So, there are some parts we have not discussed in the previous class. So, Nikora start on that. Sir, the reference part is not clear to me. That means how do I know that people, which two groups are each other there? Talk to each other. Talk to each other, but you have small class just under the students. This criteria is exactly going to be like the first criteria. Because it will be my group of two and they will only give the priority to the other. Which is fine, but I may not agree with that priority. I still hold that freedom. For third point, I may choose not to accept your preference. That's a no. You can only give preference. First one, as I said, I am not going to change your group of two, but you may give more than one preference. I will decide how to make much. So, this is not exactly the first criteria. First, I could not change anything. So, this is going to be the main text for us. Compiler, physical, techniques, and tools. By our lab, say, people meant. The standard text book is used in compiler, also. Popularly known as the Dragon book. You can find a lot of copies of this in the library. If you want to find a personal copy, then just go to copy, center, file. I think it's available in a team in your edition. But I have also listed a lot of other books, of which at least, first thing, I also sort of use for taking some materials. So, as I said, this remains the base text. Then some material will also be taken from here, which is the book by Scott and by Uber. And the rest of the books I have listed, but these are good references for compilers, but mostly I will not use them. First one, and to some extent, number two and three. But this is good to know that there are other books. This is another good book. Then this book really talks about lot of code. So, this may not go deep into the tools, but it will talk about lot of code for compiler. This is, again, classical books. And here is a much longer list. If you just want to see these books, many of these are not in the library. You can always check them in my office. So, at some point of time, at least, I have scanned all these books to find the relevant material. And I found the first one seems to be, which can be used really for the course like CS335. Other books will have some different focus, and I may not want to use them. This is very, once again, I am not sure how many of you attended the previous class because there were 70 odd guys who were missing in the previous class. So, all of you have to register on this. Now, there is something wrong with the registration. I got a message from the other team. You are actually going and registering on the wrong course. So, please look for IITK within that select CS335 and look at Winter 2013, okay? This session. So, you have to look at these keywords and then register for this course. I have asked the administrator, some of you have actually registered in the wrong course, and I have asked the administrator to shift you from that course to the whole reason course. But please check that you have registered in the right course. Okay? And also, as I said, you can give feedback throughout the semester. You can use any forum you wish, personal discussion, anonymous email, email, Piazza, whatever you want. Okay? Do things on time, and this part we have already sort of fleshed out. Okay? We are going to make groups, and we are going to have two to three top project awards which are going to be in kind, not in cash award. Okay? Unlike all student activities, these are going to be, these are academic awards, so it's not certificate you may get a book or some academic material, okay? But these awards, I will decide, but those who are the award winners will be decided by you. You choose which are the three best projects by voting, and whosoever gets the maximum number of votes. Okay? That project will be just the best project for everyone. May not be for the great. Okay?  Please make sure. No cheating, and come on time. Okay? Today also we saw influx almost up to 97. Please avoid that. And as I said, attendance is going to be compulsory in this course. I will regularly post the attendance data on public forum where all of you can see that who is attending how many classes. Okay? This data is going to be public. I'm not going to hide it. Whatever attendance sheets you circulate, by the weekends your data will appear on the website, course website. Everyone will know who is attending. Okay? Now, going back to something, we started discussing towards the end of the previous class. Okay? We started looking at pick of history. Okay? And very quickly to cover, we said, historically we do not have compiler still made 50s and people who are using machine coding directly. But the two approaches normally for interpreting high level languages, one is you want to interpret another is you want to compile and then their languages which provide you a mix of both. And so this person, this gentleman is John Lakers who actually developed the first compiler. Okay? And for that we got the Turing award, Turing award is the highest award a computer scientist can win. This is almost equivalent to what is known as the Nobel Prize in sciences. So if you say there is somebody like Turing awardee in computer science that is almost considered at that level in the world. Okay? And for this work, we got Turing award in 1976. He had a huge impact on how the languages were developed how the languages were implemented. And this project which most people believe would not be done he really made it possible 50 years back, more than 55 years. So 1957 which was 55 years back the first compiler was written. An interesting part was the impact of this compiler. Okay? So that really is the huge impact and what it led to was that all these, so interesting part was that there was no theory of compilers at that point. They just wrote a compiler and subsequent to that people started developing theory and all the theoretical work which was lexical analysis, parsing, good generation, optimization. It really happened after that after they had developed the compiler and interesting part is we still have almost all compilers today have the same structure as the original compiler which was written 55 years back or it was released 55 years back. The same structure is preserved. Okay? So you can see that kind of insight he had into compiler design to implement the languages and kind of things they were able to do without having a formal theory into bringing something into implementation and then subsequently during the interval. Okay? So this is something you have to keep in mind that kind of things which were in compiler and historically what happened in compilers. Okay? So this is where I would like to close the discussion as far as introduction to the course is concerned. Okay? And get on with the compilers. Right? Unless you have any questions or comments. So let's then move on and let's try to see what do we mean by compilers. So what is a compiler? They have been using compilers for at least two to a half years. Right? So what is a compiler? What do you understand by compilers? So this understanding is something which is going to lead the foundation for subsequent things we do in the course. Okay? Because if we don't know what a compiler is we will not know how to build a compiler. So first thing we need to understand is what a compiler is so that we can make a compiler. Okay? Anyone? What is a compiler? Anyone? Say something. So let me just write down some of these suggestions and then we can understand it. Okay? So a compiler is, it takes a program in a language and what it gives me is executable. Right? Which executes on a machine. Okay? So instead of executing executable it can also give me a low level language. You can also reject the compiler. So is that an outcome of compiler? No sir, it can't tell us that you have the wrong way. Okay? So it can also identify, is that what we are trying to say? Okay? Any other suggestions? It can translate to any target language. So it can translate the high level language code into any target language. Into any target language. So you are saying it need not be an executable or a low level language it could be any target language. Can optimize and compile it. So is there certain property which is being preserved when I am going through these steps? I am starting with the program and I am getting some outcome I am doing something. Am I preserving certain property in the process? Of the source? The essence of the program. What is the essence of the program? I want to understand. No sir, it's a serious issue. I will start with Joel for something. What you have raised is an important point but you need to articulate. So when you say essence of the program what do you mean by essence of the program? The semantics of the executable or the target language program or anything which can operate this there is the exact thing that the program is supposed to do. If it is it's right. So let me again give you certain scenarios. So I have this program P1 in some high level language and then I have the compiler here. The compiler gives me the program P2 in some language. And what you are saying is P1 and is that doable? So first, is this doable? No sir. Remember theory of computation? Can I take two programs and prove that they are equivalent? No sir. Another suggestion which came was that if P1 and P2 produce same output from the same input then they are considered equivalent. Is that what you are trying to say? They need to follow the same process also. It's not that P1 is following the output and P2 is following every statement they are given the same output but they are same output. And what is wrong with that? Because we also said that it's going to do something. Because we already said that it comes to optimize. So maybe the process which has been used at some level was inefficient and therefore the compiler now says that I can change the process itself and make it more efficient. So perhaps that seems to be acceptable. So we need to talk about process a little more. So first, is this sort of acceptable definition? That is two programs when they are executed on the same input they will produce the same output. So I say that P1 is equivalent with imports out in terms of theory of computation but P1 is compiled correctly into P2. Is that okay? Sir, it gives a statement how do you know how can you execute P1 in a higher level? What do you mean by executing P1? I don't know. I never said execute P1. I said P1 produces the same output when the input is given. So maybe there is no machine but I can do a manual execution. I can go through a flow of the programs. I can take the C program and say go through a manual execution of the program. I may not have a C machines on which the C code will directly execute because all these points you are bringing out all good points. They are relevant but we need to say what is more relevant and what is it that we pick up as far as compiler circumstances. So we will not know where the two programs are equivalent but what we can obviously test is that P1 and P2 are as far as input and output are concerned are the same. But then there are certain limitations. So for example, if I say suppose P1 is doing sorting and this does giving bubble sort and this does fit sort compilers do not have enough intelligence built into that then they can actually find out what the algorithm is and then replace that by an equivalent efficient algorithm. Compilers do not do that. They cannot do that. So they do not understand the application. And therefore when we talk of translation we need to understand that when we talk of preserving the semantics when we say it should preserve the meaning what that means is that it is really changing the representation. So for the time being let's not worry about optimization. But what is happening is that it is when really translation happens what happens is that you have certain representation at high level. So C uses a representation where you say that I am going to declare certain variables of certain type and then I will have some data structures and I will have control flow that is how my computation is represented. When it comes to machine level or when it comes to assembly language or when it comes to a different language my representation may be different but they are essentially computing the same thing as far as input and output is concerned. So compiler is only going to change the representation is not going to try to understand what the algorithm is and when it comes to optimization it will not try to then replace one algorithm with another algorithm but will try to make sure that the same computation by using the different representation of the program or by using a slightly different order of execution can be done more efficiently. So for example it may decide that part of the code never gets executed by somebody may write the code like this if an S1 S2 and compiler may figure out that this part is always true and therefore this will never get executed and therefore decide not to even generate code for this part. So efficiency will come only in terms of eliminating part of the code which may not be properly executing or maybe changing certain representations which will say that can I achieve the same computation by doing fewer computations. So it may decide that if you say multiply by 2 there is no point in multiplying by 2 because that is costly I may as well add it. So only these kind of changes these kind of optimizations it can do it cannot work at the level of algorithms that we have to understand very clearly that we are only dealing with some kind of representation and not some application and try to understand what the application is that is beyond the scope of the compiler. So that is what we have to keep in mind and therefore when we start talking about what a compiler is we all the time deal with representations and what we say is it translates one representation of the program into another representation. Beyond that we do not go into deeper into it and typically most compilers what they will try to do is they will take the high level code language and then translate that into either machine code or object code but that does not exclude the scenario where I can be translating to any higher level language. So I could be writing a compiler say for Pascal to C or C to C plus plus or C plus plus to C those will also be called compilers but traditionally if you look at compiler this term is sort of reserved for the scenario where you say that I am taking the high level language and translating that into some low level representation which can then execute on a target architect. And source code is normally when we write source code so now we are coming to this point so what happens is when I am writing source code most of the time what I have in mind is that a human should be able to read that code and understand that because we are going to deal with the source code as human beings and any application. So we are going to make it very expressive we will not worry about any kind of optimization we will not worry about even efficiencies most of us will not and we will also keep the thought of redundancies in the code just to avoid all kind of programming errors. So you want to write very expressive code but what we would like to do at the machine and is that I don't want any redundancies I want to remove redundancies so remember that when we talk of optimization I am only trying to remove redundancies from the representation and not trying to improve the algorithm per se and information about intent so whatever information I had about the intent of the application most of the time you will find that in source code I will not be able to figure out that intent so many times when you read the source code you will be able to see how this program does all it. In this code most of the time we will not be able to figure out what this program does so that intent will be lost in the process of changing representation from a level language to a so this really tells you about the functional specifications of what a compiler does these are kind of things you have to keep in mind so how does it translate now the abstractions at the source and machine level are very different abstractions typically you may have at the source level so when you deal with the programming language and you are trying to write the program in a higher level language what are the kind of abstractions you will have will normally start with variables and you will have operators using which you can than the expressions and once you have expressions then you would like to put conditioners into it and you would like to have functions and so on so depending on the richness of the language you keep on making more and more complicated but basically this is how you are going to stop what about machine if you are writing machine code directly what are the kind of abstractions which are available to you as a programmer what are the resources you have so you will have certain locations so you will have memory and you will say that I am going to put certain variables into it you may also have resources like registers you may decide to put two things on the stack and then you have outputs so outputs are going to say that I am going to take certain data from memory certain data from registers from this stack and so on these are my outputs I am going to have various addressing modes so I will say that I am trying to get certain data from memory but it is indexed with certain register and that information indexing information is in register or I may say I will load the base address and then I am trying to get something from the base address with respect to or I am trying to get something from memory where the location is given with some offset with respect to the base address right so these are kind of the connections you have and what a compiler has to do is it has to which is at the program level into something which is at this level so source code and machine code they are going to mismatch and normally some languages depending upon the language you have some languages are close to the machine abstraction some languages may be very far from the machine language so you are going to have depending upon the kind of language and machine you may have this will be narrow large the question is how do we then translate it that is what a compiler is supposed to be doing so we want to do this translation now obviously it looks like that if I just try to test it in one go it may not be possible so normally what we would like to do is we will say it is a big jump and therefore before I can make this big jump can I take a small step and then as I keep taking these smaller steps I will finally end up with a translation now each small step may be a simple step but may be a logically coherent step and normally compilers are designed so that at time you take one step but keep on moving towards this direction you have finally reached here and therefore I need to understand what these small steps are if I can understand each of these small steps then I can reach the destination beginning to make sense so what is the goal of translation this is the translation process I follow and what is the goal of this one that generated code should be good, should give a good performance obviously good compile time performance because if you say that this translation process itself is so tough that it is going to take a long time I mean imagine a situation where you are sitting on a terminal you have finished writing a program how you want to execute it and you compile and it says I am going to take 30 minutes to compile, will that situation be accepted and obviously no similarly if it compiles very fast 30 minutes to execute same scenario, this scenario will also not be accepted so we want good performance for both the generated code and for compile time now these two issues we will take up slightly later what this means is that I want to have maintainable code because I may not be generating machine code all the time suppose I am doing a high level translation and I say that I want to convert Pascal to C I do not want to generate C code which other cannot be maintained every time I do not want to go back and start maintaining my source code so I should be able to maintain both generated codes as well as I want to maintain my compiler code now as a user I may not be able to change compiler but as a compiler writer if a bug is reported then I should be able to handle that many times you will say I am using a compiler even in GCC we have found bugs or somebody has to go and patch it so obviously you report it back but now they say our code is so complicated I do not even remember what to do with it that is it again that kind of scenario is not acceptable so one should be able to maintain code and one should be able to maintain high level of abstraction as far as compiler is concerned so as I said these two points will become more clear as we go along but another very important issue is the correctness I do not want a situation where I say I compile a program my intent was something so I have written a program with certain intention in mind and when the results come they are entirely different and why they are different not because my program has a bug but because compiler has a bug compiler is giving me some arbitrary code so that also is a scenario which is not acceptable to us so correctness is very important issue and people have tried various approaches to this one approach in 70s and 80s was you want to prove compiler is correct you want to prove that the code you have written is correct now that kind of thing has not really taken off people were able to prove small programs correct but typically how long the compiler is how many lines of code a typical compiler will have so if I say C compile system in full support how many lines of code do you think it will have about lack and if I go for something more complex like C plus plus or Eda I can hit a million and if I go for something more complex like saying I want to support a full integrated program development environment where multiple languages can be supported then I may go into several million now with that kind of code size today's technology does not permit us or it does not support where I can prove that what I have written is correct and you have to go through thorough testing and this obviously when you try to do a correctness it is going to have an impact on the development possible because you have to ensure that you have a very high degree of confidence in what you have written something that happens in compiler so we will talk about how compilers are tested how do we know that the code which is generated from compiler is correct how do we ensure that C1 and C2 are roughly equivalent so this is the high level compiler this is the box we do not know what is inside this box but apparently we know what is the input to this box and what is output of this box and what we now need to understand is so here is the high level representation here is the low level representation this is the box and I need to understand what are these steps I need to take these small steps I need to take so that rather than jumping step from here to here I can say I can jump from one level to another and slowly keep moving towards right so what are those steps so let me again give you a scenario okay so let me just look at this word what is the meaning of this word back to English or compiler let me give you a simpler a small sentence we have in CSP do we understand meaning of this sentence how do we do that so what is the instruction okay so let me mess up the structure first do you still understand the meaning of this sentence roughly no but there is an error so there is a character we don't understand okay this is not in English okay therefore for any language understanding first thing as far as so I am not looking at how humans go about doing it but I am trying to say how compilers would like to do it first thing we need to understand is what is the work of it so I immediately have set of alphabets so when you say that when it comes to English normally I will say that I have these 26 alphabets both in lower case and upper case and then I can also use numbers and I have some punctuation marks I have this full stop and so on and that really gives me the character set okay and anything which is outside this character set first thing I say is not acceptable because this is not English so immediately you could flag an error saying oh I don't know what this character is this is not in the character set I know and therefore is an error and you make sure that we have all proper characters of this language so to understand a language to understand the representation first I must define my character set right what is the next thing I will do spellings so if I gave you a spelling like this immediately say oh I don't know what this word means okay now how do I do a spellings before spelling do I need to do something before checking spelling you did something which are not able to articulate so let me say no what happens now or what happens now so somewhere I was able to while reading this I was able to break this into words okay I knew what the word boundaries were okay and word boundaries here were you were saying that whenever there is a blank there is a word boundary whenever there is a punctuation there is a word boundary okay so if I immediately put a character after dot okay you did not mind it you knew that there is a word boundary but if I do something like this then you say there is a problem okay I need to figure out what the word boundaries are once I have figured out all the word boundaries then only I will be able to check whether this is a valid word or not because if I have not even identified word boundaries how can I say this is a word or not okay and how do I find out words okay our dictionary you can look at Oxford dictionary you can look at any English language dictionary proper nouns may not be there like CSB35 may be a proper noun here it will not be interdictionary but rest of the words you will find it okay now do we have so let us go back to programming languages do I have a set of characters of programming languages we have right do I have rules for finding out what are the word boundaries do I have a dictionary of C yes yes so please give me a reference where I can look at dictionary of C and I can find whether this word is in the dictionary or not every word is in dictionary of C yes sir we can consider there are different keywords there are keywords and so we do not have a dictionary what we have is a set of keywords which is dictionary but then we have rules for construction of valid words so whatever is not in dictionary I will apply certain rules to this and I will say that whether this word conforms to the rules I have so I will have rules for constructing what are valid numbers I will have rules for construction what are valid words okay so I will say count is valid this is not okay because it does not match any of the rules I have the words so first thing I need to do is the first step when I start changing representation from here to here first step I need to do is check whether all the characters are valid break those sequence of characters into a set of words and check whether those are valid words or not okay if I can do that then it does not matter whether it is a valid sentence or not but at least I have achieved something right so this is really the first step we follow but before we move into this first step okay we also need to look at that compiler really is part of why do we write programs we are trying to solve a problem and when I try to solve a problem compiler only plays part of the road there are other things which I have to be working with compiler so let's look at a big picture where compiler is part of a program development environment so after all the programming program I need to do lot more things okay so what are the other typical components you obviously have to start with an editor after you have reached whatever operating system you have okay so you need to have obviously compiler has to work under certain operating system it needs to have support for that I must have some editor then I must have assembler, loader debugger, profilers and so on okay so we look at at least introduction to all of these the compiler and all these tools I am talking about they must support each other so for example take a scenario where your editor creates a file and it's not an ASCII file it saves in a different format like take Wordstar or take Microsoft Word okay I create something if I try to read that it's not ASCII format and now I will write a program using say Microsoft Word and say compile this program compiler will not be able to handle that because it uses some kind of control sequences some kind of compressed representation okay so compiler must know this interface okay and therefore this editor must create files which my compiler can handle okay and whatever is the output of my compiler that assembler should be able to handle and so on so what is the big picture big picture is that there is an editor which is which is being used by a programmer and you have a source program which comes out of this editor but then my compiler should be able to handle this program and should be able to handle that in assembly code so you can immediately see that I am talking of an interface here okay now what do I do with assembly code I can assemble it which generates machine code and then what happens I will have to then use a linker because this may be in multiple files and I want to resolve certain symbols so I get resolve machine code and then I am going to load this into certain machine locations and execute it and what is the outcome of this execution when I execute a program what happens this is normally what happens you get an error you do not get results okay when you get an error what do you do you need to debug your program so you start using symbolic debuggers okay so therefore debugger and compiler again have to work together this representation which is coming out of compiler must be understood by the debugger okay and then debugger will the program will be executed under this control and I will get debugging results so how do I get debugging results I have certain mental model in mind about how the computation should go about I have a mental model saying at this point of time value of variable should happen this but when I debug it I found this value was different so then I said there is something wrong with the program I go and start fixing that which is a manual process and once a programmer has done all the manual corrections then we will go through this and at some point of time we will get results okay but to make sure that I get results I must go through all these cycles okay so therefore what we need to make sure is that compiler which is sitting here is able to generate information which all other tools here can use right so this is a bigger scenario and what we would like to do is stop here today and tomorrow start going into this details and then where is it alright so let's stop here today a little bit and it is all the same then


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Ableton on Air is a member of the National Academy for Television Arts and Sciences, Boston, New England Chapter. Welcome to this edition of Ableton on Air, the one and only program that focuses on its needs, concerns, and achievements. I've always been your host, Lauren Seiler, and on this show, before we get to our topic for today, we would like to say special thanks to Washington County Mental Health, our sponsor, Green Mountain Support Services, and many others, including the partners with the Vermont Division for the Blind and Visually Impaired, the Vermont Association for the Blind and Visually Impaired, and the Montpelier and the Sustainable Montpelier Coalition, and many, many others. We would like to welcome our guest, Garrett Washburn of Washington County Mental Health, and today we're going to be talking about summer camps and mental health and the importance of recreation. Welcome to Ableton on Air. Thank you for having me. Okay, what are the missions and goals of Washington County Mental Health? Sure, so I can speak for Choice Academy, which is part of Washington County Mental Health Services. The mission and goal of the summer program in particular is a non-academic space where the kids can work on group goals together with staff and then also be outside, away from electronics, things like that, so that we can really focus on mental health outside of the classroom. So explain what the Academy, you mentioned Academy, so what is the Academy? Sure, so Choice Academy is one of the schools that's an umbrella of under Washington County Mental Health Services, and it is its own building. All the teachers and the staff are in one house, I'm sorry, under one roof, and all of the academics happen in there. The teachers shift from room to room so the kids don't have to go all over the place, and it's a great program. Choice Academy is for kids that are 10 to 22, and we have everything right in Southbury. Okay, why is it so important for people who have mental illness or mental challenges to have recreation and talk about that? Sure, and I don't even think it's mental health or mental illness. I think everyone should have recreation outside. It's just great you get the fresh air, you get exercise outside. A lot of our clients and our students, even our staff, they need to be outside. Having that outlet is I think it's extremely important, whether it's sunny or if we're out biking or if we're just doing a walk or playing disc golf, all those things are so beneficial to mental health for everyone. What is disc golf in this case? Yeah, so the disc golf is fun. It's like a Frisbee and you're throwing it into a basket. It's just a lot of fun. It's kind of like the ball golf except it's with a Frisbee. Any questions you want to ask? Yes. Sure, so we have three different classrooms basically. We have a middle school for the younger kids, we have a high school and then we have individualized programs and those are one-on-ones. So in the middle school I have 14 students, the high school I have 10 students and individuals I have three currently. So I hear you said from what age is it? 10 to 22. What happened? Now I'm going to ask this question. I hope you don't mind and I hope it doesn't throw you off. What happens after age 22? Is there a program for them within your program? Yes, so it wouldn't be our program but we do have adult services and if they still need our help or anything like that they shift into the adult side. So they can still stay within Washington County. It just wouldn't be Choice Academy. Okay, so what other activities, so you said disc golf and what other activities are you doing? Yeah, so with the kids it's a lot of swimming. I want them away from screen time, so TVs and video games and their phones. No tablets. I know the tablets. I want to get them away from that because they had so much. Absolutely. And they had way too much of it during COVID anyway. So we wanted to get them away from it. So a lot of swimming, hiking, we set up Choice Carnival is what we call it and it's we have like water slides that we have their obstacle courses that the kids can run through in games and things like that. Board games too. So that way they're using their minds for something else than just watching a screen. Jazz, checkers, all that kind of stuff. And I have a lot of kids that like to play Magic the Gathering or Pokemon. Okay. Dungeons and Dragons. Is that too? Yeah.  How and why? Yeah, so when COVID first hit it went into totally online for about two months I would say. And we noticed a big fall-off. The students weren't participating as much because they didn't know how to either log in or they didn't have the means to log in or there was no one there right there with them, holding them accountable. So we had a lot of numbers drop off and then as soon as we got to go back in person, which thankfully for us was only about two, two and a half months, our numbers started to go back up, participation increased. So we did find that our students needed to be in person more so than remote. So this is, is this like an alternative to medication, being outside and all of that? Are there, you want to add to something like that? Sure. I mean, I think, you know, having that natural outside release could be an alternative to medication. We do have students that are on medication. Hope it's not the wrong question. No, no, no. I think, no, that's fine. I think it's a great stress reliever, which could cause different things. As long as it's something that's calm, it could be nice for someone with anxiety. So yeah, I mean, I think it could take away some. Do you think there's going to be, do you think as COVID goes on, hopefully it doesn't go on too much longer, but, but do you think there's good, do you see more expansion to your camp and how, how will that play out? Yeah. So we actually, we added on an entire week. Our camp is eight weeks long. So we added an extra week in just to get more time with them, not in the classroom, because that was a struggle getting them back into and actually adding the weekend was better. So we might keep it longer. So why was it a struggle? Is it because of COVID or staying indoors? COVID for the most part and because they'd been away from us and they could kind of had like free reign. So they were going outside or they were just sleeping and staying up late, late, playing Dungeons and Dragons till one and three in the morning and then didn't want to wake up until noon or one next day. So this is not sleep away. This is, so this is just a day camp. Yeah. Do you see it expanding to a sleep away type of camping situation? We've never done it before, but I would never say no to anything. Through Choice Academy, the students have a chance to earn an end of the year trip and we actually take them and that's an overnight thing for about four, four days. But we've never done it for summer program. Okay.  You want to add to that? Sure. I think a lot of the misconceptions are that everyone needs help and they need extra and, you know, a lot of the places that will go to like the state parks or any of the bigger places like that will always try to be more accommodating than what we even need. So I think that they're overcompensating. What does that mean exactly? I think that their perception of what our students need is more than what they actually need because if you were to go out to one of the state parks and you saw our group there, you wouldn't be able to pick our kids out, which is great. Because some, like for example, even though I don't deal with a mental challenge, several palsy with me, you can't pick it out.  Some disabilities or challenges are silent. Is that the same thing with mental challenges? Yeah, absolutely. And then if there is, you know, a student that's struggling with anything else, even if it is like a physical disability, our staff is so great with altering whatever the activity is. Say they can't kick a soccer ball, then we'll change what they're doing to something else that they can still have fun with the group and still participate. Any other questions? Of course, you got plenty of questions. Go ahead. What's the difference between a challenge and an illness in terms of? That's a tricky question. I guess I don't know how to answer that one. We take every kid individually and we work on what their plan is and then whatever they're struggling with, that's what we're going to try to focus on helping them the most with.   Oh, right away, because years ago, people were putting this, two shades, that type of thing. So has stigma changed since way back? So honestly, I think the good thing that came out of COVID was that more mental illness got the awareness that it needed. Because people were on lockdown, they weren't used to being home alone and not having the social, you know, connection with people. So I think that was one positive that came out of COVID. So I do think that there's more awareness now about everyone. So what more in terms of recreation, how many more expansions are you going to do or activities? So we just finished week five. So we have three more weeks left. Like next week, they're going to go to two different state parks. We're going to have another obstacle course carnival at the school on campus. And then their big trip is what they work for toward the end of the year or the end of the summer is going to Six Flags as a group. And that's what they look forward to like the most. So that's what they're kind of working for for the entire summer. So it's like the big thing at the very end. And do you have anything? Well, obviously you want to add more, but is there anything that we haven't covered so far that is vitally important about your camp? I just think it's a great way for these kids to get out. It gives them something to do, keeps them out of trouble. They get to work on group activities, which a lot of times they don't have that opportunity to do on their own. So this is really a great time for them to be with their peers, work on group interactions, but also work on what their individual needs are as well. Now you mentioned Washington County. Choice Academy is a school. How let's get into that a little bit in education. How is it a school? Is it a special school for people with mental challenges or? Yeah, so it's a fully accredited school and the students that come to us are through an IEP or a 504 through the public schools. So they have to get referred into us and then individualized education plan. Exactly. And they are able to graduate with a Choice Academy diploma that would be just equivalent as any of the high schools. Okay, how so? How is it equivalent to being in high school? Because it's from 10 to 22. So I know when I was, we were in New York or I mean I went to a regular high school, but there is some special ed programs, special education programs. At age 21, they age out and they go off to other programs. What happens after age 22? Sure, yeah. So if they still need our services, Washington County Mental Health Services, we have the adult program which they can shift into and they would help with housing, they would help with jobs. College, maybe? Yeah, a lot to be to be honest, a lot of our students don't end up going to college. They usually go right into the workforce. We have had a couple go to trade schools, but we haven't had very many go right into college. Now, how has, in your opinion, how has media, when we talk about mental challenges, how has media perceived people with mental challenges? Has it changed? Has it gotten any better or worse? Um, I would say it's gotten better. I think that there's more light on different mental illnesses. More studies are coming out, more research, even like with depression, which I know isn't, you know, full, full on what we're talking about here, but I feel like everything's coming more to light. So anything you want to add? Okay. Knowing that we're in a new administration because services get cut all the time, possibly. How is mental health services changing because we have a new administration? How do you see it, especially for the future? I haven't seen any changes personally. We're still able to work at the capacity that we have and, you know, still incorporate newer students and staff. Hopefully, I mean, everyone always needs more money and more resources. So hopefully that's the direction that we're going in currently. How is it with the ratio working with your students? Like special ed classes are usually like three or four or they have a power professional, so they have like three or four students and a teacher. How is it structured here? Sure. So it's all different depending on age, but on average, there aren't more than four students in a classroom with one teacher and one BI, behavioral interventionalist. And what exactly is that? So they would be like a para educator in a sense, but also like a little bit more focused on the behavior side than the education. So if a student has a problem with his or her behavior, then that person would step in, correct? Yes. Okay. In terms of mental challenges in children, have you seen differences? Like in terms of the activities now, you mentioned that you can change the activities around for the person in the house. Yeah. So if there was someone that struggled with the activity, either physically or mentally, we can alter what's happening. So if we're going out swimming and there's a student that just doesn't want to swim, we have other activities built into that day too. So if they wanted to just, if they wanted to read or if they wanted to play a game that wasn't swimming, we have different options that they could choose throughout the day. But no movies, no TV. I try to stay away from those. If it's a rainy day, they might get lucky with a movie. And is it just because you don't want them involved with it in front of a screen, right? A lot of the time, yeah. So as soon as they leave the school, like that's pretty much their outlet as they go and they play their video games or they watch TV or they're on their phones or iPads or anything like that. So I rather just keep the two separate and give them some like actual people contact. So what do you do? Do you got, and this might sound funny, but so what do you do? You take their phone away from them when they come in? So they do have to check their phone in when they come in in the morning. I know, we're mean. So yeah. So they turn their phones in and then they get them back at the end of the day. If we're going somewhere that's really far, a lot of students will use their phones as coping skills. So they'll get to have them on the car ride there that way. You know, they're at least comfortable. Yeah. I mean, it's gotta be hard. Now, what are some of the challenges that you face as director of the camp? Knowing you have to take the phone away from the kid or, you know, obviously there's challenges. We're working with people with mental challenges, but what are some of the challenges? Pros and cons. Is there pros and cons? There's always pros and cons. If I'm asking the wrong question. No, no, that's a good question. As far like the phone thing, anytime you can give someone heads up is great. So the more lead time we have, quick changes are never usually good. So we always try to have our backup like our rainy day plans where people can see them.  What are we going to do instead? They already have an idea of what the day is going to look like. Weather is a big con to a summer program because we don't always have the space to have something inside. So if our day was planned for outside, we have to shuffle a little bit to accommodate. No, yeah. Well, since we say pro and cons. Are there reasons why people sometimes don't want to work with people with mental challenges? Why or why not? I would say there are people that don't want to work with our population because they're not informed enough. How so? They're not used to it. They've never seen a kid with behaviors before. They don't know how to deal with them. They don't have the language to talk to them or talk them down. So I think like the unknown is a scary thing for a lot of people. So that would be a reason why they would not want to work with our kids. The summer program I set up is built around fun and that's no phone. That's that's the only non fun part. No, does that mean staff have to check their phone? I make sure they're not on their phones, but they have to keep them for emergencies. But I wish some of the staff would check their phones. But yeah, so I built around fun. So it does draw staff in that want to work with our population because they see the things that we're doing and then how good it is actually for the kids. And it's you build a lot of memories and relationships with the kids, which is great that lasts for well beyond the school year. So they make friends. So how important is friendships in this case to people with challenges? I think it's very important. Physical and mental. Yeah, so the the kids that build the bonds with the other students is great because they can actually, the students get along with each other. They understand each other and they some of them have been where the other ones been before. So it's it's a great bond to see when two of them actually get together and they they're like best friends now that they never had. You know, question as far as the camp. Hello, you there? Yeah, yeah. As far as the camp, like, do they have like a specific day? Like, let's say, a couple of people are having issues, challenges. Do you have like a counseling session with them? Or do they have like, psychologists or psychology counselor on staff? How does that work? Yeah, so we do. We have clinicians and we have currently four clinicians and they each have their own caseload. So they're assigned different students and the students to them. So if there is any kind of issue, they're always in house or they come to some of the activities with us. So they're built in, they can go reach out to their clinician at any time. They can talk things through. Now, I'm aware that there's a program that I'm aware of called Brattleboro Retreat. Is your camp, well, a camp is a retreat, nonetheless. Okay, let's see if I'm doing this right way. Okay. Compared to other camps, for people with special needs in terms of retreats, how is your camp different? Ours is more or less for, I would say, students that are in, you know, the proper homeostasis for them to be in. So they're- Oh, repeat that word, I'm sorry. Homeostasis. So like they're well-balanced, you know, as far as like they're, I don't know how you want to say, like they're zen. So like they're calm, they're able to participate. You know, they can function enough to with us, whereas, you know, sometimes those other ones like Brattleboro Retreat will send people there so that they can work on the things that they need to, things like that. So, you know, our summer camp is for the kids, most of the time, it's the kids we already have in our schools. So we had them all school year, now it's summertime, so we're already familiar with them. We know what some of their behaviors are, how they interact with each other and staff, and then there's no education. So no more teachers, no more books. So it's just the fun. Well, fun. I mean, if a child wants to work on some of their educational skills during camp, isn't that fun? Like, I remember when I was a kid, I went to a special needs summer camp, sleep away. They had an educational situation where they work on math, they work on computers, they work on different things, but you said no computers and no phones. So, well, it is funny you said that because we actually this summer, we have the most readers that we've ever had before, and we have that built in. So they, we created space where they could read as many books as they wanted to, and we created an incentive plan around that and how many they wanted to read. But instead of playing, give them a library card? Yeah, so it could be a library card or it could be like purchasing that book, the next one in their series or something like that. And we have our own library on campus that we really refill it all the time. Yeah. And now, because I know like movies are based on books and those kids might be interested. Yeah. What is the future since we only have a couple minutes left? What is the future of the camp and of recreation?  I mean, this is every summer thing. I've been with the camp and Choice Academy for nine years, and it was there well before me too. So I mean, it's not going to go anywhere. I think if anything, it'll just get bigger and more activities and slight changes. It changes every year based on the students that we have because I want to cater. Is it based on now, based on theme also, like the camp would have a theme for that year? Oh, we've never done that, but I do like that idea. Because example, in terms of recreation, I remember the camp I went to, there was these specific days, like they would take the whole camp and instead of, I know you said no TV, but what they would do is kids' favorite TV shows, like one part of the camp would be Sesame Street, and then they would have characters, or Batman or like the old Batman series, that kind of thing. But that would be a good idea to have a theme. That is a good idea. Bringing the TV away from the kids, but they would have like a costume party or something along those lines. Yeah, during the school year, they have their spirit days. So once a month, they all have pajama day or crazy hat day or inside out clothing day. That's strange. Yeah. I don't know if I want to have inside out clothing day or, you know, that would be a little strange. But like for example, you got a pineapple on your shirt or something, SpongeBob day or something along those lines. Now, in terms of recreation, I know you said no video games, but do you have educational computer games that a kid might want to play? Yeah, so those stay with us throughout the school year. So they actually do access those during the school year. Not so much in the summer, but they are available if we did have a student that wanted to. Any last questions? What was that? Repeat that? Yeah, is there a is it free or is it scholarship for those that can't afford it? How does it work? So it's built into their IEPs. I don't understand. So it is free for them. They don't have to pay extra because it's already kind of like in their their contract per se through the school. Yeah, so all that stuff is in. So we have our funds where we pay like the state parks and things like that. But the student would never have to. Okay. So like example, if you go on a trip and it requires an admission fee to go somewhere, Washington County would pay that fee. Yes. Okay. And then but then the kid, the child or the participant will be responsible for paying for their own food or? No, we provide lunch. We have a kitchen at Choice Academy and we do bag lunch all summer every day. Okay. Well, now if you're going to amusement park and the child wants a specific thing, they would have to bring money for that. Yes, if they wanted, yes, if they wanted like the bag of cotton candy or something like that, then they would have to they'd have to provide that money. Okay. Well, we would like to thank Garrett Washburn for joining us on this edition of Abledon on Air. For more information on Washington County and their services, you can go to www.wcmhs.org. The emergency number for Washington County is 229-0591. That number once again is 229-0591.<PHONE_NUMBER> and www.wcmhs.org. Thank you, Mr. Washburn. Thank you for having us on this edition of Abledon on Air. We would like to say special thanks to our sponsors Washington County Mental Health, Green Mountain Support Services, and many others, including the Vermont Association for the Blind and Visually Impaired, the Division for the Blind and Visually Impaired, and many others, including also the Sustainable Montpelier Coalition. I'm Lauren Seiler. I'm Lauren Seiler. See you next time for the next exciting edition of Abledon on Air. Abledon on Air is sponsored by Green Mountain Support Services, empowering people with disabilities to be home in the community. Washington County Mental Health, where hope and support comes together. Media sponsors for Abledon on Air include Parkchester Times, Muslim Community Report, www.thisisabronx.info, Associated Press Media Editors, New York Parrot Online Newspaper, U.S. Press Corps, Domestic and International, Anchor FM, and Spotify. Partners for Abledon on Air include Jihad, New York, New England, where everyone belongs, the Orthodox Union, the Vermont Division for the Blind and Visually Impaired, the Vermont Association for the Blind and Visually Impaired, the Montpelier Sustainable Coalition. Abledon on Air has been seen in the following publications, Parkchester Times, New York Parrot Online Newspaper, Muslim Community Report, www.thisisabronx.info, and www.h.com. Abledon on Air is a member of the National Academy for Television Arts and Sciences Boston, New England Chapter.


This study examined the construct validity of the Danish version of the Work Rehabilitation Questionnaire, WORQ. The study compared the physical capacity items of WORQ to objective, standardized measures of physical capacity and selected SF-36 physical items. Results showed a moderate to strong correlation between WORQ and SF-36 items and a weak to moderate correlation between physical capacity items of WORQ and objectively measured physical capacity measures. Cross tabulations and calculations yielded overall higher NPVs than PPVs, suggesting that WORQ may be useful for identifying individuals who need further assessment. This article was authored by Ida Skavborg-Ferp, Katrine Balsertijsson, Ruben Skorpiso, and others.


Welcome to First Unitarian Society of Madison, Wisconsin. This is one of two weekends each year when we shine a light on the role music plays in our worship. These are our all-music services. I am Drew Collins, Music Director for FUS, and I'm joined today by the worship team of Reverend Kelly Askruth Jackson, my colleagues in the FUS Music Program, Assistant Music Director Linda Warren, and Heather Thorpe, and the FUS Children's Choir, Teen Choir, and Combined Adult Choirs, with technical support by Daniel Carnes and Stephen Gregorius. The vision of FUS is growing souls, connecting with one another and embodying our UU values in our lives, community, and the world. For those worshiping with us in person today, it's a joy to be with you. While in our buildings we do ask that you wear your mask, unless you're preaching, and that you not sing along with the hymns, though we do invite you to hum, immediately following the postlude for everyone's safety, we ask that you exit the building. For those joining us virtually today, we're so glad to have you with us, and we hope you join us for our virtual coffee hour immediately following our service. The information for joining can be found on the home page of our website, fussmedicine.org, as well as on the slide that will be seen again after the postlude. Our announcement slides will also be shown briefly after today's service, and we encourage you to take a moment and learn about upcoming programs and activities. And now let us prepare our hearts and minds for worship. I invite you to center yourself and bring yourself fully into this time and place as we join together once again in community. Famous Divinity School Address, Ralph Waldo Emerson spoke of a certain preacher whose words compared unfavorably with the falling snow. I once heard a preacher who sorely tempted me to say, I would go to church no more. Men go, thought I, where they are want to go. Else had no soul entered the temple in the afternoon. A snowstorm was falling around us. The snow was real. The preacher merely spectral. And the eye felt the sad contrast in looking at him and then out of the window behind him into the beautiful meteor of the snow. He had lived in vain. He had not one word intimating that he had laughed or wept, was married or in love, had been commended or cheated or chagrined. If he had ever lived and acted, we were none the wiser for it. The capital secret of his profession, namely to convert life into truth, he had not learned. What might not be obvious from the text, but what most of Emerson's audience almost certainly knew by implication, is that this anonymous minister wasn't actually anonymous. Barzali Frost, then less than two years into his settlement as the minister of the first parish church in Concord, Massachusetts, where Emerson was a member. More than once, I have thought with sympathy about that poor soul who, while only trying to perform the challenging duties of his office, made his ignominious way into one of the most important documents in Unitarian Universalist history. I have worshipped at the first parish in Concord and can report that none of the present or future successors to Barzali should ever suffer such an unflattering comparison again. This is because, at some point in the last 150 odd years, the good people of Concord saw fit to plaster over the window behind their pulpit, the son of a Unitarian minister. His poetic style plays with metaphor and structure to the point of both irreverent nonsense and a deeply reverent mysticism. Here's one of his poems.  You give me courage so that against myself the sharp days slobber in vain. Nor am I afraid that this which we call autumn cleverly dies and over the ripe world wanders with a near and careful smile in his mouth, making everything suddenly old and with his awkward eyes pushing sleep under and thoroughly into all beautiful things. Winter, whom spring shall kill, into this time of giving and receiving where we give freely and generously to this offering which sustains and strengthens our community. As is our custom, today's offering in its entirety will be dedicated to the ongoing work of the music program and the work of the professionals and volunteers who week after week help to animate and energize our spiritual community with a reverent, joyful noise. You will see the information on how to give through our website fussmedicine.org or through the text to give option on the screen. Thank you for your generosity and your faith in this life we create together. A season when much of the world's attention and our own turns towards a story set long ago in a land between the Jordan River and the Mediterranean Sea. So it seems fitting that we should hear from a poet who is native to that land. Mahmood Darwish is not simply a poet from Palestine. He is commonly acclaimed as the national Palestinian poet. His tomb and museum can be found in Ramallah which is about 12 miles north of present day Bethlehem. These are his words. The white air thickens, slows down and spreads like combed cotton in space. When it comes into contact with the body of night it lights it up on all sides. Snow. The electricity is cut off and I rely on the light from the snow to find my way to the path. The musical interlude between two walls and to the room next to the six palm trees that stand like nuns on the valley shoulder. An almost metaphysical joy enters me from everything external and I thank the wind that has brought the snow from regions accessible only in spirit. If I were different I would try hard to describe the snow but as I have been snatched away into these white cosmic pastures I break free for myself and neither me nor someone else. For both of us are guests on the carpet of glittering white jewels which are visible and wide open to interpretation. When the electricity is restored I switch off the light and remain standing at the window and see myself over there an apparition beyond the snow. Number 232. The hills are bare at Bethlehem. As a poet and a novelist at a time and in a place where those were socially and culturally impossible things for a woman to be. Yet she and her sisters Charlotte and Anne persisted in writing publishing their work under assumed names. In this poem Emily imagines her own imprisonment we might think of many reasons why but she finds solace and comfort in the falling snow. O transient voyager of heaven O silent sign of winter skies what adverse wind thy sail has driven to dungeons or a prisoner lies me thinks the hands that shut the sun so sternly from this morning brow might still their rebel task have done and checked a thing so frail as thou. They would have done it had they known the talisman that dwelt in thee for all the suns that ever shone have never been so kind to me. For many a week and many a day my heart was weighed with sinking gloom when morning rose in morning gray and faintly lit my prison room but angel like when I awoke thy silvery form so soft and fair shining through darkness sweetly spoke of cloudy skies and mountains bare. The dearest to a mountaineer who all life long has loved the snow the crowned her native summits drear better than greenest plains below and voiceless soulless messenger thy presence waked a thrilling tone that comforts me while thou art here and will sustain when thou art gone. The next piece of music come from a Sanskrit mantra composed by the contemporary yogic guru Jagdish Vasudev roughly translated they are the world is sound sound is the manifestation of the universe sound manifests itself in the form of all life sound is that which binds sound is the means for liberation sound is the bestower of all sound is the power behind everything sound is everything we gather with that are heavy with sorrow hearts that are filled with joy we come together to share these sorrows and joys knowing that they are held in the love of this community today we light a candle of sorrow and memory for Linda Katowski who passed away on December 6th Linda was a long time member of the society choir and we will miss her warm smile welcoming presence among us a memorial will be held on Sunday December 19th at 2 p.m. here in the atrium auditorium we also light a candle of sorrow and concern for all those affected by recent storms in Kentucky and Tennessee particularly those who have lost their lives our thoughts also go out to those who have lost their homes or livelihoods in addition we light a candle of celebration and solidarity with the workers of one particular coffee shop in Buffalo New York who voted this week to form the first union at any Starbucks store in the United States we light a final candle for those joys that remain in our minds and hearts unspoken in this space from Aldous Huxley from pure sensation to the intuition of beauty from pleasure and pain to love and the mystical ecstasy and death all the things that are fundamental all the things that to the human spirit are most profoundly significant can only be experienced not expressed the rest is always and everywhere silence after silence that which comes nearest to expressing the inexpressible is music