So, I may do that and then you can just download, you know, if you come in 20 minutes late, you can just download the first third, but I'm not sure. So, you know, this is the first time we've done this. So, we'll see, but they're there for you. They'll download faster on campus, I think, than at home. You know, those connections are generally better. All right, so let's see. No, no open questions we need to deal with first. All right, we've only got two things so far. Well, not in this order, reverse order, but the only two things we've got stress-intensive. We're working with some very, very simple, very straightforward ideas. We've looked at the possibility that an object of some length, say L, can be loaded in some way, whether it's compression or in tension, doesn't really matter. We'll work with tension today just because of what's gonna follow, but it doesn't matter, it can be done either way. So, we can load some objects and we've looked at the fact that depending upon what the cross-section is that's supporting this load, we get some idea of what the stress is then in the material. And that's just simply the ratio of the load that's being supported by that area. We also looked at the deformative response of this material to, for example, here a tension that there's the possibility that the material will elongate by some distance del, greatly exaggerated here, of course. Well, I guess it could be, you know, it's a pretty elastic material, pretty stretchy material like rubber or happens to be very thin or both, it could actually deform by that kind of margin. But then we looked at the strain in the material as the actual deformation. Itself, notice that that's independent of that cross-sectional area. It's also independent, at least that value itself is independent of the load that's being opposed on it. So, we're gonna get to the point today where we're gonna put these two together. And if I had $50,000, we'd actually do this, but I can't just buy $50,000 for a one-day demonstration. So, we'll just toss through the demonstration. It's a very straightforward one, so it's a very easy one to imagine, but it is kind of fun to do it. Well, I'll tell you why it's fun to do it when we get there. So, imagine we take some kind of engineering material and we'll look at a sample piece of this and the sample piece will look something like this. Top of the bottom, it's got some threaded portion and then it narrows down to a very standard test length in here where we have our constant cross-section. So, that will be our cross-sectional area A and we'll have in there a test-length L. Between this L or during this test-length L, it is a constant cross-section and the reason it nets down like that to this narrower region is so that that indeed is the test region. Everywhere else, there's a bigger cross-sectional area. So, we know that if the cross-sectional area gets bigger, the stress gets smaller. So, in this way, with this being the minimum cross-sectional region, we have the maximum stress in that region so that focuses the test on just that piece. Everything outside of that is going to be at a lower stress and so is not going to be the area of concern that way. Now we have a focus on this narrow cross-sectional region area and we have a test length there. So, we've essentially set, fixed these two values with that test piece. Then the threaded parts, we clamp into some machine and now we can use that machine to either start pulling the piece apart if we want to test it in tension or we can start compressing it if we want to test it in compression. And this is a very standard set size piece of material and can be ordered in all kinds of different engineering materials, different types of steel alloys, different types of aluminum, all kinds of different things. Anything we want to test, any material we want to test. And in fact, a manufacturer will do this for us if we're going to order some A36 structural steel I-beams then we trust that the manufacturer has taken some of that A36 steel and tested it for us and will publish for us the results we're about to look at now. So we're going to take this test piece, we can run it in compression order tension, we'll run it in tension just cause I've already pictured that. So the machine will put this piece under increasing tension. As it does so, it can monitor two things for us of course. As the force increases, we already know what the cross-sectional area is because that's standard for a test piece so it's something you can just, you can buy these test pieces, read off the cross-sectional area and enter it into the machine. So the machine will apply a force P, will have entered into it the value of the cross-sectional area from the test piece. So the machine will actually measure then for us the stress in the piece. Pretty convenient. Machine will put out a big graph for us. Also, the machine will already know what the length is cause we can type that in as part of the initiation of the machine, you know, you start with the machine. First thing it does is ask, I guess, for the area of the test piece and the length of the test section. It's usually very standard, maybe an inch or so. It depends on the size of the machine. And as the machine applies this load, it notices that it's two clamped jaws there will start getting farther apart. Well, that's what Dell is then. So the machine will be able to measure Dell, already knows what Dell is, it will calculate then as well as it does this test. The strain in the material, just very easy for a machine to know what the P is, doesn't know what the stress is, to know what the test length is, doesn't know what the strain is automatically. And so it'll put out for us a graph of stress on the x-axis, strain on the y, sorry, strain on the x-axis, stress on the y-axis. In a way, if you look at it, this is the load being put on the material, the stress is the load being put on the material, the strain is the material response to that load. Notice here in here is our load, in here is our response to that load, the actual deformation there. And so it's very easy then to put in those input values, turn on the machine and let it start applying some load, very little load at first, and then it gets greater and greater and greater, and we see what the material response to that is. This is where all these values in the back of the book are, we'll look at them in some detail in a second. So to start with, our material will take a lot of load, and not very much response yet. So we're just putting in some load, it's pretty easy to increase that load, and the material really doesn't respond yet very much. So we keep it going. And in fact, for quite some time, we find that this is a linear response. As we increase the load as determined in the stress for the machine, and it's output, there's just not that much response yet. That's no different than you grabbing a piece of the metal and trying to put some effort into it, and it's not gonna do very much. And in fact, as we're gonna find, I have to exaggerate this part of the graph just to get it on here. It's really extremely steep and almost right up along the y-axis. I have to exaggerate it here. We're gonna have to change scales as we go here because what happens later would compress this so much that we can't even tell the difference between it and the y-axis. Continues on for a good linear portion here where the stress is directly proportional to the strain as this load is being increased. Not very much strain response yet. The material's just not increasing that much. And we could run this test right here if I have to have it, about $50,000. However, right about now, most of you are feeling, what a great chance to take a coffee break. So we decide, let's turn off the machine and we'll come back in a little bit while we're all gonna go out for coffee. Who came in? Frank came in last so he's buying. So we turn off the machine. We don't instantly release the load. We let the load back off a little bit. As it does so, we notice it goes right back down this same line to a point where there's no load and no strain. No stress, no strain. We get right back down to the origin. That's kind of, that's very useful in that the material will go right up a linear that's always the best kind of relationship to come across in science and physics and engineering because it's so easy to understand. We go right up that, if we release the load, we come right back down and back down the very same line. We come back from our coffee break. Thanks Frank, appreciate that. Come back from our coffee break.  Start increasing this peak again. Start increasing this stress again. Notice what the response is. We go right back up the very same line. That's useful. It's extremely then predictable what the material's gonna do. Whatever this material is in here, maybe it's A36 structural steel, whatever it is, it's very predictable what it's going to do. That's great to us as engineers. That means that we can choose a particular material, put it under load, we know what it's going to do.  We know what's gonna happen when that load's put back on. We know what the material's going to do. That makes the engineering a lot easier to do. Within limits, within limits. We get up to some point finally where we start to lose the linear portion. We start to get the graph to curl over a little bit. Notice that that's a place of where the load's not increasing very much. So the stress isn't increasing very much. But the strain is increasing. Now the material is starting to give to that load. It's actually starting to stretch a little bit. Where we lose this linearity, we call that the yield stress. So we'll put a little sigma sub y here. That's where we start to get yield. That's a very important point to us as engineers. If we want to keep the predictable response here, we need to stay under that stress. If we want the material to yield predictably, lose any strain that got in it as we take off the load and go back up and down this line several times, then we need to stay below that yield stress. And if you look in your books, that's one of the items that essentially the middle column calls it the yield strength, sigma sub y gives it both tension, compression, and for shear. Because we can redo the test as a shear test. So you've got some pretty good values. Notice for all the steels, they're the same in compression as they are in tension. That's pretty good if we have a structural piece that's going to be stretched and then compressed, and then stretched and then compressed. It responds in the same way to either side. So that can be kind of useful. All right, since this is linear and predictable, we call this region the elastic region. The material is behaving exactly as a linear spring behaves. As we keep going a little bit, we start to get a curl over at least for certain types of materials. These are, we get a different curve from here on for different types of materials, for ductile materials. Those that have this kind of response at room temperatures, which are most of our structural steels are ductile materials. So let me let it go a little bit farther as we start to see the type of things it does. Bound in here, it tends to really increase the mechanical stretching of the material. So much so, it'll stretch so much so that it actually will reduce the load in here. It stretches so much that the machine now feels that there's quite a bit of stretching that's gone on, the jaws here are separated quite a bit. To the point it actually reduces some of the load here. Continue with the test. We see that it starts to come back up here. Any time in here, from this yield point beyond, if we turn off the machine or completely take off the load, we never get back to down here. We've permanently, permanently now stretch the material. We'll never get it back. You've all seen that happen with springs.  That's why we don't let students play with springs and physics last very much, because you ruin them. Get them out there, all the guys gotta take the springs and they start doing this Charles Atlas thing and seeing who can bust the springs and who can't. And then if we take it a bit farther, we actually can get up above the previous stress limits to some point then where we peak out a little bit and come down and finally the material actually ruptures. That's the exciting part of the experiment because it happens with an incredibly loud bang. Suddenly the material has separated here, physically separated and the jaws now are at full load, but there's nothing to hold them together anymore and they slam apart and makes a really loud bang.  Thank you very much, lab assistant at Portland State University.  Jake, yeah, hanged up? Like when the stress is increasing, like that second curve. In here? Yeah, is that because the area is getting smaller? It's part of it. That's what's really happening out in this region. We call it necking. It's where the material is actually physically thinning now and so the area is starting to drop as the load goes up. Obviously this point is important. This is the ultimate stress. It's the most it can withstand. That kind of point, generally we don't wanna do any engineering near that for our structures. We wanna stay way back here where everything's elastic and recoverable and predictable but there are times when you want a piece that you actually want it to fail because then it protects other more expensive components in the equipment so you do need to sometimes engineer out at this region. So that a small, cheap, easily replaced part will fail, protecting then all the more expensive or harder to get to equipment. It's the type of thing if you do any snow blowing, which most of us do, you've got those big augers in the front attached to an axle and then there's shear pins holding in that auger. If a rock gets caught in those augers, you want the shear pins to fail rather than have those augers jam hard to a stop, slam the engine to a stop and then the engine's rolling. Much nicer to lose a buck and a quarter on a shear pin than $500 on the engine of the snow blower. So it's that kind of idea that sometimes we do wanna engineer, actually engineer in that region. So sort of as a review in this region, we're actually saying what we call yield. This region is called strain hardening. Anytime if you release the load there, turn off the machine or unload the structure or whatever it is, you'll come back down to some level where now there's some built in strain to the material. Sometimes that's useful. We're not gonna look at that very much. We're gonna look very much. Spend most of our concern and time in this elastic region. Now to just give you some of the idea of the numbers of, by the way, ductile is a material that will rupture at room temperature and follows this kind of curve. So that's most of the structural steels that we'll be interested in as engineers. You may end up in some part of the industry where you've gotta worry a lot more about some of the other things going on. For the most part, we'll worry about just this elastic region. So let me just put some numbers on here to show you what we're talking about. These are numbers for a low carbon steel. A steel without very much carbon in the substructure. If you take a course called Material Science, you'll look at what makes an alloy, how they do it, and what's the response of the materialist to different alloying percentages and the like. So just to get some values in here for a common steel, this strain limit on the yield is something like 0012, and the yield strength is up around maybe 40. These values, by the way, KSI, kips per square inch, and then we don't necessarily need units on the strain. This value here where we kinda hit a low point is .02. So you can see the scale difficulty of trying to get all this on the same drawing. This is very, very small compared to this. And so it's difficult to get the whole thing on a graph that's useful, and we'll talk about that in a second. This value out here being something like .2, and then rupture it around .25. So that's a pretty good amount of stretching there. That's a quarter inch over one inch of material. And ultimate, maybe up here around 60. So those are some of the numbers we're getting. Our book, and because of that, we will not even deal with the rupture strength. It's only got listings for the yield strength, the end of the linear region, and this ultimate strength if you wanna get out there to the absolute maximum. Correct. A quick look at some of the other kind of things that can go on. Look at this stress-strain curve. Other materials that aren't ductile, for example, aluminum, will have a curve that looks a lot more like this. Again, a nice linear region, and then it tends to respond like that, and then just reach a rupture point. It doesn't have this sort of dip into the curve that most of the steels have. And again, the real graph look more like that, where that linear region, it's indistinguishable from the y-axis. If we did it the same scale all the way across. If we go up to some point past this linear region, say up to here, and then release the load, we tend to come back down parallel to that original linear region, and it's sort of like the material now starts over from there, and you can go up or down now that line. So in a way, you've increased the yield, the yield limit, you've increased the point where the linearity stops, because we're a little bit higher up here than we were down here, but you've permanently built in some strain offset, which might be exactly the kind of thing you want to do. It's not a typical to put in a permanent strain offset of about 0.2% for aluminum to get a little bit more yield out of it than before. Other materials of interest, ceramics and brittle materials, glass, brick, stone, they have not very much of a linear region, and kind of just go up and then rupture. Extremely useful in compression, very hard to engineer in tension, so a lot of point in that is ignored with those things. All right, so there's sort of a cartoon picture of the response of some of the materials to what we got going on here. Any question for, we started looking at some more detail, especially in this engineering region of interest down here where things are so predictable and repeatable. All right, let's leave that graph up there because we're gonna work something with that one. Oh, wait, what we do? Let's take a quick peek of what the book does. How many of you have a book with you? Okay, so it is worth it if I put it up there on the projector. Just to see what they do with these graphs. There's different ways to handle this problem. The fact that this region is incredibly small, and if we did the whole thing to the same scale, we wouldn't even see that line. So the book does a couple different things with it to make it so it's usable. Here's one of, notice, here's the basic curve that I just sketched out first. More to the true scale of it. So what they've done is taken this linear region of interest and redrawn it to a different scale. And that's then what's shown in the light blue numbers. Notice that you can follow that with the light blue numbers all the way out to here, then that point stops and restarts on a different scale there. So that's one way to handle this problem, to graphically handle the problem that is very, very difficult to get all of this on the same scale and make it usable and visible where we can see some actual numbers. So it's not really two different materials, two different tests, it's just this picture stretches out and then reverts back to a grosser scale, starts again here and then finishes the curve. So that's the way, that's the main way our book handles this. So that was a good example as any of them in here. So yeah, you can see other problems where they do the very same thing.  My students have had me before, remember I very seldom recommend that you ever use color on a graph, but that might be one of the places where it's worth it. The trouble is, of course, if that gets photocopied, then that the clarity of that is lost and so you might wanna do other things. One thing that could be done is to make two graphs out of this where there's one graph for the elastic region, just like they did there with the lower portion of the diagram, continue the graph with a different scale that pushes this back into there, but then lets the rest of it go out. That's sort of like what they did there, only taking this graph out from underneath and sliding it over here. That way you wouldn't have to use color on these and you could use a much different scale. It can still be obvious that the two went together. Maybe even continue a dotted line over here to show that it continues. So there's different ways to handle it, different books through different things. But again, the bulk of our concern is going to be with this linear region so that we can stay below the point where the structural materials start to yield. It could be that once they start to yield, remember this is actually a physical lengthening of the material. It could be that things don't fit quite right anymore. A machine might not run properly or doors might stop closing if we're talking about structural members that undergo this type of stretching. All kinds of dastardly things can happen. So we're going to focus then on this linear region. It wouldn't be too much of a surprise that when we have a linear region like this, especially one that so politely goes through the origin, which of course this does, if there's no load, there'll be no responsible material. It's just sitting there, you just got it out of the box. No cars going across the bridge, whatever the situation might be. It shouldn't be a great surprise to you then that the slope of that line is very important. For different materials, there's a different slope there. This slope is known as Young's modulus. If it's Young's modulus, we give it the symbol E. Actually that comes from the fact it's also known as the elastic modulus because this is the elastic region in which we're concerned. Remember, the material will return directly back down that line if the load is relieved. So it's a perfectly elastic response. In fact, we'll see in a second that you've actually been here before in certain ways. So that's the stress at any point in the test divided by the strain at any point in the test. It's stress, strain, little bit of simple mathematics on this. Canceling like terms, top and bottom, we're left with S over A to simplify the ratio.  When I heard that 30 years ago, and this was also a Portland State University, I thought that was fun. In fact, I had to wait until I came here and taught this class the first time. I could finally use what might possibly be the greatest engineering joke ever. Well actually, at the time I thought it was, I've seen some of my own that are even better. We haven't gotten to them yet. I don't remember the old man, that's what I got in here on YouTube. So let's double check what we got here. That's the stress over the strain Now this is, remember, a material characteristic. This is something the manufacturer should publish. It's the type of thing of course that we can look up in the back of the book. Once it's been done for a particular material, it's considered no different than density or color or even cost. It's a material characteristic that the manufacturers have let you know about. Now let's just take this just for a second to show you that this is actually rather familiar to you. So I'll just do a little bit of a quick math to rearrange things a little bit. Let's see, is that the, yeah, that's right. That's the piece I'm looking for. All right, so if I rearrange that just a little bit, I'm going to put P over here and everything else over there, which will be E times A over L. Times del, that algebra is okay, I think. Here's why that's important. Notice that everything right here, what can you tell me about that quantity, E A over L? Everything in there is a constant. Remember this is a material characteristic.  I know exactly what that is. The area is already determined by the piece, in this case it was a test piece, but it could be a structural piece that we have L that, remember, is the original length of the material, then this is the variable response to some load. So I can rewrite this as F equals K. That look familiar? It sure should. This is, of course, hooks law for linear springs, just like you saw in physics class. Just to further emphasize a couple things, one is that especially this young's modulus is a constant as far as we're concerned. It's a design point that we can use in calculations and that the material response that we're talking about in here is indeed elastic because that's exactly what you looked at when you looked at hooks law with first springs, which you probably didn't. We didn't happen to do it in physics one. I don't think you do it in physics two. Did you? Actually did hooks law on some springs. You might, because then you looked at harmonic motion, you need to know what K is for harmonic motion. So it might have been worth actually figuring out what K is, but it's such a simple experiment. You just hang increasing masses and measure the length of the spring as you go. So we've got this very predictable, very usable point in terms of the material response itself, the material characteristics. So that again is a piece we're gonna need in the books. So if you don't bring your book, at least photocopy this full inside both of them, because one's the English table, one's the SI table, so that you have this with you at all times. And then notice one of the things in there is let's see, second column, modulus of elasticity E, elastic modulus as I happen to write it. All right, let's put that to some use if we can. All right, so here's a simple design of some kind with which we might concern ourselves. There's a three-foot cable there holding up one end, simply pinned beam, feet along here. So that'll be two feet, missile beam, and then another three feet. We hang a weight of some kind. In fact, you're gonna have to determine what that is. That's part of what we're gonna do here is determine what that is. Once that weight is put on there, the response of the system is a deflection caused by the stretching of that support cable there, so that the system drops down to there. Just for help, we'll label a couple of these points for reference, a strain response in the support cable DE due to the load put on there at point C. For now, however, we will not later have this luxury. For now, we're gonna assume that that beam does not bend in any way. Not too long from now, we will look at the response of other structural materials. Right now, we're only looking at tension and compression. The bending is due to a transverse load, so we'll be looking at that a little bit. All right, and this cable here is four feet long. All right, you need to find a couple things. One, we're gonna need to find the weight. Also want to find the strain in both cables. We have one support cable at DE and one cable at EC holding the load itself, which we don't know yet. Both cables are A36 steel, the things you need. This downward displacement here is 0.025 inches. And the cables have a cross-sectional area. Remember, that's important to us now, because that's what is determined and used in the stress cross-sectional area of 0.002 square inches. All right, so we can get a start on this one and we'll finish it up on tomorrow morning. What's the easiest thing to find, the thing that we find almost right off the start? Gotta find three things. The strain in the two cables, the one cable we have here, the one cable we have here, and then we also need to find out what is the load that will cost this system to respond in this way. DJ, you said the strain in this cable is the easiest thing you've got, everything you need there to find that right away. And cable BC? We've got a weight hanging from it. I bet there's a strain in it. So there is a belt. I don't know what. Now remember, when it's a concern how much this load moves, don't forget there's strain in the cable and a deflection there too, if that was a concern. We have to look at both of those things. Double check, I gave you all the pieces. Be careful, make sure that not only do you use the right set of units, whether it's SI or English, but that you also read the table properly. Most of these elastic modulus numbers are fairly large. Once you find the strain and you know Young's modulus, you can find the stress in that cable ED. Once you find the stress in ED, you can find the load in ED. Once you find the load in ED, you can then find what this load is using our static equilibrium. So that's most of your game plan there with that one.


What's going on InfiniFam? Welcome back to another video. It's your girl Janice. If you guys are new to the channel, make sure you hit the subscribe button and join the family. Guys, today I am going to be setting a spicy picture of myself as my boyfriend's lock screen to see his reaction. Now guys, right now Isaiah's upstairs. He's taking a nap, so I went ahead and I grabbed his phone and I set the sexiest pictures of myself as his lock screen. Let me show you guys what I did. Alright, I don't know if you guys can see it that well, but I took these pictures on IG a couple of days ago and I decided to pick the best ones to put on his lock screen along with two other ones that I could not show you because they were probably just a little bit too spicy. But guys, if you are ready to see his reaction, don't forget to smash that like button. I'm just going to set the phone over here and I'm going to wait for him to come downstairs and we are going to get this prank started. So again, if you are ready for today's video, don't forget to smash that like button. Comment down below team Janice and let's get this prank started. I know you're so hurt. Yes, it was. I know you're so hurt. Let me see. I know you hurt your toe. Sorry, stop talking about it because then it's going to hurt more. Okay. How was your nap? I didn't take a nap. What are you talking about? You're lying. You literally just slept for like 10 hours. No, I didn't. That's you. Look, you and him. I'm chilling right here. What have you guys been doing when I was upstairs? Minding our own business. I was taking a nap and not doing anything productive. You wasn't doing nothing productive. How about both you guys brainstorm and think about something that's productive to do because his bed.  I was doing something. I was. Yeah, I didn't think this. I was hard at work. That was you snoring and all. Have you seen my phone? No. Then where's my phone? What do you mean? Where's your phone? Like I know where your phone is at all times. My phone was upstairs. And it's not there no more? No. You sure you didn't grab it in your sleep? How would I? No. Okay, well then I don't know what to tell you. All right, bro, I'm not. Anyway. And you and what? I don't got time to go get it.  Did you see? No, I don't know where it's at. What you mean you don't know where it's at? That means look for it. I don't have time for that, bro. Oh my goodness. However, before my wonderful nap, before it got ruined, did you see the TikTok I sent you? What TikTok? Of a guy doing the handstand? No. Bro, you never watched the TikToks I sent you. What are you talking about? Well, I sent you a TikTok and the guy was over here doing a handstand, but he was like, he did the handstand and then he had his legs up in the air, but then they came down to like a, he made like a triangle with his legs. It was crazy. Well, go get your phone and show me what I don't have. I don't have my phone. I kind of want to show you like how it's done though. Babe, get your phone so I can see it. Grab a minute. I want to do it myself. I want to do a handstand. Come here, baby. I don't know where my phone is. Come here, baby. Come. So the guy, he did, he did something like, if I fall you better catch me. I'm scared. Oh, I got this. Wait. No, blue. You're going to mess it up. Go. He's in the corner. Leave him. Do something. Oh my goodness. Keep him. Jess, just let's go home. Hold him. Okay. I just want to show you and now I'm going to look for my phone. All right. Ready? That hurt. All right. All right. That's it. Fer, you going to take my phone though? No, go get it. I had it on the handstand. That's the top. It was not funny. Who put my phone down here? Okay. Now show me the tape. Here we go. I'm going to get the ointment on the dang seat. The ointment on the seat? Okay. Go ahead and show me the tape. Are you bullying me about my ointment? Yes, I am. Are you bullying me about my ointment? Yes. Why don't you do this? Do what? Why don't you do this? What are you talking about? My wallpaper. Why don't you do this? I don't know what you're talking about. Show me the tape. Screw the tape. Why don't you do this? What? Why don't you do this? Who else would have changed my lock screen? I don't know. What? Bro, who else would have changed my lock screen? Changing your lock screen. You know what you did. Why don't you take these? What do you mean? I don't know what you're talking about. The three pictures in the middle. I took those for you. Why don't you take these other ones? The ones on the top and the bottom. Oh. Who did? Bro, why don't you take these? You over here. Oh, you don't know. You changed my lock screen. Like, come on, bro. Let me see. Why don't you take them? Wait. The pictures you took. What are you? Yes. Do you like those? Yes. Okay. When did you take them? I took them right here, you see. I'm trying to see the real thing. What do you mean?  Stop playing with me. Okay. And I'm willing to see it again. This is all you see. Janice, no.  No, Janice. Would you want me to reenact it? Yes. Okay, so the first one. Babe, no. Like, no. This is the first one. I was like this. No, in the same attire. In the same attire. That was the first one I did. Babe, in the same attire. And then the second one, I was like this. Oh my god. In the same attire. Babe, can you appreciate that I did that for you? Okay, I appreciate it. And I'm going to keep my lock screen as this. However, I'd like to see the real thing. No. Can you just admise the most spicy ones? And I didn't post all those. Because I hope you wouldn't post those. Because I made them for you.  I'm very grateful. And I'm trying to see the real thing. Why do you want to see the real thing when you have this right here?  We got lotion upstairs. Asking for my tattoo. You're alone? What's so nasty? What are you talking about? What are you looking for? Lotion. Lotion for what? Because my tattoo needs moisturising.  I'm not using this one. Why not? Because it smells too, like, girl. It says rose, rosehip seed oil. Bro, that's not, no. I'm not trying to smell like fruity. What, do you want me to use that for again? My tattoo. All right, my tattoo. What? And it's too girly.  Can you get the camera out of here, please? No. I'm busy. Can you say team Janice? I'm not saying that. Yeah, whatever. All right, friends and fam. So clearly, somebody's a little dirty, dirty over here. I'm looking for care for my tattoo. Anyway, guys. It is time for today's post notification shout out. Today's post notification shout out goes out to Andres Sagado. Thank you so much for your love and support. Isaiah and I love you. If you want to post notifications, shout out. All you guys who got to do is like, comment, share, subscribe. Turn on those post notifications, bro. Turn on those post notifications, bro. So you'll know if I'm whenever we post a new video. And with all that being said, I love you. If new fam, Isaiah loves you and we will catch you in the next one.


Hey everybody, this is Brian, and this is the 15th C-Sharp tutorial. Let's make a new console application. And let's make a new class. And let's just call this class, hmm. Hmm, I'm at a loss of what to call this. Let's call it wizard, just because I'm out of names. So we have our wizard class here. And what we're going to discuss today are getters and setters.  Public, int, get age.  So you want to get the age, so we'll say return mH. And then if you want to set the age, you would say something like public void set age. And then let's do int and age. Well, this seems like a lot of typing, isn't it? I think it is. mH, hmm. Probably help if we had an access type here. And as you can see, it's kind of clunky and error prone. There we go, mH equal nH. And then you can do whatever you want within these things. Well, Microsoft added what's called the get and set function. So what we're going to do here is we're going to make a property. So we're going to say public, int, age. And then brackets. Now, you notice how we didn't put these parentheses at the end, because this is not a function, this is a property. Then you're going to say get. And notice how it has the get word in there. A code block. And then set. And a code block. That does pretty much the same thing. Now, you notice how get's kind of complaining and saying, not all code paths return a value. Because what it's expecting is this, return mH. And then you can say, so that we'll say mH equal value. Well, where's value coming from? Value is a virtual variable, if there is such a thing, that basically the Microsoft.net framework is throwing in. So whatever you want to set the property, the value passed to it is literally value. So this right here takes place of these two functions. Now, why would you use a property? Well, property, very simple, because it acts like a variable. Let's say, gets or sets the age. There we go. And then let's actually create our wizard here.  And we'll say, see wizard dot age. Now, you notice how we have the get and set, but we don't need them. Because we can just say age equals, and we'll say 12. Because, well, he's kind of a childish wizard. Let's do a console read. And let's do a console dot write. Write line, and we'll say, see wizard dot age. And let's actually go back in here. Let's delete this stuff out, because we really don't need it. So let's review really quickly. We have a property, see public and age. And in our property, we can get or set. Now, get returns the value, and you say return m age. Because this is essentially a code block, a function. You can do any sort of computation you want in here. Same thing with set. So that's a code block. You can do anything you want in here. But the purpose of get and set is get will return a value, and set will set the value. So let's actually save and run this. Sure enough, it says 12. So what's a common usage of a property? Well, let's say we want a read-only property. So let's just say public int, and we'll say read-only age. Don't get thrown by the name. We could name this anything we want. And let's just copy this, paste that. Now you notice how there's no set block. There's just a get. And that's because, well, it's read-only. We say read-only age equals 22. And we try to run that. It says build errors. What's the problem here? It says cannot be assigned to. It is read-only. That is how you protect your internal variables. Now don't get thrown by the read-only age. We could very easily just call this bunny slippers if we wanted to.  It's a property. But in practice, you know, instead of calling something bunny slippers, you should give it a descriptive name such as age. Notice how it's highlighting it because it's saying you cannot set. You can only get. Now, when you set something, you're using the equal sign age equals 12. So that's calling the set portion. When you get it, you just, well, you just say wizard.age. So you're getting it. In other words, age is going to return. Set is going to set it. Very simple. I know it sounds a little confusing, but really all you need to understand is that you are making a property. That property is exposed to the outside world because this variable, we call this very fragile. We don't want this exposed to the outside world because, you know, just raw chaos could happen. For example, we could say if, not here, sorry, that's in the get, if value is greater than 100. Well, nobody lives past 100, right? Wrong answer. I know some people do. But actually, let's say if it's past 200, because nobody lives to be 200 old, then we'll say m age equals 200. Say that's the upper limit. Else, we will just set the value. So this is the power of a property. This is the level of complexity you can really get is just astounding. I mean, you could actually just pass this off to another class or a function and do some huge mathematical algorithm. So what we're doing is saying get just simply returns the age. Set, if the value they're trying to set is over 200, we're going to say age is 200, because that's the maximum we're going to allow. Else, we'll just set the value. So let's actually try to do this. Let's say 300. And let's see what happens here. Run this. And sure enough, the maximum age returned is 200. So as you can see, properties are very simple yet very powerful.   Anyways, this is Brian. Thank you for watching. I hope you found this educational and entertaining. And keep up on the feedback. And one thing I should probably mention before I go is if you are watching these tutorials, you can go out on my website, www.voidrealms.com, voidrealms.com. And you notice the word void that we've been talking about. I mean, yeah, my website returns nothing. Anyways, go to tutorials and then C-sharp. And I've been uploading all these, including the source code. So like you can just, you know, go out here and you can just download the source code for each tutorial and watch the video while you're out there. No, there's no subscription fees or anything like that. I do ask for donations. If, however, you don't want to donate, you don't have to. You can just click to download. The only reason I ask for donations is because, well, I put a lot of stuff up here and some businesses use this to train their employees. And if you guys find this worth your while and you're actually using this for business functions, just donate what you feel it's worth. Otherwise, just have fun.


Hi this is Dr. Ruscio and let's discuss the association between thyroid autoimmunity and anxiety and depression. Now what is thyroid autoimmunity? Thyroid autoimmunity is an immune condition in which your immune cells attack your thyroid gland which they shouldn't and this can cause progressive damage to the gland which can then lead to hypothyroid, it is the most common cause of hypothyroidism. And in this study I'll put the abstract up here on the screen entitled Association of Depression and Anxiety Disorders with Autoimmune Thyroiditis, a systematic review and meta-analysis. They were looking for and tracking and trying to answer from a high level if there is a consistent association between thyroid autoimmunity and depression or anxiety. And to quote this study, 19 studies comparing 21 independent samples looking at over 36,000 patients were examined and what they found and I'll quote again here, patients with AIT that's autoimmune thyroid, Hashimoto's thyroiditis or subclinical or overt hypothyroidism had significantly higher scores for anxiety and depression. And I'll quote here their conclusion, this meta-analysis establishes the association between AIT, autoimmune thyroid and depression and anxiety disorders. With AIT exhibit an increased chance of developing symptoms of depression and anxiety or of receiving a diagnosis of depression and anxiety disorders. So clearly there is an association between thyroid autoimmunity being overtly hypothyroid or subclinical hypothyroid and anxiety and depression. So the question is, what can you do? Well, the first thing I would do is be very conscious with unfortunately with the advice that you take from alternative natural and functional medicine. And the reason for this is because this community, which I include myself in, but I do not practice this, is very quick to give people very grim diagnoses when or prognosis when they're diagnosed with hypothyroidism. And this is incredibly damaging. When you take someone who has a predilection toward anxiety and depression and you paint their prognosis to be worse than it actually is, you are in effect going to exacerbate their anxiety and depression. And I see this all the time. It's very upsetting. It's very disheartening to see people come into the office who think their condition is far worse than it actually is. And they have this baseline level of anxiety and depression now exacerbated because they're a practitioner who's probably operating with virtuous intent, but is trying to scare them into motivation is actually making the situation much, much worse. So you have to be really careful, unfortunately. And there's another aspect to this if I'm being fully candid, which is thyroid disorders are highly marketable disorders, thyroid symptoms are highly marketable symptoms. And so unfortunately, there is a flooding of the space on the internet with claims about thyroid about how all your problems are caused by thyroid. And this further exacerbates this problem of fear and overzealousness and overly grim prognosis is being painted for those looking to get an answer about, okay, I have a thyroid condition and I'm depressed or anxious or have some mood disorders. What does this mean? What can I do? I would first offer you take a big breath in and step back and relax a bit because much of what you are told makes the situation look far worse than it actually is. Yes, they're an association, but there are plenty of things that you can do to improve your thyroid. And I would argue to also improve your mood and you don't need to be fear factored into thinking that you can never eat out, have a bite of gluten or not take handfuls of supplements in order to feel well. And so let me run through some of what you can do outside of being very cautious and circumspect with the advice that you take. A gluten-free or a gluten-reduced diet, there's been one study to date showing a benefit in those without celiac disease. Now the problem here is there's a number of studies in those with celiac and thyroid conditions showing improvement when going gluten-free. Yeah, that shouldn't be surprising. The bigger question is if you don't have celiac or you have what's known as non-celiac gluten sensitivity or maybe no celiac-like diagnosis at all, but you have a thyroid condition and you go gluten-free, can that improve your condition? One study has assessed that shown benefit. I think it's worthwhile to try. I do not think you need to be strictly gluten-free if you have a thyroid problem unless you've done an elimination of gluten, you feel better. You reintroduce gluten and you clearly notice you feel worse. And if you do, then you have my full support and you should be fairly strict with your application of a gluten-free diet. But if you don't, this is one of the main pain points where people I think are misled. If you've eliminated and then reintroduced and you notice a little to nothing, then eating a gluten-reduced diet's okay. Meaning you can have some gluten from time to time and I wouldn't really sweat it. So that recommendation, gluten avoidance, needs to be personalized based upon your response to a gluten reintroduction. Okay. You could also potentially try a low-fob manti. Another study has looked at essentially a paleo diet and I'm painting a bit of an inference in on this recommendation. But essentially using a paleo diet, they showed improvements in multiple measures in addition to the thyroid status. And this population seemed to potentially have a FODMAP sensitivity. And a few other well-performed analyses have shown that those with thyroid autoimmunity and hypothyroidism have a higher tendency to have small intestinal bacterial overgrowth, which may benefit from a low FODMAP diet also. So two dietary approaches you can try in addition to the basic advice of getting off processed foods, trans fats and sugars and sodas and things like that. Now, there's a few supplements that can be helpful. Vitamin D, there's been a number of studies showing vitamin D can improve thyroid autoimmunity. Selenium, there's been a number of studies showing selenium can improve thyroid autoimmunity, but not all studies have shown benefit. And some data has shown that selenium may also improve quality of life. And we can infer from that that if it's improving quality of life, people will probably have better mood. So the whole point of the video here is the association between thyroid disorders and mood disorders. And so there's some evidence that suggests that the use of selenium may help with not only thyroid autoimmunity, but with mood. Now, the key point about selenium is you don't need to use it forever. Three to six months, if you're not on thyroid medication, if you're on thyroid medication, you can make a case for using it for up to a year and simply track your antibodies. And you're looking for a significant drop in your antibody levels. Antibody is simply used as known as TPO. And you're looking for a significant drop, but I'd say at least 300 would be what I typically would consider a significant movement. And also your mood to improve. But remember, you don't have to be on selenium forever. The benefit seems to drop off after three to six months if you're not on medication, thyroid medication, or about a year if you're on thyroid medication. Also, CoQ10 and magnesium have also been shown to help with, namely with thyroid autoimmunity, I don't know that there's been a tie to mood. Certainly, I have no opposition to trying these and seeing how you feel. The other thing that I think eludes a lot of people is improving your gut health. And admittedly, I have a gut-leaning bias. However, there has now been a number of studies documenting the gut brain connection. And we reviewed recently a landmark study showing that those with IBS, irritable bowel syndromes, gas, bloating abdominal pain, alter bowel function, have a higher predilection or a higher prevalence of anxiety and depression. And other data has shown that a treatment for the gut probiotics can actually help to improve mood. So the gut can be one of these, unfortunately, overlooked pieces of the picture that needs to be addressed. And I hope people are not overlooking their gut health. But I see this more often than I'd like to admit where someone gets pulled into a thyroid treatment program because of, let's say, anxiety, fatigue, and depression. And all the while, the gut has been overlooked. So it's not to say the gut is always going to be at the root of the problem, but definitely something to consider because there is this gut brain connection. Inflammation in the gut and dysfunction in the gut can cause inflammation and dysfunction in the brain, essentially. And then lastly, I would consider, and this is something you need to take on a case-by-case basis and talk with your doctor. But if you're on a medication, consider trying a different medication. If you've done any research on thyroid, you've likely seen something about needing to be on T4 plus T3. I think that recommendation is overstated, but there is evidence to support that. Now, I wouldn't recommend starting there. Why? Because if you do these other things and especially improve your gut health, you will improve both the absorption of the medication and the conversion of that medication from T4, the inactive form, to the active form T3. And we've documented a few case studies now out of our office where patients have felt vastly better and at the same time, because they're improving their gut health, been able to decrease their dose of thyroid medication. So it is possible actually to take less thyroid medication and feel better if you improve what absorbs and helps them metabolize that medication, which is your gut. So switching from a T4-only formulation like B. Bothyroxymersynthroid to a T4-T3 combination like Armour or Nature-Otheroid or WP-Thyroid is something to consider. There's a little bit more nuance there for people who have chronic, non-responsive digestive issues they may want to consider a trial on a liquid gel tap known as tyrosin that may also help them. But if you run through some of these steps, you have a very high probability of improving any thyroid, in my opinion, any thyroid associated anxiety and depression. I think one of the most important things to emphasize is that you don't need to be scared into a corner where you have to live a highly restrictive dietary lifestyle. A small percentage of people may need to do that. And just quickly here, one Italian study that looked at over 12,000 patients found that there was only about a 9% incidence of thyroid autoimmunity in those who had non-celiac gluten sensitivity. So they took this large group of people who had non-celiac gluten sensitivity. So are they this large group of people and they assessed who had non-celiac gluten sensitivity. And of those who had non-celiac gluten sensitivity, only 9% of them had a problem, or I'm sorry, had a thyroid problem. So yes, there's an association. Yes, it's documentable. Yes, it's significant. Does it mean that every person with a thyroid problem needs to be strict, 100% gluten free? No. Why do I say that? Because the fear and anguish that can be associated with living in this stressed out state all the time, because you're trying to avoid every trace of gluten, can be problematic if you don't need to do that. So remember to eliminate and then reintroduce, and then consume to your tolerance. Some people need to be very strict. Other people have some leeway, and it's important to understand that. And also to understand that a thyroid condition is not a death sentence. It's actually a very manageable condition that should respond well to these therapies, plus or minus medication if you need it. And you can live a very healthy, happy, productive life, which is important for people with thyroid problems to hear, because you may have a tendency to be more anxious and depressed. So we don't want to fuel that fire. And the truth actually is that you can be very happy, very healthy, and very functional. So hopefully this is a lifeline that will pull you out of any despair you can fall into if you're reading the wrong information on the internet. So anyway, this is Dr. Ruscio with some thoughts on this study, looking at the connection between thyroid own immunity and anxiety and depression. And I hope this information helps you get healthy and get back to your life. Thanks.


YouTube was cracking! AHH!  Nah, it just came from there. Put back some scary TikToks, part of infinity. Hey look, let's get it started. So make sure you guys hit the notification bell because YouTube been hating on us, man. They don't tell you guys when they got videos. It's true, we're coming after you, man.  What the heck? What is that like? Oh, he got the magical glasses, bro. Bro, there's actually glasses like that. That's supposed to wear band? Really? They're like, you can see stuff that we can't really see. Like with our own eyes? I don't know if it's true though. Who's that for? Oh, Mario? Link, I want to watch this for a video. Next week. What is this? It's Mickey against Mario, bro. That's the ultimate battle right there. Okay, the smash of tomato. It's like the ultimate battle, the most recognizable characters in the world, bro. Yeah, that's what I've seen from the trailer. What's more recognized than Mario and Mickey? Hello? Maybe Spider-Man. Spider-Man. Hello? Hello? Hello? Hey, what's up, bro? Wait, who is this? This is active. Hello? Oh, what the? What the heck was that? Yeah, I was a crackhead, bro. It's like a dream, bro. I've been having dreams like that, dude. I'm not proud of it. What? Oh, there's a new season of Attack on Titan. Yeah, boy, it's like it's big, bro. It's working and working. Oh my God.  Colossal Donk. He's so sassy. Yeah, the smallest head, too. That was a sassy Titan, bro. Oh, we back. Oh, my God. That's like rotten milk, bro. Oh, this is trippy. Bro, it's like, oh, that is scary. It's like Teletubbies on Acid or something. Yeah, like on shrooms. Oh, that's scary. What the heck? That was terrifying. Mr. Scary Stories. Tree Stuck by Lightning in Cemetery leaves Devilish's face? Oh, dude. Oh, heck not, bro. Oh, look at the face. Yeah. Oh, that's scary. It's that plus bar. Yo, that was a bit crazy, imagine. Like, I've never seen Lightning strike anything before. Have you? Hello? Nah, just in videos. Can you take this, please? You know what? What? Oh, yeah, I came out today, huh? Oh, yeah. I'm going to watch that. The minions? Is that Kevin's sword or Bob? I can never tell them apart. I can never tell them apart. They have names too, okay? Just throw that one in there, bro. I think this channel is the Boriso-Bloys-Bloys. That's crazy, bro. But for sure there's some stuff out there like that at the ocean. Heck yeah, man. We all see an eye. Maybe it's not an eye, it's a... Dude, have you ever looked at an eyeball, like up close? Not really. Dude, it looks like that like a volcano, bro. It's crazy. It looks like a portal somewhere else. There's always a bigger fish. Like the back rooms? It's got to be the back rooms. Oh. Oh, that's a creepy face. What the heck? Oh, there it is again, the almighty eye. See, but look at it. Look at how the eyelid, it looks like a volcano. Like you're looking at a volcano from the top. It's like a spaceship. It was like a UFO or something. Yeah. Is that the clock from Stranger Things? He was saying something, but I couldn't understand them. So this is empty space. It is like a war simulation? Oh, the nuke. Honestly, I hear that in the hood all the time. The fireworks, bro. Yeah. The people that live behind us, like they have fireworks, bro. Oh, man. Especially now it's about to be the 4th of July or something. That was the worst. That was the worst time. It's going off every night. They start popping fireworks like three months in advance. Yeah, dude. That's how they sell them, bro. They got to advertise them. There's like a little whip. I like that little guy. Oh, he's short as blockbusters right here, I believe. It's an ad Diablo partner. Dude, we're helping them out with the pad. Oh, he just got turned into a chicken nugget. Yep, he's burnt. Oh, it's to advertise Diablo? Yeah. Hey, you ever played that game? I haven't. Me neither.  Bro, how do you not see him? There was a lot of them. There was an entire army. Is that the Wendigo? Yeah.  You're going to run the opposite way. You better run. It ran in like the same direction. Oh, it's back. Bro, you got to be quiet, bro. Bro, go the other way. I said, oh, he's dead. Why didn't you go anywhere, foe? You deserve to die, honestly. So people just got scared and they don't know how to react. He was panicking, bro. Was that a Titan? Yeah, it was a Titan. Oh, broken finger paradise. It's been a while. Oh, that's some demonic stuff right there, bro. Somebody call the pastor. Oh, cool. I like cats. You saw that? Yeah. That was pretty dope.  Oh, he went Ernie and Bernie, right? He had the creepiest monsters. That is pretty cool.  They're gonna put her ahead. Put the flamethrower. It was Ernie and Bernie, I think. I don't know who. I think Ernie's the yellow one. Baldi? It seems like Baldi went crazy and he went bald. So Baldi was an actual math teacher that was good. And he got crazed. Now he's amazing. It's probably the students used to prank him all the time. Like, he lost his mind, bro. Okay, I don't think I would ever be a teacher.  It's Darth Baldi. Darth Baldi.  Oh, he went into the other universe, brother broken finger universe. He gonna whoop you. Oh my God, Baldi. Oh, that was the end. Oh, man, all right. Well, that was a cool way to end up with some Baldi. If you're like Baldi, then you need to bring him back or something. Yeah, but he needs to, like, I don't know. Like, what can you do to make that better? I don't even know what to be honest. Just put him in college instead of a life school. Put him in college? Put him in college. There you go. Wow. All right, you guys, well, those were scary TikToks. Anything you want to say, Mike? Mike, just subscribe and hit the notification bell and just go and comment. Oh, next week we're gonna be doing like a little giveaway throughout the week where you can win some cash. So make sure you start commenting because we're gonna be picking comments to win, right? You heard the man. Make sure to comment, drop a comment. We'll pick some winners starting next week. And yeah, thank you for watching and we'll catch you guys in the next one.