All right, good. Moving on. Okay, so now we're just kind of through that exercise bringing some awareness to how we might be feeling. And you can think of all the other physical and mental responses you might have had within those as well. So now we move to this next area of practice, which is self-monitoring or managing. So this is essentially taking this awareness that we've been talking about and just applying a pause button. And this has kind of come up in our previous talk of just taking some time to actually think beyond that first emotional response that we have. So pausing allows us that time to monitor and manage those emotions, hopefully ideally from a neutral perspective. If I'm feeling fearful of a situation, I don't need to further add to my fear by beating myself up about being fearful, right? So that's why that neutral or non-judgmental perspective is really important for ourselves, that we're taking care of ourselves as well as we build this emotional intelligence. So you can simply tell yourself pause. You can choose a different phrase. You can find any way that just actually gets yourself gets you to stop that reaction. Count to ten, so grounding techniques. These two areas are where mindfulness practice really can come into play, like focusing on your breathing and counting to ten. Any of those things that you might see in mindfulness practice or in grounding techniques can sort of help you just pause in that moment. I think sometimes it's hard, especially if it's a confrontation. I think that's where we really find this to be difficult to pause. But we owe it to ourselves and to the people that we're working with to find that space for the pause and to say, I just need to take a minute. I'm going to think about this for a while. Thank you for bringing it to my attention, and then I'll get back to you. Whatever you can find for yourself to get some of that space. It might be a simple count to ten and just start talking to the person or whatever. It might be I need to step away. But we owe it to ourselves for that. Here's my quotation again. First thought wrong. Some people use this. I don't think we can get into a discussion about right and wrong thoughts. I don't know that any thought is necessarily wrong. It's just information for us. But essentially don't act on that first thought that you have in those situations where you might end up escalating. Because remember, we're trying to choose a different response to get the most constructive outcome. So if I feel like screaming at somebody, I should not act on that as my first thought. So there are some things too. So you can start to pay attention to are you acting out of a programmed response? Is this just always how you've responded to confrontation or to other people's anger or whatever the case may be? You can look at that and say, am I acting out of this programmed response? Is this a knee-jerk reaction that I always have? Or maybe you're not sure and you just really don't want to talk to anybody or really want to talk to somebody. There are some things you can do for just a basic self-check right away, which is halt. This is really helpful for just checking in with yourself to make sure that your basic needs are being met first because sometimes if our basic needs aren't being met, that can lead into some emotional states that aren't necessarily the healthiest. So halt stands for hungry, angry, lonely, and tired. So you just check in and ask yourself, am I hungry? I'm somebody that gets angry if you know what that is. When I'm hungry, I just get super angry, which is real fun for everyone. I get very hungry and I get angry, I get whiny. I'm not happy, I'm feeling... Just nothing can go right when I'm hungry. Over the years I've learned this about myself and I've made sure that I keep snacks with me everywhere I go so that if I miss lunch, which I do often, how many of you have gone through the day and been like, oh, I forgot to eat lunch today. In our busy lives, we can forget some of these things. So you can pay attention to that. Am I hungry? Do I just need to go have a granola bar and come back and talk to somebody? Angry. Sometimes that anger from our personal lives can follow us into our professional lives when we get into work and can influence how we're talking to people or how we're interacting with people. So there's things that we can do just to check in with ourselves about that. This thing happened in the morning and I think it's following me in. If you have a relationship with a supervisor or a co-worker that you can just say, hey, I just need to get this out really fast and then I can go back to work. You can write it out, tear the paper up, write out everything that's making you angry, tear the paper up and just try to move on until you can actually deal with that situation. If it's anger with someone at work, you follow whatever those procedures are to address that problem. Loneliness is not something that is always talked about, but there's more and more studies and research that show that in our ever-connected lives, people are feeling lonelier and lonelier. And so this is something that's real that you do maybe want to check in with yourself and see, am I just feeling disconnected and lonely or whatever. And lonely could be, I think what you just said, being disconnected from things is even more, because lonely people think, well, I'm not lonely, I'm not alone. Well, there's other thing, definition of lonely and being disconnected from what's going on and feeling left out would be part of lonely. And sometimes that's your reaction to things caused by that. So take a moment and go wander the stacks and engage in some customer service and really connect with your patrons or set up a dinner after work or maybe seek outside help if that's something that needs to happen. There's nothing wrong with that. So just taking care of these things. Of course, if you're just doing a quick self-check, some of those might have to wait, it's something to consider at least. And tired, you know, you can't go sleep in your car in the parking lot. I don't think. But you know, you can stand up, you can do some chair yoga, you can stretch. Take a walk around the stacks. Exactly, any of those things that might just kind of jolt you awake. People who are tired tend to not be able to manage their emotions as effectively. Because your body's tired, it just, for me, that's when I'm tired and when something emotional or serious happens, for me, tired leads me to angry. Sure, yeah, these tie-in. So many times I've had arguments with my husband or someone and he's like, what is going on? I'm like, no, it's not real. I'm just tired. I'm going to go walk away and take a nap because it really has nothing to do with what I'm actually saying. I got four of us asleep last night and I'm exhausted and I just can't think. So I'm lashing out. Yeah, and so we can take steps to kind of choose a little differently so we don't have to apologize. I'm one of those people, I'm like, I'm going to say I'm sorry again because I was really hungry. I'm sorry for what I said when I was hungry. And that's a valid thing. That's why the word angry has become a word in our society. I'm really upset with that one, but I do want to make sure that those things aren't getting in the way of my relationships with people or in the way of my interactions with customers or patrons or however you want to talk about them. So over time this pause, this self-check is not like something that you have to spend a lot of time on. If this practice, the pause becomes a little bit more first nature rather than second nature, and you find yourself just doing these things already. So it's not always a struggle to do them. So then, if we're doing this really quick self-check of HALT and addressing some of these needs, then we can check back in with ourselves and say, okay, do I still feel the need to talk about this? Am I still upset? And sometimes you might find that, no, this actually wasn't that big of a deal. I just had some other things that I needed to address first. I think that managing your emotions is probably harder than the awareness part. I can be aware of a lot of things and not change any of it. So if I'm aware of my emotions, but if I'm aware that I'm irritated or frustrated, but I'm not applying a pause button, am I really practicing self-management? If I'm not choosing a different response to be a part of that constructive outcome, I'm probably not really managing myself or monitoring myself. Okay, so we got a little tired. Awareness of others. So the emotions and responses we choose in any toward any event will elicit a response from those also involved in any given event with us, right? So for me, and I think sometimes for a lot of us, the biggest part of this is just recognizing that the responses of other people are also valid within the context of their own lives, and we can take that neutral perspective, that non-judgment that we've been using toward ourselves in our awareness of ourselves and apply that to other people. Everyone else gets to do this too. So if you and a co-worker are replaying the same event with each other or a volunteer is frequently disappointing you, a patron is infuriating, whatever the case is, you can reframe your perspective and allow that that other person is also experiencing the same event from their own life, their own perspective, and they are entitled to the same range of emotions and responses as you. So this allows us to bring compassion into our vision of the event. And you can then find a little bit of that space, that detachment from it. It's not personal, and you can ask how you are affecting the event. What are you choosing to focus on or how are you choosing to respond to this event that's also contributing to this outcome? What you focus on grows. So we can choose to focus on another person's inappropriate response and address that, or we can look at our responses and see how we are first affecting that outcome. Because we don't have control over other people. We don't have control how someone is going to respond to us or another event. Other people say a lot that I can't control what you've said or done, but I control my responses to it. That's all we really have control over. Take your separate yourself from what they're doing and just think about what you are going to do. I'm just going to read this off my notes because I really want to make this clear. Follow proper procedure for complaints or guidance if their behavior is directly affecting you. In no way does this focus mean that you have to accept unacceptable behavior. Simply that sometimes what we perceive as unacceptable behavior does not in fact directly affect us. You do not always need to take immediate action unless it's violent or harmful to yourself or others. If it is violent behavior, if it is harmful to yourself or your coworkers or other patrons, yes please follow proper procedure and you can use all of these tools to help guide you through that experience. It can be really stressful, it can be traumatic to deal with someone's violence. These tools will still come into play, but I'm not suggesting that you have to just say, well you're being belligerent and calling everyone around you names, but that's just how you choose to respond. You don't have to just do that. You can stand these delusions. But these tools will still help you to move through that because it's still an event that you're experiencing. You can still use this to move through that experience for that constructive outcome for yourself, for your patrons who are maybe there, whatever. I just want to make that really clear that I'm not suggesting we put up with that, but we just become aware of other people, of their own right to their own emotions, and we can start to recognize other people's emotions as well, separate from our own. I'm almost done here. It's about 10.53 on my clock here. As I said, officially the show goes from 10 to 11, but we didn't start a little late. I'm about five after. We'll just keep going until Anika's done with everything, and if anybody has any questions, if you do have to leave right at the top of the hour, because that's all you are allotted for this, that's fine. We're recording. You can always come back and watch whatever's left over that you missed later, but we'll cut things off by 11 just because it's that time. We can go as long as it's necessary and get it all on the recording. I'm not saying we're going to go for two hours, but we go over often times here. So the next area of practice that we move into then, right? So we're aware of ourselves. We're practicing this pause where we can start to manage our own emotions, and then returning that and becoming aware of others and their emotions and how we're interacting with them. And from that, we can build relationships with people, right? I lost my train of thought after all of that. So when I start with respect and dignity and allowing that other person the dignity of their own responses, of their own emotions, we can really have more healthy and open relationships with people. And this doesn't necessarily have to be like over a years of working with someone and building a relationship, a quick interaction with a student in your office or a young family at story time or whatever. All of those things give us an opportunity to build relationship. So it doesn't have to be a long-term relationship or anything like that. We can look at every interaction as building relationships. So this is practicing empathy, right? Of allowing each of us, all of us to go through this process, this emotional process on our own terms and recognizing our part in it for practicing empathy. And it has to start with us. So it's really easy. And I think we might hear this quite a bit in some stressful situations where, well, this person was acting this way, so I acted this way. This person's anger caused me to respond in kind. And we really risk a lot when we use that perspective, when we use that approach. So it has to start with us. What happens when this person's angry? But I use the tools that I have. Use my pause button. I'm aware of this person and allow that they're allowed to be angry. I may not like it. It may not feel great towards me, but they are allowed their anger. And I still choose to act from that place of respect. What happens? Can we get to the most constructive outcome? It doesn't mean that we're changing people's minds all the time. That person may still walk away angry. But if I can say, I've done the best I can, I brought this response to this equation, this event plus response equals outcome equation. And I think we've got to the most constructive outcome. That's all we can do and hope that there can still be dialogue sometimes or whatever. It's not easy. None of this is easy. But we owe it to ourselves and to our communities to start engaging in these things. So how do others feel when they respect their ability to choose for themselves? That's awareness of others. That's that key in building respectful relationships with people. So in the end, I love this. I love this a lot. We all have the capacity to improve our emotional intelligence. It will look different for each one of us. We're all at different levels. Whether you know it or not, you're probably on this journey already. If you have emotions, you are. Exactly. And especially if you said, I'm going to take an hour out of my day and sit down and listen to somebody talk about emotional intelligence, you're on this journey. So there's lots of resources and everything out there for you to continue this. It's a conversation that we can start talking about more openly about how we feel and how we are dealing with things. So we're all free to make choices and change our minds, but so is everyone else. So this skill set of emotional intelligence provides each of us the opportunity to choose our responses to events, make a conscious impact on the outcomes in our lives, whether we're at work or home or wherever we are in the world. Oh, we're good. I talk fast sometimes. That's all I have. Are there questions from the audience? Okay. Let's see. All right. Thank you. Was this the last slide then? Yeah. Let's make sure. Contact information. Feel free to talk to me about this if you want to. Yeah. Does anybody have any questions, anything you want to expand on or get some more definition or discussion about? Type them into the question section of your GoToWebinar interface as you were before. Have you had any situations maybe that you've been in that you're wondering, what could I have done? What should I have done? Do you have any advice about anything? If you don't, that's fine, too. Like I said, I attended this session with you before. I thought it was really good. I'm sometimes wary of these ones that say there's going to be audience participation and then it starts handing out. There was a handout at this session. Wrote on or something? Yeah. There's another handout. And I was like, oh, audience participation. But it was actually good. Yeah, it was fine. And a lot of these things, I think, I always mention things in my own career and things here in previous jobs that I recognized in this. But also things that it's, I mean, this is specific to library land. But I know there's a lot of these things that I probably should be using better in my personal life, too. Well, and I think sometimes, like in the professional world, I feel like I'm not perfect at this. But I think I'm pretty good at this.  I didn't mean to say that. It seems to be easier to just lash out personally. Yeah. Because I don't know if you, I assume your friends and family will cut you more slack than your co-workers would. Yeah, right. But I know there's situations, because I've known people on other colleagues have mentioned that there's, I just can't deal with this person. They said, I said, oh, God, what do I do now? It can still happen. Yeah. Professional as well. Oh, definitely. I think these are good skills, good things too. And the thing is, I think you said right at the beginning, this is stuff you're going to have to work on and practice and the mindfulness, the word mindfulness, which has become a real big buzzword. It has. But it's not the kind of thing that you can, on the fly, remember. Oh, I have to go. What's HALT? We need to think about it ahead of time and practice it, either practice it or sit and think about it. Like I said, you decided to send this webinar for an hour and here's what I'm going to talk about. Or you're watching the recording later. You're already halfway there that you're thinking, I need to know more about this because something's happening or something could happen. Yeah. You can take a little planning and thinking about yourself. Reflection. Yes. Reflection. Yeah. It's a skill set. And any skills. It's like anything. It takes practice. But it doesn't look like anybody questions, urgent questions have come in while we've been chatting. That's fine. So I think we will wrap it up for your session for you. Thank you very much. Thanks for coming down here. Thanks for having me. And thank you everyone for attending. The show is being recorded as we speak and will be on our website, which I'm going to go here now. If you hit escape over there, we should be able to pop over. Oh, really fast. If people are still on. There is a Facebook group called Mindful Librarians that I just found. Really? Yeah. So you can ask to join if that's something that's interesting to you. I think the emotional intelligence and mindfulness for me go hand in hand. So there's, like you said, there's lots of good resources out there. Right. All right. So this is our library commission website where you can search on our website for Encompass Live or if you type in since you got the keyword type in Encompass Live, you'll notice. So far. Yes. We are the only thing called this on the Internet. Yay. So you can Google us and you'll find our Encompass Live website. Today's show is being recorded and will be loaded up here. We've got our upcoming shows listed but then right beneath them is a link to our archives. And this is where you'll be able to go maybe later today, maybe tomorrow. Depends on how long it takes me to get it. I've got it processed, uploaded to YouTube. They've got to be happy with it. It'll be here. It'll be the top one of the list here. Our most recent ones come up at the top and we'll have a link. This is from last week's to the recording. In this case, we'll link the presentation. The actual handout is already on the session page for today because I did that earlier. So for those of you that didn't grab it ahead of time, that handout that Annika mentioned, actually I should be able to. I'll link here that I'll look at fixing. But it's just a one-page handout with all of these citations and different resources that her quotes and things came from are all on there. So you'll be able to have that. So when the recording is available, I will email everyone who attended today and who registered and let you know that it's up on the webpage ready for you to look at. So that will wrap it up for today's show. I hope you join us next week when our topic is the new NLA Intellectual Freedom Manual comes to the rescue. No pressure there. Our Intellectual Freedom Roundtable at the Nebraska Library Association has had a manual for dealing with issues. Oh, even since 2004 was the last time it was done. So it needed some updating. Yeah, so they did. And some staff from the Roundtable, our IF Roundtable, Michael, Tim and Todd will be with us here. I believe they're all coming here because they're from local to talk about the new manual and what changes are in it and how you can use it in any situations you may encounter that are intellectual freedom related. So please do sign up for that session next week and any of our others that are here on our calendar. We've got all July books. There's one for the last Wednesday and July as well. I just don't have it on the calendar yet because I'm waiting for official description. It's about what libraries are doing for the eclipse. Oh, yes, the eclipse coming up in August is cut right through the middle of Nebraska for us. So the last Wednesday and July is going to be one of our staff here, Mary Sowers, and possibly bringing out some libraries and people that are doing things related to that. So she's working on a presentation for that. So look for that in future sessions. I'll be adding here as well. So Encompass Live is on Facebook.  There it is. Give us a like over there and you will see here I had a notice how you can log in on the slide today's show. When our archives are available, I posted on here. Here's my recording from last week's session. When new shows are coming.  Other than that, that wraps it up for today's show. We do just have some less comments coming in. Thank you. Great info. Enjoy the presentation. Very informative. Cool. I'm glad. I hope this was helpful to everyone. Like I said, I thought it was very interesting. Very useful to me when I attended it. And so I want to make sure we got this out to more people. Yeah. Thank you. All right. So thank you very much. Thank you everyone. And happy Wednesday. Yeah. I hope you'll join us next time. Yeah, see you next time on Encompass Live. Bye-bye. Bye-bye.


Good day. For this session, we'll be discussing resource-based learning as a framework for the use of digital learning resources in teaching and learning. We'll be defining digital learning resources as well as open educational resources. Recently, there has been greater emphasis on active learning. Students nowadays are considered active constructors of knowledge rather than mere recipients of information from their teachers. Resource-based learning is one of the approaches that promotes active learning. It is an educational model where students are encouraged and enabled to use a variety of print, non-print, and human educational resources to seek information and solve problems. The use of different educational resources also accommodates varied interests, experiences, learning styles, needs, and ability levels of students. Now, what are educational or learning resources? These refers to any form of material, whether produced, purchased, or acquired, developed or created for instructional purposes. They can be applied for formal, non-formal, or informal teaching and learning purposes. It includes the informational content as well as the learning activity in which this content is embedded. Now, learning resources can either be print, non-print, human resources like the teacher. We combine these learning resources to support the learning outcomes of the curriculum. Now, we all know that teachers are the most important learning resource in the classroom. But why use other learning resources? Learning resources allow learners to explore, collaborate, solve problems, create, and develop new ideas as well as knowledge and skills. Using different learning resources also provides learning experiences that are suitable to different kinds of learners. Now, recently, more and more people are using digital learning resources because of the advances in ICT. Digital learning resources are digitally formatted materials included in the context of a course. They may range from a digital asset like an image, a video, or an audio clip, or to a courseware which is composed of package, digital assets, and activities to promote learning. Digital learning resources can also be classified in terms of their format. They could either be text, graphics, audio, video, animation, simulation just like the virtual world and second life, and games like Minecraft, Portal, and Spore. Now, they can also be classified in terms of their granularity. Digital resources can either be a courseware or software for courses which are purpose-built computer-based resources designed for education and training. Or they can be web resources which is basically any information available on the web that is relevant to the learning aim. They are usually left unchanged or unmodified and the teacher simply provides learners with the links to these resources. Why use digital learning resources in the first place? Well, compared to print, they can be easily updated in terms of content. Since they are interactive, they can better engage the learners. They also expand the learning opportunities because the online tools allow learners to interact beyond the four walls of the classroom. Using different types of digital learning resources also allows for personalized learning to suit different learning styles and abilities. Since the web records all the interactions of the students, it is easier for the teacher to monitor student progress. And online assessment also allows for immediate feedback to learners. Online tools also facilitates collaborative learning and it also promotes digital literacy which prepares learners for transitioning to employment. If you want your learners to apprehend or understand an information that you have presented, then a narrative medium is preferred. Examples of narrative medium would be web pages and websites, e-books, images, video files, PowerPoint slides and animation. If you want your learners to explore or investigate or do some research, then an interactive medium is used. Examples of interactive medium would be hypermedia, search engines, gateways and portals. If the task involves experimentation and practice or acquisition of skill, we use an adaptive medium. Examples of which would be virtual world, simulations, models and interactive tutorials. Now for task involving communication between individuals and groups, we have communicative tools which can either be synchronous like chat, videoconferencing and instant messaging and asynchronous which could either be email or discussion boards. Now if you want our students to articulate or express their understanding of the subject by generating or constructing their own representation of that phenomenon, then we make use of productive technologies. Examples of these would be web and multimedia authoring tools, word processing tools, image processing tools, audio and video capture and editing tools, blogs, wikis, shared, write and draw systems. In selecting digital resources for our teaching and learning purposes, we have to consider these guidelines. First, accessibility. The resources must be organized in ways that make them easy to access and locate. Resources that are located in websites that require login are not accessible. The resources must be current and up to date. They must be rich in terms of the way they reflect a variety of perspectives. There must be purposeful use of media, appropriate media is used and the usability of the resources enhanced by the media. For example, video is more appropriate in showing a process or a procedure or an actual reality while complicated concepts are best explained in text. And lastly, the resources should demonstrate social, cultural and gender inclusivity. We have been using digital learning resources for quite some time, but there has never been a time when there is intense use of digital learning resources for education. This is thanks to open educational resources. Open educational resources is just like any educational resource except for one basic difference, its license. An OER is simply an educational resource that already incorporates a license that facilitates reuse and potentially adaptation. Thus, you don't have to request permission from the copyright holder for the condition specified. UNESCO defines OER as teaching, learning and research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation and distribution. The Paris OER Declaration of 2012 encourages governments to contribute to the awareness and the use of OER and to develop strategies and policies to integrate OER in education. There is a wide range of OER in the web. We have full courses, course modules, syllabi, lectures, homework and assignments, visas, lab and classroom activities, pedagogical materials, games, simulations, curriculum maps, textbooks, streaming videos, multimedia applications, podcasts and other resources contained in digital media collections. Now, OER is part of the open movement which includes the open source, open source software, open source hardware, open standards, open access, open design, open knowledge, open data, open content, open courseware and open educational practice. All these open movements share common values in terms of sharing of resources, minimization of duplication, promoting economic efficiency and avoiding strict copyright restrictions. Now, why open? OER assumes that knowledge should be disseminated to everybody for the benefit of the whole society. It acknowledges the right of learners to participate within the knowledge society, to be a creator, to govern and develop one's own knowledge, to use, reuse, recycle, rework and share knowledge resources with others. What are the advantages of using an OER? First, the open license gives you freedom of access both for yourself and others. It avoids vendor lock-in or a situation in which you have to use one company's products. And as a result, you have freedom from proprietary systems and corporations. All these leads to lower costs for the students. The different use of OERs or digital learning resources encourages pedagogical innovation. And for those who make OERs, it also provides opportunity for collaboration. It is very helpful to future educators as well as to developing nations that are resource poor. And for those who make OER, they may potentially lead to publicity or recognition to those who produce and distribute OER. And these can also lead to other business models. What are the disadvantages of OER? First, we need to check the accuracy of OER before use. In the past, we have been accustomed to relying on the reputation of the publisher. But in this case, we have to verify the accuracy of the OER first. Some OERs may not meet the accessibility requirements for persons with disabilities. And some have technical requirements that vary and those that require you to use a particular software. Some may need a high degree of customization called localization in the OER community. And for those who make OER, some of those teachers may not be rewarded by the system for their efforts. And some institutions may be concerned about giving it away. Now, the question is, how open is an open license? There is basically a broad range of legal frameworks that may govern the use of OER. But the most common example would be the creative commons or CC. The creative commons ensures that the authors of materials can retain acknowledgement for their work while allowing it to be shared, can seek to restrict commercial activity if they wish and can aim to prevent people from adapting it if appropriate. There are different CC licenses. We have attribution, attribution share alike, attribution no derivatives, attribution non-commercial, attribution non-commercial share alike and attribution non-commercial no derivatives. For more details about these licenses, you can refer to creativecommons.org. Now, how do we find these OER? There are a number of search engines that you can use. Most of these were developed and funded by like-minded organizations. Examples of OER search engines are JORUM, OER commons, Temowa, University Learning, Expert, OER Dynamic Search Engine, Open Professional Education Network, National Science Digital Library, iBerry, Merlot, and Academic Earth. A good OER has the following characteristics. First, it is findable, meaning it can be found in multiple locations. It can be clearly described. It is clearly licensed normally through Creative Commons. It is from a source you can trust like an academic institution or an academic that you know. It can be easily modified. It is freestanding meaning it does not assume knowledge of other resources. It is free of copyright content. It is being used or recommended by people like you. And it can be imperfect. It just needs to work for you. From this session, we have learned that learning resources enable us to promote active learning. Digital learning resources allow us to meet the diverse needs of our learners while preparing them for the challenges of an increasingly digital society. Open educational resources provide us with means to achieve these learning goals and knowledge products available to more people. Thank you.


Hey everyone, welcome to figure fantasy. We're here now again with the apocalypse war We're gonna talk about snooze alarm. I'm gonna give you guys two options for You know clearing a high score depending on the availability of the figures that you have so on with our first option Okay, so the first option is obviously with Carroco She's a brand new collab unit, which makes things easier for everybody in terms of You know kind of controlling the boss If you don't have Carroco, I have another lineup later that can help you guys But I'll showcase this first because this lineup is actually one of the best lineups that I've had so far in Snooze alarm, so let's check this out Okay, so we are supposed to have Miko You have Mako Miko Mako you have Zephyr you have Harriet you have Carroco and you have Megan down there, so Again, the role of Carroco is big because she is Dealing in suppression She deals in stuns She also is going to help you tank in the in in the middle So and Megan is there as well to help you with you know to help you Support with Carroco as well. So again, we're trying to Have the best time for this run. So Miko is definitely going to be your primary Militarist you have two Healers there Zephyr of course together with her, you know energy Regen and Mako with you know crit giving Carroco crit is going to be Fantastic Harriet there is just your supplementary damage dealer together with her minions and She's gonna do blind as well So this this run is going to kind of be a bit long because This is so far the best run that I've had in The previous runs with snooze alarm my previous lineup was I'm just gonna discuss with you now option to Obviously for Carroco, she's not gonna be there, but Rin is going to be your you know Your replacement for her, but we'll see later. What is the Formation for that one, but for now, let's focus on the task at hand as long as Carroco is Actually alive. This lineup is going to be good. I don't have her at very very good gear It's more or less, but she's right now at five And she's dead So she she's actually at five Diamonds But again, the gear is not that good if you gear here her very well You're gonna be getting a very good score Better than what I have right now. So again the the key here is Carroco with her you know giving her the best gear that you have and Obviously enhanced leveled up and that is it. So far that is my run For Carroco, you guys can do better with her if you've geared her Correctly, so later we'll take a look at the gear that we have for her and for the rest of the crew Okay, so for as for gear is concerned you have Zephyr here with all HP You have here eternal Eden badge, of course, and this is a Sacred exclusive enhancer for helper. Okay, so next Miko for Miko you have Crypt you have attack and You have her exclusive badge here, then this is exclusive enhancer for militarist as for the rest What did I bring Let's go down a bit you have Megan here For Megan, you have ultimate then you have this is going to be a heal set Then she has eternal door badge no Adornment for her for Mako you have All HP for Mako then this is going to be your eternal Eden badge and Who did I miss? Six right, so the next one Should definitely be Harriet Harriet have her attack and I have an HP set on her then this is going to be a Specialist exclusive eternal prophecy badge and the last one would be Carroco. Where is she? Okay, so for Carroco, this is it so I don't have everything enhanced as you as you you know noticed But they're all in pink to in striping. That is why I Need to you know to develop her more and her badge is your eternal phantom badge Okay guys, so that is it moving on to our option to Okay, guys, if you don't have this is I'm sorry This is going to be your option to if you don't have Carroco Definitely you have to switch up Megan up front then you have to put Rin in her place if you don't have If you don't have Miko here the best option would be definitely be Sarola, but she's gonna She's gonna die quickly. That's the problem with Sarola nowadays So you cannot really put her in place of Miko unless you don't have Miko. So this is the second option Try it out and let's see how it goes so Rin is also vital here in terms of doing significant damage dealing I've had a lot of success with this lineup before before Carroco arrived with the collab so far this is going to be interesting because Again, if you swap out Miko for Zerola, Zerola's gonna last quite a few rounds, but definitely not up until The end game or the end portion of this because she's gonna you know, she's gonna die quickly I don't know why she's really prone to Dying quickly, but at this point Miko is your best option here because she She she's kind of unkillable as you all you know as you all remember and as you all know So again, we're at 500 points 530 and still going strong So far we could reach a million with this one Based on my last few runs as you know her it is already dead So we could at least reach a million with this lineup with this alternative lineup The other one the highest that I had was I think 2 million the option one So you're gonna have more points there, but again if you don't have a Carroco, then you'll have to be contented with this lineup. So so far I'm at 900 I Don't know if I'm no going to be Stepping to 900, but I'm at yeah, so it's at 1 million. So so far this lineup reaches a million points and Okay, so there you go guys two options for you for snooze alarm and Hope this helps you. Sorry before we go. I'd like to show you the gear that I used for this team Okay, so for those who didn't see the previous Equipment it's still the same that I used the only ones that is different is going to be for Rin It's gonna show you Rin's equipment because She's the one that I added so as you can see for Rin it's ultimate set Plus you have here a skill set and you have eternal phantom badge with her and this is going to be a Exclusive for Vanguard at Dortmund. So that is it. So for those who didn't see the previous Option one, you know option one. I already discussed their equipment It's the same equipment that I used for option two. So that is it guys So hopefully you have you know, you have gotten something from this Sample lineups option one and option two and you have used it to your teams as well So thank you very much for staying this far. Take care. Stay safe. This is the warden and I'm out here