Hey everyone, thanks for joining me. Today's talk is gonna be about open source COVID contact tracing apps to improve transparency and adoption. And I don't wanna make you wait anymore, so let's start right now, okay?  So during these last months, we have seen huge improvements in different areas of to fight COVID, not only related with the development and a lot of open source contact tracing apps, but also related with test methods, best practices to fight COVID, well, to reduce infection, vaccines and so on, right? And it's amazing, all the improvements we are right now seeing at this moment. But today, I'm here to talk about open source and how open source is helping to fight COVID through COVID tracing apps and how this can help to improve transparency. So just a reminder of all these changes that are joining me right now, this talk is not gonna be about code analysis and it's not gonna be about privacy issues or neither a currency test. And just to make sure, I'm gonna focus on software development activity and try to analyze patterns within software development activity in public entities. So the open source code of those apps only. And why are we focusing this analysis in this framework? Well, I'm from Victoria and in Victoria, one of the things we're doing is software development analytics and try to analyze software development activity of open source projects. Just to tell you a little bit of myself, I'm Anna Jimenez and as I said, I work in at Victoria as a software marketing but also I'm finishing my master's degree in data science and also open source advocate. So as you can see, it's like a mix of everything. So I always tend to say that I'm most like an avid with cross-domain superhero powers. So I was saying in Victoria, we are used to do this type of analysis. And in fact, this type of was had some motivation, some inspiration from all the Victorians that were analyzing these apps as well. So we can find Marike. Marike analyzed, I think it was last month. He published the blog post in open source.com analyzing the Corona Warns app development and it's the German, the official German contact tracing app. And on the other hand, Jesus, that it's also another Victorian, published a list of free open source that work for COVID contact tracing with a lot of useful information, not only European content tracing apps that by the way, this talk is mainly is focused on European contact tracing apps. But he published the list and some analysis from all the contact tracing apps such as it was from the apps from Canada, apps from Israel, Estonia, Italy, Portugal, Australia, India and so on. So I will publish these slides later on and you can go and check the different URLs. There's something in common between Jesus, Marike and I. So we are using, we have been using Caldron, this technology to analyze all the different open source projects. So Caldron.io, it's a free open source platform. It's mainly made for analyst, developers and managers. And it helps to understand the community and processes involving software development. And it's also built on top of Grimo Lab. Grimo Lab is the software used by Chaos Project that is part of the Linux Foundation projects. So just in case some of you are wondering how do we get this data from? I want to show you a quick demo of how is it like is to do the same analysis I'm doing right now. I'm gonna perform right now, okay? So this is Caldron. I just went to rather COVID GitHub because I'm gonna analyze GitHub and Git data. And it's just copying this, the URL, create a new project, go to add data sources. Well, Caldron also supports Meetup and GitLab, by the way. I'm just gonna focus on GitHub because the apps are being developed in GitHub.  And if you wait for a while, you will start seeing all the data. So well, rather COVID for those who doesn't know it's the Spanish, the official Spanish app. And it started, it was launched in September. So it really doesn't have a lot of history. So I'm just gonna go to the time picker and go to September. Okay, so here you can start seeing the data. You can see you have pretty fine metrics. So related with Commits, Incision reviews, reviews are pull requests in terms of activity and then in terms of community, right? So, and also if you want to go deeper or create your own visualizations, you can go to data workspace or more details. Both of them will drop you to elastic search to Kibana. So that's where we are making the customized visualizations. And here you can build your own, okay? So that's how it is, that's the process I have been following and on all the analysis I've made. Okay, so coming back to the slides. I know there are a lot of tracing apps in Europe, not in European Union, just to make sure just Europe area. But I focus mainly on this bunch of tracing apps. So I will be analyzing UK, Italy, Germany, Portugal, Netherlands, Ireland and Spain. I know friends have won. I know, yeah, friends have won and it's not here. Switzerland, it's also have won. That's also have won. But well, I don't want to make this talk never-ending talk, a never-ending talk, so that's why I had to choose. Okay, and I'm really happy to share with you once this talk ends, more details about, sorry, about all the apps. But for now, let's just focus on this one. So these are the names of the tracing apps. And then also it's important to know that all these tracing apps have different times when they were released, when they were actually launched into open source. So as I was saying, rather COVID was released in September. It's a really early, really new open source. But then you can find all the apps that are running since March in many or NHS COVID-19 from UK. Just to let you know that, of course, the analysis will change between apps because I will be having different time pickers when showing the visualizations. So in order to start the analysis, my goal here was to try to identify patterns, try to identify activity patterns. So for that, I make some questions, questions such as, is there a community around these projects? Or how is the evolution of active developers? How responsive is the community? How is the onboarding of those developers? Or when, where do developers work? So let's go step by step. I'm not showing the whole analysis here, I'm just trying to get some of the insights that I found interesting, okay? So the first interesting thing I found out was about the development of some of these open source apps. So for that, I think this visualization is really interesting and really useful because you can see the lines added and the lines will move over a period of time from comments. So even though RIDAR COVID has been posting several comments from September or long September, you can see that the main launch has been, the main release, sorry, has been right just in one day, like the first day, because the rest of the days were almost nothing. And this not only happened for RIDAR COVID in Spain, but it also happened for COVID tracker that it's the iris, the iris official app. So you can see it was only one big pick of lines added, one comment. And that's all. This means, this can tell us that these apps have been working on private repos first and then open source everything using a single comment. And okay, and what does that mean in terms of transparency? You will say, okay, so that means that there is no gate history available. And that means that probably the transparency is not the best one. It's a low level of transparency. Fortunately, this is not a trend. So you can see that other apps had more activity and they were having all the major releases, for instance, Corona one app, Germany, that is from all these list of apps, the one that has more activity overall in gate. You can see that they had been added a lot of lines, not only one pick, but they have three major picks in many Italy, Corona Mildred from Netherlands, Stayaway COVID, also three major picks, and NHS COVID-19, sorry for this, it's 1909, and UK. So let's move now into the onboarding analysis. So this was related with how well did those apps onboard developers and the evolution of developer onboarding over a period of time, right? So for this, we need to analyze gate. And to explain this, I'm gonna show you this visualization, also available in cauldron. So here you can see two sections, the first section, the dark blue, so it's when people made their first commit, so the evolution of those people, the newcomers, and then the lightest blue, it's the people that made their last commit look, so it's when people made their last commit contributors leaving. And this is an example from Radar COVID, this Spanish official app, and you can see that initially, they had a lot of newcomers, of course, but then they are losing it somehow. Nonetheless, I have to say that these apps was open sourced in September, so it's a really early stage app, so let's see how it evolves. The other apps, they're not following the same pattern, so for instance, Corona War app, and from all these layers, the most advanced one in terms of open source activity, and you can see here that they started to have a big level of onboarding, then they reduced it, but now they are starting to gain new commerce again, right? Even in Italy, it seems like when they make the big release, okay, it seems like they had a lot of onboarding, but then it's almost zero, and they're progressively losing new commerce. Netherlands, it seems now they're losing a little bit, but it remains more or less stable, and this is an interesting case, it's Ireland, okay? So here, this is the git commits they made of a period of time, as you can see, there's not a lot of comets, like it seems like they just have been like, okay, I made a bunch of comets here, a bunch of comets in the middle of August, and then now a little bit, but you cannot see an evolution and actually constant git contributions to the app, right? And you can see like, they began to have new commerce, but now they're totally losing them. And more apps, stairway, COVID, Portugal, and NHS COVID from UK, it's an interesting case, because here you can see that at some point, they didn't have new commerce at all, so they completely lose new commerce, and now they're somehow increasing a little bit, so let's see how it goes. So moving now to community response analysis, here I will try to focus on, see the median time duration of reviews, so our public request and issues, and try to see how the COVID's community responds among the different apps. So the first scenario is from COVID tracker in Ireland. As I mentioned earlier, I saw that COVID tracker is mainly based on just doing releases and that's all, not creating a community. And here we can see, it's a clear example, because when I went to analyze the median time to close issues or the median review duration from public request, I just found that they didn't even made any issue at all since June, that is when July, sorry, that is when this app was released as open source. So this is telling us that they are just focused on releasing code, but there is no community involved actually. We can see other scenarios in Italy, I'm just gonna skip this a little bit because we don't have too much time. So here you can see the median time to close from the different tracing apps, the median time to close for issues created, right? And the median review duration of the pull requests. Which is, so let's go a little bit faster. Okay, now, how the working hours is behaving in the community and how is the diversity in terms of organizations. So here we can see two kinds of behaviors, right? So we have, for instance, Corona One app in Muni from Italy and the one of Netherlands that of course during weekdays, you can see that they are doing most of the activity, but they are also working on Saturday and Sunday. So that's in terms of community, this is telling us that they might be companies involved, of course, but there are also individuals working that they might not be from companies, or maybe they're being burned out, that there are people from companies that they have to work also during weekends, who knows? It can tell us as burnouts, like developer burnouts, people that they weren't supposed to be working on Saturday and Sunday and they are doing so, or they can be individuals that are contributing to code during weekends, right? Like open source and suggests and so on. And then on the other hand, we have a different scenario. For instance, in rather COVID or stay with COVID from Portugal, it's clear they're working during weekdays and office hours, and there is no activity, well just a little bit here, but almost no activity during weekends. So this might tells us that is really, really focused. There are only organizations involved, developers from organizations involved in this development. So I also check out the email domains from the different apps. I'm just gonna focus, I'm just gonna show you rather COVID and the next one is gonna be Corona 1 app from Germany because I think you can see the both alternatives, right? So in Spain, the official company that is making the development of this app, even though it's open source, it's Indra is a tech Spanish company. And as you can see, the second email domain that has most activity on gate is Indra. And then inside, it's also from Indra. So it's Indra as well. And you can see that the companies or the email domains that are making the most contributions for this project are Indra itself. But then on the other hand, when you check Corona 1 app development, of course the official organization involved in this development was SAP and you can see it here, right? But you can see that most of the activity of the gate contributions is not SAP. Others is just because there are more email domains. So you can see how diverse is Corona 1 app right now in terms of contributions, right? So you can clearly see the different behaviors, right? In Spain, there are mainly a single organization making commits, making contributions. And Corona 1 app, there are several people contributing from different organizations or from different projects and so on. So just to end up with this talk, some highlights. So the first important thing I would like to remind is that transparency is important in order to build a sense of fair place. First for the contributors that wants to contribute to the project and then it can build a sense of trust among third parties. And then on the other hand, transparency can help to encourage national tech companies to get involved in the development of the app. And with this, I mean that if I've been in charge of developing an app, I'm Indra for instance in Spain, right? I'm Indra and I have to do this privately, then that's all. I mean, all the companies are not gonna get involved. They're just not gonna care about that. But if we open source this, it means that, okay, Indra is gonna be there, but maybe all the companies or the tech companies or the national tech companies can go there, see the code if it's transparent enough and provide some feedback and work together to build a better app and develop a better thing to fight COVID. And that's all. Yes, third story about petroleum. We, as I said, a software development analytics firm and understand how the software that matters to people is being built. And yeah, that's all. Thank you so much for joining me. There you have my Twitter account in case you want to follow me and ask me any questions you want. And see you soon. Bye.


Assalamu alaikum viewers, welcome to virtual university, in today's lesson we are going to talk about interpreting visual data and as usual the lesson will be in two halves, the first half will deal with interpreting the data and second how to make comparisons. Now as you all know one can communicate through words, through signs, through pictures. In today we will show you some other means of visuals, some means of communication which are primarily visual and among these are graphs, charts, diagrams, tables and maps. Now most textbooks include tables, graphs, maps, etc. And remember they are all aids, they are aids to help you understand and interpret the material that you are reading. Because of the importance of visuals and their possibility of being misinterpreted you will see first how words and figures can be converted into visuals of one kind or another and second you will learn to read accurately these common aids. Now we will show you an example, it will show you how information which consists entirely of words and figures can be converted into a visual. You will see on your screen a paragraph, I will read it out and then see if you can convert that information into a visual form and you will notice the difference reading information in printed form and looking at that information in a visual form, in a non linguistic form. Now our experience is that after listening to an hours lecture students begin very rapidly to forget the information given them, 24 hours after the lecture most of the students will have forgotten 75 percent of the information. After 48 hours the amount the students remember has usually sunk to 15 percent yet if the students review the information by noting the key points in the first place and then reading over or discussing or using their notes the retention levels are as high as 70 to 85 percent. Now here you will presented the findings in words and numerals. Now let us put these findings into graph form so that you can see them better. You will see the same thing in graphic form and you will realize that retaining all that information that you read earlier was difficult but one look one glance at the graph it made the whole information very clear and it is easy to remember as well. Now one of the ways in which information is presented is in the form of tables. The purpose of a table is to give the reader numerical information at a glance and tables are used to show various kinds of information in clear compact columns. You are all familiar with a timetable you had one in your school and in your college it was a plan of the whole week how classes were scheduled. In the same way you are familiar with airline and train timetables and you are also familiar with tables in mathematics, physics or chemistry and you know that tables are useful for quick reference but they require careful reading. Now when you read a table you have to keep a few things in mind. Number one read the table first read the title of the table and the title will tell you what information is shown in that table. A lot of students rush to read the figures without reading the title and it is from the title that you get the information that the table is showing. Number two always look at the footnote given at the end or bottom of the table. It will explain or give additional information that is necessary for an accurate interpretation of the data. So number one the title number two the footnote which is given at the end of the bottom of the table. Number three you must ask yourself if the information given in the table is reliable and for this you must check the source of information in the table. The source is also given and most tables do carry the source. Number four after that look at the heading of each column be sure you understand exactly what each heading refers to to what is included in each column. Also notice the units that are used. These could be in terms of numbers, money, weights, percentages, dates, sex, countries etc etc. The units may also vary from column to column and finally number five you must read the figures carefully and interpret them accurately. On your screen you will see a table which is taken from Yorkie study skills for students of English and answer the questions that follow by writing true or false but first read the table look at the table very carefully. Now number one the first five statements in the first five statements you just have to say whether the statement given is true or false according to the table right. You have to refer to the table again and again the first statement this table refers to the percentage of the total United States population. Now is this statement true or false? It is false. Number two judging from the table the annual death rate has been reduced by slightly less than half since nineteen hundred. Judging from the table the annual death rate has been reduced by slightly less than half since nineteen hundred. Now is that statement true? If you refer to the table is it this what the table is showing yes it is it is about the death rate being reduced this is what the table shows you. Number three heart disease has consistently been the major cause of death. Look at the different columns look at the column the first column where it lists heart disease and then you look at the figures and you will notice that it has consistently been the major cause so this statement is true. Number four the death rate for infants in nineteen seventy seven was ten point seven percent. Well simple just refer to the infant mortality there you will find the word mortality infant mortality look for that mortality means death. The death rate for infants in nineteen seventy seven was ten point seven it is true the statement is true and the last statement Talford fever has been completely eliminated as a cause of death just refer to the column Tyford fever and see what are the figures for nineteen seventy seven what are the figures in the earlier years see if the trade the statement given you is true or false well it is a false statement right now from number statement number six to ten over here true you have to state whether these statements are true of false number six since nineteen forty the annual death rate for automobile accidents has remained about the same since nineteen forty the annual death rate for automobile accidents has remained about the same I think it is true number seven the reduction in deaths since nineteen hundred has been greater for tuberculosis than for pneumonia true or false it is true number eight the annual death rate for cancer was about two and a half times greater in nineteen seventy seven than in nineteen hundred true or false true if you look at the figures number nine the most serious childhood disease in the first part of the twentieth century apparently was typhoid fever the most serious childhood disease in the first part of the twentieth century apparently was typhoid fever true or false true and the last one the abbreviation N.A. means not applicable I shall not tell you this one you search for the answer in the table the footnote and you find it out by yourself now we move on to another way of showing information is through graphs a graph illustrates a relationship between at least two things one of which is measured on a vertical axis and the other or others on a horizontal axis now look at the following graph which is again taken from the same book and answer the questions that follow first look at the graph carefully now answer the first five questions by writing true or false and the last five by writing the information the first one specific years are indicated on the vertical axis look carefully our specific years indicated on the vertical axis I hope you know the difference between vertical and horizontal being science students it should not be difficult vertical is on that goes straight up horizontal like this goes across alright and it is false number two the statement number two the legend shows how many men finished elementary school high school and college now the legend this is a different meaning of the word legend we came across the word legend in our I think first lesson where we said that legend is a story which is based on which is a false story which is based on a myth or some imaginary character this is the second use of the word legend and it means a legend on a graph are the words that explain the give you these are the explanatory words on a graph or a map the legend shows how many men finished elementary school high school and college is that what the graph shows you number three the main income of high school graduates is consistently higher than that of elementary school graduates by graduate over here it does not mean somebody with a BA degree graduate means anybody who has studied in a school in an elementary school passes out from the elementary school primary school high school secondary school right so do not be stumped by the word graduate number three statement number three the mean income of high school graduates is consistently higher than that of elementary school graduates the statement is true number four college graduates earn the highest income college graduates earn the highest income and it is a true state number five the graph shows this graph shows that female college graduates earn more money than male high school graduates look at the graph carefully is this what it shows no it is a false statement now the rest of the sentences the rest of the statements you will have to just look at the graph carefully and pick out the figures you write them down you jot them down in your notebook in 1965 in 1956 sorry the difference in mean income of elementary school and high school graduates was look at the graph and according to the graph it is about 1250 dollars number seven in 1976 this difference became about 1720 number eight in 1961 a college graduate earned a mean income of about 10,000 dollars number nine the mean income of a college student in 1966 was about it is around 12,000 and the last statement in the years between 1961 and 1976 about how much did the income of college student increase how much did the income of college students increase and you notice that this increase is quite phenomenal 6500 now that was one type of graph now you will look at another graph which is a bar graph it is similar to the line graph except that the bars are used instead of dots and lines and these can extend from vertical or the horizontal axis this graph gives you data about the world and it is the year 1979 a long time ago many of you were not even born at that time right look at the bar graph look at the bar graph answer the first five questions statements check on the graph and see if the statement that is on your screen does it tally with the information that the bar graph shows the first one is this graph shows the number of speakers of all the important languages of the world this graph shows the number of speakers of all the important languages of the world true the number of speakers is shown on the vertical axis the number of speakers is shown on the vertical axis no number three the number of speakers is indicated in millions example 100 means 100 million true number four there are twice as many speakers of English as of French there are twice as many speakers of English as of French false number five there are two languages which are spoken more than by more than 300 million speakers there are two languages which are spoken by more than 300 million speakers the statement is true now the rest of the statements you answer the questions by writing on the line that are provided but you can note them down in your notebook about how many native speakers of English are there in the world now this is according to the 1979 almanac right rather dated and according to the bar graph it is something like 370 million number seven what languages have about as many speakers as Arabic very simple look at the bars which language is more or less the same as as many speakers as Arabic and it is German and Portuguese number eight which dialect of Chinese has the most speakers which dialect of Chinese has the most speakers and you will have noticed that it is Mandarin Mandarin is one of the dialects spoken in mainland China number nine there are about twice as many speakers of Urdu as of and you look for a bar graph which is a bar not a graph a bar which is longer in size is compared to Urdu and you will have noticed that it is Malay Indonesian and number ten which language ranks fifth in total number of speakers which language ranks fifth in total number of speakers and it is Urdu right now I must point out to you that this is from the world almanac of 1979 so the information given to you is rather dated right but that was not our purpose over here the purpose was to make you familiar with looking at graphs and interpreting the data you have to have this skill it is also part of your reading skill now you will look at a map map reading is also a skill a lot of information is there in the lines that that you see but you have to have the skill of interpreting what is given there in those lines now the map is about Japan and you know that Japan is in the east it is in the far east that is the word that is used in the far east and if you look at the map you will notice that it is composed of four major islands the biggest island is Honshu look at the map and write down the names of the other three other three islands very simple it is in bold type and the names are kayushu shikoku and Hokkaido now which island is northern most that is which island is to the north the northern most island is Hokkaido and the southern most is kayushu all right number two Japan is surrounded by an ocean and three seas can you name them there is a large mass of water to the east of Japan and the name of the ocean is Pacific and there are a number of seas three seas that surround Japan they are the Philippine sea Philippine or Philippine and the sea of Japan and the east China sea which sea is to the west of Japan it is the sea of Japan and to the south east the Philippine sea number three which is the country nearest to Japan it is south Korea how far is it from Japan approximately 150 kilometers number four question number four what are the countries are close to Japan north Korea right approximately how far are these countries from Japan the closest is north Korea which is 400 kilometers now what directions are they from Tokyo they are in the west how far is the island of Hokkaido you work out which direction is Hokkaido from Korea all right on Hokkaido name one city that is due west of Kushiro and one that is north of Hakkodate look on the map and spot these number six how many cities in Japan have a population of one million or more what are their names and there are six cities Osaka Tokyo Kobe Kyoto Nagoya and Yokohama how far is Nagoya from Tokyo it is approximately 390 kilometers number eight the latitude of Kyoto is 35 what is the longitude number nine what are the latitude and longitude of the northern tip of the island of Hokkaido number ten approximately how far is it from the southern tip of Kyushu to the northern tip of Hokkaido approximately 1890 kilometers Mutsude is at the tip of Honshu is at the northern tip of Honshu and the city of Nagasaki is at the western tip of Kyushu look at the charts study them and decide whether these statements that I am going to read out are true or false number one in Asia the production of softwood timber is more important than the production of hardwood timber true or false false be the largest Asian country produces three times as much as paper pulp as Europe false number C Asia produces three times as much paper as much paper pulp as Europe true or false false number D the producers of timber are shown on the vertical axis of the graph true the cubic meters of wood produced are indicated in millions for example 50 means 50 million cubic meters and it's a true state now you looked at maps, graphs, bar charts, tables and these were visual aids these are aids and you as a reader must be skilled in interpreting the information that is given in graphs and charts and as I said earlier you must read carefully and interpret accurately the information that is given in such charts tables now we will move on to the second half of our lesson and that is how to make comparisons years ago when you were in school you learnt about making comparisons in English right and there are several ways of showing that similarities and differences exist between or amongst things the regular comparative and superlative are the descriptive words and these are formed whether they are adjectives or adverbs these are formed as follows we usually add er or est to words which are of one syllable for example take the adjective new now this is an absolute form and by showing comparison you add er the comparative and if you want to show the third degree the superlative degree you add est so it is new newer newest old oldest big bigger biggest and with adverbs it is soon soon as soon as late later latest now this is very easy and it reminds you of what you did in school now there is another way of showing comparison or the superlative degree the third degree and that is by adding the words more or most in front of words with three or more syllables now the word interesting in terresting more than one syllable so what do you do if you get a word like this you do not add er and est but you add the word more or you add the word most more for comparative and most for superlative word interesting you want to show the second degree it is more interesting the third degree most interesting convenience the word convenient it becomes more convenient and most convenient and it is the same with the word beautiful beautiful becomes more beautiful and most beautiful the adverbs easily becomes more easily and most easily not easily or easily est but more easily and most easily carefully more carefully most carefully now words with two syllables may be like what we have just gone through in that they that they will add the ending er and est and if they end in why it will be l y or le or er most of the remaining words take more and most in front of them example words ending in why happy it becomes happier happiest funny funnier funniest those ending in l y early earlier earliest friendly friendlier friendliest and then you have got those ending with o w shallow shallow shallowest narrow narrow narrowest those ending with le it becomes able able a blessed gentle gentler gentlest and the same with er clever clever cleverest now please notice that two syllable adverbs which end in l y take more or most for example quickly it's not quickly and quickly est but it becomes more quickly and most quickly slowly these adverbs take more slowly most slowly badly more badly or most badly and there are a few more examples such as the word careful careless boring awful complex more complex most complex now there are some common adjectives some common two syllable adjectives which can have either type of formation for instance the word common you can write commoner you can have commoner and commonest and you can even have more common or most common right so notice that there are some that take both types you can add er or est and add more and most the word handsome you can have handsomer handsomest and you can have more handsome and most handsome polite polite er polite est is the polite est boy more polite most polite and in the same way the word quiet quieter it's quieter in here quiet est more quiet and you can even have the word more quiet or most quiet now there are a small number of adjectives and adverbs that form the comparative and superlative degrees using a different stem and these irregular comparisons are and you will see on your screen a list of such words the adjectives are bad for good many bad becomes worse worst far becomes further or father of furthest or farthest good becomes better best many becomes more and most and adverbs like badly becomes worse worst little becomes less and least much becomes more and most well becomes better and best now there are many reasons for using comparisons in discourse they may be used to show equivalence more things when things are more or less the more or less equal equivalence you can show non equivalence or you can show one item when it is compared with others and sometimes parallel parallel of increase now for showing equivalence the following words are constructions are used are used to show equivalence that is the same and you have phrases like as big as whatever the word in the middle as as or are similar even each as many as equal to either as much as is like all now we will illustrate these in sentences example look at these sentences third generation computers can do a thousand time as many calculations as first generation computers notice the phrase as many dash as this is showing equivalence in the next sentence microcomputers are as efficient as many computers and the phrase as efficient as is showing equivalence that microcomputers are as efficient same as many computers in efficiency number three the sentence number three the term processor is the same as the word as efficient as same as in number four is like number five similar these are all words phrases showing equivalence number six as much number six a microcomputer can sometimes cost as much as a mini computer here the phrase as much as number seven it is both both and they show you equivalence number eight can be compared to this phrase is also used to show equivalence between two things to show that they are equal and number nine the word same the word same shows equivalence and number ten equal so these are irregular ways of showing similarity of showing equivalence now there are a group of words constructions which are used to show non equivalence non equivalence means not being the same and these are not as big as or not as great as the word greater than were more than neither nor not as much as not equal to unequal or unequally unlike not all alright look at examples and these examples show you how you can use the phrase not as difficult as is bigger and more expensive than less than fewer neither right unlike not the same not and we have constructions to show that one item when compared with others and we use the superlative and the word is the most released look at the examples number one is the word fastest and in number in the second sentence it's the phrase most commonly number three least difficult in the same way we have ways of showing parallel increase and the words are the more the less example very nice two examples the bigger the more complex the smaller the less challenging and you will see an exercise on your screen which shows you have to decide whether each sentence expresses equivalence non equivalence or the superlative and you can do this exercise on your own you just have to underline the phrase which either shows equivalence or non equivalence or the superlative and with that we come to the end of today's lesson in today's lesson you looked at visual data and how to interpret graphs charts tables all textbooks carry the this this kind of information and you as a skill reader should be able to interpret them and the second half we looked at words which express a degree a degree of equivalence or non equivalence or so the superlative degree all the best see you next time Allah Hafiz.


Who's Greg? That's a hot mug guys. Hey guys, this is my review for Supernatural season 15 episode 18 the third ever last episode of this show and They pull an infinity war.  The brothers are basically trying to fight off Death Billy while all of a sudden their friends and family start to disappear at first It's people from other universes, you know that whole Aspect that Andrew Dab made our thought was very important And then he brought them over and then just dropped them entirely for nearly forever up until now They all started disappearing But then it seems to be a bit more than that all the while Dean and Castiel are trying to take on Billy herself who is dying for some reason because she's been attacked by the Scythe I See what they were trying to do with this episode and certain aspects of it aren't the worst There are some cool moments for instance I didn't think I would be as Intrigued as to seeing a text reply in a show before Mainly because you can associate that with real life as well as the ending the ending of the episode Really gives you a cliffhanger even if it is straight out of infinity war. However on the bad side There is a little bit. Okay, not just a little bit a lot of melodrama Particularly with that end scene with Castiel that dialogue. I Couldn't help but just squirm because that was cringy.  It's as close to your death steel as you're ever gonna get even though it's just a forced concept, but I Don't know. I felt like this was just too much.  It's not as Eventful as I thought it would be and that was something that this episode had a lot of was boring I was kind of surprised with how much Nothing happens in this episode despite there being an abundance of supposed things happening in the background I think it was mainly because right off the bat. You thought Jack was dead, but then he blows up Comes back to the empty and then comes back to reality That's the fourth time this motherfucker has died and he was brought back In an even quicker fashion What are the stakes in this show Charlie comes back in this episode for the purpose of As well as Jim beavers in this episode for one scene He also the effect that's happening the the effect is end game It's infinity war they literally pulled an infinity war and guess what the next episode is I'm gonna be about them bringing everyone back. You rip off the Marvel universe. Oh Yeah, lazy, maybe that's what they're trying to do because they realize that they can't do anything new with fight scenes I love it how they square it off against Billy like yeah, we're gonna fight you Fall on the floor get up. Hey, I'm gonna focus on one of you even though one of you is over there I'm just gonna wait until someone attacks me. Oh, no The fight choreography of the show has been so bland so boring for such a long time This is it. We're in the final two episodes particularly the next episode is going to be the Season finale the end of the Chuck story whereas apparently episode 20 is going to be the series finale There's at least that's from what I've seen it does a decent job at Building up to the final episode even if it is a complete ripoff of something that has done it far better It's not horrible But in terms of pre pre season finales, it's not exactly the most entertaining it's not exactly the most engaging for me I Preferred the previous episode far more over this one this one honestly is just trying to do beat for beat for again Infinity war so in the end, I'm going to give despair. That's what this episode is I'm gonna give it a three out of seven I'm kind of disparate because I try to stay awake for this episode. Anyways guys, that's all for me Let me know what you thought about this episode in the comments below I will do a video Reading your guys's comments from the previous video It's just been a really busy week and I haven't got around to it I'm gonna try to do it So maybe I'll try and do both of these videos over the weekend, but either way let me know what you think I hope you guys enjoyed the video. We're almost there. We're almost there Anyways, see you guys next time. Thanks for watching the video My name is Nits and you might remember me from the animated cult classic TV show undergrads It's been a while, but I'm happy to say the click is finally getting back together in an all-new movie Thanks to a successful Kickstarter campaign But we are still asking for your support to see any and all updates about the upcoming undergrads movie Be sure to check out and like the bring back undergrads Facebook page And with any luck, we'll see you guys soon


The new supervisor checklist, a guide for new supervisors. Becoming a new supervisor can open up a wide range of opportunities for you. However, it can also mean that you need to adjust your new role. There are many more responsibilities on your shoulders than ever before, and you're responsible for the entire team. To perform to the best of your capabilities, and to make your team reach new heights, here is a new supervisor checklist. Follow these tips and watch your team flourish. Be confident and charismatic. Standing out is important when you're in a team position. When you're the supervisor, it's even more important. There is nothing that inspires respect more, and loyalty, than a charismatic, confident leader. Learn to be assertive, and don't question your decisions in public. Learn to delegate tasks. Motivate your team to perform to the best of their abilities, and learn to incorporate their suggestions and come to the best solutions. Create a respectful and professional atmosphere. Many new supervisors feel that the new position means that they have nothing else to learn from their team. Instead of distancing yourself from your team, connect more with them than ever before. This is one of the best new supervisor tips out there, as it has you recognize your strengths and weaknesses, as well as your teams. Own up to your mistakes and apologize and motivate others at the same time. Note that you set the tone for the entire team's attitude and if you are humble and respectful, others will be too. The next tip? Be on top of your game. This is one of the essential tips on the checklist. Don't wait for the team to come to you at Progress Reports. Go and ask them yourself. Learn the skills of all your members so that you can capitalize upon them and learn their weaknesses so they can be fixed. Be constantly updated with every detail in the office. This ensures better cohesion and communication, but it pressures your team to be on top of their game as well. By just staying updated, you can prevent slacking across the board. Don't spread yourself too thin. Some supervisors may end up doing way too much instead of working from a leadership position. This can never have a good result because it means that you end up missing deadlines and overworking yourself. It can also lead to employees taking advantage of you and make sure you know when to delegate responsibilities to others instead of spreading yourself too thin. And the last tip on the checklist? Don't try too hard to be well-liked.  When supervisors try too hard to be well-liked, they might end up sacrificing on some of their rules while not being assertive enough. Be positively assertive and know that your employees will automatically like you in return. Well, if you liked that checklist, subscribe to the channel because I come out with videos on helping new supervisors. Instead of distancing... Instead of... Many snoo...


Namaste, welcome to the session Solving Problems Based on Mathematical Modelling of Mechanical Systems. At the end of this session students will be able to solve problems based on mathematical modeling of mechanical systems. So, let us see mathematical models, differential equation model and transfer function model. Differential equation model also referred as time domain model and transfer function model is also referred as frequency domain model. It is called as time domain model because representations of the system are in terms of function of time. Transfer function model is known as frequency domain model because the representations of the system are in terms of function of frequency. In differential equation model dynamics of the system represented in terms of differential equations and in case of transfer function model dynamics of the system represented in terms of Laplace transform expression. Let us see importance of Laplace transform and transfer function. The transformation technique relating the time functions to frequency dependent function of a complex variable is called as the Laplace transformation technique. It is useful in solving linear differential equations and analyzing control systems. The transfer function gives mathematical models of all system components and overall system. Induitional analysis of various system components is also easy and possible by using the transfer function approach. Transfer function, it is defined as the ratio of Laplace transform of output response of the system to the Laplace transform of input excitations with zero initial conditions. Now, let us consider a system with input in time domain as R of t and respective output response C of t. Then to find out Laplace transform input is denoted as capital R of s and output is denoted as capital C of s. So, the Laplace transform for this diagram is given as Laplace transform t of s is equal to Laplace transform of output divided by Laplace transform of input equal to C of s divided by R of s. Now, let us see mathematical modeling of translation motion. So, obtain differential equation and transfer function for given mechanical translation system. So, we have an example here which we have seen in the last session. So, take a pause here and recall and write differential equation. So, for the given diagram, f of t is equal to m d square x by dt square for the mass plus b into dx by dt for damper plus kx for the spring. So, taking Laplace transform on both sides we will get or taking x of s common we will get the equation as given below. Then to find out transfer function x of s divided by f of s where x of s is output and f of s is input equal to 1 upon m s square plus bs plus k. So, this is the equation of transfer function of the given system. So, let us see mathematical modeling of rotational motion. So, obtain differential equation and transfer function for given mechanical rotational system. So, this is the example which we have already seen in the last session. So, take a pause here and find out differential equation and free body diagram. So, writing the equation here we will get. So, taking Laplace transform on both sides we will get. So, taking theta of s common we will get the equation and to find out the transfer function output upon input that is theta s upon t of s equal to 1 upon j s square plus bs plus k. So, this is the equation of transfer function of a rotational system. Now, obtain differential equation and transfer function for given mechanical translation system. So, let us find out differential equations. So, applying the Newton's law of motion which we have already seen to the m 1. So, the equation becomes f of t m 1 d square x 2 by dt square plus here now we have spring which has a displacement x 2 as well as x 1. So, equation becomes k 2 into x 2 minus x 1. Now, taking Laplace transform on both sides we have f of s is equal to m 1 s square x 2 of s plus k 2 into the bracket x 2 of s minus x 1 of s taking x 2 of s common here we get. So, this is the equation 1 then applying Newton's law of motions to mass m 2 where you can find there is no force applied. So, 0 is equal to m 2 d square x 1 by dt square plus spring k 2 having displacement x 1 and x 2 as it is connected to m 2 here. So, we are considering k 2 x 1 minus x 2 then k 1 into x 1. But taking Laplace transform on both sides we get 0 is equal to m 2 s square x 1 of s plus k 2 into the bracket x 1 of s minus x 2 of s plus k 1 x 1 of s. So, by taking x 1 of s common here from the Bohr equation we get. Now, let us find out the value for x 2 of s. So, taking k 2 x 2 of s at other side we will give us x 2 of s is equal to x 1 of s into the bracket m 2 s square plus k 1 plus k 2 divided by k 2. Now, let us put equation 3 in equation 1 to find out the transfer function. So, let us consider equation 1 again that is f of s let us put value of x 2 into this equation. Now, let us find out transfer function by dividing x 1 of s by f of s.  So, this is the transfer function and let us have one more example based on rotational motion. So, obtain differential equation and transfer function for given mechanical rotational system. So, this is the given diagram. So, let us find out equation for the inertia j 1 so that will give us torque T of t is equal to j 1 d square theta 1 by dt square plus k theta 1 minus theta 2 let us take Laplace transform of the above equation so that will give us T of s so this is the equation 1. Now, let us find out the differential equation for inertia 2 that is j 2 now taking Laplace transform on both side that will give us now taking theta 2 of s common that will give us now let us take equation 2 again here and let us find out the value of theta 1 of s that will give us now to find out transfer function let us put the equation 3 in equation 1. So, let us bring equation 1 again here so equation becomes now to find out the transfer function let us divide theta 2 of s by T of s so that will give us k by j 2 s square plus b s plus k into j 1 s square plus k minus k square so in this way we can find out differential equations and transfer function and hence we can find out the mathematical modeling for translation and rotational system these are references thank you.


The Laurierier Library has lots of online resources and services to help you in your policing courses. This video will show you what's available and how to access it. When doing research for your assignments, you'll be asked to use what are called academic, scholarly, or peer-reviewed sources. These aren't the kinds of things you tend to find in Google, which only searches a small part of the web. There's a whole layer of web content that can only be accessed through specialized search tools. The library provides search tools for academic or peer-reviewed content through its website. The best starting point for most scholarly sources is Omni, the library catalog. Just type your search into the box in the middle of the main library page to look for articles and books. To the left of the results page, you'll see options to limit your results. One key limit for online students is available online. Another is peer-reviewed journals, which will show you the articles in scholarly or academic journals. To view the full text, click on the record to see the details, then choose an option under View Online. At this point, you'll need to log in. Use your network login, which is the same that you use to access my learning space. Sometimes you won't find what you need in Omni and will need another specialized search tool. To find one, click on the research menu on any library web page and pick Subject Guides. You'll see a list of different programs and can pick the one that looks most useful. Your best bet is policing and public safety. On this page, click on Articles in the left menu. You'll see some search tools for policing that are better for more in-depth research or for specialized topics like legal research. There are other types of resources you might need during your degree program. If you click on the research menu in the top navigation bar, then on more research materials, you'll see a list of them, including data and statistics and government resources. You can get help with your research by using the Ask Us chat box on any library web page. It's staffed most hours of the day, including evenings and weekends, and is especially useful for quick questions. You can also get help and tips on how to do research for your assignments from the library series of videos. To find them, click on the Help menu, then choose Tutorials. You'll see a list of them on topics including picking a topic, writing a thesis, finding books and articles, citing sources, and using your sources effectively. If you have any questions, ask us at library.wlu.ca. help.askus. Thank you.