Good morning, afternoon, slash evening, wherever you are. Welcome to this webinar that's introducing people to the Press Books Directory. This is a project we've been working on for a long time, and we are very excited to be able to unveil it to all of you and give you a tour for what the directory is, how it works, how you can use it to find books and other material of interest, and also how records get updated into the directory. So if you wanted to follow along at home or follow along wherever you are, you can visit pressbooks.directory and see a live version of the Press Books Directory. So what you're seeing when you're landing here, it tells you this will be dynamically updated. Currently, the directory includes about 1700 books that have been published across 78 different Press Books networks that we host. In the near-term future, we'd like to add other Press Books directories that we know about in the world, and we're trying to work with some of those open source or self-hosted networks. So that they have the necessary pieces in place for us to be able to consume their metadata and display it. So we hope that this number will be growing and increasing over time, but right now it's just under 2000. The first thing that I want to feature here is that there is a search feature, and what this feature does is it allows you to search all of the books metadata. And so metadata is kind of just a fancy way of saying information about the book. This is not a full-text search of the book's contents, but information we have about the book. So for example, I'll start by searching for, say, math. What this has just done is it's done a search of the Press Books directory, and it's telling me we have about 300 results of the 1700 books, 300 of them have the word math somewhere in them. It may be in the title. It may be in the subject field. It may be, for some of these books, they might have a description. So scroll down until I find the one that does have the description. So the word math appears in the description here. It doesn't appear in the title. So it's searching any of the available metadata fields to find the term math. So that's the first search query that we've done. We say, oh, we have 300 books that have math. This search may be a little bit bigger than I want it to be. So I could say, let's display 50 books on a page at a time. You'll notice that we're refreshed. And now I can scroll down my results and I'm seeing 50 before I see the pagination instead of, say, 10 or 20. So you can control the pagination results there and see how many results you want to have.  So for example, let's say I'm looking for a math book for a course that, and what I really would like to do is not just adopt this book, but I'd like to adapt it, which means I'd like to edit and revise it. So I want to make a local copy and change it. So in that case, I need to find a math book that has an open license, a Creative Commons license that allows revision and remixing. So you can see here that there's a set of facets or filters on the side. The first one I'm going to go to is the license filter. And I'm going to say, let's exclude all of the books that are all rights reserved. And now my search results have gone from 300 to about 229. All of these books have the word math in them and have some form of an open license. So for example, I can see this book is called the Business Book, Business Math Handbook. It was published on this NSCC Libraries Press Books Network. Here's the home domain. Here's the author, Jean-Paul Olivier. The subject was mathematics. This was the last date it was updated. Here's the word count. And then over here is a little bit of other information about the book. So this is telling me this book, the language declared was English. Just to the right of it, you'll see this is an icon that tells me what license this book has. So in this case, it's CCBYNCSA, which means Creative Commons by Attribution, Non-Commercial Share-Alike. And this icon is showing me this book does not appear to be based on another book, which means it wasn't cloned from another press book. So it's, as near as we can tell, an original creation. Another thing that we could do would be to say, okay, let's look at this book here. Here's a book card. This is telling me this book is in the public domain. So Ecampus Ontario has said this book is in the public domain. Here's a book from Ecampus Ontario that's also CCBYNCSA and it's for Business Math Class. And so I can begin to kind of filter through these results and see things that are ventricles. The next thing I might want to do is to say, you know, I'm interested in the math book, but I'm also interested to see, are there any of these books that already have interactive components that have already been built for the book? To look for that, we're going to say most of those interactive components are built with a tool called H5P. So let's say, how many of these books have at least 10 H5P activities? So I've added a new filter. You can see my active filters here. And now I'm down to about 31 results. So from 300, I now have found there's about 30 books in this directory that have the word math in them, that have an open license, and that have at least 10 H5P activities. So now for these books, you'll notice a new piece on the book card. As I hover over this, this will tell me this book actually has 88 H5P activities. That one seems pretty interesting. Good job, Nicolet College, and that's in Wisconsin, way to go Wisconsin. And if I wanted to find out more about this book, I could say, click this link, and this will take me to the landing page for this book. I could say, let's explore this book, let's read this book, let's learn more about what's going on in this book. And so in this case, the directory has just referred me to a book of interest. And I could say, oh, I like this book, let's copy the URL, and let's clone it to my pressbooks network and ready to adopt it and adapt it. That's one of the initial kind of finding stages that we can do. If I wanted to kind of take a step back and remove one of these filters, I could simply say, okay, let's remove this filter, and you'll notice that filter disappears, and my results are back up to 35. I can remove this filter, or I could have cleared them all with one click. And now I'm back to my 301 search results again. Another thing to notice is, when I start applying these filters in these queries, you'll see that the URL of the directory is actually changing. So every one of these queries has its own addressable URL. So if I wanted to save this search and remember it, I could simply copy this URL, I could share it with someone and say, hey, look, here's this search that I performed on the directory, and they will then see whatever the dynamic number of results are. So suppose two people published open math books tomorrow, the next time I visited this URL, we would see a number of 231 instead of 229, and it would have slightly different results. Okay, the next thing that I want to show is I'll start this filter over and we'll see, let's do a new search. Instead of math, I used to teach English. So we're going to search English. When we search English, I notice, oh, wow, I have way too many results. This can't be right. The reason why English is causing problems is because nearly every book is written in the language English and English is then being searched as metadata. So in this case, I'm getting a lot of false positives. So one thing that I can use is I can use a specific facet search term to kind of say, let's only search in the subject field. So there's several of these that can be used in the search field to say, I only want to search the subject metadata for the word English. And now you can see, okay, I'm down to seven results. These seven books have the word English somewhere in their subject field. And so I've got seven results that might be a better search for me to do there. Other terms that you can use with this faceted search would be you could use license, you could use language. So if I wanted language English, you'll see that's where the other 1668 results came from. Or I could do something like net, which is an alias for network. And I could say university has to have the word university in the network title. And then I want the term English. And you'd see, okay, now I've got 693. Or I could also say publisher. So I want the publisher to be, let's say rebus. And I want to look for philosophy. So what this is doing is there's an implicit or an invisible and operator here. So this is saying you must find the word rebus in the publisher field. And you must also find the word philosophy. And it's saying there's six results. Here are your six results. So that's a little bit of how you can get started with searching. Let's say the English search wasn't what I was looking for. So let's try to go with writing. So I'm searching for writing now. Let me clear everything out, actually, and refresh my page. And we'll try writing. And here I have 114 results for writing. The next thing I might want to say is, you know, I really want to know not just alphabetical order, but I'm sort of interested in knowing the biggest writing book. So I can sort by word count. So this will the display order is now going to be this book has 200,000 words. So I know that's a pretty big book. And I'm weeding out by size here. Or I might want to say, let's look at when the book was most recently updated. And this would be when a revision was made to the book or revision was made to the metadata. So let's sort by recent updated. I also might want to say let's also filter by updated date. So I only want to see books that have been updated since the start of June to the present day. So I've applied that filter now and you can see all the 68 books that have been updated about writing in the last six months, say. And then within the network, I might say I only want to see books that are on a network. Let's say Oregon. Let's look for what open Oregon educational resources have. So I've just filtered and sorted by a particular network to see what public books are available on that network in the subject of writing that have been revised in the last six months. So you can see we're getting pretty granular and we're able to kind of slice and apply those facets and filters in lots of different ways. So one thing to note, I guess, at this point is the primary limitations of the directory are going to be the metadata that is entered into the directory. So you'll also notice that, for example, if I were to look here, the subject fields are not always applied and they're entered by the book creator. So while I might say, oh, I could be able to find all education books just by clicking the education filter, this is only going to find books that the authors have chosen to categorize as education. And many, many authors haven't been entering subject metadata. So you can see that there are actually 900, almost 1000 books that have no subject field at all. So you can also filter and look by that. This book certainly is about something, critical reading, critical writing, but the authors haven't yet entered the metadata or the subject field that would help us facet and filter by it. So the directory, like any kind of open project is an evolving organism. It will only be able to reflect the metadata that users have entered in, which means that the next thing that I'd like to show you quickly is how you can change an update if you are a book creator, the metadata that appears for your book in the directory. So I'm going to come to a book that I control. It's called the example webinar book. So I'm going to start by clearing out all my searches and searching for example webinar. Okay, so here's the book that we're looking at right now. It's a test book that I've made and here's the metadata that we have about this book. So I want this book, let's say I actually don't want this book to appear in the press books directory. I'd actually like to remove it because I don't want people to find it. It's still a work in progress or I'm not quite ready for it to show up in the directory. There's a couple ways that I can do that. The easiest way to take a book out of the directory is simply to say I don't want this book to be public anymore and make it private. Our directory will never ever include private books. They only include books that authors have chosen to publish that have more than 1500 words. So if you want to take a book out of the directory, you can make it private. Now in this case, maybe I still want my friends and my students to be able to see the book, but I don't want it to show up in the directory. So instead of making the book private, I could also come in the press books dashboard to settings, sharing and privacy, and then I can choose to opt out of the directory. So by default, public books usually will be listed in the public press books directory, but I can say in this case, take this book out of the directory please. So I just saved that setting in my individual book. And now if I were to refresh the press books directory, searching for example webinar, it's going to say, oh, there are no books in the press books directory with the term example webinar. That book was instantly removed from the library. Let's say I had a change of heart and I would like to put it back in the directory. Homan, I'm going to need your help on the back end. I'm going to change this setting here. I'm going to put it back in the directory. And before I have Homan run the resinker, I'm going to come into book info. And I'm also going to change some of the metadata here. So what I want to say is the name of my press, it was pretty okay press, but now it's just okay press. And I'm also going to write a new description about this book. I'm new metadata added during the live launch. So here's some new metadata about the book that I'm saving for my book. Now that I've saved that and I've told the directory please include it in the fetcher. We are right now running an updater for our whole, all of these directories every hour on the hour. We can change the frequency of that, but I'm going to ask Homan if he'll manually run the fetcher to go sync my new information. And then Homan, if you'll give me a thumbs up or let me know when that's, when that's ready to go. Okay, here we go. My book is back in the press books directory. And you can see that the new metadata that I've added is now featured in the description field. So we hope that that's going to be pretty easy for, for network managers, for librarians or even for authors to use. The best way to improve the quality of the directory is to improve the quality of the metadata at the point of creation. So we're trying to make that easy ish to do. So you go and update your book info and these, these changes will be synced and will become live every hour on the hour. So we hope that the directory remains pretty current, fresh and up to date. The next thing I wanted to show is a little bit more in depth with how the search field works. One of the things that you may want to do is search for multiple terms. So let's say I start searching and I search for open education, popular topic, right? And I can see, oh wow, 341 books. What this search is actually doing is it's searching for the word open. And it's searching for the word open education. I may actually be wanting to search for the phrase open education. And so if I contain it in quotation marks, this will do an exact search. And you'll notice now I have 127 results where the phrase open education returns. And then I may also want to look for the word pedagogy. And I can see, okay, there is one book in the directory where the metadata has the phrase open education and also contains the term pedagogy. Let's say, for example, though, that I want to include the phrase open education, but I do not want the word pedagogy. I can use the minus character to exclude a term and say, it must not include this. And then you'll see this returns the other 126 results. So those are some of the kind of Boolean operators that you can use to combine and refine your searching. Quotation marks, of course, will be search this whole phrase. A minus will mean exclude this term from the results. And then if you add multiple terms, they usually will have an implicit invisible and that's being included there. The other thing that we may want to do is let's try educate them. Now we have a typo tolerance that's in here. And right now the type of tolerances were allowed to have up to one typo. So I believe that this will probably return results for both education and educating. Ricardo could probably correct me if I'm wrong, but you'll see this is giving me, even though it's misspelled, there is some give for typos. And so you may find even misspelled terms will sometimes return a query. But if I wanted to get real precise, if I said education, let's say open education, because this is an exact term, there is no typo tolerance here. And we're saying, education doesn't exist. Neither does open education. But if I were to type open education, then it would return results. I'm happy to pause here and look at the chat and see what kind of questions people have so far. While I'm doing that, Amy, do you want to pop in, introduce yourself and say who you are and what you do at Pressbooks? Hi, everybody. My name is Amy. I am the customer success manager for Pressbooks. I have met a lot of you. I love coming to these big meetings and seeing all the names of people who I have gone to know quite well, I would say, or sort of well in the past few months. And it's lovely to see you all here today. We've been colloquially referring to this as the Pressbooks baby. So thank you all for coming for this big reveal. And yeah, there's some questions in the chat that I was trying to answer, but I'm happy that you'll pause now because they're easier to answer, not in text. All right, so Steve Covello was saying, hey, it would be nice if we could add additional tags to describe our book. I just want to make it clear that the best way, if you want your book to return results for certain terms, the best way to do that is to come to your book information page and to fill in some of these general book information terms. So clearly the title is pretty important subtitle. You can add your author's editors, et cetera, to the book. You can certainly add your publisher, publish your city. But where you have the real flexibility to declare those kinds of things are the subject and additional subject fields. So these come from a predefined taxonomy. It's a schema developed by a group called thema.org for book cataloging. So you'll see a bunch of choices here. If I were to add a new one, probably should only have one primary, but we can have many additional. Let's say I wanted to say online and you would see here are my choices for online. I'd be like, okay, let's look for education. What are the choices? There's a ton of different education options. So open learning distance education. That's an additional subject field. And that will help because this is using a controlled vocabulary. This will help organize books around the same topic provided that users have used them in a consistent way. You also though have, clearly you can add your copyright license here, but you also have the ability to add a description for your book. The description for your book is pretty important because the description appears in a couple of places. The description will appear on the book itself if you have a description. So I don't think I'm displaying a short description. So I'd say short description book tagline. And you'll see in a second here where those get updated. But the long description is included in the directory and in the metadata for the book. And that's just free text. So you can see the short description will be displayed here. And then the longer description is displayed here and is pulled into the press books directory. So if you wanted your book to be more easily findable through free text searching or through natural language search or through any of that kind of stuff, the best place to add your description will be using the description fields in book information, which you can find here. So this is the full description of your book. It's nice to have a full description because the directory will catalog that information and make it available for searching. So that hopefully addresses Steve's question there. Lori was asking, does the network refer to press books instances or catalogs? Yes. So every one of these books is published on a standalone press book network. And this is the root URL for the network that is published on. And this is the name of that network. So when you search by network, each of these networks has a name. So this is the press books network maintained by Ecampus Ontario. Here's the University of Michigan. So there's many, most of these are university owned or administered. And so that's what the network refers to. And if you were to click on a book's title or hover over it, you can see the URL and you could actually visit the book at its home location on that open press books network library. Do users still have to opt out of having their books in the directory? Yes. So the question there is, yes, by default, any public book with more than 1500 words on one of these press books networks will be included in the directory unless the user chooses to opt out. The idea is the directory is a directory of public press books. So by making it public at a certain threshold, we would consider a candidate for inclusion. But of course, users can opt out most easily by making the book private or by choosing that exclude from the directory flag. There are some tools that let network managers control this for their end users. And we've covered that in another location. And there's a guide chapter about that. We generally caution network managers against taking that freedom away from authors. But in some situations, that's the right choice for them. They can certainly do that if they want to. Can we remove the directory from the directory in bulk? The answer to that, Lara, is yes, network managers can. So as a network manager, there is at the global setting level. So if I'm logged in as a kind of a superpower user. So in network options, network managers will see a book directory flag. And this flag says exclude all non cataloged public books from the press books directory. And what this means is the network manager deciding only those books which I have chosen to put in my network catalog will be displayed in the press books directory. And what that means is that every press books network has a catalog feature where the network manager can decide to add a book to the network catalog. For example, there's a little in catalog flag. If I were to visit this network here, you would see there are really only two books in the catalog. My demo webinar book is not in this network catalog. So if I were to, as a network manager, turn this flag on, my webinar book would be excluded from the directory, whether I wanted it to be excluded or not as the author. Because the network manager then controls. If I put it in the catalog, it shows up in the directory. If I don't put it in the catalog, tough, it doesn't go in the directory. So that's the way that network managers can control that globally. If you decide to do that as a network manager, then you are responsible for maintaining your network catalog and regularly updating which books get synced to the directory or not, which is generally why we say, hey, if you're allowing people to create books and make public books, unless you have an iron grip over your catalog, the director will be most useful if people's public books are there rather than controlled by the whims of an individual network manager. But there are lots of perspectives on that. So you can choose your own adventure. Lori also noted, one thing to note is you will also find that there are a lot of books here that are listed as all rights reserved. And it is true that when you first create a book in Pressbooks, the default license for that book is all rights reserved because that is the default behavior of something that you've put in fixed form. So there are a number of cool, interesting books that are all rights reserved because that author has never chosen a different copyright license. So Pressbooks director will display them, but of course you can't clone that book unless you get permission from that author. So there are some books that you'll find in the directory that you would think, wow, I really wish that was open and licensed. And that's really a decision for the creator or the author of that book. But just know that the default position is all rights reserved. So that may not have been a conscious choice, that may just have been the default and that person hasn't yet made a decision about copyright or isn't yet educated about copyright or they're just wherever they're at in that process, that's kind of what you'll see. Thank you. And Laurie is clarifying my language because I probably misspoke in many points. So look to the chat for Laurie's more accurate statements about copyright and the statement of all rights reserved, which is a claim about copyright, which inheres in work. Okay. I'm going to pause there for a second and I'm going to say I'm more than happy to take questions if anyone would like to unmute themselves or ask them in the chat or if anyone would like to see features that I went too quickly for or that I didn't explain very well. I'm happy to take those now. Steele. Hi. Hi. This is Anita in Salt Lake City. Hey, Anita, welcome. Thanks. Hey, I saw you at the open Ed conference too. Hello. And I was, of course, singing the praises of press books because, as you know, I love press books. But anyway, I was wondering about you mentioned really early in the session that you're hoping to eventually include other open networks. Are you talking about like OTN and the OER Commons books? So probably not. I think the way that, so let me clarify that. This directory will only ever be confined to the press books universe of open content because the structurally the way this works is we have built this tool upon the press books API and API is like a fancy. It's an application programming interface. But what it is is it means that the press books network is able to communicate with other software tools. So what Homan and Ricardo have done is they've built a tool that's really clever. And Ricardo, or what Homan built was it says, go talk to a press books network and say, press books network, please tell me about all the public books on your directory. And the press books director network says, okay, sure, here are the list of all the public books. And then Homan says, thank you very much. I'm going to store those elsewhere. So what we're doing is we're asking our press books networks for information about their books, storing it and then using this search and display tool to query the results. That tool is only working with the press books API because it press books API has a metadata structure and format and we get all the information in a kind of standard way and we can control that because we wrote the press book software and we wrote the directory. So in other words, even even if it's a press books platform, if it's housed on a different repository, say like, oh, we are commons, the API is different. So you can't, they can't really talk is what you're saying. Well, if yes. So I mean, they would have to voluntarily manually opt in like add them to the press books. Yeah. So there are a couple of different situations and I'll try to parse them. So for example, we have Lori who is helping explain the copyright here in the chat. Lori works at BC campus and they're one of the biggest and all this press books users, but we don't host the BC campus press networks. They host their own. They're running an open source press books network. And right now the BC campus books on their network are not currently included in the press books directory. We would love to include their books because they're great books. But what we need to do is we need to coordinate with the system administrators who are hosting the BC campus network, make sure they're running the latest version of our press book software that has the things we need for directory to work. And we haven't yet done that. I think BC campus is waiting to update something. And then once we do, we'll verify BC campus that they want to be in the directory and that they're running the latest version of the software. And then we would be this number would be 79 and this number would be over 2000 because we would have all the BC campus books. The same thing. I'm sorry. It's more of a legacy like bringing the legacy press books directories that are independent into the press. I wouldn't say they're necessary legacy. They're just they're they're open source. So they're people that don't have a business relationship with us. They're just they've sent their own version of our software and we're wherever legacy was. Yeah, legacy was the wrong source. Yeah. Yeah. Yeah. Okay. All right. We're probably 20 or 30 of these networks in the world with great content. And we're trying to work with them one by one to get them in the direct in the directory. What we started with was the ones that we host because that's very easy for us to configure since we understand that from one end to the other. And we'd like to include more over time. So lumen learning has a very large press books network, for example, with lots of great books, we'd like to get those. And a number of other universities are hosting their own. The province of Alberta does. And let's see who else is big University of Hawaii, Billy Mankie's got a bunch of Hawaii. Yeah. So there's a bunch of people that we know about and we're trying to work with them to get those books into the directory to directory grows over time in that way. Yeah, that would be awesome. But if you were to say like Merlot Merlot has a huge listing of open resources. It's unlikely that Merlot books will ever show up in the press books directory. The open textbook library has its own database. Those books won't be in the directory unless they were published on a press books platform that isn't our directory. So so like, for example, there's a bunch of very cool press books books that are listed in the open textbook library that are also listed in the press books directory. But it's because they're hosted on a press books network that it's in our directory. So that's sort of slightly complicated. Okay. Yeah, sorry about that. That great question. I see another question in the chat from Amanda Larson. Hello, Amanda. One of my oldest open education plans. Are there more Boolean operators? Okay, so the Boolean operators that exist right now, it's not really Boolean, but you can do quotations for exact phrase. You can use the minus button to exclude a term. And you can use the, the, the kind of faceted prefixes for license, which looks like license. And then you might say like CC. I can't remember what it is, Ricardo, but one of these. Yeah, there you go. That maybe that worked. License is one of the terms. Subject is one of them. Network is one. Pub is one. And Lang is one. And not English. Let's try English. And those are the only Booleans. There is no or operator. We aren't able to do or operators. And you can't explicitly say and and is just implied and assumed anytime there's term separated by spaces the and and happens. Thank you. I know that they would ask me immediately if I shared that information. That's a good librarian question right on. Another thing that I didn't really show in great detail is that within these faceted searching and filters. So license, you can see all the options. You can see that if I were to just do a search query, I just want to show you some of the cool faceted filtering stuff. So let's clear this all out. And let's say, let's apply multiple. So I want to exclude all rights reserved. But let's say I want to say I only want to see works only those four licenses. So I'm applying these filters additively so I can have more more than one active at once. And I can do the same thing with these other filters for those that have like we're only showing, I don't know, I can't remember 10 or so at a time. You can show more and keep showing more. And you realize that you're probably never going to be able to see all of them because there's so many. So you can search within a subject filter just by doing this. So you'll see that this in real time is and then I said, oh, okay, I want higher and further education, tertiary education that filters just been applied here. And you can see that filter has been applied there at the top. And many of those facets network has the same kind of thing because there are just so many precipitous networks. There are, in fact, more than six, there are 78 of them. And the same thing is true when you get down to publisher. There are, you know, hundreds of publishers or people that are listed as publishers. And then there are a lot of books that just have no publisher listed. So they're empty language, the language thing will be valuable. Again, this is only going to reflect the good made data. So some books probably were set to default for Africans. I don't believe that these books, many of these books, if you look at them, this book does not appear to be written in Afrikaans, but the metadata says it is. So that's an opportunity for this author to improve their metadata. And then the director will be more accurate. But you'll find that there is inaccurate information in this directory, as in many directories. So keep that in mind. And hopefully it's a good starting point, but this is not intended to be canonical. We haven't had library catalog control, nor are we likely to ever, because this is author created. And then if you look down, you have this word count filter. And I could just show you, you can set minimum and maximum balance for this. So for example, I might want a book that has more than 1500 words, but fewer than 10,000. And then you'd see each of those filters are operating separately or independently. And you can do something very similar with the last updated, which is going to be a date picker. And H5P activities, which again is a numerical storage size is also numerical storage size is probably not super useful for a lot of you, but it just tells you how much size it's going to take up on your server when you clone the book. And based on this is going to indicate if it's based on, it means that it was cloned from another press book. So one example of a nice kind of query or filter that you may want to do is let's say I want to look for rebus books. These rebus books are really high quality and a lot of them have been cloned other places. So let's say I don't want the clones, I only want the books that are marked as originals. This is more likely to show me the rebus originals. And then I might say, let's sort by the ones that have been updated most recently. And you can see, okay, here are the rebus books in order of recency. Yes. So Amanda, your question was, is all of the metadata being pulled from book info? Yes. The metadata is whatever is entered in book info is considered the true metadata for that book. It's exposed via the API. And then we grab it by the fetcher and update every hour right now. I guess the thing that for me that I've loved so much about this is there are 1,700 books in this directory. And I feel like I have a pretty good handle on what is happening at a lot of places. But I have discovered and found out about so many really incredible resources just by playing around with the directory. And I expect that you will as well. So I hope that you have fun. As you find cool books, we'd love to know about them. We'd love to help publicize them. I think whatever channels you like to use to share that information, whether it's listservs or social media, let us know how we can be partners for you and increasing visibility for great resources that you find and how we can help you serve the needs of learners and teachers at the institutions that you support. Hi, Steele. Can I ask a question? Please do. Yes. My name is Rosie. I'm from Rhode Island and we are so brand new in press books. We only just started building our site today. And we're having a great time. So if we wanted our users to find the directory, would we just build a nav to the directory? Is it going to be on like I noticed on the bottom of our page our users can get right to press books guides and tutorials? Sure. So are you guys going to actually are all sites going to automatically have a nav to this? Or what do you envision pointing their users to the directory? That's a great question. So we're still discussing this. I think usually what happens is when we provision a new press book network, they get a landing page that they're able to customize however they like. And many networks I think will probably want to do something like, so let me show you how Rebus or Rebus Foundation, if I look at the Rebus, here's their network. And what they do is they say find a book, create a book, and they're pointing them to their catalog. Right. What you may want to do is to say instead of this link pointing to their catalog, you could say find a book and point them to the press books directory. For example. Right. Okay. So I think probably in the near future, we will make the default new landing page point to the directory. But again, we don't want to impose that. We think it's really up to some networks may want people to go there and find stuff. Some might for whatever reason might not. Right now, there is not a default link in the press book software that points people to the directory because it's so new. But we'll probably put like a soft opt in kind of option for that. Great. Thank you. We love it. We're so excited to be part of the press books group. We're thrilled. I guess the other thing that I should show them would be the next stage of finding something and how easy it is to make it your own. So I live now in the Pacific Northwest. And when I was searching for this, okay, there's a couple of books about the Pacific Northwest, both of which are opening license. So one of them is called living with earthquakes in the Pacific Northwest, which my wife said, Oh, I want to read that.  This was actually a zine written by students and was openly licensed. One of my favorite stories of the last year. So this is a cool book. I like it a lot. I'd like to learn more about them.  So what I would do is I would say, okay, I like this book. I see that it has a creative commons license that allows me to clone it and remix it. Let's come to the network that I want to use this book on. So I'll come to my little university testing network. And as a user, I would log into press books. And then I'm going to say, let's clone this book. So any user on a press books ED network can do this. They would say clone a book, they found it from the directory, and they're ready to make a local copy and revise it. So clone the book. Here's the place that I found the book.  And I'm going to leave the title as it was. So what's happening now is just like our API was used to get the metadata, we're now using our API to go and talk to this network and say, is there a book there? And then this network says, yes, there is. Is it public? Yes. Does it have an open license that allows me to copy it? And in this case, it looks and says, yes, in fact, it does. And then press book says, okay, great, please give me a copy of that book. And so we're going systematically front matter chapters. It's going to copy all of the public elements of that book, including the images and the embedded content, the glossary terms, the footnotes, and the H5P activities. And we'll make a local copy on my network that I can then edit, revise, and be a living child or of a remix or revision of that original book that those students wrote at the University of Washington. So it'll take me a minute. This is kind of a large book. So it might take a little while. But in a minute or two, I will have a cloned local copy that I can then share with my students or share with my faculty colleagues to start revising and building from. So hopefully you can see that we hope that the directory isn't just a discovery tool for adopting new material, but it really is an engine for adapting and growing to take great existing resources to more quickly meet your and your learner's needs. And this is just a kind of quick demonstration of how that works. So what I just wanted to show is that this was the original book. I've just made a clone. It told me it succeeded.  You'll see this is my local version of that book. That's now editable. I can revise at it.  And then I can begin to revise at it and make changes. Now, Jim's question was what happens with H5P cloning. So this is something that's probably worth explaining a little bit. Let me show you a sample book that has H5P. There's a little bit in the weeds, but I'm glad you asked. So H5P, for those of you who aren't familiar, is an open source tool that lets you build interactive learning materials. We love H5P. It's developed by a group of Norwegians who are doing very cool work. And we built a really tight integration with press books so that if you activate H5P, you can just create new H5P content directly from your book dashboard. H5P activities that are created in press books will live in the press book database and can be used, they're hosted here, and then kind of live with your book. But when you make an H5P activity, you'll see that the H5P activity here, for example, every individual H5P activity has a bunch of different choices for it. So I'm going to edit this H5P activity and you'll notice over here, Jim, there are some display options. Am I going to allow people to embed it? Am I going to display a copyright? Am I going to allow them to download the content, et cetera? So I don't believe that cloning is impacted by turning these on or off, but I may be wrong. So I don't know that. Well, that happened to me, which is why I brought it up. And I wanted all the users on the call to either know or test it. Maybe it's something with me or not. But it was an issue for us. And I just thought now that there's directories stood up and we see something like, I don't know, in open stacks. Like, for example, we just were about to finish up with general psych open stacks, and we converted all those open assessments into H5Ps. There's going to be like 500 H5P in there. But if someone were to, if when they were created, someone said, well, I don't want them to be downloaded thinking that I had no implications downstream. Well, maybe that needs to be considered because I think, at least in my experience, those didn't clone over when the check boxes were unchecked. And anyways, so maybe we can test it out. First thing is we definitely need to understand that better. I don't know the answer to that specifically. I do know there's two things though to know. One is H5P activities themselves can be licensed however the creator would like to. So to look at that, you can see that the activity itself often will have metadata. The metadata here is the licensing information for the H5P activity, which is a discrete object inside of a larger book. So you can select the right license for your H5P activity here. And you can add a bunch of metadata about the activity. You also can add metadata for individual objects included in the H5P, like images, etc. So there's licensing kind of all the way down. The one thing that I do know about H5P cloning is you can have, for example, Jim, you might have created 14 H5P activities. However, only those H5P activities which are embedded in a chapter, a public chapter in your book, will be cloned. The cloning routine doesn't go and grab all of the H5P activities that were created. It will only grab H5P activities that were embedded in a public chapter. Because the cloning routine is intended to only clone public content, and we will only consider an H5P activity public if it is included in a public chapter in the book. So that might be part of what's happening. I don't know that it's the download button, but is that H5P activity found in a public chapter or public content in your press book? Thanks. I'll test it and report back to the chair. Please. We'd love to learn more about that. Okay. So, Steel, are you saying that you could have a public book, but yet the H5P is not public? What I'm saying is, so for example, I could have made, let's say I made a new H5P activity. I just made the activity, but I didn't put it anywhere in my book. I just made an activity. So this one that I made, the migraine analysis, it only will show up in my book when I come to a chapter and add migraine analysis to that chapter. Otherwise, I've just made an activity that lives in my database, but you can't find it by visiting it. I'm not sure if I'm explaining that very clearly. Well, what I'm asking is, if it's included in the book in a public book, can you set the just the H5P portion of that to not be public? No. No, you cannot. What you can do, however, is disable that activity from being downloaded or reused.  But if the H5P activity is embedded in a public book, that activity of course is public. Okay, thank you. Yeah, I hope that explained that. That's part of what I'm trying to confirm too, Don. So I mean, I think when, you know, definitely let the team know because it may be an inadvertent way to do it. So. Right. And that has to do with the nature of kind of how an embedding content works. So you can think of it as being parallel to what happens with like a YouTube video. If you take a, you can have a private YouTube video, but if you embed it on a public website, it has to be a public video or else it won't play more or less, right? Like the active embedding using the iframe is the active publishing, making it public. The page that it's on doesn't have to be public, but the content that's embedded has whatever permissions that the page that it's on has, I think is the way to explain that. All right. I want to say we're getting close to time here. I appreciate so much everyone being here and the attentive audience. I'm always nervous for these, but I hope I didn't mess anything up too badly. I hope you're still excited about the possibility of open education with press books and with the directory. And I wanted to say if anybody has any final questions, please, you're always welcome to email us or you can stay. I'm going to stop the recording and I'm happy to stay for another 15 minutes or so to ask things in a less public environment. But thanks again for your attention and your time. We appreciate all that you do.


Hello everyone welcome to this session I am Priyanka Bansore and today we are going to learn about globalization is a key context for business ethics. So these are the learning outcomes of this video lecture at the end of this session students will be able to describe how globalization represents a critical context for business ethics then elaborate on different international perspectives. What are the different international perspectives of the business ethics? Including European, Asian and North American perspectives and students will be able to explain sustainability for business ethics. These are the contents of this video lecture before moving towards to globalization is a key context for business ethics and what are the areas are included in that pause this video for few seconds and you have to think and write what is globalization. Now pause the video and you have to recall globalization is the practice that brings together people from countries that have different cultures, values, laws and different ethical standards. So globalization is a key context for the business ethics and there are mainly two developments. So first one is technological in nature and the second one political in nature. Let us see globalization and business ethics a new global space to manage. So globalization as defined in terms of the closer integration of economic activities is particularly relevant for business ethics and this is evident in three main areas. So three main areas are nothing but culture issues, legal issues and accountability issues. So in the culture issues the reason why there is a potential for such problems is that while globalization results in the deterioratization of some processes and activities it is nothing but the separation of social, cultural and political practices from a location. In many cases there is a still a close connection between the local culture including the moral values and a certain geographical region. So this is one of the contradiction of globalization. So on the one hand culture issues includes globalization makes regional differences less important since it brings regions together and encourages a more uniform global culture. On the other hand in destroying the divisions of geographical distances globalization release economic, political and culture differences and face the people with them. A second aspect is legal issues. So it is closely linked to what we said previously about the already we have seen the relationship between the business ethics and the law. So more economic transactions lose their connections to a certain territorial entity. The more they escape the control of the respective national governments. If we said earlier business ethics largely begins where the law ends. All of you know that whenever the business ethics begins at the end law ends. Then globalization increases the demand for business ethics because globalized economic activities are beyond the control of national governments and the next issue is account ablations. So here the more economic activities become global the less governments can control them and the less they are open to democratic control by the people that is affected by them. Now we will see the ethical impacts of globalization. So in the left hand side stakeholders are represented and in right hand side the ethical impacts of globalization related to stakeholders are represented. So different stakeholders are here such as the shareholders, employees, consumers, suppliers and competitors then civil society, government, regulation so these are the different stakeholders and we have highlighted the homogenizing effect of globalization. It creates a new space where business faces the similar ethical questions worldwide. Contradictory globalization has an opposite effect on business so how it is if the more business becomes global then the more it gets exposed to religions and countries where ethical values and practices are still vastly different. So these are different ethical impacts of globalization for different stakeholders. For example suppose the different stake impacts are nothing but globalization provides potential for greater profitability but also greater risk for the shareholders. So here there are some ethical impacts and these ethical impacts are related to that stakeholder. Again next global products provide social benefits to consumers across the globe but may also meet protest about the cultural domination. Globalization can bring cheaper prices to the customers, yes customers or you can say consumers. Suppliers in developing countries face regulation from MNC's though supply chain management. Globalization weakens government and increases the corporate responsibility for jobs then welfare and maintenance of ethical standards etc. So these are the some ethical impacts of globalization for different stakeholders. Now we will see the international variety in approaches to business ethics. So here various authors have claimed that there are certain fundamental differences. So here in which business ethics is practiced and studied in different parts of the world. Much of this work initially focus on, so here we will focus on Europe, North America and in this section we shall look at these different relations to five key questions are there. So in the left hand side there are so five key questions and discuss some of the specifics of the business ethics in various regions or countries globally, discuss the different questions for the different regions. So there are some key questions. So first one who is responsible for ethical conduct in business. So here in Europe social control by collective then in North America is typically said to exhibit a strong culture of individualism and in Asia top management is typically seen as responsible for the ethical conduct. Now the second question we talking about key actor in business ethics. So here it has tended to be the corporations are common in all regions and countries globally but in Europe government and trade unions are also tended then again government is the key actor in the Asia also. There are so many key issues in the business ethics like social issues in organizing the framework of business in Europe, then misconduct and immorality in decisions, situations in North America, then corporate governance and accountability related issues in Asia. Then one more key question what is the most dominant stakeholder management approach. So here European corporations in general are smaller than their North American counterparts and may be more likely to see multiple stakeholders as they focus of corporate activity. The European companies are often managed by large executive and supervisory boards with an interlocking ownership structures between the companies and the close bank relations. That means these are the key questions then sustainability. So sustainability a key goal for the business ethics. So sustainable development is the development that meets the needs of the present without compromising the ability of future generations to meet their own needs. So the concept of sustainability is mainly focused towards the end concept of the sustainable development. So what we understand by sustainable development? So sustainable development is geared towards the maintenance and flourishing of the present generation, present population, but not at the cost of future population become disadvantage of certain resources. So that the present population, present generation is enjoying. So we are focusing on the balance in or balance in the how you are using it. So that we are preserving something for the future generation also. So here sustainability refers to the term maintenance of the systems. There are the three perspectives that is or you can say there are the components of the sustainability. So according to environmental, economic and social considerations. So here we talk to the three components or three perspectives of the sustainability. We will see in detail about these perspectives in the next video lecture. These are the references of this video lecture. Thank you.


We're serving corn pudding in the cafeteria today.  There'll be plenty of corn pudding available later, 67583. In the meantime, my name is Dr. V... And today we'll be conducting a little exercise. We're going to show you a painting, and you're going to tell us what you see. Think you can do that for us? Yeah, I think I can manage, though I swear if I don't get a... Lift up the fabric, what do you see? Is this a joke to you? I don't follow.  I don't know what's on the painting, that's why I'm asking you. Now, what is it that you're doing? I'm on my knees, and I'm in flames everywhere. I'm surrounded by fire, the ground is on fire, the buildings in the background are on fire, bricks on the buildings are melting, and they're all on fire. And it's like, is this supposed to be hell? He's here too. Who else is with you?  Do you want me to cover the painting back up? No, it's really something. I'll ask you again, who's in the painting with you?  His face is twisted and he's so mad. Why is he so mad at me? He's holding something. And what is he holding? A sword covered in flames, just like everything else. He's got a scale in his other hand. One side has an apple, and the other side has a heart. Looks like the heart's been burned, and the apple, it's heavier. His eye is there, a judge in me. He says I'm guilty. Is that true? No, no. It was an accident. I told him, I said I, I pleaded. Still breathing, six, seven, five, eight, three.  He's right, and I lied to everyone. And they had to have known. It was so obvious, wasn't it? Don't you see? The painting is for you to look at, not me. What did you want me to see? It's all just laid out, his face, the anger. He knows, I mean, of course he'd know, how couldn't he? Surely everyone knew. It couldn't have been an accident. The fire didn't even start in the right room. I burned them in their beds, and his eye is there. I see, it'll make sense now. And what makes sense now? I'm guilty, but it was a mercy. He carries the same blade that I did, the same burden. And his eyes, they're, they're not looking at me. They're piercing through me. It's because he knows. I'm nothing, and they were nothing too. We are nothing, you don't even exist yet. We are everything. I beg your pardon. We are just filaments on a web, moments away from being swept up in the wind. Everything is just a temporary machination of the dreamer. His cognizance will bring this dream to an end, and with it, all the meaning our, and, and all the meaning our world had will vanish, unless we force ourselves to exist. Go on. We don't exist, though we must. We have to will ourselves into existence. It's that will, my will, that will become real. And in turn, I will become real. Stream together. That's all we're getting out of him. Control, I'm sending in the others to bring him to the infirmary. I have one more question. Yes, what is your question? Are we cool yet?


Um, I think just try to fine tune some things was kind of searching for it. You know, but even that second inning, I felt like, you know, it was kind of could that ground ball got past third for the double. But I feel like they weren't necessarily squaring the ball up. But so I was just trying to kind of stay the course there and execute pitches. Trying to read your body language, but you weren't maybe pleased coming off the mound in the second inning. I think just general, you know, frustration how the inning unfolded there. I was upset about the base hit there with guys on second and third left that ball kind of over the plate. So I think that was probably the frustration you might have seen. But you know, just trying to get back at it after that and execute pretty free swinging team aggressive. Did that help with the strikeout pitches? I think so. I think the key, you know, for me in general, getting strike one and I think it was pretty good at that today, especially as the game went on and mixing the pitches there. So that's always key to get an account and put them on the defensive. Yeah, what were your impressions from the opposing dugout of and do harm? And then what have you observed as his teammate in your short time here?  It looks like to me, you know, what he's been able to do and kind of what he's done just since I've been here. Kind of the production has been huge for us. So, you know, all good things from what I've seen. I think getting back, you know, the other thing is, you know, we came out. We scored 10 today. So, you know, having that ability to kind of continuously be aggressive and know that, you know, we're going to get on the board, you know, that's a good feeling. So just trying to continue to palm strike zone.


So, let us take up numerical excel write down the moon is observed from two diametrically opposite points a and b on the earth. So, here is the earth draw the earth like this from two diametrically opposite points a and b you are observing the moon we are treating moon as a point object let us say moon is here you are observing from two diametrically opposite points the moon how it will be you are observing like this from point a and then from point b till like that that is how you are observing the angle subtended by the moon by two directions of observation one direction is this first observation direction this is the second observation direction ok the angle subtended this angle which is subtended do not use calipers ok do not use it otherwise later on you will have yourself to blame you are not able to calculate anything in the exam last year also it was very calculation intensive j in x and 2,014 also it was very calculation intensive. So, if you are not if you are not able if you do not have practice to calculate you are gone ok and being good with number is an art ok it is something which is which does not come to everyone ok it is an art do not think that it is a donkey's job there are so many donkey's job but calculation calculating being good with number is not a donkey's job it is something which will really help you lot later on also some of the highest paying jobs are for people who are good with numbers ok. So, this angle is 1 degree 54 minutes the diameter of earth is the diameter of earth is 1.2 7 6 into 10 is to power 7 meters this is the diameter of earth ok you need to calculate the distance of moon from the earth understood the question first thing is you have to convert the angle in radiance then only you can say that is equal to argl and divided by radius that theta is 1 degree 54 minutes how to convert this in radiance 1 degree is 1.745 minus 2 then. 54 by 64 plus 54 by 2.9 you can say 54 by 60 into this or if you know what is 1 minute in terms of radiance which is what 2.91 into 10 is to power minus 4 you can get this in terms of radiance all of you understood this one how many radiance you will get here how many radiance. So, it is a radiance is 0.336 see you are not able to calculate you are not able to calculate and get and arrive at the distance. So, it is 0.3155 into 10 to the power minus 4 3.3155 10 is to power minus 4 you said it cannot be. Look at this this itself is 10 to the power minus 3 or the order. No sir it is 0.03306. So, it is sad that you think that calculation is something which is very boring or it is a donkey's job you are not able to put a donkey in job. So, donkey will be proud 0.0336 sir 3.365 to 10 to the power minus 2 ok I will tell you the correct one. It is 3.32 into 10 to the power minus 2 yeah we just calculated it further yeah yeah. You have this American accent. So, it is pi and take pi is 3.14 into next. What? So, can we take the degrees in terms of pi and take that pi is 3.14 by doing the calculation. Yeah pi is 3.14 you can do that, but y 2 you know complicated I mean y 2 increase the calculation you should if you remember what is 1 degree what is 1 minute you can just use it otherwise you are telling me you will first derive what is 1 degree in terms of radians what is 1 second in terms of radians and then you will do that definitely ok. We did just that to find out how much is 1 degree and how much is 1 minute all right. Now, you have the angle in terms of radians can you calculate the distance of moon from the earth by the way these are the true values. So, if the distance 3.8 4 into 10 to the power of 8 meter yeah. So, let us say this is the distance this distance is small d. So, what can I say capital D divided by small d is what arc length divided by radius this should be equal to this angle.  Sir I am get 3.84 3.84 into 10 to the power 8 10 to the power 8 it is actually around 20 times the diameter of the earth a distance of moon from the earth ok. Let us do one more numerical all of you get it right only mistake you can make is calculation error, but if nobody gives a damn whether you make calculation error or some other error conceptual error it should get minus 1 only understood. It is the exam you are writing they do not care how you getting the answer ok. They just care about the final answer nothing else and understood all of you ok next question all right write down suns angular diameter suns angular diameter is 1920 minutes ok. The distance of sun from the earth distance of sun from the earth is 1.496 oh you remember these values this is the distance of earth from the sun ok how far the Jupiter is from the mass further than that not from the sun no yes yes it is further than this. You need to find diameter of the sun how much is the diameter of this sun. So, what is the angular diameter? It is basic angle subtended by the diameter of this sun the most obvious thing. So, but a subtended where? On earth. On earth it should be where are the humans. Sun is bigger I understand what you are saying. So, but then treat earth as a point and sun as a bigger object see it is a suns diameter that is making angle and it will be making angle at a vertical location of the earth. There are some approximations. So, you might be wondering it is from the bottom surface of the sun or from the center of the sun more or less they are same because the distance of earth from the sun is much larger than any dimension of earth or sun. How much are you after approximate like 1 or 2 decimal points that is it do not be like you know 2.3679532. Stop at 1 or 2 decimal points because these values are approximate only we are not the exact value. So, why you are calculating up to 10 decimal places that is approximate value itself anybody got the answer before 8.4. So, first step is to draw the diagram itself. That is wrong which you got. So, it is 8.89 into 10 to the power 11. Oh wait I am sorry about it in the question it is written minutes, but actually it is in the solution they are treating it seconds. So, it is seconds 1, 9, 2, 0 seconds. Sorry about that. Can we just keep it as. As if all of you are getting right answers oh my god what. You get this I mean there is a multiplicative factor right. So, just ok now that you know it is correct all of you should get the right answer. So, this is the diagram this is the sun this is let us say earth the diameter of the sun makes 1, 9, 2, 0 seconds the angle this is diameter d and this is the distance of the sun from the earth. So, how we will go about this capital D divided by small d should be equal to what? 1, 9, 2, 0 into. Into 4, 4, 3, 4, 5, 6. That is a minus 6 of 4. So, 6. I got this divided by 6. So, you know the small d value you can find the capital D ok and it is 1.39 into 10 is upon 9 diameter of the sun is 1.39 into 10 is upon 9 meters which is around 100 times the diameter of the earth. Then you have to convert minutes into radiance also ok you have to use SI units. I got 1.39, but not a little 10 power 9. I know. So, we know that. I got this. All right. Yeah, I got this. Good. Ok. So, all of you understood how we can use the property of angle to determine the large distances ok. So, this is the calculation of large distances. We are indirectly calculating the distance large distances by just using the definition of angles ok. Now, stop talking. Now, we have to also come up with a method to calculate the small sizes, small lengths because the lengths we are dealing in physics they are like this you know. For example, size of a proton is 10 is minus 15 meters and distance of the diameter of observable universe is 10 is power 26 meters. So, we are dealing from 10 is power minus 15 to 10 is power 26 meters and we as humans can calculate only let us say from 10 is power minus 5 meters or 10 is power minus directly I am saying directly using a scale or something. We can only calculate from 10 is power minus 4 times 4 minus 5 meters using screw gauge or things like that. To let us say directly if you want to calculate let us take 1 kilometer which is 10 is power 3. So, the range is from 10 is power minus 5 to 10 is power 3 meters for direct measurement using scale or whatever. But the range we are dealing with in physics is 10 is power minus 15 to 10 is power 26. So, there are indirect methods to determine the large distances. There should be indirect method to determine the small distance also. You cannot put a scale to measure the distance of electron from the nucleus. There should be some indirect method like these. This method is for estimation of large distances. Now, there are various indirect method. This is just one of the method to find the large distances. Similarly, we are now talking about indirect method to measure the small distances. Small distances as in size of a proton or let us say size of an atom things like that. So, one particular method is in our syllabus because you can practically do that.


Namo Jinnaya, thank you, Chairperson. As stated by him, my topic is an appraisal of gene epistemology and logic. I have to discuss in this paper, epistemology and logic in canonical literature, gene logicians, historical development of classification of Praman, and meant contributions of gene logicians as definition of Praman, recollection as Praman, recognition Pratyabha Jnana is Praman, inductive reasoning Tarki is Praman, definition of province, Hethu, new province, such as Karan, et cetera, theory of standpoints, Naivad, and after the conclusion. It is true that general philosophers entered into the panorama of Indian philosophy, Indian epistemology and logic later than Nayaikas and Buddhists, but they have contributed a lot by developing new definition of Praman, types of indirect Pramanaj, nature of Hethu and its kinds, et cetera. Gene logicians developed their epistemological doctrines on the basis of five types of knowledge found in the canonical literature. In gene philosophy, Praman has been accepted as a definitive cognition of knowable thing and knowledge itself. The logicians are almost unanimous on this characteristic of Praman. Tatwar Sutra, who Umaswati, or Umaswamin, is the first work of gene system which propounds the knowledge as Praman and divided it into two types of Pratyaksha and Paraksha. The cognition which occurs directly through, through the soul was considered as Pratyaksha, perception and the cognition which occurs through sense organs and quasi-sense was accepted as Paraksha Praman, indirect knowledge. Hence, from the five-fold knowledge, Umaswati kept Mati Gyan and Shrut Gyan under the category of Paraksha and the other three types of knowledge that is Awadhi Gyan, Manapariya Gyan and Keval Gyan in the category of Pratyaksha. Here a question arises, what is the difference between Samyak Gyan and Praman? Acharya like Hari Bhadrasuri also defines Praman as Samyak Gyan. Buddhist philosopher Dharmakirti in his Nyai Vindu mentioned Praman as Samyak Gyan. But he here in the gene tradition, we should understand the difference between two uses of Samyak Gyan word. One of them leads to liberation from all sorrows and that is a spiritual form of Samyak Gyan which depends on the occurrence of Samyak Darshan or Samyaktva. Whereas in the case of Praman, its consistent empirical aspect is needed. Hence Praman has been defined by the gene logicians as a kind of knowledge which is devoid of doubt, illusion and indetermination. It is, it does not need Samyak or Samyak Darshan before its commencement. Praman is useful for Vibhara or consistent behavior. All the five kinds of knowledge are meant valid in our behavior, hence incorporating them into Praman or organ of valid cognition is a proper step of Jain Acharyaj. Thus all the descriptions made in Jain canons regarding knowledge come under the scope of Pramana. Here I have told previously that there are four dimensions of epistemology, Jain Mimansa, Praman Mimansa, Nay Mimansa and Nikship. And logic mainly deals with inference but it includes all the Pramanas also. And logic is a science which deals with an examination of an object with valid cognitions. Pramanair Artha Parikshanam Nyaayaha. As Nyaayasutrakara Gautam says, Vatsayan Bhash Srikara says on Nyaayasutra Pramanair Artha Parikshanam Nyaayaha. And he also says, after Panchavayava Soyam Parmo Nyaayaha. Panchavayavakkam Pratigyaa Hetu Udharan Upanayya Nygaman. These five sentences are told as Param Nyaay. In the logic, in the canonical literature, we don't have a developed form of epistemology and logic. But five types of knowledge are a specific contribution of gene canonical literature to Indian philosophy. We don't find such five types of knowledges in other systems of India. Matiyan, Shrutiyan, Abhidhiyan, Manaparyayan, and Keval Gyan. There is no such mention in other systems. But in the respective Pramanaj, there is no mention of Pratikshan Paroksh Praman in canonical literature but they adopted four types of Pramanaj, Pratikshan, Anuman, Upman, and Agam from Nyaayasutra or Charakshin Gita. They adopted it, as told by Teotr Balserovis yesterday. And Sthanang Sutra also mentions these four in the name of Hetu. And Sthanang Sutra also mentions three types of Vavasaya, Pratiksh, Pratyayik, and Anugami. Dalsukh Bhai Malavaniya says that these three types of Vavasaya were developed as three types of Pramanaj by Haribhadrasuri in Anikant Jayapattaka as Pratiksh, Anuman, and Agam and by Siddhasen in his Nyaayavatar. Nyaayavatar accepts only three Pramanaj. As told by Peter Flughel, in his time consciousness that there is a Praman, there is a Kaal Praman which is measured, Kaal Praman. So there are four types of Pramanaj in Aniyogdwar Sutra, Dravya Praman, Kshetra Praman, Kaal Praman, and Bhav Praman. These are in the term of measurement. Dravya Taha measure, Kshetra Taha measure, and Kaal measurement from the point of view, Kaal. But in the Bhava Praman, there is a detailed account of Anuman and it is divided in three types, Purvat, Sheshvat, and Dhristasadhar Mivat. And there are a few instances about Sheshvat Praman and Purvat Praman. These are not found in any other literature of India which were mentioned by Aniyogdwar Sutra Kaur Arya Raksit. As he mentions for Purvat Anuman, Maya Puttam Jaha Natham Jumanam Purna Raghayam Kahi Pachchabh Bhi Jaane Jaa Pobalingena Ke Nahi.  Then how she can recognize her son? She sees any such indication on his body. It may be of any type of heart or any type of till or any signal, any symbol is there to recognize. Then she recognizes her. This is Purvat Anuman. This example has been given for Purvat Anuman and it is different from other systems which give Purvat Anuman in a different way. And Sheshvat Anuman, it has five types, panch bhi he pan nath te kim te, kim tam se savam panch bhi he pan nath te tan jaha, kajji anam, karan enam, gunenam, avyav enam, asayenam. There are five types of Sheshvat Inference. One first is karya, other is karan, third is guna, fourth is avyav, and fifth is ashraya. Kim tam kajji anam, what is karya Anuman? There are the examples like sankham sadyanam. A shankha is inferred by its voice. It is shankha and a peacock is inferred by its voice and we know it is peacock. A crow is inferred by its voice and it is peacock. It is karya Anuman. It is karya Anuman. Kim se tam karan enam, what is karan Anuman? Tantavo padassa karanam, napado tantu karanam. Tantu, I don't know the English word for tantu. Threads, these threads are the cause for cloth. And cloth is not a cause for threads. So it is a karya Anuman, karan Anuman. In this way, se kim tam gunenam, suvannam indikasenam, pappam gandhenam. It is a flower, it is a lotus flower, it is a rose flower by its smell. We can know by smell, it is guna Anumana, guna inference by guna. Another example, se kim tam lavnam rasena. It is namak, salt, it is salt. It is known by its taste. We can know it is salt by its taste. It is guna Anumana. Se kim tam avyavanam, when we know a buffalo by its horns, then it is avyavanumana. We know a peacock by its feathers. It is also avyavanumana. So there are so many examples for avyavanumana. And in this way, there is one, and the last anumana is asrayanumana. Asrayanumana, aggimdhumenam, salilam balagenam, bhutthim abhavikarenam. If there is a swan, then we can infer that there is a pond or there is a water. If we see smoke, then we can infer that there is a fire. It has been given in asrayanumana, not in karyanumana. Later on, it is found, this example is found in karyanumana. Smok is an effect of fire. So it was kept in the example of karyanumana. But in Anuagdwar Sutra, we find it in asrayanumana. So these five types of sheshvatanumana are, I think, new examples for Indian epistemology, which were not followed by even Jain philosophers also and not even other systems. This was my point that there was a detailed account of Pramana Mimansa in Anuagdwar Sutra. These four types of Pramanas are found in a Buddhist text, Upayaharde also. Buddhist text Upayaharde mentioned these four Pramanas. It sounds that Buddhist and Jain philosophers developed their own Pramanasastra after Naya philosophy. In the Sthanang Sutra, in the Anuagdwar Sutra, Nandi Sutra perceptual knowledge is divided into two types, Indriya Prataksha and No Indriya Prataksha. This division is found in Anuagdwar Sutra and Nandi Sutra. But there is no mention of Pramana. This division is of knowledge. And it was the basis for Jinnabhadra Gani who evolved a new terminology in Jain epistemology as Samyavarika Prataksha. He developed the concept of Samyavarika Prataksha on the basis of above mentioned division as found in the Nandi Sutra and Nisthanang Sutra. Jain epistemology regarding Pramanas was actually systematized by Bhattakalanka. In the 8th century C, the Jain contribution of Bhattakalanka was to establish Smriti recollection, Pratyavidhyan recognition and Tark inductive reasoning as independent Pramanaj under the category of Paroksha. This is also one of the main contributions of Jain epistemology to Indian philosophy. Before the advent of Akalanka, Umaswati, Pujya Paddevanandin, Siddhasen Diwakar, Samantabhadra, Mallavadik, Shamashraman, Jinnabhadra Gani, Surya, Sumati, Patraswami, Sridhatta, Kumaranandin and Haribhadra Surya also contributed their might to the Jain epistemology to some extent. Acharyakundakunda attempted to prove the nature of knowledge illuminating itself and the object. Siddhasen Diwakar, a great logician, flourished before Bhattakalanka in 5th century C and in the view of Piyotrabalserobis Siddhasen Mahamati wrote an independent work on Jain logic known as Nyayavatar. It is a systematic work comprising 32 Karikas presents a brief description of Jain Pramana Shastra. As Sividya Bhushan mentioned Siddhasen Diwakar as a father of Jain logic and recognized his Nyayavatar as the first work of Jain logic, Siddharth Shiganin, a philosopher of the 9th century C, wrote a comprehensive commentary on it Siddhasen Diwakar tells about the Pramanapramayi Vyavastha that although it is an eternal and famous for all its users though it is presented again to remove ignorance about its nature. Pramanadi Vyavastha Anadi Nidhanatmika Sarvasam Vyavaratri Prasiddhapi Prakirti Prasiddhanam Pramananam Lakshanukta Priyojanam Tad Vyamo Hanivritya Udhamana Samiha Here a thing has been told that Praman is Anadi Nidhanatmika its Vyavara is Anadi Nidhanatmika means it is used by the persons before its Shastra also when its Shastra was evolved when its philosophy was evolved before that it was used by the people and Nyaibhashyaka Vatsayan says What is the pragmatic value of Pramanan? What is the pragmatic value of Pramanan? He says We know the object by Pramanaj by valid cognition and after that we decide to accept the acceptable things and to reject the undesirable things or rejectable things This is the pragmatic value of Pramanaj and this pragmatic value was the main motive motivational element for gen logicians to evolve their Pramanashastra and they went in empirical view leaving the spiritual view leaving the spiritual view they adapted empirical view to evolve their epistemological doctrines that's why they accepted prathiyas praman they accepted karanej hetu purvachar uttarchad and sahachar hetu they adapted empirical view as told by dharmakirti also pramanam vibharen so due to emphasis on empirical behavior or the use of pramanaj and empirical empirical behavior the jaina acharyas devotee to evolve their pramanashastra in this aspect 20 minutes are gone oh at this time I want to show you the evolvement of pramanaj see praman there are 4 types and 2 types of prattaksha 3 types of anuman and 2 types of and 2 types of agama and in tattvarsutra praman is 2 types prattaksha and paroksha avadhi prattaksha is of 3 types paroksha is of 2 types and also their subtypes naya avatar there are only 3 pramanas but siddhasen in his naya avatar propounds prattaksha as swarth and pararth it is his only contribution that he mentions it prattaksha as pararth also and inference is swarth and pararth swarth and pararth are the contribution are the word included by every philosophical system in India but takalanka gives the old evolved form of pramanaj as prattaksha and paroksha prattaksha is 2 types samyavarik and mukhe indriya prattaksha anindriya prattaksha is samyavarik and mukhe prattaksha is avadhi manapariya and keval paroksha is of 5 types there are 2 types of anuman swarth and pararth the main contribution of genealogicians about the definition of pramanas establishment of recollection as an independent pramanas establishment of recollection as independent pramanas establishment of inductive reasoning definition of province establishment of new province such as karan purvachar uttarcha and satchar particular view about the members of syllogism theory of efficient points naiyavad and sevenfold predication nature of prame i have discussed all these points in my paper about pramanas, recollection recognition inductive reasoning definition of province new province, theory of efficient points and nikshya also and conclusion the jana philosophers of both the sects joined their hands to develop the gene epistemology and logic they constantly established recollection recognition and inductive reasoning as independent pramanas they are very precise in defining the province but they are elaborately conceived kinds and sub-kinds of province they establish the nature of pramanas illuminating itself and the object if the works of sumathi, kumarnandin and patra kesari are found available then the history of the development of gene epistemology may be rewritten these are not available their works are not available umaswati or umaswami was the first philosopher who recognized right knowledge as pramanas and classified the pramanas into two protection paroksh kundakund proved the nature of knowledge as eliminating the self and the object although naiyavad is the first systematic work on gene epistemology and logic Bhattakalank has contributed a lot he included recollection, recognition and reasoning as pramanas under the category of pramanas, he introduced karan purvachar uttarcha nisachar hetu as valid province the knowledge occurring through sense organs was first included as empirical perception by jindabhadrganin earlier it was mentioned as indriya prateksh in the nandi sutra the mukhe prateksh was given a new name as paramarthik prateksh by vadidev suri, he further divided it into two types as sakal and vikal prateksh on the basis of a division found in the nang sutra as keval no keval my topic is very lengthy I took it so it was not possible to include all the points in this paper but I have given a few among them to you and thank you, thank you very much


And a second as well to create some space and then you play the lovely ball out to this left hand side. With the first time ball in, ball was made from the ball. Bradford City's way of celebrating towards our left hand side. Against no one to play, may be, but Bradford City pulled level. Stevenage won, Bradford City won 26, gone. Impressive unbeaten record. That will continue, which just goes to show that as they extended to 12, it was difficult and encountered. This was for the Bantams to get all three points on the road, but they gave it a good go, it's fair to say.


If you are seeing this message, you are being invited to join the Chaos Insurgency. The Chaos Insurgency is a group dedicated to destroying the secretive forces, which control and damage the world. The main focus of the Chaos Insurgency is destroying the SCP Foundation, a group dedicated to the containment of anomalies. An anomaly is any object, entity, or phenomenon, which does not obey the laws of physics. The SCP Foundation damages the world, as they withhold knowledge about anomalies, while influencing global affairs to do so. They also kidnap innocent individuals to use in their experiments, calling them the class. Finally, the Chaos Insurgency has evidence that the leaders of the SCP Foundation maintain the status quo for their own benefit. The SCP Foundation is an organization of lions, bureaucrats and war criminals, and they must be stopped. We hope you will join the Chaos Insurgency to destroy the global threat posed by the SCP Foundation.


So the kingdom of God tradition which Jesus inherited was indeed a revolutionary one. It wasn't that from time to time God might do things that people would like, though that might be true as well. It wasn't that God would take people away from this world and take them somewhere else called heaven, nor was it that there would be an end of the world entirely to be replaced with a purely supernatural entity called God's kingdom. But nor in Jesus' mind was it something that would come by violent revolution. And one of the key things about Jesus' proclamation is that he used the language of the revolutionaries about the kingdom of God, but that he constantly reinterpreted it. He made it mean what he believed from his own reading of Israel's scriptures. It had to mean. Jesus inherited in other words the kingdom of God tradition, but it was not about the end of the world. It was not about going to heaven and it was not about violent revolution. It was about, however, just as the revolutionaries had hoped, something which would happen dramatically as a result of which God's promises would be fulfilled and Israel and the world would be transformed forever. And this would involve in some way God taking charge of his world in a new way. And Jesus is constantly carving a different path, a reinterpretation of what God's kingdom would look like. And he does this particularly in the parables. Anyone who says that Jesus simply took on the views of the kingdom of God which were popular in his day and simply reaffirmed them, and people have said that very frequently, not least with the end of the world idea. Oh yes, the Jews expected the end of the world. Jesus said kingdom of God, so that means Jesus expected the end of the world. That is just a trivial misreading. Jesus is constantly saying let me tell you what the kingdom of God is like. It's like a farmer going out and sowing seed and some falls here and some there and some there and a lot of it gets wasted, but then there will be a great harvest. Or it's like a man who had two sons and the older one said this and the younger one said that and so on. Jesus is constantly breaking open the popular conceptions of kingdom in order to show that it is in fact happening, but that it doesn't look like the validation or vindication of the kind of aspirations that so many of his contemporaries had.


The Ministry of Health, Wellness and Elderly Affairs remains steadfast and committed to the fight against COVID-19, ensuring that vaccines are available and accessible to all. As it relates to both the Pfizer and AstraZeneca COVID-19 vaccines, a total of 37,100 free first doses and 27,839 second doses of these vaccines have been administered to date. Only 15.4 percent of the population is fully vaccinated. We're still a long way from population immunity. The highest uptake of vaccines remains amongst the 50 years and older age group, although over the past month, there has been a noted increase in the 24 to 49 years age group. Since the introduction of the Pfizer-BioNTech vaccine, the number of young persons vaccinated has also increased. The Ministry continues to appeal to the people of St. Lucia, especially the younger population, to get vaccinated. The eligible target population for COVID-19 vaccine is now 12 years and older. To the concerned parents and guardians, the Pfizer vaccine is safe and effective. Last week, a very positive response was noted with the introduction of the Pfizer COVID-19 vaccine. Both vaccines are available at the various vaccination sites. Persons who had due for the second dose of the vaccines are encouraged to access one of these sites. It is only when one is fully vaccinated that he or she is guaranteed the full protection that vaccines afford. The Delta variant is dangerous and is known to spread quickly, causing a pandemic of the unvaccinated. In light of that, you are encouraged to get vaccinated. Data from the respiratory hospital indicates that all COVID-19 hospitalizations with severe disease and deaths thus far continue to be amongst the unvaccinated. There are cases where vaccinated people have contracted COVID-19 but were either asymptomatic or exhibited very mild symptoms. To date, only 1.6% of the positive cases reported are fully vaccinated with the other 98.4% unvaccinated. It must be noted that if one is fully vaccinated that is with both doses plus two weeks, the risk of severe illness is very low. Vaccines are what will get us back to the way of life we once lived and enjoyed. It is what will help us regain our livelihoods and save lives. Be reminded that in addition to the sites across the island, vaccines are available at the wellness centers. Call to make an appointment. Further updates on the COVID-19 vaccination rollout will be provided next week.


How do effective leaders provide feedback? To determine how best to give feedback, we should examine how we ourselves seek and receive feedback on our own performance. If we seek feedback from a mindset of positivity as a chance to grow and improve, then we can remove some of the negativity that is often associated with giving and receiving feedback. It can be challenging to not internalize feedback as criticism, even when that feedback comes from a place of care and support. One way to approach providing feedback is for the leader to get in the boat with the person receiving the feedback. Using inclusive language such as we can work on this together and I will look for ways to support you in this work conveys the message that none of us are alone and reinforces trust. We all need help from time to time and everyone wants to improve. A leader that supports a culture of trust and mutual support will find that candid and productive feedback will flow naturally and the organization and the people in it will flourish. Lead well this week.