This lecture is going to focus on the 1970s. We're going to look at the 70s as a decade of crisis, of economic crisis, of political crisis, of international crisis, and ultimately of domestic crisis as well. There's always a danger when you use decades as a means of explaining historical events, because decades ultimately are artificial constructs. There's no reason why we should use 10 years as a unit of measurement, but we do. So when we use decades and we sort of try to distinguish important trends that are happening during decades, we have to realize that these are artificial, and that sometimes by doing so we tend to over-emphasize some historical trends and perhaps under-emphasize others that may continue across decades. So I just want to sort of make that caveat, that kind of explanation before we discuss this decade, because some of these changes certainly happen before the decade, and I'll do my best to explain so in the course of this lecture, and they certainly carry on into the subsequent decades. But the 1970s is certainly a decade that we see a lot of these major, major crises striking the United States. And it's a decade in which these crises are made even worse because of the very high post-World War II expectations that many Americans had. The decades from the end of World War II up until the beginning of the 1970s were arguably incredibly prosperous decades for the United States and for Americans. Many Americans, for the first time in their lives, entered the middle class. They received college educations, or they obtained very good, strong, well-paying union jobs that didn't require college educations. And in either case, they made a fairly reasonable amount of money and were able to sort of live the middle class lifestyle that they had aspired to. And certainly many of it in cases their parents had aspired to. So for people living, growing up or coming of age between the end of World War II, 1945 and the beginning of the 1970s, this was a great time period. These were a golden period in American history, despite all the sort of social unrest of the 1960s and despite the war in Vietnam and all these other problems that happened in the 60s, arguably this was a very, very good time period for many Americans. And abruptly, in the very early part of the 1970s, this period of prosperity, of economic prosperity, of relative social prosperity comes to a halt and comes crashing down and it just creates a real sense of crisis in the United States. Between 1945 and 1970, the United States, again, is in a very prosperous position. The U.S. is primarily an exporting nation. The U.S. is exporting a considerable amount of the material that people in throughout the rest of the world are using. So U.S. is a net exporter. We're exporting more than we're bringing in. And as a result of that, we're making a lot of money. A lot of money is flowing into the United States. And the balance of trade is in the U.S. favor. In other words, the U.S. is exporting more than it's importing. It's taking in more money than it's paying out to other nations. The military industrial academic complex, this sort of this term, the shorthand term for the relationship between the U.S. government, corporations, and academia that had developed during the Cold War, have been very successful in putting a lot of people to work. A lot of college graduates got jobs in industry or got jobs working for the government. A lot of businesses were very successful because they were largely being funded by the government for military purposes or for national defense purposes. And as a result, for most Americans, job security was really an all-time high. Wages were outpacing inflation, which meant that people had more money to spend. And in many respects, life was very good. There was this common sense of prosperity, and it was consumer prosperity. People spent money on stuff, and they were able to accumulate things because they had that money to spend and they could save and spend at the same time, and they had enough money to do so. Well, beginning in the early 70s, that period of economic prosperity comes crashing down for a number of reasons that we'll explain here in just a minute. One of the reasons for this is that domestic spending in the United States really got out of control during the 1960s because presidents Kennedy and then Johnson and Nixon ultimately were trying to spend money on too many different things. And the biggest problem was that a lot of money was going out for the Vietnam War. I'm talking about millions, hundreds of millions of dollars. But an equally large amount of money was going out to support the so-called great society projects that Lyndon Johnson had initiated, Medicare, Medicaid, educational programs, anti-poverty initiatives. So the US government was just spending far more money than it was taking in, in a sense. And it was starting to run deficits and debt, and it was starting to grow. And as a result of that, this creates an economic situation in the United States that's rather difficult because the government was having a problem sort of meeting some of its obligations, its financial obligations. There's a trade balance that begins during this same time period. Here we have a graph that shows this. In the 1970s, balance of trade was roughly even. In other words, America was exporting the financial terms, was exporting as much as it was importing. It was basically breaking even. It was paying out other countries for products as much as other countries were paying the US in net terms for products. But during the 1970s, this trade imbalance begins to start moving away from in America's favor, especially as we begin to see the first instances of trade deficits starting in 1971, where, in fact, the US for the first time in the post-World War II era is actually sending out more money than it's taking in for products on a nationwide scale. The reason for that is there's multiple factors. One was that the automotive industry in Japan and Germany was becoming very successful during this decade. German manufacturers were manufacturing cars that Americans wanted to buy. Japanese manufacturers had started developing small, inexpensive cars that appealed to Americans who didn't have as much money. And over the course of this decade, more and more Americans are willing to start buying cars made internationally as opposed to being American-made. By the end of the decade, about 35% of US cars are being imported. And this is just a remarkable figure since most Americans had bought American-made cars prior to the 1970s. So this trade balance begins to grow and grow. Over the course of the 70s, it's getting more and more positive again, but then, especially beginning around 1975-76, it starts getting more and more negative. And finally, by the early 80s, it just completely drops off a cliff in many respects. One of the reasons for this is, of course, as I mentioned, this economic imbalance is more and more people are buying foreign-made products. And more and more US companies were beginning to outsource production to overseas, which meant that while the companies themselves were making money, a lot of that money was ultimately going overseas. So this is just to create trade imbalance problems and balance of payment issues. And in financial terms, what it means is that US dollars are fleeing the United States to foreign countries. And at this point, the United States was still on the gold standard, which meant that US dollars, paper bills, could be exchanged literally for gold at a one-to-one relationship that foreign countries could take US currency and say, we want gold in place of greenbacks and in place of dollar bills. Well, as more and more foreign US currency leaves, as people spend money on products made overseas, and foreign governments want to cash in those greenbacks for gold, this starts to deplete the US gold reserves. And there's a sense of political crisis, that the US gold reserves are being depleted and at a very quick, rapid pace, and the US begins to worry about what's going to happen. Ultimately in 1971, President Nixon and his advisors make the decision to take the US off the gold standard. No longer will US dollar and currency be directly exchangeable for gold. And he does this because of this fear that US gold reserves are being depleted because US currency is going overseas. Also, he takes the US off the Bretton Woods Agreement. We talked about Bretton Woods in an earlier lecture. But Bretton Woods was this agreement that happens at the end of World War II that says the dollar will be the official kind of benchmark currency against which all of their countries will adjust their currency. So as the US dollar adjusts, all the other currencies will automatically adjust in relationship to that. What that tended to mean was that the US dollar was overvalued and other currencies oftentimes were undervalued. In basic economic terms, that meant that buying products overseas was cheaper because the US dollar was overvalued, foreign currencies were undervalued, and you could get a lot more for your dollar. And more dollars were going overseas as a result of that. So taking the US off Bretton Woods meant that the dollar would free float against other currencies. And the US government could use various economic policies to increase or decrease the value of the dollar relative to other currencies. And other countries could do the exact same with their currencies. What this does is, again, it ends the US dollars at fixed standard against other international currencies and leads to a major, major shift in the value of the dollar. A lot of other countries start kind of panicking because they see the US is changing the rules of the game and they go off, the UK goes off the British pound sterling as their standard and their currency starts to free float against the dollar. Other countries in Europe take the same measure and so all of a sudden it's sort of all the rules have changed and no longer is there a gold standard, no longer is the US dollar the currency against which all their currencies are measured and this causes a major weakness as a result in the dollar. The dollar becomes very weak against other foreign currencies. Well as this weakening of the dollar is happening internationally, another crisis happens and this is the oil crisis that begins in 1973. In 1973, OPEC, the organization of petroleum exporting countries which was primarily Middle Eastern nations and a few other countries outside the Middle East, makes a decision to impose an oil embargo against the United States in a number of other European nations in response for support of Israel during the 1973 Yom Kippur War against its Middle Eastern neighbors and in this case it's seen as sort of a way of punishing the United States for supporting Israel. Israel had been attacked and the US had helped essentially bail out the Israelis through massive, both financial and military support during the war. Well this causes a major oil crisis because with the oil cut off from the Middle East there's not enough oil in the United States for gasoline or for electrical generation purposes and this price goes up considerably because essentially demand is inelastic, in other words people can't just stop using oil right away so because of that the price goes up and the price increases four times in less than a year and causes a massive amount of inflation because oil prices going up leads to food prices going up because you use gasoline to transport food and you use gasoline to power farm equipment and so pretty soon everything is going up food prices are going up, oil prices are going up everything is going up and this starts to create a major disaster for US industries because they can't afford to manufacture and they can't afford to sell at the old prices they have to raise prices and American consumers suddenly can't afford to buy things because their wages aren't going up to meet the inflation and of course this oil crisis for Americans means no gasoline suddenly gasoline is unavailable and as a result of that rationing in a sense begins to take place the US government imposes these special rules about when everybody's allowed to get gasoline when only commercial gasoline can be sold or when there's no gasoline available and essentially a form of rationing goes into effect during the worst months of the crisis immediately after the 1973 embargo begins and of course this creates a real sense of urgency in the United States as Americans who are used to being able to get gasoline whenever they wanted to and as much as they wanted to suddenly find themselves unable to travel because they can't get gasoline truckers become concerned because it makes harder for them to make a living for independent truckers and this creates a real political crisis in the United States the other aspect of this is that it leads to something called stagflation stagflation being a word that's created out of the word stagnation and the words inflation and what happens during this period is that we see both of these processes inflation because of increasing oil prices because of the weakening of the US dollar against other currencies after the end of the gold standard in Bretton Woods and stagnation in the economy businesses stop hiring and they stop raising wages because they can't afford to industries start relocating overseas to save money and this creates a period during the 70s and into the early 1980s of just stagnant economic activity in the United States people suddenly have been used to their wages going up every year or two people have been used to having more money to spend and suddenly all of that is reversed and this huge gain that's made after World War II is halted in its tracks with the long term consequences of this economic crisis are a number of them and the sources of corporations continue to outsource they continue to look overseas for cheaper labor and cheaper places to manufacture and so more and more jobs are leaving the United States especially manufacturing jobs leaving the United States for overseas and this has an impact on the US economy we also see a decline in public services as a result of this because as more and more good jobs are going over the seas people are having to take lower paying jobs or they're just losing they're not paying as much in taxes they're not being able to pay as much for nice homes so local cities states and ultimately the federal government began to take in fewer and fewer tax dollars and this leads to having to slash budgets and so suddenly they can't spend as much money on police services or as much money on fire services and this really leads to a decline in the quality of life for people who are living in these locations it also leads to a gap between rich and poor rich are able to hang on to more of their money through various means than the poor and the poor who are dependent on the work that's going overseas or the companies that are shutting down they can't find replacement jobs as easily and so we begin to see a greater gap the gap between rich and poor has been shrinking since the 30s and suddenly that reverses and of course the poor are most affected by stagflation because they're the ones who have the poorest jobs they can't afford to save money and put it away in banks which are paying very high interest rates at this point having to try to survive as best they can on what they can get we also see during the same time period a decline in good well-paying union jobs in the north places like Detroit and Buffalo and companies relocating if they were choosing to stay in the United States relocating to non-union places in the south or in the west where they could pay lower wages for the same level of work and ultimately the cultural outcome of this is that we see in other words people begin to start realizing that perhaps their lives or their children's lives are going to be worse than their parents' lives here everybody was thinking you know my kids are going to live better than me suddenly people start questioning whether that's the case this quote-unquote American dream of the next generation being better than the previous people start to question that and it also of course leads to this creation of in some ways a permanent economic underclass in the United States people who just simply have no ability to have a reputation of rising up from poverty and living better lives people who essentially sort of essentially resign themselves to being poor their whole lives so this economic crisis of the 70s has a very strong kind of social impact and cultural impact on the United States during the 70s and the decades that follow now in addition to this economic crisis of the 70s we also have a political crisis and it's a political crisis that just like the economic crisis has a strong impact on American's belief in government, American's belief in their political leaders because before the 70s politics have been largely considered to be an honorable profession of course there were corrupt politicians everybody knew that but media tended not to report on that quite as much they tended not to be perhaps as high a level of corruption or the corruption tended to be financial corruption in a sense and not sort of the moral corruption deliberate misrepresentations, things like that but during and after the 70s there's a growing disenchantment with politics and with the American government in a sense that instead of the government being there to do good things for the American population that the government was a problem the government lied American political leaders did their best to deceive the American public to not tell them what was really going on a lot of this of course came about as a result of Vietnam of the Vietnam war of the 1960s that doesn't eventually end until 1973 when U.S. troops are finally withdrawn in total but the Vietnam war after the war itself lots of leaks happened and lots of documents become public and it becomes very clear that the U.S. government had been misleading the public throughout the course of the war about how likely the U.S. was to win the conflict it becomes obvious here we have a map that was issued by the CIA that CIA is the central intelligence agency was conducting secret wars in places like Cambodia and Laos along the border of Vietnam that there were these covert wars happening in countries that we were not in any way technically at war with but that were still killing people both Americans and people from those nations and that were costing lots of money and ultimately as the scope of the conflict is revealed the fact that nearly 2 million civilians are killed in Vietnam during this conflict that again thousands of Americans are killed during this conflict people become much more skeptical of the motives and sort of the honesty of American political leaders it also becomes revealed as the war is ending that both the FBI and the CIA were using various means to discredit domestic protesters for basically political orders the CIA which was not even allowed legally to operate in the United States was working with the FBI to do essentially raid operations that were being run by these peace groups or by groups like STS or STS Students for Democratic Society so in a sense it becomes very obvious that the government was essentially really abusing its power and misusing its power so people began to go very skeptical of the overall honesty of the government the one event that really contributes of course to this sense of really doubting the integrity and honesty of politicians is the Watergate Affair and Watergate stems from Richard Nixon, president elected in 1968 and who runs for re-election in 1972 his extreme distrust in his opponents and his extreme desire to get as much evidence as possible to utterly destroy his political opponents and in 1972 Richard Nixon is running for re-election and he and his supporters are looking for ways to sort of dig up dirt on opposition on ways to sort of maintain an eye on what his opponents in the Democratic Party were doing and so Nixon's staff, Nixon may not have had direct knowledge of the event itself but some of Nixon's staff hire a bunch of some cases former CIA and some former FBI people to bug the Democratic National Committee offices in the Watergate Hotel in Washington DC the DNC being sort of the organization that is running the Democratic campaign for president in 1972 and other congressional campaigns Nixon wanted to bug the office and Nixon's staff decided that bugging the offices might get them good information about what their opponents were doing well eventually these people who are hired to bug the office the plumbers as they're called they get caught through a variety of bungling actions on their part and what begins next is a huge cover-up initially again by Nixon's staff and then Nixon if he wasn't initially aware of it quickly becomes aware of it and starts lying to the public about it and his staff of course are lying to the public about the White House not having any knowledge of this trying to pay off these plumbers not to talk to the courts or not to talk to the media and ultimately this cover-up continues and gets bigger and bigger and more people get involved and as the media begins to investigate to become clear that this cover-up goes really to the highest levels of government and ultimately what it leads to is a huge congressional investigation of the Watergate Affair pictured as part of this investigation and essentially what it leads to is that the U.S. House of Representatives recommending impeachment of the president for actions that are essentially unbecoming of this political office and probably illegal rather than going through an impeachment Nixon chooses to resign the presidency and ultimately he leaves office in 1973 essentially leaves an exile to his home in California well in Nixon's place his vice president Gerald Ford takes office and Ford fairly quickly decides that the best course of action is to pardon Nixon to spare the country a trial that might you know lead to more more kind of of distrust in the U.S. government and of course for Ford by pardoning Nixon and he sort of seals his own fate in a way because he's seen as complicit in some ways in this whole activity but ultimately this Watergate event and Nixon's resignation and Ford's pardoning of Nixon again just leads many Americans to grow completely skeptical of the government to distrust it to distrust the motives of political leaders and to feel in a sense that the government was a giant scam or a giant giant just just huge mistake that was during this time period well of course after Nixon Ford takes office and Ford and then later Jimmy Carter who becomes president in 1976 neither of them are terribly effectual presidents they they have a lot of problems that they're dealing with Ford and Carter both dealing with stagflation they're both dealing with these energy crisis due to the due to the OPEX embargo and ultimately because of this there's so many problems that they're dealing with they very have a very hard time really establishing strong initiatives during their administration so in a sense Nixon resigns in disgrace Ford has a difficult presidency he doesn't win re-election Carter is elected he's still struggling with stagflation and crises and in a way America doesn't really reverse this opinion that many Americans had that their political leaders were not particularly competent or their political leaders were not particularly effectual at their jobs and so this political apathy that part of many Americans continues and sort of spreads throughout the population and so people just develop this very cynical skeptical attitude about politics and start to lose interest in being involved in politics during this time period now the third of these sort of major crises that happens during this time period is in foreign policy and while it's both a period of crisis but it's also a period of opportunity and so I have to emphasize that the crisis itself largely comes about again as a result of the Vietnam war and it's often times termed the Vietnam syndrome the sort of the shorthand phrase or the Vietnam effect sometimes it's also called and what happens is that American public and American political leaders go very wary of American military forces being involved in overseas activities and so for really a decade after the end of the Vietnam war American military is very hesitant to do anything that might lead to putting American lives at risk American political leaders Ford and then Carter are very hesitant to use the military as a foreign policy option to send American troops overseas to places where that might get hurt or killed not to take military risks in this very strong America couldn't afford to take military risks anymore and as partly a result of this sort of this Vietnam effect or Vietnam syndrome we see a decline in American hegemony in other words hegemony or hegemony is depending on how you pronounce it is the use of force to sort of exert power and America had used its economic and military and political power to have hegemony in places like the Middle East where American influences were very strong but as the America begins to increasingly hesitate to use military force or military influence to kind of get its way as it loses a lot of money as a result of the economic crisis of the 70s increasingly America can't afford to exert power or hegemony throughout the world and as a result of this we see areas like the Middle East become increasingly more perhaps hostile to the United States or at least more complicated for the United States and areas in Latin and South America the same way American influences decline in South America and Latin America places that start to become falling under communist influence or socialist influence which many Americans, especially political leaders are very concerned about we see a growing threat from political terrorism throughout the world in both in Europe and in the Middle East and also ultimately the rise of religious fundamentalism in the Middle East the growth of a radical kind of Islamic movement that begins in the Middle East and eventually spreads and ultimately has broader impacts on the world in the 1980s and 1990s so this whole sort of trickle down effect of the Vietnam war and the outcome of the Vietnam war really affects American confidence foreign policy confidence during the 70s in very profound ways on the other hand the 70s is really a decade where the Cold War is in some ways really evaluated or kind of reinterpreted and much of that has to do with President Nixon and then Gerald Ford dealing with other communist nations Nixon shocks the world certainly shocks Americans when in 1972 he goes to China and meets with Mao the Chinese communist leader who had really helped bring about this communist revolution in China in the 1940s and Nixon had been a hardcore anti-communist throughout his entire political career and was really seen as being one of these true anti-communist political leaders in the United States and so it shocks many people that he would be willing to go to China and meet with one of the the truly powerful communist leaders of the world but ultimately what it becomes clear is that Nixon's strategy is part of a sort of a reevaluation of the Cold War and Nixon and his advisors recognize that China and the USSR were not part of one giant powerful monolithic communist movement that China and the USSR actually had a lot of hatred and aggression towards each other that they had actually fought a number of border skirmishes in places in Manchuria and so Nixon and his advisors started to think that perhaps the US could be friend China or could establish diplomatic relationships with China and China had been excluded diplomatically from the United Nations and a lot of other international organizations basically because of the US influence in those organizations but if the US and China could establish a working relationship and China could gain influence in the international community this might actually be a way of going after the USSR and so Nixon goes to China in 1972 establishes diplomatic relations with China China gets a seat in the United Nations on Security Council which is very important for them and it also opens economic opportunities in China for American businesses and pretty soon China starts to export products to the United States and of course this continues up until the present era. So for Nixon to go to China and really embrace this sort of communist nation is a dramatic event during the 70s and really kind of helps shape and really shift the focus of the Cold War in some ways and showing that not all communist nations were necessarily inherently dangerous or inherently threatening to the United States. Another shift in the Cold War during this time period is an emphasis on a new policy called DATAN which was a policy of a peaceful relationship or at least establishing a sort of a peaceful middle ground between the United States and the Soviet Union an effort to sort of ratchet down the tensions of the 1960s especially the nuclear tensions of the 1960s and so in 1975 Gerald Ford and Brezhnev who's the head of the Soviet Union at the time signed a number of accords they signed a number of military accords for nuclear weapons they also signed the Helsinki Accords in Helsinki Finland which was a human rights accords which in exchange for the western US and the western powers kind of recognizing the borders that had existed in Eastern Europe since the end of the World War II which the Soviet Union very much wanted to recognize at least Germany existing as a separate nation in exchange for that these Eastern European nations in the Soviet Union pledged themselves to do more to recognize human rights within their borders and this is a very important moment of agreement between the United States and the Soviet Union on this action another important thing that happens during this period is that the US and the Soviet Union launch a joint space mission the Apollo Soyuz mission where Apollo spacecraft and a Soyuz spacecraft dock in space this sort of political and international scientific recognition that these two nations perhaps could work get along after all that they didn't necessarily have to destroy each other through nuclear nuclear force if need be so with these both political economic challenges and kind of foreign challenges but also opportunities in the 70s also we begin to see environmental and technological challenges post World War II the era had been an era of almost unlimited faith in science and technology people felt that science and technology were making the world a better place the atomic bomb which of course had been very destructive was also sort of seen as this amazing American product that America had the scientific know-how to create nuclear weapons and you know wasn't that great weren't we a powerful nation as a result of this as many Americans thought but at the same time in general a sense of that technology was going to make the world and science would make the world a perfect or at least a much better place than it had been and ultimately this sort of almost unlimited faith in science if science and technology does something it must be right starts to come into question in the 70s because we'll begin to happen as we see a number of environmental impacts of the science and technology of the post World War II era air pollution becomes a major source of concern then in this period water pollution becomes a major source of concern Rachel Carson pictured here on the left was a scientist who studied the environment and begins to note in 1962 in 1962 a little bit before the 70s but this continues into the 70s notes that the product DDT which was a pesticide that was very effective at killing insects and helping American farmers grow more crops was also killing bird populations it was getting into the egg birds and then the egg shells were becoming very fragile and then it was not allowing the young chicks to hatch so Carson in Silent Spring ultimately argues that if the U.S. didn't, if internationally these essentially pollutants weren't dealt with that ultimately it would destroy the environment and so it really helps bring about kind of the beginnings of the modern environmental movement this continues during the 70s there are a number of crises here the Three Mile Island nuclear reactor in Pennsylvania pictured there's a partial meltdown in one of its reactor units which is sort of in many ways quite a shock to many Americans, many people worldwide because nuclear power had been championed as this safe this effective source of power that was going to ultimately be the future of energy in the United States and suddenly it's seen as a threat as a potential health hazard for American population so people begin to start questioning science and technology, they begin to start questioning whether in fact science was bringing about good things or technology was bringing about good things and we started to see a growing emphasis in the 70s on environmentalism on pushing for defensive natural resources bills passed to regulate air pollution regulate water pollution promote wild and scenic rivers to do more to reverse the problems of environmental pollution that had been caused by this new technology of the post war era an increasing emphasis on sort of a new do it yourself ethic of getting off the grid as some people put the whole earth catalogue here being sort of a catalogue for people to do things themselves as it says access to tools to do it yourself and so this whole idea of sort of people stopping not depending so much on big businesses anymore not depending so much on the grid quote unquote but doing it more themselves being more independent being part of the problem being part of the solution in terms of environmental issues so all this is a really big shift in kind of America's way of thinking during the 60s and certainly the decade of the 70s there are also a few social shifts I want to just briefly touch on here at the end of this lecture in that in a sense the revolution the social revolution of the 1960s the student revolution the political revolutions of the 60s the rights revolutions as we call them in a previous lecture continue into the 1970s the new rights the right to privacy becomes a big focus of discussion of legal discussion during the 70s right to birth control right to abortion access all these become important political and kind of social conversations during the decade of the 70s and increasingly many many groups assert that they have rights the gay and lesbian community transgender community asserts more rights again Native American communities assert more rights other groups Hispanic Latino groups and so increasingly there was a sense of what becomes called identity politics that if you weren't part of that group you really just couldn't understand it and this actually in some ways makes it harder for big pieces of legislation to be accomplished because it makes it harder for groups lots smaller groups to come together and pass big legislation so this in a way affects Congress and affects politics in the United States as well so ultimately you have all these important shifts in socialism that take place during the 60s and that create during the 70s a decade where Americans were beginning to sort of reevaluate socially and culturally how they really fit into the broader society questioning you know whether things like premarital sex were wrong whether things like birth control were wrong whether going to psychologists in getting therapy was a bad thing or a good thing and many people start to question these sort of these older cultural notions and change their minds and ultimately generates what becomes known in later years as a me generation that you have a generation of young people some of whom had been grown up had come of age in the 60s some of whom came of age in the 70s who become more and more focused on kind of themselves on you know making sure me first on making sure that they were taken care of before other things and so it's sort of a important cultural shift in the United States that's part of these broader kind of economic political social crises and also of course continues to influence the United States well into the 1980s and 1990s. So in summation of the 70s well it's a decade of crisis as I've already talked about certainly there are some important positive social changes that come out of it the environmental movement certainly this sort of reevaluation of cultural and social norms that I've just talked about a moment ago and ultimately that these all these forces have a strong influence beyond the 1970s and the decades of the 1980s and the decades of the 1990s and certainly even to this present day.


Humanity and technology are at a turning point. During the pandemic, the world has seen what digital technologies can do and how they can transform our future. Emerging digital technologies in fields from 5G and the Internet of Things to AI and cloud computing are pushing the boundaries of what's possible. Like other breakthrough technologies before them, there will have a profound impact on our future and that of our planet. Great possibilities come with great reasonabilities. Close to 3 billion people are still unconnected with the majority of them living in developing countries, especially in rural areas. Gender, generational and affordability gaps also remain. Equitable access to digital technologies isn't just a moral responsibility. It's essential for global prosperity and sustainability. This includes the more than 1 billion people aged 60 years or older at the center of this year's celebration of World Telecommunication and Information Society Day. This group of the population, which is growing larger and larger, has greatly contributed to the social and economic achievement of our time. With time passing, they are now facing new opportunities and challenges that deserve our care and help. Observed on 17 May, WTISD marks the founding of ITU. We are focusing our efforts this year on digital technologies for older persons and healthy aging as part of ITU's ongoing efforts to support the decade of health aging launched by the World Health Organization and the United Nations. I'm calling on you to share with us what has worked and what else can be done to help older persons become active participants in and valuable contributors to the digital world. With WTSA, WTDC and PP 2022 all taking place this year, 2022 represents an unprecedented opportunity to break cycles of exclusion and accelerate digital transformation for all. Let's make this year a count. Let's do it for the sake of humanity and the sake of the world. I sincerely wish all senior citizens a happy, healthy life empowered by the benefits of digital technologies. Thank you.


Lucas Geolito no hit the pirates. Let's take a look at it go straight to the first inning This one's brought to you by draft Kings He's got the fastball going works a slider off the fastball right there similar pitches a through fastball change up Slider here. He's trying to find the top of the zone with the fastball BAM Found it.  He was feeling good 47 fastballs 38 change up 16 Sliders he didn't really use a lot of sliders and then he threw six sliders in the ninth inning Which is kind of crazy. You got no hit or going to just pivot to that pitch Completely the fastball is prevalent early and then tapered off the changeup stayed there pretty solid all game The changeup was the pitch the changeup was rather nasty He was spotting his fastball, but look at this change up that one That's a fastball, but then he works the change up right off of it induces that swing. Look at that just tumbling Down into the right. Here's another one in slow mo against Bell just tumbling down Really good pitch. So how come this was a no hitter and not a perfect game? Because of this that bat the first that bat of the fourth inning he spikes the first fastball One and O's the count goes change up doesn't get the call. I think it was a ball Anyway, fastball doesn't find the zone fastball down four straight pitches for the walk other than that It's a perfect game. Usually you need some good defense. That's a hard hit ball trying to beat the shift But Anderson comes over makes the play and a break you with a nice scoop Geolito likes it looks at Anderson says that a baby Tim says I got you man. I got you that was in the seventh inning. So that's a nice play, you know, it's not The wise catch. It's not an amazing crazy game-saving play But it's nice. That's a hard hit ball But it finds a glove and then here's another this is a routine play that Anderson almost threw away Probably would have just been ruled in there because you the first hit usually has to be a legit one It's kind of an unwritten rule of scorekeeping.  So it wouldn't have been a hit That's probably a ball as well that he gets the call on other than that It was all him in the eighth inning. He started finding this weird zone. I liked just locked in But like it's like a mixture of exhaustion Some sort of melody in his head maybe now we go to the top in top of the ninth Ball one ball two. Uh-oh gets the call there. It's a nice pitch to one Nasty change up for two two and I'll find the rhythm find that zone strike three coming Does he get it on the check swing? Yeah, I'm sure gonna give you that if it's close If it's anything close, I'm sure gonna give it to you. I think he went Next batter they pinch hit for the the catcher and he goes like all sliders in This at bat he hadn't thrown a lot all game He hadn't thrown a multiple in the same at bat that much at all finding that zone finding that rhythm Oh two on two sliders throws another slider Throws another one in the zone. That's kind of a meatball. That's kind of probably not a great pitch But he gets the out Now there's one out to go and look at him. It's like in the zone. It's kind of cool to watch and he goes slider again Slider again fastball The expected hit percentage was pretty high. Look at his catcher. I love McCann in it with him both staring What's gonna happen? Yeah?  I like this to catchers and umpires They're the only guys facing the wrong way they have a respect for each other It's usually a good game blue nice job nice sharing this area with you So McCann shouts out the umpire before celebrating with his pitcher classy thing to not forget that in the midst of it All then you just got a celebration you got Eloy coming in from the outfield Looking as smiley as ever just jogging in chain banging around chest out he Slips and hurts himself and twists his ankle and ends up on the ground Oh Murphy not looking happy nor good him and is on the ground other than that What a time what a celebration Geolito no hits the pirates this one was brought to you by draft Kings Go to draft Kings download the app Pick up Geolito use promo code John boy. Just get him They'll probably throw another no hitter and another no hitter and another no hitter And it's probably just you know ride the no hitter train pick up Geolito on draft Kings. Look at them change ups They're nasty


Another senseless death of an Air Force member. This young airman didn't die from a vehicle accident, a fall, or a thousand other accidents that happen to airmen every year. He died from an easily preventable injury if only the warnings had been seen. By who? His supervisor? His buddies? And his own body. What did this young airman succumb to? Heat stress. Every year we lose many seemingly healthy airmen to heat stress regardless of age, athletic ability, or type of job. Heat stress impacts not only your mission, but your health and safety. Heat stress is often driven by three primary factors, environmental conditions, work and rest schedules, and our personal training and nutritional habits. Four environmental factors affect the amount of stress a worker faces in a hot work area. Temperature, humidity, radiant heat, and wind speed. Individuals with high blood pressure, heart conditions, and people who take water pills may be more sensitive to heat exposure. Heat stress ranges from mild to severe. When the body becomes overheated, a condition of heat stress exists. Many people confuse these disorders, but it is important to be able to recognize each one and know what to do when it happens. This includes fainting, heat rash, heat cramps, heat exhaustion, and heat stroke. Fainting usually happens to someone who is not used to working in the hot environment and simply stands around. Moving around rather than standing still will usually reduce the likelihood of fainting. Symptoms include a brief loss of consciousness, sweaty skin but a normal body temperature, and no signs of heat stroke or heat exhaustion. Recovery from fainting can be accomplished by laying the individual down in a cool place, but seek medical attention if the individual does not recover after a brief period of lying down. Most of us have had at least a mild form of heat rash or prickly heat. This skin rash is caused by heat and humidity and normally is cleared up by rest in a cool place. Continued exertion can often lead to cramps. Heat cramps are involuntary muscle spasms that usually occur during heavy exercise in hot environments. They occur when a worker drinks a lot of water but does not replace salts lost from sweating. Heat exhaustion is the mildest form of general heat related illness. Symptoms include dizziness, headache, fatigue, nausea, vomiting, and lightheadedness. Individuals suffering from heat exhaustion will have a normal mental status but individuals showing an altered mental status may have a much more serious condition. Heat stroke is the most serious health problem for people working in the heat but is not very common. It is caused by the failure of the body to regulate its core temperature. Sweating stops and the body can't get rid of excess heat. Victims will die unless they receive proper treatment promptly. Symptoms of heat stroke include mental confusion, delirium, fainting, or seizures. Body temperature of 106 degrees Fahrenheit or higher. Hot, dry skin, usually red or bluish color. If an individual is suspected of heat stroke, seek emergency medical assistance immediately. Move victim to a cool area, soak the victim with cool water, fan the victim vigorously to increase cooling. Now that we have looked at the forms of heat stress, what can be done to prevent or at least lower the risk of developing heat stress? When looking at reducing heat stress, we look at four areas. Engineering controls, work practices, personal protective equipment, and training. A number of engineering controls can help reduce heat exposure. These include general and local exhaust ventilation in areas of high heat, shielding of radiant heat sources such as fire, furnaces, or hot machinery, use of cooling fans or personal cooling devices such as cooling vests, and power tools can reduce manual labor. When we talk about work practices, we look at clothing, drinking, work schedules, acclimation, and body weight. Wear loose fitting, lightweight clothing such as cotton to allow sweat to evaporate. Light colors absorb less heat than dark colors. When working outside, try and wear a lightweight hat with a good brim to keep the sun off your face. Drink plenty of liquids, especially if your urine is dark yellow, to replace the fluids you lose from sweating, as much as one quart per hour may be necessary. Water and or sports drinks are recommended. Since caffeine is a diuretic, beverage such as cola, iced tea, and coffee should be avoided. Thirst is not a reliable sign that your body needs fluid. When doing heavy work, it is better to sip rather than gulp the liquids and they should be cool, not ice cold. Alter your work schedules. If possible, heavy work should be scheduled during the cooler parts of the day. Otherwise, alternate heavy work in the heat with lighter work or work in cooler areas. Acclimate your personnel. New employees and workers returning from an absence of two weeks or more should have five days to get used to the heat. Begin with 50% of the normal workload and time exposure the first day and gradually build up to 100% on the fifth day. Workers may be at greater risk of heat stress if they lose more than 1.5% of their body weight in a single day from sweating. Personal protective equipment for prevention of heat stress is limited, but when work must proceed in hot conditions, personal cooling systems may help reduce the risk of heat stress. Heat reflective clothing may alleviate the problem of radiant heat sources such as fire. However, if the worker is fully covered, he or she will have trouble evaporating sweat. From a safety perspective, heat stress can make you feel tired and irritable, but mainly can reduce your ability to concentrate resulting in mishaps. In very hot environments, more than a liter of sweat can be lost each hour. A person can quickly become dehydrated. Even when temperatures are cool, individuals can still become susceptible to heat stress and may not take preventative measures until it is too late. So now that we know what causes heat stress, the symptoms, and first aid, how do we prevent heat stress? Know the signs and symptoms of heat-related illnesses. Monitor yourself and your coworkers. Block out direct sun or other heat sources. Use cooling fans and air conditioning. Rest regularly. Drink lots of water, about 1 cup every 15 minutes. Wear lightweight, light-colored, loose-fitting clothes if possible. Avoid alcohol, caffeinated drinks, or heavy meals. While these steps to preventing heat stress work, they are not possible for many everyday jobs in the military. Our jobs often put us in harm's way, battling heat whether from the sun or fire or furnace, often wearing bulky gear to protect us, but the same gear can cause heat stress rapidly. One of our most useful tools in preventing heat stress is training. You and your supervisors need to be trained to be able to detect early signs of heat stress. You must understand the need to replace fluids and salt from sweat and recognize the signs of dehydration, feigning, heat cramps, heat exhaustion, and heat stroke. Workers should be encouraged to drink plenty of fluids and be on the lookout for signs of heat stress. Heat stress leads to an increase in mishaps. Discomfort, reduced mental acuity, and decline in attention to detail may increase the likelihood of error and associated mishaps. Heat and humidity can also lead to accidents resulting from the slipperiness of sweaty palms. As a worker moves from a cold to a hot environment, fogging of eyeglasses or face mask can briefly obscure vision, presenting an additional safety hazard. While this video has primarily depicted civil engineering personnel, the facts of heat stress affect each and every one of us regardless of the job. Our personnel today must have the capacity to operate through all environmental extremes, often while wearing cumbersome protective equipment. This is not to imply there is a quick fix to heat stress. Heat stress is a fact of our environment and our own physical limitations. The aim of each and every one of us is to find the optimal balance of environmental conditions, work and rest schedules, fluid intake, and mission-imposed stress to prevent performance decay or physical injury directly related to exertion. Don't be the next one to take this trip because of heat stress. Know and watch your personnel, your coworkers, and yourself. Remember, heat can kill.


When he says it needs a saw on cartridge your printer. What's that mean? See why I just replaced the black one in and now it's one now I Broadcasting live at this point from North Carolina School of Science and Mathematics I'm Alyssa Tebow with the distance education program here and welcome to the Revised Blooms taxonomy With me today are two consultants from our Department of Public Instruction We'd admire who's works with us with with us before with media specialists and instructional technologists You may have encountered her in the past and Gail Holmes Who is also in instructional technology and wears many many hats So I'm sure that that these folks are well known to people out in the field And they're here to talk to you about the blooms taxonomy Can I we're just for the point of housekeeping it looks as though we're primarily engaged with video? Yes, I am Hello arrow wood Your audio is on. Thank you. All right Folks we we will have some interactive components to this particular presentation If you have a computer in front of you and you want to try to follow along, that's great otherwise The URLs for this particular activity and the PowerPoint that will be shared today Will be available from the website and you can just click on the link If someone could turn off their audio remotely, please We have there will be a link that will be available then you can download the PowerPoint and use that in your own instruction So I'll let these folks get started. They have a lot to talk to you about. Thank you so much for attending Well, oh, how are you today and This is an interactive session, so I expect you to respond They need to put their audio on if they're gonna respond. So just give a wave if everybody can hear There we go Okay, well our session today it will look at Revised blooms Through the standard course of study and it will also look at strategies for aligning some resources So we're going to get started By giving you a quick view of what we're going to cover Some of the things that we're going to talk about today are pedagogy some online tools the content The is important higher order thinking and blimps taxonomy, of course and mastery learning Just an overview the session will focus on tools and resources that are again aligned to revise blooms and How these resources can be used to connect the content of pedagogy I order thinking skills and promote mastery learning Again, this is an interactive session So we're going to ask that you respond by raising your hands giving us a thumbs up So they will know that you either have questions you understand or you're ready for us to move forward It is our hope that when you leave today You will be comfortable with some of the resources that we have shared or if you have questions about some of the resources You will ask and allow us time to kind of explain those tools so that you can go back and explore them in detail If for some reason, you know that the tools are blocked again Let us know that these tools are not available in your district that we will suggest some alternative tools But those of you who have access to technology and would like to follow along with us This information is contained on a wiki that you can find at Http colon slash slash G H H O L M E S Dot P This is peanut butter be works calm From the task menu, you will click on revise blooms taxonomy You can take this look this Website back with this PowerPoint back and use it in your districts. It is again an interactive PowerPoint So we're going to begin by asking you the question. How comfortable are you with embedding content? pedagogy and technology when teaching if You have your access to a computer you can click on the button and respond If you don't have access, please raise your thumb as it relates to one of the categories We're going to suggest to you the first category is The traditional way has worked for me in the past Second category I Want to grow but lack of resources is a problem Third category I have the tools, but I need help with the strategies for use And fourth category I'm well on my way, but I love attending sessions for continued growth So let's respond to one of those categories raise your thumb or thumbs up if The traditional way has worked for me in the past You're not ready to move forward raise your thumb if be It's what you'd like to select The lack of resources is a problem for you That's be okay our head you said be We had to be okay. Okay, see you have the tools, but you need some strategies for how to use them Okay, the final one I'm well on my way, but I just love attending sessions for continued growth Okay, okay So we'll try to focus our attention Meeting the goals of C Did someone have a comment I think that the audience still on somebody needs to meet them like my Thank you Okay, she's gonna meet her microphone. She's trying I would go ahead. So let's talk a little bit about What is preventing you from effectively embedding technology into your curriculum I Give people a minute they can answer anybody have an answer. Can we hear the answer from each school? Okay, so time what other things we often have dropping connections or not enough computers at a time or We don't know how to teach a certain Tool such as Prezi is really big right now and teaching that is difficult Okay What other issues? Well, let's speak to those two issues. First of all, let's talk a little bit about time now and considering Not having enough time Management we know it's a problem We know that it's very difficult to teach that tool find access to the technology to teach that tool but if we move our strategies to a facilitator and understand that when we provide Resources to students to use these tools. It doesn't have to necessarily be done in the classroom A lot of the students will have access at home A lot of the students will have access to after school one of the things that I found helpful in the school that I worked in prior to working with DPI and I would have an open lab After school to allow students to come in and complete projects that teachers assigned And once you also consider this interactive PowerPoint that we're using how you can use one computer in the classroom To get some feedback and at the same time Manage the day-to-day tasks that you want students to complete. I Want to ask a question. Have you heard anything about flipping homework? Raise your hand if you have you know, you've heard about or shake your head Okay, I'm into flipping PD and So what that would mean is that you may have someone in your school district Who's really good at a certain tool and they may create a tutorial page like on a wiki or a website And then become an expert at that tool and then share that It doesn't mean that everybody has to become that expert I've done several of those just in the evening when I sit around just doing geeky stuff, but You don't have to know a little bit more about that's what I do But the other thing is like you mentioned Prezi Prezi has fabulous tools on the website You go to the and ask for the educator site and there are things that you can go step-by-step Modify but anyway find someone who that's their tool They're interested in and let them share with and I don't use it very much because I have to think about return on investment what is it that I'm actually going to get for my time and You know that may not be the thing the tool that I need to use at the time I've got several things that maybe I've just copied from somebody someone in fact I've got a really nice one that has a license that I can copy and make edits to about wikis And it's a Prezi about telling all about how to use wikis, and it's created by wiki spaces So anyway, there are things that are out there and that's I would say the professional development these days is not about sitting get It's more about learning how to fish learning how to find what you need and going after it yourself either with your partner or with someone else But sitting around and learning how to do an application is probably not going to happen because we're focusing more on the content And how to use it within a content So I hope that helps and understand to that it's not about the tool. It is about the content The tool is just happens to be what you're going to use To share that information with your students or with your teachers I do want to say though before we move on to that there was one activity where we Wanted to do some professional development with teachers and we started out by doing 15-minute sessions during the day where they could just drop in for 15 minutes and attend a presentation on some tool or some strategy that we were going to share in the school and We started that strategy with the teachers and then we bought in students because we wanted to give some students some ownership so we bought in students and the students began to present those workshops instead of the teachers and What would so well was the fact that those students began to say If my teacher were to assign this assignment We could use this tool to do this this and this and they began to connect that To to the content and that's what we want to see we want to see student ownership So let's move in then to Revised loans. I'm going to interrupt just once here to say Along those same lines about finding that right tool and working with the tools think about how does that transfer into a work or a college? Is it something that's specific to Learning a and gals going to mention about the some of the lower levels is a remembering tool That's not really applicable and so I wouldn't spend a lot of time on that But is there something that that you or students will use that are applicable in real world processes more than an application How have you done work with revised loans before? Raise your hand shake your hand Okay Okay, then you will know that revised loans is set up so that you have five birds You have remembering You have Understanding and all these are on this powerful. I'm going to give you you have applying Analyzing Creating and evaluating One of the places that you may have seen this all of our new essential standards for North Carolina have been developed Using the revised blooms so you may have been come in contact with them that without realizing it These are your cognitive processes It also with revised blooms has four knowledge dimensions Those knowledge dimensions will determine what type of verb you're going to use when you are teaching a concept For example, this is this picture that you're seeing now That's your lowest level. This is your factual level. So if I were using revised blooms With the factual level If I were focusing on remembering I may do things like have my students list something or Might have them to recall something for example when I was in eighth grade my teacher had us to memorize the Gettysburg address and I can still Recite the Gettysburg address But she had me I Made no connection to it. I didn't Understand why I was doing it and that's where the piece comes in where if you're teaching any concept It is important for you to teach that kid or that that Student why it is you want them to learn that information because if they don't make any connections to it They're just learning the information for the sake of learning it So what could she have done for me to connect to that information? So that it made meaning for me How could I've taken that remembering level which is the lowest level and Taking it to the creative level. What kinds of things could she do? What kinds of things could you do now with the Gettysburg address to connect it from remembering to create? feedback Okay, let's take it one step before we even get to create. Let's look at understand How could I understand? Bring it to the understand level Maybe to rewrite it in your own words rewrite it in my own words. I'm gonna summarize it very good Okay, what's the next level? There's somebody else anybody else responding I Can't I didn't hear that oh Create a game Or perhaps take pictures to Sequentially we'll play out a specific event within the Gettysburg Okay, now that's good. Let's work our way up now to create. How can I create? What kind of activity can I do with that create? What if? My teacher had asked me to take that Gettysburg address and apply it to what was happening during that time period and rewrite Speech for the current president could that have been done Think about the high order thinking skills that's required to do that Think about the research that's involved and that's where we want to take our students now Don't get me wrong. I am not saying that remember Understand analyze apply and evaluate should be thrown out the window But we want mastery learning Facts are important It was important for me to learn that Gettysburg address But equally as important is it for them to teach me how to apply that knowledge to real life situations What are some examples of an effective use of remembering when is remembering the task that is the most important When you're content When you when you're teaching students, when do you want them to just remember? New content, that's the first level Can you think of other things? I'm thinking of spelling Spelling words arithmetic facts, right? Those are your building blogs, and that's what you have to do to start building So there are times when that is exactly the level that you want So let's look at the standard course of study then if you look at your standard course of study for Science and I'm going to pull in I think we have K2 We have elementary middle and high school here presented So let's pull up a standard. I know you can't see it, but I'm going to talk to you about it But if you go to any of your standards and read You're going to see it heavily populated with Blooms birds for example Classify objects by observable physical properties if I'm classifying what Level of looms am I looking at if I'm inferring what level of looms am I looking at? It is very important for you to understand first of all that when you're going through your standards that You need to recognize the verbs After recognizing the verbs the next step is to look at what is it that I'm teaching in this content What are the big rocks in it? What am I going to do with those verbs? Is it important for me to create? Am I summarizing? What am I doing in? Science what would be a good remembering? objective or strategy What do kids need to remember do they need to remember the table of elements? Do they need to be able to access know where to access the table of elements? And if you built up that level What would be some creating? Would they might do some experiments or something like that that would be actually creating something? Some practices that were where they were actually be doing something with that knowledge that underlying knowledge So to kind of break it down a little bit further We've created four quiz questions and we're going to use these questions to kind of explain To you revise blooms. So let's say you were to click on question one and here's question one Okay, students are to read a research article referencing a classroom experiment and summarize it in their own words Which level of the bloom bloom's taxonomy does this represent? Is it a? understanding is it be Remember it remembering or is it see applying? a thumbs up a Some of the things that you might want to consider when working with blooms understanding is question stems question stems that you might want to write are Can you explain why? Can you write in your own words how you explain? Can you write a brief outline? What do you think could have happened next? Who do you think? Who do you think? What was the main idea? Can you clarify? Can you illustrate? Does everyone act in the same way that? Someone else does so here are some types of question stems artifacts that you could use You guys do an outline think link are allows your students to Create an outline question to Students are assigned to read the immortal life of Henrietta blacks and asked to complete a series of tasks and Order the task from the lowest to the highest According to the revised blooms taxonomy So you're going to look at the four options here Are the four you're going to decide? Which was be the lowest level of understanding? Up to the highest level Number one the students will be asked to place the events in chronological order number two Write a new ending for the story Number three Choose one of the stories characters as a best friend and justify your choice or For on what date did the story begin? Take a few minutes and write down the order that you think this Would be placed in from lowest to highest Do I need to repeat those choices? a Number one replace the events in chronological order number two Write a new ending for the story number three Choose one of the stories characters as a best friend and justify your choice Or four on what date the story began out of those four. What is the lowest level? four So you think D is the correct choice. She said four before is the lowest level. Okay. That means it's either B or C No No The answer is D. The answer is D. You think yes Okay, B says For on what date that the story began Which is number first one Will be the lowest level number one Place the events in chronological order three Choose one of the stories characters as a best friend and justify the choice or two Why don't you ending for the story? He said the answer is B B was the correct answer Again The question That was a good guess The power point will be made available to you. I'm sorry Let me do that. This power point will be made available to you and it's one that you can take back and use Okay, let's look at three Students will compare the structures and life functions of plant and animal cells including major organelles cell membrane cell wall nucleus chloroplasts mitochondria and vacuoles which of the balloons does this represent? Is it a remembering or be understanding or see analyzing See see Who says who says otherwise Yeah, anybody that disagrees. All right See is correct again question stems For analyzing what events could not have happened What was the turning point? What are some of the problems of? You're analyzing something. So you're gonna be comparing something with something or looking at something compared to something else There are some tools that you can use and again, we're gonna go back and go over some of these tools later If you're doing a survey Survey monkey whole everywhere Database Google Docs Zoho Outlines quick list No cased Outline maker You're doing an abstract pin zoo Doing a graph You do things like create graph Chart tool then organize could be Bubblest it could be mind master a series of tools that are out there and then the final question Students are asked to classify the items and diagrams as living or non-living What is the level of student thinking is that a? understanding the applying or See evaluating understanding Isn't it ranking and what's the process used for that Process of elimination right You're gonna ask things like do you know of another instance where can you group? Characteristics of what factors could you change so forth and so on? artifacts Votable is a good tool that you can use and Pensoo is awesome. We're gonna look at Pensoo later on But wanted to kind of take you through The quiz to kind of give you an idea of some question stems How to look at revised blooms and use it for creating? Questions for creating lessons and activities in your classroom there are several people that an excellent job and Pulling together some resources and aligning them to blooms. I really like that one on the bottom down there We're going to start with we done We're gonna start with Vicki Davis and Kathy Shrock and then we're gonna land that we're gonna end up with Gail We're gonna start with Kathy right we're gonna start with Kathy many of you are familiar with Kathy Shrock Who's not familiar? He was raise your hand if you've never heard of Kathy Shrock Okay Finder on the internet. She's got all kinds of tools that she shares with everyone and she's usually a regular at this state technology conferences One of the things S C H R O C K This wiki will be uploaded to With this powerful of uploaded to the wiki and you can't access it. Everything is hyperlinked Okay, this is Example of what Kathy Shrock has done and she's taken blooms And for each question For each cognitive level of blooms She's taking Google matched it with the cognitive level for example if you wanted to focus on The recall of the remembering level, which is your lowest level. What kinds of things could you do? You could use Google document We could use Google documents to have students to list things because we know that with the Remembering level which is your recall level one of the things that you're going to do is have students to list Items you could also use Google draw Google draw is a graphic organizer that allows you to create Mindmaps on Google these mind maps can you can collaborate with other students? So they could could create Theoretically one map together. She's also look at the understand level Google translator Google news.  She's also taken the cognitive level and Aligned it to so if you're looking for something a good app that will list things List is perfect You're looking for something to understand Then categorizing is a very good app. She's done this both both for the iPhone as well as the Android And this is Kathy Schrock's work Vicki Davis When I step further and I think you will enjoy this one more so than what Kathy Schrock has done Vicki Davis says that it's important for you to start with Your standard So if you click on that green section You're typing your cortex, this is your standard you're gonna look at what a central question am I focusing on here? You're starting with the end in mind So think for example You might want to look at procedural knowledge For any procedural knowledge you want a you want as soon as to Do a skill you want them to create something or it may be the metacognitive knowledge With the metacognitive knowledge, you're looking at how things in general break How can you deconstruct something to understand the whole? You're looking at self-knowledge here Factual knowledge You're looking at vocabulary, what kinds of things can I do to help my students understand vocabulary and then your conceptual knowledge? Now what she does is she takes each of those knowledge dimensions and Says okay, if I want my students to be able to evaluate What am I actually asking them to do? So if you're evaluating I can have them to work in writing groups And then give feedback to their peers. I Can have them listen to a political speech and make a list of contradictions on why they Agree or not agree with that speech and then she goes to the activity level And she says okay Here are the verbs that you're going to focus on here are some activities that you can participate in well Have your students participate in You can have them to create a debate using word processing and a sound recorder You can have them do podcast Broadcasting you can have them do instant messaging again. Here's a list of just a Lot of Activities that you can integrate to help those students master a concept and then what I looked at was taking those tools Looking at the cognitive level Breaking it down so that you can see both the cognitive and the knowledge level and then looking at what tools are out there for us to use How many of you've heard of Quizlet before raising have you heard of Quizlet or use Quizlet before? How many of you use pin-zoo before? Let's look at Wordle Taggle how many of yous were in taggle or vocaboo? Now we don't want to look at this as being a workshop just on tools because that's not the point The point is if I want my students to remember what tools could I create or allow them to create? So that they could practice if I wanted them to learn how to spell a word Wouldn't they be more much more excited if they could spell those words in a recorder and Listen back to it themselves at home with their MP3 players What tools are available to do that? If I wanted them to collaborate, I could use a voice thread So I'm gonna look at Pin-zoo with pin-zoo There's a diary in my chemistry class in high school One of the things that my chemistry teacher had us to do was keep a chemistry notebook And that chemistry notebook we had to create our diagrams and anything that we did in his class had to be placed in that Notebook the purpose was to use that notebook at the end of the year as a study guide so that we could be successful in our end-of-year test With pin-zoo look at this as your end-of-year study guide if the students went into their journal and Reflected on their journal on a daily basis This would be an excellent way for them to keep a record of weekly assignments Strategies that they've learned Resources that you have shared with them. This is their Knowledge book that they carry with them Now we know that everyone doesn't have access to the computer and that this is not something that you can do If you don't have access to the computer, but your your pin-zoo could be again your Notebook it could be if the students have cell phones. It could be their cell phones keeping notes With pin-zoo here Every time I put a recording it Classifies that courting according to the title and the date so I can go back at any time and Look at the information that I typed on a given date. I can read it and reflect on it Classrooms and even if you only had one computer in your classroom How could you use? pin-zoo To summarize the information that you've taught and Instead of you having to sit at the computer and type that information yourself. Could you not? Bring in one student and have that student for that day responsible for recording or Summarizing that day's lesson that lesson is now summarized for those students who've been absent and Summarize for those students but especially for that student who some did the summary He's getting a second ounce of that information. So he's going to remember it Because it's online. They can go back and read it at any time think about what you teach How could you use pin-zoo in your classroom? Give me some feedback put your head together and discuss it for a moment How could you make pin-zoo work? And your learning environment? We could do journals. You might be able to take notes on it during the day Okay What else could you do? What about homework? What about emailing it to your parents to let them know What you did in class that day Is pin-zoo accessible by anyone if the teacher had the one account and students wrote in daily You know, there's summarizing of what happened in class for others Then can anyone access it just like a diary you can lock it or you can have it open Okay, so it's optional But it's a good way I mean it we know that it's so important to bring our parents into our classrooms And at the same time we know that our parents have to work So what tools are available to allow them to see what we're actually doing? You have kids that will go home and say I don't have any homework You put your homework in this diary at the end of the day. This is what we've done This is what your students are expected to do for homework It's a way of engaging everybody pin-zoo another tool that I Use that I think Would be excellent It's called tricider The neat thing about this tool is seriously. I have to register to use it It allows you to collaborate on it brainstorm on it. So let's say that I wanted you And I've created one for you guys to share an idea With me and I'm gonna go to the wiki for a moment. This is tricider. I Can post a question. I know you might be able to read it, but I'm gonna explain it how it works With tricider the teacher or a student or anyone can create a question In this case, the question is what issues are preventing you from effectively embedding technology into your curriculum You can add an idea So if you wanted to respond to this question, you'd simply click on add an idea and You would add an idea to this post You can add as many ideas as you'd like to Once you have all your ideas posted and others can come in and vote on it Let's say we were voting on whether or not we wanted to have Ice cream in the classroom we're gonna have an ice cream party You can get the kids ice cream you get five flavors of ice cream and you wanted them to vote on which flavor Was the best so you could have a list everyone could come in and throw in their flavor of ice cream and Then students can vote on the flavor that they prefer So think about how you can start with just a list and build up to a higher order thinking by having students Do different things with this one activity Think about just listing things and have them to categorize it into living and non-living things And all you have to do is put that link and they would simply type in that information So you you throw out the idea they build on it. It's called tricider review abused Lenore it before another tool they students do not have to Log on to it is a perfect teaching tool With Lenore it I can with the sticky notes Allow my students to respond to a lesson They can share ideas If I wanted to them to look at an activity that I have created Through a video I can upload a video I Wanted to them to download a document that I was including in my lesson. I Can upload that document they can download that document for use So we can start with the lowest level of revised balloons Which is a list and then we can actually have students to create their own Lenore if we chose to go that route and And create some type of activity based on the concept that we're teaching in the classroom The neat thing about this is it's a collaborative tool. It's an interactive tool. I Can put students in groups And while they're working in groups they can collaborate on this tool at their seats No matter what they're sitting in the classroom, especially if you have three or four computers in the classroom You have access to three or four computers So I can create my activity. I do not have to have a computer lab to use this tool and make it work Think about Lenore it For a second, how can you? Empower students How can you strengthen your lesson using this tool? Take a few minutes minutes and think about that and respond to it. Yes, they give me some feedback How could you use this tool in your classroom? We're having difficulty hearing the name of the website. Could you repeat the name of the website, please? L-I-N-O-I-T Com can you see it now? How could you work with this tool in your classroom? You are already doing Bailey assignments posting daily assignments. What else? This would be a situation where you could do some form of assessment and allow the kids to give you This is what I was unclear on. Could you re-teach this possibly and have the kids give you feedback? Excellent excellent strategy. What other things could you do with it? How about a gallery walk? A gallery walk very good How about parking lot? Parking lot At the end of the day you always have those kids who are confused You bring this Lenore back up at the end of the day look at it The Lenore could be something they could do at home, you know, they go home. They have access to a computer They may type in a question of the ask the teacher to clarify the homework assignment You know, I'm confused. I really can't do this. My mother can't help me You could also use this as a tool to share Recording so that the students can go back look at and get procedures for Completing a task One last tool I want to share with you because I know my time is ending I want to send your parents an email recording. You have all your parents email addresses and You want to send them a quick email? With your voice recorded Explaining something wonderful that that child did in school that day You know, I had one of those kids that if the teacher called I knew it was going to be bad news And so it's always good Every now and then To get a message from the teacher saying I just wanted you to know that you have a wonderful child And he did some good things in class today You click on record You type your you record your message straight through this tool and then you email it to whoever you choose to email it to And it's as simple as that You don't have to spend a whole lot of time now Especially think about those parents who just cannot come to school because they have to work Grape or will they be that you took the time to Send them a personal message and you could in some cases create one email and use it for several parents If you don't put in the child's name But if you want to personalize it then let the child's name be included the goal is to be a capacity The goal is to engage your parents because if you have happy parents They're gonna work with you and eventually you'll have happy students. We hope at least you'll have students who will behave in class We hope and the last thing I want to share with you because I know my time is ending Again, all of this will be on the wicket that I've shared with you earlier. I've been working on a toolkit with the goal to be able to Bring together resources That focuses on Revised blooms So here you will see the verb The question stems that you might consider asking Some artifacts that you could have students create and finally hyperlinks to websites that you can click on and use them as tools to meet the goals of that stem or that verb you have both the wiki site and The PowerPoint available to you and again the PowerPoint will be uploaded to the wiki site that I gave you Earlier, are there any last-minute questions or comments? You want to bring up that slide that has the wiki site URL on it again? Okay the URL for the wiki I'm bringing it up for you now. If you go to the wiki site. There is a link To a linoa that says reflections If you have any follow-up questions that you'd like to ask Post them on that linoa and I'll respond to them there Tell them to put their email address Make sure you include your email address when you post the question Thanks everybody Thank you


Welcome to the Snap. This is the segment where we answer frequently asked questions in a very rapid fire format, so let's get right into it. On this week's episode of the Snap, we are going to be discussing how to correctly assemble or disassemble a device using a BB9 or BB3 glass midsection. It's very important to take extra care when assembling a device with glass as it will be more fragile. What you need to assemble your device is your glass midsection, in this case a BB9, your tip, your cap, and some Dynawax. To start, let's begin by taking your tip and a small amount of Dynawax and we'll rub that into the O-rings on the tip. Rotate the tip a few times to ensure even coverage. This will help minimize the friction which in turn reduces the stress on the glass and O-rings. Take your lubricated tip and insert it into the tip end of your BB9 by pushing and twisting simultaneously. Do not attempt at assembling the device at an angle as it can overstress the glass and result in a fractured midsection. Finally, all you need to do is put your cap back on your device and you're good to go. If you want to know how to clean your glass, check out the video here.  Let us know your thoughts on the BB9 in the comments below and what would you like featured on the next episode. And that has been the Snap. Once again, I'm Retail Josh and thanks for watching.


The center of complex quantum systems here at Aarhus University is a combination of theorists and experimentalists developing complex new quantum systems that explain nature in new and deeper ways. We have these direct interactions, right? And there is a feedback from the theory into the experiment, but also back from the experiment to the theory. It's really exciting and what drives actually our daily work and our progress forward. So we develop ideas like here on the blackboard and we can directly talk to the experimentalists and then we can actually try these things after a while in the experiment and from there we develop new ideas and the nice thing is really that the interaction is between our young scientists. So there we have basically really great dynamics and great enthusiasm of the young people. It was always a dream of mine to be part of Aarhus Quantum Group and what is interesting me about the CCQ group is its scientific environment. You can tell that this place is really alive. You can see all over that people are talking about science here. The major strength of CCQ is actually the close collaboration between theorists and experimentalists because this is a very stimulating environment for us and it's very vibrant and we get a lot of ideas from experimentalists. What can we do? What is most important problems to tackle? The first quantum revolution really told us about quantum mechanics and in the years after we learned to control larger groups of atoms that enabled for example the laser or the atomic clock. However, in the last 25 years we were able to control individual atoms and that new ability really enables the second quantum revolution. At the moment we are living at some really exciting times so the major goal of Aarhus Center is now to combine these capabilities and create new quantum systems that are where you merge matter atoms, even single atoms on the one hand and photons on the other and create new single quantum systems that we can use for applications such as precise clocks and perhaps quantum computing with light.